2t Science

Teacher's Resource Pack
6 Natural Science
Natural Science Learning Lab is a collective work,
conceived, designed and created by the Primary
Educational department at Santillana, under the
supervision of Teresa Grence.
WRITERS
Belén Garrido
Montse Watkin
SCIENCE CONSULTANT
Alan Martin
EDITORS
Beatriz García Hipólito
Clare Hogg
Joseph Hopkins
Alicia Melero
ARTEXT EDICIONES, S. L.:
Heather Sutton
MANAGING EDITOR
Sheila Tourle
BILINGUAL PROJECT COORDINATION

Margarita España
Contents
Teacher's Book
Student's Book contents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Unit 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Unit 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Learning Lab game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Read about it! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Key vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Audio transcripts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Answer key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Worksheets
Reinforcement .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Extension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Graphic organiser .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Language support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Natural Science Teacher's Book
• Student's Book
• Lesson plans
• Audio transcripts
UNIT 3H
uman reproduction 4H
ealth
CONTENTS • What are newborn babies like? • What is a healthy lifestyle?

• Primary sexual characteristics • What types of illnesses are
there?
• What are human sex cells like?
• Infectious illnesses
• What is fertilisation?
• How can we prevent illnesses?
• How does a baby develop?
• Treatments and medical
• The birth of a baby
techniques
• What happens during puberty?
• Nutrition, drinking water and
• How do I feel? living conditions
• How to live a long life
• What do you know about
health risks?
• Help others with first aid
MINI LAB Investigate yoga to control Analyse food labels to keep

emotions healthy
FINAL TASK Values education Values education

Gender equality Living a healthy lifestyle
Task Task
Draw a comic about gender Why is it important to wash
equality our hands?
REVIEW Learning Lab game
READ ABOUT IT! Twins, triplets and quadruplets! What is mindfulness?
7
3 Human reproduction
This unit examines human reproduction: the primary and secondary
sexual characteristics of men and women, sex cells, the process of fertilisation,
pregnancy and birth.
Content objectives
• To identify organs in the female and male reproductive systems
• To compare female and male sex cells
• To understand how and where fertilisation takes place
• To identify the stages of development of a baby from embryo to birth
• To differentiate between male and female secondary characteristics
• To identify emotional and psychological changes associated with puberty
Final task: Draw a comic about gender equality
Language objectives
• Female reproductive organs
• Male reproductive organs
• Fertilisation
• Puberty
Assessment criteria
• To name the parts of the male and female reproductive systems
• To describe female and male reproductive cells
• To describe the development of a baby from embryo to birth
• To describe the stages of childbirth and labour
• To identify female and male secondary sexual characteristics
8
Unit 3 outline Unit 3 resources
Digital resources
Human reproduction
• LibroMedia / i-book: unit 3
• Audio: unit 3
What are newborn babies like?
Classroom materials
Primary sexual characteristics
• Natural Science poster: Reproduction
What are human sex cells like? Photocopiable materials

• Reinforcement worksheet unit 3
What is fertilisation? • Extension worksheet unit 3
• Graphic organiser: Female primary
How does a baby develop? sexual characteristics; Male primary
sexual characteristics
• Language support: unit 3
The birth of a baby
• Assessment worksheets 3A and 3B
• Term assessment
What happens during puberty?
Other materials
How do I feel?
• Activity Book: unit 3
• CLIL Readers
Final task
Draw a comic about
gender equality
Timing
January February March
9
Learning goals
• To activate previous knowledge:
human reproduction
What do you know about human reproduction?
Key language
Vocabulary
A B C
birth, offspring, pregnancy, puberty,
uterus
Language structures
In photo A the woman is pregnant.
The girl is listening to the baby.
Observe
1 Look at the photos related D E
to human reproduction. Tell
your partner.
Ask two volunteers to read out
the speech bubbles. Students
work in pairs to describe what
they see.
Feedback on the photos
as a whole class activity.
Ask who students think
the people are in each photo.
1 Observe Look at the photos related
Ask: What's the difference to human reproduction. Tell your partner.
between photos B and C? You already know!
Photo B: the doctor is using
a stethoscope to listen to the In photo A the woman • Reproduction is the process
is pregnant. of creating offspring similar
baby's movements. to ourselves.
Photo C: the doctor is doing
• Men and women have different
an ultrasound scan. The girl is listening to sexual characteristics.
the baby. • The male and female reproductive
systems develop during puberty.
38 thirty-eight
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You already know! Extension

Write the words offspring, puberty and pregnancy Students write questions that they would like
on the board. answers to in the unit on strips of card.
In pairs, students explain each word. Display the questions on the wall.
Read the text in the box. Students brainstorm words At the end of the unit, read out the questions
and expressions from previous years. and see if students can answer them.
10
LibroMedia / i-book
Video
Play the video, first with subtitles
What are newborn babies like? on, then without them.
A mother carries her baby in her uterus for nine months. When the baby is born, Ask questions and discuss with
the doctor does some tests. For the first months of a baby's life, it eats the class.
and sleeps.
A Learning goals
• To describe newborn babies
• To understand what small babies
can and cannot do
Key language
Vocabulary
be born, do tests
C Language structures
In photo A the baby is being weighed.
D
What are newborn babies

like?
Read the introduction. Students
think of descriptions of newborn
babies.
2 Compare Look at the photos. What is happening in each one? Students look for surprising facts
about newborn babies. For example:
babies are born with more bones
In photo A the baby is weighed. than adults, or that newborn babies
cannot see well.
3 Listen and answer the questions.

Final task
• Do babies know where they are?
Draw a comic about Final task
• Why do they cry? gender equality.
This task helps students
think about what gender
thirty-nine 39 equality means.
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Compare 3 Listen and answer the questions. Extension

2 Look at the photos. What Read the questions. Students Ask students to bring in photos
is happening in each one? discuss what they think the of themselves as a baby and
In pairs, students describe the answers may be. They then listen a photo of themselves now.
photos. Ask: What is happening in and check their ideas.
In pairs, students talk about how they
each photo? Put the photos in order. Elicit answers. Ask how old babies have changed. They could use the
Explain that when babies are born, are when their vision improves. structure: Before I couldn't … , now I
they are given wrist bands marked Full transcript, page 46, track 13. can …
with identification numbers.
Create a then / now wall display with
the baby photos above and the now
photos below.
11
Primary sexual characteristics
The primary sexual characteristics refer to the organs of the
reproductive system. They are different in males and females.
Learning goals Boys and girls are born with these organs.
• To identify the organs of the The female reproductive system has two parts.
female reproductive system The external part is called the vulva. It protects
the internal organs.
Key language
Vocabulary
cervix, fallopian tubes, ovary / ovaries, The two fallopian tubes
sex cell, uterus, vagina, vulva connect the ovaries to
the uterus.
Language structures There are two ovaries.
The fallopian tubes connect They contain thousands
of egg cells called ova.
the ovaries to the uterus.
These are the female
The baby develops in the uterus, sex cells.
or womb.
There are thousands of ova
in the ovaries.
The uterus, or
womb, is like a soft
bag. This is where
Classroom materials the baby develops.
Natural Science poster:

Reproduction
The cervix connects
the uterus to the
vagina. It consists of
strong muscles. It is The vagina is like a
very narrow. tube. It connects the
cervix to the external
Primary sexual characteristics part, the vulva.
Read the text. Pronounce the key
words in bold in the text boxes.
1 Observe Copy and complete the texts.
Ask questions to check understanding.
For example: The … connect the The baby develops The … connects the
What is another word for uterus? ovaries to the … . in the … . uterus to the vagina.
(Womb.)
What are the egg cells called?
There are thousands The vagina connects the
Where can you find the egg cells?
of … in the ovaries. cervix to the … .
40 forty
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Observe
1 Copy and complete the texts.
Students copy and complete the sentences individually in their notebook.
They compare their sentences with a partner.
Nominate volunteers to read out a sentence each.
Students draw the female reproductive system and label it from memory
in their notebook. Ask them to describe the function of each organ.
Students then compare their diagram with the one in their Student's Book.
12
3
The male reproductive organs are
internal and external.
Learning goals
The prostate gland
produces seminal The sperm ducts are
• To identify the parts and organs
fluid which protects two tubes that allow of the male reproductive system
and transports the passage of sperm
the sperm. to the urethra.
Key language
Vocabulary
penis, prostate gland, seminal fluid,
The urethra is a tube sperm ducts, spermatozoa, testicles,
inside the penis. It urethra
can carry sperm or
urine.
Language structures
In which organs are the male
and female sex cells produced?
The urethra is a tube inside the penis.
The penis is the organ

that contains the
urethra. It passes sperm
and urine outside the
There are two testicles. They male body.
produce millions of Primary sexual characteristics
spermatozoa or sperm.
These are the male sex cells.
Ask students to remember the name
of the external part of the female
reproductive system. (Vulva).
2 Write A-E in your notebook. Match the names to the reproductive organs.
Focus on the diagram.
urethra fallopian tube uterus ovary testicle Pronounce the key words in bold
in the text boxes. Students point
to the word and look at the diagram.
A B C D E
3 Listen, then answer the questions. 4 Think about it Which sexual

a. What are the female and male sex cells characteristics tell us if a newborn baby
called? is a boy or a girl?
b. In which organs are the female and male
sex cells produced?
forty-one 41
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2 Write A-E in your notebook. 3 Listen, then answer the questions. Think about it
Match the names to the A volunteer reads out the 4 Which sexual characteristics tell
reproductive organs. questions and elicits answers from us if a newborn baby is a boy
Call out each letter. Students say the class. Write the answers on or a girl?
whether the organ is male the board. Students think about the primary
or female. Students listen and write the sexual characteristics of boys
They match the letter with answers. They compare their and girls. Ask: What are these
the name in their notebook. answers with those on the board. sexual characteristics? Explain
Full transcript, page 46, track 14. that our biological sex is
determined genetically.
13
Learning goals What are human sex cells like? Science fac
• To name and describe male ts
and female sex cells The female and the male reproductive systems Millions of
sex cells
are both required to produce offspring. A male At birth, a fe
male has
Key language sex cell, the sperm, and a female sex cell, the between on
e and two
ovum, join together inside the female. million ova.
Vocabulary She will
have only ab
menstruation, ova / ovum, sex cell, out
300,000 ov
sperm, uterus FEMALE SEX CELLS a by the
time she reac
hes puberty.
Language structures A male prod
uces more th
An ovum travels through the female sperm cells in
his lifetime.
an 500 billion
reproductive system.
Spermatozoa are produced in the
testicles. MALE SEX CELLS
Classroom materials
Natural Science poster: • Female sex cells are called ova. One
is called an ovum. They are also
Reproduction called egg cells.
.
• Ova are round, and relatively large
They deve lop during pube rty.
• Approximately every 28 days, an

zoa
ovum travels through the female • Male sex cells are called spermato
What are human sex cells reproductive system. or sperm.
like? • If fertilisation doesn't happen, bloo
d • They are tiny. They have a small head
Read the introduction aloud. and tissue leave the uterus. This and a long tail so they can swim
is called menstruation. to the ovum.
Ask: Where do the female and male
• Whe n puberty starts, the spermatozoa
sex cells join together? are produced in the testicles.
Read the texts aloud and check • If fertilisation doesn't happen,
understanding: How often does the sperm dies.
an ovum become available for
fertilisation? (Every 28 days.) Where
are sperm produced? (In the 1 Compare Copy and complete the table 2 Listen and write female sex cells
testicles.) What happens if in your notebook. or male sex cells.
fertilisation doesn't take place?
(The sperm die and the ovum leaves sex cells
the body.) etc. name size appearance not fertilised
female … … … …
male … … … …
42 forty-two
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Science facts
Compare 2 Listen and write female sex cells
Millions of sex cells
1 Copy and complete the table in your or male sex cells.
Ask volunteers to read the Science
notebook. Students listen to six descriptions.
facts box. Explain that men produce
Students work individually, then They can write F for female sex cells
sperm throughout their whole
compare their table with a partner's. and M for male sex cells to save time
lifetime, whereas women release ova
while listening.
until their ovaries no longer release Ask a fast finisher to draw the table
an egg every month, after the on the board. Elicit information Play the audio a second time and have
menopause. for each box. students call out the answer during
each pause.
Ask: Why do sperm have long tails?
Full transcript, page 46, track 15.
14
What is fertilisation?
3
Learning goals
Fertilisation is the joining of a sperm from the male with an ovum Science facts • To understand how fertilisation
from the female. It takes place inside the fallopian tubes of the takes place
female. When this happens, a new human being starts to develop. The menstrual
cycle
About every 28 • To describe the menstrual cycle
days an egg
cell travels down
3. Fertilisation takes tube. This takes
a fallopian Key language
2. One of the sperm about two
travelling up the place. The fertilised weeks. The uter Vocabulary
us prepares
fallopian tube joins ovum is called itself for a possib
le cell division, embryo, fallopian tubes,
with the egg cell. a zygote. pregnancy and menstruation, zygote
produces a
lining of blood an
d tissue. Language structures
If fertilisation do
es not The ovary releases an egg every
happen, the linin
g is released
through the vagin 28 days.
a during
3 menstruation.
4
2 me
ns
tru
26 27 28 01 a
25 02
24
tio
n
03
23
04
The o
19 20 21 22
vum
05 06 07 08
5
the o leaves
vary What is fertilisation?
1 Ask students to read the
18
09
17
introduction. Ask: Where does
10
11 16
12 13 14 15
fertilisation take place?

