Teacher´s book science 5º richmond

Teacher’s Book

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• Essential Science teaches basic concepts of Science,Geography and History through English.

• Content and language are carefully interwoven in Essential Science.

• The syllabus covers all the scientific contents whichstudents require at this level.

• The language objectives correlate with those set outin the Cambridge Young Learners suite.

Essential Science

Recorded and mixed by EFLS Production Ltd. London, England © 2006 Richmond Publishing - Santillana Educación, S.L.

www.indexnet.santillana.es www.richmondelt.com

Student’s CD

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Science, Geography and History

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ActivityBook

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• The Student’s Book guides students towardscurricular objectives.

• A series of presentations explain key concepts in clear and simple language.

• Basic activities in the Student’s Book give studentsthe confidence to ask questions, and makedescriptive statements.

• The Student’s CD gives anextensive selection of recordedtexts.

• The students’ self-confidencewill grow, as their fluency and pronunciation improve.

• Learner autonomy isencouraged.

• The Activity Book provides reinforcementand extension activities.

• It includes projects and tasks to widen the students’ horizons, and stimulatereflection on work and progress.

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• Essential Science provides a wealth of material toteachers and students. This gives teachers greatflexibility to choose. They can adapt their work inview of the time the students spend on Science,Geography and History in English.

• Richmond World Facts Readers provide a series ofstimulating and carefully graded texts on Geography,Science, Culture and History. 58 readers at 6 levelsof proficiency are available.

• Internet resources are available for teachers andstudents on our websites. Links encourage studentsto go further in their research.

• Richmond Student’s Dictionary: a valuable referencetool.

• Assessment, Extension and Reinforcementworksheets provide teachers with additionalresources.

• Posters and flashcards give teachers important visualback-up.

Teacher’s Book


• This Teacher’s Book offers page-by-page teachingsuggestions, solutions to the Activity Book activities,and a guide to other resources.

• The Teacher’s CD contains a selectionof recorded texts as well as all the Student’s CD recordings.

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Class CD2

Recorded and mixed by EFS Production Ltd. London, England ©2006 Richmond Publishing - Santillana Educación, S.L.


Class CD1

Recorded and mixed by EFS Production Ltd. London, England ©2006 Richmond Publishing - Santillana Educación, S.L.


Roman Empire Boundaries

H I S P A N I A

G A L L I A

G E R M A N I A

I TA L I A A S I A

A F R I C A

BRITANNIA

Me d i t e r r a n e a

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A T L A N T I C

O C E A N

BalticSea

N o r t hS e a

B l a c k S e a

S Y R I A

J U D A E A

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5

2

4

6

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87

The Roman Empire

Hadrian´s Wall baths theatre aqueduct temple Appian Way

sarcophagus

statue road sarcophagus theatre aqueduct theatre temple

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CONTENTS FOR SCIENCE, GEOGRAPHY AND HISTORY BOOK 5

UNIT CONCEPTS PROCEDURES CITIZENSHIP

• Living and non-living things• Characteristics of life

processes• Cells and the parts of a cell• Unicellular and multicellular

organisms

• Interpreting a diagram• Studying photographs

• Respect for allliving things

01. Living things

• Flowering and non-floweringplants

• Classification of plants• Plants breathe, make food

and reproduce

• Observing parts of a plant• Describing the reproduction

of plants

• Fruit and health02. Plants

• Characteristics of invertebrates

• Invertebrate groups• Characteristics

of arthropods

• Classifying invertebrates• Studying labelled drawings

• Protectinganimal habitats

03. Invertebrates

• Characteristics of vertebrates

• Vertebrate groups• Classification of reptiles,

fish and amphibians

• Comparing vertebrates• Associating groups with their

habitats

• Benefits of a fish diet

04. Vertebrates

• The main organs in thedigestive, respiratory,circulatory and excretorysystems

• The processes of nutrition,digestion, respiration,circulation and excretion

• Interpreting anatomicaldrawings

• Observing photographs

• Healthy eatinghabits

05. Nutrition

• The properties of matter• Differentiating physical

and chemical changes• Changes in matter• Changes in state

• Explaining eventsscientifically

• Using personal experience to interpret a subject

• Tetanus06. Matter

• The atmosphere• The hydrosphere• The geosphere• Changes in the Earth’s

surface

• Sequencing information• Extracting information from

photographs, drawings and diagrams

• Naturaldisasters

07. The atmosphere

Nat

ural

sci

ence

s


5

Geo

grap

hy a

nd H

isto

ry

UNIT CONCEPTS PROCEDURES CITIZENSHIP

• The concept of landscape• Inland and coastal

landforms• Mountains, plains

and coasts in Spain

• Interpreting maps18. The landscape • Rubbish

• Periods of Prehistory andcharacteristics of prehistoriclife

• Early civilisations on theIberian peninsula

• The Roman legacy in Spain

• Interpreting historical maps• Studying ancient monuments

• Understandingour culturallegacy fromthe past

12. Prehistory and Antiquity

• The Germanic tribes and the Visigothic kingdom

• The characteristics of Al Andalus

• The expansion of theChristian kingdoms

• Society in Spain after 1492

• Putting historical events in order• Interpreting historical maps

• Respect for historicbuildings

13. The Middle Ages

• Rivers, lakes and watersheds

• Climate and weather• Living things and their

habitats

• Observing drawings and photos• Locating climate zones on a globe

19. Rivers • The effects of humanaction on theenvironment

• The concept of population• Causes and types

of migration• Characteristics of the

population in Spain

• Interpreting a population bar• Doing a census

10. Population • Respect forpeople fromother cultures

• Respect for seniorcitizens

• The concept of activepopulation

• The agricultural, industrialand service sectors

• Tourism and transport in Spain

• Identifying industries in own area• Using maps to locate services

11. The economy • Theimportance of all types ofwork

• Road safety


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The Student's Book

indicates anInternet Activity.

indicates a reading activity.

indicates RichmondWorld Facts Readers.

indicates that theactivity shouldfirst be doneorally.

indicates that itcan also be usedas a writingexercise.

shows that it isalso recorded.

LIVING THINGS 5

Living thingsLOOK

READ

Look at this photo.

• What living things can you see?

• What non-living thingscan you see?

1. Living and non-living thingsIn nature, there are living things and non-living things.

People, animals and plants are living things.

Rocks, air and wind are non-living things.

Living things have the following characteristics:

• They are born from other living things.

• They eat.

• They react to their environment.

• They grow.

• They reproduce.

• Finally, they die.

2. Life processesThere are three basic life processes:

• Nutrition

Living things eat food, which contains nutrients.

Nutrients are substances which provide energy.

• Sensitivity

Living things react to their environment.

• Reproduction

Living things have offspring.

Many living things need a mate to reproduce.

New living things replace the ones which die.

Make more sentences. Living things are born. Living things …

What living things are there in your home?

1

EXPRESSING POSSESSION

A region’s characteristic temperature …The Earth’s climate …A river’s course and flow …

Rivers

DESCRIBING PEOPLE

The population is the number of people live in a place.Urban populations are people who live in cities.Rural populations are people live in villages and towns.People leave a country are called emigrants.

True or false? Make more sentences.The population is the number of people who visit a place. True. / False.

TALKING ABOUT MANNER

The number of inhabitants in a place changes continually.The adult population is growing quickly.Some countries are densely populated.The population is not evenly distributed.Some areas are sparsely populated.

PopulationEssential language

• The EssentialLanguage sectionsummarises all thekey language used atthis level.

Title

• This is thenumber andtitle of the unit.

Activities

• Activities at the bottomof the page reinforcebasic concepts, andpractise structures andvocabulary.

• Some are linked tocitizenship themes.

Read

• Information is organised into numbered sections.

Look

• The units beginwith a LOOK orCOMPAREsection whichfocusesattention on thetheme of theunit.


Multicultural non-sexist education

Healtheducation

Consumereducation

Road safety Environmentaleducation

Citizenship Sex education

Peaceeducation

The Activity Book

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Contents

2

Living things

Our senses

Our body

Animals

Vertebrates

and invertebrates

The Earth

Water

Air

Plants

Flowering plants

The landscape

Water and weather

Population

Work

Past and present

I can compare living things and non-living things.I can identify animal and plant habitats.

I can identify our five senses. I can name the parts of the eye and the ear.

I can name some bones and muscles.I can say how we use our muscles.

I can classify animals in different groups.I can identify what different animals eat.

I can identify vertebrates and invertebrates.I can name the characteristics of mammals.

I can identify the three parts of the Earth.I can compare solids, liquids and gases.

I can say where we find water.I can describe the water cycle.

I can describe the characteristics of air.I can identify some atmospheric phenomena.

I can identify stems, leaves and roots. I can compare trees, bushes and grasses.

I can name some of the parts of a flower.I can describe how plants grow.

I can identify different landscapes.I can name the parts of a mountain.

I can describe the course of a river.I can talk about the weather.

I can compare cities, towns and villages.I can identify some means of transport.

I can identify some types of work.I can talk about the needs of industry.

I can talk about the past.I can make a family tree.

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PROJECT 1: Animal index cards 20

PROJECT 2: Make a skeleton to study bones and joints 21-24

PROJECT 3: An experiment 37

PROJECTS 4-7: Make objects to experiment with air 38-39

PROJECT 8: Make a relief model of your autonomous community 56-57

GLOSSARY: 58-64

UNIT

Read

and tick

I CAN DO IT

Extra

• Learner autonomy:the students assesstheir own progress.

I can do it

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stem

stolon

sunlight

tuber

abdomen

arachnid

arthropod

cephalothorax

cnidarian

crustacean

echinoderm

exoskeleton

insect

invertebrate

mollusc

myriapod

oviparous

parasite

shell

sponge

thorax

worm

alligator

amphibian

aquatic

beak

bony fish

carnivore

cartilaginous fish

cetacean

cold-blooded

crocodile

egg

feather

fin

fur

gill

habitat

incubation

lizard

lung

mammal

36

Use this information to construct a climate graph.

Temperature is in degrees centigrade (°C).

Precipitation is in millimetres (mm).

1. Complete the temperature.

Put a point on each month using the information in the table. Then draw a red line to connect the points from all twelve months.

2. Complete the precipitation.

Each month on the table is represented by a vertical blue bar at a different height on the graph.

MAKE AND INTERPRET A CLIMATE GRAPH Project 3

Temperature

Precipitation

J F M A M J J A S O N D

5 9 13 15 18 20 24 26 25 19 10 7

50 54 70 78 83 60 30 15 90 86 88 69

50

40

30

20

10

0

T (°C)

100

80

60

40

20

0

P (mm)


Contents

Living things

Plants

Invertebrates

Vertebrates

Nutrition

Matter

The atmosphere

The landscape

Rivers

Population

The economy

Prehistory

and Antiquity

The Middle Ages

I can classify living things into three kingdoms.I can describe a cell.

I can distinguish the different parts of a plant.I can talk about photosynthesis.

I can classify invertebrates.I can describe the different arthropod groups.

I can name the characteristics of vertebrate groups.I can classify vertebrates into groups.

I can locate the main organs of nutrition.I can describe the processes involved in nutrition.

I can talk about the general properties of matter.I can identify changes of state in matter.

I can talk about the purpose of the atmosphere.I can explain the water cycle.

I can talk about the concept of landscape.I can identify the main inland and coastal landforms.

I can describe rivers and watersheds.I can distinguish the Earth’s climatic zones.

I can talk about the concept of population.I can identify the causes and types of migration.

I can identify the three economic sectors.I can describe public and private service sectors.

I can talk about the main periods of Prehistory.I can identify and describe some Roman ruins.

I can sequence events in Spanish history.I can talk about the importance of the Golden Age.

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UNIT

Read

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I CAN DO IT

PROJECT 1: Classify plants 19

PROJECT 2: Observe and describe a fungus 19

PROJECT 3: Make and interpret a climate graph 36

PROJECT 4: Investigate changes in matter 37

PROJECT 5: The Roman provinces of the Iberian Peninsula 54-55

GLOSSARY 56-63

Animal

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Worksheet 2. Date Apply your knowledgeTHE ORGANISATION OF LIVING THINGS

KINGDOMS

1. Match and label.

3. Classify the living things from Worksheet 1.

2. Complete the sentences.

a. are made up of which work together.

b. are made up of which work together.

c. are made up of which work together.

Many systems work together in an organism.

tiss¤efiTiss¤efi

A

D

B

C

KINGDOMS

Plant Fungi

E

system tissue cell

organ organism

• The ActivityBook offersa wealth ofactivities.

Activities

Glossary

• Students use theglossary to recordthe vocabularythey have learned.

Projects and tasks

• Projects and taskslead the students toreflect, and carry outsimple experiments.


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The Teacher's Book

UNIT 0

16 17

UNIT CONTENT

Assessment criteria

• Distinguishing living things and non-living things• Knowing that cells are the smallest living units in a living thing • Recognising the three parts of a cell• Explaining how living things are organised• Classifying living things into three kingdoms

Content objectives

1. Distinguishing living things and non-living things2. Identifying the characteristics of living things and life processes3. Understanding what a cell is and the parts of a cell4. Understanding that there are unicellular organisms and multicellular organisms5. Learning how living things are organised

Language objectives

1. Describing the characteristics of living things: They are born … are made up of …

2. Giving extra information: Food, which contains nutrients … Tissues which work together

3. Expressing purpose: To keep a living thing healthy; to make their food

4. Giving examples: for example, our skin cells … such as the heart

5. Describing position: around the cell … between the nucleus and the membrane

6. Expressing ability: They can / cannot move.

• Living things and non-livingthings

• The characteristics of livingthings and life processes

• The cell and the parts of a cell:cytoplasm, membrane and nucleus

• The organisation of livingthings: cell, tissue, organ,system, organism

• The principal kingdoms of living things: animal, plantand fungi

• Interpreting a diagram aboutthe organisation of living things

• Studying photographs to learnabout living things

• Classifying living things intothree kingdoms

• Identifying the characteristicsof the three kingdoms of livingthings

• Appreciating life and livingthings

CONCEPTS PROCEDURES ATTITUDES

Contents

UNIT 1

Living things

RESOURCES

Resource folder

• Reinforcement and extension

– Reinforcement: Worksheet 1

– Extension: Worksheet 1

• Assessment

– Assessment: Worksheet 1

• Developing intelligence worksheets

• Working with recent immigrants

PHOTOCOPIABLE RESOURCES SPECIAL PROGRAMMES*

Internet resources

www.richmondelt.comwww.indexnet.santillana.es

Cells and life processes

http://lgfl.skool.co.uk/keystage4.aspx?id=315The structure of plant and animal cells and lifeprocesses, along with other biology topics. For students and teachers.

Living things

http://www.zephyrus.co.uk/biologytopics.htmlA variety of biology topics including the kingdoms of living things and human organ systems. For students and teachers.

The fungi kingdom

http://www.wise-online.com/objects/index_tj.asp?objid=BIO304A closer look at the fungi kingdom. For students and teachers.

Other resources

• Richmond World Facts• Richmond Student’s Dictionary• Flashcards• Posters

* Not yet available in English

cellmembrane

CellsThe cell is the basic unit of living things. All living things aremade up of cells. Some living things, such as bacteria, are madeup of a single cell. An adult human, in contrast, has about 100trillion cells.

Every part of the body is made up of one kind of cell or another,and each kind of cell has a special function. There are about twohundred different kinds of cells in the human body, including bonecells, muscle cells, heart cells, liver cells and so on.

The shape and size of a cell depend on its funtion. Muscle cellsare long and thin—when they contract, they produce movement.

The three main parts of cells are the nucleus, the cytoplasm andthe cell membrane. The nucleus is the central part of a cell andcontrols most of its functions. The cytoplasm is a jellylikesubstance that makes up most of the inside of a cell. The cellmembrane is the outside covering of a cell. It controls what canenter and exit a cell.

TissueTissue is made up of a group of cells that have the same function. Forexample, bone tissue is made up of three types of bone cell—one tomake bones, one to repair bones and one to remove dead bone cells.Humans have four types of tissue.· Muscle tissue is made up of cells that contract and relax to produce

movement.· Nervous tissue is found in the brain and spinal cord, as well as the

sense organs.· Connective tissue includes the bones and tendons.· Epithelial tissue covers the body and lines some internal organs.Bone tissue, despite its strength, is amazingly light; bones make uponly about one fifth of our weight.

There are two main types of muscle tissue: skeletal muscle tissue,which is connected to the skeleton, and smooth muscle tissue, whichis found in the internal organs. Around 40% of a man’s weight and20% of a woman’s weight is made up of skeletal muscle tissue.

OrgansAn organ is a set of tissues that have the same function. Each organ is madeup of several types of tissue. For example, there are three types of bone tissuein bones: a hard outer tissue, a sponge-like tissue inside bones, and a smoothtissue at the ends of bones. In the skin, which is also an organ, there isepithelial tissue, muscle tissue, nervous tissue and connective tissue.

SystemsA system is a set of organs that work together to perform a commonfunction. There are ten major systems in humans, including therespiratory, nervous, circulatory, digestive, excretory, skeletal, muscularand reproductory systems.

Musculoskeletal System

Bone CellsMuscle Cells

Bone TissueMuscle Tissue

Bone

Skeleton Muscular System

Muscle

nucleus

cytoplasm

nucleuscytoplasm

cellmembrane

The Organisation of the Human Body

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Contents forScience skills

38

Activity B

ook

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Worksheet 7. Date Apply your knowledgeWHAT ARE ANIMALS LIKE?

1. Complete the word maps about animals.

are born from eggs.

are born from theirmother’s womb.

Reproduction: animals are divided into

are animals with a skeleton.

have no bones.

Skeletons: animals are divided into

What organs do these animals use to breathe? Name them.

VOCABULARY

A B C

Oviparoufi

Viviparoufi

Ver†ebra†efi

In√±r†ebra†efi

gillfi trac™eåæ lungfi

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Worksheet 8. Date Read and learnAN INVERTEBRATE PARASITE

1. Read carefully.

The tapeworm

The tapeworm (taenia) is an invertebrate animal. It is a parasite in humans, pigs and other animals.

For example, a pig eats food contaminated with tapewormeggs. The eggs hatch into larvae in the animal’s intestine.Then they travel into the bloodstream and the muscles.

If people eat undercooked meat from this infected pig, the larva grows in their intestine. It becomes a tapeworm. This parasite absorbs their food and causes weakness and anaemia.

Contaminated animals have eggs in their faeces. These can infect other animals.

2. Tick () the true sentences about the tapeworm.

It is an invertebrate. It is a parasite. It is oviparous.

It is an amphibian. It is viviparous. It is an herbivore.

3. Order the information as it appears in the text.

What kind of animal a tapeworm is How it lives inside a person

How it goes from animals to humans How it lives inside an animal

4. Investigate. Find the names of other human parasites.

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Internet resources Other resources

Materials for reinforcement and extension

Contents forEnglish skills

Solutions

• There aresolutions toall Activity Bookactivities.


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Special attention

• Understanding that cells are three-dimensional and not flat

• Understanding that humans are made upof tiny cells

Hands on

Presentation

• Focus on the drawing of cells. Ask:What are the parts of an animal cell?(membrane, nucleus, cytoplasm) What are the parts of a plant cell? (nucleus, cytoplasm, membrane, wall)

• Give examples of unicellular living things:bacteria, some algae, yeast, protozoa …

• Point out that cells have three dimensionsand are not flat. Cells can have differentshapes: cubes, octahedrons …

• Ask: Are cells small? (yes) How can we seecells? (with a microscope)

• Ss read with , and . They thendo the activity at the bottom of the page.

