Student's Booklet (Natural Science 6)

by Rafael Rodríguez Pérez
Name: ________________________________________________
Phone number: _______________________ Class: _______
Address: _____________________________________________
1 Reproduction
2 Introduction to Physics and

Chemistry
3 Electricity and Magnetism
4 Nutrition I (digestion and

respiration)
5 Nutrition II (circulation and
excretion)
6 The Organization of Living
Things
7 The Classification of Living
Things
Picture dictionary
NATURAL SCIENCE UNIT 1
INDEX
1. Sexual characteristics
2. The reproductive systems
3. Sex cells and fertilization
4. Pregnancy, birth and lactation
by
Rafael
Rodríguez
Pérez
REPRODUCTION 1
0. INTRODUCTION
 Look at this word and complete the chart.
What my partner and I

What I know What my group knows
know
 Dictation.
- Reproduction is the basic life process that living things have to create new
organisms similar to themselves.
 Work in pairs and, later, in groups.

In pairs, draw a woman or man (your teacher will
choose). Later, make a couple with another pair’s man or
woman. Look at the adults’ physical characteristics and draw
their possible child.
Remember that the child needs to be similar to his/her

parents.
1. SEXUAL CHARACTERISTICS
 Look, read and answer.
PRIMARY SEXUAL CHARACTERISTICS

These are the reproductive organs, also known as the genital organs. We are
born with these characteristics.
- What are the
differences between boys’
primary sexual
characteristics and girls’
primary sexual
characteristics?
REPRODUCTION 2
 Secondary sexual characteristics make men and women’s bodies more different.
Classify these into male and female.
more developed muscles –

breasts – more body hair –
facial hair – higher voice –
less body hair – deeper
voice – wider hips
 In pairs, explain why each of these secondary sexual characteristic appears.

• Men: facial hair, deeper voice, more body hair, more developed muscles.
• Women: Breasts, wider hips, higher voice, less body hair.
 Watch these two videos and answer.
- What is puberty? Explain to

one another in pairs. Later,
explain to one another in
groups. Finally, find the best
explanation for puberty and
tell the rest of the class.
Puberty in boys Puberty in girls
https://www.youtube.com https://www.youtube.com/
/watch?v=Yvw7QGytgNQ watch?v=j_mFJ2d0qxQ
REPRODUCTION 3
 Read cooperatively, think and discuss.

Puberty is the stage of life when reproductive organs start working and
secondary sexual characteristics develop.
Puberty may take place between the ages of 10 and 14 in girls, and 12 and 16 in
boys. However, these ages differ from person to person.
Puberty also causes emotional changes. Our mood can change quickly, and we
become more sensitive and self-conscious. Be careful because emotional changes
may cause confusion and anxiety.
During puberty, talking to your parents or an adult friend about feelings is a very
good idea.
2. THE REPRODUCTIVE SYSTEMS
 1-2-group work. Look at these pictures and read the descriptions of its parts.
Match each part and it description.
a. They contain the female sex cells (egg cells or ova).
b. It is the external part of the female reproductive system.
It is formed by folds of skin called labia. It protects the opening
of the vagina and the urethra through which urine is
expelled.
c. They are fine tubes that connect the testes to the
urethra.
d. It produces liquids which help to transport
spermatozoa and give them nutrients. The mixture of these
liquids and sperm is called semen.
e. They connect the ovaries to the uterus.
f. It is a hollow organ with a muscular wall. The baby
develops here during pregnancy.
g. They produce sperm, which contains the male sex cells
(sperm cell or spermatozoa).
h. It is a tube that transports semen to the outside of the
body. It also expels urine.
i. It is a muscular tube between the uterus and the
outside of the body.
j. It is the organ that contains the urethra.
 Group work. Make a poster of the reproductive systems with flaps. Each
flap must contain the description of one part so that you can read it
when you open it.
 Complete these sentences about the reproductive systems.

FEMALE GENITALS
a. The __________ contain the female sex cells, called egg cells or ova.
b. The __________ is a hollow, muscular organ where the baby develops during
pregnancy.
c. The __________ is a muscular tube between the uterus and the outside of the body.
d. The __________ connect the ovaries to the uterus.
e. The __________ is the external, protective organ of the female reproductive system.
REPRODUCTION 4
MALE GENITALS
a. The __________ produce male sex cells called sperm cells or spermatozoa.
b. The __________ connect the testes and the urethra.
c. The __________ produces liquids to transport sperm cells.
d. The __________ transports semen and urine.
e. The __________ is an external organ of the male reproductive system.
3. SEX CELLS AND FERTILIZATION
 Read, look and guess. What is the male sex cell? And the female one?
Sex cells are an essential part of reproduction. They are produced in the
reproductive system and are different in men and women.
 Watch this video and discuss.
‘Miracle’ of life
https://www.youtube.com/watch?v=GE_lI86boUU
 Look at the sex cells and write OVA or SPERMATOZOA next to each sentence.
a. They are found in the ovaries from birth. ______
b. They are large, round cells that can be seen with the naked eye. ______
c. They are produced in testes, starting at puberty. ______
d. They contain all the nutrients for the development of an embryo. ______
e. They are very small and can only be seen under a microscope. ______
f. They have a small head and a long tail which they use to move. ______
g. They mature during puberty. ______
 Make up a complementary poster about sex cells for your reproductive system one.
REPRODUCTION 5
 In pairs, prepare an explanation about fertilization and the development of the

embryo. You can use this picture, the information below and your creativity.
- Fertilization occurs when a sperm cell joins an

egg cell.
- Semen gets into the woman’s vagina.
- The spermatozoa travel through her uterus
into the Fallopian tubes.
- If, at the same time, ovulation takes place and
an egg cell is released from one of the ovaries
to the Fallopian tube, fertilization can occur.
- If fertilization occurs, a new cell, called zygote,
is formed.
- The zygote divides into more cells and they
form an embryo.
- The embryo goes to the uterus, where it
attaches itself to the wall and continues to
grow.
4. PREGNANCY, BIRTH AND LACTATION
 Class chat.
 Do you know any case of pregnancy? Speak
about it.
 How long does a human pregnancy last?
 Work in pairs. Make up an information leaflet about ‘A Healthy Pregnancy’ for

pregnant women. You can use this doctor’s advice.
DOCTOR’S ADVICE FOR A HEALTHY PREGNANCY

