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Test

diagnostic

Name
1

 Class

Circle the odd ones out.

(a) skull eyes spine

(b) wrist shoulder lung


2
(a) 

(c) 

Identify the food groups.


(b) 

Fruit and
vegetables

Meat and
fish

(e) 

Sugary foods

(d) 
3

Are these sentences about animals true or false?

(a) Mammals and birds are vertebrates. True / False


True / False

(c) Giraffes live in the grasslands.

True / False

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(b) Tigers are omnivores.

Complete the sentences about animals.

(a) Reptiles,

, fish, insects and birds lay eggs.

(b) Vertebrates have a

(c) Fish breathe with their


5

Match the parts of the plant with what they do.


(a) flower

Take in water.

(b) stem

Take in air and sunlight.

(c) leaves

Supports the plant.

(d) roots

Produces seeds.

Identify the forms of water.


a

solid

Label the diagram with Sun, Earth and moon.

(a) 

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Complete the sentences about transport with goods or people.

(a) Lorries, tankers and vans are transport for

(b) Cars, bikes and buses are transport for


9

Colour the natural material green and the manufactured


material red.
a

10

Are these people using a push or a pull force?


a


11

Circle the things that need electricity.


a

Identify objects from the past or present.


d

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present

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Teachers Notes

End of Year

End of Year Test


Between completing the Term 3 Test and the End of Year Test, spend some time revisiting the material
covered during the year. Sing some of the unit songs that the pupils have particularly enjoyed and,
through games and discussion, review the main concepts learned in each unit.
* It is strongly recommended that you avoid setting pupils the Term 3 Test and End of Year Test
too close together.

Materials: question cards (enlarged for the board); question cards (sets A and B for pupils), Blu Tack or
stickytape

1 Play Noughts and crosses


Use the sixteen question cards to make a large noughts and crosses grid on the board. Divide the class
into two teams. Ask them to choose a name for their team and a captain.
Encourage the pupils in the Noughts team to select the question they want to answer by saying I want
question (three), please. Read the question out loud. The pupils should confer before the team captain
gives the final answer. If a pupil answers correctly, remove the question card and ask him/her to put either
a nought or a cross in its place. Repeat for the Crosses team.
The winning team is the first one to make a line (horizontal, vertical or diagonal) of noughts or crosses.

2 Play Question and answer in pairs


Organise the pupils into pairs. One child in each pair is A and the other is B. Give all the Pupils A set A of
the question cards and key and give Pupils B set B of the question cards and key.
Tell the pupils they must keep their cards and key secret from their partner. The pupils ask and answer the
questions in pairs. They check their partners answers using the key. If the pupil answers correctly, they
should keep the card. The pupil with the most cards at the end of the game is the winner. Tell the pupils
that they must answer every element of the question correctly to win the card.

3 Do the test
Explain what the pupils must do in each activity and make sure they all have the necessary materials.
Allow pupils time to do the test individually and monitor carefully, helping any individuals who are having
difficulty.

Test Key
1

a. nutrition, b. interaction, c. reproduction

1 point for each correct answer (3 points)

a. sight (example), b. ears, c. smell, d. tongue,


e. touch

1 point for each correct answer (4 points)

a. ( Three types of bones are) long, short and


flat bones.
b. ( Three types of joints are) flexible, semiflexible and fixed.

point for each of long, short, flat, flexible,


semi-flexible, fixed (3 points)

a. mammal (example), b. live, c. lungs


d. gills, e. beak, f. eggs, g. invertebrate,
h. backbone, i. exoskeleton

point for each correct answer (4 points)

a. Petals, matched with number 2 (example).


b. Stamens, pollen, matched with number 3.
c. Sepals matched with number 4.
d. carpel, seed(s) matched with number 1.

point for each correct answer (4 points)


a. savannahs, b. deserts, c. tropical rainforests,
d. temperate forests

point for each correct answer (2 points)

producer (example); consumer; consumer;


decomposers

1 point for each correct answer (3 points)

a. water cycle (example), b. evaporation,


c. condensation, d. rain e. precipitation,
f. collection

1 point for each correct answer (5 points)

a. coastal, b. mountain, c. flat

1 point for each correct answer (3 points)

End of Year
10 a. Meanders are bends on a river. (example)
b. The mouth is where the river ends.
c. Tributaries are small rivers that join the main
river.

d. The source is where the river begins.

1 point for each correct answer (3 points)

11 (From top to bottom:) a. topsoil, b. subsoil,


c. bedrock.

1 point for each correct answer (3 points)

12 a. True.
b. False. Motorbikes and buses are public
transport.

c. False. Cargo ships are a form of sea transport.
d. True.

1 point for each correct answer (3 points in total)

13 a. farmer (example) / primary (example),


b. craft worker / secondary, c. teacher / tertiary.

point for each correct answer (2 points)

14 a. oldest (example), b. historic centre,


c. outskirts, d. new part(s)

1 point for each correct answer (5 points)

Total for the test 45 points

Test

end of year

Name
1

 Class
Identify the life processes of living things.

Complete the sentences about the senses.

Our eyes are the sense organs of

Our

sight

are the organs of hearing.

Our nose is the organ of

Our

is the organ of taste.

Our skin is the organ of

Answer the questions about bones and joints.

(a) What are three types of bones?



(b) What are three types of joints?

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Complete the texts about the animals.


gills mammallungsbackbonelive
eakeggsexoskeletoninvertebrate
b

A dog is a

Fish have fins, scales


and
.

mammal .

Its babies are born


.
It breathes with its
.

Birds have feathers,


a
and wings. All birds lay
.

A snail is an
It does not have a

Spiders and crabs have


an
.

.
5

Write the parts of the flower. Match.

(a)

Petals

attract insects.

(b) S
have p
at their ends.
(c) S
protect the flower
before it opens.
(d) The c
is the part of the
flower where the s
develop.

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Complete the text about habitats.

Some habitats are the Arctic region, (a) s


(b) d
, (c) t
and (d) t
f

r
.

2
7

Complete the food chain.

The grass is the

producer .

The rabbit is a
because it eats
the grass.

The fox is also a

The fungi are


.

because it eats
the rabbit.

3
8

Complete the text about the water cycle.

Water on Earth is always changing state and place. This is known as the
(b)

water cycle

. The Sun heats water causing


. When the water vapour cools, it turns into

water drops and forms clouds. This is (c)

When clouds cool, water falls as (d)

or

snow. Rain and snow are both types of (e)

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Water eventually goes back to rivers and the sea. This is called

Identify the landscapes.

This is a

This is a

This is a

landscape.

landscape.

landscape.

10

Match to make definitions of the parts of a river.

(a) Meanders

is where the river ends.

(b) The mouth

are bends in a river.

(c) Tributaries

is where the river begins.

(d) The source

are small rivers that join the main river.

11

Label the soil layers.


(a)
(b)
(c)

12

Are
these sentences about transport true or false?

Correct the false sentences.

(a) Buses and ferries are for carrying people

True / False


(b) Motorbikes and bikes are public transport.

True / False


(c) Cargo ships are a form of air transport.

True / False


(d) Land vehicles can cause noise and air pollution.

True / False

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Look at the pictures and complete the sentences.

farmer

(a) A

works in the

primary

sector.

(b) A

works in the

sector.

(c) A

works in the

sector.

of the city there is usually lots of space


of the city has wide,
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The (d)
straight streets and the buildings are new.

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On the (c)
to build new buildings.

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part of the city is the (b)

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The (a)

Complete the sentences about the city.

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Teachers Notes

unit 12

Where we live
Materials: CD 3; Unit 12 poster; Word cards: hospital, library, sports centre, car park, park, zebra crossing,
telephone box, gas pipes, water pipes, electricity cables, telephone cables, sewer pipes, metro train; a map(s) of the
pupils town.

1 Poster activity
Focus the pupils on the poster and ask them to identify things, encouraging them to use language such as
Theres a and I can see a .
Ask them Do you live in a village, a town or a city? What is there in our village/town/city?

2 Villages, towns and cities


Write two headings on the board: Villages and Towns and cities. Ask the pupils to tell you about villages,
towns and cities and write, or ask them to write, their ideas on the board in the two columns.
Encourage the pupils to compare and contrast Villages and Towns and cities, e.g. Villages are small but
towns and cities are big. Villages have low buildings but towns and cities have high buildings, etc.

CD3
52

Sing the City song

Ask the pupils Do you think our village / town / city has always been the same or has it changed over
time? How do villages and towns and cities change? Accept all reasonable answers.
Elicit the three main parts of a city if pupils do not offer them (historic centre, new part, outskirts).
Ask the pupils if they remember the City song from Lesson 3 (see Pupils Book Teachers Notes Lesson 3 for
lyrics). Play CD 3 (track 52). Sing the song and encourage the pupils to join in.

4 Word card game


Hand out the word cards and have the pupils with a word card come out to the front of the class.
Point to the pupils at the front of the class and say to the rest of the class These children have word
cards with services we have in a town or city. Can you guess them?
Encourage them to ask the pupils individually Is it a visible / underground service? and then to guess the
services. Is it a telephone box / metro train?, etc.

5 Map activity
Display a map of the pupils village, town or city, or hand out a number of maps to small groups of pupils.
Ask the pupils to try to identify places and services on the maps. Ask them to identify the key if there is
one.
Ask Can you find the historic centre / new part / outskirts? Where is our school? Where do you live?

6 Do the test
Explain what the pupils must do in each activity and make sure they all have the necessary materials.
Allow pupils time to do the test individually and monitor carefully, helping any individuals who are having
difficulty.

Test Key

unit 12

Where we live
1

a. city, b. village, c. town

1 point for each correct answer (3 points)

a. small (example), b. big, c. very big, d. farming, e. offices, f. few, g. many, h. main, i. shops,
j. few, k. many

1 point for each correct answer (10 points)

(a)

historic centre

(c)

new part

1 point for each correct answer (3 points)

a. historic centre, b. new part, c. outskirts

1 point for each correct answer (3 points)

(b)

outskirts

Visible services

Underground services

schools (example)
hospitals
libraries
zebra crossings
telephone boxes
street lamps

sewer pipes
electricity cables
metro trains
gas pipes
water pipes

point for each correct answer (5 points)

a. the castle (example), b. the hospital, c. the car park, d. the car park, the church, the post
office, the restaurant;
e. D2, E3, C3, f. one of the squares in the outskirts such as E5 or A5 because there is space to
build new buildings.

1 point for each correct answer (11 points)

Total for the test 35 points

Test

unit 12

Name
1

 Class
Identify the places and write village, town or city.

Complete the sentences about villages, towns and cities.


manyfewsmallfarmingbig main
shopsvery big officesmanyfew

(a) Villages are

small

(b) Towns are

(c) Cities are

(d) People who live in villages often work in


tourism.

or

(e) People who live in towns and cities often work in


and factories.
(f ) Villages have

services.

(g) Towns and cities have

services.

(h) Villages usually have one

street with shops.

(i) Towns and cities have many squares, parks, churches and
.

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(k) Towns and cities have

inhabitants.

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(j) Villages have

Label the parts of the city.


(b)

(a)

(c)
3
4

Complete the sentences about cities.

(a) The oldest part of the city is the

(b) There are usually lots of flats, offices and shops in the
of the city.
(c) There is lots of space to build new buildings in the
of the city.
Classify these services.
schoolssewer pipeselectricity cablesmetro trains
gas pipeshospitals telephone boxeslibraries
zebra crossingswater pipes street lamps
Visible services

Underground services

schools

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Look at the map and answer the questions.