5431-3

READ

LIVING THINGS 5

Living thingsLOOK

READ

Look at this photo.








• They eat.


• They grow.

• They reproduce.



• Nutrition



• Sensitivity


• Reproduction






1

6 LIVING THINGS

READ

1. What is a cell?

Living things are made up of tiny units called cells.

Cells are the smallest living units in a living thing.

Some living things are made up of a single cell.

They are unicellular.

Other living things are made up of many cells.

They are multicellular.

2. What are cells like?

Cells differ in shape and size.

They carry out different tasks.

For example, our skin cells are different from our bone cells.

3. Parts of a cell

Cells have three parts:

• The membrane is the covering around the cell.

• The nucleus is the part which controls the cell.

• Cytoplasm is between the nucleus and the membrane.

Plant cells also have a hard cell wallaround the membrane.

This is why some plant stems are hard.

Cells

These cells are amplified by a microscope.

We use microscopes to study small things.

Complete the sentence.

Cells have three parts: …

The parts of animal and plant cells

membrane

cytoplasm

nucleus

Animalcell

nucleus

cytoplasm

membrane

wall

Plantcell

2

3

CONTENT AND LANGUAGE DEVELOPMENT

Comprehension. Write the following phrases on the BB. Ask Ss to match the sentence halves.

1. Living things a. provide energy.2. Non-living things b. basic life processes. 3. Nutrients c. are born and die.4. Animals d. do not reproduce.5. There are three e. are living things.

Answers: 1 – c. 2 – d. 3 – a. 4 – e. 5 – b.

1


Comprehension. Write the following sentences on the BB. Ask Ss to choose the correct option. 1. Living things are made up of tiny / big units called cells.2. Cells are the smallest units in a living / non-living thing.3. Living things with a single cell are multicellular / unicellular. 4. Living things made up of many cells are multicellular /

unicellular. 5. Skin cells and bone cells are different / the same.

Answers: 1. tiny. 2. living. 3. unicellular. 4. multicellular.5. different.

1

Content objectives: 1, 2.

Language objectives: 1,2, 3.

Vocabulary

are born, die, eat, grow, living things, non-living things,nutrients, nutrition, react, reproduce, sensitivity


Language objectives: 1, 2, 3, 4.

Vocabulary

cell, cytoplasm, membrane, multicellular,nucleus, unicellular

…react to their environment…grow…die…/ Open answers. …membrane, nucleus and cytoplasm

Special attention

• Using the vocabulary correctly

• Relative clauses with which

Hands on

Presentation

• Focus on the photo and questions.Living things: grass, trees, cows, calves.Non-living things: air, buildings …

• Ask: How do you know cows are livingthings? (They are born, eat, react, grow,reproduce and die.) What do cows need tolive? (food, water, space)

• Elicit examples of the characteristicsof living things. Ask: When are more calvesborn? (spring) What do cows eat? (grass)When chickens grow, what do theybecome? (hens, cockerels) What animaldoes a cow need to reproduce? (a bull)

• Ss read and with and . Theythen do the activities at the bottom of thepage.

Activity Book, page 3.R

2121

READ

LOOK

Our pets

• Encourage Ss to talk about theirexperiences with pets.

• Ask: Who has a pet? What is it? Whatdoes it do? (It sleeps, plays, eats…)What does it need? (food, water …)

Making yoghurt

• Pour two litres of warm milk into a container. Add two plain yoghurtsand mix. Put a lid on the container and cover it with a towel.

• Ask: What do you think will happenafter twelve hours? (The milk willchange to yoghurt.)

• Examine the mixture later. Explain thatthe bacteria in the yoghurt caused a chemical change. Bacteria areunicellular living things.

Respecting all living things. All living things, big or small, deserve our respect.

Bacteria and living things. Bacteriacan cause illnesses, such as pneumonia.Some bacteria are used to make food,like yoghurt.

Activity Book

This symbol indicates a revision activity.

This symbol indicates an extensionactivity.

E

R

Hands on

• A classroom experiencewhich is motivating andsimple to do.

Citizenship

• Citizenship themesare identified withsymbols.

Content objectives

• A cross-referenceto the contentobjectiveson the previousdouble page.

Language objectives

• A cross-reference to the language objectives.

Vocabulary

• Presented inalphabetical order.

• It is recommended that students learn it.

Special attention

• Points which may be difficult for the students in both Science and English.

Presentation

• The suggestions include texts as well as graphicmaterials, such asphotographs, drawings,diagrams and graphs.

Content and languagedevelopment

• These activities combineScience and Languageskills.


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Learning skillsTechniques

Various learning skills can help students to master thecontents of Essential Science:

Memorisation• To memorise new vocabulary, it is useful to associate

the words with mental pictures, and then revise themin order.

• In order to teach the circulatory system, for example,students touch the corresponding parts of theirbodies.

Photographs• The photographs help students to obtain information.

It can be helpful to ask the students to study a picture before they have read the caption or received any other external information.

• Focus the students’ attention: What do you see in the photo? Can you see …?

• Go on to analyse the picture systematically,highlighting all the details.

Drawings• These drawings represent parts of the human body,

plants, etc. Some are realistic, while others aresimplified.

he digestive ystem

mouth

pharynx

salivary glands

smallintestine

oesophagus

liverstomach

pancreas

rectum

anus

largeintestine

26

• To extract information, it is important to study thewhole picture carefully as well as look at the details.

• The students study the accompanying texts, whichgive the names of the different parts or functions.

Highlighted words• These are printed in bold. They highlight key points

and vocabulary.

Experiments• Before an experiment begins, the students

are asked to predict how they think it will end.

• Students need to have a clear idea of an experiment’s different stages.

• Point out the following:

– material they will need

– initial situation

– sequence of events

– final result

Enquiry questions• Learning should never be a purely mechanical

process. Questions can be used to elicit priorknowledge, and find out students’ ideas.

• Students should be encouraged to predict what theywill learn: What do you know about volcanoes?What do you think this unit / this page is going to be about?

• Comparison questions encourage students to relateinformation from different sections: In what ways are... different from ... ?

• This type of question should be adapted to thelanguage level of the class.

Activities• Initially, the activities at the bottom of the page

should be done orally with the whole class. Later,most can be written down, either as homework or as whole class activites. This will help students to master the key concepts and language.

• Some citizenship questions may be difficult for the students in English. It is advisable to begin by eliciting short, simple replies.


11

Recorded Material

Some sections of each Unit are recorded on theStudent’s CD. There is a more complete selection of texts on the Class CD.

• The listening exercises can be used in thepresentation stage of the Unit.

• Students should listen to the recording at least twice before they check their answers.

• The exercises can be corrected on the board,or by looking at the text in the book.

• For revision purposes, the listening exercises can be used at the end of the unit to recycle vocabularyor revise the content.

• The recorded material will help students with thepronunciation of new language and vocabulary.

Essential Language

The Essential Language section in the Student’s Book(pages 51 - 56), summarises the main functions andstructures.

Here are some practical suggestions for using thissection:

Expressing facts• The Present Simple tense in the affirmative,

negative, interrogative forms: Students underlineexamples of the structure in each unit, either copyingthe texts, or using pencils.

• Passive verb forms: Students identify the structure:verb to be + past participle, and write examples.

Giving examples• Students ask questions related to examples from

the unit, for example: Are vegetables consumerproducts?

Talking about the past• Students copy the table from Unit 12 into their

notebooks. They test each other with True / Falsequestions in pairs.

Defining• Prepositions of place: Students copy the texts,

or use pencils to underline prepositions of place. In pairs they ask each other: Where is …?,and answer using the correct preposition.

• Relative pronouns: Students identify examples of relative pronouns (who … which …). They writeTrue / False sentences to test their partners, usingrelative pronouns to give correct or incorrectdefinitions.

Describing• Properties: verb to have: The students write

affirmative and negative sentences.

• Describing a process, using linking words: First,then, next, etc. The students find more examples of processes using these linkers in other units.

• There is / there are + singular / plural nouns.Students find and underline more examples of this structure.

54 ESSENTIAL LANGUAGE

MAKING IMPERSONAL STATEMENTSWaves

wind.Ocean currents are caused by differences in water temperature.

Earthquakes

movements of the Earth’s crust.

GIVING EXAMPLESWater can be a liquid or a solid,ice or snow.

There are hundreds of minerals, such as diamonds.Precipitation is water,

rain, snow or hail.

Water in liquid formoceans, seas, rivers and lakes.

Water in solid form is found in / on mountains.Water vapour

the atmosphere.

The atmosphere

INDICATING LOCATIONCoastal plains are flat land near the coast.A marsh is wet land

near the mouth of a river.Low-lying coasts are plains by the sea.High coasts are high areas by the sea.There are high mountains in some areas.The Ebro depression is in the north.MAKING IMPERSONAL STATEMENTS

Central Spainis dominated

a large plateau.

An islandis completely surrounded by water.

The Central Plateau is divided

the Central Mountain Chain.

The landscape


12

Linking units and contents• Before students look at the Contents list, write a few

titles on the left of the board: The landscape; Livingthings; Population; The economy.

• On the right, write, in a different order, some of theinformation about the titles: Migration; Mountainsand plains in Spain; Cells; The primary and secondarysectors.

• Students volunteer to go to the board and draw a linebetween a title and its information.

• The students now have the list of contents (page 2 of the Student’s Book), open in front of them. Drawsomething on the board to represent a title, forexample, a dog (Unit 4), and a mountain (Unit 8).

• Students guess which unit is referred to. Studentsthen volunteer to draw other titles on the board, andthe activity continues. They may also do this activityin pairs.

Anagrams• Write anagrams on board, for example CLIMATE

(TEMACLI) and ask the students to say which unit isbeing referred to. The students could do this in pairs.

Contents

Notes:

2

Multicultural non-sexist education

Healtheducation

Consumereducation

Road safety Environmentaleducation

Citizenship Sex education

Peaceeducation

Contents

01 Living things . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Cells The organisation of living things Kingdoms

02 Plants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Plant nutrition Plant reproduction

03 Invertebrates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Invertebrate groups Arthropods

04 Vertebrates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Birds Reptiles Fish and amphibians

05 Nutrition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19The digestive system Respiration and excretion Blood circulation

06 Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23The properties of matter Changes in matter Changes of state

07 The atmosphere . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27The hydrosphere The geosphere Volcanoes, earthquakes and weathering

08 The landscape . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Mountains and plains in Spain The coast Spanish coasts

09 Rivers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35Climate Vegetation and fauna

10 Population . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Migration The population of Spain

11 The economy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41The primary and secondary sectors in Spain The service sector in Spain

12 Prehistory and Antiquity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44The Iberian peninsula in pre-Roman times Roman Hispania

13 The Middle Ages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47Al Andalus The Christian kingdoms Spain after 1492

PAGE


13

General questions• Ask general questions:

How many units are there in the book?

What is the first / last unit about?

What do you think you will study in Unit (5)?

What are Units 4, 8, 12 about? (These questions can also be asked in pairs.)

Which unit is about animals / plants / the Earth?(These questions can also be asked in pairs.)

Which unit discusses reptiles?

Which unit do you like best / is most interesting for you?

Pairwork activities• In pairs, the students test each other:

A: Mountains?

B: Unit 8. Birds?

A: Unit 4. Population?

B: Unit 10.

Answers: a – 2; b – 13; c – 1; d – 7; e – 12; f – 4; g –10; h – 5; i – 8; j – 11; k – 3; l – 6; m – 9.

ABOUT THIS BOOK• Look at pictures A-M.

Match them to Units 1-13 on page 2. Then look at the book. Check your answers.

Unit 1 Unit 7 Unit ......... Unit .........

Unit ......... Unit ......... Unit 9

Unit 10 Unit 5 Unit ......... Unit .........

Unit ......... Unit .........

B

G

DC E

H

K L M

J

F

I

Learning to learn

A

3

Notes:


14

You already know a lot!• This section shows students that they already have

considerable prior knowledge.

• Explain that this will help them throughout the year.

• This section can also be used as a diagnostic test atthe beginning of the year.

• Choose how many words to include according to thelevel of the class.

• These are topics you willstudy this year.You already know a lot!

TITLEWhat is the number of the unit?What is the title?

What is the first section on the page?

LOOK AT THE PHOTOWhat is the animal doing?Can you see water? What else can you see in the photo?Think about what you see in photos.Photos have a lot of information.

What is the second section on the page?

EXPLANATIONSThese paragraphs have important information. Important words are like this: water, food.

SYMBOLS• The text is on the CD

• Richmond World Facts

• There is an Internet activity

• Speak

• Read

• Write

ACTIVITIESThese exercises give you practice in ESSENTIAL SCIENCE.

YOU ALREADY KNOW A LOT!

ANIMALSWhat do animals eat? Herbivores eat plants.

Carnivores eat…

Omnivores eat…

FOODCan you name five types of food?Do you know the names of three meals?

THE BODYWhat can babies do when they are born?Name two things.What can't babies do when they are born?Name two things.

PLANTSWhat do plants need? Name more two things.Sunlight, … and…

THE UNIVERSEDo you know the names of any astronomicalbodies?The Sun, planets,…

How many hours are there in a day?

LIGHTDo you know the seven colours in a rainbow?Red, … indigo and violet.

AUTONOMOUS COMMUNITIES What is the name of your AutonomousCommunity?Which other communities are close to yourAutonomous Community?

OCEANS AND CONTINENTSCan you name three continents?Can you name two oceans?

4 LIVING THINGS

• These are topics you will studythis year.You already know a lot!

TITLEWhat is the number of the unit?What is the title?

What is the first section on the page?

LOOK AT THE PHOTOWhat is the animal doing?Can you see trees? What else can you see in the photo?Think about what you see in photos.Photos have a lot of information.

What is the second section on the page?

EXPLANATIONSThese texts give you important information. Important words appear like this: react, nutrients.

SYMBOLS• The text is on the CD

• Richmond World Facts

• There is an Internet activity

• Speak

• Read

• Write

ACTIVITIES These exercises give you practice in ESSENTIAL SCIENCE.

YOU ALREADY KNOW A LOT!

PLANTSName four things plants need.Plants need the correct temperature, ...

ANIMALS How do animals breathe?

FOODWhat is a healthy diet?

THE BODYName four parts of the digestive system.Name three parts of the respiratory system.Name two parts of the excretory system.

THE ATMOSPHERECan you talk about the weather?Today it is sunny; today it is raining; ...

MINERALSWhat is the difference between minerals and rocks?

THE ECONOMY Can you name six jobs in the service sector?Lawyers, ...

ROMAN TIMESDescribe Roman cities. In Roman cities, there were important buildings:amphitheatres, ...

MUSLIMS AND CHRISTIANS Where did Muslims and Christians live?Muslims lived in cities surrounded by ...Christians ...

Notes:


15

Focus on the pageUse the text in the right-hand column of page 4 to showthe students how their textbook is organised.

TITLE AND PHOTO

• Ask the students to tell you the number and title of the unit. Then ask them to look at the photo and predict what they think the unit will be about: What do you think this unit is going to be about?

• Explain that photos include a great deal ofinformation. Ask the students: What can you see in the photo?

• If their language level allows it, suggest that theycompare this landscape with their own region: Is this landscape different from your region?(It’s green …)

• Further suggestions for teaching page 5 are given on page 18 of this Teacher’s Book.

• The use of photos is discussed in the Learning skillssection on page 10 of this Teacher’s Book.

EXPLANATIONS AND SYMBOLS

• Explain that the students have their own Student’s CD.

• Students should listen to the recordings at home,which will help them to assimilate what they havelearned. It is helpful if they sometimes listen to therecordings without using the Student’s Book. This sharpens their auditory capacity. The recordingsalso help them to work on their pronunciation.

• Further suggestions for exploiting the recording are given in the Learning skills section on page 11.

ACTIVITIES

• Some activities reinforce acquisition of the scientificcontents. Others focus on citizenship reflection.Suggestions for exploitation are given in the Learning skills section on page 10.

LIVING THINGS 5

Living thingsLOOK

READ

Look at this photo.








• They eat.


• They grow.

• They reproduce.



• Nutrition



• Sensitivity


• Reproduction






1

Notes:


16

UNIT CONTENT

Assessment criteria

• Distinguishing living things and non-living things• Knowing that cells are the smallest living units in a living thing • Recognising the three parts of a cell• Explaining how living things are organised• Classifying living things into three kingdoms

Content objectives

1. Distinguishing living things and non-living things2. Identifying the characteristics of living things and life processes3. Understanding what a cell is and the parts of a cell4. Understanding that there are unicellular organisms and multicellular organisms5. Learning how living things are organised

Language objectives

1. Describing the characteristics of living things: They are born … are made up of …

2. Giving extra information: Food, which contains nutrients … Tissues which work together

3. Expressing purpose: To keep a living thing healthy; to make their food

4. Giving examples: for example, our skin cells … such as the heart

5. Describing position: around the cell … between the nucleus and the membrane

6. Expressing ability: They can / cannot move.

• Living things and non-livingthings

• The characteristics of livingthings and life processes

• The cell and the parts of a cell:cytoplasm, membrane and nucleus

• The organisation of livingthings: cell, tissue, organ,system, organism

• The principal kingdoms of living things: animal, plantand fungi

• Interpreting a diagram aboutthe organisation of living things

• Studying photographs to learnabout living things

• Classifying living things intothree kingdoms

• Identifying the characteristicsof the three kingdoms of livingthings

• Appreciating life and livingthings


Contents

UNIT 1

Living things

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UNIT 0

17

RESOURCES

Resource folder




• Assessment





Internet resources


Cells and life processes

http://lgfl.skool.co.uk/keystage4.aspx?id=315The structure of plant and animal cells and lifeprocesses, along with other biology topics. For students and teachers.

Living things

http://www.zephyrus.co.uk/biologytopics.htmlA variety of biology topics including the kingdoms of living things and human organ systems. For students and teachers.

The fungi kingdom

http://www.wise-online.com/objects/index_tj.asp?objid=BIO304A closer look at the fungi kingdom. For students and teachers.

Other resources



cellmembrane

CellsThe cell is the basic unit of living things. All living things aremade up of cells. Some living things, such as bacteria, are madeup of a single cell. An adult human, in contrast, has about 100trillion cells.

Every part of the body is made up of one kind of cell or another,and each kind of cell has a special function. There are about twohundred different kinds of cells in the human body, including bonecells, muscle cells, heart cells, liver cells and so on.

The shape and size of a cell depend on its funtion. Muscle cellsare long and thin—when they contract, they produce movement.

The three main parts of cells are the nucleus, the cytoplasm andthe cell membrane. The nucleus is the central part of a cell andcontrols most of its functions. The cytoplasm is a jellylikesubstance that makes up most of the inside of a cell. The cellmembrane is the outside covering of a cell. It controls what canenter and exit a cell.

TissueTissue is made up of a group of cells that have the same function. Forexample, bone tissue is made up of three types of bone cell—one tomake bones, one to repair bones and one to remove dead bone cells.Humans have four types of tissue.· Muscle tissue is made up of cells that contract and relax to produce

movement.· Nervous tissue is found in the brain and spinal cord, as well as the

sense organs.· Connective tissue includes the bones and tendons.· Epithelial tissue covers the body and lines some internal organs.Bone tissue, despite its strength, is amazingly light; bones make uponly about one fifth of our weight.

