Teaching notes for Guess What!

video lesson plan C: Levels 5 and 6

Stage 1: Activate learners’ prior knowledge of the subject topic
The aim of this stage is to find out what learners remember and can say about the topic
vocabulary and concepts presented on the CLIL pages of the Pupil’s Book. After completing
the first unit in each Pupil’s Book and watching the first video, learners can also recall words
or phrases from a previous unit or level of Guess What!
Examples:
• Level 5 Unit 2 (Where are the places on the map?): Before learners watch the video,
write map on the board and ask: What places can we see on a map of our city/town/
village? Brainstorm the names of places on the board. Learners should know: police
station, fire station, hospital, sports centre (Level 2 Unit 7) building, school, farm
(Level 3 Unit 5) library (Level 5 Unit 2).
Challenge learners by asking: Who can tell me some countries we can see on a map
in English? Learners know: Bangladesh, Brazil, China, Colombia, France, Italy, Mexico,
Russia, Spain, the United Kingdom, the United States (Level 5 Unit 0).
Correct pronunciation if learners say the country using L1 pronunciation.
Some learners might know the names of other countries in their L1. Thank them,
say the name in English and ask learners to repeat it softly then loudly; slowly
then quickly.
• Level 6 Unit 2 (What abilities do we need for physical activities?): Before learners watch
the video, write physical abilities on the board and brainstorm verbs learners know.
For example, turn, shake, bend, stretch, kick (Level 4 Unit 1) kick a ball, hit a ball, ski,
windsurf, rock climb (Level 5 Unit 8).
Tell learners you’ll mime the words they’ve said, and they call out the physical ability
together. Then say: We need other physical abilities. Let’s find out some new words
about physical abilities in the video.
Stage 2: Introduce the video
The aim of this stage is for learners to recall topic words and phrases from the CLIL pages
of the Pupil’s Book and to guess other possible answers to the video question. This helps
learners to engage with the CLIL question and to develop their thinking skills by recalling
relevant vocabulary and making predictions before they watch the video.
Examples:
• Level 5 Unit 6 (What were castle homes like?): Ask the video question. Learners guess
possible answers, using vocabulary from the unit and previously learnt vocabulary.
Encourage learners to use ‘I think’ at the start of their predictions, e.g. I think there
were big rooms / dark stairs / old roofs / lovely gardens. I think castles were very cold.
• Level 6 Unit 6 (What happens to our old glass bottles?): Ask the video question.
Learners guess possible answers, e.g. I think we recycle them / put them in a recycling
bin. I think we can use old glass bottles for art projects.
Praise learners for their predictions: Well done! You’ve got very good ideas!

Guess What! Teaching Notes for Video Lesson Plan C © Cambridge University Press 2020 PHOTOCOPIABLE
Stage 3: Watch for general understanding, enjoyment and to answer the topic question
The aim of this stage is for learners to watch and enjoy the video. It enables learners to
check their predictions about the answer to the video question and to listen for general
understanding of the subject topic. The videos provide meaningful visual and audio
support and new topic vocabulary is repeated several times. The videos also contain the
texts from the Pupil’s Books read aloud.
Say: Now watch the video. Listen and check your ideas. Are your ideas correct?
After watching, put learners in pairs. Say: Tell your partner something you saw in the video.
To challenge learners further, you can ask follow-up questions related to the video topic.
Examples:
• Level 5 Unit 3 (What is an underwater food chain?): Ask: So, what is the food chain for
a sea lion? (First the sun makes plants grow. Then small fish eat the plants and big fish
eat the small fish.) And what is the forest food chain? (The sun makes leaves grow.
Then small animals eat the leaves. Then big animals eat the small animals.)
• Level 6 Unit 3 (Why is it important to drink water?): Ask: So, why is it important that
soil has water in it? (When the soil has no water in it then plants can’t grow.) And why
do animals need water? (Animals need water when they are hot and thirsty. They need
water to live.)
Stage 4: Watch the video for specific/detailed understanding
This stage develops learners’ intensive listening skills by identifying details. Learners
describe and make comparisons between images of the topic words seen in the video and
recycle vocabulary. The three steps in this stage are:
1 asking learners questions to identify topic vocabulary,
2 asking learners to describe and compare several images such as those on split screens,
3 asking learners to recall what the presenter said.
Say: Let’s watch the video again. I’ll stop the video and ask you some questions.
1 Pause the video and ask questions to identify details and recycle vocabulary.
Examples:
• Ask: Which … did you see in the video? (e.g. materials, food chains, physical activities,
planets) What types of … did you see in the video? (e.g. ants, places, musical
instruments, fireworks)
2 Pause the video to ask learners to describe details. For example, say: Describe this/these
photos. What’s happening here? What do you think? Do you think the … is … or …? Which …
has got …? What can you see in front of / behind / next to / between the …? Which … do you
think is bigger / stronger / faster / heavier / more dangerous / more beautiful?
Examples:
• Level 5 Unit 3 (What is an underwater food chain?) Ask: What do the plants do?
Where do the small fish go? What was in the forest food chain?
• Level 5 Unit 5 (What happens when a volcano erupts?): Ask: Why do you think the lava
is dangerous? Why do you think the plants stop growing?
• Level 6 Unit 7 (How are the planets different?): Ask: Which … is the biggest / smallest /
nearest / brightest / most beautiful / most wonderful planet?

