Essential Science Plus 1 PRIMARY. Teacher s Book

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Essential

Science Plus 1 ^PRIMARY

Teacher’s Book

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Student's Book contents

UNIT SCIENCE SYLLABUS TOPICS

STARTER 4

Changes in time • The seven days of the week

• The weather

1 At school and at home

6

People, culture and society • People at school

• School rules

• I respect my classmates

• Family members

• Family activities

• I help at home

2 ^{My body}

14

Health and personal

development • Parts of the body

• My face

• My hands

• I can move

• Similar, but different

• We have feelings

3 ^{My senses}

22

Health and personal development Matter and energy

• The five senses

• I can see

• I can feel

• I can smell

• I can taste

• I can hear

4 I am clean and healthy

30

Health and personal

development • My bathroom things

• I keep clean

• I brush my teeth

• Healthy habits

• I look after my body

• My free time

END OF TERM

5 ^Food

40

Health and personal

development • My meals

• Fruit and vegetables

• Food from plants

• Food from animals

• Healthy and unhealthy food

• Healthy food habits

6 ^Animals

48

Diversity of living things • Living and non-living things

• Animals are living things

• How are animals born?

• What do animals eat?

• How do animals move?

• Animal bodies

UNIT SCIENCE SYLLABUS TOPICS

7 Where do animals live?

56

Diversity of living things The environment and its conservation

• Forest animals

• Sea animals

• Wild animals and domestic animals

• Staying safe in the wild

• Respect wild animals

• Look after your pets

8 ^Plants

64

• The parts of a plant

• What do plants need?

• Plants grow

• Plants change

• Where do plants grow?

• Plants are important

END OF TERM

9 ^Water

74

The environment and its conservation

Matter and energy

• Water is all around us

• Types of water

• We need water

• Using water

• Saving water

• Solid, liquid and steam

10 ^Landscapes

82

The environment and its

conservation • Coastal landscapes

• Mountain landscapes

• The course of a river

• Natural and man-made elements

• Landscapes change

• Look after natural landscapes

11 Cities and villages 90

People, culture and society

• Cities

• Villages

• Jobs

• Transport

• Be safe on the roads

• Noise

12 ^{In the sky}

98

Health and personal development

• Day and night

• The Sun

• Sunrise and sunset

• Protect your body from the Sun

• Clouds

• The sky at night

END OF TERM AND SELF EVALUATION

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xiii

UNIT SCIENCE SYLLABUS TOPICS

STARTER 4

Changes in time • The seven days of the week

• The weather

1 At school and at home

6

People, culture and society • People at school

• School rules

• I respect my classmates

• Family members

• I help at home

2 ^{My body}

14

Health and personal

development • Parts of the body

• My face

• My hands

• I can move

• Similar, but different

• We have feelings

3 ^{My senses}

22

Health and personal development Matter and energy

• The five senses

• I can see

• I can feel

• I can smell

• I can taste

• I can hear

4 I am clean and healthy

30

Health and personal

development • My bathroom things

• I keep clean

• I brush my teeth

• Healthy habits

• I look after my body

• My free time

END OF TERM

5 ^Food

40

Health and personal

development • My meals

• Fruit and vegetables

• Food from plants

• Food from animals

• Healthy and unhealthy food

• Healthy food habits

6 ^Animals

48

Diversity of living things • Living and non-living things

• Animals are living things

• How are animals born?

• What do animals eat?

• How do animals move?

• Animal bodies

UNIT SCIENCE SYLLABUS TOPICS

7 Where do animals live?

56

• Forest animals

• Sea animals

• Wild animals and domestic animals

• Staying safe in the wild

• Respect wild animals

• Look after your pets

8 ^Plants

64

• The parts of a plant

• What do plants need?

• Plants grow

• Plants change

• Where do plants grow?