Read the text boxes while
the students follow the diagram.
1. A mature egg cell 4. The zygote divides
is released by one 5. The embryo attaches many times and Ask: How does an embryo grow?
of the ovaries and itself to the wall of the forms an embryo. (Cell division.)
travels along a uterus. It now receives The process is
fallopian tube. oxygen and nutrients. called cell division.
1 Think about it Look at the photo 2 Make sentences about fertilisation using Science facts
and answer. these words. Listen and check your
answers.
The menstrual cycle
a. What can you
Explain that even though baby girls
see? 28 days fallopian tubes zygote are born with ova, menstruation
b. What process doesn't begin until puberty.
is happening at cell division embryo
In pairs, students use the diagram
this moment?
to explain the stages of fertilisation.
The ovary releases an
egg cell every 28 days.
forty-three 43
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Think about it 2 Make sentences about fertilisation using these

1 Look at the photo and answer. words. Listen and check your answers.
Students look at the photo and answer Individually, students write sentences in their
the questions in pairs. Ask the questions and notebook, then compare them with a partner.
volunteers share their answers. Play the audio twice and allow time for students
Elicit answers to further questions, such as: to correct their sentences or add missing information.
How many sperm cells penetrate the ovum? (One.) Ask volunteers to read a sentence aloud.
Do you think all the sperm that leave the penis reach Full transcript, page 47, track 16.
the ovum? (No.)
15
How does a baby develop?
Learning goals
Pregnancy is the period from the moment an egg cell is fertilised until
• To study the stages of a baby's the baby is born. It lasts about nine months. During pregnancy, the embryo
development in the uterus continues to develop. By about nine weeks the embryo is called a foetus.
• To identify the organs and tissues At about 12 weeks all the body parts are formed.
that protect and nourish The foetus develops inside the uterus,
the foetus inside a bag called the amniotic sac. The
sac contains a liquid called amniotic placenta
Key language fluid. This liquid protects the baby.
umbilical
Vocabulary The placenta is a large organ that cord
amniotic sac / fluid, cervix, foetus, develops during pregnancy. It is attached
to the foetus by the umbilical cord.
placenta, umbilical cord, uterus
• It provides oxygen and food from the
Language structures mother to the foetus through the amniotic uterus
Pregnancy lasts about nine months. umbilical cord. fluid
• It removes toxic or dangerous
substances from the uterus, and waste
from the foetus.
How does a baby develop? foetus cervix
Ask: What is the last step of
fertilisation? (The embryo is
attached to the wall of the uterus,
where it receives oxygen and
nutrients). Read the text as a class
and point to the diagram: How long
does pregnancy last? When is the
embryo called a foetus? Lifestyle
Eating for two?

one month three months six months nine months A pregnant woma
n doesn't
Lifestyle need to eat twice
as much.
Instead, she
Eating for two? should eat
1 Write sentences about how a baby develops. Listen balanced
Read the text aloud. Explain that in
and check your answers. meals and
the past, pregnant women were do gentle
often told to eat double exercise.
the amount of food they would Pregnancy contains the foetus. Which foods
normally eat. This was, in fact, poor The foetus protects oxygen and food. and sports
Amniotic fluid provides amniotic fluid. can you
advice as women risked gaining too
The placenta lasts inside the uterus. recommend?
much weight. Today, doctors
The amniotic sac develops about nine months.
recommend eating an additional
300-500 calories a day during
the second and third terms. 44 forty-four
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1 Write sentences about how a baby Extension

develops. Listen and check your answers. Play a team spelling race. Divide the
Students individually write the sentences class into two teams. One member
in their notebook. They listen of each team races to write the key
to the audio to check their answers. word you say on the board.
With their books closed, write the sentence The first to spell the word correctly
stems from the blue column on the board. gains a point for their team.
Working in pairs, students finish the sentences The team with the most points wins.
orally with a partner, to review what they have
learnt about baby development.
16
The birth of a baby
3
At about 40 weeks the baby is ready to be born. The amniotic sac
breaks and the amniotic fluid inside is released through the vagina. Learning goals
Birth occurs in three stages. This process is called labour. • To describe the three stages
of childbirth
first stage
Key language
The muscles in the ute Vocabulary
rus contract and
gradually widen the cer amniotic fluid, cervix, contractions,
vix so that the
baby can pass through
push the baby down
. The contractions placenta, umbilical cord, uterus,
towards the vagina. vagina
This stage is usually the
longest. It can last
hours or even days. Language structures
The baby's head is big in comparison
second stage to its body because…
uterus continue
The contractions in the
s the vagina.
to push the baby toward
pus h the baby out
The mother helps to
cervix. Th e ma jority of
through the
ies are born hea d first.
bab The birth of a baby
Students read the three stages
third stage
of labour.
When the baby is Explain that before birth, the baby
born, the
umbilical cord is cu
the baby from the
t to separate
Science facts gets into birth position with the head
mother. against the cervix.
Finally, the placent What is your belly
a is expelled
from the vagina. button? Ask: What is the process of giving birth
When a baby is bo
rn, nurses called? (Labour.)
place two pegs on
the umbilical
cord, close to the ba
by's body.
1 Answer the questions in your notebook. They cut the cord
between the
pegs.
a. What happens during the first stage of birth?
The stump falls off
naturally in
b. How can the baby pass through the narrow cervix? about two weeks.
Your belly
button is all that rem Science facts
c. How does the baby move down towards the vagina? ains.
d. Why does the nurse cut the umbilical cord? What is your belly button?
e. What happens last during birth? Ask: Why do we have a belly button?
Explain that the belly button marks
2 Think about it Why is a baby's head big where the umbilical cord used to be.
in comparison to its body? Think about Ask: Why does the umbilical cord
what is inside a baby's head.
becomes useless after birth?
forty-five 45
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1 Answer the questions in your notebook. Think about it

Read each question out loud. Elicit 2 Why is a baby's head big in comparison to its
sentence stems for each answer on body? Think about what is inside a baby's head.
the board. Students brainstorm their ideas. Then explain
Students reread the text and write that the baby's head is big because the human
the answers. Volunteers read out the brain is the most complex organ of the body.
sentences. It is so big because it is a complex network of
billions of nerves. At birth, a baby's brain is more
developed than the rest of their body.
17
What happens during puberty?
Puberty is the period when children develop into young adults. Their bodies
Learning goals start to change and the reproductive organs develop. This generally happens
• To describe the physical changes in girls from 10 to 14 years old and in boys from 12 to 16 years old.
that take place during puberty in The physical differences between men and women are called
boys and girls sexual characteristics.
• Primary sexual characteristics refer to the reproductive organs necessary
Key language to produce offspring. We are born with these organs.
Vocabulary • Secondary sexual characteristics refer to other physical differences
oestrogen, reproductive organs, between men and women. These secondary characteristics start to develop
sex hormones, testosterone during puberty when our bodies produce sex hormones.
Language structures
Primary sexual characteristics refer to
the reproductive organs. high voice
facial hair
body hair
deep voice
breasts
What happens during body hair
puberty?
Read the title question aloud. wide hips
strong muscles
Students read the text individually.
Elicit answers to the question
and clarify any doubts.
Give students one minute to look
at the photo and labels. Students
then cover the photo and name 1 Compare Copy and complete the Venn diagram.
the four physical changes in boys Write the similarities and differences of Science facts
and in girls. secondary sexual characteristics.
Sex hormones
Hormones are body
chemicals.
Sex hormones are
very active
male female during puberty.
both
characteristics characteristics
In girls, the hormon
e responsible
… … … for physical change
s is oestrogen.
It is released by th
Science facts Testosterone is pro
e ovaries.
duced in the
Sex hormones testicles. It causes
most of the
Write oestrogen and testosterone changes in a boy's
body.
on the board. Students read the text
to find out where these hormones 46 forty-six
are produced.
Point out that these hormones ES0000000096731 942936_Unidad03_91359.indd 46 24/07/2019 13:50:56
are not exclusive to each gender;

males also have some oestrogen Compare
and females also have some
1 Copy and complete the Venn diagram.
testosterone.
With books closed, students works in pairs to draw and
complete the Venn diagram in their notebook.
When they have finished, ask them to open their
Student's Book to check they included all the changes.
Elicit what changes boys and girls both share.
18
How do I feel?
3
The brain continues to develop during puberty. This stage of
development brings many emotional and psychological changes.
During puberty the
body changes a lot. Learning goals
You worry about your • To understand that puberty
You may feel very physical appearance. brings emotional and
emotional. Sometimes It is normal to feel
you feel very happy and BE MORE RE psychological changes
BE self-conscious. It's
confident and then, two INDEPENDENT LL
THE IO
important to talk to Key language
minutes later you feel SEL someone about how
BIR F-C US Vocabulary
sad. This is normal. It's you feel.
important to recognise AN
DS ONS confident, emotional, self conscious
DT CIO MOBILE
your emotions. HE US
BEE PHONE Language structures
S MEM ADDICTION Do you feel self-conscious?
FOR ORY E MO
TIO
NS Yes, sometimes.
MU E
SIC
L OV HA You may feel like no
one in your family
TE
understands you. You
don't want to tell them
everything anymore. How do I feel?
As you change into a young adult you
But, remember: your Introduce and explain the words:
start discovering your identity. You
parents also went
spend more time with your friends. confident, emotional, self-conscious,
through puberty!
It's important to communicate worried.
frequently with your family so they
don't worry about you. Ask students to spend one minute
Mini Lab reflecting on their emotions
and feelings right now, and how
Investigate yoga
to control emotio these feelings change during
1 Read the comic about the brain. ns
Then listen. Do you experience the day and from one day to another.
1 Write a positive
any of these feelings? message on
some card,
e.g. I am happy
Do you feel
self-conscious?
or I am brave.
Mini Lab
2 Think of a
difficult Investigate yoga to control
situation when yo emotions
u would like to fee
Yes, sometimes. this positive emot l
ion. Read the instructions. Elicit more
3 Create a yoga po
sition to help you examples of positive messages
in difficult situatio and write them on the board.
ns.
2 In groups, draw another comic about 4 Draw your yoga Ask volunteers to demonstrate
position on the ca
the brain. Discuss new texts. Make below your messa rd
ge. yoga positions they know. Students
a class display.
then draw a yoga position to
accompany their message.
forty-seven 47
Confident students may like to
share their position and message.
ES0000000096731 942936_Unidad03_91359.indd 47 24/07/2019 13:50:58
1 Read the comic about the brain. 2 In groups, draw another comic about
Then listen. Do you experience the brain. Discuss new texts. Make
any of these feelings? a class display.
Focus on the comic. Explain that the Brainstorm interests and obsessions
'birds and the bees' is a euphemism. of young people during puberty.
It is a way to use nature to explain Groups work together to create a
sexual reproduction to children. colourful new comic of the brain.
Students listen to the audio and read. Encourage groups to talk about
Elicit more questions about feelings. similarities and differences with other
Full transcript, page 47, track 18. groups' brains.
19
Check your progress
Vocabulary Concepts
Learning goals
• Review the key concepts and 1 Listen and say female reproductive system 5 Write the stages of fertilisation
language of unit 3 or male reproductive system. in your notebook.
2 Make sentences about female sex cells

in your notebook. 3
2 4
a. A female is born with ova in her … .
b. The ova are round and … .
1 5
c. During … the ova develop.
1 Listen and say female d. One ovum travels through the
reproductive system or male reproductive system about every … .
reproductive system. e. Menstruation occurs when 6 Look at the picture and answer
Tell students they will hear the ovum isn't … . the questions in your notebook.
the names of different body
3 Match and make sentences about
parts. Play the audio. Students
fertilisation in your notebook.
say or write the correct
a. The testicles • a small head and
reproductive system.
a long tail.
Full transcript, page 47, b. The sperm • the sperm die.
track 19.
c. They have • is used to swim to
2 Make sentences about female the ova.
sex cells in your notebook. d. The tail • produce the sperm.
Students copy and complete the e. If fertilisation • are very small.
sentences individually. Correct doesn't happen,
the activity orally. Change some a. Where does the foetus develop?
4 Write three secondary characteristics b. What does the amniotic fluid do?
sentence endings to make false
of boys and girls in your notebook.
statements. Students have c. How do food and oxygen pass from
to stop and correct the false the mother to the foetus?
sentences. d. How is the placenta attached
to the foetus?
3 Match and make sentences
about fertilisation in your 7 Write the parts of the reproductive
notebook. systems.
Students work individually.
When finished, read the
sentence parts aloud and
students read the correct ending. A B C
48 forty-eight
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4 Write three secondary characteristics 6 Look at the picture and answer the
of boys and girls in your notebook. questions in your notebook.
Students can draw two columns to write Students write the answers in their
their lists. notebook. Then discuss as a whole class.
5 Write the stages of fertilisation in your 7 Write the parts of the reproductive
notebook. systems.
Before writing, students first share ideas. Students write the letter and the organ.
They can look back to page 47 in their Nominate three volunteers to write their
Student's Book to review the information. answer on the board.
20
3
Apply what you know
8 Copy and complete the sentences in your notebook.

Learning goals
first stage second stage third stage
• To review the three main stages
of labour
• To use a concept map to
understand the main concepts
• Student self-assessment
a. Muscles in the … contract. b. The … starts pushing. c. The … cord is cut. The …
The … widens so the baby Generally, the baby's … is expelled from the
can pass through. The baby is appears first. mother's body.
pushed down towards the … .
9 Copy and complete the concept map about reproduction.
A B 8 Copy and complete the

high voice sentences in your notebook.
primar a le C Students read the texts and copy
male stem y fem
reproductive sy secondary brea
ma sts them in their notebook, writing
le
facial hair the missing words. If needed,
characteristics
stro
ng they can refer to page 49 before
Sexual
m us
cle s writing in their notebook.
dee
pv
F e D 9 Copy and complete the concept

oic
Sex cells Stage map about reproduction.

s fertilisation
HUMAN
va Focus on the main branches
/o REPRODUCTION pre
um gn
ov an
cy of the concept map. In pairs,
students discuss the missing
E words in each category.
Check answers. Say a letter,
students call out the part
My progress Think about your work in this unit. Copy and complete. or function.
YES NO NOT SURE
… … …
Students then copy the concept
• I can identify the female and male reproductive systems.
map in their notebook. Students
• I can describe female and male sex cells. … … …
should use a whole A4 page.
• I can describe the process of labour. … … …
forty-nine 49
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My progress Extension
Students self-assess their progress in the key concepts of the unit. Refer back to the strips of card with
Motivate the students by showing them how much progress they questions that students wrote at
have made. Students copy the table. They choose one column the beginning of the unit.
to tick for each statement. Read out the questions and see
All feedback should be positive at this stage. if students can now answer them.
21
Final task
Learning goals
• To research and understand Find out about gender equality
gender equality
The Sustainable Development Goals are a collection 5 Read these stereotypes about boys
Key language of global goals set by the United Nations General and girls. Do you agree with what the
Vocabulary Assembly in 2015. children say?
development, equal rights, gender A stereotype is a simplified view or belief
equality, goals, human right, Investigate
about a specific group. Stereotypes are
stereotype, sustainable 1 Investigate the United Nations often based on sex or race.
Language structures Sustainable Development Goals.
I don't agree • Search the internet. Use these key words: Girls and boys like
I think that… different things.
sustainable development goals org
Avoid using gender stereotypes.
2 Answer these questions about Sustainable
Development Goals. Girls like playing princesses
a. What are the aims of the Sustainable and boys like playing cowboys!
Development Goals?
Find out about gender b. How many goals are there?
equality c. What is the date to achieve the Girls like pink and
objectives of the goals? boys like blue.
Explain that the United Nations is
3 Read about the Gender Equality Goal.
an international organisation whose
goals aim to create a better world. Gender equality means that all boys, girls, men
and women are equal before the law and they
Girls are supposed to be more
1 Investigate the United Nations have equal rights.
sensitive than boys.
Sustainable Development The fifth Sustainable Development Goal
Goals. states: ‘Gender equality is not only
a fundamental human right, but a necessary
Support students as they search 6 Write down your answers. Share them
foundation for a peaceful, prosperous and
the internet. sustainable world.’
with the class.
2 Answer these questions about 4 Think of examples where men and women
Sustainable Development are not equal before the law. Make a list
Goals. as a class. I don't agree. I think both girls
Discuss answers with the whole and boys like all colours.
class. Students write the answers
in their notebooks.
7 Think of more stereotypes about boys
3 Read about the Gender
and girls. Share your ideas and opinions
Equality Goal.
with the class.
Elicit students’ understanding
of gender equality.
4 Think of examples where men 50 fifty
and women are not equal
before the law. Make a list ES0000000096731 942936_Unidad03_91359.indd 50 24/07/2019 13:51:04
as a class.
Brainstorm ideas as a whole 5 Read these stereotypes about boys 6 Write down your answers. Share them
class. Examples: maternity and girls. Do you agree with what with the class.
vs. paternity leave; taxes on the children say? Individually, students write their reaction
menstrual products, etc.
Read the definition of stereotype. to each speech bubble, then share their
Volunteers read the spweech bubbles. opinions with the whole class.
Ask: Do you agree with these gender 7 Think of more stereotypes about boys
stereotypes? Do you think it's okay that and girls. Share your ideas and
children don't always do things they enjoy opinions with the class.
because of their gender?
Groups share their examples.
Tell students not to use stereotypes
Encourage all to join in with their own
such as: boys like... girls are supposed to...
22 opinions.
3
Be a scientist! Learning goals