There are two main types of muscle tissue: skeletal muscle tissue,which is connected to the skeleton, and smooth muscle tissue, whichis found in the internal organs. Around 40% of a man’s weight and20% of a woman’s weight is made up of skeletal muscle tissue.

OrgansAn organ is a set of tissues that have the same function. Each organ is madeup of several types of tissue. For example, there are three types of bone tissuein bones: a hard outer tissue, a sponge-like tissue inside bones, and a smoothtissue at the ends of bones. In the skin, which is also an organ, there isepithelial tissue, muscle tissue, nervous tissue and connective tissue.

SystemsA system is a set of organs that work together to perform a commonfunction. There are ten major systems in humans, including therespiratory, nervous, circulatory, digestive, excretory, skeletal, muscularand reproductory systems.

Musculoskeletal System

Bone CellsMuscle Cells

Bone TissueMuscle Tissue

Bone

Skeleton Muscular System

Muscle

nucleus

cytoplasm

nucleuscytoplasm

cellmembrane

The Organisation of the Human Body©

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18

LIVING THINGS 5

Living thingsLOOK

READ

Look at this photo.

• What living things

can you see?

• What non-living things

can you see?

1. Living and non-living thingsIn nature, there are living things

and non-living things.





• They eat.


• They grow.

• They reproduce.



• Nutrition



• Sensitivity


• Reproduction






1


Comprehension. Write the following phrases on the BB. Ask Ss to match the sentence halves.

1. Living things a. provide energy.2. Non-living things b. basic life processes. 3. Nutrients c. are born and die.4. Animals d. do not reproduce.5. There are three e. are living things.

Answers: 1 – c. 2 – d. 3 – a. 4 – e. 5 – b.

1


Language objectives: 1,2, 3.

Vocabulary

are born, die, eat, grow, living things, non-living things,nutrients, nutrition, react, reproduce, sensitivity

…react to their environment…grow…die…/ Open

Special attention


• Relative clauses with which

Hands on

Presentation

• Focus on the photo and questions.Living things: grass, trees, cows, calves.Non-living things: air, buildings …

• Ask: How do you know cows are livingthings? (They are born, eat, react, grow,reproduce and die.) What do cows need tolive? (food, water, space)

• Elicit examples of the characteristicsof living things. Ask: When are more calvesborn? (spring) What do cows eat? (grass)When chickens grow, what do theybecome? (hens, cockerels) What animaldoes a cow need to reproduce? (a bull)

• Ss read and with and . Theythen do the activities at the bottom of thepage.


2121

READ

LOOK

Our pets

• Encourage Ss to talk about theirexperiences with pets.

• Ask: Who has a pet? What is it? Whatdoes it do? (It sleeps, plays, eats…)What does it need? (food, water …)

Respecting all living things. All living things, big or small, deserve our respect.

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19

Special attention

• Understanding that cells are three-dimensional and not flat

• Understanding that humans are made upof tiny cells

Hands on

Presentation

• Focus on the drawing of cells. Ask:What are the parts of an animal cell?(membrane, nucleus, cytoplasm) What are the parts of a plant cell? (nucleus, cytoplasm, membrane, wall)

• Give examples of unicellular living things:bacteria, some algae, yeast, protozoa …

• Point out that cells have three dimensionsand are not flat. Cells can have differentshapes: cubes, octahedrons …

• Ask: Are cells small? (yes) How can we seecells? (with a microscope)

• Ss read with , and . They thendo the activity at the bottom of the page.

5431-3

READ

6 LIVING THINGS

READ

1. What is a cell?

Living things are made up of tiny units

called cells.

Cells are the smallest living units

in a living thing.

Some living things are made up of a single cell.

They are unicellular.

Other living things are made up of many cells.

They are multicellular.

2. What are cells like?

Cells differ in shape and size.

They carry out different tasks.

For example, our skin cells

are different from our bone cells.

3. Parts of a cell

Cells have three parts:

• The membrane is the covering

around the cell.

• The nucleus is the part

which controls the cell.

• Cytoplasm is between the nucleus

and the membrane.

Plant cells also have a hard cell wallaround the membrane.

This is why some plant stems are hard.

Cells

These cells are amplified by a microscope.

We use microscopes to study small things.

Complete the sentence.

Cells have three parts: …

The parts of animal and plant cells

membrane

cytoplasm

nucleus

Animalcell

nucleus

cytoplasm

membrane

wall

Plantcell

2

3


Comprehension. Write the following sentences on the BB. Ask Ss to choose the correct option. 1. Living things are made up of tiny / big units called cells.2. Cells are the smallest units in a living / non-living thing.3. Living things with a single cell are multicellular / unicellular. 4. Living things made up of many cells are multicellular /

unicellular. 5. Skin cells and bone cells are different / the same.

Answers: 1. tiny. 2. living. 3. unicellular. 4. multicellular. 5. different.

1



Vocabulary

cell, cytoplasm, membrane, multicellular,nucleus, unicellular

…membrane, nucleus and

Making yoghurt

• Pour two litres of warm milk into a container. Add two plain yoghurtsand mix. Put a lid on the container and cover it with a towel.

• Ask: What do you think will happenafter twelve hours? (The milk willchange to yoghurt.)

• Examine the mixture later. Explain thatthe bacteria in the yoghurt caused a chemical change. Bacteria areunicellular living things.

Bacteria and living things. Bacteriacan cause illnesses, such as pneumonia.Some bacteria are used to make food,like yoghurt.

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20

Special attention

• Understanding new concepts

• Pronunciation of muscle, tissue

Hands on

Presentation

• Explain that the humanbody is organised into systems which worktogether.

• Draw concentric circles on the BB and writethese words from the centre outwards:cells, tissues, organs, systems, organism.

• Ask: What is the simplest unit in thehuman body? (a cell) Which is morecomplex, an organ or a cell? (an organ)Which is more complex, an organ or anorganism? (an organism)

• Use different colour chalk and write thesewords inside the same concentric circles:muscle cell, muscle tissue, deltoid muscle,muscular system, organism.

• Ss read with . They then do theactivities at the bottom of the page.


71

LOOK AND READ


Vocabulary. Write these sentences on the BB. Ask Ss to write the jumbled words correctly.

1. A human being is an NAGROMIS.2. Human beings are ILTUMRALULELC.3. One type of tissue is ELSCUM tissue.4. Tissues are made up of SELCL.5. The heart is an AGRON.6. One type of system is the VITESGIDE system.

Answers: 1. organism. 2. multicellular. 3. muscle. 4. cells. 5. organ. 6. digestive.

1

LIVING THINGS 7

1. How are living things organised?

Multicellular living things

have the following structure:

• Cells form tissues:

Tissues, such as muscle tissue,

are made up of cells

which work together.

• Tissues form organs:

Organs, such as the heart,

are made up of tissues


• Organs form systems:

Systems, such as the digestive system,

are made up of organs


• An organism is a complete living thing:


All living things are organisms.

All the systems in an organism

work together to keep

a living thing healthy.

The organisation of living things

tissue organism

cell organ system

Put the words in order from the simplest structure

to the most complex structure.

Make more sentences.

Change the underlined words.

Tissues, such as muscle tissue, are made up of

cells which work together.

LOOK AND READ

muscle

cellcell

tissue

organ

system

muscle

tissue

muscular

system

human

being

organism

The organisation of living things4

5

muscle

cell, tissue, organ, system, organism / Model Answer (M.A.) Systems…the digestive system … organs. Organs…the heart…tissues…

Content objectives: 5.

Language objectives: 1, 2, 3, 4, 6.

Vocabulary

cell, organ, organism, system, tissue

Atlas of human anatomy

• Use an atlas of human anatomy, or theRichmond poster of the human body,to show different structures in thehuman body.

• Ask: What does the human bodyconsist of? (bones, organs, muscles ...)What are the major organs in thedigestive system? (mouth, oesophagus, stomach)

Prevention. Periodic health check-upscan help prevent illness by detectinghealth problems before they becomeserious.

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21

Special attention

• Understanding the concept of kingdom

• Understanding that fungi are neither plantsnor animals

Hands on

Presentation

• Present with and . Ask: Cananimals move? (Yes) Can plants move?(No) Can mushrooms move? (No) How doplants obtain food? (They make their food.)Ask about plants and fungi.

• Help Ss make a tree diagram. Title: Thethree kingdoms. Level 1: The animalkingdom, The plant kingdom, The fungikingdom. Level 2: characteristics of each.Level 3: examples.

• Read and listen to and . Ask: Canyou give some examples of fungi? (breadand fruit mould, yeast) What do you knowabout mushrooms? (many are poisonous)

Activity Book, page 5.E

1211

109READ

8 LIVING THINGS

1. Kingdoms

Living things are classified

into groups called kingdoms.

The three principal kingdoms are the animal

kingdom, the plant kingdom and the fungi kingdom.

2. The animal kingdom

• Animals are multicellular.

• They eat other living things.

• They can move from one place to another.

• They have a nervous system and sense organs.

• They react to stimuli.

3. The plant kingdom

• Plants are multicellular.

• They use sunlight and substances

from the soil and air to make their food.

• They cannot move.

They have roots in the ground.

• Plants do not have a nervous system

or sense organs. However, they react

slowly to some stimuli. For example,

many plants grow towards the light.

4. The fungi kingdom

• Most fungi are multicellular.

A few are unicellular.

• They depend on other organisms for food.

They do not make their own food.

• They are fixed to something.

They cannot move.

READ

Kingdoms

Animals can move.

Plants grow well when there is a lot of sunlight

and water.

A mushroom is the top part of a fungus.

Most of it is underground.

6

7



Vocabulary

animal kingdom, fungi kingdom, kingdoms, plant kingdom

Mould

• Put a few drops of water on a slice of bread.

• Place inside a plastic bag. Put the bag in a warm, dark place.

• Show Ss the bread after a few days.Ask: What has happened? (The bread has developed mould.) Ask: What does the mould need togrow? (moisture, warmth and nutrients)

Yeast and bread. Yeast is amicroscopic fungus used to make bread. It feeds on sugar and produces carbondioxide, making the bread rise.


Comprehension. Write these sentences on the BB. Ss copy the sentences and circle the correct option.1. Living things are classified into three / four kingdoms.2. Animals can / cannot move from one place to another.3. Plants have / do not have a nervous system or sense organs.4. Plants grow towards / away from the light.5. Fungi depend on / do not depend on other organisms for food.6. Fungi can / cannot move.

Answers: 1. three. 2. can. 3. do not have. 4. towards. 5. depend on. 6. cannot.

1

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22

Activity B

ook

Worksheet 1. Date Apply your knowledgeCLASSIFICATION

3

1. Classify into living or non-living things.

wind people cows chairs rocks air

trees snakes fungi glass flowers plastic

Match and write.

sensitivity reproduction nutrition

: living things eat food, which contains nutrients.

: living things react to their environment.

: living things have offspring.

VOCABULARY

LIVING NON-LIVING

πeop¬æ

cowfi

t®æefi

sna§efi

flo∑±rfi

fung^

nutritio>

ßensitivit¥

®eproductio>

chairfi

glasfi

plasti©

ai®

win∂

rockfi

Animal

4

Worksheet 2. Date Apply your knowledgeTHE ORGANISATION OF LIVING THINGS

KINGDOMS

1. Match and label.

3. Classify the living things from Worksheet 1.


a. are made up of which work together.

b. are made up of which work together.

c. are made up of which work together.


tiss¤efiTiss¤efi

A

D

B

C

KINGDOMS

Plant Fungi

E

system tissue cell

organ organism

©el¬ tiss¤æ

orga>sys†eµorganisµ

©ellfiOrganfi

organfiSys†emfi

πeop¬æ

cowfi

træefi fung^

flo∑±rfisna§efi

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23

5

Worksheet 3. Date Read and learnFUNGI

1. Read carefully.

What type of living things are fungi?Fungi are living things. They are born, grow, reproduceand die, but they are not plants or animals.

They are not plants because they cannot make theirown food. They absorb nutrients from the remains ofother living things. They are not animals because theydo not have sense organs and they cannot move.

Some fungi, such as yeast, are too tiny to see. Others, such as moulds, are also tiny, but you can see them all together.

Some fungi are in the ground. In autumn, they become mushrooms and grow above the ground.There are many edible mushrooms.

2. Identify.

• mould • mushrooms • microscopic yeast

cap

stem

mushroom

A B C

Match.

Fungi are • • they do not have sense organs.

Fungi are not plants because • • born, grow, reproduce and die.

Fungi are not animals because • • they cannot make their own food.

Investigate. Which edible mushrooms are found in your region?

VOCABULARY

A C B

Model Answer (M. A.) Butto> mushroomfi a®æ foun∂ i> m¥ ®egio>.N

otes:

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24

UNIT CONTENT

Assessment criteria

• Distinguishing the different parts of a plant• Understanding the processes carried out in plant reproduction• Identifying the different groups of plants with their main characteristics• Explaining the process of photosynthesis• Understanding the difference between respiration and photosynthesis • Knowing about different types of plant reproduction• Interpreting diagrams, drawings and photographs correctly to obtain answers• Respecting plants

Content objectives

1. Recognising the distinguishing features of flowering and non-flowering plants2. Understanding how to classify plants and the main characteristics of each group3. Identifying what plants need 4. Learning how plants breathe and make their own food5. Understanding how plants reproduce6. Appreciating the important role plants have in nature

Language objectives

1. Describing properties: Plants have …, angiosperms have …

2. Describing processes (passive, present simple): … are absorbed from the soil …transported from the roots … Photosynthesis takes place …

3. Expressing quantity: almost all gymnosperms … some grasses …

4. Giving examples: such as pine trees

5. Giving additional information: small plants which live … stems which extend …

6. Describing movement (prepositions): through the roots … up the stem … fromthe stamens to the ovary

• The parts of a plant and theirfunctions

• Plant classification• Plant nutrition: respiration

and photosynthesis• Flowers as organs of

reproduction: the parts of a flower, pollination, howseeds form and germinate

• Types of special stemsinvolved in plant reproduction

• Observe the different parts of a plant

• Classify plants into two groups• Describe the processes carried

out in plant nutrition• Describe the processes carried

out in the reproduction offlowering plants using thecorrect sequence

• Interpret drawings, photographsand diagrams correctly

• Appreciate the role of plantsand show an interest inprotecting them


Contents

UNIT 2

Plants

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UNIT 0

25

RESOURCES

Resource folder




• Assessment





Internet resources


Plants

http://www.urbanext.uiuc.edu/gpe/The Great Plant Escape combines facts, pictures and activities. For students and teachers.

Plants and animals

http://www.saburchill.com/chapters/chapters.htmlThe Open Door Web Site has a wealth of material aboutplants and animals, including how plants breathe, feedand reproduce. For teachers.

How plants grow

http://www.kidport.com/RefLib/Science/HowPlantsGrow/HowPlantsGrow.htmlHow Plants Grow includes information on pollination,seeds and bulbs.

Other resources



COCONUT:SEED OR FRUIT?

www.richmondelt.com

LEVEL

4

COCONUT:SEED OR FRUIT?

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26

PLANTS 9

Plants

1. Plant groups

Plants have roots, a stem and leaves.

The roots are in the soil. Water and other substances

are absorbed from the soil through the roots.

The stem supports the leaves.

Water and nutrients are transported from the roots

to the leaves inside the stem.

The leaves breathe and make the plant’s food.

2. Flowering plants

Flowering plants are the biggest group of plants.

• Gymnosperms have small flowers, but no fruit.

Their seeds are all together in cones.

Almost all gymnosperms are trees,

such as pine trees.

• Angiosperms have flowers and fruit.

Chestnut trees and some grasses are angiosperms.

3. Non-flowering plants

Non-flowering plants are the smallest group

of plants. They need shade and moisture.

• Mosses are small plants which live

on rocks, trees and the ground.

• Ferns are larger than mosses.

They have thick, underground stems and big leaves.

• How many plants

can you see

in this photo?

• What are the plants like

where you live?

LOOK

READ

pine cone

Gymnosperm cone

8

olivesgrapes

Angiosperm fruit

Ferns and mosses

are found in dark,

humid forests.ferns

moss


Quiz. Ask Ss to close their books. Read out these questions. Ss write the answers in their notebooks.

1. Which is the biggest group of plants?2. Which is the smallest?3. Plants have roots, a stem and … what else?4. What does the stem transport to the leaves?5. What do the leaves make?6. Where do we find ferns and mosses?

Answers: 1. flowering plants. 2. non-flowering plants. 3. leaves. 4. water and nutrients. 5. food for the plant. 6. in forests /on rocks and trees.

1

Vocabulary

angiosperms, cones, fungi, gymnosperms, leaves,mosses, stem

Special attention

• Not all plants have flowers

• Pronunciation of breathe and moisture

Hands on

Presentation

• Establish that plants have differentshapes, sizes, colours, leaves … Focus onthe photo and elicit answers.

• Draw a plant on the BB with thethree main parts and a line to show theground. Ask: What is the part in the soil?(the roots) What supports the leaves? (the stem) What makes the plant’s food?(the leaves) Ss read with , , .

• Draw a table on the BB. Title: PLANTGROUPS. First level: Flowering plants –Non-flowering plants. Second level:Gymnosperms – Angiosperms. Third level: examples.

• Examples: Gymnosperms: cedar, cypress, firAngiosperms: wheat, poppy, oak, rosemaryNon-flowering plants: moss, fern

Activity Book, pages 6, 7.R

1514131-3

READ

LOOK

Cones

• Collect different gymnosperm cones.

• Get Ss to compare their shape, sizeand colour.

• Lift the pine cone scales to show wherethe seeds are and what they are like.

Ancient trees. Some trees live for hundreds of years. They are part of our natural heritage. We should respectand protect them.


Language objectives: 1, 2, 3, 4, 5, 6.

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27

Special attention

• Plants, like all living things, breathecontinually

• Distinguishing respiration andphotosynthesis

Hands on

Presentation

• Ask: What happens toplants in a room without light? (they die)Do plants breathe? (yes)

• Ss read and listen to , , .Ask: What do plants need to survive?(sunlight, carbon dioxide, water and minerals)Where does respiration take place? (in the leaves) How do plants obtain food?(They make their own food.)Ask: What is raw sap? (a mixture of waterand minerals) Where does it form? (in the roots)

• Ss read with . Ask: What iselaborated sap? (the plant’s food) Where does it form? (in the leaves) Ss do the activity at the bottom of the page.

194

1817161-3

LOOK AND READ

10 PLANTS

LOOK AND READ

Plant nutrition

1. Respiration

Like all living things, plants breathe.

They take oxygen from the air, and release

carbon dioxide. This exchange of gases

is called respiration. It takes place

in leaves continually, day and night.

2. Plant nutrition

Plants obtain food in a different way

from animals. Plants are autotrophs:

they make their own food. To make food,

plants need sunlight, carbon dioxide,

water, and minerals from the soil.

3. Water and minerals

Water and minerals are important for plant

nutrition. In the soil, minerals dissolve in water.

Plants absorb this water through their roots.

These nutrients, called raw sap,

travel up the stem to the leaves.