Guess What! Teaching Notes for Video Lesson Plan C © Cambridge University Press 2020 PHOTOCOPIABLE
3 Pause the video three or four times and ask learners to recall what the presenter said.
See video transcripts at the end of the Teacher’s Books to help you. Ask: What do you
think he/she says next?
Examples:
• Level 5 Unit 7 (How do animals communicate?): Pause the video when the presenter
says ‘Polar bears…’ Ask: What do you think she says next? Learners talk to a partner
and suggest ideas. Listen to three or four ideas before playing the video sentence ‘…
move their heads from side to side…’ Play the video until the presenter says ‘wild cats
purr, and excited elephants…’ then stop the video and ask: What do you think she
says next? Repeat partner activity, listen to learners’ ideas then play the end of the
sentence: ‘…flap their ears.’
Note: Learners can also check the video script with the text in the Pupil’s Book Level 5.
Stage 5: Worksheet C
Learners do worksheet activities to communicate their understanding of new subject
vocabulary and concepts presented in the video. The activities involve writing sentences to
compare topic concepts and to communicate facts from the video.
You can decide if learners complete the worksheets individually, in pairs or in small
groups. Encourage learners to swap worksheets and give short feedback on the work
their partner did.
The worksheet activities involve the following:
1 In the two outside parts of the Venn diagram, learners draw two key things they saw in
the video. For example, in Level 6 Unit 7 (How are the planets different?), learners might
draw Mars and Jupiter. In the middle part of the Venn diagram, learners write three
words which are related to both pictures, e.g. solar system, space and orbit.
2 Learners complete two gap fill sentences with words about their topic drawings. For
example: My pictures show Mars and Jupiter. They’re both planets in our solar system.
3 Learners write three sentences about the video content – two true and one false.
4 In pairs, learners read their partner’s sentences and identify which sentence is false.
Stage 6: Extension activity
The aim of the extension activity is to personalise subject learning by making links between
the video content and the learners’ lives, and to develop creative thinking skills.
Examples:
• Level 5 Unit 6 (What were castle homes like?): Ask learners: Are there any castles near our
school/village/town/city? What are they like? Who knows an old castle? What’s it like?
Learners recycle vocabulary such as: very old, dark, high walls, tall towers, big hall, small
windows, beautiful gardens, water around it, on a hill, with a drawbridge, etc.
• Level 6 Unit 1 (How do we estimate measurements?) Ask learners: When do you measure
how heavy something is? (e.g. When we buy fruit and vegetables at the market. When
we have bags at an airport. When we want to send a parcel at a post office.)

Guess What! Teaching Notes for Video Lesson Plan C © Cambridge University Press 2020 PHOTOCOPIABLE
Guess What! video lesson plan C: Levels 5 and 6

Unit: CLIL subject: Unit:

Learning outcomes To recall topic vocabulary and ideas already learnt.
To listen to and understand the content of the CLIL video.
To talk to a partner and agree on the answer to the video question.
To identify and communicate new topic and general vocabulary presented in the video.
To write topic words and phrases in short texts.

