Science
TEACHER'S BOOK
2
primary
Contents
más Savia Project ..................................................................................................................................................................................... 4
Materials ................................................................................................................................................................................................................ 6
Term classroom management............................................................................................................................................................. 8
Term 1 .................................................................................................................................................................................................................... 18
Term 2 ...................................................................................................................................................................................................................... 72
Term 3 ...................................................................................................................................................................................................................... 124
más Savia
Project
Unit 5
project 3
Unit 6
In order to integrate language and content, units from the English books and
Natural and Social Science Projects work in parallel.
content subjects
Natural science Music and arts & crafts
and social science
INTEGRATION
ENGLISH
pre-primary primary
Pupil’s Materials
Pupil’s Book My Learning Notebook
Teacher’s Materials
Teacher’s Book Flashcards, Word cards & Posters
6 Materials
Más Savia Web Environment
Contents
Materials 7
Term classroom
management
Term Presentation
The Teacher’s Book offers a wealth of creative ideas, as well as explaining how
to reinforce the objective of the term Project whilst teaching the content of
each lesson.
A motivating video-trailer
introduces each term‘s content to
the students.
Web resources
Didactic resources
Web resources
An ID Card encourages
pupils to become academic
risk-takers.
content.
A reference to My Learning
Notebook.
complete.
A reference to My Learning
Notebook metacognition activities.
Teacher’s Book
Timing
Know and identify the vital To complete this term, we recommend dividing the
functions of living things. work into eleven sessions. This recommendation is
intended as a guide. Each teacher should adapt the
Describe the function of nutrition recommendations based on their needs and the
and the organs and functions number of classroom hours allocated.
involved in it.
18
You’ll find all the resources at smMasSavia.com
WEB RESOURCES
CLASSROOM MATERIAL
All about vital
functions DIDACTIC RESOURCES INTERACTIVE RESOURCES*
AND TASKS TO BE ASSIGNED
• Flashcards / Word cards • My Learning Notebook, p. 10-11 • Energy in, waste out ...
(video; activity)
• The circulatory system (web
3. Energy in, waste out link)
• Energy in, waste out (song)
• Audios. Tracks 8, 9, 10, 11
Make a change 1
• Flashcards / Word cards • My Learning Notebook, p. 14-15 • Interaction: we sense the
world (video; activity)
4. Interaction: we sense
• We sense the world (chant)
the world
• Audios. Tracks 12, 13
19
Audioscript
1 TEACHER: OK, kids! You have 5 minutes for the activity.
SAM: Daliya, can you help me?
DALIYA: I can’t, Sam. I’m sorry. Ask another girl!
DALIYA: Sam, come and play with us!
SAM: No! I don’t want to talk to you! Leave me alone!
DALIYA: Sam, please calm down. Are you angry with me?
SAM: Yes, I am! Friends help! You’re not my friend now!
DALIYA: Can we control our body and our mind?
20
Learning outcomes
Pupils will be able to:
• Recognise their own and their classmates' feelings and emotions.
• Understand how we can express ourselves through our body.
• Gain awareness of the importance of looking after our body, mind and emotions
and learn techniques to do this.
Teacher's resources
• Audio.
Let's get started are good and bad for the body and things they think are good
and bad for the mind. Pupils can write their ideas on a poster
• Ask pupils to look at the images on page 6. Before asking about and hang it on the classroom wall for the rest of the term.
each picture, elicit general responses with regard to pupils’
emotional well-being at school: When do you feel happy at
school? When do you feel sad or angry? etc. In order to review Let's practise
the vocabulary, use the Flashcards with the pictures of feelings • Ask pupils to bring some examples to class (newspapers,
from NS1 and play the TPR Beach ball game: photographs, pictures …) of people who can’t keep calm. In
• First, hold up each Flashcard and mime the feeling whilst saying groups, you can also give pupils different examples of times
the words: I feel sad, I feel disgusted, etc. Then, ask pupils to come when it is difficult to keep calm and ask them how they would
to the front of the class and sit in a circle. Hold up the soft beach feel in these situations. For example:
ball and throw it to a pupil. When the pupil catches it, ask him or −− It’s your birthday and somebody drops your birthday cake.
her: How do you feel? Help pupils by giving a model answer: I feel
−− Your brother/sister/friend breaks your favourite toy.
… and encourage them to mime each feeling. Then, ask pupils to
pass the ball to the classmate sitting next to them and so on until −− You’re a driver on a motorway. Another driver nearly causes
all the pupils have mimed an emotion. Tell the pupils they cannot an accident.
repeat the emotion of the person before them. −− You’re visiting a cave with the class and you hurt your ankle.
−− You’re flying in a plane and there is turbulence.
Let's understand −− You’re at the airport and there’s a big strike. You can’t take
• Play audio track 1 to the class. Write some simple sentences your plane to go on holiday. You have to spend the night at
from the audio on the board. Read them to the class and ask the airport.
pupils to repeat them. • Share the answers with the class. Then, encourage pupils to think
• For the first image, ask: What can you see in the picture? Where of alternative ways to respond, where they keep calm.
are Daliya and Sam? What are they doing? How do you think they • Explain to pupils that in the ‘Make a change’ activities this term
feel? Review some classroom vocabulary (school, class, desk, they are going to record a video for other students at the school
pencil) by playing a spelling-bee game. Point to the objects in and show them mindfulness, yoga and relaxation techniques.
class and ask pupils to spell each one. Ask them what they know about each one: Do you practise
• For the second image, ask: What is happening in this picture? relaxation techniques, sometimes? And breathing techniques? How
Where are they? (They are in the playground.) How do you think do you feel before and after these exercises? Why? Why do you
Daliya and Sam feel? (They’re angry.) Why are they angry? Mime think these techniques are healthy?
the words happy, sad and angry and ask pupils to mime them
too. Ask them: What can Sam and Daliya do now? Encourage Wrap up
them to think of a solution.
• Divide the class into 3 groups and ask each group to find
• Now ask pupils to look at the third image. Ask: What can you see information about:
in this picture? Why is Sam crying? Is Sam right or wrong? Do you
ever feel sad, like Sam? When? In groups pupils brainstorm a list of −− Group 1: breathing and relaxation techniques.
situations when they’ve experienced something similar to Sam. −− Group 2: yoga.