4. Photosynthesis

Photosynthesis enables plants to make

food from sunlight, carbon dioxide,

water and minerals.

Photosynthesis takes place in the leaves.

In the leaves, raw sap mixes with carbon

dioxide and becomes elaborated sap.

This is the plant’s food.

Sunlight is essential for photosynthesis,

so it only takes place during the day.

During photosynthesis, plants release oxygen.

Complete the sentence. To make food, plants need …

Do you have plants in your home? How do you take care of them?

sunlight

carbon

dioxide

oxygen

raw sap

raw

sap

elaborated

sap stem

leaf

roots

water and dissolved minerals

Respiration

The exchange of gases

Plant nutrition

oxygencarbon

dioxide

Photosynthesis

carbon

dioxideoxygen

10

9


Comprehension. Write these words and sentences on the BB.Ss copy the sentences and complete them with the correct words.oxygen food stem minerals gases leaves respiration

1. Oxygen and carbon dioxide are …2. Plants breathe through their …3. When they breathe, plants take … from the air and release

carbon dioxide.4. The exchange of gases is called …5. Plants make their own …6. Water and … are important for plant nutrition.7. In plants, nutrients travel up the … to the leaves.

Answers: 1. gases. 2. leaves. 3. oxygen. 4. respiration. 5. food. 6. minerals. 7. stem.

1

Content objectives: 3, 4, 6.

Language objectives: 2, 3, 6.

Vocabulary: autotrophs, carbon dioxide,elaborated sap, nutrition, oxygen,photosynthesis, raw sap, respiration, sunlight

…sunlight, carbon dioxide, water and minerals. M. A. I give themsunlight and water and replant when necessary.

Plants produce oxygen

• Put an aquatic plant in a jar full ofwater. Cover the plant with a shortinverted funnel and place an invertedtest tube over the funnel.

• After several days, show Ss thebubbles in the inverted test tube.Explain that the plant releases oxygenwhen it makes food during photo-synthesis.

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28

Special attention

• The sequence in the reproductiveprocesses of angiosperms

• Fruit comes from flowers

• Tubers and bulbs are underground stems

Hands on

Presentation• Ask: What are the male and female

parts of a flower? (stamens and ovary,respectively)

• Play and ask Ss to point to the parts inthe drawing as they hear the names.

• SS read and listen to , , , .

• Ask: Why are stolons an example ofasexual reproduction? (New plants growfrom the stems without flowers or seeds.)

• Ask: Can you name any bulbs? (onions,tulips, hyacinths …)

• Discuss the questions at the bottom of thepage.


252423221-4

21

READ


Comprehension. Write these sentences on the BB. Ask Ss towrite the numbers in the correct sequence. Number 1 is correct.

1. The stamens produce pollen.2. A new plant forms.3. When the fruit is ripe, it falls to the ground.4. The pollen moves from the stamens to the ovary.5. Tiny pollen grains form on the stamens.6. The seeds germinate: they open and small roots and leaves

grow.7. The ovary grows and becomes a fruit with seeds inside.8. The fruit opens and its seeds fall out.9. After pollination, the petals fall.

Answers: 1 – 5 – 4 – 9 – 7 – 3 – 8 – 6 – 2.

1

PLANTS 11

Plant reproduction

READ

1. Sexual reproduction

Flowers are the reproductive organs of the plant.

• The stamens are the male parts

which produce pollen.

• The ovary is the female part which contains

ovules. Ovules become seeds.

2. Pollination

Tiny pollen grains form on the stamens.

Pollination is the movement of pollen

from the stamens to the ovary.

Pollination usually takes place in the same plant.

However, wind and insects also carry pollen

to other plants.

3. Seeds and fruit

After pollination, the flower changes. Its petals fall.

The ovary grows, and becomes a fruit with seeds

inside. When the fruit is ripe, it falls to the ground.

The fruit opens, and its seeds fall out.

The seeds germinate: they open, and small roots

and tiny leaves grow. A new plant forms.

4. Asexual reproduction

Some plants reproduce without flowers or seeds.

• Tubers, such as potatoes, are underground stems.

The underground stem develops roots.

A thin stem rises above the ground,

and develops leaves. A complete plant grows.

• Bulbs, such as onions, also grow underground.

• Some plants, such as strawberry plants, have

stolons. These are stems which extend across

the ground. Roots grow, and a new plant begins.

calyx

sepal

petal

corolla pollen

stamensovary

stolon

new

plant

A potato plant:

reproduction by tubers

A strawberry plant:

reproduction by stolons

The parts of a flower

stem

tubers

Wind pollination

Insect pollination

11

What is your favourite fruit?

What do the seeds look like?



Vocabulary: asexual reproduction, bulbs, germinate,ovary, petal, pollen, pollination, seeds, sepal, sexualreproduction, stamens, stolons, tubers

Needs of seeds

• Soak some lentils in water. Then put afolded paper napkin and some lentilson three soup plates.

• Wet the napkin in plate 1. Do not wetthe napkin in plate 2. Cover the lentilsin plate 3 completely with water.

• Ask: What will happen to the lentils?(The lentils in plate 1 germinatebecause they have air and water. The lentils in plate 2 stay the samebecause they have no water. The lentils in plate 3 begin to germinatebut later die because they have no air.)

Fruit and health. Fruit helps us growstrong and healthy. To get all the vitamins,we should eat fresh fruit.

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29

1. Decide if these sentences are true or false.

1. Gymnosperms have small flowers. True / False

2. Gymnosperms have fruit. True / False

3. The seeds of gymnosperms are in the leaves. True / False

4. Almost all gymnosperms are trees. True / False

5. Angiosperms have no flowers. True / False

6. Angiosperms have fruit. True / False

7. Some grasses are angiosperms. True / False

2. Circle the correct word.

1. Photosynthesis enables plants to make food / light.

2. Plants make food from sunlight, carbon dioxide, water and roots / minerals.

3. Photosynthesis takes place in the stems / leaves.

4. Raw sap mixes with carbon dioxide / oxygen in the leaves.

5. Photosynthesis takes place during the day / night.

6. During photosynthesis, plants release oxygen / carbon dioxide.

Answers:1. True. 2. False. 3. False (in cones). 4. True. 5. False. 6. True. 7. True.

Answers:1. food. 2. minerals. 3. leaves. 4. carbon dioxide. 5. day. 6. oxygen.

ESSENTIAL SCIENCE 5 • Photocopiable material © Richmond Publishing - Santillana Educación, S.L.

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30

Activity B

ook

Apply your knowledgePLANTS

1. Complete each sentence.

a. The stems of bushes are

soft and flexible hard

b. Plants need the correct temperature, water, soil and

sunlight salt

c. The reproductive organs of a plant are the

flowers leaves

d. Seeds are inside the

fruit flowers

e. Plants breathe and

make their own food eat other living things

Match and write.

flower ovary stamens pollination fruit cone

: movement of pollen from the stamens to the ovary.

: part of gymnosperms which contains the seeds.

: part of angiosperms which contains the seeds.

: female part of the flower which turns into fruit.

: male parts of the flower which produce pollen.

: reproductive organ of the plant.

VOCABULARY

2. Name the parts of the plant involved in the following processes.

Worksheet 4. Date

production of pollen formation of fruit pollination

sof† an∂ f¬exib¬æ.

sunligh†.

flo∑±rfi.

frui†.

ma§æ t™ei® ow> foo∂.

staµenfi ovar¥ staµenfi, ovar¥

pollinatio>co>æfrui†ovar¥staµenfiflo∑±®

2. Gymnosperm or angiosperm? Decide and label the photos.

1. Use the words below to complete the word map.

TasksCLASSIFY PLANTS

Worksheet 5. Date

gymnosperms pine trees angiosperms

chestnut trees ferns

PLANTS

withoutflowers

withflowers

(They do not have any fruit.)

(They have fruit.)

mosses

A

FE

B

DC

ƒernfi

pi>æ t®æefi

c™estnu† t®æefiangiosπermfi

gymnosπermfi

gymnosπerµangiosπerµ

gymnosπerµangiosπerµangiosπerµgymnosπerµ

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31

Worksheet 6. Date Apply your knowledgePLANT REPRODUCTION

1. Match and write. Then order the photos.

2. Complete the table.

Stage What happens?

1

2

3

4

germination

flowering

pollination

formation of fruits and seeds

formatio> oƒ fruitfi an∂ ßæedfi @erminatio>

pollinatio>flo∑±rin@

@erminatio>

flo∑±rin@

pollinatio>

formatio> oƒfruitfi an∂ ßæedfi

Sæedfi oπe> an∂ smal¬ rootfi an∂ tin¥ ¬ea√±fi gro∑.

Flo∑±rfi apπea®. T™ei® πetalfi attrac† inßectfi.

Pol¬e> mo√±fi froµ t™æ staµenfi tø t™æ ovar¥.

Af†e® pollinatio>, t™æ flo∑±® chan@efi. Itfi πetalfi fal¬.T™æ ovar¥ growfi an∂ ∫±coµefi å frui† wit™ ßæedfi.

Notes:

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32

UNIT CONTENT

Assessment criteria

• Recognising characteristics of invertebrate animals • Classifying invertebrates • Using the main characteristics to identify arthropods• Interpreting anatomical drawings• Showing interest in protecting nature

Content objectives

1. Identifying characteristics of invertebrates and where they live2. Learning names of invertebrate animals3. Understanding the main characteristics of invertebrate groups 4. Identifying the characteristics of arthropods and where they live5. Understanding the different arthropod groups6. Appreciating the importance of protecting animal habitats

Language objectives

1. Describing and classifying invertebrates and arthropods: Invertebrates are …Arthropods are covered by … … have an external skeleton

2. Expressing contrast: Most are … but some … Many live in the sea … others live …

3. Giving examples: such as giant squids … such as medusas

4. Expressing ability: Most invertebrates can move … The arthropod can grow …

5. Describing sequence: At first …, then …

6. Expressing frequency: They are usually … and often have … From time to time …

• The main characteristics of invertebrate animals

• Invertebrate groups• Arthropods: characteristics,

groups, and anatomicaldifferences

• Recognise different types of invertebrates

• Classify invertebrates into groups • Observe photographs and

drawings of invertebrates• Distinguish body parts

of insects, arachnids and arthropods

• Study labelled anatomicaldrawings of invertebrateanimals

• Understand the importance of protecting habitats in orderto protect animal life


Contents

UNIT 3

Invertebrates

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UNIT 0

33

RESOURCES

Resource folder




• Assessment





Internet resources


Insects

http://www.ento.csiro.au/education/index.htmlEverything you ever wanted to know about insects and more. For teachers and students.

Invertebrate animals

http://www.pbs.org/kcet/shapeoflife/animals/index.htmlThe Shape of Life gives facts, photos and activities on all the invertebrate groups. For students and teachers.

Let's talk about insects

http://www.urbanext.uiuc.edu/insects/12.htmlA clever ant explains about insects. For students and teachers.

Other resources


* Not yet available in English www.richmondelt.com

LEVEL

5

WE NEED

INSECTS!

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34

12 INVERTEBRATES

InvertebratesCOMPARE

Compare the photos.

• How many different animals can you see?

• Think of other animals which live in,

or near, the sea.

1. What are invertebrates?

Invertebrates are animals which do not have

a skeleton or a backbone.

• Size:Most invertebrates are very small,

but some, such as giant squids,

are enormous.

• Body shape:Most invertebrates are symmetrical,

but some have irregular bodies.

• Body covering: Many invertebrate bodies are protected

by shells or exoskeletons,

but others have no covering.

2. How do invertebrates live?

Many invertebrates live in the sea,

but some live in fresh water.

Others live on land.

Most invertebrates can move,

but some attach themselves to rocks

or the sea floor.

Others, called parasites,

live inside other animals.

Invertebrates are oviparous.

A larva hatches from an egg.

At first, it does not look like an adult.

Then its physical appearance

changes.

READ

12

Describe invertebrates. Most invertebrates are very small, …

Why is it important to protect animals’ habitats?


Comprehension. Write the words and sentences on the BB. Ss copy and complete the sentences with the correct word.

parasites sea shells or exoskeletons skeleton oviparous1. Invertebrates do not have a …2. Many invertebrates are protected by …3. Not all invertebrates live in the …4. … live inside other animals.5. Invertebrates are …

Answers: 1. skeleton. 2. shells or exoskeletons. 3. sea. 4. Parasites. 5. oviparous.

1

Vocabulary: exoskeleton, invertebrates, oviparous,parasites, shells

Special attention


Hands on

Presentation

• Focus on the photos andquestions.

• Present and with and .Ask Ss for examples of invertebrates:Which are very small? (flies, ladybirds)Which are a little larger? (snails, clams)Which are even larger? (octopus, starfish,crabs)

• Ask: Which invertebrates … have shells?(limpets, mussels, cockles, snails) … haveexoskeletons? (crabs, sea urchins,starfish, scorpions) … have no bodycovering? (earthworms, squid, jellyfish)

• Ss do the activity at the bottom of thepage.

and Activity Book, page 9.

The vocabulary activity is Extension.Present the vocabulary on the BB before Ss name the organs.

ER

272621READ

COMPARE

Worms and light

• Ask: Where do worms live?(underground)

• Cut off about one-third of the lid of a shoebox.

• Place the earthworms on a wet papertowel at one end of the box.

• Cover the box with the lid making surethe worms are on the open side. Ask:What will the worms do? (move to thedark side)

• Place the box away from the light.

• Wait 30 minutes and take off the lid.Ask: Why do the earthworms move tothe dark side? (They avoid lightbecause they live underground.)



M.A. …are symmetrical, are protected by shells or exoskeletonsM.A. If an animal’s habitat is destroyed, it can die…

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35

Special attention

• The fact that anemone and coral areanimals

• Some vertebrates are protected by hardbody coverings, but do not have a skeleton

Hands on

Presentation

• Focus on the illustrations.Ask: How many groups of animals arethere? (six) Which names are in bigletters? (names of the invertebrate groups)Which group does (coral) belong to?

• Ask: How can we organise all theinformation? (in a table) Ask: What type of table should we use? Point out that inthis case, a double-entry table is useful.Write the names of the invertebrate groupsdown the left side. At the top, write these headings: Body, Habitat, Othercharacteristics, Examples.

• Ss read with and complete the table.Some squares will be empty.


281

LOOK AND READ

INVERTEBRATES 13

Invertebrate groups

1. Invertebrate groups

• Sponges have irregular bodies.

They cannot move. They attach themselves

to rocks or the sea floor. They filter seawater,

and retain nutritive substances for food.

• Cnidarians have jelly-like bodies.

They are marine animals.

They have tentacles which can sting you.

Some, such as coral and sea anemone,

attach themselves to rocks.

Others, such as medusas, can move about.

• Worms have long, soft bodies.

Some are cylindrical, and others are flat.

Some are aquatic, and others are terrestrial.

Many are parasites.

• Echinoderms are symmetrical:

they are usually in five parts.

They are marine animals.

They have a skeleton made of hard plates,

and often have spines.

They are covered by a thin skin.

• Arthropods are covered by a hard

exoskeleton. Some are aquatic. Others

are terrestrial.

• Molluscs have a soft body.

Many are covered by one or two shells.

LOOK AND READ

A B C

ofiura

star

beetlescorpion

snail

clam

octopus

river crab

ECHINODERMS

ARTHROPODS

MOLLUSCS

D

E

F

sea

urchin starfish

anemone

jellyfish

tapeworm

planaria

earthworm

SPONGES CNIDARIANS WORMS

coral

13


Listening. Write these sentences on the BB. Ss decide if theyare true or false, then check by listening again to .

1. Sponges have symmetrical bodies.2. Cnidarians have tentacles which can sting you.3. Medusas cannot move about.4. Many worms are parasites.5. Echinoderms are usually in four parts.6. Arthropods are covered by a hard exoskeleton.7. Molluscs have a hard body.

Answers: 1. False (irregular). 2. True. 3. False (can). 4. True. 5. False (five). 6. True. 7. False (soft).

28

1



Vocabulary: arthropods, cnidarians,echinoderms, molluscs, sponges, worms

Draw and label

• Ask: Which invertebrate animals can you name? Write suggestions on the BB.

• Ss choose an invertebrate animal and draw it.

• They label the body parts.

• They write what they know about the invertebrate in the drawing.

Invertebrates and food. Many peopleinclude invertebrates in their diet,for example, prawns, squid, mussels and snails.

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Special attention

• The fact that arachnids are not insects

• Worms and myriapods are two differentgroups

Hands on

Presentation

• Ask: Which invertebratescan we see in the drawings? (grasshopper,spider, lobster) Which group do they belongto? (insect, arachnid, crustacean) Whichinvertebrate has a head / thorax /abdomen? etc.

• Have Ss copy this sentence: Arthropods are invertebrate animals which haveexoskeletons made up of many small plates.

• Ss make a double entry chart forarthropods. Down the left, they write the arthropod groups. They write theseheadings: Body, Habitat, Othercharacteristics, Examples.

• Ss read and with and .

• They do the activity at the bottom of thepage.


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Pairwork testing. Ss use their tables and the information in their books to test each other on arthropods. They shouldprepare a minimum of five questions for their partner and writethem down. Student A should ask all the questions first. Student B should not look at his / her book or notes.

Then, the roles are reversed and Student B asks the questions.Ask for feedback after a few minutes, e.g. How many questions did you get right? Were any of your questions the same?

1

14 INVERTEBRATES

LOOK AND READ

Arthropods

1. Arthropods

Arthropods have an external exoskeleton.

It is made up of many small plates, and covers

the body, legs and antennae.

The exoskeleton is rigid. From time to time,

the arthropod sheds it, and grows a new, flexible one.

As a result, the arthropod can grow

until its new exoskeleton becomes rigid.

Arthropod sense organs are well developed:

they have antennae and eyes. The eyes can be simple or compound.

Compound eyes are made up of many smaller, simpler ‘eyes’.

Insects, arachnids, crustaceans and myriapods are arthropods.

2. Arthropod groups

• Insects: An insect’s body is divided into three parts: head, thoraxand abdomen. The head has a mouth, two eyes and two antennae.

The thorax has six legs. Many insects also have wings on the thorax.

Insects are the most numerous arthropod group.

They are found in many different habitats.

Flies and butterflies are insects.

• Arachnids: Arachnids have eight legs.

The body is divided into two parts:

the abdomen and the cephalothorax.

Spiders and scorpions are arachnids.

• Crustaceans: Crustaceans have ten or more legs.

Many have long antennae. The body is divided into two parts:

the abdomen and the cephalothorax.

Lobsters, shrimps and crabs are crustaceans.

• Myriapods: Myriapods have long bodies with many legs.

The head has one pair of short antennae.

Centipedes and millipedes are myriapods.

Make more questions. Change the underlined words.

Do insects have six legs? Is an insect’s body divided into two parts?

Are there many insects or arachnids where you live?

Where do you see them?

legs

eye

mouth

antenna

head

thorax

abdomen

cephalothorax

abdomen

legs

cephalothoraxabdomen

antenna

legs

leg

leg

Insect: grasshopper

Arachnid: spider

Crustacean: lobster

wing

wing

pincher claws

14

15



Vocabulary: abdomen, arachnids, arthropods,cephalothorax, crustaceans, exoskeleton, head,insects, myriapods, thorax

Making a spider

• Ask: How can we make a spider out of plasticine?