Stage Timing Teacher language (examples) Learner language Assessment: Most learners can…
topic nouns, verbs,
adjectives noun
1 Who can tell me words phrases, e.g. worker
about …? • recall topic vocabulary and
Activate prior ant, primary consumer,
5 mins ideas from previous levels
knowledge of Let’s find out some new words board game, solar
and units
topic about … in the video. system expressions,
e.g. change colour,
make tighter
Answers to video
Ask video question.
question, e.g. I think
2 What do you think the
the answer is … • predict possible answers to
Introduce 5 mins answer is?
They’re made of … the video question
CLIL video Well done! You’ve got very
It’s in the … It’s got …
good ideas
and … They were …
I saw that … are
Before: Now watch the video. made of … We use
3 Listen and check your ideas. • listen and understand video
a … and a … We
content
Watch video Are your ideas correct? need … and … They
5 mins • talk to a partner and agree
for general After: Work with a partner. were … They’re made
on an answer to the video
understanding Tell your partner something of … … has
question
you saw in the video. got … but …
has got …
1 and 2: topic nouns,
noun phrases, present
1. Let’s watch the video again.
and past simple verbs,
I’ll stop the video and ask
present continuous
you some questions.
4 comparative and
2. Describe the photos. What’s • identify and communicate
Watch video superlative forms
10 happening here? Do you new topic and general
for specific/ of adjectives, e.g.
mins think it’s/ they’re … or …? vocabulary presented in the
detailed big, small, fast,
Which … is (bigger)? Which video
understanding heavy, weak, strong,
is the (fastest)?
dangerous (because
3. What do you think he/she
– from Level 5 Unit 7)
says next?
3. We/I think he/she
says …
My pictures show a …
Read question 1/2/3/4.
5 and a … They’re both
10 What do your pictures show? • write topic words and
Complete … I think sentence C
mins What did you see? phrases in short texts
worksheet is false. You’re right/
Which sentence is false?
wrong! Try again.
Personalising: Are there
6 There are … near … • complete the extension
10 any … near
Extension I … after school / activity and give peer
mins our school/town/city?
activity in the morning. feedback
When do you …?

Guess What! Video Lesson Plan C: Levels 5 and 6 © Cambridge University Press 2020 PHOTOCOPIABLE
Lesson evaluation
Write some notes about your video lesson.

What went well? What didn’t go so well? What will you do differently next time?

Guess What! Video Lesson Plan C: Levels 5 and 6 © Cambridge University Press 2020 PHOTOCOPIABLE
Name: Class:
C
1 Draw two things you saw in the video. Write three words about
the pictures.

2 Write about your pictures.

My pictures show and .

They’re both .

3 What did you see in the video? Write two true sentences and
one false sentence.
A
B
C

4 Show your sentences to a partner. Your partner guesses which

sentence is false.
I think sentence C is false.

You’re right!