Staying healthy during pregnancy is crucial for the
mother and baby. Here is some advice for a healthy
pregnancy:
- Eat a balanced diet, high in proteins,
calcium and iron.
- Drink plenty of water.
- Exercise regularly, but don’t do intense and
high-impact activities.
- Rest and sleep.
- Don’t drink alcohol or smoke.
REPRODUCTION 6
 Write an interview to your mother about her pregnancy. Interview her and write
her answers.
- Use 8 questions, at least. - Use past simple:
 Look at the picture, read and find 5 errors.
a. The embryo is surrounded by a sac called the umbilical cord,

which is filled with liquid and provides protection.
b. A new organ, called the amnion, forms inside the uterus. It
provides nutrients and oxygen from the mother to the zygote. It
eliminates waste products produced by the embryo.
c. The embryo and the placenta are connected by the uterus.
d. The initial embryo becomes a sperm cell, and at about 3
months, all the body parts can be distinguished.
 Watch this video about birth and discuss.
Labour and delivery during vaginal child birth

https://www.youtube.com/watch?v=-cnGKVskrdM
 Read and write sentences about the

advantages and disadvantages of a caesarean
section.
When there are complications during
labour, a doctor performs a caesarean section
to remove the baby directly from the mother’s
uterus.
REPRODUCTION 7
 Read and answer.

A UNIQUE EXPERIENCE
Giving birth to a child is a special and unique experience. After waiting anxiously for
months, the parents finally get to see their new baby.
However, giving birth was more difficult in the past. Labour was painful and dangerous
in many ways. Today, the pain can be controlled with anaesthesias which eliminate the
mother’s pain, but allow her to remain conscious during the birth of her child.
In addition, thanks to many medical advances, risks to mother and baby can be
monitored and often avoided, making the birth process much safer. Even simple
improvements in hygiene have dramatically reduced the risk of infections during birth.
- Why is giving birth a unique experience?
- How was labour different in the past?
- What makes it less painful and safer today?
- Why has the risk of infections decreased?
- Do you think fathers are more involved in the birth process today? Why?
 Read about lactation and debate.

Lactation is the period when the mother’s breasts produce milk. It happens after giving
birth.
Breast milk provides all the nutrients that a baby needs to grow, and substances that
protect against diseases. Breastfeeding consists of the baby feeding on its mother’s milk.
This is the best way to feed a baby, but babies can also be fed artificial milk, called formula
milk.
 Jigsaw technique. Complete the unit diagram.
REPRODUCTION 8
INDEX
1. Composition of matter
2. Physical changes
3. Chemical changes
4. Forms of energy
by
Rafael
Rodríguez
Pérez
INTRODUCTION TO PHYSICS AND CHEMISTRY 9
0. INTRODUCTION
 Work in groups. Choose one material and work on it following these guidelines.
Prepare a short presentation.
- How is your material called?
- What is its state? (Solid,
liquid or gaseous)
- How many substances has
it got?
- Describe it. (Colour, size,
texture, flexibility, hardness,
flavour, smell…)
- How would you use
energy to change it?
1. COMPOSITION OF MATTER
 30’’ challenge. In pairs, find as many examples of matter and non-matter as possible.
 Dictation.
- Matter is made up of one or more substances.
- Wood, plastic, air, etc. are examples of substances.
 In groups, make some mini cards of
pure substances and mixtures. The
secretary will keep them to play.
 Complete these sentences using the words in the box.

a. Pure substances contain only _________ type of component.
b. The component in a pure substance can’t be _________ into separated –
other substances. mixtures – one
c. _________ contain two or more substances.
 Work in groups. Read and classify the mixtures of your cards. There are two main
types of mixtures.
 Heterogeneous mixtures: The different components can be distinguished.
 Homogeneous mixtures: The different components cannot be distinguished.

 Read this story and underline homogeneous mixtures red and heterogeneous
mixtures blue.
Mr. Ralph wakes up at 7 o’clock. As he breathes in the morning air he feels the
blood return to his legs and gets quickly out of the bed. He goes to the bathroom
and washes his face with soap and water, brushes his teeth with toothpaste and
puts on his face cream. After getting dressed it is time for breakfast, cereal with milk
and a cup of chocolate milk. Finally, he is ready to face his day.
 Jigsaw strategy. Choose one of the methods of separation of mixtures. Make a

group of experts with other classmates with the same choice and study it deeper.
Later, go back to your group and explain your method to your mates. Make up a
poster in groups.
2. PHYSICAL CHANGES
 Make a ball of clay, follow your teacher’s instructions and tick the correct boxes in
the table.

 Work in pairs. Complete this diagram with a picture.
 Cooperative reading. Read these definitions cooperatively and guess what term
they refer to.
melting – vaporization – sublimation – condensation –
solidification – reverse sublimation
a. It happens when a solid turns into a gas. _____________

b. It happens when a gas turns into a liquid. _____________
c. It happens when a gas turns into a solid. _____________
d. It happens when a solid turns into a liquid. _____________
e. It happens when a liquid turns into a solid. _____________
f. It happens when a liquid turns into a gas. _____________
- It can happen by evaporation (slowly) or boiling (fast).
 Imagine you are ‘Physical-change man/woman’. Your super powers can change
matter physically. Make up an adventure and write your story.
- Write 150 words at least.
- Use linkers: First, first of all, to start with, second, third, later, after that, however, instead
of, because, in
addition, also,
too, finally, in
conclusion…
- Use Present
Simple:

 Read about expansion and contraction of matter and do.