• BIG QUESTION. Now write the ‘Big Question’ on the board and −− Group 3: mindfulness.
ask pupils to read it out. Ask them what the word mind means • Encourage each group to learn a technique and do a
in the question. Elicit some similar words to mind, such as brain, demonstration for the class.
soul, head … Ask pupils: What does a healthy body mean? And a
healthy mind? In groups, pupils brainstorm things that they think
21
My learning adventure
22
Term 1
What do you know about? in common. Ask: What does the heart do? Ask them to stick
the picture on the page.
• Ask the class to look at the images. Explain that you are going to 4. Ask pupils to stick the missing picture on the page. Then, tell
design a big poster using the images at the top of the page and
them to look at the image and try to write the names of the 5
adding information that pupils already know.
senses.
• Now work with the images to elicit previous knowledge. Pupils 5. Ask pupils to look at the image and then ask: How do you think
work in groups and try to think of a sentence to answer each of
the boy feels? Ask them to write the names of the bones they
the questions below:
know. Ask: Do you do exercise? Is it good for our health?
1) What is the girl doing? What do all non-living things have in
6. Ask: What can you see? Ask pupils to say whether the people
common? Pupils list the things that all living things do.
are babies, children, or adults. Then ask: What do you think
2) What is the boy doing? What is he eating? Elicit food reproduction is? Does a plant reproduce? And an animal? Ask
vocabulary by asking them to write a list of food words. pupils to stick the missing picture on the page.
3) What can you see in the picture? What do we use it for? Pupils • Bring one pupil from each group to the front of the class to
list other organs in the human body. show their answers. Finally, use a red pencil to draw a learning
4) What is the girl doing? How does she feel? Encourage pupils to list path on the poster to connect the contents, as in the book.
the musical instruments they know. • Now play the trailer (video) and ask pupils to use it to check
5) What are the children doing? What parts of their body are they their answers for the sticker activity.
using? Pupils list the parts of the body they know in English.
6) What can you see in the picture? Introduce the word ‘pregnant’ What do you want to know?
and ask: What other animals have babies? Are they viviparous
or oviparous? Do you remember any characteristics of viviparous • Ask pupils to choose one of the 3 vital functions and bring
animals? Pupils list the viviparous animals they know. information to class about what they would they like to know
more about that function. They can either write it down or
draw it on a piece of card. They can also stick pictures, magazine
What are you going to learn? clippings, advertising brochures, interesting news… etc.
• Use the poster from the previous session. Ask pupils to look • Make a group collage. Ask pupils to collect the different sheets
at the images at the bottom half of the page. They work in of card. Ask them to classify the pieces of card by sticking them
groups. Pupils try to match the information in the book to the on to the poster by the corresponding topic. Hang the posters
corresponding information on the poster. Ask pupils to: on the classroom walls. You can refer to them when you study
1. Point to the pictures of the vital functions and say their each topic.
names. Tell pupils they already know what all living things • Ask pupils to go to My Learning Notebook (page 4).
have in common. Point to the characteristics of living things
on the poster and ask pupils to guess what vital function they
correspond to. Now ask pupils to stick the missing picture on
Wrap up
the page. • Play a TPR activity by using Flashcards 1-21. Pupils show whether
2. Point to the digestive and respiratory system. Ask pupils: What the flashcard you are holding up corresponds to any of the vital
do we use these systems for? Are they connected? Do we breathe functions. Give pupils a sign for each of the vital functions, e.g.,
when we eat? nutrition could be raising hands, interaction could be turning
around, and reproduction could be jumping.
3. Point to the image of the heart (3) and the image of the
circulatory system below. Ask pupils what these pictures have
23
1 Three vital functions
24
All about vital functions Term 1
Teacher's resources
• Flashcards and word cards: 5-9.
• Audio.
• Video.
Let's get started doing things which can fit with the three functions: nutrition,
interaction and reproduction. For example, people playing
• Read out the title of the section: 'Three vital functions'. Ask sports (interaction), eating (nutrition), animals hunting or
pupils what the difference is between living and non-living gathering food (nutrition), a pregnant woman or a baby
things. Ask: What do living things need for survival? (reproduction). They can divide their mural or poster into
• Ask pupils to complete activity 1 in pairs. Explain that they three sections, one for each function, sticking pictures from the
should ask the three questions about each picture, and say if magazine or drawing their own pictures.
they are living or non-living things. If something eats, breathes • Revise the senses with flashcards and word cards 5 (sight), 6
and makes new living things, it is a living thing. (hearing), 7 (smell), 8 (taste) and 9 (touch). Stick them all on
• Now play the video. the board in a random order and have 5 pupils come up to the
board and stick the correct words and flashcards together.
Let's understand • Play a flashcard game. Stick the senses flashcards 5-9 on the
board. Pupils stand in their teams in two lines in front of the
• Read out or play the audio track Vital functions: nutrition, board. Say a body part, for example ears. The two pupils at the
interaction and reproduction. front of the lines race to tap the flashcard with the correct sense
• Play audio track 2 to the class. Pupils look at and describe the and say the sense, in this case hearing. Repeat until all pupils
pictures in the activity before listening. Ask pupils to complete have had a turn. Award points if you wish to make the game
activity 2 by putting the correct number in each circle, competitive.
numbering them in order from 1 to 9. They should then colour
the circles according to which vital function is shown. Split
pupils into pairs and tell them to ask each other: What have you
got? to compare their answers.
• Ask pupils to look at the picture in activity 3 and read the
beginning of the sentence. They should read the three options
on the right and decide which is correct, matching it to the
beginning of the sentence with a line. They then copy the full
sentence onto the line below.
• Play audio track 3. Pupils listen to and sing the song, making up
actions and performing them in groups. Encourage the pupils to
be creative!
• Make a class mural or posters in groups. Bring in some
magazines for the pupils to find images to cut out and stick
or to copy. Pupils find pictures which show people or animals
• Primary 2. Unit 1: Routines • Primary 1. Term 1. All about my life: Daily routines & healthy
habits
25
1 Three vital functions
26
All about vital functions Term 1
Teacher's resources
• Audio.
• Video.
• Interactive activities.
• Pupils turn to activity 5 and do the word search, looking for in pairs how plants feed and draw a picture. It should include
the three vital functions and circling them. They then write the roots, a stem and the Sun shining onto the leaves of the plant.
correct vital function next to each definition. Then play audio • Play the 'Hands on!' off book game.
track 4 for them to listen and check their answers.