Guess What! Video Worksheet C: Levels 5 and 6 © Cambridge University Press 2020 PHOTOCOPIABLE
Video scripts This skater’s four shadows come from lights in front of
him, behind him, and from both sides.
Look! The painter of these Egyptian paintings didn’t
Seasons and weather paint any shadows. He didn’t think about shadows or
Unit topic: Seasons and weather light.
Topic: Art – shadows What do you know?
Question: What do the shadows in a painting What do the shadows in a painting tell us?
tell us? Each window has a … shadow.
Learning objective: The light comes from … the side.
The light comes from … above.
Students should:
• be able to describe different shadows and where Good job!
their source of light is See you next time on Guess What! Bye!
• understand that shadows move and change
depending on the time of day and the season
Unit 1
Video 00 Unit topic: Camping
Hi. Welcome to Guess What! Topic: Math – measurement
Today we’re asking, Question: How do we estimate measurements?
What do the shadows in a painting tell us? Learning objective:
First, let’s look at some different shadows.
Students should:
Look how this shadow is moving! It moves because the •b e able to identify units of measurement used for
Sun is moving across the sky. length, weight, width, and height
•u nderstand that we use different measurements
Now look at this moving shadow! Can you see how it
depending on what’s being measured
gets shorter … then longer again?
Look at the shadow of this biker. It’s very long.
Look at the shadow of this basketball player. It’s very Video 01
short. Hi again. Welcome back to Guess What!
Look at the Sun making shadows of the trees on the Today we’re asking,
snow. How do we estimate measurements?
And look how these mountain shadows move as the Sun First, let’s look at some things that we measure.
comes up.
This nurse is measuring how tall the girl is. She
Now listen to what the shadows in a painting tell us. measures her in meters and centimeters.
Artists use shadows to show different seasons and times Look! This is a baseball bat factory. This worker
of day. is weighing baseball bats. He measures each one
To show summer, artists often paint short shadows. This in grams.
is because the Sun is high in the sky in summer, and when This man is weighing a bag of rice. Look! It’s too heavy,
the light comes from above, it makes short shadows. so he’s taking some out.
In winter the Sun is lower in the sky. The light comes from This man is using a meter stick to measure how tall the
the side and makes longer shadows. plants are.
Artists also paint long shadows to show the morning or And this science student is measuring how much
the evening, and short shadows to show midday. liquid she needs. She measures the liquid in liters
The shadows in paintings can also tell us where the Sun and milliliters.
is in the sky. When the shadows are on the right of the This woman is measuring lime juice with a teaspoon.
objects, the Sun is on the left. One teaspoon is about 5 milliliters.
When the shadows are in front, the Sun is behind. Now listen to how we estimate measurements.
Let’s learn about shadows made by light coming from How long is your sleeping bag?
different places. How heavy is your backpack?
How much water is there in your water bottle?
The long shadows of these dancers come from the bright
lights in front of them. When we don’t know and we can’t measure something,
we have to guess, or estimate, measurements.
Look at these shadow puppets. The light comes from
To help us estimate, we can think about other objects
behind them.
we know. For example, Alice knows her tent is 4 kg. Her
The light making the shadows of these statues is coming backpack feels a bit heavier. Alice estimates that her
from the side. backpack is about 5 kg.

Guess What! Video Worksheet C: Levels 5 and 6 © Cambridge University Press 2020 PHOTOCOPIABLE
When we’re estimating, we use words like “it’s about …” And this flamingo needs to stand on one leg for a long
or “it’s more than … but less than …” time. Look! It doesn’t fall over, either.
For example: The tent is about 250 cm long.
Now listen to the abilities we need for physical activities.
Or: The tent is more than 2 m long but less than 3 m
Can you run, skate, or ride your bike fast? For these
long.
activities you need speed because you need to move your
Let’s learn about estimating some different body very quickly.
measurements. Are you good at rock climbing? You need strength for
This man is estimating how wide and how long the this activity because you must have strong arms and legs
turtle is. to climb.
This golfer is estimating how far he needs to hit the ball. Can you stand on one leg without falling down? For this
This helps him know how hard to hit the ball. you need balance.
This woman is estimating how far it is from one place to Street dancers need good balance when they move on
another place in Paris. This helps her decide if she can one leg or one arm.
walk to the places she wants to go to. Do you think you can run in a marathon? It isn’t easy,
Before he weighs the onions, this man estimates how because we need to use our muscles for a long time. To
many will make one kilogram. There aren’t enough run in a marathon we need stamina.
onions, so he adds more.
Let’s learn about the abilities that some people need for
What do you know? other physical activities.
How do we estimate measurements? Look at the speed this racer and his dogs go around the
How heavy is it? It’s about … 1 kilogram. corner. He needs speed to win the race.
How much is it? It’s about … 30 milliliters. This boy needs a lot of strength to lift the heavy weights
above his head.
How long is it? It’s longer than 10 cm but shorter than …
11 centimeters. This surfer needs good balance to stay on his surfboard.
This man needs a lot of stamina to skip for a long time.
Good job! And this skier needs strength, good balance, and stamina
See you next time on Guess What! Bye! to ski like this.

What do you know?