• Elicit suggestions from Ss. First,make a small ball and a large ball.Then connect them. Ask: How manylegs have spiders got? (eight)

• Make four pairs of articulated legs to place on the cephalothorax.

Cochineals. Cochineal insects live on cactus plants. The females produce a deep red dye used to colour cloth,cosmetics and food.

Yes. No, three. M.A. Do arachnids have eight legs? Do crustaceans have ten legs? Is a crustacean’s body dividedinto three parts? Is an arachnid’s body divided into three parts?

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37

2. Write the words below under the appropriate heading.

the sea shell symmetrical enormous fresh water irregular small on land

Body shape Body covering Size Habitat

Answers:Body shape: symmetrical,irregular. Body covering: shell. Size: enormous,small. Habitat: the sea,fresh water,on land.


1. Match the sentence halves.

1. From time to time, the arthropod a. are crustaceans

2. Arthropod sense organs b. can be simple or compound

3. The eyes of arthropods c. into three parts

4. An insect's body is divided d. an arachnid

5. The spider is e. myriapods

6. Shrimps and crabs f. are well developed

7. Centipedes are g. sheds its skeleton

Answers:1 – g. 2 – f. 3 – b. 4 – c. 5 – d. 6 – a. 7 – e.

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38

Activity B

ook

9

Worksheet 7. Date Apply your knowledgeWHAT ARE ANIMALS LIKE?

1. Complete the word maps about animals.

are born from eggs.

are born from theirmother’s womb.

Reproduction: animals are divided into

are animals with a skeleton.

have no bones.

Skeletons: animals are divided into

What organs do these animals use to breathe? Name them.

VOCABULARY

A B C

Oviparoufi

Viviparoufi

Ver†ebra†efi

In√±r†ebra†efi

gillfi trac™eåæ lungfi

10

Worksheet 8. Date Read and learnAN INVERTEBRATE PARASITE

1. Read carefully.

The tapewormThe tapeworm (taenia) is an invertebrate animal. It is a parasite in humans, pigs and other animals.

For example, a pig eats food contaminated with tapewormeggs. The eggs hatch into larvae in the animal’s intestine.Then they travel into the bloodstream and the muscles.

If people eat undercooked meat from this infected pig, the larva grows in their intestine. It becomes a tapeworm. This parasite absorbs their food and causes weakness and anaemia.

Contaminated animals have eggs in their faeces. These can infect other animals.

2. Tick () the true sentences about the tapeworm.

It is an invertebrate. It is a parasite. It is oviparous.

It is an amphibian. It is viviparous. It is an herbivore.

3. Order the information as it appears in the text.

What kind of animal a tapeworm is How it lives inside a person

How it goes from animals to humans How it lives inside an animal

4. Investigate. Find the names of other human parasites.

13

42

M. A. hookwarµ

flatworµ

ascarifi

trichi>ellå

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39

11

Worksheet 9. Date TasksCLASSIFY INVERTEBRATE ANIMALS

1. Name the invertebrate groups. Give examples.

2. Write the name of the group of arthropods in the correct space.

Covered by a hardexoskeleton

body divided into 2 parts

INVERTEBRATE ANIMALS

insects arachnids crustaceans myriapods

Arthropod groups

8 legs 10 or more legs 6 legs many legs

body divided into more than 2 parts

Soft bodies, usuallycovered by shells

They cannot moveand live in the sea

Jelly-like bodies and tentacles

Skeleton made of hardplates; symmetrical

Long, soft bodies

arthropodfi

molluscfi

spon@efi

cnidarianfi

echino∂ermfi

wormfi

M. A. scorpio>

M. A. snai¬

M. A. spon@æ

M. A. ∆ellyfis™

M. A. starfis™

M. A. earthworµ

arachnidfi crusta©eanfi inßectfi myriapodfi

Notes:

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40

UNIT CONTENT

Assessment criteria

• Recognising the distinctive characteristics which define each of the vertebrate groups• Distinguishing reptiles, amphibians and fish• Classifying vertebrates correctly using different criteria• Associating characteristics of the different vertebrate groups with their way of life• Recognising the variety of marine animals• Associating the physical appearance and structure of certain animals with their

adaptation to life in the sea• Observing photographs of vertebrates to obtain information

Content objectives

1. Recognising the characteristics of the main groups of vertebrates2. Classifying vertebrates into mammals, birds, reptiles, fish and amphibians3. Learning that there are various bird groups with distinctive characteristics4. Understanding how reptiles are classified 5. Understanding how fish are classified6. Understanding how amphibians are classified7. Appreciating the importance of knowing about and protecting animals

Language objectives

1. Describing quantity: most; some; many; a few; others

2. Describing location: inside; on; on the front of; on the sides; underwater

3. Explaining how actions occur: They swim by moving … Using their wings …

4. Describing general and particular characteristics: All birds … Each bird species …

5. Providing additional information: … food which the bird eats

6. Expressing purpose: They come to the surface to breathe … use their fins to swim.

7. Describing progression: As young amphibians grow, they change …

• Physical appearance andstructure of vertebrate groups

• Reproduction, habitats, howthey breathe, and maincharacteristics of vertebrategroups

• Describe the vertebrate groups• Classify vertebrates into groups• Compare types of vertebrates • Associate physical aspects of

the vertebrate groups with thehabitats where they live andtheir habits

• Observe photographs ofvertebrate animals to obtaininformation

• Appreciate the importance of knowing about andprotecting animals


Contents

UNIT 4

Vertebrates

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UNIT 0

41

RESOURCES

Resource folder




• Assessment





Internet resources


Animal classification

http://www.kidport.com/RefLib/Science/ScienceIndex.htmMany interesting science topics are covered includinganimal classification. For students and teachers.

Animal photo galleries

http://nationalzoo.si.edu/Animals/PhotoGallery/default.cfmUp close with a variety of reptiles, amphibians, birds andmammals, including primates and giant pandas, at theSmithsonian Zoological Park. For students and teachers.

Iberian Nature

http://www.iberianature.com/index.htmlA guide to the wildlife, geography and nature of Spain.For students and teachers.

Other resources



LEVEL

5

IT’S A MAMMAL!IT’S A MAMMAL!

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42


Do carnivores have sharp teeth? Are zebras carnivores?

What do you think about fur coats and jackets?

VERTEBRATES 15

VertebratesLOOK

READ

1. Mammals

All mammals have a head, a trunk and limbs.

However, they differ in their limbs and bodies.

Most mammals have legs, some have fins,

and bats have wings. Many mammals

have a body covered with hair or fur.

Mammals can keep their body temperature

constant when the outside temperature changes.

For this reason, they are called warm-bloodedanimals. They breathe air through their lungs.

Mammals are viviparous. The young grow

inside the female’s body, receiving oxygen

and nutrients. Baby mammals drink their

mother’s milk.

Mammals live in different habitats.

Most mammals are terrestrial. However, some mammals, such as dolphins,

are aquatic. They breathe at the water’s surface.

2. Mammal groups

• Primates have five fingers on their hands and feet.

Their eyes are on the front of the head,

not on the sides like many animals.

Human beings, monkeys and gorillas are primates.

• Carnivores hunt for food.

They have sharp teeth and feet with claws.

Lions are carnivores.

• Ungulates are herbivores.

They have feet with hooves.

Zebras are ungulates.

• Cetaceans are marine mammals.

They have no hair.

They swim by moving their tails and flippers.

Whales and dolphins are cetaceans.

Look at the photo.

Think about these questions:

• What do these animals

look like?

They have …

• Do all mammals live

on land?

Then read the texts and

answer the questions.

16


Mammal Quiz. Ss read the information about mammals andmammal groups again and listen to and . Then they closetheir books. Divide the class into two groups and read each of thefollowing questions aloud twice. Ss put up their hand if they knowthe answer. The first student to answer correctly wins a point fortheir group.

1. Do all mammals have legs? (no)2. Are mammals warm-blooded animals? (yes)3. Do whales breathe air through their lungs? (yes)4. Do mammals lay eggs? (no) 5. Do all baby mammals eat solid food? (no)6. Are human beings primates? (yes)7. Do zebras have feet with claws? (no)8. Do dolphins have hair? (no)

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Vocabulary: carnivores, cetaceans, fur, hair, lungs,mammals, milk, primates, ungulates, viviparous, warm-blooded

M.A. Do primates have five fingers? Are gorillas primates? Do ungulateshave feet with hooves? Are dolphins ungulates? Open answers.

Special attention

• Associating each mammal group with theirgeneral and distinctive characteristics

• Understanding that marine mammalsbreathe through lungs

Hands on

Presentation

• Ss compare and contrast the animalsin the picture. Which is the biggest? What do they all have in common? (a head, a trunk and four limbs/legs.)

• Ss read and with and .Write a list of the highlighted words in onthe BB. Ask Ss: Which characteristics domost mammals have? (They are viviparous,terrestrial, warm-blooded, breathe throughlungs, and have hair or fur. Baby mammalsdrink their mother’s milk.)

• Ask Ss: Name the mammal groups. Whatgroup do dolphins belong to? What grouphas hooves?, etc.

• Ss do the activity at the bottom of the page.

1333221READ

LOOK

Marine mammals and flotation

• Tie an elastic band to one end of alarge stone.

• Put the stone in a pail of water. AskSs: When we pull the stone up, will itfeel heavier or lighter? Ss take turns to pull up the stone.

• Ask: Does it feel heavier or lighter inthe water? (lighter) What is pushing itup? (the water) This is the ArchimedesPrinciple. How do marine mammalsfloat? (because of their shape, densityand the upward push of the water)

Wool. Wool is the hair from sheep andother animals. The animals are not hurtwhen the wool is cut.

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Special attention

• Associating bird groups with theirdistinctive characteristics

Hands on

Presentation

• Ask Ss: What distinctivecharacteristics do birds have that no otheranimals have? (feathers and a beak)

• Ss read with .

• Ask Ss: What group does thepheasant belong to? What group does the ostrich belong to?

• Ask Ss: Look at the beak of the canary, theheron and the duck: which is the shortest?(the canary’s) the longest? (the heron’s)the flattest and widest? (the duck’s)

• Tell Ss that some birds feed by themselvesas soon as they are born. For example,ducks and chickens are born with feathers;they walk and follow their mother around.


LOOK

341

READ

16 VERTEBRATES

READ

Birds

LOOK

Bird groups

1. Birds

Birds have a head, a trunk, a tail and limbs.

The front limbs are wings,

and the back limbs are legs.

A bird’s skin is covered with feathers.

Using their wings, most birds can fly.

Birds can keep their body temperature constant

when the outside temperature changes.

For this reason, they are called warm-bloodedanimals. They breathe through their lungs.

Female birds lay eggs on land.

Female birds, and sometimes male birds,

keep their eggs warm with their body heat.

This process is called incubation.

When baby birds are born, at least

one parent feeds and cares for them.

All birds are terrestrial, but some

spend a lot of time in water.

Each bird species eats its own type of food

such as seeds, fruit, insects or other birds.

A bird’s mouth is covered by a hard beak.

The shape of the beak is appropriate

for the type of food which the bird eats.

A PERCHING BIRDS

canary

D RUNNERS

ostrich

B FOWL

pheasant

E BIRDS OF PREY

eagle

C SWIMMING BIRDS

duck

F WADING BIRDS

heron

Describe birds. Birds are vertebrates. Their front limbs are …

17

18


Comprehension. Write the following sentences on the BB. Ss copy them and choose the correct alternative.1. The front limbs of a bird are the wings / legs.2. The back limbs of a bird are the wings / legs. 3. Most / all birds can fly.4. Female / male birds lay eggs.5. Incubation is when parent birds keep their eggs warm / cold

with their body heat.6. All / some birds are terrestrial.7. All / some birds spend a lot of time in water.8. Birds have / do not have the same shape of beak.

Answers: 1. wings. 2. legs. 3. Most. 4. Female. 5. warm. 6. All. 7. Some. 8. do not have.

1



Vocabulary: beak, eggs, feathers, incubation, lungs, warm-blooded, wings

…wings. Their skin is covered with feathers. They are warm-blooded animals. They breathe through lungs.

Mobile of birds in flight

• Draw silhouettes of various birds in flight on white card. Swallows,seagulls, eagles, storks and vultureshave distinctive silhouettes.

• Cut them out and tie a piece of threadto each.

• Tie them at various lengths on coathangers to make a mobile.

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Special attention

• Not all reptiles crawl. Some slither, swim,or walk or run on hind limbs.

Hands on

Presentation

• Ask Ss: Name somereptiles you know. (crocodile, lizard, turtle,snake) Name the reptile groups.(crocodiles, lizards, snakes, turtles)

• Present and with and .

• Ask: What is a cold-blooded animal? (an animal whose body has the sametemperature as its surroundings)What group does the iguana belong to?(lizards) What group does the sea turtlebelong to? (turtles)

• Ask: What reptile group has a shell? (turtles)What are the iguana’s scales like? (green)What is a snake’s body like? (long with nolimbs) What are a crocodile’s legs like?(short)



373621

LOOK AND READ


Comprehension. Ss read and listen to and . Then, withoutlooking at their books, they copy and complete the sentences.They check their answers by listening again to the CD recording.

oviparous / shell / scales / lungs / cold / legs / terrestrial / no1. Reptiles are covered with hard …2. Most reptiles are … but a few are aquatic.3. Reptiles need external heat so they are … – blooded.4. Reptiles breathe through their …5. Reptiles are … The female lays eggs. 6. Lizards have four short …7. Snakes have … limbs.8. Turtles have a … to protect their bodies.Answers: 1. scales. 2. terrestrial. 3. cold. 4. lungs. 5. oviparous.6. legs. 7. no. 8. shell.

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VERTEBRATES 17

LOOK AND READ

Reptiles

1. Reptiles

Most reptiles have a head, a trunk, limbs and a tail.

Their body is covered with hard scales.

Most reptiles are terrestrial, but a few are aquatic.

Reptiles cannot keep their body temperature constant

when the outside temperature changes.

They need external heat, such as heat from the Sun.

For this reason, they are called cold-blooded animals.

All reptiles breathe through their lungs.

Aquatic reptiles, such as crocodiles and alligators,

cannot remain underwater for long.

They come to the surface to breathe.

Reptiles are oviparous.

The female reptile lays many eggs.

Most reptiles are carnivorous.

2. Reptile groups

Reptiles can be classified into four groups:

• Crocodiles and alligators are very large reptiles.

They have four legs, and a body covered with hard scales.

They use their large teeth to capture their prey.

They spend a lot of time in water.

• Lizards are small terrestrial reptiles.

They have four very short legs.

They crawl.

• Most snakes live on land.

They have long bodies with no limbs.

They slither.

• Turtles have a shell to protect their body.

They can extend their head, legs and tail

through openings in the shell.

Many turtles are aquatic.

However, they breathe air,

and they lay their eggs on land.


Do reptiles breathe through gills? Are snakes warm-blooded?

C SNAKES

rattlesnake

B LIZARDS

iguana

A CROCODILES

Nile crocodile

D TURTLES

sea turtle

19

20

M.A. Do snakes have legs? Are turtles aquatic? Do crocodileshave large teeth?


Language objectives: 1, 6.

Vocabulary: alligators, cold-blooded, crawl, lungs,oviparous, scales, slither, turtles

Lizards lie in the sun

• Place an umbrella in the sun. Put an outdoor thermometer in theshade of the umbrella and another one in the sun. Write down thetemperatures on both thermometers.

• Wait several hours then compare the temperatures on the twothermometers.

• Ask: Which thermometer shows thehigher temperature (the one in the sun) Why do lizards spend a lot of time in the sun? (to keep warm)

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Special attention

• Pronunciation of bony, cartilaginous

• Meaning of the word moist

Hands on

Presentation

• Say: Look at the pictures.Ask: How do fish move? (they swim) Whatdo they use to swim? (their fins and tails)Ask Ss to name some amphibians.

• Present with , , and , Showphotographs of the metamorphosis of afrog: egg – a tadpole with a tail and gillswhich looks like a fish – tadpoles developlegs and lungs and lose their tails and gills– when the transformation is complete, thefrogs come out of the water

• Explain that amphibians begin their lives inthe water, where the females lay eggs.Adult amphibians live on land, but dependon water.

Activity Book, pages 14, 15.E

414039381-4

LOOK AND READ

18 VERTEBRATES

1. Fish

Fish have a head, a trunk and a tail. A fish’s body is covered

with thin, shiny scales. Fish live in water, and use their fins to swim.

Fish breathe through gills located on the sides of the head.

They take in oxygen from water.

Fish are oviparous. Female fish lay their eggs in the water.

Baby fish are born from the eggs.

2. Fish groups

Fish can be classified into two groups:

• Bony fish. They have skeletons made of bones.

Some live in the sea, but others live in rivers and lakes.

Sardines and salmon are bony fish.

• Cartilaginous fish. They have skeletons made of cartilage.

They live in the sea. Sharks are cartilaginous fish.

3. Amphibians

Amphibians have a head, a trunk and limbs.

Some have tails. They can live on land, but they stay

in, or near, water to keep their skin moist.

Amphibians are oviparous. The female lays eggs in ponds or rivers.

As young amphibians grow, their appearance changes completely.

4. Amphibian groups

Amphibians can be classified into two groups:

• Amphibians without tails, such as frogs, have a wide body.

They have long, strong back legs which they use for jumping.

They catch their prey with their long tongue.

• Amphibians with tails, such as salamanders, have a long body

and four limbs. All four limbs are approximately the same length.

Fish and amphibians

LOOK AND READ

True or false? Make more sentences about fish and amphibians.

A fish’s body is covered with feathers. Fish breathe through gills.

Do you eat fish from fish farms? Do you eat tinned fish? Which is your favourite fish?

A BONY FISH

salmon

B CARTILAGINOUS FISH

shark

C AMPHIBIANS WITHOUT TAILS

frog

D AMPHIBIANS WITH TAILS

salamander

21

22

Content objectives: 1, 5, 6, 7.


Vocabulary: bony fish, cartilaginous fish, eggs,fins, gills, oviparous, scales, tails

Scales

• Draw the silhouette of a fish on apiece of paper. Cut out small circles forthe scales and glue them onto thefish, overlapping rows of circles.

• Ask Ss: Do the scales feel rough orsmooth if you pass your hand over thefish from head to tail? (they feelsmooth) What do the scales feel like if you do it in the opposite directionfrom tail to head? (they feel rough)

Health benefits of fish. Fish are an important part of a healthy diet. White fish has protein and is low in fat.Oily fish contains fatty acids which helpcontrol cholesterol.


Vocabulary. Write the following sentences on the BB. Ss copythem and rearrange the letters of the words in capitals to formwords related to fish and amphibians.1. A fish’s body is covered with thin, shiny S E C A L S.2. Fish use their N F S I to swim.3. They breathe through their S L G I L. 4. Female fish lay S G E G in water.5. Salmon are Y B N O fish. 6. R H S A K S are cartilaginous fish.7. Amphibians live on land but stay in or near E A T W R.8. R F G O S use their back legs for jumping.

Answers: 1. scales. 2. fins. 3. gills. 4. eggs. 5. bony. 6. sharks. 7. water. 8. frogs.

1

…M. A. …Fish are oviparous. Amphibians are oviparous. Female fishlay eggs in the water. Female amphibians lay eggs in ponds and rivers.