• Plants are important

END OF TERM

9 ^Water

74

Matter and energy

• Water is all around us

• Types of water

• We need water

• Using water

• Saving water

• Solid, liquid and steam

10 ^Landscapes

82

The environment and its

conservation • Coastal landscapes

• Mountain landscapes

• The course of a river

• Natural and man-made elements

• Landscapes change

• Look after natural landscapes

11 Cities and villages 90

People, culture and society

• Cities

• Villages

• Jobs

• Transport

• Be safe on the roads

• Noise

12 ^{In the sky}

98

Health and personal development

• Day and night

• The Sun

• Sunrise and sunset

• Protect your body from the Sun

• Clouds

• The sky at night

END OF TERM AND SELF EVALUATION

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1

Content objectives

• To revise the days of the week and the weather

• To distinguish between home and school activities

• To identify the people who work in a school

• To distinguish between good and bad behaviour

• To recognize the rights of classmates

• To identify the members of a family

• To describe family activities

• To discuss the importance of helping at home

Language objectives

• To answer questions about school

• To describe people who work at school

• To describe good and bad behaviour at school

• To talk about families

• To describe tasks at home

Assessment criteria

• Name the people who work in a school

• Identify good and bad behaviour

• Name family members

Unit outline

November

October December

Unit content

Suggested timing for the unit

Investigate!

How many brothers and sisters have you got?

At school and

at home

(5)

6B

At school and at home

People at school

School rules

I respect my classmates

Family members

Family activities

I help at home

Values education

Competence in linguistic communication

• Pronouncing and using the unit vocabulary correctly (SB p. 7: Where do they work? Draw the route. Audio recording, track 1.3; p. 10: Look and say. Then, circle the children. Audio recording, track 1.7.)

Social competence and citizenship

• Recognizing the difference between good and bad behaviour (SB page 8: Are the children good or bad at school? Use your stickers.)

• Identifying appropriate behaviour towards classmates (SB p. 9: Colour the nice children; Are they nice children? Tick (✓) or cross (✗). Audio recording, track 1.6.)

Competence in learning to learn

• Revising vocabulary learned in the previous level (SB pp. 4 and 5:

The seven days of the week. Audio recording, track 1.1; The weather.

Audio recording, track 1.2.)

• Revising the vocabulary learned in the unit and evaluating the results (SB p. 13: Show what you know.)

Unit outline Competences

• Reflecting on one’s own behaviour in class

• Understanding why bullying and similar attitudes are not acceptable behaviour

• Reflecting on one’s contributions to the well-being of the family unit

Investigate!

How many brothers and sisters have you got?

Show what you know People who work in my school

Family members

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(6)

6 three

At school and at home

1

¹

W™e®æ do t™e¥ wor§? Dra∑ t™æ ”rou†æ.

Look and say

• What day of the week is it?

• Where are they?

• Can you see the teacher?

1.3

1.4

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At school and at home

¹

W™e®æ do t™e¥ wor§? Dra∑ t™æ ”rou†æ.

People at school

1.3

1.4

™ea∂ †eac™e®

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Objectives

• To introduce key vocabulary and concepts for the unit.

• To revise school vocabulary.

• To distinguish between home and school activities.

Key Language

• Structure: What day of the week is it? Where are they? Can you see the teacher?

• Vocabulary: children, classroom, home, school, teacher

• Extension vocabulary: book, chair, girl, Science, table

Presentation

• Mime typical home/school activities: skipping in the playground, sleeping, watching TV, raising your hand. Students say home or school. Encourage confident students to mime activities for the class.

Look and say

• Students look at the photo on Page 6 of their Student’s Book.

• Recycle vocabulary Ss already know:

Where are they? Are they at home or at school?

What day of the week is it? Is it Saturday? Why not?

Is the girl happy or sad?

Can you see any other children?

How many children can you see?

What lesson is it? Is it a Maths or a Science lesson?

Can you see any books/pencils/

chairs in the picture?

Can you see a board in the picture?

• Ask Ss to look at the photo and point to: a girl, a teacher, a board, something green, etc.

Reinforcement

• Label classroom items. Prepare some simple labels with a word and a picture for the things the students use in the classroom, for example:

pencils, rubbers, books, table, desk, chair, door, window, board, etc.

Hand them out to the students and ask them to find the objects on the labels and to stick them on using Blu-Tack. Say: Point to the board, window, door, etc.

Extension

• Draw a simple map of your route to school and talk about what you see on the way. Ss draw a picture of the things they see on their way to school in the morning or a simple map of their route.

UNIT

1

Presentation lesson

Activity Book Page 4, Activity 1

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At school and at home

¹^1.3

W™e®æ do t™e¥ wor§? Dra∑ t™æ ”rou†æ.

1.4

08/06/11 14:48

7

seven

At school and at home

¹

W™e®æ do t™e¥ wor§? Dra∑ t™æ ”rou†æ.

People at school

†eac™e® lunchtiµæ assistan†

T™e®æ a®æ man¥ importan† πeop¬æ i>

m¥ <schoo¬.