MATTER EXPANDS AND CONTRACTS
Substances expand when heated and they contract when cooled.
Fill one container with hot water and another with ice water. Hold an empty and
open plastic bottle in hot water for thirty seconds, and then tightly screw on the lid.
Next, hold the bottle in ice water.
3. PHYSICAL CHANGES
 1-2-group technique. Look at this picture and define ‘chemical changes’.

CHEMICAL CHANGES
A chemical change happens when_________________________________________

__________________________________________________________________________
__________________________________________________________________________
 Work in group. Read about the types of chemical reactions (chemical changes) and
prepare an explanation in group.
TYPES OF CHEMICAL CHANGES/REACTIONS
• Oxidation. It happens when some metal substances, such as iron, combine
with oxygen in the presence of water. As a result, rust is produced.
• Combustion. It happens when objects or substances are burned. This
reaction needs oxygen and produces gases (usually CO2), light and heat.
• Fermentation: It happens in some living things, such as yeast and bacteria.
Some types of fermentation are used to produce yogurt, wine or bread.

 Write oxidation, combustion or fermentation. Then, check your partner’s answers.

a. It happens when cars burn fuel to move. _______________
b. Your dad cooks chicken. _______________
c. Cheese and yogurt are produced. _______________
d. Your scissors are outside, it has been raining and they has become rusted.
_______________
e. An apple has turned brown. _______________
 Read, think, do and learn.

PRODUCTION OF GAS DURING DECOMPOSITION
Smash some ripe bananas and put them into a water bottle. Stretch a balloon
over the mouth of the bottle and let it sit in a warm, sunny place until the next day.
The balloon will inflate!
It happens because, like fermentation, decomposition is a chemical change that
produces gas.
 Experiment time. Peel an egg with a chemical change. Take pictures of all the
process, glue those pictures in a sheet of paper and explain what has happened.
You will need: PROCEDURE
- An egg 1st Place the egg into the glass.
- Vinegar 2nd Pour vinegar into the glass to cover the egg.
- A glass 3rd Let it sit for 2 days.
4th You will see that the eggshell has disappeared and your egg
has become transparent. Also, your egg will possible be bouncy,
like a ball.
WHAT’S HAPPENING?
The acid in vinegar and the calcium carbonate of the eggshell react and make
calcium acetate, carbon dioxide (bubbles), and water.
4. FORMS OF ENERGY
 Listen, write and discuss. Dictation.

- All the physical and chemical changes involve energy.

 Think and match.
 Work in groups. Choose a form of energy and prepare a short presentation.
 Work in pairs. Complete the unit diagram.

INDEX
1. Electrical charges
2. Electric current
3. Electric circuits
4. Production of electricity
5. Magnetism
by
Rafael
Rodríguez
Pérez
ELECTRICITY AND MAGNETISM 16
1. ELECTRICAL CHARGES
 Work in groups. Read and make blue and red paper balls.
All objects around us, such as your body or the stars, have electrical charges.
- Types of electrical charges:
Objects around us usually have the same number of positive and negative charges,
so they are electrically neutral.
 Team work. Listen to your teacher and make positively charged objects, negatively
charged objects or electrically neutral objects.
- In your object, three negative charges (electrons) are moving around while
only two positive charges are found in it.
- In your object, you can find seven protons (positive charges) and you can see
that four electrons are moving around.
- One electron is moving and one proton isn’t moving.
- Make a positively charged object and explain why it is so.
- Make an electrically neutral object and explain why it is so.
- Make a negatively charged object and explain why it is so.
 Is the following statement true or false? Explain Why.

 In general, objects are electrically neutral because they have no charges in them.
 Work in groups. Follow these instructions and write about the results of this
experiment.
 Work in pairs. Follow your teacher’s instructions to do an experiment with two

balloons, string and a cloth. Explain the results.
- Blow up two balloons and tie them to strings.

- Rub them with a cloth, hold them by their strings and see how they repel.
- Repeat and compare the experiment by rubbing only one of the balloons.
 Look at these pictures, watch these videos and write about how you can use this in
your invention.
- Objects with the same charge repel.
- Objects with opposite charges attract.
https://www.youtube.com/watch?v=zHJkJGBdvwE
https://www.youtube.com/watch?v=Z-77IzaXGcg
2. ELECTRIC CURRENT
 Read, look, watch the video and discuss.

An electric current is the flow of electrical charges through materials.
https://www.youtub
e.com/watch?v=Vnn
pLaKsqGU
 Read and write a list of three conductors and three insulators.

Materials can be:
- Conductors: Electrical charges can move freely through these materials.
- Insulators: Electrical charges can’t move through these materials.
 Cooperative reading. Read and speak about security at home.

Water is also a conductor of electricity. People are made up mainly of water, so
we are conductors of electricity too. For this reason, it can be very dangerous to use
electrical appliances near water.
When you are going to use an electrical appliance, make sure that you, the
appliance and everything around you are all dry.

3. ELECTRIC CIRCUITS
 1-2-group technique. Match each part of an electric circuit and their definitions.
This provides the electricity. The electrical charges go from one terminal to the other.
It controls the flow of electricity by closing or

opening the circuit.
This transforms the electrical energy into other

type of energy, such as kinetic or light energy.
Cables transport the electricity. They are

connecting wires, usually made of copper,
wrapped in plastic covering.
 Explain to your partner what the difference between an open and closed circuit is.
4. PRODUCTION OF ELECTRICITY
 Read. Where does electricity come from?

A lot of electrical appliances are connected to the electrical grid through a socket.
Every socket is connected by cables to a national grid.
A national grid gives you the electricity created in power plants.