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46

Activity B

ook

Apply your knowledgeBIRDS

12

2. Write the bird group.

1. Write the name of the bird group.

a. Big birds with long, thin legs:

b. Medium-size birds with webbed feet:

c. Birds with sharp, hooked beaks and strong claws:

d. Small birds with short beaks:

e. Birds with plump bodies and short beaks:

canary partridge

duck hawk

heron

Worksheet 10. Date

fowl swimming birds wading birds perching birds birds of prey

A B

D E

C

wadin@ birdfiswimmin@ birdfi

birdfi oƒ p®e¥πerchin@ birdfi

fow¬

πerchin@ bir∂ fow¬ wadin@ bir∂

swimmin@ bir∂ bir∂ oƒ p®e¥

13

Worksheet 11. Date Read and learnSCIENTIFIC NAMES

1. Read carefully.

2. Learn some scientific names.

• Lion: Panthera leo

• Rosemary: Rosmarinus officinalis

• Cork oak: Quercus suber

• Leopard: Panthera pardus

• Beech: Fagus sylvatica

• Brown bear: Ursus arctos

• Tiger: Panthera tigris

• Jaguar: Panthera onca

Linnaeus and the names of living thingsAll living things have scientific names. The names which we use today are based on the system developed by the Swedish naturalist Linnaeus in 1758.Linnaeus went to Lapland to study plants. To study them better, he decided to name and classify plants. Later, he did the same for animals.

In Linnaeus’ system, the scientific name of the plant consists of two Latin words. The first word is the genus and the second is the species. The genus is like our family name, and the species is like our first name. For example, the dog is called Canis familiaris. This name distinguishes the dog from the wolf, which is called Canis lupus. It alsoshows that the dog and wolf belong to the same genus.

The advantage of this system is that it is universal. The common names which we use are different in every language.

3. In the above list, there are four living things which belong to the same genus but to a different species. Which ones are they? Explain.

4. Write the word dog in different languages. Consult a dictionary.

Wolf: Canis lupus

Pant™erå ¬eo, Pant™erå pardiufi, Pant™erå tigrifi, Pant™erå oncå.

Thæ @enufi ifi Pant™erå, an∂ eac™ anima¬ sπec^efi hafi itfi ow> naµæ.

M. A. I> Spanis™ “πerro”; i> Germa> “hun∂”; i> F®enc™ “ch^e>”

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47

14

Worksheet 12. Date Read and learnCLASSIFICATION KEYS

1. What is a dichotomous key used for? Read and complete.

We use dichotomous keys to identify and classify living things. With a dichotomous key, we can find out the group a living thing belongs to.

To use the key, you must answer questions about the characteristics of an animal. Then follow the direction given after each answer.

Do they have scales, fins, use gills to breathe and livein water? YES FISH

NO

Do they stay in or near water to keep their skin moist?YES _____

NO

Do they have scales and use lungs to breathe?YES _____

NO

Do they have feathers and use lungs to breathe?YES _____

NO

MAMMALS

Match and write.

carnivores cetaceans primates ungulates

are herbivores and have feet with hooves.

have no hair and move by moving their tails and flippers.

have five fingers and eyes are on the front of their head.

have sharp teeth and feet with claws.

VOCABULARY

KEY TO IDENTIFY VERTEBRATES

Do they have scales, fins, use gills to breathe and live in water?

NO YES fis™

Do they stay in or near water to keep their skin moist?

NO YES

Do they have scales and use lungs to breathe?

NO YES

Do they have feathers and use lungs to breathe?

NO

MAMMALS

YES

amphibianfi

®epti¬efi

birdfi

Ungula†efiCeta©eanfiPrima†efiCarnivo®efi

15

TasksANALYSE ANIMAL FOOTPRINTS

Worksheet 13. Date

1. Read and answer.

Animal footprints are also called tracks. If we study an animal’s tracks and other remains we can learn about these animals. We get information about their anatomy, their habits, what they eat and how they reproduce.

a. Where can we find animal tracks? Tick ().

In areas with mud or clay In areas with rocks or stones

b. What can you find out about an animal by observing its tracks?

Its size How it walks If it has hoofs, claws, etc. What it eats Its colour If it lives in a pack or herd

c. Which animal left each track? Decide and write.

lynx

badger

mouflon

bustard

A B C D

lyn≈ mouflo> bustar∂ bad@e®

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48

UNIT CONTENT

Assessment criteria

• Understanding the processes involved in nutrition• Identifying the organs of the digestive, respiratory, circulatory and excretory

systems• Recognising the anatomy and physiology of the systems involved in nutrition• Interpreting anatomical drawings correctly• Acquiring healthy eating habits• Showing interest in taking care of their own health

Content objectives

1. Recognising and locating the main organs in the digestive, respiratory,circulatory and excretory systems and their functions

2. Describing the processes involved in nutrition, digestion, respiration,circulation and excretion

3. Developing healthy eating habits and taking care of the whole body

Language objectives

1. Expressing obligation: … our diet must be complete

2. Describing stages in a process: First …, then …

3. Describing what occurs in the process (passive forms): … is chewed; is formed;are absorbed

4. Making comparisons: Our heart works like a pump.

5. Explaining where blood circulates (prepositions of movement): between;through; away from; throughout

• Nutrition: digestion, bloodcirculation, respiration andexcretion

• The organs and systemsinvolved in nutrition

• Anatomy and physiology of thedigestive, respiratory,circulatory and excretorysystems

• Interpret anatomical drawingsof the organs in the humanbody

• Interpret anatomical drawingsof the processes involved innutrition

• Observe photographs carefullyto obtain information

• Interest in acquiring healthyhabits regarding food and fortaking care of the body


Contents

UNIT 5

Nutrition

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UNIT 0

49

RESOURCES

Resource folder




• Assessment





Internet resources


The world of nutrition

http://www.nutritionexplorations.org/kids/links-main.aspFun sites and games about nutrition. For students.

The Digestive System

http://www.naspghan.org/sub/For_Children/for_children.asp#ImageTopAn interactive presentation with pictures and descriptivetext about the digestive organs.For teachers and students.

The Digestive, Respiratory and Circulatory Systems

http://hes.ucf.k12.pa.us/gclaypo/health_index.htmlInformation on body systems with facts and quizzes. For students and teachers.

Other resources



LEVEL

3

EAT YOUR VEGETABLES!

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50

NUTRITION 19

Nutrition

1. Nutrients

Nutrients are the substances which our body

needs to survive, grow and repair itself.

Nutrients also give us energy.

• Carbohydrates give us energy. There are two

types of carbohydrate. Sugars are in foods

which taste sweet. Starches are in bread,

potatoes and legumes.

• Fats also give us energy. We get some fats,

such as butter, from animals. We get other

fats, such as olive oil, from plants.

• Proteins help our body to grow

and repair itself. Meat, fish and legumes

are good sources of protein.

2. Other nutritive substances

• Vitamins and minerals are essential for our

bodies to function well. Fruits and vegetables

are good sources, but minerals

and vitamins are also found in other foods.

Milk gives us calcium for our bones.

• Water. Most of our body is made up of

water, so it is essential. We drink water,

and our body also obtains water from food.

• Fibre helps food to move through

the digestive system. It is found in fruits,

vegetables and whole-grains.

3. Diet

The food which someone normally eats over

a period of time is called their diet. For good, healthy

nutrition, our diet must be complete and balanced.

• A complete diet includes nutrients

from all the food groups.

• A balanced diet includes the right amount

of each nutrient.

LOOK

• What meal are these

children eating?

• What food can you see?

• Why do you think it is

important to have

a good breakfast?

Complete the sentences. We get some fats ... We get other fats ...

Do you eat a balanced diet? Do you know what anorexia is?

What can you and your classmates do to prevent it?

READ

23


Vocabulary Revision. Draw on the BB a vocabulary tree. The«trunk» word is Food and the «branches» are Carbohydrates / Fats / Proteins / Vitamins and Minerals / Fibre. On each branchthe Ss write the corresponding words from page 19.

Answers: Carbohydrates: sugars, starches, bread, potatoes,legumes; Fats: butter, olive oil; Proteins: meat, fish, legumes;Vitamins and minerals: fruits, vegetables, milk; Fibre: fruits,vegetables, whole grains.

A balanced lunch. Ss work in pairs and prepare a menu whichthey consider to be balanced. Ask Ss for their menus and writeone or two examples on the board, correcting any difficulties ifthey arise. Ss should be able to name different varieties of meat,vegetables, fruit etc. in their menu

2

1


Language objectives: 1.

Vocabulary: carbohydrates, diet, fats, fibre, minerals,nutrition, proteins, vitamins, water

…from animals. …from plants. / Anorexia is an eating disorder. It can cause severe health problems and even death.

Special attention

• Understanding that we need nutrients andenergy to live

Hands on

Presentation

• Ss look at the photo and answer thequestions. Ask: Do you eat a healthybreakfast? Why/why not?

• Present , and with , ,. Say: Give me an example of food

classified as fat (butter), carbohydrate(bread) protein (fish).

• Ask Ss to identify the different foodgroups: meat, fish and eggs; bread, rice,pasta, cereals and sugars; milk and dairyproducts; fruits and vegetables.

• Ask Ss: What advice would you give tosomeone who wants a healthy diet? (Eat foods with calcium and fibre; eatvegetables and fruit every day, eat very little animal fat …)



44

4342321READ

LOOK

Labels and nutrients

• Collect and read labels from packagedfoods, such as biscuits, butter, can oftuna, to find out the nutrients theycontain.

• Classify the food into carbohydrates,fats or proteins based on the mostabundant nutrient.

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51

Special attention

• Understanding that the substances weneed from food pass from the smallintestine into the blood

• Pronunciation: pharynx, oesophagus,stomach, faeces

Hands on

Presentation

• Ask Ss: Why do we need to digest food?(to convert it into substances our body canabsorb) Where does digestion begin? (inthe mouth) Where does the digestionprocess end? (in the large intestine)

• Point out the various stages in thedigestive process. First digestion, thenabsorption, and finally the elimination ofwaste.

• Present with , ,, .

• Name the organs of the digestive systemand ask Ss to point to them in the drawing.Ask: What organ is like a long, thin tube?(the oesophagus) What organ is dark redand triangular? (the liver) What organ isbelow the oesophagus and next to theliver? (stomach)


4847

46451-4LOOK AND READ

20 NUTRITION

small intestine anus pharynx mouthoesophagus stomach large intestine

Follow the path that food takes. Put the organs

of the digestive system in order: mouth …

The digestive system

1. The digestive system

We need to eat. Food gives us the energy

which we require for our daily activities. It also gives

us the substances which we need to grow.

The digestive system converts the food we eat

into nutrients which our body can absorb.

It carries out three important functions:

digestion, absorption and the elimination of waste.

2. Digestion

• First, food is chewed in the mouth, and mixed

with saliva produced by the salivary glands.

Gradually, a mass of chewed, soft food is formed.

• Then, this food moves down the pharynx and the

oesophagus, and passes into the stomach.

• Next, it mixes with gastric juices in the stomach.

This produces a thick liquid called chyme.

• Finally, the chyme leaves the stomach

and reaches the small intestine.

It mixes with juices from the intestine,

the pancreas and the liver. All the substances

which we require have now been separated.

3. Absorption

In the small intestine, the substances which

we need are absorbed into the blood.

4. Elimination of waste

The chyle loses its nutritional value

as it passes through the small intestine.

Only undigested substances, like fibre,

remain and move to the large intestine.

The large intestine removes water from these

substances, and forms solid waste called faeces.

This is expelled through the anus.

LOOK AND READ

The digestive

system

mouth

pharynx

salivary

glands

small

intestine

oesophagus

liverstomach

pancreas

rectum

anus

large

intestine

Digestion in the mouth

Digestion in the stomach

Digestion in the intestine

Absorption in the intestine

Elimination of waste

25

26

24

The stages of digestion


Sequencing. The Ss copy the sentences from the stages indigestion onto a piece of paper. They cut the sentences intostrips, then turn them over and mix them up. With a partner, theylook at each sentence again and put them in the correct order.

Vocabulary. Write on the BB the following list of words: large intestine / mouth / fibre / liver / anus / stomach / faeces / pancreas / pharynx / oesophagus / salivary glands /substances absorbed into the blood / chyme / small intestine

Write three headings: Digestion; Absorption; Elimination of waste.Ss classify.

Answers: Digestion: mouth, salivary glands, pharynx, oesophagus,stomach, small intestine, chyme, pancreas, liver. Absorption:substances absorbed into the blood. Elimination of waste: fibre,large intestine, faeces, anus.

2

1



Vocabulary: absorption, anus, chyme, digestive system,faeces, large intestine, liver, oesophagus, pancreas,pharynx, salivary glands, small intestine

…, pharynx, oesophagus, stomach,small intestine, large intestine, anus

Saliva and digestion

• Say: Hold a piece of bread in yourmouth for about five minutes.

• Ask: Does it taste sweet? (yes) Why?(Enzymes found in the saliva begin tobreak down starch into simple sugarsin the mouth. That is why bread tastessweet even though most bread doesnot contain sugar.)

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52

Special attention

• Understanding that oxygen from the airpasses into the blood in the lungs

• Understanding what excretion is and why it is necessary

Presentation

• Ask Ss: Why do we need tobreathe? (to obtain oxygen from the air)What are the two breathing movements wemake? (inhalation and exhalation)

• Ask Ss: What do we call the process thateliminates waste substances from theblood? (excretion) What are the mainorgans? (the kidneys) Point out that theexcretory system is below the digestivesystem. Ask Ss to locate their own kidneys(in the middle of the back on both sides ofthe spinal column).


• Ss answer the question at the bottom ofthe page.


525121

LOOK AND READ


Comprehension. Write the two halves of each sentence on the BB.Ss copy them and join the correct halves.

1. First the air a. air leaves the lungs.2. Then it b. tiny sacs of air.3. Next it c. enters through the nose.4. In the lungs d. oxygen passes into the blood.5. Alveoli are e. our lungs fill with air.6. In the alveoli f. the bronchi divide into smaller bronchioles.7. When we inhale g. passes through the pharynx, larynx and

trachea.8. When we exhale h. goes through the two main bronchi into

each lung.

Answers: 1 – c. 2 – g. 3 – h. 4 – f. 5 – b. 6 – d. 7 – e. 8 – a.

1

NUTRITION 21

Respiration and excretion

1. The respiratory system

In addition to nutrients, we need oxygen to live.

We breathe to obtain oxygen from the air.

This function is carried out by the respiratory system.

It is made up of the nose, air passageways (the tubes

which carry air in and out of the body), and the lungs.

• First, the air enters through the nose. Then it passes

through the pharynx, the larynx, and the trachea.

Next, it goes through the two main bronchi

and into each lung. In the lungs, the bronchi divide

into smaller bronchioles. There are tiny sacs of air

at the end of the bronchioles called alveoli.

• In the alveoli, oxygen from the air passes into the blood.

The blood releases carbon dioxide which passes into the alveoli.

It is toxic, and the body expels it.

Two movements, inhalation and exhalation,

cause the air to circulate.

When we inhale, our lungs fill with air.

When we exhale, air leaves the lungs.

2. The excretory system

Our body produces waste substances

which go into the blood, and can be dangerous.

Excretion is the elimination of these waste substances.

• The kidneys are the organs of the excretory system.

These two organs filter the blood and produce urine.

This is made up of water (95 %) and waste substances (5 %).

The urine leaves the kidneys and passes through the ureters,

two tubes which go to the bladder.

The urine accumulates there

until it is expelled through the urethra.

• The sweat glands in the skin also help in excretion.

They make sweat.

LOOK AND READ

The respiratory system

kidneykidney

kidneys

The excretory system

renal

vein

renal

artery

bladder

bladder

pharynx

trachea

lung

bronchioles

bronchi

urethraureters

larynx

lung

nose

27

What is a major cause of lung cancer?

28

29

…Smoking. Tobacco contains substances which cause cancer.


Language objectives: 2.

Vocabulary: air passageways, alveoli, bladder, bronchi,bronchioles, excretion, exhale, inhale, kidneys, larynx,lungs, pharynx, respiratory system, sweat glands,trachea, ureters, urethra, urine

See air from our lungs

• Prepare a small tub with about five cmof water, a large water bottle and aflexible tube.

• Fill the bottle with water. Quickly invert it and hold it with the mouthunderwater in the tub. Put one end of the tube into the bottle. Tell a student to blow through the tube.

• Ask: Where do the bubbles comefrom? (the air in our lungs) Why doesthe water go out of the bottle? (The air displaces the water.)

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53

Special attention

• Understanding that blood is circulatingcontinually

• Distinguishing the two circulatory systems

Hands on

Presentation

• Point out that arteries andveins are different colours in the drawingsso we can distinguish them.

• Ask Ss to look at the first drawing and ask:Where is the carotid artery? (in the neck)Where is the femoral artery? (in the leg)Where is the jugular vein? (in the neck)

• Ask them to look at the lower diagram andask: What is the name of the artery whichcarries the blood from the heart to allparts of the body? (aorta) What is thename of the vein which carries blood fromall parts of the body to the heart? (venacava) What carries the blood from theheart to the lungs? (the pulmonary artery)

• Ss read and with and .


565521

LOOK AND READ

22 NUTRITION

Blood circulation

1. The circulatory system

Circulation is the movement of blood through

the circulatory system. Circulation carries

nutrients and oxygen to all parts of the body,

and collects waste substances,

which can be dangerous.

Our heart works like a pump,

and moves blood through the body.

It never stops beating.

Blood vessels are tubes which transport blood

through the circulatory system. There are three

kinds: arteries, veins and capillaries.

• Arteries are the blood vessels

which carry blood away from the heart.

• Veins are the blood vessels

which carry blood into the heart.

• Capillaries are tiny blood vessels

which connect arteries to veins.

They reach every part of our body.

2. Blood circulation

There are two circulatory systems:

• Pulmonary circulation is the movement of

blood between the heart and the lungs.

Blood leaves the heart through

the pulmonary arteries and goes to the lungs.

In the lungs, the blood absorbs oxygen

and releases carbon dioxide. The blood then returns

to the heart through the pulmonary veins.

• Systemic circulation is the movement

of blood to the rest of the body.

Blood with oxygen from the lungs

leaves the heart through the aorta.

It distributes nutritive substances

and oxygen throughout the body.

Finally, it returns to the heart

through the vena cava.

LOOK AND READ

The circulatory system

carotid artery

aorta

renal vein

vena cava

jugular vein

humeral

artery

heart

femoral

artery

Blood circulation

pulmonary

artery

vena

cava

pulmonary

vein

aorta

left side of

the heart

right side

of the heart

PULMONARY CIRCULATION

SYSTEMIC CIRCULATION

3230

31



Vocabulary: aorta, arteries, blood, blood vessels, capillaries,carotid artery, circulation, circulatory system, femoral artery, heart,humeral artery, jugular vein, pump, renal vein, veins, vena cava

The heartbeat

• Bring some long, thin balloons to classand a pear-type balloon inflator.

• Place a balloon on the mouth of theinflator.

• Squeeze the inflator. Ask: Whathappens? (The balloon inflates.) Why?(air enters) What part of the body canwe compare the heart to? (the inflator)What is pushed along by each heartbeat? (blood)

Fat and health. Too much fat in yourdiet is unhealthy. Deposits of fat canaccumulate in the blood vessels and block normal blood flow.