1.3

1.4

ca®eta§e®

™ea∂ †eac™e®

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Objectives

• To know who works in a school.

Key Language

• Structures: Who is she/he? Where does the (teacher) work?

• Vocabulary: caretaker, head teacher, lunchtime assistant, teacher, people

Presentation

• Ask: Who works in our school?

Teach: teacher, caretaker,

lunchtime assistant, head teacher.

Say these words several times in a different order and encourage the children to repeat.

• Say: All these people work in our school. They all do very important jobs. Which part of the school do these people work in?

• Say: dining room and encourage the children to say: lunchtime assistant. Repeat for office, reception and classroom.

Practice

1. Where do they work? Draw the route.

1.3

• Play Track 1.3. Ss listen and point to the people in the pictures.

• Ask Ss to look at the maze on Page 7 of their Student’s Book.

Ask them to point to the teacher.

Ask: Who is she? Where does the teacher work? Repeat for head teacher, caretaker and lunchtime assistant.

• Say: Point to each of the people and join them to where they work.

1.4

• Play Track 1.4. Ss listen and read.

UNIT

1

Lesson 1

7 Reinforcement

• Mime someone giving out food. Say: Who am I? Encourage Ss to say lunchtime assistant. Mime someone drawing on a board, answering the phone, unlocking a door, etc.

Extension

• Elicit other places in the school: library, toilets, gym.

• Ask Ss to work in pairs to draw their own plan of the school and help them to label the different places.

• Ask more questions: Who else works in a school? (cleaner, cook, secretary) What do they do?

Track 1.3, Unit 1, Page 7 lunchtime assistant, teacher, caretaker, head teacher Track 1.4, Unit 1, Page 7

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(8)

8 eight

A”®æ t™æ child®e> goo∂ o® ba∂ a† ”schoo¬? Usæ you® ”stic§erﬁ.

1 ¹

—olou® t™æ ni©æ child®e>.

A”®æ t™e¥ ni©æ child®e>? Tic§ (

^✓

) o® crosﬁ (

^✗

).

2

School rules

goo∂

R”aißæ you® han∂.

Tid¥ uπ.

ba∂

I aµ goo∂ a† ˘choo¬.

1.5 1.6

L”is†e>.

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A”®æ t™æ child®e> goo∂ o® ba∂ a† ”schoo¬? Usæ you® ”stic§erﬁ.

¹

—olou® t™æ ni©æ child®e>.

A”®æ t™e¥ ni©æ child®e>? Tic§ (

2

I respect my classmates

1.6

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Objectives

• To recognize good and bad behaviour.

Key Language

• Structure: Is this good or bad? Are they (tidying up)?

• Vocabulary: bad, good, listen, raise your hand, rules, tidy up

Presentation

• Remind Ss of some class rules. Point out good behaviour in the class, for example: María, you listen very well. Juan, you tidy up very quickly.

Pablo, you don’t shout out. Sara, you always raise your hand.

• Ask Ss to look at the first picture on Page 8 of their Student’s Book.

Ask: Is this good or bad? Are they listening? Repeat for other pictures:

Are they raising their hands? Are they following the rules?

Practice

1. Are the children good or bad at school? Use your stickers.

• Ask Ss to look at the pictures again.

They point to each one and say:

good or bad. Encourage them to use gestures, for example, thumbs up for good or thumbs down for bad as they do so.

• Ss use their stickers to show good or bad behaviour.

1.5

Reinforcement

• Play Simon Says with actions such as: raise your hand, sit up straight, look at me.

• Talk about class rules. Ask Ss to draw pictures showing good behaviour.

Make a display with their drawings.

Extension

• Elicit other forms of good behaviour, for example: putting rubbish in the bins, not running in the corridors, etc.

• Revise words for classroom furniture, for example: chair, desk. Teach wall and messy. Focus on looking after the classroom and not drawing on these things.

UNIT

1

Lesson 2

Track 1.5, Unit 1, Page 8

Activity Book Page 4, Activity 2 Activity Book Page 5, Activity 1

(9)

A”®æ t™æ child®e> goo∂ o® ba∂ a† ”schoo¬? Usæ you® ”stic§erﬁ.

¹

—olou® t™æ ni©æ child®e>.

A”®æ t™e¥ ni©æ child®e>? Tic§ (

^✓

) o® crosﬁ (

^✗

).