A
B
C
D
E
D1
restaurant

1
B2 post
office

D2 museum

2
A3 car park

C3 town hall

E3 castle

car park
castle
church
hospital
museum
post office
restaurant
town hall

3
C4 church

4
C5 hospital

(a) What place is in the east of the city?

the castle

(b) What place is in the south of the city?

(c) What place is in the west of the city?


(d) What places are in these squares?

A3

C4

B2

D1

(e) In which square can you find the following places?

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(f ) Which is a good place for an airport?

the town hall

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the museum

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Teachers Notes

unit 11

Work
Materials: CD 3, Unit 11 poster; Word cards: farmer, teacher, factory worker/industrial worker, doctor,
craft worker, builder, miner, hairdresser, fisherman; some Blu Tack; a hand-crafted object and a mass-produced
object (from home)

CD3
33

Say the Jobs chant

Ask the pupils if they remember the Jobs chant from Lesson 1 (see Pupils Book Teachers Notes Lesson 1
for lyrics). Play CD 3 (track 33). Say the chant and encourage them to join in.

2 Poster activity: Jobs


Focus the pupils on the poster and ask them to identify the jobs, e.g. This is a fisherman.
Then ask What does your mother / father do? and encourage them to answer My father is a . Then ask
What do you want to be when you grow up? and encourage them to answer When I grow up I want to be
a ...

3 Word card poster game


Divide the class into two groups. Hand out the word cards to the pupils in one half of the class.
Ask a pupil with a word card to say a definition for their word card or describe the job in order for the
pupils in the other half of the class to guess what it is. When a pupil guesses, he or she goes and places the
word card in the correct place on the poster.

4 Work sectors review


Ask the pupils if they can remember the three work sectors. Have volunteers come and write them on the
board: Primary sector, Secondary sector and Tertiary sector. Ask them to say what the people in each sector
do, e.g. People who work in the Primary sector obtain or process natural products.

5 The primary sector


Ask the pupils to tell you jobs in the primary sector, e.g. A farmer works in the primary sector.
Write on the board Farming and Fishing and ask the pupils to tell you what they know about each
activity. You may like to build up spidergrams:
Arable

FARMING

Irrigated
crops

Dry crops

Extensive

Stay at sea a
long time
Far from the
coast
Big ships

Deep sea

Livestock
Intensive

Go out
every day

FISHING

Coastal

Near the
coast
Small ships

Teachers Notes

unit 11

6 The secondary sector


Show the pupils the hand-crafted object and the mass-produced object and ask Where do you think
these things were made? Who made them?
Hold up the hand-crafted object and ask Do you think there are many more objects exactly the same
as this one? (No, its unique.) Repeat the question for the mass-produced object (Yes, it is mass-produced.)

7 The tertiary sector


Ask the pupils if they can remember the names of the six service industries.
Have volunteers come and write them on the board giving an example of a person who works in each
one. Encourage them to write A teacher works in education. A secretary works in administration, etc.

8 Do the test
Explain what the pupils must do in each activity and make sure they all have the necessary materials.
Allow pupils time to do the test individually and monitor carefully, helping any individuals who are having
difficulty.

Test Key

unit 11

Work
1

a salary

1 point for the correct answer (1 point)

a. People who work in the primary sector obtain or process natural products.

b. People who work in the secondary sector transform natural products into manufactured products.

c. People who work in the tertiary sector provide a service.

2 points for each correct answer (6 points)

a. (Most people work in the primary sector in) country B.

b. (Most people work in the tertiary sector in) country A.

2 points for each correct sentence (4 points)

Primary sector

Secondary sector

Tertiary sector

farmer (example)
miner

craft worker
factory worker

shop assistant
hairdresser

1 point for each correct answer (5 points)

a. True (example), b. False, c. True, d. True, e. False, f. True

1 point for each correct answer (5 points)

Coastal fishing

Deep-sea fishing

Fishing happens near the coast. (example)


Fishermen go out to sea every day in small boats.

Fishing happens a long way from the coast.


Fishermen go out to sea for weeks or months.

1 point for each correct answer (3 points)

a. craft (example), b. industry, c. craft workers, d. machines, e. unique, f. mass-produced, g. factories

1 point for each correct answer (6 points)

a. help us learn new things. (example)

b. look after our health.

c. help us when we go on holiday.

d. take us from one place to another or transport goods.

e. help sell products to customers

f. help organise work in offices.

1 point for each correctly matched statement ( 5 points)

Total for the test 35 points

Test

unit 11

Name
1

 Class
Answer the question.

What do we call the money people earn from their jobs?

Match and write sentences about the three job sectors.

People with
jobs in the

secondary sector

provide a service.

tertiary sector

transform natural products into


manufactured products.

primary sector

obtain or process natural products.

(a) People with jobs in the


(b)

(c)

3

Look at the diagrams and answer the questions.

Country A

Country B

Key
Primary sector
Secondary sector

Tertiary sector

In which country do most people work


(a) in the primary sector?
(b) in the tertiary sector?

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Classify these jobs.


hairdresserfarmerminershop assistant
craft workerfactory worker
Primary sector

Secondary sector

Tertiary sector

farmer
5
5

Are these sentences about farming true or false?

(a) All crops need water to grow

True / False

(b) In intensive farming animals live outside.

True / False

(c) Olive trees and wheat need just rainwater to grow.

True / False

(d) In free-range farming animals have more space to move. True / False
(e) Dry crops need more water than just rainwater to grow. True / False
(f ) Tomatoes and rice are irrigated crops.

Classify these sentences about fishing.


Fishermen go out to sea every day in small boats.
Fishing happens a long way from the coast.
Fishing happens near the coast.
Fishermen go out to sea for weeks or months.
Coastal fishing

Deep-sea fishing

Fishing happens
near the coast.

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True / False

Complete the text about craft and industry.


uniquemass-producedcraftfactoriesCraft workers
industrymachines

Manufactured products are made by transforming natural products into


other materials. This can be done by (a)
(b)

craft

or by

(c)
use simple tools or their hands
to make manufactured products and industrial workers use
(d)

to make these products.

Products made by craft workers are (e)

. Products

made by industrial workers are (f )


and are usually made in (g)

.
6

Match.

(a) People with jobs in education

help organise work in offices.

(b) People with jobs in health care

help us when we go on holiday.

(c) People with jobs in tourism

help sell products to customers.

(d) People with jobs in transport

look after our health.

(e) People with jobs in retail

help us learn new things.

(f ) People with jobs in administration take us from one place to


another or transport goods.
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Teachers Notes

unit 10

Transport and communication


Materials: CD 3; Unit 10 Poster

CD3
15

Say the Transport chant

Ask the pupils if they remember the Transport chant from Lesson 1 (see Pupils Book Teachers Notes
Lesson 1 for lyrics). Play CD 3 (track 15) and ask them to listen.
Divide the class into two groups.
Say Lets see which group says the chant the best. Ask the first group to say the chant and then ask the
second group. Congratulate each group on how well they said it.

2 Poster activity: Transport


Divide the class into four groups. Focus them on the poster.
Ask a member of each group to come out to the poster and identify a form of transport or
communication, e.g. This is a car or to make a sentence about transport or communication, e.g. This ship is
for carrying goods.
Write one point for each correct word and 2 points for each statement. Pupils cannot repeat what has
been said before their turn.

3 Land, air or sea?


Write three headings on the board: On land, By air, By sea and ask the pupils to tell you the forms of
transport for each group.
Encourage them to say A car travels on land; A ship travels by sea, etc.

4 Descriptions game
Read out these descriptions for the pupils and ask them to guess the forms of transport you are talking
about:
This vehicle is a form of public transport or private transport. It travels by air. It is very fast. (A plane.)
This vehicle is a form of private transport. It has two wheels. It can cause noise pollution.
(A motorbike.)
This vehicle is a form of public transport. It is very long. It is a good form of transport in the city
because it goes underground. (A metro train.)
Now ask the class to write a similar description of a form of transport.
Ask volunteers to come out to the front of the class and read their descriptions for the rest of the class to
guess.

Communication

Write on the board Personal communication and Mass communication.


Ask the pupils to tell you what they know about each of these types of communication. Write their
suggestions on the board.
Ask them which forms of communication they use.

Teachers Notes

unit 10

6 Computers hangman
Ask the pupils When do you use a computer? Encourage them to answer I use a computer to play
games, send emails to my friends, look at the internet, etc.
Say Lets play hangman with some words you know about computers. Play hangman on the board
with the words computer, internet, browser, website, search engine, retrieve, process.

7 Do the test
Explain what the pupils must do in each activity and make sure they all have the necessary materials.
Allow pupils time to do the test individually and monitor carefully, helping any individuals who are having
difficulty.

Test Key

unit 10

Transport and communication


1

On land

By air

By sea

car
motorbike
bike/bus
van
train

plane
helicopter

ferry
ocean liner
cargo ship

Underground
metro train

(car = example)

point for each correct answer (5 points)

a. False. Land vehicles usually have wheels. (example)

b. False. We use planes when we want to travel long distances.

c. True.

d. False. Helicopters can land in difficult places.

e. True.

f. True.

g. False. Ferries and ocean liners carry people. / Cargo ships carry goods.

1 point for each correct answer (6 points)

a. (An advantage of using private transport is that) we can travel where and when we want.

b. (It is important to try to use public transport) because we can reduce air pollution.

2 points for each full and correct answer (4 points)

a. We use personal communication to communicate with another person.

b. We use mass communication to send information to a lot of people.

1 point for each correct answer (2 points)

a. (These are) advertisements.

b. A responsible consumer.

1 point for each correct answer (2 points)

a. newspaper (example), b. mobile phone (example), c. email, d. radio, e. face to face, f. letter,
g. internet, h. television, i. landline telephone, j. parcel

Circled: newspaper (example), radio, internet and television

1 point for each correct word

1 point for each correctly circled word (11 points)

a. computer (example), processes, b. website, c. search engine, d. browser, e. internet

1 point for each correct answer (5 points)

Total for the test 35 points

Test

unit 10

Name
1

 Class
Complete the chart with the forms of transport.
On land

ar

mo

By air
p

b
v
t

By sea

Underground
me
5

Are these sentences about transport true or false?


Correct the false sentences.

(a) Land vehicles sometimes have wheels.


Land vehicles usually have wheels.

(b) We use planes when we want to travel short distances.

True / False
True / False


(c) Land vehicles travel by road or rail. 

True / False


(d) Planes can land in difficult places.

True / False


(e) Forms of sea transport arent as fast as planes.

True / False


(f ) Land vehicles can cause noise and pollution.

True / False


(g) Ferries and ocean liners carry goods.

True / False

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Answer the questions about transport.

(a) What is an advantage of using private transport?



(b) Why is it important to try to use public transport?

Write two sentences about communication.

personal
communication
to lots of people.

to communicate
with

mass
communication

to send
information
another person.

(a) We use

(b) We use

.
2

Answer the questions.

(a) What are these?


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(b) What do you call someone who thinks before they buy something?

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Identify
the forms of communication. Circle the forms

of mass communication.

newspaper mobile
phone
e

11
7

Complete the definitions about computers and the internet.


search enginecomputerinternet
rowserprocesseswebsite
b

(a) A

computer

is a complex machine that stores, retrieves and

information.
is a place on the internet that gives you

(c) We use a


information on the internet.

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is a global network of computers.

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is a program that allows you to visit a

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(b) A
information.

Teachers Notes

unit 9

The top layer of Earth


Materials: CD 3; some soil, newspaper, rubber gloves (optional); Poster Unit 9, Word cards: mole, rabbit, bird,
hedgehog, worm, snail, ant, slug, topsoil, subsoil, bedrock; some Blu Tack; a large sheet of paper or card for each
small group of pupils

Exploring soil

Put some soil on a sheet of newspaper at the front of the class. Ask the pupils to come out and observe
and/or touch the soil and describe it. Encourage them to use language such as There is There are It
has Its . If the pupils do not mention rocks, stones, humus, water or air, elicit them by asking What
else can we find in soil?

