DEMO
Y
AR PRIM
L A R U
T A N
C S
E C N IE
s en
e c 12 mont
DiGitAL PRoject
h
uld t co in c e bj ated r s su Thi integ ces, nal e n gio k b e e i r r Sc new wo he frame t uld o. ry sho ulato lish s reg estab
s
Lic
3
GLo BAL
tHInKeRs
INDEX 1
8
SCIENCE
PAGE
2
26
LIVING ORGANISMS
PAGE
SDG
CONTENTS • • • • • •
Science Scientific questions Scientific information Hypothesis Data Technology and computational thinking
• • • • • • •
The vital functions Animal characteristics Vertebrates Invertebrates Plants Plant reproduction Types of plants
Quality education
Life below water
TERM REVIEW
46 PAGE
3
50
HUMAN BEINGS
PAGE
4
70
ECOSYSTEMS
PAGE
• • • • • •
Humans are living organisms How does our body work? We change throughout our lives We feel the world around us Our senses Our locomotor system
• • • •
Habitats and ecosystems Living organisms and their habitats Relationships in an ecosystem Human beings and nature
Good health and wellbeing
Life on land
TERM REVIEW
86 PAGE
5
90
MATTER AND ENERGY
PAGE
6
108
PROJECTS
• • • • • • •
Matter States of matter Changes in matter Matter and materials Energy Forms of energy Energy sources
Affordable and clean energy
• Inventions • Projects • Doing projects Industry, innovation and infrastructure
PAGE
122 PAGE
TERM REVIEW
THE WORLD AND... YOU! • LEARNING SITUATION
SPECIFIC COMPETENCES
In The World and... you! pupils will apply the scientific method to research how the use of technology and their diet affect their performance in everyday activities.
1.1, 2.1, 2.2, 2.4, 2.5
In The World and... you! pupils will be encouraged to reflect on the need to keep habitats and ecosystems clean, reducing and making up for the impact of human activity.
2.1, 5.1, 5.2, 5.3, 6.1
INTERDISCIPLINARY PROJECT
In The World and... you! pupils will put into practice their knowledge on the scientific method to find out whether the class has healthy habits, conducting a survey and analysing the results.
1.1, 2.3, 2.5, 5.1, 5.2
In The World and... you! pupils have to take action to prevent a natural environment to be transformed into a shopping centre. They will have to find information about the ecosystem and petition to the local government.
2.1, 2.4, 5.3, 6.1, 9.2
INTERDISCIPLINARY PROJECT
In The World and... you! pupils help their school think of ways they can reduce its energy consumption, while taking advantage of the proposals to start working on new habits to reduce their own energy consumption.
2.3, 3.1, 5.2, 6.1, 9.2
In The World and... you! pupils will become magazine editors! They will have to create contents and distribute them in order to publish a school magazine full of special and fun activities.
1.1, 3.1, 3.2, 3.3, 9.1
INTERDISCIPLINARY PROJECT
GLOBAL RESOURCES
2 LIVING ORGANISMS
14
Watch and learn
My objectives are:
• To recognise the characteristics of living organisms. • To classify animals. • To know the parts of a plant and how they reproduce.
! • Do living org anisms and no n-living things share ha bitats?
We must protect life under water and allow marine diversity to thrive. Humans are altering the life conditions that living organisms need to survive. If we want to promote biodiversity, we must respect the properties of land and water.
18
eighteen
1
Look at the picture and answer.
• How many fish are there? • How many sea urchins are there? • How many shrimps are there? • How many snails are there?
2
Listen and read.
We must consider the animals’ rights when we adopt pets. Animals, like humans, need freedom and security. When we decide to share our lives with animals, we must study their characteristics and learn how to care for them. They become a member of our family. Fish tanks are not an entertainment. They are a responsibility. They must have all the necessary accessories for the plants and fish to be healthy and comfortable. The artificial habitat must be very similar to a natural one. For example, we must set a bottom layer with rocks and black gravel
3
from where the plants will grow. Some aquatic plants have funny names such as water lettuce and duckweed. Everything will be more beautiful and realistic if we add some bogwood and some moss on the stones. The water must be clean and at the right temperature. The filtration system keeps the water clean, and the heater keeps the water warm. Remember: fish tanks are not a toy. They are a home for living beings. If we invite an animal or plant to live with us, we must respect and protect them as much as we can.
In pairs, explain what you must do if you have a fish tank. What must you do if you have a fish tank? If I want to have a fish tank, I must…
Let's explore
LIVING ORGANISMs
The vital functions
Animals
Language Bank
What must you do if you (present tense)? If I (present tense)… I must…
Plants
nineteen
19
The Vital Functions What is a living organism?