Comprehension. Write the following sentences on the BB. Sscopy them and choose the correct alternative. They then compareanswers in pairs and listen to to check their answers.1. Digestion / circulation is the movement of blood through the

circulatory system.2. Our heart / stomach works like a pump.3. It never stops eating / beating.4. There are three kinds of food / blood vessels5. Arteries carry blood into / away from the heart.6. Veins carry blood away from / into the heart.7. Capillaries connect arteries to veins. They reach / don’t reach

every part of our body.

Answers: 1. circulation. 2. heart. 3. beating. 4. blood. 5. away from. 6. into. 7. reach.

55

1

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54

Activity B

ook

16

TasksMAKE UP A HEALTHY MENU

1. Make up a healthy menu.

Remember the conditions a diet must have to be healthy:

• A diet should be complete; it should have foods from all the groups.

• A diet should be balanced; it should have the right amount of each food type.

2. Write down what you eat for dinner for a week.

3. Do you think you should change anything in your diet? Explain.

Worksheet 14. Date

Monday Tuesday Wednesday Thursday Friday

spaghetti rice noodle soup custard

vegetable soup chicken with potatoes yoghurt banana

lentils pear fish with salad beefsteak with salad

omelette with tuna and potatoes orange meatballs with vegetables

Firstcourse

Secondcourse

Dessert

√±@etab¬æsouπ

nood¬æsouπ spag™ett^¬entilfi ri©æ

chic§e>wit™

potatøefifis™ wit™sala∂

∫¶æ fs†ea§wit™ sala∂

oµe¬et†æ wit™tunå an∂potatøefi

µeatballfiwit™

√±@etab¬efi

πea® oran@æ custar∂yoghur† bananå

M. A. sala∂, √±@etab¬efi, souπ, oµe¬et†æ, fis™, chic§e>, ∫¶æ fs†ea§,

por§, frui†, yoghur†, custar∂ an∂ c™æeßæ.

M. A. Yefi. I thin§ I shoul∂ ea† mo®æ frui† an∂ √±@etab¬efi an∂ I shoul∂

ea† ¬esfi suga®.

Worksheet 15. Date Apply your knowledgeDIGESTION, RESPIRATION, EXCRETION, CIRCULATION

1. Put the following words in order.

3. Underline the words related to breathing.

• inhalation • exhalation • intestine • expiration • bronchi

• lungs • liver • kidney • trachea • oxygen

4. Order the steps in the excretion process.

The kidneys filter the blood. Blood goes through the kidneys.

Urine is expelled through the urethra. Urine is formed.

Urine is carried by the ureters. Urine is stored in the bladder.

absorption digestion

elimination of waste

2. Write the nameof each organ.

• stomach

• pharynx

• smallintestine

• largeintestine

• liver

• oesophagus

Match.

Capillaries • • are blood vessels which carry blood away from the heart.

Veins • • are tiny blood vessels which connect arteries to veins.

Arteries • • are blood vessels which carry blood into the heart.

VOCABULARY

1

2

3

17

The stages of digestion

pharyn≈øesophagufi

stomac™di@estio>

absorptio>

eliminatio> oƒ was†æ

264

35

lar@æ in†esti>æli√±®

smal¬ in†esti>æ

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55

Read and learnTEETH

1. Read carefully.

2. Underline the most important words in the text. Choose three and give their meanings.

3. Name the numbered parts on the tooth drawing.

4. Think and answer.

What can we do to keep our teeth healthy?

What are teeth like?

Teeth are part of the skeleton. Like bones, they are alive.

The outside of a tooth is covered with a hard, whitesubstance called enamel. Enamel is the hardest substancein our body. Dentin, which is not very hard, is under theenamel. Pulp is in the centre of the tooth. The pulp is theliving part of the tooth and contains blood vessels and nerveendings.

The roots are fixed into the jawbone. But we cannot seethem because they are below the gums. The part of thetooth above the gums is called the crown.

When babies are born, their teeth are inside the jawbone.The milk teeth, or baby teeth, break through little by little. At about six years old, milk teeth begin to fall out andpermanent teeth appear.

Worksheet 16. Date

1

2

34

5

6

18

1

2

3

4

5

6

enaµe¬

∂enti>

pulπ

jawbo>æ

gumfi

crow>

M. A. Brus™ ou® †æet™ th®ææ tiµefi å da¥. Do>ª† ea† å lo† oƒ s∑¶etfi.

Visi† t™æ ∂entis† on©æ å ¥ea®.

M. A. Pulπ iß t™æ ©ent®æ oƒ t™æ toot™. Enaµe¬ ifi å har∂, whi†æ substan©æ

whic™ co√±rfi t™æ outsi∂æ oƒ å toot™. T™æ crow> ifi t™æ toot™ abo√¶ t™æ gumfi.

19

Project 1

Material needed: a ruler and some mushrooms.

1. What size is it?

2. What colour is the cap?

3. What shape is the cap?

4. What colour are the gills?

5. What colour is the stem?

6. What shape is the stem? Is it cylindrical or does the thickness change?

7. Does the stem have rings?

Complete the chart with the information you have gathered:

CLASSIFY PLANTS

OBSERVE AND DESCRIBE A FUNGUSProject 2

Size

Cap

Stem

Height

Width

Colour

Shape

Gills

Colour

Shape

Ring

Name of the plant

Type of plant:

Stem:

Leaves:

Flowers:

Fruit:

Grows in:

Other information:

M. A. @eraniuµ

angiosπerµ, flo∑±rin@ plan†

g®æe>, sof†

g®æe> ¬eavefi, lo∫±∂ o® scalloπe∂

brigh† ®e∂, pin§ o® purp¬æ

no frui† ∑¶ ca> ea†

πeop¬æ gro∑ @erianiumfi i> flo∑±® potfi

i> man¥ pla©efi, fo® examp¬æ, i> Africå, Euroπæ,Sout™ Aµericå, Nort™ Aµericå

M. A. 10 cmfi.13 cmfi.dar§ brow>circula®√±r¥ dar§ brow>ligh† brow>cylindrica¬no>æ

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56

UNIT CONTENT

Assessment criteria

• Defining matter• Understanding the properties of matter• Differentiating between physical and chemical

changes in matter

• Identifying the properties of solids, liquids and gases

• Identifying changes of state• Explaining events scientifically

Content objectives

1. Understanding the properties of matter 2. Differentiating between pure substances and mixtures3. Identifying the general properties of matter 4. Learning how the properties of matter are measured and the units used 5. Identifying changes in matter6. Differentiating physical changes and chemical changes in matter7. Distinguishing the different states of matter and their properties8. Identifying changes of state in matter9. Understanding why water is important in our diet

10. Associating certain changes of state with temperature changes

Language objectives

1. Describing mass and unit nouns (uncountable and countable): Matter is made up of … An element is matter …

2. Giving examples: like mass and volume; for example; such as plastic

3. Making comparisons: … have more mass than others … more matter than a pencil … the football's mass is greater … the same volume … it weighs more

4. Measuring mass and volume: one litre is equal to … mass per volume

5. Contrasting facts and conditions: When the temperature increases … If the temperature rises …

6. Describing changes: The balloon gets smaller … Iron changes into rust

7. Talking about ability: They can be transported … Gases can be compressed

• Matter and its main properties• The three states of matter:

solid, liquid and gaseous• Physical and chemical changes

in matter• Changes of state

• Observe photographs to obtaininformation

• Explain events around usscientifically

• Use personal experience tocomprehend the unit contents

• Appreciation of why water isimportant in our diet

• Association of certain changesof state with temperaturechanges


Contents

UNIT 6

Matter

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UNIT 0

57

RESOURCES

Resource folder




• Assessment





Internet resources


Matter

http://www.chem4kids.com/index.htmlRader's Chemkids provides a variety of material about matter, changes in matter and changes of state.For teachers and students.

Matter and energy

http://bengu-pc2.njit.edu/trp-chem/scism.htmlMatter and energy and other fundamentals of chemistryare explored. For teachers and students.

Solids, liquids, gases

http://lgfl.skool.co.uk/keystage3.aspx?id=64Properties of solids, liquids and gases and changes of state are addressed. For students and teachers.

Other resources



BALLOONS

www.richmondelt.com

LEVEL

4

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58

MATTER 23

MatterLOOK

READ

1. Matter

Everything in the universe is made of matter. The Sun, rocks, plants, human beings and

manufactured objects are all made of matter.

Matter is made up of tiny particles called atoms.

Atoms are extremely small.

They are invisible to the human eye.

There are approximately one hundred different

types of atoms. When they are combined

in different ways, they make up

all the substances in the world.

• An element is matter which consists

of only one type of atom.

• A compound is matter which consists

of more than one kind of atom.

2. Types of matter

Matter can be classified into two groups:

• Pure substances are made up of a single type

of element or compound. For example,

gold, iron and salt are pure substances.

• Mixtures are made up of several pure substances.

For example, sea water is a mixture

which is formed by water and salt.

3. Properties of matter

We can classify properties into two types:

• General properties: All matter has

general properties like mass and volume.

Everything which is made of matter

has mass and takes up space.

• Characteristic properties: Properties

like odour, colour, shininess and density

are characteristic. They are different

for each substance.

Look at the photo.

• Which things are solid?

Liquid? Gaseous?

• Is there more water

in the river at some times

of the year?

True or false?

Make more sentences about matter.

Human beings are not made of matter.Sea water is a pure substance.

33


Comprehension. Write the following sentences on the BB. The Ss decide if they are true or false. If they are false,they correct them.

1. Matter is made up of tiny particles called atoms.2. Atoms are visible to the human eye.3. There are about 100 similar types of atoms.4. An element is matter which consists of only one type of atom.5. Salt is a pure substance.6. Sea water is a pure substance.7. All matter has mass and volume.

Answers: 1. True. 2. False. They are invisible to the human eye. 3. False. There are about 100 different types of atoms. 4. True. 5. True. 6. False. Sea water is a mixture. 7. True.

1



Vocabulary: compound, element, mass, matter,mixtures, properties, pure substances, volume

Both sentences are false. M.A. The human body has mass andvolume. Mayonnaise is a mixture of eggs, oil, salt and lemon juice.

Special attention

• Understanding the concept of matter

• Differentiating between pure substancesand mixtures

• Identifying the properties of matter

Hands on

Presentation

• Ss look at the photo and answer thequestions.

• Present , , with , , .Ask: Where can we find matter in theuniverse? (everywhere because everythingis made of matter) What are the tinyparticles called that matter is made of?(atoms)

• Ask: What matter can we find in a cup ofcoffee with milk and sugar? (milk, sugar,coffee) Is it a mixture of varioussubstances? (yes) Can you name othermixtures? (mayonnaise, soup, soft drinks,perfume …)

• Choose various objects or materials andtalk about their characteristic properties.For example, show a fork. Ask: What colouris it? (silver) Does it have an odour? (no) Is it shiny? (yes)


605958321READ

LOOK

Composition of drinking water

• Ask: Is drinking water a puresubstance or a mixture? (a mixture of water and minerals)

• To prove it, bring in labels from bottledwater and examine their composition.Ask: What minerals can you see on thelabels? (chloride, calcium, magnesium,silica, sodium …)

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Special attention

• Understanding the concept of density

Hands on

Presentation

• Present , , with , , .

• Ss role-play they are in a small shop andhave to ask for different things. Theyshould pay special attention to units ofmeasure. For example: I would like … akilo of rice … a litre of milk … a hundredgrams of sunflower seeds … a quarter of a kilo of almonds.

• Ask: Can we put five litres of water in atwo-litre bottle? (no) Why not? (becausethere is too much volume of water)

• Ask: How do we measure mass? (withscales or balances) Give some examples.(bathroom scales, kitchen scales, foodscales, baby scales)

636261321READ

24 MATTER

The properties of matter

READ

1. Mass

Mass is the amount of matter in an object.

Some objects have more mass than others.

For example, a football has more matter

than a pencil. The football’s mass is greater.

The unit of measure for mass is the kilogram (kg),

or kilo. One kilo is equal to 1,000 (one thousand)

grams (g). 1,000 (one thousand) kilos are

equal to one ton (t).

2. Volume

Volume is the amount of space

which an object occupies.

For example, a football has more volume than

a pencil. It takes up more space.

The unit of measure for volume is the litre (l).

One litre is equal to 1,000 (one thousand) cubic

centimetres (cm3). 1,000 (one thousand) litres

are equal to one cubic metre (m3).

3. Density

Density is mass per volume.

To calculate density, divide the mass

of a substance by its volume:

V

M

olu

as

m

s

e

Each object or substance has its own density:

• Water has a density of one kilo per litre of water:

1 kg/l. This means that one litre of water

has a mass of 1 kilo.

• Iron has a density of 7.9 kilos per litre of iron:

7.9 kg/l. This means that one litre of iron

has a mass of 7.9 kilos.

Complete the sentences.

Mass:

One kilo … grams.One thousand kilos … ton.

Volume:

One litre … cubic centimetres.One thousand litres … cubic metre.

How many litres of liquid do you drink in a day?

Make a chart with the different kinds

of liquid, and when you drink them.

Scales are

used to

measure mass.

Measuring cups are

used to measure

the volume of a liquid.

These two marbles have the same volume.

However, the iron marble weighs more.

Iron has more density than glass.

34

35

36


Vocabulary. Write the words on the BB. Ss match them.1. Mass a. mass per volume2. Unit of measure for mass b. the kilogram3. Volume c. the litre 4. Unit of measure for volume d. the amount of matter in an

object5. Density e. the amount of space which

an object occupies

Answers: 1–d. 2–b. 3–e. 4–c. 5–a.

Numbers. At home the Ss can observe different quantities of mass and volume, for example, bread, a small bottle of water,or a packet of biscuits. They note down the results and reporttheir findings to the class.

2

1



Vocabulary: density, kilogram,mass, volume

…one thousand - one - one thousand - one

Decantation

• Pour some oil into a container and addwater.

• Quickly cover the container and shakeit to mix the liquids.

• Let the container stand and ask: Whatis going to happen? (After some time,the liquids will separate.) Which liquidwill be on top? (The oil will be on thetop, and the water will be on thebottom.) Which is less dense – the oilor the water? (the oil, which is why itfloats)

Water and health. Water is essentialin our diet. Children should drink at leastone and a half litres of water every day.

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60

Special attention

• Differentiating between physical andchemical changes in matter

• Identifying chemical changes in matter

Hands on

Presentation

• Look at the pictures. Ask: Is ice water?(Yes, it is water in a solid state) What ishappening to the wood? (It is burning.)What does fire produce? (light, heat,smoke) What does the wood change intowhen it burns? (ashes and gases)

• Present , , with , , .Ask: Are these physical changes orchemical changes? a match burns (C)butter melts (P) a basketball goes throughthe hoop (P) we grate a carrot (P) fooddecays (C)

• Cut up an apple or banana and waitseveral minutes. The fruit will turn brown.Ask: What type of change in matter hasoccurred? (chemical; fruit reacts with theoxygen in the air during oxidation)

666564321READ


Write the following headings on the BB and ask Ss to copy them. • Physical changes: Movement, Expansion, Contraction, Changes

of state, Fragmentation• Chemical changes: Oxidation, Combustion, PutrefactionWrite the following list on the BB and tell Ss to classify them.an apple decays / water changes into steam / wood changes intoashes and gases / an object changes position / iron changes intorust / mercury expands in a thermometer / a glass breaksAnswers: Movement – an object changes position; Expansion –mercury expands in a thermometer; Changes of state – waterchanges into steam; Fragmentation – a glass breaks; Oxidation –iron changes into rust; Combustion – wood changes into ashesand gases; Putrefaction – an apple decays.

1

Physical change or chemical change? Decide and make more sentences.

A glass breaks into pieces. (… change) Iron changes into rust. (… change)

MATTER 25

Changes in matter

READ

1. Changes in matter

There are two types of change in matter:

• Physical changes: The object or substance changes, but the matter

remains the same. When water freezes, it is still water.

• Chemical changes: The original matter changes into a different

substance. When paper burns, it changes into ashes and gases.

2. Physical changes

• Movement: The object changes position,

but the matter remains the same.

• Expansion: When the temperature of an object increases, it gets

bigger. If the temperature rises, mercury expands in a thermometer.

• Contraction: When the temperature of an object decreases,

it gets smaller. If a balloon filled with air is put in a refrigerator,

the air contracts: the balloon gets smaller.

• Changes of state: When the temperature rises,

the state changes. If water is heated, it changes into steam.

• Fragmentation: The object is divided into small pieces.

If a glass breaks, the pieces are still made of glass.

3. Chemical changes

• Oxidation: One substance changes into another

when it reacts with oxygen. For example, iron changes into rust.

• Combustion: When an object or substance is burned,

it changes into another substance. For example,

when wood burns, it changes into ashes and gases.

• Putrefaction: This occurs when a living thing decomposes.

For example, when an apple decays, its appearance,

colour, smell and taste change.

Chemical industries use chemical reactions to manufacture

substances. Some substances, such as plastic, are artificial.

Plastic is made from petroleum.

A physical change:ice melts, and becomes water.

A chemical change:wood burns, and changes

into ashes and gases.

smoke

ashes

37

38

M.A. …physical, chemical. M.A. Wood burns and changes intoashes and gases. (C). If water is heated, it changes into a gas. (P).



Vocabulary: changes of state, chemical changes, contraction,expansion, fragmentation, movement, oxidation, physicalchanges, putrefaction

Inflate a balloon with a banana

• Mash a ripe banana with a fork andspoon it into a bottle with a smallmouth.

• Put a balloon over the mouth of thebottle and place it in a warm, sunnyplace.

• Ask: Why does the balloon inflate?(because it fills with gas) Where doesthe gas come from? (from theputrefaction of the banana)Putrefaction produces gas.

Tetanus. Cuts from rusty objects cancause tetanus. This illness can beprevented by vaccinations.

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61

Special attention

• Understanding the permanence of matterwhen there is a change of state

Hands on

Presentation

• Draw attention to the upper illustration.Ask: What happens to the ball? (It changesplace.) Does it change in any other way?(no)

• Tell Ss to imagine they untie the knot in aninflated balloon. Ask: What happens to theballoon? (it deflates) Where does the airfrom the balloon go? (into the room) (Air isa gas and tends to occupy all availablespace.)

• Pour the water from a jar into containerswith different shapes. Point out that watertakes the shape of each container. Ask.Does liquid have a fixed shape? (no) Whatshape does the liquid take? (the same asthe container).


and Activity Book, pages 20, 22-24.ER

686721READ

26 MATTER

READ

Changes of state

1. The three states of matter

The states of matter are solid, liquid and gaseous.

Each state has different properties.

• Solids have a fixed volume and shape. For example,

if we put a ball in a bag, the shape of the ball stays the same.

• Liquids have a fixed volume, but not a fixed shape.

Liquids take the shape of their container. For example,

if we pour water into a glass, the water takes the shape of the glass.

• Gases do not have a fixed volume or a fixed shape.

For example, if a balloon bursts, the air escapes and expands

into the room. It acquires the volume and shape of the room.

Liquids and gases are fluid. They flow through openings

in solid bodies. They can be transported through pipes.

2. Changes of state

Matter can change from one state to another.