CD3
2

Say the Soil rap

Ask the pupils if they remember the Soil rap from Lesson 2 (see Pupils Book Teachers Notes Lesson 2 for
lyrics). Play CD 3 (track 2). Ask them to listen and say the rap along with the CD.

3 Poster activity: Soil


Focus the pupils on the poster. Ask volunteers to come out and point out and name the different things
that they can see.
Divide the class into two and hand out the word cards to pupils in one half of the class. Ask the pupils to
describe, mime or say a definition for their word card in order for the pupils in the other half of the class to
guess it. When a pupil guesses, he or she goes and places the word card in the correct place on the poster.

4 Labelling soil layers


Draw a basic diagram showing the layers in soil on the blackboard. Ask Are these layers the same or
different? What can we find in the different layers? Have volunteers label the layers saying This is the
top layer, it is called topsoil, etc.

5 Making a soil ecosystem poster


Divide the class into groups. Give each group a large blank sheet of paper or card. Ask them to draw a soil
ecosystem and to label it with as much information as possible. Set a time limit, such as 5-10 minutes.
When the pupils have finished, have each group present their soil ecosystem to the class.

6 Types of soil
Ask the pupils to name the different types of soil. Write the names on the blackboard as three headings:
Fertile, Poor, Arid. Now ask the pupils to tell you the characteristics of the three types of soil. Say Tell me
about these types of soil. Then ask them to tell you what plants can grow in the different types of soil
and where we can find the different types of soil.

Rocks and minerals

Ask the pupils if they remember what minerals are. Ask Why do we need rocks and minerals? Accept all
valid answers, e.g, We need minerals to make lots of everyday things.

Teachers Notes

unit 9

8 Do the test
Explain what the pupils must do in each activity and make sure they all have the necessary materials.
Allow pupils time to do the test individually and monitor carefully, helping any individuals who are having
difficulty.

Test Key
The top layer of earth
1

a. rocks (example), b. minerals, c. humus, d. air, e. water, f. humus,


g. dead plants, h. nutrients, i. top layer, j. live, k. grow

1 point for each correct answer (10 points)

a. Subsoil (example), 2
b. Bedrock, 3
c. Topsoil, 1

1 point for each correctly matched picture and each word (5 points)

a. water, b. fertile, c. colour, d. humus

1 point for each correct answer (3 points)

a. Catus arid, b. olive tree poor, c. potato plant fertile.

1 point for each correct answer (3 points)

a. that grow in the soil (example), b. dead plants and animals,


c. eat slugs and snails, d. turn into humus,
e. allow air and water into the soil.

1 point for each correct answer (5 points)

a. True (example).

b. False. Minerals are non-living things.

c. True.

d. True.

e. True.

f. False. Some minerals are very rare.

g. False. We eat some minerals.

1 point for each correct answer (6 points)

a. make jewellery, b. make roofs on houses, c. put on food.

1 point for each correct answer (3 points)

Total for the test 35 points

unit 9

Test

unit 9

Name
1

 Class
Answer the questions about soil.

What is soil?

ocks

Soil is made up of particles of (a) r


(c) h
, (d) a

and (b) m
, and (e) w

What do decomposers do?


Decomposers help to turn dead plants and animals into (f ) h

What is humus?
Humus is the remains of (g) d

What does humus contain that plants need?


It contains (h) n

that plants need to grow.

Where can we find soil?


We can find soil in the (i) t

of the Earth.

Why do trees and plants need soil?


Trees and plants need soil to (j) l
2

and (k) g

10

Complete the texts about soil and number the soil layers.

1
2
3

Subsoil

(a) 
is the middle layer of the soil. It has very little
humus. It is hard.
(b) 
is the bottom layer of soil. It is very hard. It is
made up of bigger rocks.
is the top layer of soil. It is soft and has lots

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(c) 
of humus.

Complete the sentences about soil.

(a) We can classify soil by the quantity of humus and


it contains.
(b) Soil can be
(c) The

water

, poor or arid.
of soil can tell us a lot about it.

(d) If soil is dark, it usually means that it has lots of


4

Match the plants to the type of soil.

(a) cactus

poor

(b) olive tree

fertile

(c) potato plant

arid

Match to make sentences about soil.

(a) Animals eat plants

turn into humus.

(b) Slugs and snails eat

that grow in the soil.

(c) Birds and hedgehogs

eat slugs and snails.

(d) Plant and animal remains


and excrement

allow air and water into the soil.

(e) Tunnels made by worms

in the soil.

(f ) Animals shelter

dead plants and animals.

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Are
these sentences about rocks and minerals

true or false? Correct the false sentences.

(a) Rocks make up the solid part of the Earth.

True / False


(b) Minerals are living things.

True / False


(c) Minerals are the materials rocks are made of.

True / False


(d) We need minerals to make computers.

True / False


(e) Minerals are used to make lots of everyday things.

True / False


(f ) All minerals are very rare.

True / False


(g) We can eat all minerals.

True / False


6
Match to make sentences about the minerals.

(a) We use gold to

make roofs on houses.

(b) We use salt to

make jewellery.

(c) We use slate to

put on food.

TEST
TOTAL

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Teachers Notes

unit 8

Landscapes
Materials: CD 2; Unit 8 poster; Word cards: mountain, hill, valley, plain, plateau, beach, cliff, upper course,
middle course, lower course, meanders, mouth, bay, cape, island, archipelago; photos or magazine cut-outs of
landscapes (showing natural and man-made features); Blu Tack
Preparation: In the previous lesson, ask the pupils to bring their own photos or magazine cut-outs of
landscapes to the class.

CD2

CD2

44

45

Say the Landscapes chants

Ask the pupils if they remember the Landscapes chants from Lesson 1. Ask them to stand up. Play CD 2
(tracks 44 and 45) and have them listen and say the chants (see Pupils Book Teachers Notes Lesson 1 for
lyrics).

2 Poster activity: Landscapes


Hand out the word cards to pairs of pupils. Ask them to come out to the poster and stick the word cards
on the corresponding features. Ask each pair to then give a definition of that feature, for example This is an
island. An island is an area of land that is surrounded by water.

3 Talking about landscapes


Ask the pupils to get into groups with the photos or cut-outs of landscapes that they have brought in
and ask them to talk about the features that they can see. Encourage them by asking Is this a mountain
landscape, a flat landscape or a coastal landscape? Can you see a river? Which part of the river is it?
When they have finished, you may like to ask a pupil to stick three photos or cut-outs on the board and to
describe one of them. The rest of the class has to guess which picture they are describing.
Use the photos or cut-outs to point out man-made and natural features in the landscapes. Point to a
feature and ask the pupils to say if it is natural or man-made.

4 Mountain and flat landscapes


Draw a mountain on the board and have volunteers label it.
Discuss whether a flat or mountain landscape is best for growing crops. Remind the pupils that in a
mountain landscape, crops are usually grown in the valleys and very little grows at the summit. Discuss
how flat landscapes are good places for growing crops.

5 Rivers
Draw a river on the board and write the first letter of the three main parts. Ask the pupils to come and
label the river and say the parts. (Source, mouth, meander, tributaries, upper course, middle course, lower
course.) Ask Where do most rivers end? (In the sea / At the coast.)

6 Coastal landscape game


Divide the class into six groups. Ask each group to write a definition of a feature of a coastal landscape:
beach, cliff, cape, bay, island, archipelago. Have each group read their definition to the class and when a
pupil from another group guesses the feature, he or she draws and labels it on the board.
At the end of the game, the pupils should have drawn and labelled a coastal landscape on the board.

Teachers Notes

unit 8

7 Changing coastal landscapes


Discuss with the pupils how large tourist towns on the coast used to be small fishing villages. Ask them
to say what can be found now in the big tourist resorts. Encourage them to say Now there are hotels,
apartments, shops, restaurants, marinas, etc.

8 Do the test
Explain what the pupils must do in each activity and make sure they all have the necessary materials.
Allow pupils time to do the test individually and monitor carefully, helping any individuals who are having
difficulty.

Test Key

unit 8

Landscapes
1

a. hills (example) / valleys b. plateaus


c. beaches / capes

a. source (example), b. meanders,


c. tributaries, d. mouth

1 point for each correct answer (4 points)

1 point for each correct answer (3 points)

Landscapes

3
a.
c.

Natural features

Man-made features

cliffs

ports

mountains

bridges

valleys

roads

forests

fields

plateaus

towns

b
c
d
e

1 point for each correct answer (9 points)


(cliffs = example)

summit
foot

b.

slopes

1 point for each correct answer (3 points)

a. V
 ery few plants and animals live at the
summit of a mountain. (example)

b. Farmers plants crops in valleys.

c. A flat landscape has plains.

d. A flat landscape is a good place for growing


crops.

e. A coastal landscape is next to the sea.

f. Most coastal towns were originally small


fishing villages.

1 point for each correct answer (5 points)

a. upper course, b. middle course,


c. lower course

1 point for each correct answer (3 points)

1 point for each correct answer (5 points)


(beach = example)

a.

b.

Suggested answer: Most towns on the coast


were originally small fishing villages. People go
on holiday to the coast, and now many of these
villages are very big tourist resorts with hotels,
apartments, restaurants and shops.

1 point for mentioning what villages were like in


the past
2 points for two characteristics / features of
coastal resorts today.
(3 points)

c.
d.
e.
f.

cape
bay
archipelago
cliff
island
beach

Total for the test 35 points

Test

unit 8

Name
1

 Class
Complete the sentences.

ills

(a) A mountain landscape has mountains, h


(b) A flat landscape has plains and p
(c) A coastal landscape has b
and c
.
2

and v

.
, cliffs, islands, bays,
4

Classify these features.


cliffs ports bridges mountains valleys
forests roadsfields plateaus towns

Landscapes
Natural features

Man-made features

cliffs

9
Label the mountain.
(a)
(b)
(c)

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Write the correct sentences about the different landscapes.

(a) Many / Very few plants and animals live at the summit of a mountain.

Very few plants and animals live at


the summit of a mountain.

(b) Farmers plant crops in valleys / at the summit of a mountain.



(c) A flat landscape has hills / plains.

(d) A flat landscape is a good / bad place for growing crops.

(e) A coastal landscape is far away from / next to the sea.

(f ) Most coastal towns were originally small fishing villages / large cities.

5

Label the river.

(a)
(b)

(c)

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Complete the text about rivers.

ource

The place where a river begins is called the (a) s


the river becomes wider it forms bends called (b) m
Small rivers joining the main river are called (c) t
ends its journey at the sea or a lake. This is called the
(d) m
.
7

. When
.
. A river
3

Complete
the features of a coastal landscape. Label them on the

picture.
(a)

cape

a p e
(b)

(c)
(d)
(e)
(f )

Look at the pictures and answer the question.

How do coastal landscapes change?


3
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Teachers Notes

unit 7

Water and air on Earth


Materials: CD 2; Unit 7 poster; ice cubes, a glass of water, pictures of a rain gauge, a thermometer, a weather
vane and an anemometer (or the names of these instruments written on small pieces of paper); Word cards:
atmosphere, solid, liquid, gas, ocean/sea, river, lake, icecap, around, water, resevoir; Blu Tack

CD2
30

Say the Water chant

Ask the pupils if they remember the Water chant from Lesson 1. Say Lets say the chant. Play CD 2 (track
30) and encourage the pupils to listen and join in (see Pupils Book Teachers Notes Lesson 1 for lyrics).