Unit 2 What abilities do we need for physical activities?
Unit topic: Talent show We need … balance.
We need … speed.
Topic: P.E. – physical abilities And we need … strength.
Question: What abilities do we need for Good job!
physical activities? See you next time on Guess What! Bye!
Learning objective:
Students should:
Unit 3
• be able to identify speed, strength, balance, and
stamina Unit topic: International food
• understand that different physical activities need Topic: Science – water
different abilities
Question: Why is it important to drink water?
Video 02
Learning objective:
Students should:
Hi again. Welcome back to Guess What! •b e able to identify body parts that need water to
Today we’re asking, function
What abilities do we need for physical activities? •u nderstand why it is important to drink water
First, let’s find out about the abilities that some
animals need.
Video 03
This cheetah needs to run very quickly to catch its food.
And this baby bear needs to run quickly through the Hi again. Welcome back to Guess What!
water to catch fish. Today we’re asking,
These horses need to be strong to pull the very heavy Why is it important to drink water?
wagons up the hill. First, let’s find out why we need to give plants, animals,
These Alaskan dogs need to run on snow and pull this and people water.
sled for a long time.
This soil is very dry, so the plants don’t get enough
This squirrel monkey needs to be able to sit on and water. They aren’t healthy.
move along these thin branches. Look! It doesn’t fall
out of the tree.

Guess What! Video Worksheet C: Levels 5 and 6 © Cambridge University Press 2020 PHOTOCOPIABLE
This soil is also dry, so the farmer is giving these
plants water. Unit 4
A farmer gave these horses a lot of water because it’s Unit topic: Music
hot. They’re very thirsty.
These runners need a lot of water. They have water to Topic: Music – high and low sounds
drink, and these women are giving them wet sponges for Question: How do string instruments make high
their faces. and low sounds?
This woman is giving her dog water because it’s hot and
Learning objective:
thirsty after running.
Students should:
This mother is giving her children water. They need water
to be healthy. •b e able to identify high and low sounds when
played by string and other musical instruments
Now listen to why it’s important to drink water. •u nderstand that we can change the volume and
All plants, animals, and humans need water to live. pitch of string and other musical instruments
That’s because our bodies need water for nearly
everything they do.
Our blood needs water to move around the body. Video 04
Our stomachs need water to digest food. Hi again. Welcome back to Guess What!
More than 70% of our brains are water, so drinking water Today we’re asking,
helps us to think better. How do string instruments make high and low sounds?
When we do sports and when it’s hot, we lose water First, let’s find out about different kinds of sound.
through our skin. This body water is called perspiration.
We put water into our bodies when we drink and eat. Sounds move in wavy lines. We hear sounds when the
When we lose more water than we put into our bodies, waves reach our ears.
we feel tired and we sometimes have a headache. Look how these sound waves move the water in
That’s why it’s important to drink 6–8 glasses of water the glass.
a day. Ambulances, fire trucks, and police cars make very high,
loud sounds so that people can hear them.
Let’s learn what plants, animals, and people do when Listen to the sound of this woman’s voice. Can you hear
there isn’t much water. the high notes and the low notes?
These desert plants keep water in their thick stems to use Look at the snake. It’s moving to the sounds from this
when it doesn’t rain. musical instrument.
This gazelle is very special. It never needs to drink. It gets Dogs can hear some high sounds that people can’t
all the water it needs from food. hear.
This desert turtle is special, too. It can live without water
for one year! Now listen to how string instruments make high and
This woman lives in a desert. She’s looking for plant low sounds.
roots because she knows there’s water in them. When we play a guitar or another string instrument, we
These African people put red paste all over their bodies. make the strings vibrate.
It protects their skin from the hot sun. When a string vibrates quickly, it makes a high sound.
When it vibrates slowly, it makes a low sound.
What do you know? The pitch is how high or low the sound is. How can we
Why is it important to drink water? change the pitch? There are three ways.
It helps our … brains. • We can make the string tighter. Tight strings
It helps our … blood. vibrate faster, so they make a higher pitch.
We lose water through our … skin. • We can make the string shorter because shorter
Good job! strings vibrate faster, too.
See you next time on Guess What! Bye! • We can use thick and thin strings. Thick strings
vibrate slowly and make a low sound. Thin strings
vibrate quickly and make a high sound.
Let’s learn how some other musical instruments
make sounds.
When the drummer hits the top of the drum, it vibrates.
High pitch sounds come from the edge of the drum.
Low pitch sounds come from the center.
The piano player is pressing the piano keys down.
The keys make hammers hit strings inside the piano.
The strings vibrate and make sounds.
Listen. This girl changes the pitch of the sound when
she covers different holes.