• To review the concept of gender
Draw a comic about gender equality equality
• To plan and create a comic
You need
• coloured pencils • rough paper • a ruler • card Key language
Language structures
Design your comic My two characters are…
1 Create two characters for your comic, 3 Practise what each character will say.
Their names are…
one male and one female. Elisa says: I want to…
• Write the words in pencil above
• Remember cartoon characters look the characters.
exaggerated. • Draw speech bubbles around the
• Practise drawing them on a piece words. Draw the tail towards
of rough paper. the character who is speaking.
Draw a comic about gender
• Draw your vignettes on the card.
Share your comic with the class equality
2 Plan your comic.
Check students have all the
• What do your characters do 4 Present your comic and tell the story.
materials they need.
in each vignette? Write the plot.
• Draw your characters. 1 Create two characters for
My two characters are
best friends. your comic, one male and one
female.
Explain that students will create
Their names are a comic to show how boys
Elisa and Ernie. and girls have equal rights.
Focus on the two vignettes. Elicit
what the boy and girl might be
Elisa says: I want to join saying. Students identify the
a girls' football team. characters' speech bubbles in
activity 4.
Students invent two characters.
Ernie says: My sister They think of names and their
knows a team! relationship (school friends,
brother and sister, neighbours…).
2 Plan your comic.
Allow thinking time for pairs
to plan the dialogue between
fifty-one 51 their characters and draw their
vignettes.
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3 Practise what each character will say. 4 Present your comic and tell the story.
Read the instructions and demonstrate how Read the speech bubbles and focus on how the comic is
to draw a speech bubble around the text. introduced. Give pairs time to rehearse their presentation.
Remind students to keep the dialogues short After the presentations, elicit the different situations
and simple. highlighted in the comics and how they represent gender
equality.
Collect students' vignettes and tie them together to
make a booklet.
23
4 Health
This unit examines different types of illnesses and how they can be prevented. It explains
how we can lead a healthy lifestyle and avoid health risks.
Content objectives
• To distinguish between different types of illnesses
• To identify the causes of infectious illnesses
• To describe different ways to prevent illnesses
• To learn about medical treatments and techniques
• To identify ways to stay healthy and avoid health risks
• To learn basic first aid steps
Final task: Why is it important to wash our hands?
Language objectives
• Types of illnesses
• Prevention, treatment and medical techniques
• Healthy habits
• Health risks and first aid
Assessment criteria
• To identify different types of illnesses
• To describe some of the causes of infectious illnesses
• To name ways to stay healthy and prevent illnesses
• To describe different medical treatment and techniques
• To practise basic first aid procedures
24
Unit 4 outline Unit 4 resources
Health Digital resources
• LibroMedia / i-book: unit 4
What is a healthy lifestyle?
• Audio: unit 4
What types of illnesses are there?

Classroom materials
• Natural Science poster: Healthy habits;
Infectious illnesses Food and health
How can we prevent illnesses? Photocopiable materials

• Reinforcement worksheet unit 4
Treatments and medical techniques
• Extension worksheet unit 4
• Graphic organiser: Types of illnesses;
Nutrition, drinking water and living conditions
Infectious illnesses
• Language support: unit 4
How to live a long life
• Assessment worksheets 4A and 4B
What do you know about health risks?

• Term assessment
Other materials
Help others with first aid
• Activity Book: unit 4
Final task • CLIL Readers

Why is it important to wash
our hands?
Timing
January February March
25
Learning goals
• To review what our bodies need
to stay healthy
4 Health
What do we need to stay healthy?
Key language
Vocabulary A B
climate, drinking water, exercise,
hygiene
Language structures
We need clean drinking water.
In a dry climate it's difficult to find
drinking water.
Classroom materials
C D
Natural Science poster:
Healthy habits
What do we need to stay

healthy?
Write the title question on the
board. Encourage volunteers to
mime an action related to good
health. The rest of the class guess. 1 Observe What do people around the world need to be healthy? Discuss people's needs
and problems with your partner.
• food • drinking water
• climate • exercise
Observe You already know!
• family and friends • poor hygiene
1 What do people around the • We need to eat a balanced diet
world need to be healthy? We need clean drinking to stay healthy.
water. • Our body is made up of different
Read the question and focus
systems.
on the photos.
In a dry climate it's difficult to • Body systems perform vital
Ask two volunteers to read find drinking water. functions.
out the speech bubbles.
In pairs students carry out
the task with the help of 52 fifty-two
the prompts.
Remind students of the ES0000000096731 942936_Unidad04_91360.indd 52 24/07/2019 13:51:56
importance of breathing clean

air, which is not possible in You already know!
contaminated cities. In pairs, students review what they know. Ask questions to
Explain that poor hygiene can activate previous knowledge. For example: What food should
lead to infection from viruses or we eat more / less of? What body systems are involved
bacteria. in nutrition?
26
LibroMedia / i-book
Video
Play the video, first with subtitles
What is a healthy lifestyle? on, then without them.
We can stay healthy by looking after our physical well-being. This includes Ask questions and discuss with
eating a good diet and getting plenty of exercise. Social well-being also helps the class.
us to feel healthy. This means having good relationships with the people around us.
Good health allows us to carry out all our daily activities.
B
Learning goals
A
• To describe a healthy lifestyle
Key language
Vocabulary
physical / social well-being
Language structures
First he goes jogging to do some
exercise for an hour. Then he…
C
D
What is a healthy lifestyle?

As a class, students brainstorm what
it means for them to have a healthy
lifestyle. Elicit situations and
examples of physical and social
well-being.
2 Observe Look at the photos and listen. 3 Think about it Does Peter have a
Then put in order the things Peter does on healthy lifestyle? Is there anything he can
Saturday mornings. Which activity is not in change to be healthier?
the photos?
First he goes jogging to do some Final task

Final task
exercise for an hour. Then, he... This task will help students
Why is it important understand the importance
to wash our hands?
of washing our hands.
fifty-three 53
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Observe Think about it

2 Look at the photos and listen. Then put 3 Does Peter have a healthy lifestyle?
in order the things Peter does on Is there anything he can change
Saturday mornings. to be healthier?
Students describe each photo. They listen Students suggest changes Peter can do.
to the audio and put the letters in order in For advice they use He should / He
their notebook. shouldn't…
Focus on the speech bubble. Elicit more
sequencers (after that / next / finally) to
describe Peter's morning.
27
What types of illnesses are there? Key words
We all feel ill from time to time when our bodies don't function properly. • acute
Learning goals We have symptoms like fever, pain, dizziness, vomiting or swelling. Each • chronic
illness has its own characteristic symptoms. For example, if we have a cold,
• To differentiate between • infectious
we may have a runny nose, a headache and a fever.
the different types of illnesses • non-infectious
Doctors study the symptoms and identify the illness. They check
our temperature and send us for laboratory tests or X-rays. • symptom
Key language
We classify illnesses according to how long they last and what causes them.
Vocabulary
dizziness, fever, headache, pain, runny
Infectious illnesses are usually Chronic illnesses last for
nose, swelling, symptom,
caused by microorganisms such as a long time. Diabetes is a
temperature, vomiting; acute, chronic, bacteria or viruses. Flu, hepatitis and chronic illness that may
illness, infectious, non-infectious pneumonia are infectious illnesses. affect people of all ages.
Language structures
I visit the pediatrician when I have
earache.
When I have a cold, I feel…
Non-infectious
What types of illnesses are
illnesses are caused
there? by accidents,
Volunteers mime an illness for the allergies, organ Acute illnesses appear rapidly and
malfunction or poor do not last for a long time. Flu and
rest of the class to guess. Read the diarrhoea are acute illnesses.
nutrition.
text aloud, then check students'
understanding.
Ask: What are the symptoms of
1 Why do you visit your pediatrician? 2 A fever is a high temperature. What is our
a cold?
Tell your partner. normal healthy body temperature?
What can an X-ray tell us?
• earache • a headache
What is the difference between an 3 What are the symptoms of each illness?
infectious illness and a non-infectious • a sore throat • a broken bone
Listen and tell your partner.
illness? • a fever • a check-up
What type of illness is diabetes? When I have a cold
I visit the pediatrician I feel…
when I have earache.
54 fifty-four
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1 Why do you visit your pediatrician? Tell your partner. 3 What are the symptoms of each illness? Listen and tell
Read the speech bubble. Students tell their partner. your partner.
Ask: What illness might you have if you have a fever? What Write a list of illnesses on the board, including those
does the pediatrician do at a check-up? featured on the audio.
Students listen to the audio and write down the illnesses.
2 A fever is a high temperature. What is our normal
healthy body temperature? Students listen a second time, then compare answers.
Students search the internet for the answer. Extremely Full transcript, page 48, track 21.
high or low body temperature is dangerous.
28
4
Lifestyle
Infectious illnesses are caused by bacteria,
viruses, fungi and parasites. These organisms Why does my head itch
? Learning goals
are known as infectious agents or pathogens. Head lice are insects tha
t • To describe different infectious
People come into contact with pathogens lay eggs in human hair.
in different ways. They can enter our body They make your head diseases
through cuts in the skin, contaminated itch. You can catch lice
through human contact. Key language
water or food, or contaminated air. You should always
complete the treatment
and not return to Vocabulary
school until the lice hav infectious agents, parasitic illness,
e gone.
pathogen; bacterial, fungal, illness,
Viral infections, like colds, infection, parasitic, viral
flu and gastroenteritis, are Parasitic illnesses can be Language structures
caused by viruses. Viruses spread by small animals like What are their symptoms?
are present in the air. They intestinal worms and lice.
Viral infections are caused by viruses.
can survive in water and on Malaria and sleeping sickness
your skin. Measles and are spread by parasites that are
chickenpox are viral carried by infected insects.
infections.
Ask: What are infectious illnesses?
Bacterial infections, like Fungal infections, like Draw a table with four columns
salmonella, tuberculosis athlete's foot, are caused on the board. Write the key words
and tetanus, are caused by by microscopic fungi.
bacteria.
in bold from each text box as
headings. Read each text and ask a
volunteer to write the example
illnesses in the correct column.
1 Classify What types of illnesses are 2 Choose one of these infectious illnesses.
these? What are their symptoms? Make a fact file.
• gastroenteritis • measles
• chickenpox • salmonella
• malaria • tuberculosis
• tetanus • intestinal worms Lifestyle
flu athlete's foot Why does my head itch?

infectious illness Students read the text as a class.
• illness: Ask: How do lice move from head
• causes: to head? (They crawl from one
• symptoms: head to another when there is
direct contact.) Why do they make
chickenpox allergy • duration:
your head itch? (They bite your
scalp, and it is an allergic reaction
fifty-five 55 to the saliva that itches.)
ES0000000096731 942936_Unidad04_91360.indd 55 24/07/2019 13:52:07
Classify 2 Choose one of these infectious Extension

1 What types of illnesses are these? illnesses. Make a fact file. Students use their fact files to
What are their symptoms? Give each group one illness to research. roleplay a doctor-patient visit.
In groups, students look at the Groups complete the fact file on a The patient explains their
photos and discuss the illnesses and separate piece of paper or card. symptoms; the doctor explains
symptoms of each. When completed, a member of each the illness and causes.
Ask: Which of these illnesses are group reads their fact file aloud. Check
contagious? Why? (Flu, athlete's foot information. Encourage groups to
and chickenpox, because they are swap fact files.
caused by viruses and fungi, and they
can spread.)
29
How can we prevent illnesses?
Learning goals There are many different ways to prevent
• To understand how illnesses illnesses. It is important to have a healthy Healthy habi
ts
can be prevented lifestyle so that our body will be stronger.
– Have a he
Can you add to the list? althy balanc
ed diet.
Key language – Do regular
physical activ
ity.
Vocabulary – Get enough
sleep.
antibiotic, immune system, medicine, – Enjoy som
e leisure tim
pathogen, pill, vaccine e.
– Maintain go
od hygiene.
Language structures
What vaccines have you had?
Vaccines. A vaccine is a preparation that contains

the pathogens that cause a particular disease. The
Classroom materials pathogens are weakened or dead. The vaccine
stimulates our body to fight the infectious agent.
Natural Science poster: Children are given vaccines to prevent getting ill.
Healthy habits
Medicines. They are substances that prevent or

cure illnesses. They can be creams, pills,
How can we prevent illnesses? suppositories or other preparations. They are
very useful in fighting infectious illnesses
Elicit healthy habits and write a list
caused by bacteria.
on the board.
Antibiotics are used to fight bacterial infections
Read the introduction aloud. like ear and throat infections. However, they do
Students compare the list with not cure viral infections such as colds and flu.
the one on the board. Never take antibiotics without the
recommendation of a doctor.
Read the texts aloud asking
questions and checking
understanding. Science facts
How does your im
mune system
protect you?
1 Find out the current vaccination
Your immune
Science facts calendar. Draw it in your notebook. system helps to
What vaccines have you had? protect your body
How does your immune system
against viruses,
protect you? 2 Think about it Do antibiotics cure flu? bacteria and
Remind students of the natural What about salmonella? Explain. parasites. It
barriers we have to protect us, like recognises the
mucous, saliva and gastric juices 3 Listen and make a list of ways to stay cells that make up
your body and fight
healthy and prevent illnesses. against anything it s
in the stomach. doesn't recognise
like a wasp sting.
Ask: Have you ever been stung by a
wasp? What is the immune response 56 fifty-six
to a wasp sting?
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1 Find out the current vaccination Think about it 3 Listen and make a list of ways to
calendar. Draw in your notebook. 2 Do antibiotics cure flu? What about stay healthy and prevent illnesses.
What vaccines have you had? salmonella? Explain. Read the question and elicit answers.
Students ask their parents for their Students discuss the differences Write them on the board. Students
vaccination calendar. Then they between the two illnesses. Follow up listen to the audio to see if their ideas
search the internet for the official with questions: What other illnesses do are mentioned. Use the Natural
vaccination calendar and draw it. antibiotics cure? What can we do to Science poster ‘Healthy habits’ to
prevent flu? review healthy habits after the audio.
30
Treatments and medical techniques
4
Not all illnesses and injuries can be cured by medicines. Some,
such as appendicitis or bone fractures, may need surgery. Learning goals
Surgeons use different techniques to operate on and repair
the inside of our body. • To learn about other ways
Surgery is more effective and less invasive these days thanks to
illnesses and injuries are cured
advanced techniques. With the help of cameras, robots and new Key language
instruments, some surgery can be performed through small
incisions in the body. This type of surgery is less aggressive. Vocabulary
Patients therefore recover much faster after an operation. blood donation, organ transplant,
Blood donations help people who need a blood transfusion prosthetis / prostheses, surgery
during an operation. Language structures
Prostheses are artificial body parts, I think the prosthesis is made of…
designed to replace lost limbs, teeth, etc. I think transplants save many lives.
Doctors, engineers and manufacturers
work together to produce new designs.
Treatments and medical