This change of state sometimes occurs

when the temperature changes.

• Melting: A solid changes into a liquid.

For example, snow melts when it is warm.

• Solidification: A liquid changes into a solid.

For example, water changes into ice when it is very cold.

• Boiling: A liquid changes into a gas.

For example, water boils when it is very hot:

one hundred degrees centigrade (100°C).

• Evaporation: A liquid changes into a gas.

For example, water in a pond evaporates.

• Condensation: A gas changes into a liquid.

For example, water vapour in the air forms

condensation on car windows when it is very cold.

• Sublimation: A solid changes into a gas.

For example, solid air fresheners change

into a gas when they mix with air.

If we move a solid, it still has

the same volume and shape.

Condensation and solidification sometimes make

it dangerous to drive. What happens?

Liquids maintain their volume,

but change their shape.

Gases can be compressed.

There is a lot of oxygen in this tank.

39

40



Vocabulary: boiling, change of state, condensation,evaporation, fluid, gas, liquid, melting, solid,solidification, sublimation

Making stalactites

• Fill two jars with warm water. Addmagnesium sulphate until no more willdissolve.

• Tie a paper clip to each end of a stringand put the ends in the jars. Put aplate between the two jars with thestring hanging over it. Wait severaldays.

• The solution will wet the string. In the centre, drops will begin to fall.Gradually, a column of salt will formand continue to grow.

Slippery roads. More accidentshappen in bad weather. When roads arewet or icy, good drivers drive carefully.


Comprehension. Distribute photocopies of page 62. SS listen to to complete the missing words.1. … a solid changes into a liquid.2. … a liquid changes into a solid.3. … a liquid changes into a gas.4. … a liquid changes into a gas.5. … a gas changes into a liquid.6. … a solid changes into a gas.

Answers: 1. melting. 2. solidification. 3. boiling. 4. evaporation.5. condensation. 6. sublimination.

68

1

…M. A. When it is cold outside, water vapour condenses inside the carwindows and we cannot see very well. Also water freezes on the roads and makes them slippery.

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62

1. Listen and complete the missing words.

1. a solid changes into a liquid.

2. a liquid changes into a solid.

3. a liquid changes into a gas.

4. a liquid changes into a gas.

5. a gas changes into a liquid.

6. a solid changes into a gas.

Answers:1. melting. 2. solidification. 3. boiling. 4. evaporation. 5. condensation. 6. sublimination.


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63

Activity B

ook

20

Worksheet 17. Date TasksORGANISE INFORMATION

ON WORD MAPS

1. Complete the word map about matter.

can be found in three states

has two kinds of properties

can go through two types of change

such as

such as

Match.

mass • • the ratio of the mass to the volume of an object

volume • • the amount of matter in an object

density • • the amount of space which an object occupies

VOCABULARY

Matter

soli∂

liqui∂

gafi

M. A. mo√±µen†

oxidatio>

combustio>

put®efactio>

masfi

voluµæ

physica¬

c™emica¬

21

1. Read carefully.

2. What does fractional distillation mean? Tick the correct answer.

A process for separating substances in a mixture.

The sum of fractions. A type of factory.

3. Write two of the main ideas in the text.

4. Answer the question.

What will happen if our oil supply runs out?

Worksheet 18. Date Read and learnOIL

Oil

Oil is a thick, black liquid which is extracted frominside the Earth. It is formed from the remains of living things which lived millions of years ago.

Crude oil is not very useful when it comes out of theground. It is a mixture of many different substances.These substances are separated at a refinery by a process called fractional distillation. This process involves physical and chemical changes.We obtain useful products including petrol, gas-oil, tar and butane gas.

Today oil is a vital raw material of great economicimportance. After the refining process, it is used as petrol and fuel for heating and transport. It is also used to make plastic, medicines, detergents,paint and lubricant oils.

M. A.

Oi¬ ifi å thic§ blac§ liqui∂ forµe∂ froµ t™æ ®emainfi oƒ livin@

thingfi millionfi oƒ ¥earfi ago. I† iß å vita¬ ra∑ ma†eria¬ oƒ g®ea†

economi© importan©æ.

Wæ wil¬ no† ha√¶ πetro¬ an∂ f¤e¬ fo® ™eatin@ an∂ transpor†.

Wæ wil¬ no† ∫¶ ab¬æ tø ma§æ plasti©, paintfi, µedici>efi o® ∂e†er@entfi.

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64

Activity B

ook

22

1. Give examples of changes of state.

• From solid into liquid:

• From gas into liquid:

• From liquid into solid:

• From liquid into gas:

2. Complete the word map. Write the name of the changes of state in each space.

Worksheet 19. Date Apply your knowledgeMATTER: CHANGES OF STATE

3. Answer.

a. Is the ice cream in the photo in a solid, liquid or gaseous state?

b. What change of state is produced when icecream melts?

SOLIDS

GASESLIQUIDS

sno∑ µeltfi

wa†e® vapou® i> t™æ ai® formfi con∂ensatio> o> ca® window

wa†e® chan@efi into i©æ

wa†e® i> å pon∂ evapora†efi

µeltin@ sublimatio>

solidificatio>

con∂ensatio>

evaporatio>

I† ifi i> å soli∂ sta†æ.

I† ifi cal¬e∂ µeltin@.

Worksheet 20. Date Apply your knowledgeSOLIDS AND LIQUIDS

1. Which of these liquids do you think is the thickest? Tick.

water oil alcohol honey milk

• What experiment can you do to test your answer?

23

3. Compare the properties of raw clay and baked clay.

sapphire (precious stone)

• What causes the change in the properties of this solid?

gold coin

raw clay baked clay

2. Name two properties of the solid that makes up each of these objects.

metal wire

rubberboots

M. A.

M. A. I ca> ßææ ho∑ lon@ i† ta§efi fo® å droπ oƒ eac™ liqui∂ to fal¬.

har∂

durab¬æ

har∂

translu©en†

stron@

f¬exib¬æ

smoot™

wa†erprooƒ

M. A. sof† har∂

M. A. I† dr^efi; i† loßefi itfi wa†e®.

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65

Worksheet 21. Date TasksAPPLY KNOWLEDGE TO DAILY LIFE

24

1. Apply what you have learned to daily life. Tick () and explain.

c. You are having noodle soup. How do you separate the liquid from the noodles with a strainer?

What property of liquids are you observing? Explain.

b. Imagine you have three inflated balloons in your hand. You have inflated two by blowing. The other is full of helium gas. If you let the balloons go, what will happen?

The one with helium will rise. The others will fall to the ground. All of them will rise.

Why?

a. What happens when we put ice cubes in a full glass of water?

The glass overflows. Nothing happens.

Why?

M. A. Becaußæ t™æ voluµæ oƒ t™æ

M. A. Becaußæ ™eliuµ gafi ifi ligh†e® tha> ai®.

M. A. I pou® t™æ souπ throug™ t™æ strai>e®. Onl¥ t™æ liqui∂ pasßefi.

M. A. Liquidfi do no† ha√¶ å fi≈e∂ shaπæ.

wa†e® inc®eaßefi.

Notes:

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66

UNIT CONTENT

Assessment criteria

• Knowing the Earth is made up of the atmosphere,the hydrosphere and the geosphere

• Knowing the purpose of the atmosphere• Explaining the water cycle

• Associating volcanoes, earthquakes andweathering with changes on the Earth’s surface

• Interpreting photographs, drawings and diagrams

Content objectives

1. Understanding the composition of the atmosphere2. Understanding the purpose of the atmosphere 3. Identifying weather phenomena4. Learning the distribution and characteristics of the hydrosphere5. Explaining the circulation of water and changes of state during the water cycle6. Learning the characteristics and components of the geosphere7. Identifying changes on the Earth’s surface due to natural causes8. Protecting nature9. Saving water

Language objectives

1. Defining and describing: The atmosphere is the air which … Waves are … Erosion is …

2. Classifying: The principal weather phenomena are … Rocks can be classified into …

3. Describing location: the lowest layer … It is found in …

4. Giving examples: such as rain; for example, the sea's waves …

5. Describing process: Liquid water evaporates … When a volcano erupts …

6. Describing conditions: As we travel higher … If it is very cold … Igneous rocks are formedwhen water cools …

• The atmosphere: compositionand layers

• Precipitation and wind• The hydrosphere• The water cycle• The layers of the geosphere:

crust, mantle and core• Components of the crust: rocks

and minerals• Changes in the Earth’s crust:

volcanoes, earthquakes,weathering

• Explain the stages of the watercycle

• Identify the movement ofwater in the oceans

• Recognise the effects ofweathering

• Put the stages of weathering inthe correct order: erosion,transport and sedimentation

• Interpret photographs,drawings and diagrams toextract information

• Show interest in protectingnature

• Understand the importance ofsaving water


Contents

UNIT 7

The atmosphere

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UNIT 0

67

RESOURCES

Resource folder




• Assessment





Internet resources


Geography

http://www.geography4kids.com/The atmosphere, the hydrosphere and the Earth'sstructure are explained using diagrams. For students and teachers.

Weather

http://www.weatherwizkids.com/index.htmThe fascinating world of weather and weatherphenomena, including experiments. For students and teachers.

Rocks

http://sln.fi.edu/fellows/payton/rocks/create/index.htmlDiscover how rocks are formed. For students and teachers.

Other resources



LEVEL

4

LIVINGON THE

MOON

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68

What is happening to the ozone layer?


The air which surrounds the Earth contains

five gases: …

The atmosphere has three layers: …

THE ATMOSPHERE 27

The atmosphere

As we travel higher, the gases become less dense.

In outer space there is no atmosphere.

3. Weather phenomena

The principal weather phenomena

are precipitation and wind.

Precipitation is water, such as rain,

snow or hail, which falls from

the atmosphere to the Earth.

Wind is the movement of air, and has different

names depending on how strongly it blows.

Breezes are gentle winds.

Hurricanes are violent winds.

LOOK

READ

Look at this photo of the Earth.

• What do clouds look like

from space?

• Can we see the atmosphere?

1. What is the atmosphere?

The atmosphere is the air which surrounds

the Earth.

Air is a mixture of gases. It is mainly nitrogen

and oxygen. There are also small quantities

of carbon dioxide, ozone and water vapour.

The atmosphere is essential to life on Earth:

• It has the oxygen which all living things breathe.

It also has carbon dioxide which plants

need for photosynthesis.

• Carbon dioxide and other gases are like

a blanket which retains the Earth’s heat.

• Ozone filters harmful ultraviolet rays.

2. The layers of the atmosphere

The troposphere is the lowest layer.

Most gases are in this layer.

Plants and animals live in the troposphere.

The stratosphere is the next layer.

There is a thin layer of ozone

in the upper stratosphere. This is called

the ozone layer.

41

42


Comprehension. Write these sentences on the BB and ask Ss to say if they are true or false. They correct the falsesentences.

1. The main gases in the air are nitrogen and oxygen.2. The atmosphere has large quantities of carbon dioxide,

ozone and water vapour.3. The atmosphere is not essential to life on earth.4. All living things breathe oxygen.5. Plants need carbon dioxide for photosynthesis.6. Oxygen filters harmful ultraviolet rays.

Answers: 1. True. 2. False (small quantities). 3. False (is essential). 4. True. 5. True. 6. False (ozone filters).

1



Vocabulary: air, atmosphere, carbon dioxide,layer, nitrogen, outer space, oxygen, ozone,precipitation, stratosphere, troposphere, watervapour

M.A. Certain gases are destroying the ozone layer. / nitrogen,oxygen, carbon dioxide, ozone, water vapour / the troposphere,the stratosphere and the ozone layer

Special attention

• Understanding that the atmosphere filtersthe Sun’s rays

• Understanding that the atmosphere ismade up of various layers

Hands on

Presentation

• Focus attention on the photo andquestions. Clouds look like white massesfrom space. We cannot see theatmosphere because it is made up of gases.

• Use a mirror to reflect the Sun’srays. Ask: What happens when the raysreach the mirror? (they bounce off) Explainthat the atmosphere also reflects theSun’s rays and protects us from harmfulradiation.

• Draw a tall, thin rectangle. At the top, writeouter space. At the bottom write Earth’ssurface. Divide the rectangle into two partsand write troposhere in the bottom partand stratosphere in the top part.

• Ask: Where do plants and animals live?(troposphere) Where is the ozone layer?(stratosphere) Ss read , and with

, and and then do the activity atthe bottom of the page.

717069

321

READ

LOOK

Movement of the air

• Draw a spiral six cm in diameter on asquare of onion paper and cut it out.

• Glue or tape the end of a thread to thecentre of the paper spiral.

• Hold the spiral over a lamp by thethread about ten cm from the light bulb.

• Ask: Why does the spiral spin? (The light bulb heats the air. The hotair rises and the cold air falls, formingcurrents which make the spiral move.)

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Special attention

• Understanding that the water cycle iscontinuous and takes place all over theEarth

Hands on

Presentation

• Ask: What kinds of waterare there in the photo? (liquid – the ocean;solid – ice; water vapour) Ask: How muchof the Earth is covered by water? (aboutthree quarters) Explain that most of thewater is in the oceans and seas.

• Ss read with .

• Write on the BB the changes of state in thewater cycle. Ss read with . Ask: Whatis … evaporation? … solidification? …condensation?

• Ask: What does the beach look like at hightide? (Water covers most of the beach.)What does it look like at low tide? (Thewater recedes and the beach looks bigger.)

• Ss read with , and answer thequestions at the bottom of the page.


743

732

721

LOOK AND READ

28 THE ATMOSPHERE

The hydrosphere

1. The hydrosphere

All the water on Earth makes up the hydrosphere.

Water is usually a liquid, but it can also be a solid

or a gas.

Water in liquid form covers most of the Earth’s

surface. It is found in oceans, seas, rivers and lakes.

Water in solid form (snow and ice) is found in the

polar regions. It is also found on mountains.

Water vapour, a gas, is found in the atmosphere.

2. The water cycle

The water cycle is the constant circulation of water

between the sea, the atmosphere and land.

1. Liquid water in the sea, rivers and lakes

evaporates because of heat from the Sun.

It becomes water vapour.

2. Water vapour rises and condenses into drops

of water. The water drops form clouds.

3. Water falls from clouds as rain: precipitation.

If it is very cold, water solidifies and falls as snow.

4. Water flows over the land and filters into it.

It forms rivers and lakes.

Some water returns to the sea or evaporates.

The water cycle starts again.

3. The movement of water

• Waves are the rise and fall of the water’s surface.

They are caused by wind.

• Tides are the rise and fall of the sea level

twice a day. They are caused by the gravitational

pull of the Moon and Sun.

• Ocean currents are the movement of large

masses of ocean water in the same direction.

LOOK AND READ

Water can be a liquid or a solid, such as ice or snow.

Water vapour is in the atmosphere.

The water cycle

clouds and

water vapour

condensation

evaporation

43

Why is it important to save water? What do you do to save water?

precipitation

river

ocean


Comprehension (reordering). Write the following sentencesabout the water cycle on the BB. Ss write the sentences in the correct order in their notebooks. They check by listeningagain to .

1. Water filters into the land, returns to the sea or evaporates.2. It becomes water vapour.3. Water falls from clouds as rain or snow.4. Water vapour rises and condenses into drops of water.5. The water cycle starts again.6. Liquid water evaporates because of heat from the sun.7. The water drops form clouds.

Answers: 6 – 2 – 4 – 7 – 3 – 1 – 5.

73

1



Vocabulary: hydrosphere, ocean currents, tides,water cycle, waves

M. A. Water is scarce in many parts of the Earth. To save water:turn off the tap when you clean your teeth, take showers andnot baths…

Raindrops

• Take a clear, plastic lid and eyedropper.With the concave surface of the lidfacing up, squeeze a few drops ofwater onto the inside of the lid. Then, turn the lid over quickly.

• Ask: What happens if you collect thedrops of water in one place with apencil point? (they form bigger drops,then fall) Demonstrate using a pencil.Explain that in the water cycle drops ofwater collect in cloud. Raindrops formand fall to the ground.

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70

Special attention

• Distinguishing types of rocks

• Distinguishing between outer, middle andinner

Hands on

Presentation

• Look at the drawing of the Earth.Point out that the geosphere is the solidpart of the Earth. Ss read with . Ask:Which is the outer layer of the geosphere?(the crust) Which is the inner layer? (the core) Which layer is between the crustand the core? (the mantle)

• Explain that the crust is made up of solidmaterials. Ask: Are rocks naturalmaterials? (yes) Are minerals naturalmaterials? (yes) What are rocks made of?(minerals) Ss read and with and

and do the activity at the bottom of the page.

Activity Book, page 27, exercise 1.R

77

7632

751

READ


Comprehension. Write these sentences on the BB andunderline the different options. Ask Ss to write down the correct option in each sentence.

1. The geosphere is made up of three / four layers.2. The crust is the Earth’s outer / inner layer.3. The mantle, or middle layer, is very cold / hot.4. The core is the Earth’s outer / inner layer.5. Magma is red-hot solid / liquid rock.

Answers: 1. three. 2. outer. 3. hot. 4. inner. 5. liquid.

1

THE ATMOSPHERE 29

The geosphere

1. The geosphere

The geosphere is made up of three layers:

• The crust is the Earth’s outer layer.

It is made up of solid materials.

• The mantle is the Earth’s middle layer.

It is extremely hot. In some parts,

there is magma (red-hot liquid rock).

• The core is the Earth’s inner layer.

It is also extremely hot. It is divided into

the liquid outer core and the solid inner core.

2. Rocks and minerals

Rocks are natural materials which make up

the Earth’s crust.

Rocks are made up of minerals. Minerals are pure.

We cannot break them down into other substances.

There are hundreds of minerals, such as diamonds

and other precious stones. We can identify each

mineral by its density, colour, hardness and shine.

3. Types of rock

Rocks can be classified into three types depending

on how they are formed:

• Sedimentary rocks are formed from pieces

of other rocks or pieces of living things.

Coal and gypsum are sedimentary rocks.

• Igneous rocks are formed when magma cools and

solidifies. Granite and basalt are igneous rocks.

• Metamorphic rocks are formed when heat

or pressure changes the original rocks.

Marble and slate are metamorphic rocks.

READ

core

Parts of the geosphere

crustmantle

There are several crystals

in this rock.

bituminous coal

(a sedimentary rock)

basalt

(an igneous rock)

slate

(a metamorphic rock)

44

45

True or false? Make more sentences.

The crust is the inner layer of the geosphere. Rocks are made up of minerals.

Where can you see granite and marble in your community?

crystal

The mantle is the Earth’s inner layer… / M. A.mountains, quarries, stairs, walls, kitchens, sculptures…



Vocabulary: core, crust, geosphere, igneousrocks, magma, mantle, metamorphic rocks,minerals, sedimentary rocks

The shape of the Earth

• Put a stone in a plastic bottle top andthen fill the top with oil. Put the bottletop in a glass and pour alcohol into theglass until it is 1 cm above the bottletop. Pour water slowly down the side ofthe glass. The oil leaves the bottle topin the form of a bubble. Turn thebubble gently without breaking it. If it rises to the top of the glass,add more alcohol letting it slide downthe side of the glass.

• Ask: What shape is the bubble? (like a rugby ball, not a sphere) The Earth isnot a perfect sphere but is flattened atthe poles.

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71

Special attention

• