INTERACTION - Macmillan Education
UNIT 1INTERACTION
Unit 1INTERACTIONCONTENTSEVALUATION CRITERIAPupils will be able to:Vital functions in human beings: interactionKnow the systems involved in interaction.The sensesKnow how the sense organs work.Introduction to scientific activity: sources of informationUse different sources of information.Work and study skillsDevelop work and study techniques, work habits and effortand responsibility.Projects and reportsPlan and carry out projects, presentations and reports.OPENING PAGESUNIT SUMMARYSong: How I use my sensesIn this unit pupils will learn about: the nervous system and the parts of the brainSTORYA day out at the beachWORK TOGETHERSensitive skin the five senses and their organs the locomotor systemLANGUAGE FOCUS Vocabulary to describe objects Bones, muscles and jointsCONTENT PAGESThe nervous systemSightHearingSmell and tasteTouchThe locomotor system The senses Tastes The nervous and locomotor systemsKEY STRUCTURES Can / can’t Tell (sb / sth) to .OUR WORLD This / TheseSensing our world Reason clauses: because Present tenses: . reads / is readingREVIEW
LEARNING STANDARDSCULAUTSOCLTLDIGLINPupils are able to:MSTKEY COMPETENCESUnderstand the locomotor and nervous systems are involved in interaction, and identify theelements they are composed of.Know how the senses play an important role in interaction.Understand how the sense organs work.Know some problems that can affect our senses and how to look after the sense organs.Look for, select and organise concrete and relevant information; analyse, reach conclusions,communicate the results, reflect on the process and communicate information orally and inwriting.Express orally, clearly and in order, the contents related to the unit, displayingunderstanding of oral and written texts.Carry out simple experiments and investigations.LIN Competence in linguistic communicationSOC Competence in social awareness and citizenshipMST Competence in mathematics, science and technologyAUT Competence in autonomous learning and personal initiativeDIG Competence in the use of new technologiesCUL Competence in artistic and cultural awarenessLTL Competence in learning to learnDIGITAL RESOURCESPage 71. 02PUPIL'S IWBPage 81. 04Page 101. 05Page 111. 08Page 12 1. 031. 061. 071. 091. 101. 11Page 131. 121. 131. 14TEACHER'S KITPage 141. 151. 161. 17 Teacher's Book, Test generator, Methodology, Wordlists,Worksheets, Lyrics, Multimedia, 360 evaluationsPage 151. 181. 19Page 161. 201. 21FAMILY CORNERPage 171. 231. 24 Presentations, Wordlist, Family guidePage 201. 25MY COMMUNITYLEARNING KIT Interactive content activities, Interactive language activities,Flashcards, Presentations, Song, Multimedia1. 2233UNIT 1NATURAL SCIENCE LEARN TOGETHER PRIMARY 3
346OPENING PAGESSUMMARYThe aim of the unit opener is to develop pupils'observational skills and find out what they already knowabout the five senses. Elicit action verbs that describewhat is going on in the scene and adjectives to describethe various characters and objects.LANGUAGE Question words: which, how, what, etc. Prepositions of place: in, on, under, next to There is / are . Can see / Can smell . Vocabulary: see, hear, taste, feel, hear, senses, senseorgans, hot, cold, smooth, soft, rough, rigidMATERIALSDigital flashcards.1. 02 – 1. 03How I use my senses song Encourage them to produce full sentences as theydo this.GETTING STARTED If you are using an interactive whiteboard, focusonly on the picture of the beach, not the questions.Either elicit ideas about what is happening in thepicture, or ask questions, pointing to each part ofthe picture. Alternatively, use the whiteboard writing tools andask the pupils to come up to the board, mark anarea of the picture and describe what they can see.Help them produce full, correct sentences.STEP BY STEP PAGES 6–7Activity 1Elicit the names of the five senses and the sense organs.Encourage the pupils to talk about the noises they canhear when they come to school, the things they can see,the odours they can smell, etc.Activity 2 Write ‘I can.’ on the board and model the activityusing the sentence starter. With a partner, pupilstake turns to point to things they can see / hear /touch / smell and taste in the picture.Activity 3Check pupils understand the adjectives: rough, hard,smooth, soft, rigid. Ask them to find objects in theclassroom that represent these adjectives. Then askthem to decide which words describe each of theobjects in the picture.Activity 4Use the whiteboard writing tools to circle Alex andCarla in the picture. Elicit full sentences from the class.Activity 5Model the activity and then ask pupils to raise theirhands to answer the question. Draw their attention tothe Useful language box to give their answers.Activity 61. 02Draw pupils attention to the words and the pictures.Elicit examples of things we can sense for each. Whenthey are ready, play the song. Give them time to writetheir answers in their notebooks, and then play thesong again to check.
