Teacher's Guide
VOCABULARY: natural soil plant mineral animal water energy resource sustainable recycling waste composting pollution inorganic renewable emissions
Unit Three: Environment Brain storming
Ask Ss to describe the picture. Write the word ENVIRONMENT on the board, and connect all the words related with this topic:
environment
Unit Three: Environment
Test your knowledge:
Before they start doing the test, it is important to identify the new words for them. Focus on the word hatch and explain them. Ask them to call out the names of some related to the environment.
Show Ss examples of living things and non-living things
Make Ss color the living beings and ask them which non-living things they can recognize
Unit Three: Environment elicit Ss to participate by asking them for the living things they may find in their environment.
Elicit Ss to find a way of analyzing the air, is it possible? Explain then the Physical properties; what does it is lighter than water means... It is less dense than water...why? How come?
ACTIVITIES: True or False: Before they answer make them think about the possible answers and why they are False or True.
T
F F T
lighter dense volume
Elicit Ss to participate by asking them about the air: what is it? Can they see it? does it smell? Is it possible to taste it? Does it have a color? Can they feel it? how? Does it have a sound? Make them wonder about these questions.
WATER: Why do you think water is important? Start the introduction to this section, by asking Ss about it. Where can we find water? make a list of all their answers so the whole group can participate and wonder about the importance of water.
Unit Three: Environment water
What will happen If I...? put ice in a frying pan ? and heat it? put some water in plastic and then in a freezer? Make them wonder about these different states.
ECOSYSTEM: Explain students what an ecosystem is. Ask them to identify in the picture if this represents an ecosystem and why?
Make them see the difference between biotic and abiotic factors. Ask them if they know how we are destroying our environment.
Unit Three: Environment Ecosystem
Explain students the meaning of biodiversity.
LABORATORY: Explain students about the materials needed for this lab. Do the steps of the procedure. Ask them before the experiment, what do they think is going to happen with the apples after being cut. Make them observe the experiment and make them talk about their findings.
Evaluation: Review the vocabulary with Ss before they start the evaluation.
Ask them for examples with all the words or important concepts from the unit.
Make them complete the chart by being sure they know the difference between living tyhins and nonliving things
environment
living things
and non-living things farm
people, animals, plants food, water, air
rocks, air, water don't need food, water, air
Tick: Explain Ss that more than one tick is possible.
They have to observe the picture and complete the chart.
accept logical answers