This book is a collective work, conceived, designed and created by the Editorial department at Santillana, under the supervision of Teresa Grence. EDITORS Raquel de Andrés, Beatriz Bejarano, Francisco Javier Lahiguera, Adela Martín, Antonio Pinilla, Virginia R. Mitchell, Heather Sutton, Ros Walford, David Wile ILLUSTRATORS Giulia De Amicis, Julio Antonio Blasco López, Alex Fernández, OyeMathias CLIL CONSULTANT Sheila Tourle EDITORIAL MANAGERS Aurora Moral, María Antonia Oliva PROJECT DIRECTOR Lourdes Etxebarria BILINGUAL PROJECT DIRECTOR Margarita España Do not write in this book. Do all the activities in your notebook. 4 P R I M A R Y Natural and Social Science
World MakErs materials Have an open mind. Ask questions and investigate. Be creative. Communicate. Be a critical thinker. Collaborate with others. Show solidarity. Be autonomous. I love learning!
Follow the lEarNINg path to a better world! S T E P 2 Finally, at the end of each term, you will take the Challenge and work in .teams to achieve the SUSTAINABLE DEVEL0PMENT G0ALS. DISC0VER THE PR0BLEM described in the Learning situation. Observe the world around you and ask yourself lots of questions. What can you do t o make the world a better place? LEARN NEW THINGS to understand the world. Think critic ally, investigate and cooperate with others. S T E P 1 S T E P 3 S T E P 4 LEARN BY D0ING Develop your skills in the STEAM/GEO/HISTORY lab. Communicate in Language makers. Then Take action to change the world. CHECK Y0UR PR0GRESS What new things have you learnt?
Learning situation Essential knowledge We promote good health 8 Eating a variety of foods promotes good health. How can we improve our diet? – Health – Food groups – A balanced diet – Healthy habits We love plants 24 Plants are essential for all living things. What can we do to save forests? – Parts of a plant – Plant nutrition – Plant reproduction – Types of plants – The importance of plants 1 2 We care about climate change 82 Evidence shows that human activities are changing the climate. How can we fight climate change? – Factors affecting climate – The climates of Spain – Climate change – The impacts of climate change We protect ecosystems 98 Ecosystems are essential for life on Earth. What can we do to preserve ecosystems? – Aquatic ecosystems – Terrestial ecosystems – Biodiversity – The importance of ecosystems 5 6 What are you going to LEARN? REV I EW 1 AND 2 We respect all living things 44 Millions of different living things live on Earth. How can we protect the diversity of life on Earth? – Living things – The five kingdoms – Fungi – Protoctists and bacteria We discover the Earth 60 Natural hazards can cause extreme damage. How can we prepare for them? – The Earth in the Solar System – The Earth’s spheres – Globes and maps – The uses of maps 3 4 REV I EW 3 AND 4 CHALLENGE: EAT WE L L Plan a weekly balanced menu REV I EW 5 AND 6 We participate in public life 116 We are not all the same, we are all unique people. How can we respect diversity? – The territory of Spain – The territorial organisation of Spain – The population of Spain – The distribution of the population 7
STEAM/GEO/HISTORY lab Language makers Take action Science workshop Analyse your spare time Tech workshop Create a fridge for healthy eating A colourful diet Keep a healthy diet Tech workshop Make a seed tray Science workshop Find out what seeds need to grow Trees for the planet Save forests Geography workshop Make a pollution catcher Design workshop Draw a future landscape Climate change facts Fight climate change Science workshop Analyse a protected area Tech workshop Make a diorama The unexpected deep sea life Preserve sea life What are you going to DO? Science workshop Measure biodiversity in an area Tech workshop Make yogurt A microscopic world Protect life in the park Geography workshop Interpret scale on maps Design workshop Design an orienteering game A record eruption Plan an emergency drill Geography workshop Make a 3-D population density map Design workshop Design a board game Forced to leave home Respect diversity