2

1.6

08/06/11 14:48

9

Unit 1

nine

A”®æ t™æ child®e> goo∂ o® ba∂ a† ”schoo¬? Usæ you® ”stic§erﬁ.

¹

—olou® t™æ ni©æ child®e>.

A”®æ t™e¥ ni©æ child®e>? Tic§ (

^✓

) o® crosﬁ (

^✗

).

2

I respect my classmates

I ”®esπec† m¥ classma†eﬁ a† ˘choo¬.

1.6

✔

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9 Objectives

• To respect classmates.

Key Language

• Structure: Is this nice? (Are they/

Is he) nice?

• Vocabulary: classmates, nice, respect

• Extension vocabulary: fight, help each other, play together, push, take things

Presentation

• Ask: What do you like to do at playtime? Ask Ss what they think is good behaviour in the playground:

Do you like your classmates to play with you? Do you like your classmates to push you? Encourage the children to say Yes, I do or No, I don’t.

• Ss look at the first picture on Page 9 of their Student’s Book. Talk about it with Ss: What is this girl doing? She is taking things. Is this nice? Is she respecting her friends?

• Repeat for the picture of the playground.

Practice

1. Colour the nice children.

• Ss colour the children in the first picture who are behaving well and respecting their friends.

2. Are they nice children? Tick (✓) or cross (✗).

• Ss look at the second picture. Say:

Put a tick for good and a cross for bad behaviour.

• Look at the second picture

(playground) and ask Ss to point to:

a girl pushing, two girls fighting, a boy helping, a boy crying.

1.6

Reinforcement

• Ask: When have your classmates been kind to you? Ss describe good behaviour.

• Ss choose good actions to draw. Make a display with their drawings.

Extension

• What kind of behaviour do you like? What kind of behaviour don't you like?

Encourage Ss to be nice to and respect their classmates.

UNIT

1

Lesson 3

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(10)

10 ten

L”oo§ an∂ ”sa¥. T™e>, circ¬æ t™æ child®e>.

1

Family members

Investigate!

Ho∑ man¥ brot™erﬁ an∂ ”sis†erﬁ ha√¶ yo€ go†?

Fin∂ ou† an∂ wri†æ.

2 ¹

Wha† activit^eﬁ do yo€ do wit™ you® famil¥? Dra∑.

I ha√¶ go† brot™erﬁ an∂ ˘is†erﬁ.

M¥ frien∂

hafi go† brot™erfi an∂ ˘is†erfi.

grandmot™e®

mot™e®

grand‡at™e®

˘is†e®

fat™e®

brot™e®

1.7

1.8

O. A.

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L”oo§ an∂ ”sa¥. T™e>, circ¬æ t™æ child®e>.

Family activities

Wha† activit^eﬁ do yo€ do wit™ you® famil¥? Dra∑.

1

I ha√¶ go† brot™erﬁ an∂ ˘is†erﬁ.

M¥ frien∂

hafi go† brot™erfi an∂ ˘is†erfi.

1.8

343699 _ 0006-0013.indd 11

Objectives

• To know the members of the family.

Key Language

• Structures: Who is this? Who has got (one brother)? I have got…

• Vocabulary: brother, father, family, grandfather, grandmother, mother, sister, big, small

Presentation

• Show photos of your family. Say:

this is my (mother). I have got two (brothers). Ask Ss to bring in photos for the next lesson.

Practice

1. Look and say. Then, circle the children.

• Talk about the photo on Page 10 of the Student’s Book: Who is this?

This is the (mother). How many brothers and sisters has the boy got? Is this family big or small?

1.7

• Play Track 1.7. Ss listen and point to the family members in the photo.

Reinforcement

• Ask Ss what they have found out. Help Ss to say: My friend has got (one brother and one sister). My friend has got a big/small family, etc.

Extension

• Ask Ss if they have got any cousins. Elicit other family names, for example, aunt, uncle.

• Play a listening game. Say: Stand up if you have got one sister and one brother. Stand up if you have got two grandfathers, etc. Continue until all the class is standing up and then say: Sit down if you have got one sister, etc., until all the class is sitting down again.

UNIT

1

Lesson 4

Track 1.7, Unit 1, Page 10 This is the grandfather. This is the grandmother. This is the mother. This is the father. This is the sister. This is the brother.

Investigate!

1. How many brothers and sisters have you got? Find out and write.

• Ask: Who has got one brother? Raise your hand if you have got one sister.

• Ask two students to say how many brothers and sisters they have. Write the results on the board. Ask Ss to do the same in their books for themselves and a friend.

(11)

Wha† activit^eﬁ do yo€ do wit™ you® famil¥? Dra∑.

1

grand‡at™e®

1.8

08/06/11 14:48

11

Unit 1

eleven

L”oo§ an∂ ”sa¥. T™e>, circ¬æ t™æ child®e>.

Family activities

T™e¥ ™elπ eac™ ot™e®.

Famil^eﬁ lo√¶ eac™ ot™e®.

T™e¥ loo§ åf†e® eac™ ot™e®.

Wha† activit^eﬁ do yo€ do wit™ you® famil¥? Dra∑.

1

I ha√¶ go† brot™erﬁ an∂ ˘is†erﬁ.

M¥ frien∂

hafi go† brot™erfi an∂ ˘is†erfi.

1.8

M”¥ famil¥

O. A.

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Objectives

• To describe activities Ss do with their families.

Key Language

• Structures: Families love each other. They help each other. They look after each other.

• Vocabulary: help each other, look after each other, love each other

• Extension vocabulary: activities the children do with their own families

Presentation

• Revise the family words from the last lesson: How many brothers and sisters have you got? Etc.

• If Ss have brought in photos of their families, show them and help them to say who is in them: Who is this? Is this your father?

• Look at the photos on page 11 in the Student’s Book and ask Ss who they can see.

Practice

• Ask Ss to point to the mother in the first photo. Ask: What is she doing?

What is the father doing? Can you see a sister? Is the sister helping?

What is she doing? Is this family like your family?

1.8

1. What activities do you do with your family? Draw.

• Ss draw activities they like to do with their families.

• Ask Ss to look at the photos and point to: a baby sitting in her chair, a father looking after his children, a sister helping, a mother hugging her little girl.

11 Reinforcement

• Revise the days of the week and which days make up the weekend.

Do Ss do different things with their families on different days? Ask: What do you do at the weekend with your family?

• Ss draw what they did at the weekend with their families.

Extension

• Elicit other activities Ss do with their families: go to the cinema, go to the park, do the shopping, go to the library.

• Mime activities, for example: going shopping, going to a restaurant.

Ss guess what you are doing.

UNIT

1

Lesson 5

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(12)

12 twelve

—olou® t™æ th®ææ πeop¬æ yo€ ”ßææ i> you® ”schoo¬.

1

2

I help at home

Who iﬁ ™elpin@ a† hoµæ? —olou®.

1

Tic§ (

^✓

) t™æ thingﬁ yo€ do a† hoµæ.

2

I was™ t™æ dis™eﬁ.

I ˘e† t™æ tab¬æ.

I c¬ea> t™æ houßæ.

I wa†e® t™æ plantﬁ.

I ca> ™elπ a† hoµæ.

1.9

O. A.

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Show what you know

—olou® t™æ th®ææ πeop¬æ yo€ ”ßææ i> you® ”schoo¬.

1

2

Who iﬁ ™elpin@ a† hoµæ? —olou®.

Tic§ (

^✓

) t™æ thingﬁ yo€ do a† hoµæ.

ca®eta§e®

343699 _ 0006-0013.indd 13

Objectives

• To recognize the importance of helping at home.

Key Language

• Structures: What do you do at home? I (wash the dishes). Do you (wash the dishes)? Yes, I do/No, I don’t.

• Vocabulary: clean the house, help, set the table, wash the dishes, water the plants

• Extension vocabulary: other activities Ss do to help at home.

Presentation

• Ask: What do you do at home? Do you help to wash the dishes?

Do you help to set the table?

• Tell Ss to look at the first picture on Page 12 in their Student’s Book.

Ask: Who is helping? What is the mother doing? What is the father doing? Are the all the children helping? Is this family like your family?

• Ask Ss to look at the small pictures.

Ask: Do you help (wash the dishes)?

Do you help to (set the table)?

Practice

1. Who is helping at home? Colour.

• Ask Ss to look at the first picture.

Say: Colour the members of the family who are helping.

• Ask Ss to look at the picture and point to: a boy setting the table, a father cooking, a sister helping, a baby eating.

2. Tick (✓) the things you do at home.

• Ss tick what they do to help at home.

1.9

Reinforcement

• Say: Do you help set the table, water the plants, etc? Ss respond:

Yes, I do or No, I don’t.