• Ask pupils to go to My Learning Notebook (page 8).
• Point to the pictures in activity 6 and ask pupils to describe what
they can see and what sense and body part is being used. Read
out the speech bubbles below and have pupils repeat them. Wrap up
• Do the first match as an example. Ask the pupils What can he • Split pupils into two teams and play a game of hangman with
see? Elicit that he can see rubbish in a river, and that it is dirty. the vocabulary from the lesson. Model an example first with the
Pupils draw a line to match the first picture with the speech word nutrition. Draw the 9 dashes on the board where the letters
bubble It's dirty! and then carry on individually. will be and elicit letters from the class. The pupil who guesses
• Play the 'Act it out!' off book activity. correctly could come to the board to do the next word. The
vocabulary can include the five senses and sense organs as well
• PAUSE. Read out the 'Pause' question to the class. Ask pupils as the three vital functions.
to talk to a partner about different types of danger, or signs of
danger, and write suggestions on the board, for example fire, • Ask students what they found interesting about today´s class.
flood, a hot surface, sirens. Students then discuss what senses Have they learnt anything that surprised them?
they can use to detect these dangers or signs of danger.
Let's practise
• Complete the interactive activity.
• Ask pupils to look at the picture in activity 8 and elicit what
animal it is: an eagle. Ask them what eagles usually eat: small
animals and other small birds. Ask pupils if baby eagles are born,
or if they come from an egg.
• Pupils can then turn to the stickers page at the back of their
books and choose the correct stickers to stick on the image in
activity 8.
• Ask pupils if plants feed in the same way as animals. Ask them
where their food comes from: the Sun and the soil. Pupils revise
• Primary 2. Unit 1: Routines • Primary 1. Term 1. All about my life: Daily routines & healthy
habits
27
1 Three vital functions OFF BOO
K
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All about vital functions Term 1
Teacher's resources
• Cut-out page 129.
29
2 Nutrition
30
All about vital functions Term 1
Teacher's resources
• Flashcards and word cards: 1-4.
• Audio.
• Video.
Let's get started • Play audio track 6 to the class. Ask pupils to complete activity
3 by choosing a sticker from their sticker page to stick in the
• Write on the board the three vital functions from the previous correct place. Play the audio twice.
lesson, with every other letter missing. Ask a pupil to come to
the front and fill in the remaining letters.
• The first time they listen, the pupils should point to the sticker,
and stick it in place the second time they listen. They then
• Point to your eyes and ask the pupils to copy you and say which match the sticker to the correct system by drawing a line.
sense it is. Repeat with ears, skin, nose and tongue. Then call out
the senses one by one in random order and have pupils respond
• Stick the flashcards and word cards on the board in their pairs.
Then point and drill pronunciation. Ask students to cover
by touching the sense organ related to that sense.
their eyes, and mix up the cards on the board or around the
• Ask pupils to run on the spot for 10 seconds as fast as they can. classroom.
Explain that to do this, they need energy. Ask if they know how
we get energy.
• Ask pupils to come to the board and stick the correct pairs
together again.
• Direct pupils to activity 1 in their books and ask them to tick • Direct pupils to activity 4 and read the sentence to the class,
the actions which give us energy, and to cross the actions which
saying both options. Tell pupils they should circle what they
don´t give us energy.
think is correct.
• Now play the video to the class. • Pupils compare with a partner. Elicit the answer from one pair.
Let's understand
• Read out or play the audio track What is nutrition?
• Put your hands on your chest and act out breathing in and out
deeply, and say respiratory system. Have pupils copy you.
• Do the same with the other systems, rubbing your tummy for
digestive system, running your fingers along your arms and sides
for circulatory system, and pointing to your kidneys for excretory
system.
• Test the pupils by holding up flashcards 1 (digestive system),
2 (respiratory system), 3 (circulatory system) and 4 (excretory
system) one by one and saying the name of the system. They
should respond with the action.
• Play audio track 5 to the class. Ask pupils to complete activity 2
by writing the correct number in each circle.
• Primary 1. Unit 4: Food • Primary 1. Term 3. All about my world: The air we breathe
• Primary 2. Unit 2: Sports
31
2 Our body needs energy
32
All about vital functions Term 1
Teacher's resources
• Flashcards: 1-2.
• Audio.
• Video.
Let's get started • Pupils look at the diagram in activity 7 and label the organs. Tell
them to copy the words from the box on page 16. They should
• Explain to pupils that they are going to do an experiment. They then number the sequence in the correct order. Get pupils to
are going to investigate the respiratory function in themselves then read the order to a partner, who mimes the actions. Pupils
and their classmates. then change roles and repeat.
• Tell pupils that when you say go you want them to start • Read the vocabulary in the boxes in activity 8 to the class and
counting how many breaths they are taking. When you say stop ask them to repeat. Pupils then colour the boxes according to
they must stop counting. Say go and count in your head to 10, which system they belong to.
then say stop. Ask a few pupils how many breaths they took.
• Tell pupils that they are now going to do this experiment with
three partners. Give them 6 minutes to do the experiment and
complete the table. Feedback results as a class.
• Now play the video to the class.
Let's understand
• Read out or play the audio track The digestive system and The
respiratory system.
• Demonstrate the following sequence of actions for the pupils
to copy. Say The digestive system. In the mouth the teeth chew
food. Mime chewing food. The food goes down the oesophagus.
Trace a line with your finger from the top of your throat to your
stomach. It arrives at the stomach. The intestines absorb nutrients.
Mime rubbing your tummy.
• Demonstrate the following sequence of actions for the pupils to
copy. Say The respiratory system. We breathe in air by the nose or
mouth. Take a big breath in. The air goes down the trachea. Trace a
line with your finger from the top of your throat to your lungs. The
lungs get the oxygen we need. Take a deep, noisy breath in and out.
• Look at the image in activity 6. Ask pupils if they know any of
the body parts. Play audio track 7 and ask students to number
the organs in the correct order. They then match them to the
diagram with a line.
• Primary 1. Unit 4: Food • Primary 1. Term 3. All about my world: The air we breathe
• Primary 2. Unit 2: Sports
33
2
Answer key
10 From top to bottom: F (the air enters by the nose), T, F (the
intestines absorb the nutrients), T, T.