What are you going to LEARN? Learning situation Essential knowledge We save natural resources 132 From water to gas, some natural resources are running out fast. How can we conserve natural resources? – Production – Environmental impacts of production – Sustainable production – Sustainable consumption 8 We learn about Prehistory 156 Excavations have recovered many prehistoric remains. How can we learn from them? – Life during the Palaeolithic Age – Life during the Neolithic Age – Life during the Metal Ages – Rock art We explore Ancient History 172 Ancient stories provide clues to the past. How can we bring ancient stories to life? – Pre-Roman peoples – Ancient Greece – Ancient Rome – Life in Hispania – The Roman legacy 9 10 D IG I TAL PROJ ECT KEY VOCABULARY REV I EW 7 AND 8 CHALLENGE: BE A RESPONS I BL E CONSUMER Plan an advertising campaign to promote alternatives to single-use plastics REV I EW 9 AND 10 We explore forces and machines 190 Simple machines make life easier. How can we promote great inventions? – Forces – Machines – Great inventions – Using machines in daily life We use the internet responsibly 206 The internet is a very useful tool when used properly. How can we use the internet responsibly? – The internet – How to search the internet – Communications in the digital era – Basic rules for the internet 11 12 REV I EW 1 1 AND 1 2 CHALLENGE: RESPECT OUR D I F F ERENC ES Write a report about different cultural traditions
What are you going to DO? STEAM/GEO/HISTORY lab Language makers Take action Thinking routines Investigate inequality Design workshop Make a poster about the circular economy What a waste! Reduce waste History workshop Study prehistoric techniques Design workshop Make an album of palaeolithic animals Clues from the past Create a prehistoric collection History workshop Investigate the legacy of Ancient Greece Design workshop Make a map of Roman monuments Ancient myths Bring ancient stories to life Science workshop Explore and use a lever Tech workshop Make a catapult Great inventions for daily life Promote great inventions Tech workshop Write an essay on social media Think before you click Be respectful on the internet
Being in contact with nature helps us to be healthy. QUICK QUIZ! We love plants Plants are essential for all living things. They provide us with oxygen and food, and are home to many animals. One of the best places to find plants is in the forest. However, many forests are disappearing. What can we do to save forests? LEARNING SITUATION 2 Are plants living things? What parts do all plants have? Think of another question to ask the class. 24 · t w e n t y - f o u r
MY STUDY PLAN Learn Parts of a plant Plant nutrition Plant reproduction Types of plants The importance of plants Do STEAM lab Make a seed tray Find out what seeds need to grow Language makers Trees for the planet Take action Save forests Check your progress W0RK WITH THE PH0T0 What is the girl doing? What types of plants can you see? Have you ever been in a forest? t w e n t y - f i v e · 25 She is... I can see...
Some plants have many small roots. What are the main parts of a plant? word bank leaf root stem Roots The root is the part that holds the plant in the ground. Roots absorb water and other substances from the soil. They also store food for the plant. There are two main types of roots: Some plants have a thick main root. Stem The stem supports the plant. It carries water and other substances to all the parts of the plant. There are two different types of stems: Herbaceous stems are thin, soft and flexible. HERBACEOUS STEMS grass Woody stems are tough and rigid. They are usually divided into branches. Trees have a single stem or trunk. Shrubs have many short woody stems. WOODY STEMS tree shrub TH I N K AB0UT IT ! Carrots are roots that people eat. Which type of root is it? 26 · t w e n t y - s i x