Refresh
What are the vital functions? Living organisms have three important characteristics called vital functions. These are nutrition, interaction and reproduction.
1
Nutrition
Interaction
Reproduction
They eat, drink and breathe to grow and live.
They feel what happens around them.
They produce new living organisms.
They need nutrients from food and water to survive.
They react, interact and adapt to their habitat.
They reproduce.
They need oxygen to survive.
They perform actions.
They have offspring (babies).
Look at the fish tank on the previous page. Complete the table in your notebook with the vocabulary. fish tank
snail
filtration system
bogwood heater water
black gravel
moss
light
water lettuce
algae
fish
rocks
duckweed
NON-LIVING THINGS
LIVING ORGANISMS
20
twenty
Plants
Animals
Not animals or plants
?
?
?
?
2
Listen and read. My mum and my dad have a new baby. I have a new brother. He is so cute and small! He will be very big very soon because he likes eating. He drinks my mum’s breastmilk many times a day. He sleeps a lot, too. He also cries. My gosh! When he is hungry or angry, I can hear him from my bedroom. He knows how to communicate with the family very well. If he is uncomfortable or dirty, he makes noises, and we understand him perfectly. Fluffy also has new siblings! Baby cats are called kittens. Kittens also drink milk from their mother. They run when they are in danger. They meow very loudly when they need something. There are many types of living organisms and they perform the three vital functions, like Fluffy’s siblings and my brother!
3
Are these sentences examples of nutrition, interaction or reproduction? Write the answers in your notebook. 1. He will be very big very soon.
Reproduction
2. He likes eating. 3. They meow very loudly when they need something. 4. He drinks my mum’s breastmilk many times a day. 5. My mum and my dad have a new baby. 6. He makes noises, and we understand him perfectly. 7. I have a new brother. 8. They run when they are in danger. 9. Baby cats are called kittens. 10. Kittens also drink milk.
4
The verbs below reflect the three vital functions. Use each verb in a sentence and say whether it’s nutrition, interaction or reproduction. 1. hug
3. run
5. breath
2. drink
4. hatch
6. be born
The baby duckling is hatching from the egg.
twenty-one
21
ANIMAL CHARACTERISTICS Refresh
How many types of animals are there in the world?
How are animals classified? Animals are living organisms because they perform the three vital functions. There are many different types of animals all over the world. We study animals through their vital functions. According to the presence or absence of bones, there are two types of animals: • Animals with an internal skeleton and a backbone are vertebrates. • Animals without an internal skeleton or a backbone are invertebrates. Scientists organise animals in different groups according to what they eat, how they interact and how they reproduce.
Nutrition in animals Animals need food, water and oxygen from the air to survive. They don’t make their own food. They feed on other living organisms. Diets in animals are very varied. Herbivores only eat plants. Carnivores only eat meat. Omnivores eat meat and plants.
Interaction in animals Animals feel what happens around them and react. They interact using different parts of their body. They use their senses. They hear, smell, taste, touch and see what is around them. They move with their locomotor system which includes their muscles and bones. They can swim, walk, run, climb, slither or fly.
Reproduction in animals Animals reproduce to have babies. Babies are born in two ways: • The baby animal develops inside an egg. These animals are called oviparous. • The baby animal develops inside the womb. These animals are called viviparous.
22
twenty-two
•
Children in this class love animals. Some of them want to adopt one. They also want to respect each animal’s living conditions. They are deciding which animals make the best pets. Some animals can’t share a home with humans. They need more space. 1
2
3
4
5
6
7
8
9
• Investigate the characteristics of the animals in the photos and decide which ones can or can’t be pets. Use the table as a reference. How they reproduce
What they eat
Where they live
The body they have
How they move
Viviparous
Meat
On land
Vertebrates
Walk
Oviparous
Plants
In water
Invertebrates
Jump
Meat and plants
Crawl Swim Fly Slither
•
Create an information card for each animal. Use the example to help you.
•
What other animals make a good pet?
twenty-three
23
Vertebrates Refresh
Do cats have a backbone?
What are vertebrates? When animals have got a backbone and a skeleton inside their body, they are vertebrates. There are five types of vertebrates: Fish, amphibians, reptiles and birds are oviparous. Mammals are viviparous.