34
All about vital functions Term 1
Let's practise
• Complete the interactive activity.
• Pupils will need access to the internet or nutrition books for
activity 11. If you prefer, you can ask them to research it for
homework before this class, or carry the activity over to the next
lesson, giving them time to find out information at home.
• A variety of materials can be used to make the poster: cut out
pictures from magazines, photos, food packaging, drawings or
paintings. For a speaking extension, have pupils present their
posters of food pyramids and nutrition information to you and
their classmates.
• Play the Guess the system off book game.
• Ask pupils to go to My Learning Notebook (page 9).
• Primary 1. Unit 4: Food • Primary 1. Term 3. All about my world: The air we breathe
• Primary 2. Unit 2: Sports
35
2 Nutrition OFF BOO
K
36
All about vital functions Term 1
Teacher's resources
• Cut-out page 131.
37
3 Energy in, waste out
38
All about vital functions Term 1
Let's get started • Ask pupils to run on the spot as fast as they can for 30 seconds.
Have pupils touch their foreheads after running and see if it
• Tell pupils they are going to do an experiment about how we feels wet. Explain that this is sweat and it is waste. Tell them that
eat and drink and to think about what happens to the food and when they go to the toilet, they are also getting rid of waste.
liquid.
• Direct pupils to activity 2 in their books and explain they will be
• Each pair of pupils has a clear plastic container (a bottle with the colouring the picture according to what they hear. Play audio
neck cut off would be sufficient), which they draw the shape of track 8. Pupils listen and colour, and then label the diagram.
a person on, with permanent marker. They can copy the words from the information on page 20.
• Have pupils fill the container with some sand to represent the • In activity 3, pupils will need to read the names of the organs
food we eat, and some water to represent what we drink. Tell and match them to the system by drawing lines. This might be a
them to keep filling it, representing all the meals and snacks in a good time to drill correct pronunciation.
day. Eventually there will be no space left and the container will
overflow.
• Pupils do the off book speaking activity.
• Ask pupils if their bodies are like this. Does our food and drink
just stay inside us? If not, how do we get rid of it and where does
it go? If students are familiar with the bladder organ, ask them:
What happens when our bladder becomes filled with the liquid we
drink?
• Now play the video to the class.
Let's understand
• Read out or play the audio track The circulatory and excretory
systems.
• Ask pupils to demonstrate what they think the action pump is
by moving their hands.
• Demonstrate with your own hands by interlacing your fingers
with your hands together, intermitently squeezing your hands
together and pulling them slightly apart. Ask pupils to copy
you and to make the beating sound of a heart. Explain that this
pumping pushes the blood around our bodies through our
veins, transporting oxygen and nutrients around our body.
• Primary 1. Unit 1: Routines • Primary 1. Term 1. All about my life: Daily routines and
• Primary 2. Unit 2: Sports healthy habits
39
3 Energy in, waste out
40
All about vital functions Term 1
Teacher's resources
• Audio.
• Interactive activities.
• Ask pupils what the word is for when we do exercise and then Wrap up
have a wet forehead and write on the board s_ _ _ t. Ask them
another way that our body gets rid of waste, When we go to the... • Play a game of noughts and crosses. Draw a grid on the board
(toilet). Ask them to connect the correct picture with the correct with 9 squares and write different organ names in the 9 squares
word in activity 5. from the 4 different systems from lessons 1 to 3.
• Tell pupils they are going to solve a puzzle. Direct them to • Divide the class into two teams, noughts and crosses.
activity 6 and ask them to complete the crossword and to write • Explain they can win a square for their team if they identify the
the same words in the spaces to complete the sentences. system correctly and can explain what the organ does.
• Pupils will now sing a song about what they have learnt. Play • Flip a coin to see which team takes the first turn.
audio track 9 and encourage students to invent actions to the • The game finishes when the first team gets three in a row.
song.
• PAUSE. Read out the 'Pause' question to the class. Ask pupils to
discuss the question in pairs. They can look at the book to help
them. Ask them which organs are associated with each system.
Let's practise
• Complete the interactive activity.
• Ask pupils how they think water helps them to eliminate waste
from the body and keep it clean.
• Direct them to look at the top three pictures in activity 8
and to discuss them in groups of three. They should make
the connection that when we do exercise we sweat, which
eliminates waste. Then when we shower we clean away the
waste.
• When pupils have finished discussing this set of pictures, direct
them to the second set below. This may be more challenging
for them. Ask them what the kidneys do. Ask them if they think
drinking enough water will help the kidneys do their job, or if it
will not.
• Play the 'Hands on!' off book game.
• Ask pupils to go to My Learning Notebook (page 9).
• Primary 1. Unit 1: Routines • Primary 1. Term 1. All about my life: Daily routines and
• Primary 2. Unit 2: Sports healthy habits
41
3 Energy in, waste out OFF BOO
K
Experiment. Measure
your classmate's pulse
• Tell pupils they are going to do another experiment to see what • Ask them to count how many times they feel a pulse in 10
happens to our body when we do exercise. seconds by having a timer on the board or by saying go and stop
• Explain that as the heart beats and pushes blood around the and timing it yourself. Feedback from various pupils how many
body through the veins, we can feel this movement as a pulse in pulses they felt in the ten seconds and write it on the board.
some parts of our body. • Tell them they are going to see if the pulse changes at all after
• Ask pupils to repeat the action with their hands that they learnt exercise. Ask them if they think it will be any different and how it
earlier, of the heart beating. Then ask them if they have ever felt will be different.
or heard their heart beat before. • Have them measure their partner's pulse before and after one
• Tell pupils that they can feel their pulses by either touching a minute of running on the spot and write it in their books.
point on their wrists, or on their necks. • Feedback results as a class. Ask them why they think the pulse
• Have pupils squeeze their wrist with their fingers and thumbs to gets faster after exercise and why this might benefit the body.
see if they can feel a pulse. If they cannot feel a pulse there, have • If you would like the pupils to experiment further you could
them touch the top of their neck where it joins the jaw. broaden the experiment to other types of exercise, or have them
do mindfulness breathing exercises or gentle yoga and see if their
pulses slow down.
• Ask groups of 5 students to make a chart with their results,
which can be displayed around the room or presented to their
fellow classmates.