2 Air and water


Ask the pupils where air is found. Discuss with the pupils why air and water are so important for us and
other living things. (We need air to breathe. We need water to live. Plants need air and water to grow.)

3 States of water
Show the pupils the ice cubes and glass of water and, in turn ask Whats this? (Water.) Ask How are they
different? (Water is liquid and ice is solid.) Say These are two states of water. Can we find water in any
other state? (Yes, we can find water as a gas.)

4 Poster activity: Water on Earth


Focus the pupils on the poster and ask them if they can remember the two types of water found on Earth.
(Saltwater and freshwater.)
Hand out the word cards and ask the pupils to come and put them on the poster. Then ask a volunteer to
come and point to all the pictures that show saltwater. Repeat for freshwater.

5 Characteristics of air and water memory game


Ask the pupils if they can remember the two main gases that make up air. (Oxygen and nitrogen.)
Ask the pupils if they can remember the characteristics of air and water. Tell them that they are going to
play a memory game. Say Air and water have no smell. Ask a volunteer to repeat what you have said
and to add another characteristic of air and water. Now ask a second pupil to repeat the first and second
characteristic and to add a third, and so on.
Repeat the game with different pupils in front of the class. You may then wish to divide the class into
groups of four and ask them to play again.

6 Weather game
Ask What is weather? (Weather is the state of the atmosphere in a certain place at a certain time.) Say Lets
play Hangman with some weather words. Divide the class into two teams and play Hangman on the
board with the following words: precipitation, temperature, wind, calm, breeze, gale, hurricane, snow, hail,
rain. Award a point to each team for each correctly guessed word.
Each time the pupils guess a word, ask them to try to define it. You may like to award another point if they
do so correctly.
Suggested definitions:
Precipitation is water falling from the atmosphere.
Temperature is how hot or cold it is.
Wind is moving air.
Calm is when there is no wind.
A breeze is when there is a little wind.

A gale is a strong wind.


A hurricane is a very strong wind.
Snow is solid precipitation.
Hail is precipitation in the form of balls of ice.
Rain is liquid precipitation.

Teachers Notes

unit 7

7 Guess the weather instrument


Ask a volunteer to come out to the front of the class and show him/her the picture (or name) of one of the
instruments for measuring weather. Ask him/her to describe it to the rest of class, so they can guess what
it is.
When the class guess correctly, ask the pupil at the front to write the name of the instrument on the
board.

Saving water

Ask the pupils why it is important to try and save water. Ask individual pupils to say how they save water
each day.

9 Do the test
Explain what the pupils must do in each activity and make sure they all have the necessary materials.
Allow pupils time to do the test individually and monitor carefully, helping any individuals who are having
difficulty.

Test Key

unit 7

Water and air on Earth


1

a. (All living things need) air and water (to live).

b. (Air is found mainly) in the atmosphere.

c. ( The three states of water are) solid, liquid


and gas.

point each for: air, water


1 point each for: atmosphere, solid, liquid, gas
(5 points)

a. saltwater (example), b. freshwater, c. lakes,


d. icecaps, e. Reservoirs.

1 point for each correct answer (4 points)

a. F alse. Air consists mainly of oxygen and


nitrogen. (example)

b. True.

c. False. Air and water have no taste.

d. True.

1 point for each correct True/False answer


1 point for the corrected sentence. (4 points)

a. Weather, b. Precipitation, c. Wind

1 point for each correct answer (3 points)

a. a nemometer (example) / how fast the wind


is moving
b. rain gauge / rainfall
c. thermometer / the temperature

1 point for each correct answer (5 points)

6
Precipitation

Wind

snow
hail
rain

gale
hurricane
breeze

1 point for each correct answer (5 points)


(snow = example)

Suggested answers:
a. W
 e can turn off the taps when were not
using them.

b. We can collect rainwater to water the plants.

1 point for each correct answer (2 points)

water cycle
1. Sun (example), evaporation
2. clouds, condensation
3. precipitation
4. rivers, sea

1 point for each correct answer (7 points)

Total for the test 35 points

Test

unit 7

Name
1

 Class
Answer the questions.

(a) What do all living things need to live?



(b) Where is air mainly found?

(c) What are the three states of water?

2

5
Complete the text about water on Earth.

altwater

Most of the water on Earth is (a) s


(b) f
.

and only a little is

Oceans and seas are saltwater. Rivers, (c) l


and (d) i
are freshwater. (e) R
man-made lakes for storing freshwater.
3

Are these sentences true or false? Correct the false sentences.

(a) Water consists mainly of oxygen and nitrogen.


, groundwater
are

True / False

Air consists mainly of oxygen and nitrogen.

(b) Air and water have no smell.

True / False


(c) Air and water have taste.

True / False


(d) Air and water have no colour.

True / False

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Complete the definitions with Wind, Weather and Precipitation.

(a) 
a certain place.

is the state of the atmosphere at a certain time in

(b) 
ground.

is water falling from the atmosphere to the

(c)

is moving air.

Write about these instruments.


(a) We use an

anemometer

to measure

(b) We use a

to measure

(c) We use a

to measure

5
Classify these weather words.
snowgalehailrainhurricanebreeze
Precipitation

Wind

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Write two ways we can save water.

(a)
(b)
8

Complete the labels to explain the water cycle.


The w

The wind moves


the clouds and the
water drops fall as
p

.
7

TEST
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Precipitation eventually
goes to r
and back to the oceans
and s
.

AB

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Now the
cycle
begins
again.

The water vapour turns


into water drops and forms
c
. This is called
c
.

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The S
heats water
and some of the water
evaporates and rises. This is
called e
.

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Teachers Notes

unit 6

Habitats
Materials: CD 2; Unit 6 poster; Word cards: Arctic region, savannah, desert, tropical rainforest, temperate forest,
producer, consumer, decomposer; Blu Tack

CD2
16

Say the Habitats chant

Ask the pupils if they remember the Habitats chant from Lesson 1. Say Lets say the chant. Play CD 2
(track 16) and encourage the pupils to join in with you (see Pupils Book Teachers Notes Lesson 1 for lyrics).

2 Poster activity: Habitats


Focus the pupils on the poster. Ask them to name the different habitats that they can see. Hand out
the word cards for the five different habitats and ask the pupils to come and put each one by its
corresponding picture. Encourage them to describe each habitat as they do this, for example, This is a
savannah. Its very hot and dry. Its humid in summer, etc.
Ask the pupils to name animals that live in each habitat and ask them how each animal can live in this
habitat, for example, The polar bear lives in the Arctic habitat. It can live in the cold Arctic region because it has
thick, white fur.

3 Water habitats
Ask the pupils if they can tell you the names of some water habitats. (Oceans, seas, rivers, lakes.) Ask the
pupils how these are different. (Oceans and seas are saltwater and rivers and lakes are freshwater.)
Ask volunteers to tell you some animals they know that live in each type of habitat. (Jellyfish and octopus
live in oceans and seas. Frogs live in rivers and lakes, etc.)

4 Definitions: Poster activity


Focus the pupils on the poster again and ask What is a habitat? Can you make a definition for the word
habitat? Encourage them to try to make a definition in pairs and refer them to their Pupils Book if they
are having difficulty.
Repeat the process for ecosystem, population and community.

5 The food chain


Write these words on the board jumbled up: fish, plants, frog, fox, fungi, rabbit, grass, heron, insect. Ask the
pupils to say what each animal eats, for example, Fish eat plants, other animals or both. Frogs eat insects.
Rabbits eat grass and plants.
Now ask the pupils if they can make food chains using the words on the board. Invite volunteers to come
out to the board, circle the words they need, number them and join them with a line.
Hand out the producer, consumer and decomposer word cards to other volunteers and ask them to come
and put each one by the relevant word in a food chain on the board.
1 grass

2 rabbit

3 fox

4 fungi

Ask the pupils to talk about each food chain, for example:
The grass is the producer. The rabbit eats the grass. The fox eats the rabbit. The fox and the rabbit are
consumers. The fungi are decomposers.

Teachers Notes

unit 6

6 Do the test
Explain what the pupils must do in each activity and make sure they all have the necessary materials.
Allow pupils time to do the test individually and monitor carefully, helping any individuals who are having
difficulty.

Test Key

unit 6

Habitats
1

a. Deserts (example) / dry, b. Tropical rainforests / humid, c. Arctic region / very cold,
d. Savannahs / humid, e. Temperate forests / cool / cold

1 point for each correct answer (10 points)

a. Oceans and seas are saltwater habitats.

b. Rivers and lakes are freshwater habitats.

1 point for each correct answer (2 points)

a. Deserts: camel (example), scorpion

b. Savannahs: zebra, giraffe

c. Tropical rainforests: parrot, monkey

d. Arctic region: Arctic fox, polar bear

e. Temperate forests: fox, rabbit

f. Oceans and seas: octopus, shark

1 point for each correct answer (11 points)

a. A habitat is a specific place where living things live. (example)

b. An ecosystem forms when communities interact with other communities and their surroundings.

c. A population is a group of the same living things that live in the same place at the same time.

d. A community forms when populations interact with each other.

1 point for each correct answer (3 points)

a. ecosystem (example), b. Sun, c. producers, d. consumers, e. decomposers, f. food chain

1 point for each correct answer (5 points)

a. rabbit (example) / consumer (example), b. grass / producer, c. fungi, d. rabbit / consumer

point for each correct answer (4 points)

Total for the test 35 points

Test

unit 6

Name
1

 Class
Identify and describe the habitats using these words.

Desertsvery coldcoolTropical rainforestshumid


Arctic regionSavannahscold dry
Temperate forestshumid
a

Deserts

are hot and

are hot and


.

Natural & Social Sciences: Tests & Photocopiables (worksheets)


06.01b
Mac/eps/Illustrator BW s/s
emcdesign
Studio: Peters & Zabransky

The

is
.

are hot.
They are

in summer

and very dry the rest of the year.

10
LE

in winter.

AB

and

in summer,

PI

warm and

are both

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Match to make sentences about water habitats.

Oceans and seas are


Rivers and lakes are

freshwater habitats.
saltwater habitats.

(a)
(b)
3

2
Classify these animals by their habitats.
foxgiraffe camelparrotoctopusmonkeypolar bear
zebrarabbitscorpionArctic foxshark

(a) Deserts


camel

(b) Savannahs

(c) Tropical rainforests

(d) Arctic region

(e) Temperate forests

(f ) Oceans and seas

11

Match to make definitions.

(a) A habitat forms when populations interact with each


other.
(b) An ecosystem

is a specific place where living things live.

(c) A population forms when communities interact with other


communities and their surroundings.

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(d) A community is a group of the same living things that


live in the same place at the same time.

Complete the text about the food chain.


consumersfood chaindecomposersproducers
ecosystem Sun

ecosystem

Living things in an (a)


interact with each other
and their habitat to get food. Plants use energy from the
(b)
to make their own food. We call plants
(c)
.
Animals cant make their own food, so they eat plants and other
animals. We call animals (d)
.
When living things die they provide food for (e)
.
These clean the dead material and give nutrients back to the soil.
Plants need these nutrients to make their own food and so the
process starts again. This process is called the (f )
.
6

Order the food chain and complete the sentences.

eats the grass. The rabbit is the

(b) The

makes its own food. Its the


TEST
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. The fox is a

AB

(d) The fox eats the

are decomposers.

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rabbit
consumer .