1
In your notebook, write fish, amphibian, reptile, bird or mammal for each animal. a
2
b
c
e
d
Listen and read the text. Answer the questions using the animals in the text. We love walking in the countryside. We fancy crossing bridges over rivers with big carps swimming together. There are also amazing frogs and salamanders. Fluffy likes climbing the hills because it loves running after the fast hares and lizards. What I like most is to look at the high sky where the huge eagles fly high in perfect circles. 1. This is a bird with large wings that eats other animals. What is it?
Language Bank
2. This is a mammal, similar to a rabbit, but faster. What is it?
What is it?
3. This is a common river fish. What is it?
It is a (word beginning with a consonant).
4. This is a reptile that likes sleeping under the sun. What is it? 5. This is an amphibian that is similar to lizards, but more colourful. What is it? 24
twenty-four
It is an (word beginning with a vowel).
What are the five types of vertebrates? How they move
How they look like
Mammals
They walk or fun.
They have a body covered in fur.
Birds
Most birds fly.
They have a beak, wings, legs and a tail.
Amphibians
They swim and hop.
They have thin skin. They usually have a tail.
Reptiles
They slither and crawl.
They have scales. They have four no legs.
Babies
Diet
Habitat
They have scales. They swim. They have fins, gills and a tail.
Fish
•
In groups, make a table like the one above, including twelve animals you have seen with your own eyes, indicating which type of vertebrate they are, the emoticons that apply, and describing how they look like.
a
b
c
d
e
f
g
h
i
j
twenty-five
25
Invertebrates Refresh
Do caterpillars have a backbone?
a
What are invertebrates? When animals haven’t got a backbone or a skeleton inside their body, they are called invertebrates. They sometimes have an armour or shell to protect their soft bodies.
jellyfish
b
There are five types of invertebrates: Cnidarians, worms, echinoderms, molluscs and arthropods are all oviparous. earthworm
c
1
2
In your notebook, write cnidarians, worms, echinoderms, molluscs or arthropods for each animal in the pictures on the right.. Listen and read the text. Then, answert the questions using the animals in the text. We love diving. There are many interesting and different animals under the water. Some of them look strange. Octopuses look very strong, and sea anemones look very delicate. Sea worms are mysterious, and starfish are the “star” guests! Be careful, friends. Crabs are coming and they may not see you. Why? Because crabs can walk backwards! They are my favourite.
sea urchin
d
snail
e
grasshopper 1. These are molluscs with eight arms. What are they? 2. These are are cnidarians that have got lots of thin tentacles, looking like a ong-haired head. What are they? 3. These are worms with a flat body and rings. What are they? 4. These are arthropods with a body covered in armour and a number of strong legs. What are they? 5. These are echinoderms that look like a celestial body. What are they? 26
twenty-six
Language Bank
Asking and answering questions: Why ...? Because ...
What are the five types of invertebrates? Invertebrates
Where they live
How they look like
Cnidarians
They look like jelly and have poisonous tentacles.
Worms
They have a long body divided into rings.
Molluscs
They have a soft body, and a muscular foot.
Echinoderms
Their body is covered in armour plates and spines.
Arthropods
They have an exoskeleton and 6, 8 or 10 legs.
a
3
How they reproduce
b
c
d
e
In your notebook, create a crossword with the five types of invertebrates. The words must share only vowels.
4
In pairs, write four riddles about invertebrates. Follow the example below. I have eight legs and a body covered in an armour plate. I don’t have any spines. What am I? You are an arthropod.
•
During recess, check the sand, walls, plants, fences... See if you can find any arthropods and share it with your classmates.
twenty-seven
27
Plants Refresh
How are plants different from animals?
What is a plant?
Animals and plants are living organisms because they reproduce, grow and interact. Plants also produce their own food using sunlight, water, air and minerals. This process is called photosynthesis.
flower
Plants are usually green in color. Their bodies can be divided into:
stem
Roots grow in the soil and keep the plants in place. They absorb water and minerals from the soil. The stem grows above ground. It is long and thick. Sometimes, the stem has branches. The stem and the branches support the leaves. The plant’s food circulates inside the stem.
leaves branches
The leaves are usually flat and green. They grow out of the stem and the branches. The leaves make the plant’s food.
1
Create
roots
Draw a plant in your notebook. Then…
a) Label the parts of a plant. b) Mark which parts of the plant absorb sunlight, water, air and minerals to make food.
2
28
Draw a Venn Diagram in your notebook to show how plants and animals are the same and different. Use the sentences below to help you. • They can move around.
• They are fixed in the soil.
• They reproduce.
• They have ears, a nose, a mouth, eyes and a tongue.
• They are usually green in colour.