techniques
Organ transplants. These days, surgeons can replace a Read the text aloud, stopping to ask
damaged organ with one obtained from another person. questions and check understanding.
In some cases, the donor is a person who has died and
Ask: What do surgeons use in surgery?
the family donates the organs. A kidney can be donated
by a living donor. The heart, the kidneys and the liver Where do patients get new organs
are organs that can be successfully transplanted. from? Beside those in the books, which
other organs can be transplanted?
(Lungs, intestine, pancreas, bones,
etc.).
Lifestyle
Ask: Have you ever had an operation
1 Observe Look at the photo of or broken any bones?
Medicinal plan
the prosthesis. What can you see? ts
What do you think it is made of? Most medicines
are
Students share their stories.
produced in labor
How does it help the wearer? atories.
However, many
of their
ingredients com
2 Think about it What is your e from
plants. These pla
opinion about organ transplants? known as medici
nts, Lifestyle
Discuss, then write sentences in nal plants,
have healing prop
your notebook. erties. Medicinal plants
They have been
used for Read the information. Ask students
centuries to treat
different
I think transplants save illnesses. for examples of plants they may
many lives. know such as garlic, chamomile
or aloe vera. Then elicit some
of their uses.
fifty-seven 57
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Observe Think about it

1 Look at the photo of the prosthesis. 2 What is your opinion about organ
Students answer in pairs. If possible, transplants?
show students a video clip of an In groups, allow time for students to
athlete running with a prosthetic limb. share their opinions before writing
in their notebook. Provide language
support students need.
31
Nutrition, drinking water and living conditions
Learning goals
Clean drinking water, a balanced diet and comfortable living conditions
• To describe healthy living are three things that help us to stay healthy.
conditions
• To learn how food labels help Clean drinking water. Our body is made up of about
us make healthy choices 60% water. We need to drink water to maintain our body
fluids. These body fluids are involved in digestion, the
Key language creation of saliva, blood circulation, the transportation of
nutrients and the maintenance of our body temperature.
Vocabulary
balanced diet, clean drinking water,
living conditions
Language structures A balanced diet. Our food choices each day affect our
Some people are allergic to peanuts, health and how we feel. A balanced diet can help us to
so it is important to know… maintain a healthy weight and reduce the risk of heart
disease and cancer. Physical exercise is important to keep
our bones and muscles strong.
Classroom materials Living conditions. A comfortable home is an important

Natural Science poster: factor for a healthy life. A damp home increases the risk
of respiratory diseases, asthma and allergies.
Food and health
Mini Lab
Analyse food labels to keep healthy

Nutrition, drinking water
and living conditions You need
Focus on the photos and the terms • food labels from different products • a notebook
in bold. Students discuss in pairs why
Do your experiment
these three things are important to list of nutritional expiry
our health. 1 In groups of three or four, each bring ingredients information date
a food label to class.
Read each text aloud. Brainstorm … … …
2 Study the labels together. Read the
what other elements might describe ingredients, the nutritional information
unhealthy living conditions and what and the expiry date. Analyse your results
food choices are considered healthy. 3 Copy and complete the table. • Discuss the information in groups.
Students close their Student's Book
Some people are allergic to peanuts,
and summarise the three things that
so it is important to know...
keep us healthy.
58 fifty-eight
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Mini Lab
Analyse food labels to keep healthy.
Remind students a week before to collect and bring food labels to class.
In groups, students study each label and discuss the information. They
complete the table in their notebook.
Brainstorm food that people may be allergic to or may need / want
to eat in smaller quantities (dairy, eggs, fats, nuts, sugar, wheat).
Students analyse their labels. They use the speech bubble as a language
model to discuss their ideas.
32
4
Learning goals
style
Guide for a healthy life • To examine the benefits
• Eat foods high in of a healthy lifestyle
nutrients and low
in calories. Key language
• Enjoy sunlight. Vocabulary
• Go for walks and do Blue Zone, calorie, centenarian,
gardening. legume
l plants in the garden.
• Grow lots of medicina Language structures
e a positive attitude.
• Stay relaxed and hav They eat a lot of sweet potatoes,
friends as support.
• Use your family and
Okinawa, Japan.
but they don't eat…
2% 1%
Key 3%
The island of Okinawa, in the south of Japan,
is a Blue Zone. Blue Zones are geographic
67% sweet potatoes
12% rice 6%
areas with a high concentration of 9% other vegetables 9% Ask students to read the guide. Elicit
centenarians. People from Okinawa suffer fewer 6% legumes what new information about healthy
diseases such as cancer and heart disease. 3% other grains
They have less dementia in old age than most 2% fish, meat, poultry
12% 67% living is included (gardening, positive
other people. Many inhabitants are over 100 1% other foods attitude, stay relaxed…).
years old. They believe people should follow Students read the text about
The diet of centenarians
the guide above for a long and healthy life. in Okinawa, Japan. Okinawa and look for the definition
of ‘centenarian’.
Lifestyle
1 Compare Look at the pie chart.
What foods do people in Okinawa eat? Why is vitamin D import
ant?
Lifestyle
What don't they eat? Tell your partner.
Why is vitamin D important?
They eat a lot of sweet potatoes, Students share previous knowledge
but they don't eat... about vitamin D before reading the
text.
2 Investigate Search the internet for Read the text and check
information about the Blue Zone of Barbagia Vitamin D is produced by
the body when comprehension: What does vitamin
it is exposed regularly to
in Sardinia, Italy. Then, answer the questions. sunlight. It
promotes stronger bones
and teeth.
D do for our bodies?
a. What are the similaries in lifestyle between However, too much sun
the inhabitants of Okinawa and Barbagia?
can be harmful Ask: Do you know what happens
and can cause skin cancer
. So, sunbathe if we don't get enough vitamin D?
b. What does this tell you about healthy in moderation and always
use sunscreen.
lifestyles? (Low levels can cause cancer,
osteoporosis, depression and
fifty-nine 59 muscle weakness.)
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Compare Investigate
1 Look at the pie chart. What foods do people in 2 Search the internet for information about the
Okinawa eat? Blue Zone of Barbagia in Sardinia, Italy.
Students study the pie chart and make In pairs, students carry out their research and
observations with their partner. Explain that discuss their findings. Review answers and ideas
sweet potatoes are similar to white potatoes: as a whole class. (Sardinians have a healthy
both are a source of carbohydrates, but sweet lifestyle. They harvest, hunt for and fish their
potatoes contain more vitamin A and vitamin C. own food. They have close family and friend
Students draw a pie chart in their notebooks to show relationships).
their own typical diet and then compare it to the
Blue Zone diet.
33
What do you know about health risks?
Learning goals 1 Think about it What health risks can you see in the photos?
Tell your partner.
• To learn about health risks
we should avoid In order to stay healthy, we should avoid
B risks that can affect our health.
Key language A
• Accidents can sometimes cause us harm
Vocabulary or injury. Accidents can be traffic
accident, addiction, alcohol, accidents, accidents at home or in other
places like the swimming pool or in the
dependency, drug, tobacco
school playground.
Language structures • Drugs are substances that can be harmful
The boy might fall off his bike to our health. They can change a person's
and hurt himself. C
D mood and their behaviour. They cause
dependency. This means that it is very
hard to stop taking them. We call this
dependency an addiction.
Alcohol and tobacco are drugs, that
can cause serious health problems.
For example, too much alcohol can
damage the liver. Smoking tobacco
can cause cancer.
What do you know about The boy might fall off his bike
and hurt himself.
health risks?
With their books closed, write
the title question on the board.
Encourage students to share their 2 Make a word puzzle. Copy and cut out the sentence halves about safety at home.
ideas. Write two more examples. Your partner matches them.
Use oven gloves so you … … touch any electrical appliances.
… a bathmat when you come out

Don’t slip on wet floor. Use… of the shower.
Think about it
1 What health risks can you see Dry your hands before you… … don’t burn your hands on hot pans.
in the photos? Tell your partner.
Focus on the photos and speech 3 Have you ever had an accident at school or at home?
bubble. Explain that might What happened? Tell your partner. I slipped on ice and
cut my head.
is a modal verb used to talk
about possibility.
Students discuss the photos. 60 sixty
Encourage them to use might in
their sentences. ES0000000096731 942936_Unidad04_91360.indd 60 24/07/2019 13:52:20
Read the text aloud and

ask questions to check 2 Make a word puzzle. Copy and cut 3 Have you ever had an accident
understanding. Remind students out the sentence halves about safety at school or at home? What
that the use of mobile phones at home. Write two more examples. happened? Tell your partner.
and tablets and playing video Your partner matches them. Students share their experiences with
games can become addictions. Students follow the instructions. their partner. Volunteers retell
Ask: Do you have any addictions? Write any vocabulary they need for the experience of another classmate.
their own examples on the board. Ask what they did to cure their injury:
Check answers. Then ask volunteers Did you go to hospital? Did you need
to read aloud new examples. stitches?
34
Help others with first aid
4
Lifestyle
When we are injured or we suddenly feel ill, we
need someone to help us. First aid provides us First aid tips at school
with basic steps we can follow to help someone
Learning goals
before they can receive medical attention. • To learn about first aid and what
We use first aid procedures for cuts, sprains and to do in an emergency situation
burns. First aid can sometimes save a person's life.
During an emergency situation, how you react
Key language
and care for the injured person can be critical. Vocabulary
If you cut yourself at sch
Emergency situations occur when there is a ool, wash first aid; burn, fall, sprain
car accident, when someone has a fracture, or the cut well with soap and
water.
feels unwell and suffers from symptoms like Then ask your teacher for Language structures
a plaster.
dizziness or vomiting. If you burn yourself, coo In an emergency situation, you need
l the burn
under running water for
at least
to stay calm.
ten minutes. You should / shouldn't…
Lifestyle
First aid tips at school
After reading the tips, ask students
to cover the text.
Ask: What should I do if I cut / burn
myself? Why is it important to wash
a fall a burn a sprain a cut?
1 Listen to a first aid expert. Put the 2 Think about it Look at the
emergency steps in order. Tell your photos. How can you help?
partner.
Extension
a. Don't give the victim any medicine. If there is a defibrillator at your
You should…
school, organise a demonstration.
b. Stay calm and check if the area is safe.
You shouldn't… Use the discussion about
c. Look for an adult or call 112 for help.
defibrillators to locate them in the
d. Keep the victim warm with a blanket.
school.
e. Do not move the victim.
3 What are defibrillators? Look Discuss and review what
In an emergency situation you for information. procedures need to be followed if
need to stay calm. someone hurts themselves at
school, or if the fire alarm goes off.
sixty-one 61
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1 Listen to a first aid expert. Put the Think about it 3 What are defibrillators? Look for
emergency steps in order. Tell your 2 Look at the photos. How can you information.
partner. help? Students do their research and
Students listen the first time with In groups, students give advice for compare notes in pairs.
pencils down. They listen again to write each situation using should or Check that they understand what a
the letters in the correct order. In pairs, shouldn't. For example: cardiac arrest is and tell them that
students use the model language to talk You should get up slowly after a fall. sometimes there are warning signs:
about the emergency steps. chest pain, weakness, dizziness and
Review the steps with the students as shortness of breath.
many times as needed.
35
Check your progress
Vocabulary
Learning goals
• Review the key concepts and 6 Match the sentences about illnesses.
1 Listen and say viral infection, bacterial
language of unit 4 infection, fungal infection or parasitic illness. a. When we have an • causes an infectious
illness our body illness.
2 Name two common illnesses. Write b. Infectious • stops functioning
their symptoms. illnesses are properly.
1 Listen and say viral infection,
bacterial infection, fungal c. A parasitic illness • cause colds, flu and
Concepts can be gastroenteritis.
infection or parasitic illness.
d. Many different • spread by a
Tell the students they will hear 3 Copy and complete the sentences types of virus can parasite.
different types of illnesses. in your notebook.
e. A pathogen is a • caused by bacteria,
Students can look at page 59 a. An accident can be ... . microorganism viruses, fungi and
to refresh their memory. b. Tobacco and alcohol cause ... . that parasites.
Play the audio. Students listen c. First aid is ... .
and say the infection or illness. 7 Answer the questions in your notebook.
d. An emergency is ... .
a. What are antibiotics? What are they
Full transcript, page 49, used for?
4 Find the mistakes and rewrite the
track 24.
sentences to make them true. b. When do people need surgery?
2 Name two common illnesses. a. We can take medicines when we feel c. What are vaccines for?
Write their symptoms. sick without consulting the doctor.
Students write in their b. Vaccines are used to treat people with 8 What do the photos show about health?
Write sentences.
notebooks. They can check diseases.
answers in pairs and refer c. Viral infections are treated with
A
to pages 58 and 59. antibiotics.
d. Any illness can be treated with surgery.
3 Copy and complete the
sentences in your notebook. 5 Make recommendations for a healthy
Students write full sentences in lifestyle in your notebook. Give advice in
the following areas:
their notebook.
4 Find the mistakes and rewrite hygiene exercise
B
sleep diet
the sentences to make
them true. a. You should ... .
Students work individually b. You shouldn't ... .
in their notebook, then test their
partner.
5 Make recommendations
for a healthy lifestyle in your
notebook.
Students work individually.
62 sixty-two
Volunteers share their advice.
Others agree or disagree.
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6 Match the sentences 7 Answer the questions in 8 What do the photos

about illnesses. your notebook. show about health?
Read out the first phrase Give a moment for Write sentences.
and students complete students to think about Students write sentences
the sentence aloud. the answers or look back individually, then read a
Students match and in the unit to check ideas. partner's sentences to
write the sentences in Students write in their compare ideas.
their notebook. notebook.
36
4
Apply what you know
9 Copy and complete the sentences.

a. If you cut yourself at school, ... . Learning goals
b. If you burn yourself, ... . • To complete a concept map
c. If you need an emergency service, call ... . to understand the main concepts
• Student self-assessment
10 Copy and complete the concept map about health.
no
n-i
u te
acc
fecn
ion
ou
s causes durat
ti
us es die
t
ct
io in d 9 Copy and complete the
ce
illnesses
Types of
B cc sentences.
e
inf
lan
va
virus p hea C
tion
ba
ria ven lthy h
abits Students write the sentences
ar
c te Measures pr
e
as
ba in their notebook individually,

ite
HEALTH
livi
co then compare with a partner.
tre
ng
nd
atm
itio
Help
ne Encourage students to write

dici
isk lth
ns
me p
ent
A
s
ea
H r rosth one more sentence, beginning

ot
er ese
s or s
h
ents ga with If you…

cid nt
ac
blood donat
ran
sp 10 Copy and complete the concept
first
l an
ts
map about health.
aid
D s Discuss the concept map with

ion
E
the whole class. Focus on each
branch and ask questions
to elicit the information.
Ask them to suggest what
information is missing.
My progress Think about your work in this unit. Copy and complete. Students then copy the concept
YES NO NOT SURE map in their notebook.
• I can name different illnesses. … … … Encourage them to be neat
• I can identify how to stay healthy. … … … and to use different colours.
• I can describe different symptoms and treatments. … … …
sixty-three 63
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My progress
Students self-assess their progress in the key concepts of the unit.
Motivate the students by showing them how much progress they
have made. Students copy the table. They choose one column
to tick for each statement, then compare in pairs.
All feedback should be positive at this stage.
37
Final task
Learning goals
• To research and find out about
Learn about allergies
allergies
• To collect information in a poster A n allergy is a reaction of our body
in response to a particular
Key language substance. People can be allergic
to certain foods, to substances that
Language structures come into contact with the skin,
Stomach pain and feeling sick are or to irritants in the air. Allergies are
symptoms of food allergies. caused by a problem in our immune
system. They start when the allergen
People with food allergies should stop in the environment makes our
eating that type of food. immune system over-react and work
Is it worse at certain times of the year? much harder.
It gets very bad in the spring.
Investigate
1 Find out about allergies. Complete the information and make a poster.
Learn about allergies
Read the text aloud. Elicit examples type of allergy possible causes symptoms prevention
of the different types of substances stomachache and stop eating that type
… …
people can be allergic to. feeling sick of food
1 Find out about allergies. respiratory … … …
allergies
Complete the information
and make a poster. skin allergies … itchy or red eyes, skin …
rash on hands
Support students as they search
for information. Set a time limit.
Then students give feedback 2 Tell your partner about the symptoms of some allergies. Explain how to prevent them.
with the information they have
Stomach pain and feeling sick
found. are symptoms of food allergies.
Ask questions, for example: People with food allergies should
What are the possible causes of stop eating that type of food.
respiratory allergies? What are the
symptoms? What type of allergy 3 Do you know anyone with an allergy? Interview them.
gives you a stomachache? What
about a skin rash? Is it worse at certain
It gets very bad
times of the year?
in the spring.
64 sixty-four
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2 Tell your partner about the symptoms 3 Do you know anyone with an allergy?
of some allergies. Explain how to prevent Interview them.
them. Ask if there is anyone in the class with an
Ask two volunteers to read out the allergy or anyone who has a friend
speech bubbles. Students talk about the or family member with an allergy. Prompt
remaining allergies and how to prevent students to share what they know.
them. Highlight the use of should for Encourage them to find out more
recommendations and advice. information. Students invent a dialogue
using the language in the speech bubbles.
38
4
Be a scientist! Learning goals

• To investigate why washing
Why is it important to wash our hands? our hands is important
You need • To carry out a scientific
experiment
• three glass jars with lids • three sachets of unflavoured gelatine
• soap and water • a marker • cotton buds Key language
Language structures
1 Do your experiment. 2 Analyse your results. I think in the unwashed jar, many little
1 Day 1. Prepare the gelatine following • Do microorganisms develop in grey circles will form.
the instructions on the sachets. any of the jars? I think the link between hygiene
Boil the jars and lids. Pour the and health is...
gelatine in the jars and seal them.
2 Day 2. Label the jars: ‘control’,
‘washed’ and ‘unwashed’.
3 Without washing your hands, rub
the cotton bud against one of your
fingertips. Then gently rub the same Why is it important to wash
cotton bud over the surface of the
gelatine in the jar marked
our hands?
‘unwashed’. Check students have all the
4 Wash your hands thoroughly materials they need.
with soap and water and repeat Introduce the experiment. Do a quick
the procedure with the jar marked survey: How many times a day do you
‘washed’.
wash your hands?
5 Close the jars and leave them
in a sunny place for four days.
6 Day 6. Predict. When microorganisms
multiply, they form little grey circles.
What do you think will happen
in each jar? What about in the
control jar?
Extension
3 Explain your experiment and Students make colourful signs to place
conclusions to the class.
near sinks around the school to remind
• What is the link between hygiene students to wash their hands.
and health?
They can search the internet and
add pictures to show the most
efficient way to wash hands.
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1 Do your experiment. 3 Explain your experiment and conclusions to the class.
Read the instructions aloud. Use the photos to explain Each group takes turns to explain a step of the
the different steps. Point out that the experiment will experiment. They then share their conclusions.
take place over six days. Discuss the link between hygiene and health.
Students reread the instructions and work carefully Explain that doctors recommend washing hands
and methodically in groups. for about 20 seconds (or while singing Happy Birthday
Students predict what will happen in each of the three jars. twice!). We should wash the backs of our hands
2 Analyse your results. as well as our palms.
Students observe their jars. Ask whether there are any
grey circles in any of the jars. Elicit possible reasons.
39
Learning goals Learning Lab game
• To revise the key concepts and
language of units 3 and 4
• To participate actively with peers 1 1 Make
Makeaacoin.
coin.
1 Write
Write1 1and
and2.2.
1 1==one
onemove
move
What is the 22==two
twomoves
moves
function of
the vulva?
Start 2
Name three
22 Flip
Flipthe
Move
thecoin.
Moveyour
coin.
your
differences between counter.
counter.
female and
male sex cells.
Classroom materials
A piece of card and a marker 3
to make a coin, two counters Where does
(or two pieces of coloured card) fertilisation
take place?
Ask a question
about
Revise key language fertilisation.
• Human reproduction from unit 3
• Health from unit 4
Describe cell
division.
7
When is an embryo
In which stage 9
called a foetus? 8
of birth is the
umbilical Name
Namefour
four
Ask a question
cord cut? secondary
secondarysexual
sexual
about the brain
characteristics.
characteristics.
during puberty.
40 sixty-six
66 forty
ES0000000096731 942936_Repaso02_91363.indd 66 24/07/2019 13:50:15
Answers 5. Cell division is the process by which the zygote starts to divide
1. The vulva protects a woman's internal sexual organs. and forms an embryo.
2. Female sex cells are large and round; a female is born with 1-2 6. An embryo is called a foetus at around 9 weeks.
million of them. Male sex cells are tiny. They are long with a 7. The umbilical cord is cut in the 3rd stage of birth.
small head. A male produces around 500 billion of them. 8. O. A.
3. Fertilisation takes place inside the fallopian tubes. 9. Secondary sexual characteristics: voice changes, body hair,
4. O. A. stronger muscles in boys, wider hips and breasts in girls.
40
Learning Lab game
12 3 Write new
18 Finish Students work in pairs. Before
playing the game, they make a coin
Ask a question
about ways to
questions for When do you each out of cardboard. They write
prevent illnesses. the coloured use first aid ‘1’ on one side and ‘2’ on the other
circles. procedures?
side.
4 Play again. Use Students place their counter
a stopwatch. on the yellow ‘Start’ circle. They
How fast can 17 take turns to flip the coin and move
you play? their counter. They will move either
Ask a question one or two spaces.
about
health risks. When the student lands on a circle,
they must answer the question
or complete the sentence.
16 The first player to reach the ‘Finish’
Name four circle, wins the game.
healthy habits
Students play the game a second
to prevent
illnesses. time. First, they each write four
15
questions for the circles 4, 8, 12
and 17.
Name two types Then they play and time
of treatments. themselves to see how fast they
can answer the questions.
14
Antibiotics are
used to fight…
13
What is
a vaccine?
12
11
Give two Ask a question
examples of about ways to
10
parasitic prevent illnesses.
What
Whatisisthe
the illnesses.
difference
differencebetween
between
acute
acuteandandchronic
chronic
illnesses?
illnesses?
sixty-seven
forty-one 67
41
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Answers 14. Antibiotics are used to fight bacterial infections.

10. An acute illness appears rapidly and does not last long; 15. Two types of treatment: surgery and blood donations.
a chronic illness lasts for a long time. 16. Four healthy habits: drink clean water, eat a balanced diet,
11. Parasitic illnesses: malaria and sleeping sickness. do physical exercise, live in a comfortable home.
12. O. A. 17. O. A.
13. A vaccine is a preparation that contains pathogens that 18. We use first aid procedures for cuts, burns and sprains,
cause a particular disease. They help our body to fight the or before a doctor arrives.
infectious agent and protect us from getting ill.
41
Read about it! Unit 3
SCIENCE MAGAZINE
Twins,
triplets and quadruplets!
M ost of you probably know
some twins. Are they identical
or fraternal twins? Fraternal twins
This produces identical quadruplets.
This only happens once in about
13 million pregnancies!
occur when the woman releases
two eggs and they are fertilised by Not all triplets and quadruplets are
two separate sperm. Identical twins identical. Triplets can also be two
occur when one egg is fertilised by identical babies and one different, or
one sperm. The egg splits to form three babies from three different eggs.
two embryos. They are always the So, what combinations produce
same sex. quadruplets? One possibility is two
On rare occasions, a fertilised egg sets of fraternal twins. Or one set of
can split into three embryos. The identical twins and two fraternal twins.
result is identical triplets: three Or identical triplets and one different
children at the same birth. They baby. There are more combinations!
have the same inherited traits from Imagine getting three or four babies
their parents. washed and dressed every morning.
On even more rare occasions, a Imagine having to change three or four
fertilised egg naturally splits into four sets of nappies! But what fun when
identical embryos. they start school!
1 Copy and complete the table about multiple births.
twins triplets quadruplets

two identical four identical
identical …
babies babies
three different two sets of
fraternal … babies identical twins
or … or …
2 Would you like to be a twin, a triplet or a quadruplet? Write two advantages

and two disadvantages in your notebook.
100 one hundred
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42
Read about it! Unit 4
SCIENCE MAGAZINE
What is
mindfulness?
M indfulness means being aware
of your body and mind, of the
emotions you feel at the present
moment. It means being relaxed and
in control of your emotions. Sit quietly. Start by breathing in and
out slowly. Breathe in through your
Studies show that when people nose and out through your mouth. Let
notice what is happening around your thoughts relax and just think
them they can focus better. Some about your breathing. Forget about
people believe that mindfulness things that worry you, or tasks you
improves people’s health too. For have to do later. Focus only on your
example, mindfulness can help breathing, how air goes in and out of
people sleep better, solve problems your body and fills you with life.
quicker and focus their emotions.
There is also evidence that Scientists have discovered that
mindfulness can help children get mindfulness can actually change the
better marks at school. structure of the brain. It benefits an
area called the hippocampus. This
Mindfulness is practised through part of the brain controls memory
meditation. Simply practise for five or and learning.
ten minutes a day. Here is a mindful
breathing exercise. Why not give it a try?
1 Read the text. Are the sentences true 2 Search the internet for more mindfulness
or false? exercises for children. Describe one of
a. Mindfulness can help to control emotions. them. Include this information.
b. Some studies say mindfulness can make a. Where can you practise this exercise?
people healthier. b. How long do you need to practise?
c. You need to go to the gym to do c. Describe the exercise.
mindfulness.
d. What are the benefits?
d. You need to spend about two hours a day
doing mindfulness exercises.
e. Mindfulness can sometimes help people
remember things better.
one hundred and one 101
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43
KEY VOCABULARY
amniotic fluid liquid inside the amniotic sac