42
All about vital functions Term 1
43
Make a change 1
Audioscript deflating. Breathe in with your nose. Your balloon is inflating. Your
abdomen is getting big. Breathe out and imagine the balloon is
10 Chest breathing moves the chest wall. deflating.
It uses more oxygen.
It results in fast breathing.
Answer key
It can cause tension and anxiety. 1 From left to right:
—sentences 1, 2, 4 and 6 should be coloured in red.
In abdominal breathing the diaphragm contracts. The abdominal —sentences 3, 5, 7 and 8 should be coloured in green.
muscles relax and rise.
1 Clockwise from top left: 4, 2, 1 and 3.
It is good for circulation.
It relaxes the body and mind.
It reduces anxiety.
11 The bumblebee. Sit comfortably. Cover your ears gently with your
index fingers. Listen to your breathing. Close your eyes and imagine
you’re a bumblebee. Breathe in with your nose. Breath out with
your mouth and make a bumblebee sound.
The rocket. Sit comfortably. Take a paper cone and put a straw in
it. Breathe out fast and send a rocket to the moon.
The tree. Stand up and put your arms close to your body. Breathe
in and raise your arms a little. Breathe out in the same position.
Raise your arms to your shoulders. Breathe in and out again. Carry
on until you clap your hands above your head.
The balloon. Sit down comfortably. Cross your legs. Keep you’re
your back straight. Put your arms on your abdomen. Close
your eyes and imagine your abdomen is a balloon, inflating and
44
Term 1
• Primary 1. Unit 1: Routines • Primary 1. Term 3. All about my world: The air we breathe
• Primary 2. Unit 2: Sports
45
4 Interaction: we sense the world
46
All about vital functions Term 1
Learning outcomes
Pupils will be able to:
• Understand that we need senses to provide us with information about the world
around us and the harmful situations we may face.
• Relate the senses to their corresponding organs.
• Describe the functions of the senses.
Teacher's resources
• Audio.
• Video.
Let's get started • Pupils discuss in pairs what they can see in the pictures, what
senses are being used and how people might react in the
• To revise the senses quickly, play a game of pictionary with the situations.
class. Write the heading Senses Pictionary on the board and
explain that you are going to draw a picture of someone using a
• Play audio track 12 and pupils point to the dangers. Play the
track a second time and they should write the numbers in the
sense and that pupils should put their hand up if they can name
circles in the correct order.
the sense.
• For example, draw a picture of a window and the Sun shining • As an extension to the activity, pupils could act out the scenarios
in groups of three, saying what senses are being used and what
outside, with a person looking out the window.
the danger is.
• Pupils must raise their hands. Do not accept answers shouted • Play the Match the senses and sensations off book activity.
out.
• The pupil who gets it right can come up and draw another
example of a different sense. Other pupils can raise their hands
to guess the sense.
• Draw pupils' attention to the picture of Daliya and Sam and ask
them what senses are being used and to describe the examples
they can see. Ask about the other children in the picture too.
• Now play the video to the class.
Let's understand
• Read out or play the audio track We respond to the environment.
• Ask pupils if they remember the examples from lesson 1 which
showed people using their senses. Pupils could play a memory
game by testing each other. One student looks at their book
and asks a partner about the scenarios from Lesson 1, activity 6.
What happens? How do they react? What do they say?
• Explain that our musculoskeletal system helps us react to sensory
information. For example: What do we do if we touch something
very hot or cold? We pull our hand away quickly. Our hands are
made up of bones and muscles, which help us to move.
• Direct pupils to look at the pictures in activity 2.
• Primary 1. Unit 5: How we live • Primary 2. Term 2. All about my neighbourood: Is your
• Primary 2. Unit 1: Routines neighbourhood safe?
47
4 Interaction: we sense the world
48
All about vital functions Term 1
Teacher's resources
• Audio.
• Interactive activities.
• Pupils turn to activity 4 and look at the pictures. Put them in have to call out directions to the blindfolded student to cross
pairs to describe the pictures to each other and say what sense the classroom. Write useful language on the board such as: go
they think is being used to detect the danger. The pupils write forward, turn left/right, stop!
the sense on the lines next to the pictures. • Ask the blindfolded students how they felt: How can you help
• Tell pupils they are going to look at a short story about Sam and others who have physical disabilities?
Daliya, and that they have to create the story with their stickers • Play the Sensory memory off book activity.
in the correct order.
• Ask pupils to go to My Learning Notebook (page 12-13).
• First have three different pupils read the three captions in
activity 5.
• Ask them what the words careful and secure mean. Confirm in Wrap up
lesson 1 if necessary. • Show pupils the alphabet sign language for their country. You
• Pupils then turn to their stickers pages and find the stickers for can find a diagram online.
the activity. Read the three captions again, or ask three pupils • Go through the alphabet together and then have pupils spell
to read them, and all pupils point to the stickers they think are their names together. If there is time, they can spell out other
correct for each one. They can then stick them in the spaces. words or messages too.
• Pupils can then practise acting out the story in pairs. • Ask them to imagine what would be fun or difficult about
• Play audio track 13 and pupils practise the chant. communicating in sign language like this.
• PAUSE. Read out the 'Pause' question to the class. Ask pupils to
discuss the question in pairs. They can look at the book to help
them.
Let’s practise
• Explain to pupils that some people live without the full use of all
their senses. Sometimes people do not have their sense of sight,
or their sense of hearing. Write the words blind and deaf on the
board and teach the pronunciation.
• Pupils research, either in class with access to internet or as
homework, how blind and deaf people communicate, learn and
get information about the world.
• As a practical activity, you could put pupils in small groups
and blindfold one of them. The other members of the group
• Primary 1. Unit 5: How we live • Primary 2. Term 2. All about my neighbourood: Is your
• Primary 2. Unit 1: Routines neighbourhood safe?
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Teacher's resources
• Cut-out page 133.
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All about vital functions Term 1
51
5 Interaction: we move around
52
All about vital functions Term 1
Learning outcomes
Pupils will be able to:
• Identify the bones, muscles and joints as part of the musculoskeletal system and
explain what each one does.
• Recognise the main bones and muscles of the musculoskeletal system.
Teacher's resources
• Audio.
• Video.