• They breathe oxygen.
twenty-eight
PLANT REPRODUCTION Refresh
Is it a good idea to pick wildflowers in the countryside?
How do plants with flowers reproduce?
Most plants have flowers to reproduce, like roses and orange trees. Flowers are the parts of the plants where the male and female reproductive organs are situated. The male reproductive parts of a plant are called the stamen. They produce pollen. The pollen is at the top of the stamens. The female reproductive part of a plant is called the pistil. It contains ovules. The ovules become the plant’s seeds. When the pollen of a flower reaches the pistil of another flower of the same type, the pistil forms the fruit and its ovules become seeds. The seeds grow in the soil and a new plant appears.
pistil
stamen
Flowers have a corolla and a calyx to protect them. corolla
The corolla is a group of colourful leaves called petals. The calyx is a group of small green leaves called sepals.
How do plants without flowers reproduce?
calyx
Some plants don’t have flowers nor seeds, like ferns and mosses. These plants produce small spores. Spores produce roots and a new plant grows.
1
Match in your notebook.
male
pistil
female
2
statemens
Thin filaments which contain grains of pollen on top. It has an ovary at the bottom.
Create a flower puzzle!
In groups of four, draw a big flower with all its parts. Colour the flower. Then, cut it into 20 pieces with the shapes of the pieces of a jigsaw. Swap the pieces of your flower puzzle with another group. Can you assemble your classmates’ flowers? Glue the pieces on a paper and label the parts. twenty-nine
29
Types of plants What are trees, bushes and grass?
Tree: Oak tree
Bush: Rosemary
Grass: Poppy
• In pairs, look at the three types of plants and describe them. a) How are they similar? b) How are they different? c) Which ones would you like to have more of in your garden? •
Write a short description of trees, bushes and grass.
• Search the Internet for more examples of trees, bushes and grass. Draw your favourite ones in the notebook. • Create
Design your garden!
Draw a map of the garden you would like to have. What trees, bushes and grass have you got? Language Bank
It has got… They have got… It is… They are…
30
thirty
Refresh
Where do we find plants?
What is the difference between wild plants and cultivated plants?
1
Complete the sentences in your notebook. 1…grow in natural environments. Sometimes we cut down trees to get wood. 2…grow in fields and orchards. We use them to eat and feed animals. We also use plants to make materials, such as cotton, or even medicine.
2
In your notebook, write six things that will disappear if there are no plants.
How do we cultivate plants?
Preparing the soil
•
Planting the seeds
Watering the plants
Harvesting the fruit
Retrieve a seed from a piece of fruit, or use a bean. Follow the steps in the pictures and write a daily log of the process. Create
thirty-one
31
THE world and... you! LOOK! The school pond is dirty. Dangerous plastic bags and snack packets are floating in the water. Fish and small turtles find waste everywhere. Mosquitoes are flying over the water. All students must do something to clean it.
Think!
1
Look and answer. 1. What plants and animals do you see in the pond? Are they healthy? 2. What type of waste can you find in the pond? 3. What are the children doing around the pond? 4. How can they take care of the pond?
2
32
In your notebook, draw and label the waste bins the students can use during the playground time.
thirty-two
ACT!
3
4 5
Where does the school garbage come from? In your notebook, complete the table. Organic waste
Plastic waste
Paper waste
Other waste
?
?
?
?
How can children take care of the pond? In groups, write down your ideas.
Imagine how the pond will look like when it is clean and well cared for. a) What animals can live in the pond? b) What plants can grow in the pond?
6
Create
Make posters to put around the school to encourage everyone to take care of the pond. 1. Draw how the pond will look like when everyone takes care of it. 2. Write what they can do for each type of waste and illustrate it with a picture or photo. For example: “Throw your yoghurt pots and snacks packets in the yellow container.” 3. Write what else they can do. For example, “Play with balls away from the pond.”
thirty-three
33
Story time! Fluffy! these tadpoles aren’t for you! I’m taking them to the pond. They will change into frogs. We are learning about them in science.
It looks great now.
1
Think
2 3 34
Oh no what a mess! Let’s get some help to clean it up.
Here you are little tadpoles. You will be very happy here now and turn into big, healthy frogs.
How many tadpoles are there in the jar?
Where does Alex put the tadpoles?
Act out transforming from a tadpole into a frog and turn it into a dance.
thirty-four
Map your ideas! 1
Think and fill in the gaps
Living organisms Animals
are classified according to
Plants and animals share three vital functions...
?
?
Their body
Oviparous
?
Vertebrates
?