• Ss draw themselves helping at home. Make a display with their drawings.

Extension

• Elicit other ways Ss help at home, for example: tidying their room, making their bed, helping to recycle.

• Play Simon Says with activities Ss do to help at home, for example: wash the dishes, water the plants, set the table, clean the house.

UNIT

1

Lesson 6

(13)

—olou® t™æ th®ææ πeop¬æ yo€ ”ßææ i> you® ”schoo¬.

1

2

08/06/11 14:48

13

Unit 1

thirteen

Show what you know

—olou® t™æ th®ææ πeop¬æ yo€ ”ßææ i> you® ”schoo¬.

1

2

Who iﬁ ™elpin@ a† hoµæ? —olou®.

Tic§ (

^✓

) t™æ thingﬁ yo€ do a† hoµæ. I know t™æ πeop¬æ who wor§ i> m¥ ˘choo¬.

I kno∑ t™æ di£ƒe®en† µem∫±rﬁ o£ t™æ famil¥.

mot™e®

grandmot™e®

brot™e®

fat™e®

˘is†e®

†eac™e®

lunchtiµæ assistan†

ca®eta§e® buﬁ dri√±®

343699 _ 0006-0013.indd 13 08/06/11 14:48

Objectives

• To revise key vocabulary and concepts for the unit.

Key Language

• Structures: revision of Unit 1.

• Vocabulary: revision of Unit 1.

Presentation

• Ask Ss to look back through unit 1, including the Opener lesson, and revise the vocabulary. Ask: What did we study in this unit? Can you find the page about helping at home?

Practice

1. Colour the three people you see in your school.

• Ask Ss to look at the Student’s Book, Page 13. Ask: Can you see three people who work in a school?

Ss colour the pictures.

2. Match the family members.

Then, trace.

• Ask Ss to point to the photo of a father. Ss join the words to the photos with their finger and then with a pencil.

• Ss trace the family names and say them.

• Ss look at the photos and point to:

a father, a mother, a sister, a grandmother, a brother.

13 Reinforcement

• Cover up a picture of someone who works in a school with a piece of paper and reveal it slowly. Ss guess which one it is. Repeat with family members.

Extension

• Ask Ss to look through unit 1 of the Student’s Book and tell a classmate which activity they liked best.

• Go for a walk around the school to visit the places mentioned in unit 1, and to see who works there: office–head teacher, dining room–lunchtime assistant, etc.

UNIT

1

Revision lesson

Traffic light symbols

• Ss colour the traffic light symbols red, orange or green according to how successfully they have completed the exercises in this unit.

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Essential Science Plus 1 PRIMARY. Teacher s Book

Essential

Science Plus 1 PRIMARY

Teacher’s Book

Student's Book contents

UNIT SCIENCE SYLLABUS TOPICS

STARTER 4

1 At school and at home

6

2 My body

14

3 My senses

22

4 I am clean and healthy

30

END OF TERM

5 Food

40

6 Animals

48

UNIT SCIENCE SYLLABUS TOPICS

7 Where do animals live?

56

8 Plants

64

END OF TERM

9 Water

74

10 Landscapes

82

11 Cities and villages 90

12 In the sky

98

END OF TERM AND SELF EVALUATION

xiii

UNIT SCIENCE SYLLABUS TOPICS

STARTER 4

1 At school and at home

6

2 My body

14

3 My senses

22

4 I am clean and healthy

30

END OF TERM

5 Food

40

6 Animals

48

UNIT SCIENCE SYLLABUS TOPICS

7 Where do animals live?

56

8 Plants

64

END OF TERM

9 Water

74

10 Landscapes

82

11 Cities and villages 90

12 In the sky

98

END OF TERM AND SELF EVALUATION

1

Content objectives

Language objectives

Assessment criteria

Unit outline

Contents

Unit content

Suggested timing for the unit

At school and

at home

6B

At school and at home

Unit outline Competences

At school and at home

1

W™e®æ do t™e¥ wor§? Dra∑ t™æ ”rou†æ.

Science Plus 1 ^PRIMARY

2 ^{My body}

3 ^{My senses}

5 ^Food

6 ^Animals

8 ^Plants

9 ^Water

10 ^Landscapes

12 ^{In the sky}

2 ^{My body}

3 ^{My senses}

5 ^Food

6 ^Animals

8 ^Plants

9 ^Water

10 ^Landscapes

12 ^{In the sky}