NATURAL SCIENCE LEARN TOGETHER PRIMARY 3357HOW I USE MY SENSES(Chorus)Five senses one and two,Three, four and five!Five senses we can use,Every day and all our life!Smell! You can smell with your nose,Let’s smell a pretty rose!Touch with fingers and toes,Feel the cold ice when it snows!(Repeat chorus)Taste! You can taste with your tongue,Try different dishes. It’s fun!Hear! We can hear with our ears,And with our eyes we see who’s near!(Repeat chorus)Activity 71. 03Play the song again and ask the class to sing alongwhile they point to the parts of their body.360º EVALUATIONDownload, print and distribute the Diagnostic test andSelf-evaluation test for the pupils to complete.TARGETED QUESTIONS What can you see in the classroom? Let all thepupils participate. You can extend the question by askingthem to look for objects with different characteristics. You can bring some objects to the class and letthe pupils touch them. How do they feel? How do deaf people communicate? Pupilscan make up some gestures of their own for the restto guess. How many foods and tastes can you thinkof? Make a list on the board and let the pupils vote fortheir favourite food.WRAP IT UPPlay ‘Stand up, sit down’ using the song to review thevocabulary of the senses and sense organs. Explain tothe pupils that they have to stand up and sit down everytime one of the senses or sense organs is mentioned.SOLUTIONS1 Eyes, ears, nose, tongue, skin.2 Pupils’ own answers.3 Shell (rough, hard, rigid); seaweed (smooth,soft); rock (rough, smooth, hard, rigid); sand(soft, smooth)4 Carla is building a sandcastle; Alex is surfing.5 He / She is smelling . / tasting . / touching .etc.6 Smell, touch, taste, hear, see.UNIT 11. 02–1. 03
36STORY8SUMMARYThis page opens with a story in which your pupils havethe opportunity to see Carla and Alex at a particularmoment during their day at the beach.They are learning to surf and using their limbs to helpthem balance.LANGUAGE Present simple; First, then, next . Vocabulary: limbs, arms, legs, muscles, joints, knees,salty, bad, delicious, elbow1. 04A day out at the beach.GETTING STARTEDWRAP IT UP Play a memory game with the picture on pages 6–7.With their books closed, pupils tell you details theycan remember from it. Draw a stress pattern on the board and ask the pupilsto find examples of it in the story: Oo (balance,muscles, seaweed, surfing).STEP BY STEP A day out at the beachPAGE 81. 04Ask three pupils to read the story from the book. Therest of the class should read along. The concepts can befurther reinforced by dividing the class into groups ofthree and asking them to act out the story, each takingthe role of the instructor, Alex and Carla. This is a goodopportunity to work on intonation and expressivelanguage.Activity 1Ask the pupils to read the sentences and match themto the correct words. When they finish, they shouldcopy the words and sentences into their notebooks.Review vocabulary and spelling of parts of the body.Divide the class into small groups. Hand out stickynotes and ask pupils to choose one member of thegroup to be a model. The rest of the group labels theirclassmate with the parts of the body written on thenotes.FAST FINISHERS In pairs, one pupil points to a part of his / her body andthe other shouts out the correct name. Then, they canswap.SOLUTIONS1 a. arm; b. leg; c. elbow; d. knee; e. tongue;f. nose
NATURAL SCIENCE LEARN TOGETHER PRIMARY 3WORK TOGETHER379Pupils will use the Cooperative investigation techniqueapplied to an enquiry-based activity to encourage theircuriosity about the world around them. First, the pupilswill discuss their ideas with a partner, then share themwith the class, in order to form a class hypothesis. Next,they will agree on a plan and work in pairs to carry it out.With their partner, they will develop their conclusionsand share them with the class. Finally, the pupils will testtheir hypothesis by comparing their conclusion to theiroriginal hypothesis.LANGUAGE Comparatives: more, less Language of speculation: I think ., I don't think . Vocabulary: sensitive, parts of the bodyMATERIALSBlindfold, variety of objects with different textures,(feather, pine cone, sponge, tennis ball).GETTING STARTED In this section, the pupils will develop their ownhypothesis regarding skin sensitivity. Make sure you have a variety of different objects aspupils will need them in their experiment. Let themtouch the objects and say how they feel.Alternatively, say a texture and ask a pupil to pointto an object with that characteristic.STEP BY STEP PAGE 9Set up the activity, then give the class two minutes toread through the first section and to think about theirhypothesis. Then, divide the class into groups of four. Step 1. Make sure each pair in the group of fourhas a blindfold and access to the materials. Monitorthe pupils as they are blindfolding their partners. Step 2. Make sure the pupils are comfortablewearing the blindfolds and that the experiment iscarried out correctly (touching parts of theirpartner's body with different objects). Step 3. After the pupils have swapped with theirpartners and done the experiment, remind them towrite down their findings in their notebooks. Step 4. Explain to the pupils that they need tocompare their conclusions with the other pair intheir group so they can present their final conclusionto the rest of the class. Pupils should check their hypothesis from Think firstand compare it to the conclusion of their experiment.WRAP IT UPAsk the pupils to discuss their experience of beingblindfolded and how they identified the differentobjects.360º EVALUATIONDownload, print and distribute the Cooperativelearning evaluation for the pupils to complete.UNIT 1SUMMARY