?
Carnivores
?
?
?
?
?
?
?
Plants
Amphibians Parts of a plant
Parts of a flower
Types of plant
?
?
?
?
?
?
?
?
?
?
Invertebrates ? ? ? ? ?
thirty-five
35
LET'S review! 1
Listen and read the text. Are the sentences true or false? Moles dig holes. Their babies come from their mother’s womb because they are viviparous. Moles are mammals. We call them vertebrates because they have a backbone and an internal skeleton. Their bodies are covered in fur. They also have four legs with large paws, a long snout and a tail. They can’t fly. They can swim but they are not aquatic. They are land animals. They love to stay underground. Indeed, they are subterranean animals. Females produce milk to feed their babies because they are mammals. They love eating insects, which is why we call them insectivores. They are wild animals because they live in a natural habitat. 1. Baby moles feed on their mother’s milk. 2. Moles have got a spine. 3. Moles are covered in feathers. 4. Moles haven’t got a long mouth. 5. Moles can fly. 6. Moles can’t swim. 7. Moles hate the dark. 8. Moles eat big animals. 9. Moles make good pets. 10. Moles are herbivores.
2
Answer the questions for each animal.
1. What type of vertebrate is it? 2. What makes it unique? a
36
b
thirty-six
c
d
e
GLOSSary! 1
Find the word. a) Through this vital function living organisms eat, drink and breathe to grow and live. b) Through this vital function living organisms feel what happens around them and react or interact. c) Through this vital function living organisms produce new living organisms or offspring. d) Animals whose babies are born from an egg. e) Animals whose babies develop in the womb. f) Animals that only eat plants. g) Animals that only eat meat. h) Animals that eat meat and plants. i) Animals that have an internal skeleton and a backbone. j) Animals that haven’t got an internal skeleton nor a backbone. k) The process through which plants produce their own food. l) A pigment in plants. m) A group of colourful leaves called petals. n) A group of small green leaves called sepals. o) This plant has got a thin, flexible stem. p) This plant has got a thick, hard stem called trunk. q) This plant has got one or many thin stems growing from the roots.
My progress • I can recognise the characteristics of living organisms.
Copy the sentences in your notebook. Draw a smiley
• I can classify animals. • I can identify the parts of a plant. • I can describe how plants reproduce.
thirty-seven
37
3 HUMAN BEINGS My objectives are:
• To understand the importance of health. • To distinguish the three vital functions in humans. • To know the sense organs and the locomotor system.
INFANTS
Watch and learn
!
• Is there a hea lth centre or a hospital near your place?
CHILDREN YOUNG ADULTS ADOLESCENTS
T RAUMATOLOGY DEPART MENT ALLERGY DEPART MENT
We must have easy access to healthcare to live longer.
42
forty-two
Vaccines are important to prevent diseases, but not all children have access to hospitals and doctors. Everyone in the world needs them to stay healthy.
DERMATOLOGY DEPART MENT ORTHODONT ICS DEPART MENT
1
Look at the picture and answer. • What type of building is it? • Who does usually go into this building? • When do you go to this place?
2
Listen and read.
People who live in rural environments sometimes have medical emergencies, but, there aren’t always health centres nearby. Many people around the world have difficult access to health services. The roads can be hard to travel on, and the doctors are very far from home. Doctors visit patients in their houses. They help people and give them medicines and vaccinations. If the ill person feels really sick, they take them to the nearest hospital.
FONDO DE UN ACUARIO CASERO ???
Rural doctors enjoy helping people. It is a very interesting job. There are other people who work with doctors. Nurses, assistants and midwives also take care of patients. All of them have to travel at night sometimes, pass mountains and travel long distances. It can be stressful, and also very exciting. These people work in places where there isn’t any pollution or traffic. There is some peace and quiet. When this happens, patients and doctors share a relaxed lifestyle. Let's explore
Body features Body systems
Nutrition
Vital functions
Interaction
Language Bank
Countable nouns: doctors, patients, mountains... Uncountable nouns: peace, quiet, traffic, pollution... Reproduction
Life stages
forty-three
43
Humans are living ORGANISMS Refresh
What type of living organism are you? Are you an animal or a plant?
What do animals, plants and human beings have in common?
1
Plants
Animals
Human beings
They feed on other animals or plants.
✘
✔
✔
They have sense organs.
✘
✔
✔
They move from one place to another.
✘
✔
✔
They perform the three vital functions.
✔
✔
✔
In groups of three, assign each member of your team the role of a human being, a palm tree or a bird. Guess what your classmate is doing, based on the table above.