(a) The

Teachers Notes

unit 5

Plants
Materials: CD 2; Unit 5 poster; a flowering plant (with leaves); Word cards: stem, leaves, grass, bush, tree,
branches, trunk, flower, sepal, petal, stamen, carpel; sentence cards: Seeds need warmth, water, sunlight and air
to germinate. Roots grow down from a seed. A stem grows up. Leaves grow on the stem. A flower grows on the
plant. Seeds develop in the carpel. The plant dies but new plants can grow from its seeds.; Blu Tack

CD2
3

Say the Plants chant

Ask the pupils if they remember the Plants chant from Lesson 1. Play CD 2 (track 3). Say the chant and
encourage the pupils to join in with you (see Pupils Book Teachers Notes Lesson 1 for lyrics).

2 Poster activity: Plants


Focus the pupils on the poster and ask them to identify the different types of plants that they can see.
Encourage them to say There are grasses, etc.
Hand out the word cards and ask the pupils to come and put them on the poster, explaining each one as
they do so, for example, This is a bush. It has a hard, thick stem.

3 Talking about plants


Show the pupils the flowering plant you have brought in. Ask them to identify the different parts and say
what they are for. Point and say, for example, These are the leaves. / They use sunlight to help make their own
food. (It may be difficult to show the roots, but you could point to their position on the outside of the pot.)
Focus the pupils attention on the flower and ask Why do plants have flowers? (The flower is the
reproductive part of the plant.) Encourage the pupils to name the different parts of the flower and say what
they are for.
Point to a leaf on the plant. Ask the pupils to name the two parts. (Blade, stalk.) Then ask the pupils to say
what type of leaf margin the leaf has: serrate, lobed, entire, dentate, sinuate or palmate. Invite volunteers to
draw the different leaf margins on the board.

4 Sentence card game


Point out the flower on the plant again and ask the pupils if they remember what develops inside the
carpel. (Seeds.) Ask them what grows from a seed. (A new plant.) Draw the following on the board: a seed
underground, the Sun in the sky and water falling on the seed, and say Seeds need water, warmth,
sunlight and air to germinate. What happens next? Invite a volunteer to come to the board and draw
the next stage of the life cycle of the plant and explain what happens. Repeat the procedure until the life
cycle is complete.
Now ask seven pupils to come out to the front of the class. Give them each a sentence card and then ask
them to stick their sentences by the corresponding pictures drawn on the board. When the pupils have
stuck the sentence cards on the board, ask them to read them to the class.
If the pupils find this activity challenging, repeat the activity with another group of pupils.

5 Why we need plants


Discuss with the pupils how we use plants in different ways. Ask them to name things that come from
plants. Encourage them to say Plants give us food, oxygen, medicines, wood for building houses, etc.

Teachers Notes

unit 5

6 Do the test
Explain what the pupils must do in each activity and make sure they all have the necessary materials.
Allow pupils time to do the test individually and monitor carefully, helping any individuals who are having
difficulty.

Test Key

unit 5

Plants
1

a. Grasses (example), b. soft, c. thin


d. Bushes, e. hard
f. Trees, g. trunk

1 point for each correct answer (6 points)

a.

stamen

2
a.

b.

b.

leaves
stem

c.

c.

roots

petal
e.

d. Roots (example), e. Leaves, f. stem, g. stem

1 point for each correct answer (6 points)

Suggested answers:
a. produce new leaves all year
b. lose all their leaves in autumn

1 point for an acceptable definition of each type


of plant (2 points)

b.

serrate
d.

dentate
e.

sinuate

c.

entire
f.

lobed

palmate

1 point for each correctly matched name with its


picture (5 points)
(serrate = example)

carpel

blade

f.

4
a.

d.

sepal

stalk

1 point for each correct answer (5 points)


(stamen = example)

True. (example)

False. The stamens have pollen at their ends. /


The sepals protect the flower before it opens.

True.

False. The petals attract insects to the flower. /


The stamens have pollen at their ends.

1 point for each correct True/False answer


1 point for each corrected sentence (5 points)

5, 4, 3, 1 (example), 2

1 point for each correct answer (4 points)

Suggested answers: any two of the following:

vitamins, minerals, oxygen, wood, paper, heat,


shelter, medicine

1 point for each correct answer (2 points)

Total for the test 35 points

Test

unit 5

Name
1

 Class
Complete
the sentences about the different types of plants

using these words.

trunk Bushes soft Grasses Trees thin hard

Grasses

(a)
and flexible.

have a (b)

stem. They are (c)

(d)

have a thick, (e)

(f )

have a thick, hard stem called a (g)

stem with low branches.


.
6

Label the plant and complete the sentences.

(a)

(b)

(c)

absorb water and minerals and fix the plant into the

(e) 

use sunlight to help make their own food.

(f ) The

carries water and minerals to the rest of the plant.

(g) The

supports the plant.

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Roots

(d) 
ground.

Look at the picture and answer the question about plants.


What is the difference between evergreen
and deciduous plants?
Evergreen plants (a)
but deciduous plants (b)
.
2

Match the leaves with the types of margins.


a

palmate

c
dentate

serrate

lobed

sinuate
f

entire

Label the flower and the leaf.


(a)

stamen

(e)

(b)

(f )
(c)

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(d)

Are
these sentences about the parts of a flower true or false?

Correct the false sentences.

(a) The reproductive organs of a plant are in the flower.

True / False


(b) The stamens protect the flower before it opens.

True / False


(c) The carpel is the part of the flower where the
seeds develop.

True / False


(d) The petals have pollen at their ends.

True / False


5
7

Order the sentences about the life cycle of a plant.

(a) The plant dies, but new plants can grow from its seeds.
(b) A flower grows on the plant.
(c) Leaves grow on the stem.
(d) Most seeds need warmth, water, sunlight and air to germinate.

(e) A root grows down and a stem grows up from the seed.
4

Write sentences about things that plants give us.


.

(c) Plants

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Teachers Notes

unit 4

Animals
Materials: CD 1; Unit 4 poster; animal cards (see Annexe I); Pupils Book (for reference)
Preparation: Photocopy/ies of Animal cards

1 Poster activity
Focus the pupils attention on the poster and ask them to tell you the names of the animals that they can
see. Encourage them to say This is a snail, etc.
Draw a fish and a worm on the board and ask How are they different? Elicit A fish is vertebrate and a worm
is an invertebrate.
Ask Which animals have a backbone - vertebrates or invertebrates? (Vertebrates.) Ask What are we vertebrates or invertebrates? (Vertebrates.)

CD1
59

Say the Invertebrates rap

Ask the pupils if they remember the Invertebrates rap from Lesson 3. Play CD 1 (track 59). Sing the song
and encourage the pupils to join in with you (see Teachers Notes Lesson 3 for lyrics).

3 Classification game
Make one or more copy of the animal cards (see Annexe 1) so that there is one animal for each pupil in the
class.
Ask Can you remember some ways to classify animals? Write the pupils suggestions on the board. You
may wish to build up a concept map like the one on page 50 of the Pupils Book.
Say I am going to give you a card with the name of an animal on it. You must find out the other
pupils animals and get into the groups that I say. Hand out a card to each pupil.
Call out ways of classifying animals and give the pupils time to mingle. They should ask each other what
animal they have and form animal groups.
Once they are in animal groups, ask them what the name of their group is. (We are vertebrates. We are
carnivores.) Have them say their animal names and ask the rest of the class to say if the group is correct.
Some pupils may have joined the wrong group. Invite pupils to say whether any of the animals have been
classified wrongly.
Suggested groups:
Vertebrates and Invertebrates
Vertebrates: dog, dolphin, chameleon, eagle, frog,
toad, monkey, snake, bear, chicken, cow, penguin,
shark, crocodile
Invertebrates: snail, butterfly, worm, spider

Mammals, birds, fish, reptiles and amphibians


Mammals: dog, dolphin, monkey, cow, bear
Birds: eagle, penguin, chicken
Fish: shark
Reptiles: chameleon, crocodile, snake
Amphibians: frog, toad

Viviparous and oviparous


Viviparous: dog, dolphin, monkey, bear, cow
Oviparous: chameleon, eagle, crocodile, snake,
frog, toad, shark, snail, butterfly, worm, spider,
penguin, chicken

Herbivore, carnivore and omnivore


Herbivores: snail, butterfly, worm, cow, monkey
Carnivores: dog, dolphin, chameleon, eagle,
crocodile, snake, frog, toad, penguin, shark,
Omnivores: bear, chicken

Teachers Notes

unit 4

4 Characteristics of vertebrates game


Ask the pupils to tell you the five groups of vertebrates again and write them on the board.
Divide the class into five groups and nominate mammal, bird, fish, reptile and amphibian to the groups.
Say I am going to say a characteristic of a group of animals. If your group of animals has this
characteristic, stand up.
Suggested prompts:
These animals have live babies and the babies drink their mothers milk. (Mammals.)
These animals have a body covered in scales or a shell. (Reptiles.)
These animals have feathers. (Birds.)
These animals live in water and breathe through their gills. (Fish.)
These animals breathe with lungs. (Mammals, birds, reptiles and amphibians.)
Ask Do all amphibians breathe with lungs? (No, only adult amphibians.)
These animals can breathe through their moist skin. (Amphibians.)
These animals have fins, scales and gills. (Fish.)
Their babies live in water but the adults live on land and in water. (Amphibians.)
Many of these animals have fur. (Mammals.)

5 What do animals eat?


Draw a Venn Diagram on the board like the one in the Teachers Notes for Lesson 6. Ask the pupils to
suggest animals that can go in each group.
When they have finished, ask them to tell you another title for each group Instead of Animals that eat
plants, we write Herbivores; instead of Animals that eat plants and other animals, we can write Omnivores;
instead of Animals that eat other animals, we can write Carnivores.
Ask three volunteers to come out to the board and change the titles accordingly.
Suggested Venn Diagram:
Animals that eat
plants
giraffe
rabbit
chicken

Animals that eat


plants and other
animals
bear

Animals that eat


other animals
tiger
crocodile

6 Invertebrates
Draw a worm, a snail, a spider and a crab on the board. Ask the pupils How are all these animals the
same? (They are all invertebrates.) How are they different? (They have different bodies; the worm has a soft
body, the snail has a shell, the spider has a thin exoskeleton and the crab has a thick exoskeleton.)
Ask the pupils to give you examples of other invertebrates with these different types of bodies.
Suggested answers:
Soft body
Shell
Jellyfish
mussel

Thin exoskeleton
butterfly
spider
millipede

Thick exoskeleton
lobster

Teachers Notes

unit 4

7 Insect mind maps


Ask the pupils What do you remember about insects? and listen to their answers.
Build up three mind maps on the board. Alternatively, you may prefer the pupils to do their own mind
maps in small groups and then compare them.
Suggested mind maps:
head
symmetrical
Physical characteristics

thorax
abdomen

wings / no wings
six legs

lay eggs

antennae

metamorphosis
Reproduction
pupa
(chrysalis)

larvae

herbivores

grasshoppers

Diet

carnivores

dragonflies

8 Do the test
Explain what the pupils must do in each activity and make sure they all have the necessary materials.
Allow pupils time to do the test individually and monitor carefully, helping any individuals who are having
difficulty.

Animal cards
Print out and cut along dotted lines.

dog

dolphin

chameleon

eagle

frog

toad

monkey

snake

bear

chicken

snail

butterfly

worm

spider

cow

penguin

shark

crocodile

Test Key

unit 4

Classifying animals
1

a. invertebrates / dont have, b. vertebrates / have

1 point for each correct answer (4 points)

2
Mammals

Birds

Fish

Reptiles

Amphibians

dolphin

eagle

sardine

chameleon

tadpole

bat

chicken

shark

crocodile

toad

monkey

1 point for each correct answer (10 points) (sardine = example)

a. All baby mammals drink their mothers milk. (example)

b. Birds have feathers, a beak and wings.

c. Mammals, bird and reptiles breathe through lungs.

d. Amphibians can live on land and in water.

e. Fish and baby amphibians breathe through gills.

f. Adult amphibians have four legs.