Let's get started • Pupils open their books again and look at activity 2. Play the
track again and pupils write the numbers in the circles in the
• Write on the board, or draw pictures: You smell smoke. You are in order that they hear them. They then write them on the lines in
bed and you hear a loud BANG. You drink milk and it is bad. You the correct group.
touch a cactus. You see a very big spider in the shower.
• Have the pupils look at the pictures in activity 3.
• Ask pupils to act the scenarios with a partner, showing their • Read sentence number 1 and ask them which picture they think
reactions.
shows what they just read and heard.
• When they have finished acting, ask students how their partner • Confirm that it is picture B and ask them why: because it has a
reacted to each sensory experience. Ask pupils if they remember
skeleton and the shape is that of a person.
what in our body helps us to react to sensory information: our
musculoskeletal system. • Ask pupils to read the next two sentences in pairs and to choose
a picture for each one. They then listen and check their answers.
• Direct pupils to look at the picture of the animals in activity 1
and ask them: Why the lion is chasing the gazelle? Is the giraffe in • Close books and ask the pupils three reasons why we need our
danger? Ask them why it is important for the animals to be able skeleton.
to move and react to sensory information.
• Now play the video to the class.
Let's understand
• Read out or play the audio track Musculoskeletal system.
• There is a lot of new vocabulary for the pupils to learn here. It
is worth playing a few memory games and TPR activities where
pupils point to a particular joint, muscle or bone when you
direct them to, or they can do this in small groups or pairs.
• Try to encourage pupils to think about which muscles, bones
and joints are connected to each other.
• Say Shake your wrists. Shrug your shoulders. Bend your knees.
Bend your right/left elbow. Twist your right/left ankle etc., and have
pupils do the actions.
• Play track 14 with books closed and have pupils repeat
pronunciation. See if they can point to the muscle, bone or joint
on their bodies.
• Primary 1. Unit 6: How we move • Primary 2. Term 2. All about my neighbourood: How do we
move around?
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5 Interaction: we move around
54
All about vital functions Term 1
Learning outcomes
Pupils will be able to:
• Identify and describe the organs which make up the interaction system in the
human body.
• Reflect on healthy habits and security.
Teacher's resources
• Audio.
• Interactive activities.
• Ask pupils what organs they can remember from the different • Play audio track 16. Pupils listen to and sing the chant.
systems they studied before. Write up suggestions on the board • Play the 'Hands on!' Let's model a skeleton off book activity.
or ask pupils to write them up.
• Point to your chest and ask pupils What organs do I have in my Wrap up
chest? Elicit heart and lungs.
• Ask pupils to look at the diagram of the skeleton on page 30 and • Play a game of hangman using the words learnt this lesson.
tell what we call the bones in the chest: ribs. Model an example on the board first, for example skull.
• Direct them to look at the pictures and words in activity 4 and • Draw the five underscores on the board and make sure pupils
ask them to match them by drawing lines. Have pupils compare know this means there are five letters in the word.
with a partner. They then complete the two sentences below by • Elicit letters from the class and write them in the word or draw
copying the words into the correct spaces. the hangman parts one by one.
• Activity 5 is a challenge for pupils' memory. Tell them to look at • The student who guesses correctly can then come to the board
the diagrams on page 30 if they need help. They complete the and do another example.
lines with the names of the organs.
• PAUSE. Read out the 'Pause' question to the class. Pupils answer
in pairs and then feedback to the class. Ask them why it is
important that bones are not flexible.
Let's practise
• Complete the interactive activity.
• Ask pupils if they sometimes fall off their bike, skateboard or
roller skates: Does it hurt? What can they wear to make sure that
if they fall they do not hurt themselves?
• Direct them to look at the pictures in activity 6. Ask them if they
can see a helmet and to point to it. Pupils look at the stickers
page and choose protective clothing to put on the two children.
• Discuss the other questions as a class after some time in groups.
Show them a picture of someone with their arm in a sling and
someone else with their leg in a plaster cast. Has anyone in class
had to wear either of these? And your family?
• Primary 1. Unit 6: How we move • Primary 2. Term 2. All about my neighbourood: How do we
move around?
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Teacher's resources
• Flashcards and word cards: 12-16.
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All about vital functions Term 1
57
Make a change 2
Answer key
1 Yoga is a mind and body practice. It is from India. It combines
body postures, breathing techniques and relaxation. Practising
yoga poses has many benefits. Our muscles become strong
and flexible; it is good for maintaining our body’s balance; and
the yoga movements help us understand our body.
1 Top row: the bridge, the cobra.
Bottom row: the frog, the cat and the dog, the warrior.
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Term 1
Let's investigate spellings by doing Activity 1 in the book. Then, give each group
a blank card and a short text about the benefits of their yoga
• Refresh Group 2 to bring the information related to yoga you pose, cut-out into pieces. Ask pupils to build up the following
asked for at the beginning of the term. Write the key vocabulary sentences:
related to yoga on the board. Make sure you include all the
−− The bridge / opens the spine, chest, shoulders / and hips. It
words from the activity 1, page 35 in the book in order to form a
is good for the back and leg / muscles. The bridge calms the
definition of yoga afterwards.
mind, too.
• Motivate pupils by showing them a yoga video, telling them a −− The cobra / opens the shoulder, chest and abdominal /
story or playing yoga music. You can also bring in yoga cards and
muscles. It is good for the bones in the / back. The arms and
let the children practise poses, in turn. Finally, pupils do the book
shoulders grow strong, too.
activity individually. Check the answers as a class.
−− The frog helps / digestion. It tones the legs and supports the
• I WONDER. Write the ‘I wonder’ question on the board. Ask / back. The hips grow / flexible. The frog is good for posture,
pupils whether they think it’s important to take care of our body
too.
or not. Explain that sometimes we don’t pay attention to our
body. Ask the group to think about how they feel after doing −− The cat and the dog / opens the spine and / chest. It
physical activities. massages the organs in the / belly. The cat and dog is good
for emotional balance, too.
Action −− The warrior pose / opens the front part of the / body. It is
good for balance and / coordination. The warrior creates
• In this session pupils practise the 6 yoga poses in the book. deep concentration, too.
Make sure they dress comfortably, there are mats for all of them • Ask pupils to go to My Learning Notebook (pages 20-21).
and enough room between them to practise the exercises.