 In groups, write a list of appliances connected to the electrical grid. The group
with the longest list wins.
 Read and say if these power plants practise sustainable development.
 Debate. Divide the class into four groups and each group will belong to a power
plant. Which one causes the most pollution?

BLACKOUT!
At this moment, there is a big storm in Carmona. Lightning is lightning up the
sky, and thunder is roaring above the city. Finally, the storm has caused a blackout,
making Carmona go dark.
Some children are scared. Most of children are lightening some candles and
turning on their torches. We are having lots of fun! But Pepito isn’t…
Feeling better, Pepito is trying to turn on the TV, bit it doesn’t work. He soon
realizes that many other things don’t work without electricity. His tablet’s battery
has run out and there is no way to charge it. Life without electricity is definitely
different…
As there’s nothing we can do about it, Pepito is reading a book by the light of a
torch. Finally, Pepito is enjoying the blackout!
1. What is a blackout?
2. What caused the blackout in Carmona?
3. What electrical device is working during the blackout? How?
4. How is Pepito feeling in the end?
5. Draw a circuit diagram of Pepito’s torch.

5. MAGNETISM
 Read and answer: What can we use magnetic forces for?

A magnet is an object that attracts other objects made of magnetic metals.
This attraction is called magnetism.
Magnets have two areas, called poles:

- Opposite poles attract.
- Same poles repel.
 Write false sentences to confuse your classmates. Then, correct your partner’s
sentences.
 Read and explain to your partner.
The Earth behaves like a giant

magnet and its magnetic poles are
found near the North Pole and the
South Pole.
However, the magnetic poles of
the Earth are opposite to the
geographic poles.
 Work in groups. The needle of a compass is a magnet and

its red part is its north magnetic pole. Why do you think it is
used to orient ourselves?
 Dictation. Write and discuss.

Some animals can notice the Earth’s poles with no compass.
This is very important for migration.

 Think of your invention, describe it in detail and draw it.

- Write 150 words at least.
- Use linkers: First, first of all, to start with, second, third, later, after that, however,
instead of, because, in addition, also, too, finally, in conclusion…
- Imagine your invention is working, so you can use Present Continuous:

Traditional English Cake from

Carmona (Seville)
INDEX
1. Nutrition
2. Digestion
3. Respiration
by
Rafael
Rodríguez
Pérez
NUTRITION I. Digestion and respiration 23
1. NUTRITION
 Jigsaw technique. These four systems work together for nutrition to occur. Why are
each of them important? Make groups of experts to talk about one of the four
systems.
 How are they related to each other? In groups, write your answer in a piece of
paper and put it in a box. Your teacher must keep it until the end of the NEXT unit.
 Work in groups. Read about the group of nutrients that food contains and make
some cards of each of them.
- Carbohydrates. If you eat them, they will provide a fast supply of energy.
o Examples: pulses, potatoes, cereals (rice, bread, pasta…), etc.
- Fats. If you consume them, they will provide a slower supply of energy.
o Examples: oils, butter...
- Proteins. If you eat them, they will provide you with building materials for
growth and to repair your body.
o Examples: milk, meat, fish, eggs, pulses...
- Vitamins and minerals. They are necessary. If you take them, your body will
function properly.
o Examples: fruit, vegetable and dairy products.
- Water. If you drink water, it will transport other nutrients and waste around
your body.
 Play in groups. Listen to the function of a group of nutrients and lift one card from
that group.
- If you take this, it will provide a slower supply of energy.
- If you take this, your body will function properly.
- If you take it, it will transport other nutrients and waste around your body.
- If you eat that, it will provide a fast supply of energy.
- If you eat this, it will provide you with building materials to grow and repair
your body.

 Compare 2 or 3 labels from similar products, for example, 2 types of yogurts, 3 types
of juices, etc. Say what nutrients they have and explain which one is better for your
health.
 Individual activity. There are four processes involved in nutrition. Read about them,
match and make a diagram.
PROCESSES OF NUTRITION
 Incomplete dictation. Close your booklet, write and complete.

- Nutrition is a combination of processes that supply our body with the building
materials and energy that we need to live. These processes are _____________,
_____________, _____________ and _____________.

2. DIGESTION
 Teamwork. Make a poster of the

digestive system with flaps in one of
the halves of a sheet of cardboard.
 Work in pairs. Use the poster to play

a guessing game.
- What’s this part?
- Can you name the parts of
the digestive system in
order?
 1-2-group technique. Read, think and write the stages of digestion in order.
a. Later, the chyme travels to the small intestine. The intestinal juices combine
with bile, produced in the liver, and pancreatic juice, produced in the
pancreas. The chyme transforms into a milky liquid called ‘chyle’.
b. Then, the bolus reaches the stomach, which produces gastric juices. If the
bolus is broken down by the gastric juices, it will form a thick mixture called
‘chyme’.
c. In the mouth, out teeth break down food and it mixes with saliva produced
by the salivary glands. If food is mixed with saliva, it will be called ‘bolus’.
d. Feces leave the body through the anus.
e. In the large intestine, water is absorbed and the indigested food turns into
solid feces.
f. If we swallow the bolus, it will go into the pharynx and down the esophagus.
 Read, watch the videos and talk about the digestion process.
Nutrients are absorbed into the blood in the small intestine. The inside of the
small intestine is covered with tiny, finger-like projections, called ‘villi’, which help to
absorb the nutrients.

https://www
.youtube.co
m/watch?v=
qyWcQiXLw
Do
https://www.
youtube.com/
watch?v=On
oq1Ok7_KM
How food is absorbed Structure of villi

into a human body
 Whole class experience. Read, do and learn.