1 point for each correct answer (5 points)

a. thin exoskeleton, b. thick exoskeleton, c. shell

1 point for each correct answer (3 points)

a. False (example), b. False, c. True, d. True

1 point for each correct answer (3 points)

a. viviparous (example), b. live babies, c. oviparous, d. lay eggs, e. incubate

1 point for each correct answer (4 points)

a. Herbivores eat plants.

b. Carnivores eat other animals.

c. Omnivores eat plants and other animals.

1 point for each correct answer (3 points)

a. fur, b. feathers, c. scales

1 point for each correct answer (3 points)

Total for the test 35 points

Test

unit 4

Name
1

 Class

Complete the texts.


a
These animals are
.
They
a backbone.

b
These animals are
.
They
a backbone.

Classify the vertebrates.

Fish

Reptiles

Amphibians

sardine

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Birds

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Answer the questions about vertebrates using sentences.

(a) What do all baby mammals drink?



All baby mammals drink their


mothers milk.

(b) Which animals have feathers, a beak and wings?



(c) How do mammals, birds and reptiles breathe?

(d) Which group of animals can live on land and in water?

(e) How do fish and baby amphibians breathe?

(f ) How many legs do adult amphibians have?

4

5
Complete the sentences about invertebrates bodies.

(a) Insects, spiders and millipedes have a


(b) Crabs and lobsters have a
(c) Snails have a
5

.
.

Are these sentences about insects true or false?

(a) Insects use their antennae to fly.

True / False

(b) All insects have wings.

True / False

(c) Some insects are herbivores and others are carnivores. True / False
True / False

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(d) Baby insects are called larvae.

Complete the text about how animals reproduce.


viviparous lay eggs live babies oviparous incubate

viviparous

Animals reproduce in two ways. Mammals are (a)


which means they have (b)

. Invertebrates, birds,

fish, reptiles and amphibians are (c)


they (d)

which means

. Some invertebrates (e)

their eggs. This means they keep the eggs warm while the baby
4

grows inside.
7

Match to make sentences about what animals eat.

(a) Herbivores

eat plants and other animals.

(b) Carnivores

eat plants.

(c) Omnivores

eat other animals.

Write about the animal coverings.


a

Mammals have

Birds have

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Fish and reptiles have

Teachers Notes

unit 3

We can move
Materials: CD 1; Unit 3 poster; Unit 3 word cards

1 Poster game
Divide the class into two teams. Encourage the pupils to think of a name for their team. Have each group
form a line. Ask the pupils to come out alternately to the poster and point to and name things they know.
Encourage them to say This is a skeleton. This is the masseter, etc.
Award one point each time a pupil identifies and names something correctly. The team with the most
points is the winner.

CD1
41

Sing the Bones song

Ask the pupils if they remember the Bones song from Lesson 2. Play CD 2 (track 5). Sing the song and point
to the bones on your own body. Encourage the pupils to join in with you.

3 What do you know about bones and muscles?


Write on the board two titles: Bones and Muscles. Ask What do you know about bones and muscles?
Write the pupils suggestions under each title. You may like to prompt them with questions such as Can
you describe bones? What are bones for? Can you tell me some bones? etc.
Suggested answers:
Bones
hard
rigid
strong
supports our body
all the bones are the skeleton
adults have 206; babies more
skull
scapula
humerus
ribs
ulna
radius
pelvis
fibula
tibia
femur
vertebrae
spine
flat
short
long
need calcium
are connected by joints

Muscles
soft when relaxed
move our bones
voluntary
involuntary
contract
relax
heart
muscles in stomach
masseter
pectorals
biceps
abdominals
quadriceps
deltoids
trapezius
triceps
calf muscles

Teachers Notes

unit 3

4 Word card game


Put all the word cards for the unit in a pile face down on a table. Ask pupils to come out one by one, and
pick up a word card. Ask them to gives clues to the rest of the class in order for the class to guess what
that word card is. Give some examples first: This is a bone in our leg. (Femur.) These are muscles in our
chest. (Pectorals.)
When a pupil guesses correctly, he/she should stick the word card in the correct place on the poster.

5 Types of bones and joints


Ask the pupils if all bones are the same. (No.) Ask Can you tell me three types of bones? (There are long,
short and flat bones.) Ask the pupils to give you examples of long, short and flat bones but naming and
pointing to them on the poster. (The femur and the tibia are long bones. The vertebrae are short bones. The
bones in the skull are flat bones.)
Repeat the procedure for joints. Ask Are all joints the same? (No.) Can you tell me three types of joints?
(There are flexible, semi-flexible and fixed joints.) Ask the pupils to give you examples of flexible,
semi-flexible and fixed joints by pointing them out and naming them on the poster. (The elbow is a flexible
joint. The vertebrae are semi-flexible joints. There are fixed joints in our skull.)

6 How do muscles work?


Ask the pupils to point to muscles in their arm. Encourage them to identify the biceps and triceps. Ask
them to show you how they contract and relax. Ask When do muscles get shorter - when they contract
or when they relax? (When they contract.) When do muscles get longer - when they contract or when
they relax? (When they relax.)
Repeat the process for the leg muscles.

7 Do the test
Explain what the pupils must do in each activity and make sure they all have the necessary materials.
Allow pupils time to do the test individually and monitor carefully, helping any individuals who are having
difficulty.

Test Key

unit 3

We can move
1

a. locomotor (example), b. skeleton, c. torso,


d. supports / protects, e. rigid, f. calcium,
g. soft, h. bones, i. move

1 point for each correct answer (9 points)

a. semi-flexible, b. fixed, c. flexible

1 point for each correct answer (3 points)

a. short / spine (example), b. long / arms and


legs, c. short / toes, d. flat / skull

1 point for each correct answer (6 points)

a. True, b. False, c. True

1 point for each correct answer (3 points)

a. 

skull

f. 

spine

g. 

radius

h. 

femur

i. 

fibula

humerus
ribs
ulna

b. 
c. 

e. 

d. 

pelvis

masseter
b. pectorals
a. 

d. 

quadriceps

c. 

abdominals

e. 

f. 

biceps

point for each correct word


point for each correct spelling (14 points) (Ulna = example)

calf muscles
Total for the test 35 points

Test

unit 3

Name
1

 Class

Complete the sentences about the locomotor system.


bones torso supports rigid calcium protects
skeleton soft move locomotor

(a) The

locomotor

system includes bones, muscles and joints.

(b) All the bones in our body make up the

(c) The skeleton has three parts: the skull,

and limbs.

(d) The skeleton


delicate organs inside.

our body and

(e) Bones are hard and

the

(f ) We need

for strong and healthy bones.

(g) Muscles are

when relaxed.

(h) Joints connect our

(i) Muscles and joints allow us to

our bones.

2 Are these joints flexible, semi-flexible or fixed?


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Complete the names of the bones and muscles. Label them on


the diagrams.
ul

n a pe
hu

fi
ra

fe
ri

sp

sk

(e)
(a)
(f )

(b)

ulna

(g)
(h)
(i)

(d)

ca

ma

mu
ab

pe
qu

bi

(a)
(b)
(d)

(e)
(f )

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(c)

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(c)

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Write about these bones.

long
short
flat
short
spine
skull
arms and legs
toes

(a) There are

short

bones in our

spine

(b) There are

bones in our

(c) There are

bones in our

(d) There are

bones in our

Are these sentences about muscles true or false?

(a) When muscles contract, they get shorter.

True / False

(b) When the triceps contract, the biceps relax.

True / False
3

(c) Involuntary muscles move automatically. We can


control involuntary muscles.
True / False
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Teachers Notes

unit 2

The senses
Materials: CD 1; realia or pictures of coffee, lemons, honey and crisps, sight, eyes, hearing, ears, smell, nose,
taste, tongue, touch, skin word cards

CD1
24

Sing the Senses rap

Ask the pupils if they remember the Senses rap from Lesson 1. Say Lets sing the rap. Play CD 1 (track 24).
Sing the song and encourage the pupils to join in with you.
Play the rap again and encourage the pupils to point to each sense organ as they sing it.

2 Fill the gaps


Hand out the sight, eyes, hearing, ears, smell, nose, taste, tongue, touch, skin word cards. Write the following
gap fill sentences on the board and ask the pupils to come and stick the word cards in the correct spaces.
Our
are the sense organs of
.
Our
are the sense organs of
.
Our
is the sense organ of
.
Our
is the sense organ of
.
Our
is the sense organ of
.
Invite other pupils to say whether the sentences are correct and to correct the incorrect sentences.

3 Play Odd one out


Write or say three key senses vocabulary items and ask the pupils to say which is the odd one out and
why.
Suggestions:
eyelids, olfactory nerve, iris (Olfactory nerve is the odd one out because it is a part of the nose while the
others are parts of the eye.)
taste buds, ear drum, cochlea (Taste buds is the odd one out because they are for the sense of taste while the
others are parts of the ear.)
retina, three small bones, pupil (Three small bones is the odd one out because they are part of the ear while
the others are parts of the eye.)
outer ear, skin, inner ear (Skin is the odd one out because it is the sense organ of touch while the others are
parts of the ear.)

4 Labelling game
Draw a large eye, ear, nose and tongue on the board. Ask Can you remember the parts of the sense
organs? Tell them that they are going to play a game.
Divide the class into two groups. Have each group choose two representatives who will label the
diagrams. Name the teams A and B.
Begin with Team A. Have them send their representatives out to the board and label the diagrams as
quickly and accurately as possible. Time them with the stopwatch. Award two points for each correct label
and one point for labels that are misspelt but clear. Repeat for Team B.
Scoring: Add one second onto a teams time for each missing or very badly spelt label.
Answers:eyelids, eyebrows, eyelashes, iris, pupil, retina, inner ear, middle ear, outer ear, cochlea, three
small bones, ear drum, nostrils, olfactory nerve, taste buds.

Teachers Notes

unit 2

5 Flavours game
Ask the pupils if they can remember how many different flavours we can detect. (Four.) Ask How do we
detect different flavours? (With the taste buds on our tongue.) Show the pupils the realia or pictures of
the coffee, lemons, honey and crisps and ask them to say what each one tastes like. (Coffee is bitter, lemons
are sour, honey is sweet and crisps are salty.)
Put the realia or pictures on four different tables and ask the pupils to stand up and go to the table with
the flavour they like best. Count the pupils and identify the most popular flavour.
Ask the pupils if they can think of any more foods with each flavour.

6 True or false?
Write these statements on the board and ask the pupils to say if they are true or false.
Ask them to correct the false ones.
The brain receives information from the five sentences. (True.)
The nervous system is made up of our eyes and our nose. (False.)
The nervous system is made up of our brain and our nerves. (True.)
The nervous systems controls are body. (True.)
The brain is a sense organ (False)
The brain is the most important part of the nervous system. (True.)

7 Do the test
Explain what the pupils must do in each activity and make sure they all have the necessary materials.
Allow pupils time to do the test individually and monitor carefully, helping any individuals who are having
difficulty.

Test Key
The senses
1

a. smell (example), b. taste, c. hearing, d. sight, e. touch

1 point for each correct answer (4 points)

a. skin / touch (example), b. ears / hearing, c. nose / smell, d. tongue / taste, e. eyes / sight.

1 point for each correct answer (8 points)

eyebrow
eyelid
b.
c. eyelash/es
pupil
d. 
iris
e.
retina
f.
a. 

1 point for each correct answer (6 points)

4 a. hearing (example), b. sounds, c. quiet, d. middle ear, e. inner ear, f. outer ear, g. cochlea,
h. three small bones, i. eardrum.