Guess What! Video Worksheet C: Levels 5 and 6 © Cambridge University Press 2020 PHOTOCOPIABLE
These are bagpipes. The piper blows air down one pipe Let’s learn about what fossils tell us about life in
into a bag. He covers holes in another pipe to change the the past.
pitch. A fossil is something from an animal or plant. It
lived long ago in the past, and we can see it now in
What do you know? some rocks.
How do string instruments make high and low sounds? Look! This scientist is looking for fossils in a piece of rock.
When strings move, they do this: … vibrate. These are fossils of slugs or snails that lived long ago
These strings make a high sound: … thin strings. when there were dinosaurs.
These strings make a low sound: … thick strings. This fossil of a dinosaur bone tells us that dinosaurs were
Good job! very big.
See you next time on Guess What! Bye! And this fossil of a bird tells us about its bones and size.

What do you know?

Unit 5 What do primary sources tell us about life in the past?
They tell us that people played … board games.
Unit topic: Now and then They tell us that people used metal … tools.
Topic: History – primary sources They tell us that artists made … statues.
Question: What do primary sources tell us about Good job!
life in the past? See you next time on Guess What! Bye!
Learning objective:
Students should: Unit 6
•b e able to give examples of primary sources
•  nderstand that we use primary sources to be able
u Unit topic: The environment
to understand life in the past Topic: Science – recycling
Question: What happens to our old glass
Video 05 bottles?

Hi again. Welcome back to Guess What! Learning objective:

Today we’re asking, Students should:
What do primary sources tell us about life in the past? •b e able to explain how glass bottles are recycled
First, let’s find out about some old things in museums. •u nderstand that we can use different materials
again and again
These old dolls are in a museum. They tell us about hats
and clothes that people wore in the past.
This old wooden boat is in a museum, too. It shows us Video 06
how boats were made in the past. Hi again. Welcome back to Guess What!
This old kitchen tells us about how people prepared food Today we’re asking,
in the past.
What happens to our old glass bottles?
This plane shows us how people flew in the air in
First, let’s look at what we use glass bottles for.
the past.
And this old gramophone shows us how people listened We use a lot of glass bottles to keep grapefruit juice
to music in the past. and other fruit juices.
Listen! This musician is using glass bottles to make
Now listen to what primary sources tell us about life in
music.
the past.
These glass bottles are used for science experiments.
A primary source is something old that tells us about life And these small glass bottles are used to keep
in the past. It can be an old tool, a statue, some jewelry, medicine fresh.
or a board game that people had in the past. We use a lot of different shapes of glass bottles to keep
History books that we read in school are not primary liquids in, like olive oil.
sources. This is because the writers of school books didn’t Some glass bottles are reused. Look! There’s a model
live at the time they’re writing about. ship in this one.
We can learn about the past by asking questions about
Now listen to what happens to our old glass bottles.
primary sources. We can ask:
When we finish using our glass bottles, we put them in
What did people use this tool for?
a recycling bin.
Who made this statue and why did they make it?
A big truck takes the bottles to a recycling center. The
What’s this jewelry made of? people at the recycling center sort the glass by color.
How did people play this board game? A big machine breaks the glass into small pieces.
When we can answer these questions, we learn about Another machine mixes the pieces of glass with sand.
life in the past.