Let’s see what happens to food during digestion.
1st – Prepare some materials: biscuits (and/or bananas), water, orange juice, milk, a
freezer bag, a stocking and a plastic bottle with a hole.
2nd – Use your hands to smash the biscuits and/or bananas. Imagine you are
chewing the food. Add some water as saliva.
3rd – Put the ‘bolus’ in the bag. Add water and orange juice (gastric juices). Squish
the food so it makes a paste (chyme).
4th – Cut one of the corners of the freezer bag and pass the chyme into the stocking
(small intestine). Add some milk (intestinal juices, pancreatic juice and bile) and pass
the chyle all the way down the stocking into the plastic bottle (large intestine).
5th – Squeeze the feces out of the bottle.
 Cooperative activity in groups. Remember the experience and complete this

diagram. One member of the group will write the first answer and the next one will
explain why it is correct or not and give more information.

3. RESPIRATION
 Read, learn and answer.

THE HEIMLICH MANOEUVRE
It’s a typical day in the school. Children are eating their morning snacks in the
playground. Suddenly, Pepillo stops running and reaches his neck. He can’t breathe!
If he doesn’t breathe, he will have a problem. He is choking on a piece of banana,
and the piece is blocking the airway to his lungs.
If someone helps Pepillo, there won’t be any problem. And that one is Mr Ralph!
He knows how to apply the Heimlich manoeuvre! It consists of three steps:
1. Stand behind the person who is choking and wrap your arms around his/her
abdomen.
2. Place your fist on his/her abdomen between the belly button and the rib
cage, and hold your fist with your other hand.
3. Pull your fist rapidly inward and upward. Repeat this step until the piece of
banana is expelled.
a. Why can the Heimlich manoeuvre save Pepillo’s life?
b. What do you have to do when someone is choking?
c. Explain the Heimlich manoeuvre in your own words.
d. Have you ever choked on a piece of food? How did you get it out?
e. Do you know any other first aid procedures?
 TPR. Follow your teacher’s instructions.

1. We are going to get carbon dioxide (CO2) from our body.
2. If we breathe in, we will take oxygen, which is good for our
bodies. Let’s do it!
3. If we breathe out, we will expel carbon dioxide, which is not
very good for our bodies.
4. Breathe in… Breathe out…
5. Oxygen in… Carbon dioxide out…
 Numbered heads together strategy. Answer or complete.

a. Why do we need to breathe?
b. If we breathe in, we will take…
c. If we breathe out, we will expel…
d. Is carbon dioxide (CO2) hotter or cooler than oxygen?

 Teamwork. Use
the other half of
the cardboard to
make a poster of
the respiratory
system with flaps.
 Work in pairs. Play

with the poster.
- What’s this part?
- Can you name the parts of the respiratory system in order?
- How many lungs do we have?
- How many bronchi do we have?
- Which comes first, the pharynx or the larynx?
- Which are bigger, bronchioles or alveoli?
 Imagine you are a doctor. Write an email with some advice to Mr González. Use the
first conditional, linkers and some advice from the list.

 Individual activity. Read and write oxygen or carbon dioxide.
The alveoli are surrounded by very

little blood vessels. Both the alveoli and
the blood vessels have very thin walls.
This allows oxygen (O2) and carbon
dioxide (CO2) to pass between the
lungs and the blood.
If we breathe in, the O2 in the air will

pass from the alveoli to the blood.
The CO2 produced by all the body

cells passes into the alveoli.

INDEX
1. The circulatory system
2. Circulation
a. Pulmonary circulation
b. Systemic circulation
3. Excretion
a. The excretory system
b. Sweat glands
by
Rafael
Rodríguez
Pérez
NUTRITION II. Circulation and excretion 31
1. THE CIRCULATORY SYSTEM
 Numbered heads together strategy. What function do these parts of the circulatory
system have?
The circulatory system consists of…
- BLOOD
- BLOOD VESSELS
- THE HEART
 1-2-group strategy. Match the parts of the circulatory system

and their definitions.
- It is a liquid substance in our body that gives nutrients
and oxygen to all the body cells. It also transports waste
products and CO2.
- They are tubes that transport blood throughout the
body.
- It is a special type of muscle and acts as a pump to send
blood around the body.
 Cooperative reading. Look, read and answer.

- Plasma. It is a clear fluid which
transports nutrients and waste around
the body.
- Red blood cells. These carry oxygen
from the lungs to all body cells.
- White blood cells. These protect the
body from germs and disease.
- Platelets. These are fragments of old
cells. They help to stop bleeding from
wounds.
a) What are the three types of blood cells?
b) What do they do?
c) Why do you think blood is red?
 Look and think. What blood vessel do nutrients, oxygen and carbon dioxide
(CO2) exchanges take part?
Capillaries have very thin walls. This

allows for nutrients and oxygen to pass
into the body cells, and for carbon dioxide
(CO2) and other waste products to leave
the cells.

 Work in pairs. Watch these two videos and draw a diagram of a heart and its
movements in your notebook. Then, check your partner’s diagram.
Heart song
https://www.youtube.com/watch?
v=JFSF9n0zu18
How a normal heart pumps blood.

v=JA0Wb3gc4mE
 Reading twins strategy. Take a quick look at the text (15 seconds), write a
hypothesis about the text in your notebook. Later, tell it to your reading twin and
read cooperatively the text to check your hypotheses.
BLOOD SAVES LIVES
In Spain, a blood transfusion is needed every
two minutes! Blood transfusions are required after
traffic accidents, in a lot of operations and in the
treatment of some illnesses.
a) Where can you donate blood?
b) Should everyone donate?
c) Why is it important to volunteer? EXTRA CREDIT
Research what the different blood
types are and tell me what is yours.
2. CIRCULATION
 Team work. Watch this video about pulmonary and systemic circulation. Then,
contribute to make up a P.E. circuit to explain circulation.
v=NDk8fmIl9V8
Pulmonary and systemic
circulations
 Individual activity. Read and design a mini poster for your town.
CIRCULATION AND HEALTH
In order to look after our circulatory system...
- We should eat a healthy diet. Consume vegetable fats,
like olive oil, and foods that are high in iron, like pulses.
- We shouldn’t eat too many carbohydrates and fats.
- We should use salt in moderation.
- We should exercise regularly.
- We shouldn’t smoke.
- We shouldn’t consume excessive alcohol.
3. EXCRETION
 Read, look and discuss: How is each system related to excretion?