I am using my sense organs. I am flying. I am breathing oxygen.
You are moving from one place to another! You are a bird!
Language Bank
Present continuous I am/am not (verb+ing) For example, I am not making my own food. You are/are not (verb+ing) For
example, You are feeding on other animals.
44
forty-four
2
Use the classification of animals from the previous unit to describe what type of animals human beings are.
1. We are viviparous
2. We are mammals
3. We are omnivorous
4. We are vertebrates
What makes human beings different from other animals? •
Read and check the information with your own body. Our fingertips are very sensitive.
Our torso is vertical.
FONDO DE UN ACUARIO CASERO ??? Our arms end in hands. Our hands have opposable thumbs to be able to hold objects.
We are bipeds. We walk on two legs. Our legs end in feet. Our feet have soles and toes.
forty-five
45
How does our body work? Refresh
What do we have inside our bodies?
How do human beings perform the three vital functions? As living organisms, human beings perform the three vital functions: nutrition, interaction and reproduction. We use groups of body organs to perform each function. These groups of organs are inside our bodies. We call them body systems.
What body systems perform the nutrition function? The digestive system. These organs digest food and liquids to get the nutrients we need to live. The respiratory system. These organs take the oxygen that we need from the air and release carbon dioxide. The circulatory system. These organs move the blood around our body carrying oxygen, nutrients and waste products. The excretory system. These organs expel the waste products from the blood and the rest of organs.
What body systems perform the interaction function? The sense organs. These organs receive information from outside and inside of our body. The nervous system. These organs receive signals from the sense organs, interpret them and send orders. The locomotor system. These organs produce movements to carry out the orders.
What body systems perform the reproduction function? The reproductive system. In adults, these organs produce new living organisms.
46
forty-six
•
A toy shop assistant sells body jigsaw puzzles.
Think
a) Some boxes fell onto the floor from the nutrition function shelf. The assistant doesn’t know which labels go with each organ. Help him match the organs with the labels to keep them in the correct box. b) The shop assistant has noticed some organs are missing! Draw, colour and cut out the different organs that are missing, and classify them in a table like the one below the image. Put the pieces in a box. Then write the names of the organs and cut out the labels. Sell the puzzles to your classmates. The shop assistant will be very happy with your help!
oesophagus
stomach
heart
bladder
trachea intestines
arteries kidneys
veins lungs urethra larynx
Digestive system
Circulatory system
Respiratory system
Excretory system
?
?
?
?
forty-seven
47
We change throughout our lives Refresh
Does your body change as you get older?
How do human beings change throughout their lives? Our body begins to grow in the womb. This is called gestation, and it ends when we are born. There are four stages in a human being’s life.
Childhood This refers to the first eleven or twelve years of life. Our body grows quickly. We learn to walk, talk and control our bodies.
Adolescence It occurs from thirteen to nineteen years of age. Our body finishes growing.
Adulthood People from twenty to seventy years of age. We go to work and continue learning and gaining experience.
Old age It starts at about seventy years of age. Our bodies and minds feel a bit tired. We are living the last stage of life.
1
In your notebook, draw a horizontal timeline of a human beings’ life.
•
48
Make a chart and ask members of your family how old they are. Indicate the stages of life each one is in.
forty-eight
We feel the world around us How do human beings perform the vital functions? Human beings perform the nutrition function since birth. The body systems of the nutrition function develop as we age. Human beings reproduce during adulthood. Before then, our reproductive system is not fully developed. Human beings interact as soon as we are born. The interaction function allows us to react to what happens around us. Our sense organs detect information, such as light, odours, sounds, flavours, and the texture of objects.
How do human beings interact? Our sense organs receive information. They send this information to the brain through the nerves. The brain interprets the information. The brain tells us that we are seeing a friend. The brain sends instructions to the muscles and bones through more nerves. It orders the locomotor system to move closer to the friend.
1
Create
Draw a four-part comic about a boy which shows how human beings interact with the world around them. 1. The boy is watering some plants. 2. He sees a bee flying over flowers near him. 3. He is frightened and shouts. 4. He drops the watering can and runs away.
•
Turn off the lights and pull down the shutters. Carefully feeling around, try to find the person the teacher chooses by listening to their voice.
forty-nine
49
OUR SENSES Refresh
What sense organs do we use to see, hear, smell, taste and touch?
How do we detect information from the world around us? The sense organs detect this information.