1 point for each correct answer (8 points)

a. nostrils, b. olfactory nerve, c. brain.

1 point for each correct answer (3 points)

a. This tastes sweet. (example), b. This tastes salty. c. This tastes bitter. d. This tastes sour.

1 point for each correct answer (3 points)

a. nervous system (example), b. everything we/you do, c. brain, d. nerves, e. body

1 point for each correct answer (4 points)

Total for the test 35 points

unit 2

Test

unit 2

Name
1

 Class

Identify the five senses.


a

smell

Complete the sentences about the senses.

(a) Our

skin

touch

is the organ of

are the organs of

(c) Our

is the organ of

(d) Our

is the organ of

(e) Our

are the organs of

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(a) 

Label the parts of the eye.

eyebrow

(b)
(c)
(d) 
(e)
(f )
5
4

Complete
the text about the ear.

inner ear three small bones middle ear eardrum
sounds cochlea outer ear hearing quiet

Our ears are the organs of (a)


(b)

. We can hear

that are loud and sounds that are

(c)

Our ears have three parts: the outer ear, the (d)
and the (e)

. The (f )

is the part

of our ear that is visible on our head. In the middle ear there is the
(g)

and there are (h)

The (i)

is in the inner ear.


8
Label
the diagram about how we smell.

c

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Air goes into our


.

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The
detects smells.

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This information
is sent to our
.

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How do these foods taste?


a

This tastes sweet.


c


Look at the diagram and answer the questions.
(a) What is the name of this system?
This is the

nervous system

(b) What does this system control?


It controls

(c) Which organ receives information


from our five senses?

The

(d) How do the senses send information


to the brain?
The senses send information to the
brain through
.
(e) Where are the nerves?
The nerves are all over our
.

4
TEST
TOTAL

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Teachers Notes
General
Before starting each test, review key areas with the pupils. Begin by singing the main song from
the unit as an opening activity. Repeat two or three activities from the unit that will help prepare
the pupils for the test by revising main concepts and language. Pay particular attention to any
areas the pupils may have found more challenging during the course of the unit. Sample revision
notes follow.

Living things
Materials: CD 1; Unit 1 poster, a rock, a pencil, a plant, nutrition, interaction and reproduction word cards

CD1
9

Sing the Life processes rap in two groups

Ask the pupils if they remember the Life processes rap from Lesson 2. Say Lets sing the rap. Play CD 1
(track 9). Sing the song and encourage the pupils to join in with you (see Teachers Notes Lesson 2 for
lyrics).
Divide the class into two groups: (A and B) and invite them to sing the song again as they did during
Lesson 2 (see Pupils Book Teachers Notes Lesson 2 for instructions). You may then choose to invite pupils
to reverse roles.

2 Living things and non-living things


Display a rock, a pencil and a plant and encourage the pupils to say how they are different. (A rock is a
natural, non-living thing. A pencil is a man-made non-living thing. A plant is a living thing.)
Ask the pupils to tell you some living and non-living things they can see in the classroom or out of the
window and write these in two groups on the board. You may choose to write the living things in green
and the non-living things in red.
Hand out the nutrition, interaction and reproduction word cards and ask the pupils to say which of the
three things on display carries out these three life processes. (The plant.)

3 Identify the characteristics of living things


Focus the pupils on the unit poster and ask them to identify and name the characteristics of living things.
(Living things are born, living things grow, living things reproduce and living things die.)

4 Life processes in people


Ask How do we interact with other people? Discuss as a class and invite volunteers to write their
suggestions on the board. (We live in families. We love, help and respect each other. We can talk, read and
write. We can show and say how we feel. We can work and play together.)

unit 1

Teachers Notes

unit 1

5 Life processes in animals and plants


Draw the following table on the board:
Interaction

Nutrition

Reproduction

Animals
Plants
Invite the pupils to help you complete the table by asking questions. Do animals interact? (Yes.) Tell
me some ways that animals interact. (They walk, swim or fly. They live in groups. They communicate.) Do
plants interact? (Yes.) Tell me how plants interact. (They turn towards the sun.) Do animals eat? What do
animals eat? Do plants eat? Do animals reproduce? Do plants reproduce? How do plants reproduce?
Complete (or have volunteers complete) the table with their suggestions.
Suggested answers:
Interaction

Nutrition

Reproduction

Animals

walk
swim
fly
live in groups
communicate

herbivores
carnivores
omnivores

born live
born from eggs

Plants

Turn towards the Sun.


Mimosa Pudica closes its
leaves.

Make their own food


(using sunlight and the
nutrients in soil and water).

seeds

6 Do the test
Explain what the pupils must do in each activity and make sure they all have the necessary materials.
Allow pupils time to do the test individually and monitor carefully, helping any individuals who are having
difficulty.

Test Key
Living things
1 a. Living things are born. (example), b. Living things grow. c. Living things reproduce.

d. Living things die.

1 point for each correct answer (3 points)

2 a. green (river), b. red (building), c. green (rocks), d. red (car), e. red (table), f. red (jumper)

1 point for each correct answer (6 points)

a. All living things have babies. Reproduction

b. All living things need food for energy and to grow. Nutrition

c. Living things interact. Interaction.

1 point for each correct answer (3 points)

4 a. reproduction, b. nutrition, c. interaction


1 point for each correct answer (3 points)

5 a. born live (example) / eggs, b. walk / shelter, c. groups / live alone, d. animals and plants

1 point for each correct answer (4 points)

6 Any three of the following suggested answers:


I love my family and friends.

I help my family and friends.

I respect my family and friends.

I talk to my family and friends.

I read to/with my family and friends.

I write to/with my family and friends.

I can show and say how I feel to my family and friends.

I can work and play with my family and friends.

1 point for each correct answer (4 points)

7 a. We observed that the plant turned/turns toward the Sun. 3


b. First, we put the plant next to the window 1 (example)

c. Next, we turned the plant away from the window. 2

1 point for each correct number and one point for each correct word in the gaps. (5 points)

8 a. life (example), b. food, c. soil, d. surroundings, e. seeds, f. plants.


1 point for each correct answer (5 points)

Total for the test 35 points

unit 1

Test

unit 1

Name
1

 Class

Write the characteristics of living things.


a

Living things
are born.
c



Colour the natural non-living things green and the man-made
non-living things red.
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Match the sentences with the three life processes.


(a) All living things have babies.
Nutrition
(b) All living things need food for energy and to grow. Interaction
(c) Living things interact.
4

Reproduction

Name the life processes of animals.


a

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Complete the sentences about the life processes of animals.


animals and plants shelter born live eggs
live alone groups walk

(a) Some animals are

born live

from
(b) Some animals

while other animals are born

.
to find food and

others swim or fly.


(c) Some animals live in
animals prefer to

for protection while other


.

(d) Some animals eat other animals, some animals eat plants and there
are animals that eat both

(c) I

(d) I

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(a) I

How do you interact with your family and friends?


my family and friends.

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Order the sentences and complete the investigation about how


plants interact with the Sun.
1

(a) We observed that the plant


.

2
(b) First, we put the plant

the window.

3
(c) Next, we turned the plant
away from the

.

5
Complete the text about the life processes of plants.

Plants have three (a)


(b)

processes. Plants make their own

using sunlight and the nutrients in (c)

and water. They interact with their (d)

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new (f )

that grow into

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reproduce by making (e)

. Plants

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Teachers Notes
Term 3
Between completing the Unit 12 Test and the Term 3 Test, spend some time revisiting the material
covered during Term 3. Sing some of the unit songs that the pupils have particularly enjoyed and,
through games and discussion, review the main concepts learned in each unit.
* It is strongly recommended that you avoid setting pupils the Unit 12 Test and Term 3 Test too
close together.

Materials: question cards (enlarged for the board); question cards (sets A and B for pupils), Blu Tack or
stickytape

1 Play Noughts and crosses


Use the sixteen question cards to make a large noughts and crosses board on the board. Divide the class
into two teams. Ask them to choose a name for their team and a captain.
Encourage the pupils in the Noughts team to select the question they want to answer by saying I want
question three, please. Read the question out loud. The pupils should confer before the team captain gives
the final answer. If a pupil answers correctly, remove the question card and ask him / her to put either a
nought or a cross in its place. Repeat for the Crosses team.
The winning team is the first to make a line (horizontal, vertical or diagonal) of noughts or crosses.

2 Play Question and answer in pairs


Organise the pupils into pairs. One pupil in each pair is A and the other is B. Give all the pupils who are A,
set A of the question cards and key and give all the pupils who are B, set B of the question cards and key.
Tell the pupils they must keep their cards and key secret from their partner. The pupils ask and answer the
questions in pairs. They check their partners answers using the key. If the pupil answers correctly, they
should keep the card. The pupil with the most cards at the end of the game is the winner. Tell them that
they must answer every element of the question correctly to win the card.

3 Do the test
Explain what the pupils must do in each activity and make sure they all have the necessary materials.
Allow the pupils time to do the test individually and monitor carefully, helping any individuals who are
having difficulty.

Test

Test Key
1

Term 3

a. Rocks are found in bedrock. (example)


b. Minerals are the materials rocks are made of.
c. Soil is made up of rocks, minerals, humus, air
and water.
d. Humus is the remains of dead plants and
animals.

a. education, b. tourism

1 point for each correct answer (2 points)

1 point for each correct answer (3 points)

Types of soil

top soil (example)


subsoil
bedrock

fertile (example)
poor
arid

1 point for each correct answer (3 points)

11 the historic centre, the new parts, the outskirts


(answers can be in any order)

Soil layers

10 a. Villages (example), b. Towns and cities,


c. villages, d. towns and cities

1 point for each correct answer (3 points)

12 a. hospital (example), b. library, c. sewer pipe,


d. electricity cable, e. metro train

point for each correct answer (2 points)

a. True (example), b. False, c. True, d. True;


e. False

Total for the test 40 points

1 point for each correct answer (4 points)

a. cargo ship (example), b. bike, c. metro train,


d. plane

1 point for each correct answer (3 points)

a. trains (example), b. lorries, c. land,


d. helicopters, e. air, f. ocean liners, g. sea

point for each correct answer (3 points)

a. telephone (example) / personal (example),


b. television / mass, c. newspaper / mass,
d. letter / personal

a point for each correct answer (3 points)

a. primary (example), b. natural, c. secondary,


d. manufactured, e. tertiary, f. service

1 point for each correct answer (5 points)

1 point for each correct answer (4 points)

Farming
arable

a.

c.

dry

crops

farming

irrigated crops

1 point for each correct answer (3 points)

b.

d.

livestock

free-range

farming

intensive

Test

Term 3

Name
1

 Class
Match.

(a) Rocks

is the remains of dead plants and animals.

(b) Minerals

are found in bedrock.

(c) Soil

is made up of rocks, minerals, humus, air and water.

(d) Humus

are the materials rocks are made of.

Classify the soil layers and the types of soil.


poorfertilearidbedrocktopsoilsubsoil
Soil layers

Types of soil

topsoil

fertile
4

Are these sentences about soil true or false?


True / False

(b) Only very hardy plants like cacti can grow in


fertile soil.

True / False

(c) Arid soil has very little humus and water.

True / False

(d) Topsoil contains bacteria and fungi.

True / False

(e) There is fertile soil in deserts.

True / False

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(a) The middle layer of soil is called subsoil

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Write the best form of transport.


planecargo shipbicyclemetro train

Choose the best form of transport to ...


(a) transport goods by sea

cargo ship

(b) visit a friend in your village


(c) travel in the city

(d) visit another country


3
5

Complete the text about transport.

rains

Cars, (a) t

, (b) l

travel on (c) l

Planes and (d) h


transport.

are forms of (e) a

Ferries, (f ) o

forms of (g) s
6

, motorbikes, bikes and vans

and cargo ships are


transport.