Excretion is the elimination of waste products from the blood. These substances
are toxic and need to be eliminated.
 Pencils in the centre strategy. Place your pencils in the centre of the table, talk about
the answer for each question and, when you think everyone has the answer, take
your pencil and write it in your notebook.
a) What do you think your kidneys do?
b) What would happen if your kidneys did not work well?
c) Could you live without kidneys?
d) What can you find in your bladder?

 Work in pairs. Watch this video and draw a diagram about the functioning of
the excretory system. Then, explain it to your partner.
Excretory system parts and functions Excretion in human

https://www.youtube.com/watch? https://www.youtube.com/watch?
v=TZMJeZL-BVg v=EhnRhfFLyOg
 1-2-group strategy. Read and match organs and functions.

1. BLADDER a. They carry urine from the kidneys to the bladder.
2. URETHRA b. It stores urine until it leaves the body.
3. KIDNEYS c. It is a tube that releases urine out of the body.
4. URETERS d. They filter the blood, retain waste products and use them
to produce urine. They also reabsorb good nutrients and
water and return them to the blood.
 TPR. Let’s sweat! Stand up, listen and do.

- Take a walk around the classroom.
- March in place.
- Do 20 push-ups.
- Hop on your right foot.
- Hop on your left foot.
- Squat 15 times.
 Think in groups. What components does your

sweat contain? Write a list.
Sweat consists of:
- _____________________.
- _____________________.
- _____________________.
 Mini teaching activity. Look at the picture and

explain to your partner what a sweat gland is
and what it looks like.
Sweat glands are long, coiled tubes that are
inside the skin. They are connected to a pore
on the surface of the skin.

 Read and write TRUE or FALSE. Correct false sentences.

a. Sweat is formed in sweat glands.
b. Sweat has very little water.
c. Sweat cools our body when we are hot.
d. Waste products are not eliminated by sweating.
e. Sweat glands are not considered part of the excretory system.
 1-2 strategy. Copy this introduction and these two columns, listen and complete the
table. Then, check your answers in pairs.
It is very important to look after our excretory system, so we...

INDEX
1. Cells
2. Tissues
3. Levels of organization
by
Rafael
Rodríguez
Pérez
THE ORGANIZATION OF LIVING THINGS 37
1. CELLS
 Topic sentence. Read this sentence and tell your

partner what you know about it. Also, talk about
more things you want to know about the topic.
‘Cells are the basic unit of life and most of them can’t
be seen with our eyes.’
 Two-minute stop technique. Your teacher will read these sentences below. When
he stops, you’ll have two minutes to explain to your mates the sentence with your
own words. Later, the secretary will write a question that all the members have
thought about.
Cells are living things, so they are alive. They carry out the three life processes, as
any other living thing:
- Nutrition: Cells obtain nutrients from food. These nutrients give them energy.
- Reproduction: Cells can divide and produce new cells that are identical to
themselves.
- Sensitivity: Cells react to what they perceive around them.
 1-2-group. Look at the picture and give examples of cells that specialize to perform a
particular function.

 Rotatory sheet technique. Divide a sheet of paper into two columns and write
unicellular living things and multicellular living things on the top. You will pass the
sheet around every 30 seconds and draw and write as many living things as
possible.
 Why do you think cells are different? Discuss.
 1-2-group. Look at an animal cell and a plant cell. Later, answer.
a. What parts do they have in common?

b. What organelles do plant cells have that animal cells don’t?
c. Why do you think plant cells need cell walls?

 Work in pairs. Make a model of a plant or animal cell with plasticine. You mustn’t
make the same as your partner. Then, label its parts with a toothpick and explain
their functions to your partner. You have to evaluate each other using this table:
Organelles: They have Nucleus: It controls the Cytoplasm: It is a jelly-like

different functions function of the cell. It’s material, composed mainly of
(nutrition, like a ‘brain’. water. It contains the
respiration…). organelles.
Membrane: This is the Cell wall: ONLY PLANT Chloroplasts: ONLY PLANT
covering around the CELLS. It is a rigid wall CELLS. They are specialized
cell. It controls what around the membrane. organelles that absorb sunlight,
goes in and out of the They make stems and which plants need to carry out
cell. branches so hard. photosynthesis and make food.

EXPLORING TINY LIFE FORMS
In the past, scientists could only observe the world around them
with the naked eye (only with their eyes). They didn’t have any
instrument to see very small things.
However, around the year 1700, the Dutch scientist Anton Van
Leeuwenhoek changed science forever. He could examine a drop of
water using a simple microscope, which was basically a powerful
magnifying glass. Van Leeuwenhoek discovered a new world, full of
tiny living things.
Using his simple microscope, Van Leeuwenhoek observed and
drew pictures of cells and many microorganisms, including bacteria.
This made him the ‘Father of Microbiology’.
a. Who was Anton Van Leeuwenhoek? Where was he from?

b. What did Van Leeuwenhoek invent to observe objects that were
invisible to the naked eye?
c. What ‘new world’ did he discover?
d. Why do we call him the ‘Father of Microbiology’?
e. Do you think his invention has influenced medicine? Why?

 Research. Answer these questions and write 3 more interesting questions and
answers related to cells. Curiosity is the best instrument to become a better scientist.
1. Which is the smallest cell in the human body?
2. Which is the largest cell in the human body?
3. How do cells reproduce?
4. How do cells get nutrients?
5. Are bacteria cells?
6. ___________________________________
7. ___________________________________
8. ___________________________________
2. TISSUES
 Numbered heads together. Complete:

Groups of the same type of cells join together to form ____________.
 1-2-group. Look at these tissues, think and label.

Bone tissue, muscle tissue, blood tissue, nervous
tissue, fat tissue and epithelial tissue.
 Individual activity (3’). Match animal tissues, their functions and the cells that form them.

 Guessing game in group. One volunteer has to choose one tissue and draw it in a
piece of paper. The rest of the group has to guess the tissue.
 Dictation.
- Plants have different types of tissues. For example: dermal tissue, ground tissue and
vascular tissue.
 Individual activity. Read about plant tissues and write what tissue refers to each
definition.
a. It makes up most of the plant. It provides support, stores nutrients and

performs photosynthesis. _________________
b. It transports substances. _________________
c. It covers the leaves and young stems, and provides protection. It’s similar to
our skin. _________________

3. LEVELS OF ORGANIZATION
 All for one and one for all technique. In groups, do these short activities
cooperatively. You can’t do the next activity if you are not sure that everyone
understands the previous one.
a. Look, think and order the levels of organization from the smallest to the largest.
b. Complete these sentences.
b.1. Groups of the same type of cells join together to form ___________.
b.2. Tissues join together to form ___________. Tissues in the same
___________ work together to perform a common function.
b.3. Organs join together to form ___________. Organs in ___________ work
together to perform a common function.
b.4. All the different systems work together to form an ___________, a living
thing.
 Write a summary about the most important contents in this unit. Use your own
words.

 Work in groups. First, draw the class representative’s silhouette in a large piece of
paper. Later, in groups, make posters of his/her level of organization. Each group
will work on a different system.
You can work on any of these
systems: digestive system,
respiratory system, circulatory
system, excretory system, nervous
system, muscular system or
skeletal system.
Here, you can see a very simple

example. You should add more
information, such as cell shape and
size, parts of the cell, function of the
tissue, function of the organ, function
of the system, parts of the system, etc.

INDEX
1. Kingdoms
2. The Animal Kingdom
3. The Plant Kingdom
4. The Fungi Kingdom
5. The Protista Kingdom
6. The Monera Kingdom
by
Rafael
Rodríguez
Pérez
THE CLASSIFICATION OF LIVING THINGS 45
1. KINGDOMS
 Look at this picture in pairs and answer.
- What living things can you see?

- How would you classify these living things?
 Numbered heads together. Read and tick ( ).

Living things are classified into kingdoms. Living things from the same kingdom
have similar characteristics.
Animals Plants Fungi Protists Monerans

Unicellular
Multicellular
Make their own food
Feed on other organisms

 Write sentences comparing fungi to animals and plants.

a. Fungi are like animals because…
b. Fungi are like plants because…
2. THE ANIMAL KINGDOM
The Animal Kingdom includes organisms with very different characteristics. The
main difference is whether or not they have a skeleton (with backbone).
 1-2-group strategy. Classify these groups of animals into vertebrates and

invertebrates. Use a Venn diagram.
 Dictation.
- All the vertebrates have a backbone, which consists of many vertebrae.
 All for one and one for all technique. Read these characteristics of vertebrates and
write them in the correct column.
 They are oviparous and take care of  Their bodies are covered with feathers.
their young.  They breathe with lungs.
 They are viviparous, and the  They breathe with lungs.
females produce milk.  They breathe with lungs.
 They are oviparous.  Their bodies are covered with fur or
 They are oviparous. hair.
 They are oviparous.  They have 2 legs and 2 wings.
 They breathe through gills when  Adults have legs.
they are young and with lungs  Most of them have legs.
when they are adults.  Most of them have legs.
 They breathe through gills.  They have fins.
 Their bodies are covered with  Their skin is covered with scales.
scales.

 Write these characteristics on a piece of paper, cut them out and glue them on a
large piece of paper to make a poster.
 Bring a picture of an animal from one of the groups of

vertebrates, write its name in a card and glue it on the poster.
 Copy these terms in your notebook. Later, watch this

video and write some information from it about the
six groups of invertebrates.
- Sponges:
- Cnidarians (jellyfish):
- Worms:
- Molluscs:
- Echinoderms: https://www.youtube.com/watch?v=rzxFTrktN1c&t=35s
- Arthropods:
 Compare your information with your classmates from the same group. Later, watch
again and complete your data.
 Complete your poster on the classification of living things.

Copy the data about the invertebrates in a piece of paper and enrich the poster
about living things.
Also, search the Internet for photographs of different invertebrates and glue
them on the poster.
 Read, discover and answer.

AN UNUSUAL MAMMAL
The platypus is unique. It is a small, semi-aquatic mammal that lay eggs! When
the females are going to have babies, they hide in burrows. There, they lay up to
three eggs that hatch about ten days later. Platypuses are mammals, so the babies
drink their mother’s milk.
Platypuses look like beavers. Their body and tail are covered with brown,
waterproof fur that keeps them warm in cold water. They have four webbed feet
and a duck-like bill with no teeth.

Platypuses are originally from Australia, and they live on land. They walk and
run, and can dig with the long nails they have on each foot. They are excellent
swimmers and spend lots of time in rivers. They eat small aquatic animals, such as
worms, insect larvae and shrimps.
a. Where do platypuses live?
b. What do they do in burrows?
c. Do they use their teeth to eat?
d. Are platypuses carnivore or herbivore?
e. Can you describe a platypus?
3. THE PLANT KINGDOM
 In groups, read about plants and prepare a class to your classmates. Be creative.
Each group will have 5 minutes and everyone must contribute.
 Read and say which kingdom each living thing belongs to.
a. Multicellular – cannot move about – makes its own food 
b. Unicellular – very small – makes its own food 
c. Multicellular – can move about – feeds on other organisms 
d. Multicellular – aquatic – makes its own food 
e. Multicellular – cannot move about – feeds on other organisms 
 Answer these questions.

a. Which two groups of plants with no flowers do you know?
b. Describe them.
c. Where do they live?
d. How do they reproduce?