that protects the foetus.
amniotic sac a bag inside the uterus where
the foetus develops.
cervix muscles connecting the uterus to the
vagina.
embryo the life form that develops in the early
stages of pregnancy. primary sexual characteristics the organs of
a person's reproductive system.
fallopian tube a tube that connects the ovaries
to the uterus. prostate gland the part of the male
reproductive system that produces seminal
fertilisation the joining of a sperm from the
fluid.
male with an ovum from the female to begin
the process of human reproduction. puberty the life stage when children develop
into young adults.
foetus the unborn life form that develops from
an embryo. secondary sexual characteristics the
differences between men and women that
hormones body chemicals that are especially
develop during puberty.
active during puberty, like oestrogen in girls
and testosterone in boys. seminal fluid
the fluid that
labour the process when a birth takes place.
protects and
menstruation the regular release of blood and transports
tissue from the uterus. sperm.
ova (singular: ovum) egg cells produced by a sperm (or
female. spermatozoa)
ovaries two internal organs in the female body male sex cells.
that contain thousands of ova. sperm ducts two tubes that allow sperm to
penis the organ through reach the urethra.
which sperm and urine testicles two organs in the male body that
leave the male body. produce millions of sperm.
placenta an organ umbilical cord a link between the placenta
inside the uterus that and the foetus.
provides a foetus with
uterus the female organ in which the foetus
the mother's oxygen
develops.
and nutrients.
vagina a tube connecting the cervix to
pregnancy the period
the vulva.
lasting about nine
months from when an vulva the external part of the female
egg cell is fertilised until reproductive system.
the baby is born. zygote a fertilised ovum.
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44
KEY VOCABULARY
Health 4
acute illness an illness, like flu and diarrhoea,
that appears rapidly and lasts for a short time.
addiction a strong dependency on the
consumption of products like drugs.
allergy a reaction by the body to particular
substances, like some foods or irritants in
the air.
antibiotics a type of medicine used to fight
medicinal plant a plant that has healing
bacterial infections like throat infections.
properties, and is used to treat different
bacterial infection an illness, like salmonella, illnesses.
caused by bacteria.
organ transplant the replacement of a
blood donation the voluntary withdrawal of damaged organ by an organ obtained from
blood from a healthy person so that it can another person.
be used during an operation on a different
parasitic illness an illness spread by small
person.
animals like intestinal worms and lice.
pathogen an infectious agent, like bacteria,
viruses, fungi and parasites.
prosthesis an artificial device, designed to
replace a missing body part.
surgery the use of different techniques to
operate on the inside of the body.
vaccine a preparation that contains the
pathogens caused by a particular disease. It
helps the body to fight the disease.
viral infection an illness caused by a virus,
like flu.
vitamin D a substance produced by the body
Blue Zone one of the regions in the world
when it is exposed to sunlight. It promotes
where people live longer than average.
stronger bones and teeth.
chronic illness an illness, like diabetes, that
lasts for a long time.
first aid basic steps to help an injured person
before they can receive medical attention.
fungal infection an infection, like athlete's foot,
caused by microscopic fungi.
infectious illness an illness caused by
microorganisms, such as bacteria or viruses.
one hundred and seven 107
ES0000000096731 942936_Glosario_83573.indd 107 24/07/2019 13:50:59
45
AUDIO TRANSCRIPTS
unit 3
TRACK 13 TRACK 14
Page 39. Activity 3. Listen Page 41. Activity 3. Listen, then
and answer the questions. answer the questions.
When babies are born they are dependent Can you explain about female and male
on others to provide them with food, care sex cells for me?
and hygiene. For the first month babies –Yes, what do you want to know?
sleep and eat a lot. They do not really In which organs are the female and male
know where they are. Also, at this age sex cells produced?
their vision is not fully developed. –Female sex cells are produced in
At about 3 months old a baby's vision the ovaries.
changes and they start being more active What are the female sex cells called?
and responsive. They become aware –They are called ova or egg cells.
of their environment and are more Where are the male sex cells produced?
interested in the things around them. –In males, sex cells are produced in
Babies cannot speak so the only way they the testicles.
have of communicating their needs What are they called?
is by crying. They cry for different reasons. –Male sex cells are called sperm
They may be hungry, have tummy ache, or spermatozoa.
feel tired or just want affection. Thanks for your explanation!
–You're welcome!
TRACK 15
Page 42. Activity 2. Listen and write
female sex cells or male sex cells.
They are called ova.
Female sex cells.
They are called spermatozoa or sperm.
Male sex cells.
They are tiny.
Male sex cells.
They are round, and relatively large.
Female sex cells.
They are produced in the testicles.
Male sex cells.
They travel through the reproductive
system every 28 days.
Female sex cells.
46
TRACK 16 TRACK 17
Page 43. Activity 2. Make sentences Page 44. Activity 1. Write
about fertilisation using these words. sentences about how a baby
Listen and check your answers. develops. Listen and check your
answers.
The ovary releases an egg cell every 28 days.
The egg travels down one of the fallopian Pregnancy last about nine months.
tubes. A sperm joins with the egg cell and The foetus develops inside the uterus.
fertilises it. A new cell called a zygote Amniotic fluid protects the foetus.
is formed. The zygote divides and forms The placenta provides oxygen
an embryo. When the zygote divides and food.
it is called cell division. The embryo attaches The amniotic sac contains
itself to the wall of the uterus. amniotic fluid.
TRACK 18 TRACK 19
Page 47. Activity 1. Read the comic Page 48. Activity 1. Listen and
about the brain. Then listen. Do you say female reproductive system or
experience any of these feelings? male reproductive system.
You may feel very emotional. Sometimes Urethra.
you feel very happy and confident and then, –Male reproductive system.
two minutes later, you feel sad. This Fallopian tubes.
is normal. It's important to recognise –Female reproductive system.
your emotions. Uterus.
During puberty the body changes a lot. –Female reproductive system.
You worry about your physical appearance. Testicles.
It is normal to feel self-conscious. It's –Male reproductive system.
important to talk to someone about Cervix.
how you feel. –Female reproductive system.
As you change into a young adult you start Penis.
looking for your identity. You spend more –Male reproductive system.
time with your friends. It's important
to communicate frequently with your family
so they don't worry about you.
You may feel like no one in your family
understands you. You don't want to tell them
everything anymore. But, remember: your
parents also went through puberty!
47
AUDIO TRANSCRIPTS
unit 4
TRACK 20 TRACK 21
Page 53. Activity 2. Look at the Page 54. Activity 3. What are the
photos and listen. Then put in order symptoms of each illness? Listen
the things Peter does on Saturday and tell your partner.
mornings. Which activity is not
What's the matter? Do you feel ill?
in the photos?
–Yes, I have a cold. I feel tired and I have
I always get up early on Saturday a runny nose and a sore throat.
mornings to do some exercise like jogging –Oh dear. I'm sorry. We’re both unwell!
or running. I try to do it for an hour, Have you got a cold too?
sometimes more! –No, I have gastroenteritis. My tummy
Then I have a good breakfast. It's usually hurts and I feel sick all the time.
a big one because I'm always hungry. We should go home to bed!
I have cereals –I'm not going home! My sister has
and milk to give me energy. measles. I might catch it!
After that How does she feel?
I have a shower and clean my teeth. –She's got a high temperature and she
At about 10 o'clock I meet my friends feels itchy all the time because she has
to play a game or do some sport until a lot of spots.
lunchtime and have some fun. Everyone is sick! My dad has athlete's
Then I go home for lunch. foot! He says his toes feel hot and itchy
all the time.
48
TRACK 22 TRACK 23
Page 56. Activity 3. Listen and make Page 61. Activity 1. Listen to a first
a list of ways to stay healthy aid expert. Put the emergency steps
and prevent illnesses. in order. Tell your partner.
There are different things we can do to When there is an emergency
stay healthy. One of the most important it’s important to keep calm, then check
is regular physical exercise. This can everything is safe around the victim.
be from playing sports, or walking to Get a blanket to cover them because
school instead of going on the bus. it's important to keep the victim warm.
Eating the right foods is also very It's also important the victim doesn't
important. A healthy and balanced diet move or stand up because they might feel
helps us to fight diseases. For example, dizzy and fall and make their injury
eating more fruit and vegetables helps worse. And never give the victim any kind
us to grow and develop. The best drink of medicine because it might
is water because it doesn't contain be dangerous for them. Finally, look
any sugars or fats. for an adult or call 112 for help.
When you want a snack try fresh fruit
or a glass of milk and not chocolate
or sweets – milk contains calcium and TRACK 24
helps our bones and teeth to stay strong. Page 62. Activity 1. Listen and say
Getting enough sleep is also extremely viral infection, bacterial infection,
important for our health. Most young fungal infection or parasitic illness.
people need at least nine or ten hours A cold or flu
of sleep every night to stay healthy. –Viral infection
Finally, remember that sitting Intestinal worms
at a computer screen all evening –Parasitic illness
or watching TV for a long time isn't good Athlete's foot
for our posture. You can still watch TV –Fungal infection
or play computer games but it's better Measles
to break up the time you spend sitting. –Viral infection
Malaria
–Parasitic illness
Tuberculosis
–Bacterial infection
49
Natural Science Answer key
Answer key
3. Human reproduction Think about it

4. Which sexual characteristics tell us if a newborn
Page 38
baby is a boy or a girl?
Observe If she or he has a vagina or a penis. External sexual
1. Look at the photos related to human reproduction. organs.
Tell your partner.
a. The girl is listening to the baby in her mother's tummy.
Page 42
b. The doctor is listening to the baby's heartbeat in the Compare
woman's tummy. 1. Copy and complete the table in your notebook.
c. The woman is having an ultrasound scan.
d. The baby has just been born. sex cells
e. The man is giving his baby some milk. name size appearance not fertilised
relatively leaves in
female ovum round
Page 39 large menstruation
small head
Compare male sperm tiny
with a long tail
dies
2. Look at the photos. What is happening in each one?

2. Listen and write female sex cell or male sex cell.
a. The baby is being weighed.
1. female sex cells 4. female sex cells
b. The baby is crying.
c. The baby is sleeping. 2. male sex cells 5. male sex cells
d. The mother is breastfeeding the baby. 3. male sex cells 6. female sex cells
3. Listen and answer the questions.
Page 43
• No, babies do not know where they are.
Think about it
• B
abies cry for different reasons.They may be hungry,
have tummy ache, feel tired or just want affection. 1. Look at the photo and answer.
a. We can see an egg cell and lots of spermatozoa.
Page 40 b. The process is called fertilisation.
Observe 2. Make sentences about fertilisation using these
1. Copy and complete the texts. words. Listen and check your answers.
The fallopian tubes connect the ovaries to the uterus. The ovary releases an egg cell every 28 days. The egg
The baby develops in the uterus. travels down one of the fallopian tubes. A sperm joins
with the egg cell and fertilises it. A new cell called
The cervix connects the uterus to the vagina.
a zygote is formed. The zygote divides and forms an
There are thousands of ova in the ovaries.
embryo. When the zygote divides it is called cell division.
The vagina connects the cervix to the vulva. The embryo attaches itself to the wall of the uterus.
Page 41 Page 44
2. Write A-E in your notebook. Match the names to the 1. Write sentences about how a baby develops. Listen
reproductive organs. and check your answers.
a. ovary b.
urethra c.
fallopian tube Pregnancy lasts about nine months.
d. testicle e.
uterus
The foetus develops inside the uterus.
3. Listen, then answer the questions.
Amniotic fluid protects the foetus.
a. Ova and spermatozoa.
The placenta provides food and oxygen.
b. The ovaries produce ova and the testicles produce
The amniotic sac contains amniotic fluid.
spermatozoa.
52
Page 45 Mini Lab
1. Answer the questions in your notebook. O. A.
a. First, the amniotic sac breaks and amniotic fluid
leaves the mother's body. This is called breaking Page 48
waters. The mother experiences contractions which
push the baby down towards the vagina.
Check your progress
b. The muscles in the uterus contract and gradually Vocabulary
widen the cervix so that the baby can pass through.
1. Listen and say female reproductive system or male
c. Most babies move down into a position to allow them reproductive system.
to be born head first through the vagina.
1. male reproductive system
d. The nurse cuts the umbilical cord to separate the
2. female reproductive system
baby from the mother.
3. female reproductive system
e. Finally, the placenta is expelled from the vagina.
4. male reproductive system
Think about it 5. female reproductive system
2. Why is a baby's head big in comparison to its body? 6. male reproductive system
Think about what is inside a baby's head. 2. Make sentences about female sex cells in your
M. A. notebook.
The baby's brain is inside her or his head. Its brain is a. A female is born with ova in her ovaries.
already very developed in size, unlike the rest of the b. The ova are round and relatively large.
baby's body.
c. During puberty the ova develop.
Page 46 d. One ovum travels through the reproductive system
about every 28 days.
Compare
e. Menstruation occurs when the ovum isn’t fertilised.
1. Copy and complete the Venn diagram. Write the
3. Match and make sentences about fertilisation in your
similarities and differences of secondary sexual
notebook.
characteristics.
a. The testicles produce the sperm.
male
b. The sperm are very small.
characteristics female
both c. They have a small head and a long tail.
characteristics
facial hair d. The tail is used to swim to the ova.
body high voice
deep voice e. If fertilisation doesn't happen, the sperm die.
hair breasts
strong
wide hips 4. Write three secondary sexual characteristics of boys
muscles
and girls in your notebook.
girls: breasts, body hair, high voice
Page 47 boys: deep voice, strong muscles, facial hair
1. Read the comic about the brain. Then listen. Do you
experience any of these feelings?
O. A.
2. In groups, draw another comic about the brain.
Discuss new texts. Make a class display.
O. A.
53
Answer key
Concepts 4. Health
5. Write the stages of fertilisation in your notebook.
Page 52
1. The ovary releases an ovum.
2. One sperm travelling up the fallopian tube joins with
Observe
the egg cell. 1. What do people around the world need to be healthy?
Discuss people's needs and problems with your
3. The ovum is fertilised by a sperm. It is called a zygote.
partner.
4. The zygote divides and forms an embryo.
O. A.
5. The embryo attaches itself to the uterus wall.
6. Look at the picture and answer the questions in your Page 53
notebook. Observe
a. The foetus develops inside the uterus.
2. Look at the photos and listen. Then put in order the
b. The amniotic fluid protects the baby. things Peter does on Saturday mornings. Which
c. Oxygen and food pass to the foetus from the mother activity is not in the photos?
through the umbilical cord. b. Peter does some exercise like jogging or running.
d. The placenta is attached to the foetus by the umbilical c. Peter has breakfast.
cord. a. Peter has a shower.
7. Write the parts of the reproductive systems. d. Peter plays a game or does some sport with his friends.
a. ovary The activity that is not in the photos is cleaning his teeth.
b. testicle
c. uterus
Think about it
3. Does Peter have a healthy lifestyle? Is there anything
Page 49 he can change to be healthier?
Apply what you know M. A.

Yes, Peter has a healthy lifestyle. In order to be healthier,
8. Copy and complete the sentences in your notebook.
he could eat some fruit for breakfast, in addition to milk
a. Muscles in the uterus contract. The cervix widens with cereals.
so the baby can pass through. The baby is pushed
down towards the vagina. Page 54
b. The mother starts pushing. Generally, the baby’s head 1. Why do you visit your pediatrician? Tell your partner.
appears first.
M. A.
c. The umbilical cord is cut. The placenta is expelled
I visit the pediatrician when I have a sore throat, a broken
from the mother’s body.
bone, a cold, a fever or for a check-up.
9. Copy and complete the concept map about
2. A fever is a high temperature. What is our normal
reproduction.
healthy body temperature?
a. female reproductive system
Normal body temperature is about 37ºC.
b. wide hips
3. What are the symptoms of each illness? Listen and
c. body hair tell your partner.
d. body hair When you have a cold, you feel tired, you have a runny
e. birth nose and a sore throat.
f. sperm/spermatozoa When you have gastroenteritis, your tummy hurts, and
you feel sick all the time.
When you have measles, you have a high temperature,
and you feel itchy because you have a lot of spots.
54
Page 55 Think about it
Classify 2. What is your opinion about organ transplants?
Discuss, then write sentences in your notebook.
1. What types of illnesses are these? What are their
symptoms? O. A.
• flu: viral infection. Symptoms: fever, headache, runny

Page 58
nose, cough, fatigue and sore throat.
• athlete’s foot: fungal infection. Symptoms: peeling Mini Lab
and cracking skin on your toes and soles, itching and O. A.
burning sensation, blisters.
• chickenpox: viral infection. Symptoms: fever, tiredness, Page 59
headache, loss of appetite, itchy raised pink or red Compare
bumps.
1. Look at the pie chart. What foods do people in
• allergy: non-infectious. Symptoms: itchy red watering Okinawa eat? What don't they eat? Tell your partner.
eyes, itchy rash, sneezing, swollen parts of the body.
They eat a lot of sweet potatoes, some rice, other
2. Choose one of these infectious illnesses. Make vegetables, but they eat few legumes, other grains, fish,
a fact file. meat or poultry.
O. A.
Investigate
Page 56 2. Search the internet for information about the Blue
1. Find out the current vaccination calendar. Draw it Zone of Barbagia in Sardinia, Italy. Then, answer the
in your notebook. What vaccines have you had? questions.
O. A. O. A.
Think about it Page 60