Complete the sentences about communication.

(a) The

telephone

is a form of

personal

communication.
(b) The

is a form of

communication.
(c) The

is a form of

communication.
(d) A

is a form of
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communication.

Complete the text about jobs.

primary

People with jobs in the (a)


process (b)

sector obtain or

products.

People with jobs in the (c)

sector transform

natural products into (d)

products.

People with jobs in the (e)


(f )

sector provide a

Complete the word map about farming.


Farming
(a)

(c)

arable

crops

farming

irrigated
crops

(b)

farming

(d)

intensive
3

Complete the sentence about jobs in the tertiary sector.

We can classify jobs that provide a service into different groups,


, transport, retail and administration.

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(b) t

, health care,

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for example, (a) e

10
(a)

Complete with villages or towns and cities.

Villages

(b)

are small places with few inhabitants.


have long, wide streets.

People who work in (c)


tourism.

usually work in farming or

There are many services in (d)


11

What are the three main parts of a city?

The three main parts of a city are (a)


(b)
12

and (c)

Label the services.


metro trainhospital library
electricity cables sewer pipe

(a)

(c)

hospital

(b)

(d)

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(e)

Teachers Notes
Term 2
Between completing the Unit 8 Test and the Term 2 Test, spend some time revisiting the material
covered during Term 2. Sing some of the unit songs that the pupils have particularly enjoyed and,
through games and discussion, review the main concepts learned in each unit.
* It is strongly recommended that you avoid setting pupils the Unit 8 Test and Term 2 Test too
close together.

Materials: question cards (enlarged for the board); question cards (sets A and B for pupils); Blu Tack or
stickytape

1 Play Noughts and crosses


Use the sixteen question cards to make a large noughts and crosses grid on the board. Divide the class
into two teams. Ask them to choose a name for their team and a captain.
Encourage the pupils in the noughts team to select the question they want to answer by saying I want
question (three), please. Read the question out loud. The pupils should confer before the team captain
gives the final answer. If a pupil answers correctly, remove the question card and ask him/her to put either
a nought or a cross in its place. Repeat for the crosses team.
The winning team is the first to make a line (horizontal, vertical or diagonal) of noughts or crosses.

2 Play Question and answer in pairs


Organise the pupils into pairs. One pupil in each pair is A and the other is B. Give set A of the question
cards and key to all Pupils A, and give set B of the question cards and key to all Pupils B.
Tell the pupils they must keep their cards and key secret from their partner. The pupils ask and answer the
questions in pairs. They check their partners answers using the key. If the pupil answers correctly, they
should keep the card. The pupil with the most cards at the end of the game is the winner. Tell the pupils
that they must answer every element of the question correctly to win the card.

3 Do the test
Explain what the pupils must do in each activity and make sure they all have the necessary materials.
Allow pupils time to do the test individually and monitor carefully, helping any individuals who are having
difficulty.

Test

Test Key

Term 2

a. True (example)

b. False. Bushes have low branches. / Trees have


high branches.

1. evaporation (example), 2. condensation,


3. precipitation, 4. collection

1 point for each correct answer (3 points)

a. middle picture (example)


b. picture on the right
c. picture on the left

a. flat (example) plateaus


b. coastal, bays/cliffs, cliffs/bays
c. mountain, valleys

1 point for each correctly matched picture


point for each correct completed gap (5 points)

c. True

d. False. Grasses have a thin soft/flexible stem. /


Trees have a thick, hard stem.

1 point for each correct True/False answer


point for each corrected sentence (4 points)

a. roots (example), b. leaves, c. roots, d. stems

1 point for each correct answer (3 points)

stamen
sepal

petal

10 relief map

(1 point)

11

a.

source

carpel

1 point for each correctly labelled part (4 points)

a. river (example), b. temperate forest, c. desert,


d. tropical rainforest, e. ocean/sea, f. Arctic
region, g. savannah

b.

meander

c.

mouth

1 point for each correct answer (6 points)

d.

cape

e.

bay

a. producer, b. consumer, c. consumer


(example), d. decomposer

1 point for each correct answer (3 points)

a. habitat (example), b. population,


c. ecosystem, d. community

point for each correct word


point for each correct spelling

(3 points)

7
Saltwater

Freshwater

oceans

rivers

seas

groundwater
icecaps
lakes
reservoirs

1 point for each correct answer (6 points)


(rivers = example)

point for each correct answer (2 points)

Total for the test 40 points

Test

Term 2

Name
1

 Class
Are
these sentences about plants true or false?

Correct the false sentences.

(a) Grasses are thin and flexible.

True / False


(b) Bushes have high branches.

True / False


(c) Trees have a thick, hard stem called a trunk.

True / False


(d) Grasses have a thick, hard stem.

True / False


4
2

Write leaves, stems or roots.

(a) They are the part of the plant that is underground.

roots

(b) They use sunlight to help make their own food.


(c) They absorb water and minerals that the plant
needs to grow.
(d) They support the plant.
3
Draw and label a flower.

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Identify these habitats.


a

river
d

Natural & Social Sciences: Tests & Photocopiables (worksheets)


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Identify the parts of the food chain.


c

consumer
3

Order the letters and complete the definitions.


opputaloinocssyemtethbabityconmmuit

(a) A

habitat

is a specific place where things live.

(b) A
is a group of the same living things that live in
the same place at the same time.
(c) An
forms when communities interact with other
communities and their surroundings.

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forms when populations interact with each other.

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(d) A

Classify where we find water on Earth.


riversgroundwateroceansicecaps
seaslakesreservoirs
Saltwater

Freshwater

rivers

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evaporation

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Label the water cycle.

PH

Match and complete the texts.


flatcoastalcliffsvalleys
mountain plateausbays

flat

(a) A
(b) A
(c) A
landscape has plains
landscape has beaches,
landscape has
and
.
and
mountains and
.
.
10

Look and answer the question.


What is this?
This is a r

.
1

11

(a)

Label the pictures of river and coastal landscapes.

source

(d)

(e)

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(b)

Teachers Notes
Term 1
Between completing the Unit 4 Test and the Term 1 Test, spend some time revisiting the material
covered during Term 1. Sing some of the unit songs that the pupils have particularly enjoyed and,
through games and discussion, review the main concepts learned in each unit.
* It is strongly recommended that you avoid setting pupils the Unit Test and Term Test too
close together.

Materials: question cards (enlarged for the board); question cards (sets A and B for pupils); Blu Tack or
stickytape.

1 Play Noughts and crosses


Use the sixteen question cards to make a large noughts and crosses grid on the board. Divide the class
into two teams. Ask them to choose a name for their team and a captain.
Encourage the pupils in the noughts team to select the question they want to answer by saying I want
question (three), please. Read the question out loud. The pupils should confer before the team captain
gives the final answer. If a pupil answers correctly, remove the question card and ask him/her to put either
a nought or a cross in its place. Repeat for team crosses.
The winning team is the first one to make a line (horizontal, vertical or diagonal) of noughts or crosses.

2 Play Question and answer in pairs


Organise the pupils into pairs. One child in each pair is A and the other is B. Give set A of the question
cards and key to all Pupils A, and give set B of the question cards and key to all Pupils B.
Tell the pupils they must keep their cards and key secret from their partner. The pupils ask and answer the
questions in pairs. They check their partners answers using the key. If the pupil answers correctly, they
should keep the card. The pupil with the most cards at the end of the game is the winner. Tell the pupils
that they must answer every element of the question correctly to win the card.

3 Do the test
Explain what the pupils must do in each activity and make sure they all have the necessary materials.
Allow pupils time to do the test individually and monitor carefully, helping any individuals who are having
difficulty.

Test

Test Key

Term 1

a. born (example), b. grow, c. reproduce, d. die

1 point for each correct answer (3 points)

a. natural non-living things, b. man-made non-living things, c. living things

1 point for each correct answer (3 points)

a. interaction, b. reproduction, c. nutrition

1 point for each correct answer (3 points)

a. Our eyes are the organs of sight, b. Our ears are the organs of hearing, ce (in any order:) Our nose is
the organ of smell. Our tongue is the organ of taste. Our skin is the organ of touch.

1 point for each correct answer (4 points)

5
Parts of the eye

Parts of the ear

Parts of the nose

Parts of the tongue

iris

cochlea

nostrils

taste buds

pupil

three small bones

olfactory nerve

retina

eardrum

1 point for each correct answer (8 points) (iris = example)

a. Our skeleton is made up of all the bones in our body. (example)

b. Bones are hard and rigid.

c. The radius is a bone in our arm.

d. The vertebrae in our back are semi-flexible joints.

e. Muscles are soft when relaxed.

1 point for each correct answer (4 points)

7
Bones

Muscles

pelvis

trapezius

scapula

deltoids

vertebrae

abdominals

humerus

pectorals

1 point for each correct answer (7 points) (trapezius = example)

a. Vertebrates (example)

b. Fish, c. Reptiles, d. Mammals, e. Birds, f. Amphibians

g. Invertebrates

h. Thin exoskeleton (example), i. Thick exoskeleton, j. Shell

1 point for each correct answer (8 points)

Total for the test 40 points

Test

Term 1

Name
1

 Class

What are the characteristics of living things?

Living things are (a)


(c)

born

, they (b)

and they (d)

, they

Write living things, natural non-living things or


man-made non-living things.
a
A rock and water are
.

b
A table and clothes are
.

c
A rabbit and child are
.

PH

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Identify the three life processes.


a

4
(a)

Write sentences about the sense organs.

Our eyes are the organs of sight.

(b) Our ears are the organs of


(c)
(d)
(e)
Classify the words.

iris three small bones pupil olfactory nerve retina


cochlea eardrum nostrils taste buds
Parts of the
eye

Parts of the
ear

Parts of the
nose

Parts of the
tongue

iris

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PH

Each sentence has a mistake. Rewrite the sentences.

Our skeleton is made up of all the muscles in our body.


(a)

Our skeleton is made up of all the bones


in our body.

(b) Bones are soft and rigid.



(c) The radius is a bone in our leg.

(d) The vertebrae in our back are fixed joints.

(e) Muscles are hard when relaxed.

Classify the bones and muscles.

ab
hu

Muscles

trapezius

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Bones

de

PI

pe

bl

CO

ve

a p e z i u s pe

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Complete the information about animal groups.


(a)

Vertebrates

(b)

(c)

(e)

(d)

(f )

(g)

Thin exoskeleton

(i)

(j)

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(h)

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Test Key

Diagnostic

Welcome to the Science Club


1 a. eyes, b. lung

a. goods, b. people

1 point for each correct answer (2 points)

2 b. bread and cereals, e. milk and dairy.

a. red (plastic container)

b. green (cotton t-shirt)

1 point for each correct answer (2 points)

1 point for each correct answer (2 points)

1 point for each correct answer (2 points)

3 a. True, b. False, c. True


1 point for each correct answer (3 points)

4 a. amphibians, b. spine, c. gills


1 point for each correct answer (3 points)

a. flower Produces seeds.

b. stem Supports the plant.

c. leaves Take in air and sunlight.

d. roots (example) Take in water.

1 point for each correct answer (3 points)

a. solid (example), b. liquid, c. gas

1 point for each correct answer (2 points)

10

11

12

a. push, b. pull
1 point for each correct answer (2 points)
Circled: a. washing machine, d. TV, e. fridge
1 point for each correct answer (3 points)
a. present (example), b. past, c. past, d. present
1 point for each correct answer (3 points)

Total for the test 30 points

a. 
b.
c.

1 point for each correct answer (3 points)

moon
Earth
Sun