3810THE NERVOUS SYSTEMSUMMARYThese two pages introduce pupils to the nervous system.As there is a significant amount of new vocabulary andconcepts on this double page, it is not necessary toexpect them to absorb all of this information at once. Themain learning aim of the lesson is to understand thepurpose of the nervous system and gain anunderstanding of how it works.LANGUAGE Vocabulary: brain, nerves, skull, spinal cord, spinalcolumn, cerebrum, cerebellum, brain stem, signals,balance, voluntary, involuntary Warn about . Tell (sb / sth) to . Reason clauses: because1. 05The nervous system1. 06Brain and nerves1. 07Activity 21. 08Parts of the brainGETTING STARTED Write this sentence on the board: The nervous systemcontrols everything we do. In teams of four, pupilsthey have 30 seconds to write things the nervoussystem controls, such as walking, talking andbreathing. Pupils compare their answers as a class. Draw pupils’ attention to the initial question andelicit ideas.STEP BY STEP PAGES 10–11 Before you read the texts on page 10, ask pupils topoint to where the brain is in their bodies. Ask themto look at the picture and pre-teach the vocabulary. Ask pupils to say where the nerves in their body are(There are nerves in every part of the body.). Remindthem of the results of the sensitive skin experimentfrom page 9. Ask pupils why some parts of thebody are more sensitive than others. (Some parts ofthe body have more nerves than others.) Point out the diagram of the cross-section of a headon page 11. Ask the pupils why the brain is the mostimportant organ in the body. Explain the different parts of the brain and drawpupils' attention to the photos below. Ask questionsabout the texts to check understanding.Activity 1Help pupils by giving the definitions and asking themto say the words. Ask them to write the answers intheir notebooks.Activity 21. 07First, elicit the purpose of each of the body parts in theword box. Then play the audio twice, the second timepausing to elicit the answers.Activity 3Ask pupils to place their hands on their heads and gentlyfeel their skulls beneath their hair. Ask them to thinkabout the properties of their skull (round, smooth,hard). Ask them what would happen if their skull didnot have these properties.
NATURAL SCIENCE LEARN TOGETHER PRIMARY 339UNIT 111Activity 4Ask pupils what they need to have in order to ridetheir bike or skateboard (balance and coordination)and establish which part of the brain controls this.Activity 5In pairs or groups, encourage pupils to think of whatwould happen if they crossed the road in busy traffic.In what ways the nervous system would alert them ofthe dangers? Draw their attention to the Usefullanguage box to help them give their answers.Activity 6Refer back to the Getting started activity and ask pupilsto write down eight actions in their notebook with apartner. They should then match these to the differentparts of the brain.WRAP IT UPElicit which parts of the brain pupils have used in classtoday and what they used them for (cerebrum forthinking, writing, speaking; cerebellum for puttingtheir hands up, walking; brain stem for actions such asblinking, sneezing, etc.).FAST FINISHERS If you have access to the internet in the classroom, askpupils to find out the name of the bones which protectthe spinal column (vertebrae). If not, ask them toreview the information on the page and create true /false questions for one another.SOLUTIONS1 The brain, spinal cord and nerves.2 a. sense organs; b. brain; c. spinal cord3 It is important because it protects the brain.4 The cerebellum.5 Our senses (hearing, seeing etc) help us avoiddanger.6 Pupils' own answers.
4012SIGHTSUMMARYThis page focuses on the sense of sight and introducespupils to a detailed explanation of how our eyes work.Depending on the level of your class, this can be done ingreater or lesser detail. The important learning aim of thislesson is to give an overview of the process of sight.LANGUAGE This / These Sequence words: then, next, after that, etc. Vocabulary: sight, pupil, iris, lens, retina, eyebrows,eyelid, eyelashes, sweat, dust1. 09Eyes1. 10How do you see things?1. 11Activity 2Activity 3GETTING STARTEDDraw pupils’ attention to the initial question and askthem to identify the colour of their partner's eye andcompare it with theirs.STEP BY STEP PAGE 12 Pupils read the texts. Ask them to identify thedifferent parts of the eye on the diagram. Focus their attention on the framed diagram and askwhat the eye is looking at (cherries). Encourage themto identify the numbered parts of the diagram. Once pupils have read the process of how they seethings, ask questions to check understanding.Activity 1Ask pupils to close their books. Draw a picture of aneye and ask them to help you label the parts thatprotect it from sweat and dust.Activity 21. 11Elicit the meaning of internal and external. Then playthe audio and ask pupils point to each part on thepage. Repeat the audio to elicit the answers.Allow pupils time to really examine each other's eyesand identify the external parts. Remind them to becareful when touching their partner s eyes so as not tohurt them.WRAP IT UPPlay the ‘Alphabet game’ to list things that pupils cansee in the classroom. Pupils have to suggest somethingfor each letter of the alphabet.SOLUTIONS1 The eyebrow, eyelid and eyelashes protect theeye from dust and sweat.2 External (eyebrow, eyelid); internal (lens, retina,pupil, iris)3 The eyelid, eyebrow and eyelashes.
NATURAL SCIENCE LEARN TOGETHER PRIMARY 3HEARING4113This page focuses on the function of the ear. Dependingon the level of your class, this can again be done ingreater or lesser detail. The important learning aim of thispage is to give an overview of the process of hearing.LANGUAGE Vocabulary: hearing, outer ear, middle ear, inner ear,eardrum, canal, substance, earwax; enter, liquid, signal;vibrate; sticky, dirt, infection1. 12Ears1. 13How do you hear things?1. 14Activity 4Activity 5GETTING STARTED Draw pupils attention to the initial question andelicit an answer (We use our ears and our brain). Ask pupils to read the texts and look at the diagram.Talk about ways that we can do this (speaking quietly,etc).Activity 6This activity can be set as homework for the next lesson.STEP BY STEP PAGE 13WRAP IT UPActivity 1Ask pupils to look around the classroom and identifyobjects that make different sounds.Play ‘Hangman’ to review vocabulary from the page.SOLUTIONSActivity 2Pupils can say or write the answers in their notebook.1 Pupils' own answers.Activity 32 The brain.Use sticky notes with the vocabulary written on themand ask the pupils to put them in the correct order.3 Sound wave, outer ear, middle ear, inner ear, brain.Activity 41. 14Read the questions and elicit ideas. Then play the audiotwice, the second time pausing to elicit the answers.4 a. sign language; b. hands5 Keeping the ear canal clean; not putting objectsin our ears.6 Ear infections, tinnitus, etc.UNIT 1SUMMARY
4214SMELL AND TASTESUMMARYThis page reviews the senses of smell and taste. The mainlearning aim is to deepen pupils’ knowledge of how wesmell and taste and which organs and parts of the bodywork together to do this. Pupils will be familiar with thesense of smell and taste, but it is probably the first timethey will reflect on how taste and smell are connected.LANGUAGE Vocabulary: nose, nostrils, olfactory nerve, odour,tongue, taste buds, sour, bitter, horrible, delicious A / an . tastes .1. 15Smell1. 16Taste1. 17Activity 4Activity 4GETTING STARTEDRefer to the initial question and elicit ideas from thepupils (We're unable to smell and taste because of ourblocked nose.).1. 17Check pupils’ understanding of the task. Play the audiotwice, the second time pausing to elicit the answers.Activity 5Pupils discuss the question in small groups.STEP BY STEP PAGE 14Ask pupils to look at the diagram and say what theycan see. WRAP IT UPPlay ‘Pictionary’ to review vocabulary.Activity 1Challenge the pupils to complete this sentence: Theolfactory nerve sends . to our . . Write the sentenceon the board and ask for volunteers to spell the wordsinformation and brain to complete it.SOLUTIONSActivity 22 Taste buds identify different tastes.Say names of different foods and identify their tastes.(bitter, sour, sweet, salty).3 Pupils' own answers.Activity 34 a. flowers and bread; b. coffee Pupils discuss their ideas in pairs or small groups. Theyshould use the Useful language box to help them.5 We sneeze when an irritant (dust, pollen) entersour nostrils or we have a cold. Draw their attention to the Project tips box as thiscontent page could be useful for their project.1 The olfactory nerve sends information to thebrain.
NATURAL SCIENCE LEARN TOGETHER PRIMARY 3TOUCH4315Pupils are introduced to the sense of touch and learn howtheir skin warns them of danger. They will also reviewadjectives to describe the characteristics of objects.LANGUAGE Reason clauses: because Warn (sb) about . Vocabulary: touch, skin, sensory nerve, hot, rough,hard, cold, smooth, softMATERIALSVariety of objects with different textures.Skin1. 19Activity 3Activity 2GETTING STARTED Pass around
UNI 1 NATURA CIENC LEARN TOGETHER PRIMARY 3 33 LIN Competence in linguistic communication MST Competence in mathematics, science and technology DIG Competence in the use of new technologies LTL Competence in learning to learn SOC Competence in social awareness and citizenship AUT Competence in autonomous learning and personal initiative CUL Competence in artistic and cultural awareness
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