What are the parts of our eyes?
retina
The eyebrow, eyelashes and eyelid surround the eye. They protect the eye from sweat and dust. pupil
The iris is at the front of the eye. It is a round and coloured muscle. The pupil is in the centre of the iris. It controls the amount of light that enters the eye. From here, the light passes through the lens to the back of the eye.
iris
The retina is at the back of the eye. The light forms an image in the retina and the retina sends the information to the brain through the optic nerve.
What are the parts of our ears?
ear canal
The outer ear cochlea small bones pinna
eardrum
The pinna is the external cartilaginous part that protects the interior. The ear canal is the tube that connects the exterior with the interior.
The middle ear The eardrum is a membrane that vibrates with the sound. Three small bones send the vibrations to the inner ear. The inner ear The cochlea turns the vibrations into signals that go to the brain through the auditory nerve.
50
fifty
What are the parts of the nose? mucous membrane nostrils
What are the parts of the skin?
The nostrils are where air enters through. The mucous membrane detects substances that reach us through the air. It sends signals to the brain through the olfactory nerve. hair
pores
The hair covers and protects the skin. The pores release sweat.
nerve endings
The nerve endings send information to the brain when they come into contact with something.
pores taste buds
gustatory nerve
What are the parts of the tongue? The taste buds are tiny lumps on the tongue. They can detect substances that enter the mouth when we eat or drink. They send signals to the brain through the gustatory nerve.
1
Explain to your partner how we use each sense. Look at the pictures of the sense organs and explain the process naming the parts.
•
In your notebook, make a chart including the different situations in which you use each sense at school every day.
fifty-one
51
Our locomotor system What is the locomotor system? The locomotor system consists of the skeleton and muscles. It has three purposes: - To protect our body organs. For example, the skull protects the brain. The rib cage protects the organs in the torso.
bones
- To make our body move. - To keep us upright.
What is the skeleton? The skeleton is a structure of 206 bones. There are three different types: - Long bones, for example, the femur. - Flat bones, for example, the scapula. - Short bones, for example, the vertebrae. This group of bones forms the spine.
joints
- Other groups of bones are the skull and rib cage. The skeleton is connected by joints.
What are joints? Joints are the parts of the body where two bones meet. Joints sometimes make bones move, like the elbow. Other joints don’t make bones move, like the skull.
What are muscles? Muscles are organs that receive orders from the brain. They contract (get shorter) and pull the part of body they are attached to. This produces movement. Muscles are attached to bones by tendons. There are also muscles that are not attached to bones. They have other roles. For example, the heart is a muscle that pumps blood.
52
fifty-two
muscles
skull trapezius
ribs
deltoid
scapula pectoralis humerus
biceps
abdominals
femur
pelvis
quadriceps
1
In your notebook, complete the table of bones and muscles. Use the images to help you. In the head
In the torso
In the arms and hands
In the legs and feet
Bones
Muscles
Bones
Muscles
Bones
Muscles
Bones
Muscles
?
?
?
?
?
?
?
?
fifty-three
53
Healthy eating
• A doctor wants her patients to follow a healthy diet. Help her prepare a document with the type of food we eat. Classify the food into the table below.
54
Butter
Potatoes
Cucumber
Pepper
Pulses
Oil
Bananas
Green
Tomatoes
Pasta
Grapes
Walnuts
Lettuce
Apples
Milk
Yoghurt
Beef
Cauliflower
Bread
Watermelon
Chicken
Fish
Eggs
Beans
Carbohydrates
Vegetables
Fats
Proteins
Fruit
?
?
?
?
?
fifty-four
• Think The doctor forgot to include water in the list. Do you think water is essential in our diet? a) Are these sentences true or false? 1 The human body is 70% made of water. 2 Our saliva doesn’t contain any water. 3 Part of our blood is made of water. 4 We don’t get any water from the food we eat. 5 We should drink plenty of water every day to keep our bodies hydrated. b) Investigate the importance of drinking water. Use the questions below to help you. 1 Why is it important to drink water? 2 What happens when we don’t drink enough water? 3 What foods give our body water as well? •
Diets around the world. There are patients with various nationalities visiting the doctor. Their food habits are different. In groups of four, pick a country and research the most common food in their diet. Then, share your research and answer. Are they healthy or unhealthy?
Spain
Japan
Mexico
Canada fifty-five
55
THE world and... you! LOOK! The health department of your Town Hall wants to know whether students are living a healthy life. They are getting this information through a survey.