If possible invite a yoga expert to class to help you with the
session. You can also enlarge the pictures of each of the poses in Wrap up
the book so pupils can see each of them clearly. • Ask each group to present their pose to the class.
• Whilst practising the activities, explain the benefits to the body
of each of the poses. Decorate one big card with the benefits of
one of the poses and let each pupil look at it. For example, the
Butterfly is good for the hips and knees.
• Once you have finished practising the yoga exercises, put
pupils into 5 groups. Give each group the name of one of the 5
remaining yoga poses: 1. The bridge. 2. The cobra. 3. The frog.
4. The cat and the dog. 5. The warrior. Pupils can practise the
• Primary 1. Unit 6: How we move • Primary 2. Term 2. All about my neighbourood: How do we
• Primary 2. Unit 2: Sports move around?
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6 Reproduction: we are born and grow
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All about vital functions Term 1
Let's get started • Blu tack the 5 word cards: 17 (baby), 18 (child), 19 (teenager),
20 (adult), 21 (elderly person) around the room. Ask 5 different
• On the board, project some images of baby animals and their pupils to collect the word cards and stick them next to the
parents in a random order. Get different pupils to come to corresponding flashcards on the board.
the board and connect the baby animals and adult animals by
drawing a line. Elicit any names that the pupils know, or teach
• Pupils look at the pictures in activity 2 and, in pairs, say what
stage of life they think the people are in. Play audio track 17
them. For example: kitten/cat, puppy/dog, duckling/duck.
for pupils to listen and check. Pause after each number for the
• Ask pupils if they know the corresponding names for humans pupils to repeat pronunciation. They can then write the words
and elicit baby/child/adult/grown up. Ask pupils what they are on the lines, copying them from the word cards or from their
now. And what are their parents? Are there any babies in their books.
families?
• Activity 3 may be more challenging for some pupils to read. If
• To be able to do activity 1, pupils will have to bring in photos you feel your class may need more support, do the first example
of themselves, so it is a good idea to ask them to find these for as a class, reading the sentence to the pupils and asking them Is
homework in the previous lesson. Pupils mount their photos on this true about adults? Is it true about babies? Put pupils in pairs
paper/card with the titles and then compare them with a partner, to complete the activity together, helping each other as needed.
noticing the differences over time. Elicit ideas from the class and Then feedback answers as a class.
talk about them. Are they big in one picture and small in another?
How has their hair changed? Have their eyes changed?
• Play audio track 18. Pupils listen to and sing the song.
• Play the video.
Let's understand
• Read out or play the audio track Stages of life.
• Check pupils’ understanding of the key vocabulary, especially
reproduction, viviparous and gestation, using lesson 1 if needed.
See if pupils remember the opposite of viviparous: oviparous, and
if they can think of examples of animals who are oviparous.
• Blu tack the 5 flashcards 17 (baby), 18 (child), 19 (teenager), 20
(adult), 21 (elderly person) on the board in the wrong order and
ask a pupil to come and correct the order. Then elicit the words
and correct pronunciation. Play a memory game or a What’s
missing? game with the flashcards to help pupils retain the
vocabulary.
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6 Reproduction: we are born and grow
Answer key
5 Human gestation period: 9 months.
Mare gestation period: 11 months (11-12 months; 340 days).
Cats gestation period: two months (58-67 days).
Elephants gestation period: 22 months.
6 Open answer.
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All about vital functions Term 1
• Write the words gestation period on the board. Elicit from pupils their hobbies, what they do, what food they eat/like, what they
what it means. Ask them if they remember what the gestation like, the people in their lives. For their height and weight you
period of a human baby is. They can check in their books if none could have a tape measure and scales in the classroom for pupils
of them remember. Ask them to remember the animals from to use. For baby height and weight, they can ask their parents
the beginning of the lesson. Do they think the gestation period for homework.
of these animals is the same or different to humans? Why? • Give pupils time to make their murals, using photographs or
• Direct pupils´ attention to activity 5: What animals can you pictures from magazines as well as their own drawings. They can
see? Say they are going to find out and compare the gestation then present their murals, speaking about them in small groups.
periods of these animals and record them on a graph. If they • Play the 'Hands On!' Make a Stages of Life Wheel off book activity.
don’t know what a graph is, show them an example on the
whiteboard. Explain that each rectangle in the rows next to the
animals represents 1 month. Ask them how many rectangles Wrap up
they should colour for the human baby gestation period (9), and • Ask pupils to name different things that people do at different
get them to choose a colour and colour the nine squares next to stages of life, e.g. babies cry or giggle, children play games,
the picture of the human and baby. teenagers listen to music, adults go to work or clean the house,
• Pupils then use books or the internet to find out the gestation elderly people walk with a stick. Tell them they are going to play
periods of horses (11-12 months), cats (2 months) and elephants a guessing game about what stage of life they are in. Divide
(18-22 months). They colour the rectangles in a different colour them into small groups and say they are going to act as a person
for each animal to complete their graphs. Feedback as a class, at a stage of life and the group have to say what the stage is, e.g.
discussing why they think these gestation periods are different. You are a baby!
• Play the off book communicative activity Survey!
• PAUSE. Read out the 'Pause' question to the class. Ask pupils to
discuss the question in pairs. Feedback as a class.
Let's practise
• Complete the interactive activity.
• Pupils will need sheets of A4/A3 paper or card and coloured
pencils/pens, magazines, scissors, photographs and glue. Tell
them they are going to make a mural about their life stages and
what they can do now compared with the past. Before giving
out the materials, ask pupils to think of examples for all the
different things in the example mural in activity 7 on page 39:
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6 Reproduction: we are born and grow OFF BOO
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Survey!
• Explain that pupils will be doing a speaking activity to find out and activity. The pupil at the board can tick or cross, write Y or
information from their classmates. Direct them to the table in N, or Yes or No in each square in the table.
activity 6 on page 38. • Tell pupils that they are going to do this activity by asking 5
• Read through the questions in the first column one at a time, different friends the questions. They should record answers in
check comprehension and drill pronunciation. Focus on tables copied into their notebooks (they will need 5 tables, but
question intonation, rising at the end. they don’t need to copy the questions for each one).