2 Leaves Leaves are responsible for making food for the plant. Leaves are generally green and have two parts: 1 ●○○ DRAW a round leaf with a toothed edge. Label the parts. 2 ●●○ LISTEN, name and draw another root that we eat. 3 ●●○ DISCUSS How are trees and shrubs different? B e a Sc i e nt i s t ! Leaves have different shapes and edges. Leaves according to their shape The blade is the flat part of the leaf. The petiole attaches the leaf blade to the stem. round smooth ovate toothed triangular lobed linear hand-shaped needle-shaped heart-shaped spear-shaped Leaves according to their edge INVESTIGATE Find out the difference between evergreen trees and deciduous trees. Give an example of each type of tree. Trees have a… t w e n t y - s e v e n · 27
How do plants make food? Unlike animals, plants make their own food. Photosynthesis Photosynthesis is the process in which plants make their own food. To carry it out, plants need water, mineral salts, carbon dioxide and sunlight. During photosynthesis, plants release oxygen into the air. TH I N K AB0UT IT ! How do we take care of plants at home? word bank elaborated sap photosynthesis raw sap Roots take in water and mineral salts from the soil. This mixture of water and minerals is called raw sap. 1 Raw sap travels up the stem to the leaves. 2 28 · t w e n t y - e i g h t
2 The leaves absorb carbon dioxide from the air and trap sunlight. Plants use sunlight to transform carbon dioxide and raw sap into elaborated sap. The elaborated sap travels from the leaves to other parts of the plant. 4 ●●○ EXPLAIN the difference between raw sap and elaborated sap to your partner. INVESTIGATE In which direction does raw sap circulate? And elaborated sap? When does photosynthesis take place? During the day or at night? Why? B e a Sc i e nt i s t ! Respiration in plants Like animals, plants continually take in oxygen from the air and expel carbon dioxide. Plants produce much more oxygen than they use. Elaborated sap is… Raw sap is… 4 3 t w e n t y - n i n e · 29
The corolla consists of coloured parts called petals. How do flowering plants reproduce? word bank flower fruit seed Most plants reproduce by flowers. Flowers become fruits. Fruits contain seeds. Parts of the flower The life cycle of a flowering plant The calyx consists of small green leaves called sepals. The pistil is the female part of the flower. It is shaped like a bottle. It contains the ovary. The stamens are the male part of the flower. They produce pollen. When a seed falls to the ground, a new plant begins to grow. 4 Pollen reaches the pistil of another flower and travels to the ovary. 2 The ovary develops into a fruit. The fruit contains seeds. 3 Pollen is produced in the stamens. 1 30 · t h i r t y
2 Fruits The fruit protects the seeds. There are two main types of fruits: fleshy fruits and dry fruits. Seeds The seed contains a very small plant inside, called an embryo. The seed also contains food to keep the embryo alive. Fleshy fruits are juicy and soft. They contain a lot of water. FLESHY FRUITS Dry fruits have little water inside. DRY FRUITS Thanks to the seed's food, the young plant, called a seedling, grows above ground. When the seed falls to the ground and finds enough moisture, a new plant begins to grow. 5 ●●○ CoPY and label the parts of the flower in your notebook. 6 ●●○ CLASSIFY these fruits into fleshy fruits and dry fruits: melon almond apple orange oBSERVE What part of the plant are tomatoes? B e a Sc i e nt i s t ! embryo A B C E D t h i r t y - o n e · 31
Are all plants the same? Plants can be divided into two large groups based on how they reproduce: seed plants and seedless plants. Seed plants They are the most abundant. They are divided into flowering plants and non-flowering plants. Flowering plants They have flowers and fruits. They produce seeds. Most plants are flowering plants. Non-flowering plants They have cones. They produce seeds. Their leaves are usually needle-shaped. Most non-flowering plants are evergreen. cherry tree cypress apple tree poppy pine fir word bank flowering plant non-flowering plant seed plant seedless plant 32 · t h i r t y - t w o
2 Seedless plants Seedless plants do not reproduce by seeds. They do not have flowers or fruits. Mosses and ferns are seedless plants. Mosses They are very small plants. They absorb water and mineral salts throughout their bodies. They live in damp, shady places. They grow on rocks, trees and on forest floors. Ferns They are bigger than mosses. They have large leaves. They live in damp places, such as forests and riversbanks. moss fern 7 ●○○ WRITE the group and subgroup each of these plants belongs to. B e a Sc i e nt i s t ! oBSERVe Which group do you think most of the plants that we eat belong to? Explain your answer. A C B t h i r t y - t h r e e · 33
Why are plants essential? Plants and the environment Plants are really important for the planet and for all living things. word bank food medicines oxygen Plants provide food for other living things. Plants are home to many animals. Plants absorb carbon dioxide and release oxygen into the air. Plants protect the soil and keep it from being washed away by rain and wind. B e a Sc i e nt i s t ! investigate How do animals help plants to reproduce? Plant roots clean water before it reaches the river. 34 · t h i r t y - f o u r
2 Plants and people We use plants for many different things. Plants provide food for people and livestock. Fabrics such as cotton are made from plants. Many of the medicines we use are obtained from plants. Some plants are used for decoration in parks and gardens. 8 ●○○ discuss. How do squirrels benefit from plants? 9 ●○○ make a list of the things in your class that are made from plants. Paper and furniture are also made from plants. t h i r t y - f i v e · 35
M A K E A S E E D T R AY STEAM LAB TECH W0RKSH0P DECIDE what recycled materials you are going to use to make your seed tray. ADD soil to the seed tray without filling it completely. CHooSE the seeds you are going to plant. You can plant lentils, beans, pumpkin or watermelon seeds. SoW the seeds. Growing seeds in seed trays 1 Make a small hole in the soil for each seed, always to one side of the container. 2 Make the holes a distance apart from each other. 3 Add the seeds and cover them with soil. Water them well. 4 Wait to see four leaves appear bef ore planting your seedling in the ground. You can use transparent containers for the seed trays to observe the seeds growing inside. Seeds grow very easily in special containers or seed trays. The young plants, called seedlings, can later be planted in the ground. We are going to make seed trays using recycled materials. 36 · t h i r t y - s i x
F I N D O U T W H AT S E E D S N E E D T O G R OW oRGANISE yourselves into groups. Each group sows seeds in three seed trays. RECoRD your observations in your notebook. Use this table as a template. Day 3 Day 6 Day 9 Day 12 Seed tray 1 ... ... ... ... Seed tray 2 ... ... ... ... Seed tray 3 ... ... ... ... SHARE your conclusions with the class. Do all the seeds sprout and grow? Check the table to find out what seeds need to grow. Not all the seeds become new plants. Let's discover what seeds need to develop into new plants. STEAM LAB SCIENCE W0RKSH0P On Day 6, the seeds... Place your third seed tray in a sunny place. Do not water it. Place another seed tray in a sunny place. Water it regularly. Place a seed tray in a dark place. Water it regularly. Seed tray 1 Seed tray 2 Seed tray 3 2 t h i r t y - s e v e n · 37
Let's read! READ the article about a tree-planting campaign. Let's speak! SHARE your experiences. Have you ever planted a tree? How did it make you feel? TALK. What native plants grow near you? TREES FOR THE PLANET LANGUAGE MAKERS 38 · t h i r t y - e i g h t Native trees are... I think... Sc h o o l c h i l d r e n t a ke p a r t i n t r e e p l an t i n g Children from a local school have taken part in planting about 200 trees to increase green spaces and local biodiversity. Trees provide us with so many benefits. They filter air and water. They help to combat climate change and are homes to other plants and animals. The children planted native trees, that is, plants that are naturally found in the area. Native trees are adapted to the local environmental conditions, need less care, have a better chance of survival and require far less water. Planting trees helps to reduce C02 emissions and makes the air cleaner. Planting trees can help to fight climate change and biodiversity loss. Stop talking, start planting! ANSWER the questions. Who planted the trees? Why did they plant the trees? What trees did they plant? Why did they choose them?
Forests are really important for all living things. They are home to many plants and animals. However, many forests are disappearing due to excessive logging, pollution or forest fires. We can all help to preserve forests. READ the poster and think of some other tips to save forests. MAKE your own poster with some tips to protect forests. six tips some drawings or photos SHARE your poster with the class, your family and friends. t h i r t y - n i n e · 39 TAKE ACTI0N S AV E F O R E S T S 2 6 tips to save forests 1 Join a tree-planting campaign. 2 Don't pick wild flowers. 5 Reuse paper. 4 Keep to marked paths. 3 Pick up litter as you walk in the forest. 6 Share your love of forests with others. Don't throw used paper away. It can be reused! You can include:
C H E C K YO U R P R O G R E S S 40 · f o r t y Summary 1 ●○○ LISTEN and CoMPLETE the summary. Plants are essential for all living things. They pro vide us with food and oxygen. • Plants have three main parts: roots, a stem an d … . • During photosynthesis, plants make their own … and release … into the air. • Plants are classified into two main groups: … and … . • Most plants reproduce by … . Organise the information 2 ●○○ CoPY and CoMPLETE the concept map. Use these words: home oxygen stem seedless plants PLANTS MAIN PARTS IMPORTANCE TO THE ENVIRONMENT GROUPS food … protect the soil roots … … leaves seed plants … clean water
5 ●●○ WRITE the group these plants belong to. They have flowers, fruits and seeds. They are seedless plants with large leaves. 6 ●●● EXPLAIN what we obtain from plants in your notebook. My portfolio Choose one task and keep it. CoLLECT different leaves from the ground. Glue them in your notebook and describe them. MAKE a poster about fleshy fruits and dry fruits. WRITE a list of plants from the supermarket. Indicate which part of each plant we eat. f o r t y - o n e · 41 My progress 7 CoPY and CoMPLETE in your notebook. Now I know that... I want to learn more about... I protect forests by... Apply 3 ●●○ DESCRIBE the plant in your notebook. It has a … stem. Its fruits are … fruits. It reproduces by … . It is a … . 4 ●●● copy the picture and EXPLAIN how plants make their own food in your notebook. 2. … 1. … 3. … 4. … They have cones. They absorb water throughout their bodies. 2
Unit 1. We promote good health 1. Health is a state of complete... a) happiness. b) absence of disease. c) physical, mental and social wellbeing. 2. The origins of the foods we eat are: a) animal, vegetable and mineral. b) vegetable, mineral and fruits. c) animal, vegetable and fats. 3. These are all body-building foods: a) rice, pasta and fruit. b) pasta, cereals and oil. c) meat, fish and eggs. 4. Every day we should drink... a) six to eight glasses of water. b) only one fizzy drink. c) two to four glasses of water. 5. Ultra-processed foods are: a) yogurt, vegetables and eggs. b) pizza, hamburgers and donuts. c) milk and a tin of corn. Test time! CH00SE the correct answers and write them in your notebook. R E V I E W 1 A N D 2 Unit 2. We love plants 6. Woody stems are... a) soft and flexible. b) tough and flexible. c) tough and rigid. 7. Leaves are responsible for... a) making food for the plant. b) protecting the plant. c) supporting the plant. 8. Plants make their own food through… a) photosynthesis. b) respiration. c) sensitivity. 9. Plants release ... into the air. a) sunlight b) mineral salts c) oxygen 10. Mosses and ferns are... a) seed plants. b) seedless plants. c) flowering plants. 42 · f o r t y - t w o
Starting point DISCUSS these questions in class. Do you think you eat well? Is your diet healthy? What is a healthy breakfast? What is a healthy lunch? What things do you like that are not healthy? Cereal and milk is a healthy breakfast. I love sweets, but they aren’t healthy! A healthy menu takes into account food groups, quantities, personal taste and seasonal foods. CHALLENGE Plan a weekly balanced menu CHALLENGE E AT W E L L 78 · s e v e n t y - e i g h t
blade the flat part of a leaf. carbon dioxide a gas in air. Plants absorb it during the process of photosynthesis. Plants release it during the process of respiration. elaborated sap plant food produced when raw sap is mixed with carbon dioxide. flowering plant a seed plant that produces flowers. herbaceous stem a thin, soft flexible stem. leaf the part of a plant that makes food through the process of photosynthesis. mineral salts substances in soil used by plants to make raw sap. non-flowering plant a seed plant that does not produce flowers, for example, a pine tree. oxygen a gas in air. Plants release it during the process of photosynthesis. Plants absorb it during the process of respiration. petiole the part of a leaf attached to the stem of the plant. photosynthesis the process by which plants make their own food. pistil the female part of a flower that contains the ovary. pollen part of the plant used to reproduce. It is contained in the stamens. raw sap the substance that plants produce using water and mineral salts from the soil. respiration the process through which living plants take in oxygen and release carbon dioxide into the air. seed the part of a plant that grows into a new plant. seed plant a plant that reproduces by seeds. seedless plant a plant that does not reproduce by seeds, for example, a moss or a fern. shrub a plant with a woody stem divided into low branches. stamen the male part of a flower. It produces pollen. woody stem the hard rigid stem of a tree or shrub. K E Y VO C A B U L A RY · We love plants CHoose one word and give some clues. Your partner guesses the word. - It starts with… - It has … letters. 2 153 · t w o h u n d r e d a n d f i f t y - t h r e e
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