Guess What! Video Worksheet C: Levels 5 and 6 © Cambridge University Press 2020 PHOTOCOPIABLE
They put the glass and sand in a special oven called a Now listen to how the planets are different.
furnace. The furnace is very hot. The eight planets in our solar system all orbit the Sun,
The mixed glass and sand melt and become liquid. but they are not all the same.
When the glass is liquid they can change its shape to The four planets closest to the Sun are made of rock and
make new bottles. metal.
They send the new bottles to factories so they can use The other planets are made of gas.
them again. Recycling glass uses less energy than making The smallest planet is Mercury and the biggest planet is
new glass, so it’s better for the environment. Jupiter. Jupiter is bigger than all of the other planets put
Let’s learn about other materials that melt. together!
Look! This snow is melting. It’s changing to water. When we look at the night sky, Venus is brighter than the
These candles are burning. The candle wax is melting other planets.
and turning to liquid. This is because its thick clouds reflect the light from the
Look! A man is putting gold threads into a very small Sun, and because it’s the closest planet to Earth.
furnace. The gold melts and is now a liquid. Some planets have a moon. Moons orbit their planet.
This man is making metal jewelry with a hot tool. When Some planets have more than one moon. Jupiter has 63
the metal melts he can add pieces to it. moons! How many moons does Earth have?
Some materials, like wood, don’t melt. Wood burns, turns Let’s learn how we find out about space.
black, and then changes to ash. This is the International Space Station. It orbits Earth.
Astronauts live on it and study space in it.
What do you know?
This is the Hubble Telescope Satellite going past Jupiter. Its
What happens to our old glass bottles?
telescope has a very big mirror about 2.5 meters wide.
A machine mixes the glass with special … sand.
Its photographs help us to understand space.
The glass and sand mixture goes into a … furnace.
This is a satellite. Satellites don’t give us information
The glass … melts.
about space, but they help our daily lives on Earth.
People make new … bottles. Without satellites our cell phones would not work.
Good job! This is a satellite dish. It communicates with satellites
See you next time on Guess What! Bye! in space.
We can find out about planets, asteroids, and comets
when we look through a big telescope at night.
Unit 7
What do you know?
Unit topic: Space How are the planets different?
Topic: Science – planets Venus’s clouds do this to the light of the Sun: … reflect.
Question: How are the planets different? The planets in our solar system do this around the Sun:
… orbit.
Learning objective: There are eight planets in this: … our solar system.
Students should:
Good job!
•b  e able to describe some of the planets in our
solar system and compare some of them See you next time on Guess What! Bye
• understand that planets are part of our solar system
Unit 8
Video 07 Unit topic: Celebrations
Hi again. Welcome back to Guess What! Topic: Science – fireworks
Today we’re asking, Question: How do fireworks work?
How are the planets different?
First, let’s find out about our solar system. Learning objective:
Students should:
Our solar system has eight planets and one star. The •b e able to describe how fireworks work
star is the Sun. The Sun is in the center of our solar
•  e able to identify the parts that make up a firework
b
system.
•u nderstand that different elements in a firework
Our solar system also has asteroids. Look at this cause different effects
asteroid flying through space. It looks like a big rock.
We have comets in our solar system, too. They’re very
bright and also fly through space. Video 08
This is Pluto. It’s a dwarf planet because it’s much
Hi again. Welcome back to Guess What!
smaller than the other planets.
Today we’re asking,
How do fireworks work?
First, let’s look at different kinds of fireworks.

Guess What! Video Worksheet C: Levels 5 and 6 © Cambridge University Press 2020 PHOTOCOPIABLE
These are rocket fireworks. They each have a
wooden stick.
They fly high in the air and make beautiful patterns in
the sky, and loud sounds.
This girl is holding a small firework, called a sparkler.
It makes a lot of bright lights.
We can also hold this firework. It’s bigger than a
sparkler. It’s called a Roman Candle.
This firework is called a Catherine wheel because it turns
around and around very quickly.
This long Chinese firework is called a cracker. It doesn’t
go in the air, but it makes very loud sounds.
We must be careful when we hold fireworks. Then we
can have fun and be safe!
Now listen to how fireworks work.
Fireworks have gunpowder inside them and they also
have a fuse.
When someone lights the fuse of a firework, gas from
the gunpowder pushes the firework up into the air.
When the firework is in the air, the gunpowder explodes
and usually makes a loud sound.
Fireworks have metal salts inside them too. The metal
salts explode with the gunpowder.
Different kinds of metal salts make different colors when
they burn. Lithium makes a red light, copper makes a
green light and sodium makes a yellow light.
Some fireworks have many different metal salts, so
they make lots of different colors when the gunpowder
explodes.
Let’s learn about some celebrations with fireworks.
Many countries celebrate the New Year with
fireworks. Look at the fireworks at this Chinese New
Year celebration!
These New Year fireworks are in Sydney, Australia. Listen
to the people. They really like the fireworks.
Some countries celebrate their special days with
fireworks. Look at the words these fireworks make in this
North American celebration. What do they say?
This is a festival in Asia to celebrate fireworks. It’s the
International Fireworks Festival.

What do you know?

How do fireworks work?
They have a … fuse.
They have … gunpowder.
They … explode.
Good job!
Bye!

Note: Tell students that they should never hold a

firework unless the fireworks manufacturer states
on the box that it is safe to do so.

Guess What! Video Worksheet C: Levels 5 and 6 © Cambridge University Press 2020 PHOTOCOPIABLE