• Copy the table or project it onto the whiteboard and model • Give pupils some time to do the activity, circulating and helping,
the activity by getting pupils to ask you the questions. Have one correcting pronunciation or other mistakes as you hear them.
pupil come to the front and explain to them that they are going When pupils have finished, ask them to look at their results and
to write your answers in the table. They should tick boy/girl see if there are many similarities or differences between their
according to your gender. friends’ abilities. Then feedback as a class and see if you can
• Nominate different pupils to ask you the questions for each age make generalised comments on the results.
range, and you answer with Yes, I can. or No, I can’t. for each age
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All about vital functions Term 1
65
Make a change 3
Audioscript Then, breathe out. Feel that you are free of the strings and negative
feelings and emotions. You are in control and you feel relaxed.
19 Mindful eating Change those negative thoughts. You now have positive, happy
Sit down comfortably. Relax and breathe deeply. feelings and thoughts.
Now, look at the piece of chocolate. What shape is it? What size is it?
What colour is it? How does it smell? What sensation is there in your Answer key
mouth, as you look at the chocolate? What feeling is there in your
stomach? Pick up the chocolate slowly. Hold it in your fingers and look 1 1) rabbit; 2) watch; 3) being young again; 4) son’s birthday; 5)
at it. What does it feel like in your hand: its texture, temperature? his mobile.
Bring the chocolate slowly to your lips. Slowly open your mouth. 2 The old woman should be circled in blue.
Put the chocolate on your tongue. Wait a moment. Do not bite
The woman should be circled in green.
it yet. What does your mouth want to do? Take a few moments,
then bite it. Feel the texture on your tongue and in your mouth. The child should be circled in red.
What can you taste?
1 Mindfulness is knowing how our body and mind feel. It helps
Now bite into it. Think about the taste and how it feels. Don’t us because we understand what is happening around us right
swallow it immediately. Feel the chocolate going down as you now.
swallow. Refocus on your mouth and your stomach. What you are
feeling? 2 Mindful eating: for living the present using our senses; for our
concentration.
The puppet
Sit down comfortably. Breathe deeply. Close your eyes and imagine The puppet: for relaxation and managing stress; for controlling
you’re a puppet. What colour is it? What does it look like? Feel our emotions and calming down.
relaxed.
Now imagine you’ve got a string over your head. It’s pulling your
head up. Imagine you’ve got 2 strings pulling your feet and 2 strings
pulling your hands. Think about the negative feelings, thoughts
and emotions that are worrying you now (sad, unhappy, scared…).
Breathe in deeply. Imagine the strings pulling all those negative
feelings away.
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Term 1
Learning outcomes
Pupils will be able to:
• Understand what mindfulness is and why it is practised worldwide.
• Focus their attention on the present.
• Understand the importance of calm and relaxation techniques for our bodies.
Teacher's resources
• Audio.
• Primary 1. Unit 6: How we move • Primary 2. Term 3. All about history. How can we preserve
the past?
67
Visual summary
Let's understand
• Make a mind map of what pupils have learnt over the course
of the term. Ask each pupil to copy the vocabulary from their
word card onto the art paper for their topic. Ask them to work
together so that the vocabulary is spread out around the title
like a mind map. Tell pupils they can use the mind map in My
Learning Notebook as a guide. Ask each pupil to draw a picture
relating to the word or phrase they wrote down. They can use
the flashcard to help them or think of something themselves.
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Review All about vital functions Term 1
Answer key
1 From left to right: 1, 2, 4, 3.
1. Interaction. 2. Interaction. 3. Nutrition. 4. Reproduction.
2 Group 1 (respiratory system) should be circled: nose, lungs,
trachea.
Group 2 (digestive system) should be circled: stomach, teeth,
intestines.
3 The blood transports nutrients from food and oxygen from the
air.
The heart pumps the blood.
The blood goes to all parts of the body.
4 The senses give us information from the world.
We detect the things around us with our senses.
We detect a danger. Then we respond by moving.
69
Making the change
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Term 1
Big Question • When all of the presentations are finished, ask each group to
say something they liked about the other groups. Help them by
• Write the 'Big Question' on the board. Ask pupils to read it. Tell writing a model sentence on the board: I liked their presentation
pupils that you are going to work together as a class to find an because …
answer to the question.
• ONE STEP FORWARD. Help pupils to prepare a card with a
• Now write the 'I wonder' questions on the board one at a picture of one of their favourite relaxation techniques, breathing
time and do a brainstorming session. Each time, ask additional exercises or mindfulness activities, from the term. Encourage
questions to help pupils think about the answers: them to decorate it, include the benefits, and show it to their
−− Can we control our emotions by respiration? To help pupils parents to practise at home.
think about this question, ask: How do you feel when you are
calm? And when you’re angry? When do you think abdominal
breathing is a good idea?
Action
−− Why is it important to understand our body and learn flexible • Ask pupils to turn to page 7 of the book. Draw their attention
movements? Ask: Do you know your body well? Do you to the 'Action' section and explain that they are going to record
understand your feelings? Show them pictures or videos of a video for other students at the school to show the benefits of
elderly people practising yoga or Tai Chi and ask: Would you practising the exercises they did over the term during the three
like to be flexible when you grow up? Why is it important to 'Make a change' sessions (pages 25, 35 and 41).
pay attention to our body? What are the consequences of not • Help pupils to set a date for recording the video.
paying attention to our bodies? • Write a checklist on the board as a class. Ask pupils: Is that
−− How can we live in the past, in the present or in the future? Is everything? Are we ready, now?
age important? Lead the discussion to the different ways we • Ask pupils to go to My Learning Notebook (pages 28-29).
can imagine living in the past (remembering) or in the future
(planning). Focus on how important it is to live in the present
and pay attention to what we are doing now. Tell students not Wrap up
to do lots of things at the same time… etc. • Ask pupils: Do you like the idea of recording the video? Do you
• Now, divide pupils into four groups, and ask them to prepare a think you are making a positive change to the other students at
poster showing the benefits for their body and well-being of one school? Why? Ask if everybody is happy to record the video and
of the exercises they practised over the term during the three make sure shy students are comfortable with participating.
'Make a change' sessions (pages 25, 35 and 41). Tell pupils that
when they present it to the class, they should to try to speak
loudly and clearly, be concise and to look at their classmates as
they are talking. Encourage everyone from each group to take
part in the presentation.
• Primary 2. Unit 1: Routines Primary 1. Term 1. All about my life: Daily routines and healthy
habits
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