2. Do antibiotics cure flu? What about salmonella?
Think about it
Explain.
1. What health risks can you see in the photos? Tell
No, antibiotics will not cure flu because flu is caused by
your partner.
a virus. Salmonella is caused by a bacterial infection, so
antibiotics can cure it. a. A risk of falling off his bike and hitting his head
or breaking an arm or a leg.
3. Listen and make a list of ways to stay healthy and
prevent illnesses. b. A risk of being run over by a car or lorry.
c. A risk of slipping and hurting herself or falling into
Regular physical exercise, balanced diet with a lot of fruit
the pool.
and vegetables. Drinking lots of water, getting enough
sleep, avoid playing computer games for long periods d. A risk of burning himself. Although the boy is very
of time. sensibly wearing oven gloves.
Page 57
Observe
1. Look at the photo of the prosthesis. What can you
see? What do you think it is made of? How does it
help the wearer?
It is a prosthetic leg. It is made of metal and plastic; it
helps the wearer have a more mobile life.
55
Answer key
2. Make a word puzzle. Copy and cut out the sentence Page 62
halves about safety at home. Write two more
examples. Your partner matches them. Check your progress
Use oven gloves so you don't burn your hands on hot Vocabulary
pans.
1. Listen and say viral infection, bacterial infection,
Don't slip on a wet floor. Use a bathmat on the floor
fungal infection or parasitic illness.
when you come out of the shower.
1. viral infection 4. viral infection
Dry your hands before you touch any electrical
2. parasitic illness 5. parasitic illness
appliances.
3. fungal infection 6. bacterial infection
Other examples: M. A. Don't cross the road between
cars. Wear a helmet when you cycle. 2. Name two common illnesses. Write their symptoms.
3. Have you ever had an accident at school or at measles: itchy spots and fever.
home? What happened? Tell your partner. flu: fever, headache, runny nose, cough, fatigue and sore
O. A. throat.
Page 61 Concepts
1. Listen to a first aid expert. Put the emergency steps 3. Copy and complete the sentences in your notebook.
in order. Tell your partner. a. An accident can be traffic accidents, accidents at
b. Stay calm and check if the area is safe. home or in other places.
d. Keep the victim warm with a blanket. b. Tobacco and alcohol cause serious health problems.
e. Do not move the victim. c. First aid is helpful in accidents.
a. Don't give the victim any medicine. d. An emergency is when there has been an accident.
c. Look for an adult or call 112 for help. 4. Find the mistakes and rewrite the sentences to make
them true.
Think about it a. Never take medicines without consulting the doctor.
2. Look at the photos. How can you help? b. Vaccines are used to prevent getting ill.
M. A. c. Bacterial infections are treated with antibiotics.
Offer water to clean the victim's injury. Offer ice or cold d. Some illnesses can be treated with surgery.
water for a burn. Call 112 for help. 5. Make recommendations for a healthy lifestyle in your
3. What are defibrillators? Look for information. notebook. Give advice in the following areas:
Defibrillators are machines found in public places that a. You should have good personal hygiene.
give your heart an electric shock to re-establish your b. You should have a balanced diet.
heart rhythm. They save the lives of people in cardiac c. You shouldn't sleep less than 8 hours.
arrest. d. You should do exercise.
56
6. Match the sentences about illnesses.
a. When we have an illness our body stops functioning
properly.
b. Infectious illnesses are caused by bacteria, viruses,
fungi and parasites.
c. A parasitic illness can be spread by a parasite.
d. Many different types of virus can cause colds, flu, and
gastroenteritis.
e. A pathogen is a microorganism that causes
an infectious illness.
7. Answer the questions in your notebook.
a. Antibiotics are medicines that fight bacterial
infections.
b. People need surgery when they are seriously injured.
c. Vaccines prevent illnesses in the future.
8. What do the photos show about health? Write
sentences.
We should drink six glasses of water a day.
We should eat a balanced diet.
Page 63
Apply what you know
9. Copy and complete the sentences.
a. If you cut yourself at school, ask a teacher to give you
a plaster and clean the cut.
b. If you burn yourself, run the burn under cold water for
ten minutes.
c. If you need an emergency service, call 112.
10. Copy and complete the concept map about health.
a. fungi d. surgery
b. chronic e. drugs, alcohol
c. clean drinking water and tobacco
57
Natural Science Worksheets
• Reinforcement
• Extension
• Graphic organiser
• Language support
• Assessment
3 Human reproduction REINFORCEMENT
Name Date
1 Label the diagram of the female reproductive system.
ovaries uterus vulva cervix fallopian tubes vagina

2 Match. Then write a characteristic of each sex cell.
ovaries spermatozoa male sex cells:
testicles ova female sex cells:
3 Read and complete the sentences. Then put them in the correct order.
a. The embryo attaches itself to the wall of the .
b. One of the travelling up the fallopian tube joins with the egg cell.
c. The zygote divides many times and forms an .
d. A mature is released by one of the ovaries.
e. A fertilised ovum is called a .
60 PHOTOCOPIABLE MATERIAL © 2019 SANTILLANA EDUCACIÓN, S. L.

3 Human reproduction REINFORCEMENT
Name Date
4 Read the clues and complete the crossword.
1. A link between the 1

placenta and the foetus.
2. Muscles connecting
the uterus to the vagina.
2
3. A large organ that
3
develops during
pregnancy.
4. Liquid inside the amniotic
sac that protects 5
the foetus.
4
5. The female organ in
which the foetus develops.
6. The unborn life form
that develops from 6
an embryo.
5 Read the sentences and write first stage, second stage or third stage.
a. The placenta is expelled from the vagina.
b. The mother helps to push the baby out through the cervix.
c. The muscles in the uterus contract and gradually widen the cervix.
d. The contractions continue to push the baby down towards the vagina.
e. The umbilical cord is cut to separate the baby from the mother.
f. This stage is usually the longest.
6 Write three secondary sexual characteristics.
female characteristics
male characteristics
PHOTOCOPIABLE MATERIAL © 2019 SANTILLANA EDUCACIÓN, S. L. 61

4 Health REINFORCEMENT
Name Date
1 Read and match.
a. acute illnesses a long time
b. infectious illnesses caused by microorganisms
c. chronic illnesses last for accidents, allergies, etc.
d. non-infectious illnesses a short time
2 Complete the table about infectious illnesses.
viral bacterial parasitic fungal

infections infections infections infections
pathogen

example

3 Unscramble the words and complete the sentences. Then write P (prevention) or
T (treatment).
odlob nacivec seciendim tiscatiboni ryserug
a. are substances that fight bacterial infections.
b. A is a preparation that contains the pathogens that cause

a particular disease.
c. is a procedure to repair the inside of the body.
d. are substances that treat, alleviate or cure illnesses.
e. transfusions are sometimes used during an operation.

4 Health REINFORCEMENT
Name Date
4 Tick (✓) the photos that help us to stay healthy. Then write a sentence to describe them.
a. b. c.

5 Read and write T (true) or F (false). Then correct the false sentences.
a. Drugs can change a person's mood and behaviour.
b. First aid provides basic steps to follow in case of an emergency.
c. Alcohol and tobacco do not cause dependency.
d. Accidents always happen outdoors.
e. When we depend on a particular substance, we have an addiction.
f. First aid procedures always save a person's life.
6 Read and complete the sentences.
move call 112 keep check give
a. In an emergency situation stay calm and if the area is safe.
b. the victim warm with a blanket.
c. Do not the victim.
d. Don't the victim any medicine.
e. Look for an adult or for help.

3 Human reproduction EXTENSION
Name Date
Mendel: the father of genetics

Genetics is the study of heredity, which is the transmission of genetic
information from parents, or ancestors, to their offspring.
Gregor Mendel was an Austrian monk born in 1822. He was interested

in finding out how living things pass physical characteristics, or traits,
from one generation to the next. He carried out experiments with pea plants
that showed particular traits. Mendel discovered that, after cross-pollinating
plants, the traits were passed on intact from one generation to the next.
For example, he pollinated a green pea plant with pollen from a yellow pea plant. To his surprise,
Mendel observed that the new plants did not produce greeny yellowish peas, but only green
peas or yellow peas. In other words, the trait for pea colour from the parent plants did not vary.
Mendel also learnt from his experiments that some traits showed up more often than others
in the offspring plants. He called those characteristics ‘dominant traits'. He named the
characteristics that showed up less often ‘recessive traits'.
1 Read, think and answer the questions in your notebook.

a. Do you think Mendel's discoveries are applicable to people? Why?
b. In people brown eyes are a dominant trait. Explain.
c. Why do you think some people resemble ancestors other than their parents?
2 Who do you look like? Complete the table.
eye hair hair face other physical

colour colour type shape characteristic
father
mother
me

3 Human reproduction EXTENSION
Name Date
Midwives
Every day about 800 women and more than 8,000 babies die in
the world from complications before birth, during birth, or soon
after birth. This is mainly due to the fact that more than one third
of all births happen without the assistance of a midwife or a doctor.
Most of these preventable deaths take place in developing countries
and in remote rural areas.
Midwives help to save the lives of many women and babies around
the world. The word 'midwife' was originally an Old English word,
meaning 'being with woman'. They help women before, during and
after giving birth. Midwives provide care during normal pregnancies and help deliver babies.
They also teach new mothers how to handle their babies and how to breastfeed them.
Midwives can be men or women, although the majority are women. These professionals detect
and control health problems and risks during pregnancy. They organise emergency care in the
case of serious complications.
The World Health Organisation (WHO), promotes training and apprenticeships for midwives.
The WHO encourages governments worldwide to adopt policies to support the role of
midwives.
1 Read the text and answer the questions.

a. How many people die every day from complications before and after birth?
b. What is the job of a midwife?
c. What is the meaning of the word 'midwife'?
d. What do midwives teach new mothers?
e. Which worldwide organisation supports midwives?
2 Find out about your own birth. Answer the questions.

a. Where were you born?
b. Was there a midwife present?
c. How much did you weigh?
d. How much did you measure?

4 Health EXTENSION
Name Date
Bacteria and viruses

Both bacteria and viruses cause illnesses. Bacteria
cause tuberculosis and cholera. AIDS, measles and
the common cold are caused by viruses.
However, there are important differences between
bacteria and viruses. Bacteria are the most
abundant living things, and they can live in many
different environments. Most bacteria are not
harmful to people. Viruses are even smaller than
bacteria, but they can only reproduce inside living
things. For example, they live inside people, animals
or plants.
Probably the most important difference between bacteria and viruses is that antibiotics
usually kill bacteria, but they cannot kill viruses. Because people have not used antibiotic
drugs correctly, some types of bacteria have become more difficult to treat. They have
become resistant to antibiotics, which means that antibiotic drugs may not be effective
in the future. This is creating a very serious problem for world health.
1 Read the text and complete the sentences.

a. Both bacteria and viruses cause
b. Bacteria cause
c. Viruses cause
d. The most abundant living things are
e. Viruses can only reproduce
f. Antiobiotics usually kill
g. When a bacteria has become difficult to treat, we say it is
2 Search the internet for information about the first antibiotic, penicillin.


4 Health EXTENSION
Name Date
Disease outbreaks
Some diseases are present all over the world, but others are only found in specific
geographical regions. When a disease spreads in greater numbers than expected within
a region or community, this is known as a disease outbreak. This situation can last days, weeks
and even years.
Illnesses that occur infrequently or irregularly are known as sporadic diseases.
For example, food pathogens, such as salmonella, can cause sporadic disease outbreaks.
The constant presence of a disease or an infectious agent in a population within a particular
area is known as an endemic disease. For example, malaria is endemic in South America and
many parts of Asia.
An epidemic occurs when an infectious illness spreads rapidly to many people causing
a sudden increase in the numbers of cases of the disease. For example, the
Ebola epidemic in West Africa killed 11,325 people between 2013 and 2016.
When an epidemic spreads worldwide over several countries or continents,
it becomes a pandemic. For example, the Spanish flu pandemic of 1918
killed over 50 million people in one year.
1 Read the text and answer the questions.

a. What are sporadic diseases?
b. What are endemic diseases?
c. How are an epidemic and a pandemic alike? How are they different?
d. What is an example of a pandemic?
2 Search the internet for information about these illnesses and complete the table.
illness type of illness cause effective vaccine
yellow fever mosquito
sleeping sickness parasatic no

3 Human reproduction GRAPHIC ORGANISER
Name Date
They contain thousands

of egg cells called ova.
Ovaries
sex cells.
It is like a soft bag.

Uterus This is where the baby
develops.
Female primary
They connect the ovaries
sexual Fallopian tubes
to the uterus.
characteristics
It connects the uterus

to the vagina.
Cervix
It consists of strong
muscles.
It is like a tube.
It connects the cervix
Vagina
to the external part,
the vulva.

Name Date
They contain thousands

of egg cells called .

.
It is like a
.
Uterus
This is where the
develops.
Female primary
They connect the ovaries to
sexual
the uterus.
characteristics
It connects the
to the .
Cervix
It consists of strong
muscles.
It is like a tube.
It connects the cervix
to the external part,
the vulva.

Name Date
It produces seminal fluid

Prostate gland which protects and
transports the sperm.
They allow the

Sperm ducts passage of sperm
to the urethra.
Male primary It is inside the penis.

sexual Urethra It can carry sperm
characteristics or urine.
It contains the
Penis
male body.
They produce millions of

spermatozoa or sperm.
Testicles
These are the male sex
cells.

Name Date
It produces seminal fluid

which protects

and transports
the .
They allow the

passage of sperm
to the urethra.
Male primary It is inside the penis.

sexual Urethra It can carry
characteristics or .
It contains the

male body.
They produce millions of

or
Testicles
. These
are the male sex cells.

4 Health GRAPHIC ORGANISER
Name Date
They are usually caused by

Infectious
microorganisms such as bacteria or
illnesses
viruses.
• hepatitis
• pneumonia
Non-infectious They are caused by accidents, allergies,

illnesses organ malfunction or poor nutrition.
Types of
illnesses
• sprains
• cuts
Chronic
They last for a long time.
illnesses
• diabetes
Acute They appear rapidly and do not last for

illnesses a long time.
• flu
• diarrhoea

Name Date
They are usually caused by

Infectious
such as bacteria
illnesses
or .
•
• pneumonia
They are caused by accidents, allergies,

organ malfunction or poor nutrition.
Types of
illnesses
•
•

They last for a long time.

•
Acute They appear and

illnesses do not last for a long time.
•
•

Name Date
Viral
They are caused by viruses.
infections
• gastroenteritis
• chickenpox
• measles
Bacterial
They are caused by bacteria.
infections
Infectious
illnesses • tuberculosis
• salmonella
• tetanus
Parasitic They are caused by parasites.

illnesses
• malaria
• sleeping sickness
Fungal
They are caused by fungi.
infections
• athlete's foot

Name Date
Viral
They are caused by .
infections
• gastroenteritis
•
•

They are caused by bacteria.

Infectious
•
illnesses
•
•
They are caused by parasites.

illnesses
• malaria
•

They are caused by .

• athlete's foot

3 Human reproduction LANGUAGE SUPPORT
Name Date
Mini Lab: page 47
Preparation OK, let's write ‘I am confident',

‘I am happy' and ‘I am brave'.
First, let's write down some positive
messages on a piece of card.
I lost my mum in the supermarket

yesterday. I was scared.
Now, let's think of a situation

that was difficult, that these
emotions would help with.
Let's think of some yoga poses

that make us happy.
Show and tell

Everybody feels very
Communication is important so
emotional sometimes.
people don't worry about us.
It's normal to feel self-conscious Sometimes you feel like no one

sometimes. understands you, but everyone has
been through similar experiences.

3 Human reproduction LANGUAGE SUPPORT
Name Date
Final task: page 50
Preparation
What are the United Nations

Sustainable Development Goals? Let's use the internet. We can
find lots of information there.
The Gender Equality Goal means

that both genders are equal.
It's very important to live in an

equal and fair society.
What other goals are there?
Show and tell

A peaceful, prosperous
The Sustainable Development and sustainable world is
Goals state that… good for everyone.
I don't like stereotypes. I agree. You shouldn't

I don't agree with them. base your views or beliefs
on someone's sex or race.

4 Health LANGUAGE SUPPORT
Name Date
Mini Lab: page 58
Preparation
Let's read them and see what
information we can find.
How many food labels do we have?
That's the nutritional information.

Mine has an expiry date as well.
This label has lots of different
nutrients with numbers
next to them.
Let's write them down in the table

and analyse the results.
Show and tell

The nutritional information on
This nutritional information helps
the label is very important.
us stay healthy.
It's also important for

It tells us how much of one food people with allergies to
we need to eat to get the right foods like shellfish.
amount of nutrients.

4 Health LANGUAGE SUPPORT
Name Date
Final task: page 64
Preparation Does anyone have any

allergies in the class?
First, we need to find out
information about allergies.
There are many different
types of allergies.
They can give you many different

symptoms and they are
sometimes very serious.
There are many ways to

prevent allergies.
Show and tell

I'm allergic to pollen. It makes my eyes very
red and itchy.
I'm allergic to peanuts.

I can't eat peanuts,
otherwise I have a very
serious allergic reaction.
I'm not allergic to anything.

3 Human reproduction ASSESSMENT A
Name Date
1 Circle eight primary sexual characteristics and classify them.
r s t m b s r v b s
s p e r m d u c t s
female reproductive male reproductive
t e s t y s i m t o
system system
u r t o v a o i e c
r g i r u d v t h e
e d c u l v a c i r
t u l s v o r h r v
h c e v a g i n a i

r t s k p e e c i x
a s p e n i s z n d
2 Complete the cards about the human sex cells.
Female sex cells Male sex cells
Name: Name:
Size: Size:
Description: Description:

3 Complete the diagram about fertilisation and answer the questions.
egg cell
fertilisation embryo
a. How often does the ovary release an egg cell?
b. Where does fertilisation take place?

3 Human reproduction ASSESSMENT A
Name Date
4 Read and complete the sentences about pregnancy.

a. The is a large organ that develops during pregnancy.
b. Pregnancy lasts about months.
c. The foetus develops inside a bag called the .
d. The foetus and the mother are connected by the .
e. The in the sac protects the baby.
5 Use the words to write about the stages of labour.
contractions cervix uterus vagina umbilical cord placenta
first stage
second stage
third stage
6 Complete the table about physical changes during puberty.
boys girls

secondary sexual
characteristics

age

3 Human reproduction ASSESSMENT B
Name Date
1 Read the definitions and write the correct word. Then write F (female reproductive
system) or M (male reproductive system).
a. Organs that contain the ova.
b. Tube that carries sperm or urine.
c. Soft bag where the baby develops.
d. Tubes that allow the passage of sperm to the urethra.
e. Organ that contains the urethra.
f. Tube that connects the cervix to the vulva.
a. Female sex cells are called ova or egg cells.
b. Sperm is produced in the prostate gland.
c. Ova and spermatozoa develop during puberty.
d. The urethra can carry sperm or urine.
e. Ova are produced in the uterus.
f. Ova and spermatozoa are the same size and shape.
3 Circle the correct words and write the numbers from the diagram.
a. The zygote divides many times to form an embryo / foetus.
b. An ovum is released by one of the fallopian tubes / ovaries. 3

4
2
c. This fertilised ovum is called a zygote / embryo.
5
1
d. A sperm cell joins the ovum in the uterus / fallopian tube.
e. The embryo attaches itself to the wall of the ovary / uterus.

3 Human reproduction ASSESSMENT B
Name Date
4 Answer the questions.

a. Which organ only develops during pregnancy?
b. What does this organ provide the foetus with?
c. How are waste substances from the foetus eliminated?
5 Label the pictures and answer the questions.

a. When does the mother push the baby out?
b. When is the placenta expelled?
c. When is the umbilical cord cut?
d. What makes the cervix widen?
6 Classify the secondary sexual characteristics.
high voice body hair wide hips strong muscles facial hair breasts deep voice
male characteristics female characteristics


4 Health ASSESSMENT A
Name Date
1 Complete the chart about types of illnesses. Then write an example of each.
a long time
can
last
acute illnesses
Illnesses
microorganisms
can be
caused by
broken bone
2 Unscramble the words and write the pathogens that cause infectious illnesses.
Then tick (✓) the illness that can be treated with antibiotics.
tirepasa cerabita sirvu nusgfu
a. flu
b. lice
c. tetanus
d. athlete's foot
3 Use the words to write examples of how to prevent illnesses.
vaccines diet physical activity sleep hygiene

4 Health ASSESSMENT A
Name Date
4 Read and write vaccines, medicines or surgery.

a. They can treat, alleviate or cure diseases.
b. It is now more effective and less invasive.
c. They are given to children to prevent

some diseases.
d. They include antibiotics.
e. They contain the pathogen for a particular

disease, either weakened or dead.
5 Draw and write two recommendations to live a long life.
6 Read the sentences and underline the mistakes. Then write the sentences correctly.
a. Drugs are substances that can be beneficial to our health.
b. Accidents always cause non-infectious illnesses.
c. Drugs cause dependency, so it is very easy to stop taking them.
d. Smoking tobacco cannot cause cancer.
e. First aid provides complicated procedures used in emergencies.

4 Health ASSESSMENT B
Name Date
1 Read the definitions and write the type of illnesses. Then write an example of each.
a. They last for a long time. :
b. They are caused by accidents, allergies, organ malfunction or poor
nutrition. :
c. They appear rapidly and do not last for a long time.
:
d. They are usually caused by microorganisms.
:
e. They are caused by fungi. :
2 Match the infectious agents to the infectious illnesses and answer the question.
a. bacteria athlete's foot
b. virus malaria
c. fungus chickenpox
d. parasite tetanus
• Which illness can be treated with antibiotics?
3 Read the sentences and tick (✓) the ways of preventing illnesses.
a. Wash your hands before eating.
b. Eat lots of hamburgers and chips.
c. Follow the vaccination calendar.
d. Sleep less than 8 hours a night.
e. Practise sports every day.

4 Health ASSESSMENT B
Name Date
4 Use these words to complete the sentences.
organ transplants vaccines surgery blood transfusions medicines prostheses
a. can come in many forms, such as creams or pills.
b. are artificial body parts.
c. is to treat illnesses that cannot be cured with medicines.
d. contain the weakened or dead pathogen for a disease.
e. can be done for heart, kidneys and liver.
f. are very common during surgery.
a. Physical exercise is only important to maintain a healthy weight.
b. Some living conditions can promote respiratory diseases.
c. Our body is made up of about 75% water.
d. A diet rich in fats reduces the risk of heart disease and cancer.
e. We need to drink water to maintain our body fluids.
f. Our diet has an effect on our health and mood.
6 Read the sentences and circle the correct words.

a. Drugs are substances that can be beneficial / harmful to our health.
b. Accidents always / sometimes cause us harm or irijury.
c. Drugs cause dependency, so it is very easy / hard to stop taking them.
d. Smoking / Alcohol affects the brain and liver.
e. Antibiotics are medicines that fight bacterial / viral infections.

Term assessment TERM 2
Name Date
1 Answer the questions.

a. What are female and male sex cells called?
b. How often does the ovary release an egg cell?
c. Where does fertilisation take place?
d. How long does pregnancy last?
2 Read the definitions and write the correct word.

a. An embryo at about nine weeks old.
b. A bag inside the uterus where the embryo develops.
c. The liquid that protects the baby throughout the pregnancy.
d. A large organ that provides nutrients and oxygen to the baby.
e. The part that connects mother and baby.
3 Write the corresponding stage of pregnancy.

a. The mother helps to push the baby out.
b. The placenta is expelled from the vagina.
c. The cervix gradually gets wider.
4 Classify the secondary sexual characteristics. Then answer the questions.
body hair strong muscles wide hips high voice deep voice facial hair breasts
males females

a. When do secondary sexual characteristics start to develop?
b. What causes them to develop?

Term assessment TERM 2
Name Date
5 Write the infectious agent that causes each type of infection.
chickenpox measles
tuberculosis intestinal worms
gastroenteritis athlete's foot
6 Read and complete the sentences.

a. are preparations that protect people from developing
certain infectious illnesses.
b. are substances to treat or cure illnesses.
c. Some illnesses and cannot be cured with medicines. They require
, a prosthesis or an .
d. People may need a during an operation.
7 Circle the mistakes in the text and write it correctly.
Antibiotics are substances that help pathogens. They are very effective in fighting all types of
infections, in particular colds and flu. You can take antibiotics without a doctor's prescription.
8 Use the Venn diagram to compare the following health risks.
accidents both drugs

NOTES

NOTES

NOTES

NOTES

NOTES

NOTES

Art director: José Crespo
Design coordination: Rosa Marín
Cover design: Estudio Pep Carrió
Cover photograph: Leila Méndez
Design development coordinator: Javier Tejeda
Design development: Raúl de Andrés, Jorge Gómez and Patricia Tejeda
Art coordinator: Carlos Aguilera
Illustrations: Alademosca il·lustració
Technical director: Jorge Mira
Technical coordinator: Lourdes Román
Layout: Fernando Calonge, Marisa Valbuena and Artext Ediciones, S. L.: Víctor Saornil
Photo research: Marilé Rodrigálvarez
Photographs: ARCHIVO SANTILLANA
This book is protected by copyright law and is the intellectual property of Santillana.
Permission to make multiple copies is restricted solely to legitimate classroom use.
All other uses are prohibited, especially those with commercial ends.
No part of this publication may be reproduced, stored in a retrieval system or
transmitted in any form without the prior permission in writing of the copyright holder.
© 2019 by Santillana Educación, S. L. / Richmond

Avda. de los Artesanos, 6. Tres Cantos 28760 Madrid
Richmond is an imprint Richmond

of Santillana Educación, S. L. 58 St Aldate's
Oxford OX1 1ST
Printed in Spain
United Kingdom
CP: 968254

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Teacher's Resource Pack

BILINGUAL PROJECT COORDINATION

CONTENTS • What are newborn babies like? • What is a healthy lifestyle?

MINI LAB Investigate yoga to control Analyse food labels to keep

FINAL TASK Values education Values education

REVIEW Learning Lab game

READ ABOUT IT! Twins, triplets and quadruplets! What is mindfulness?

What are human sex cells like? Photocopiable materials

ES0000000096731 942936_Unidad03_91359.indd 38 24/07/2019 13:50:42

You already know! Extension

What are newborn babies

3 Listen and answer the questions.

ES0000000096731 942936_Unidad03_91359.indd 39 24/07/2019 13:50:46

Compare 3 Listen and answer the questions. Extension

Natural Science poster:

ES0000000096731 942936_Unidad03_91359.indd 40 24/07/2019 13:50:47

The penis is the organ

3 Listen, then answer the questions. 4 Think about it Which sexual

ES0000000096731 942936_Unidad03_91359.indd 41 24/07/2019 13:50:48

• Approximately every 28 days, an

ES0000000096731 942936_Unidad03_91359.indd 42 24/07/2019 13:50:51

fertilisation take place?

ES0000000096731 942936_Unidad03_91359.indd 43 24/07/2019 13:50:53

Think about it 2 Make sentences about fertilisation using these

Eating for two?

ES0000000096731 942936_Unidad03_91359.indd 44 24/07/2019 13:50:54

1 Write sentences about how a baby Extension

ES0000000096731 942936_Unidad03_91359.indd 45 24/07/2019 13:50:56

1 Answer the questions in your notebook. Think about it

are not exclusive to each gender;

2 Make sentences about female sex cells

ES0000000096731 942936_Unidad03_91359.indd 48 24/07/2019 13:51:02

8 Copy and complete the sentences in your notebook.

9 Copy and complete the concept map about reproduction.

A B 8 Copy and complete the

F e D 9 Copy and complete the concept

Sex cells Stage map about reproduction.

ES0000000096731 942936_Unidad03_91359.indd 49 24/07/2019 13:51:03

Find out about gender b. How many goals are there?

Be a scientist! Learning goals

What types of illnesses are there?

How can we prevent illnesses? Photocopiable materials

What do you know about health risks?

Final task • CLIL Readers

What do we need to stay

importance of breathing clean

What is a healthy lifestyle?

First he goes jogging to do some Final task

ES0000000096731 942936_Unidad04_91360.indd 53 24/07/2019 13:52:00

Observe Think about it

ES0000000096731 942936_Unidad04_91360.indd 54 24/07/2019 13:52:03

flu athlete's foot Why does my head itch?

ES0000000096731 942936_Unidad04_91360.indd 55 24/07/2019 13:52:07

Classify 2 Choose one of these infectious Extension

Vaccines. A vaccine is a preparation that contains

Medicines. They are substances that prevent or

Treatments and medical

ES0000000096731 942936_Unidad04_91360.indd 57 24/07/2019 13:52:13

Observe Think about it

Classroom materials Living conditions. A comfortable home is an important

CONTENTS • What are newborn babies like? • What is a healthy lifestyle?

Compare 3 Listen and answer the questions. Extension

Think about it 2 Make sentences about fertilisation using these

1 Write sentences about how a baby Extension

1 Answer the questions in your notebook. Think about it

A B 8 Copy and complete the

F e D 9 Copy and complete the concept

Final task • CLIL Readers

Classify 2 Choose one of these infectious Extension

6 Match the sentences 7 Answer the questions in 8 What do the photos

Answers 14. Antibiotics are used to fight bacterial infections.

3. Human reproduction Think about it

• flu: viral infection. Symptoms: fever, headache, runny

ovaries spermatozoa male sex cells:

testicles ova female sex cells:

a. b. c.