1 Do you eat junk food every day?
12 Do you brush your teeth at least twice a day?
2 Do you visit the doctor when you have a high temperature?
13 Do you clean the dust at home to prevent allergies?
3 Do you shower every day?
14 Do you check the expiry date on food packaging?
4 Do you usually feel happy and safe? 5 Does an adult disinfect your wounds?
15 Do you exercise regularly?
6 Is there a hospital near your home?
16 Do you get about nine hours of sleep every night?
7 Are you vaccinated? 8 Do you drink eight glasses of water every day?
17 Can you concentrate at school and learn new things?
9 Do you avoid eating sweets?
18 Do you tell your problems to your friends and family?
10 Do you clean fruit and vegetables before eating them?
19 Do you have any hobbies? 11 Do you wash your hands with water and 20 Do you know your paediatrician´s name? 200x115 soap before eating?
1 2
56
Answer the survey in your notebook. How many people answered yes or no for each question? In groups of four, tally your classmate’s answers. Question number
1
2
3
4
5
6
7
8
9 10 11 12 13 14 15 16 17 18 19 20
Yes
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
No
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
?
fifty-six
Think!
3
Study the results. Make pie charts to show the class’s answers for each question.
Children who avoid junk food
Children who don’t avoid junk food
ACT!
4
Write an email to the health department to present your conclusions.
FROM: Our school TO: The health department
Dear councillors, We have researched about health habits in our school. These are our conclusions: Only seven people check the expiry date. Only two students… Could you please come to the school and explain the importance of healthy habits? All the best, Our group
fifty-seven
57
Story time!
What’s wrong Alex?
Fluffy! I can’t read if you sit on my book!
I’ve got a headache from reading.
It’s important to look after our senses. We can go with you to the opticians in town!
Maybe you need glasses.
Are you ready for your test?
Remember, always read in good lighting and don’t spend too much time on your PC.
Oh no! A test! I didn’t study for it!
1
What school subject is mentioned in the comic?
2
What does Jane hope for?
3 58
Opticians care for our eyes. Act out another caring profession with a partner and see if they can guess which it is. fifty-eight
You look really good in them.
I’ve got reading glasses.
Map your ideas! 1
Read, think, and fill in the gaps.
?
?
?
?
?
?
Sensitive fingertips
Vertebrates
Features
We are...
HUMAN BEINGS
Nutrition
Interaction
Reproduction
Digestive system
?
?
?
?
?
?
?
fifty-nine
59
LET'S review! 1
Match in your notebook. 1. Plants
a) T hey have sense organs. They breathe and move. They do not make their own food.
2. Animals
b) They are bipeds. They have sense organs. They breathe and move.
3. Human beings
c) T hey don’t have sense organs. They breathe and can produce their own food. They can’t move.
2
In your notebook, answer the questions in full sentences. 1. Which body system helps us breathe? 2. Which body system moves blood around our bodies? 3. Which body system digests the food we eat?
3
Write the correct words in your notebook. 1. Bones are connected by muscles/joints. 2. The scapula/humerus is a short bone. 3. Flat / Long bones form the skull. 4. The femur/skull is a long bone. 5. Some/All joints can move.
4
Are these sentences about babies, children, adolescents, adults or elderly people? 1. Our body and mind begin to deteriorate. 2. I grow up quickly. 3. We are starting a family. 4. I am fourteen years old. 5. Our first teeth come out.
5 60
Listen to the conversation. Take notes and write down in your notebook the parts of the sense organs that are mentioned. sixty
GLOSSary! 1
Find the word. a) This system moves the blood around our body carrying oxygen, nutrients and waste products. b) This system expels the waste products from the blood. c) These organs receive information from outside and inside our body. d) This system receives signals from the sense organs, interprets them and send orders. e) This life stage starts at about seventy years of age. Our bodies and minds feel a bit tired. f) People from thirteen to nineteen years of age. Their body finishes developing. g) This life stage goes from birth to eleven or twelve years of age. Our body grows quickly. h) This is in the centre of the iris. It controls the amount of light entering the eye. i) This is at the back of eye. It sends the information to the brain through the optic nerve. j) This is the membrane that vibrates with the sound. k) These send the vibrations to the inner ear. l) These are tiny lumps on the tongue. m) This covers and protects the skin. n) These are the parts of the body where two bones meet.
My progress • I understand the importance of health.
Copy the sentences in your notebook. Draw a smiley
• I can recognise human beings as living organisms and know their main features. • I can distinguish the three vital functions in human beings. • I know the sense organs and the locomotor system. sixty-one
61
© GRUPO ANAYA, S.A., 2022 - C/ Juan Ignacio Luca de Tena, 15 - 28027 Madrid. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publishers.