 Describe this picture. Give as much information as you can. Remember that
adjectives in English are always in singular and go before nouns.
Write 120 words at least and use present simple and continuous.
(-s in the 3rd person sing.) (verb to be + verb with –ing)
4. THE FUNGI KINGDOM
 Look at these fungi and discuss. How are fungi similar to plants and animals? How
are they different from animals and plants?
 Dictation.
- Fungi can’t move about and some of them grow in soil, like plants.
- Fungi can’t make their own food, like animals.
 Read and understand this information about fungi.

Mushrooms, mould and yeast are all fungi. They have some characteristics in
common.
- They reproduce with spores that are carried by the wind.
- They produce a substance which breaks down plant and animal matter. This
way, they absorb nutrients from plants and animals.
- Most fungi are multicellular (mushrooms), but some are unicellular (yeast and
mould).

 Thinking twins. Remember and write true or false.

a. Fungi reproduce with spores, like non-seed plants. ___
b. All the fungi are multicellular. ___
c. Fungi feed only on plants. ___
d. Some fungi are beneficial to people. ___
 Look at these pictures, read and debate.
Imagine you had a magic button that can destroy all the fungi
on Earth. Would you press it?
- I would press the button because…
- I wouldn’t press the button because…
5. THE PROTISTA KINGDOM
 Work in groups. Read and write sentences to compare protozoa and algae. Then,
discuss.
Protists include two very different types of organisms: algae and protozoa.

6. THE MONERA KINGDOM
 Read and listen to the song to fill in the gaps. Use these words:
sick – harmless – food – see – small – mouth
Monera are unicellular living things. This kingdom includes
bacteria, the most abundant of all living things. They are very much
simpler than protists.
https://www.youtube.com/watch?v=ZrSw0UE7iwI
 Read, think and write true or false.

a. Some bacteria are helpful (good for us). ___
b. Cholera is a very harmful (opposite of harmless) bacteria. ___
c. Some bacteria make their own food, but others don’t. ___
d. Bacteria are the smallest and simplest living things. ___
e. They are all microscopic. ___
f. We use bacteria to make yogurt. ___
 Complete the poster with the information about Fungi, Protista and Monera
Kingdom.

NATURAL SCIENCE YEAR 6
By Rafael Rodríguez Pérez
INDEX
1. Reproduction
2. Introduction to Physics and Chemistry
3. Electricity and Magnetism
4. Nutrition I (digestion and respiration)
5. Nutrition II (circulation and excretion)
6. The Organization of Living Things
7. The Classification of Living Things
PICTURE DICTIONARY 53

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by Rafael Rodríguez Pérez

2 Introduction to Physics and

3 Electricity and Magnetism

4 Nutrition I (digestion and

 Look at this word and complete the chart.

What my partner and I

 Work in pairs and, later, in groups.

Remember that the child needs to be similar to his/her

 Look, read and answer.

PRIMARY SEXUAL CHARACTERISTICS

more developed muscles –

 In pairs, explain why each of these secondary sexual characteristic appears.

 Watch these two videos and answer.

- What is puberty? Explain to

 Read cooperatively, think and discuss.

2. THE REPRODUCTIVE SYSTEMS

 Complete these sentences about the reproductive systems.

3. SEX CELLS AND FERTILIZATION

 Watch this video and discuss.

 In pairs, prepare an explanation about fertilization and the development of the

- Fertilization occurs when a sperm cell joins an

4. PREGNANCY, BIRTH AND LACTATION

 Work in pairs. Make up an information leaflet about ‘A Healthy Pregnancy’ for

DOCTOR’S ADVICE FOR A HEALTHY PREGNANCY

 Look at the picture, read and find 5 errors.

a. The embryo is surrounded by a sac called the umbilical cord,

 Watch this video about birth and discuss.

Labour and delivery during vaginal child birth

 Read and write sentences about the

 Read and answer.

 Read about lactation and debate.

 Jigsaw technique. Complete the unit diagram.

 Complete these sentences using the words in the box.

INTRODUCTION TO PHYSICS AND CHEMISTRY 10

 Jigsaw strategy. Choose one of the methods of separation of mixtures. Make a

INTRODUCTION TO PHYSICS AND CHEMISTRY 11

 Work in pairs. Complete this diagram with a picture.

a. It happens when a solid turns into a gas. _____________

INTRODUCTION TO PHYSICS AND CHEMISTRY 12

 Read about expansion and contraction of matter and do.

 1-2-group technique. Look at this picture and define ‘chemical changes’.

A chemical change happens when_________________________________________

INTRODUCTION TO PHYSICS AND CHEMISTRY 13

 Write oxidation, combustion or fermentation. Then, check your partner’s answers.

 Read, think, do and learn.

 Listen, write and discuss. Dictation.

INTRODUCTION TO PHYSICS AND CHEMISTRY 14

 Think and match.

 Work in groups. Choose a form of energy and prepare a short presentation.

 Work in pairs. Complete the unit diagram.

INTRODUCTION TO PHYSICS AND CHEMISTRY 15

- Types of electrical charges:

 Is the following statement true or false? Explain Why.

 Work in pairs. Follow your teacher’s instructions to do an experiment with two

ELECTRICITY AND MAGNETISM 17

- Objects with opposite charges attract.

 Read, look, watch the video and discuss.

 Read and write a list of three conductors and three insulators.

 Cooperative reading. Read and speak about security at home.

ELECTRICITY AND MAGNETISM 18

It controls the flow of electricity by closing or

This transforms the electrical energy into other

Cables transport the electricity. They are

Student's Booklet (Natural Science 6)

Student's Booklet (Natural Science 6)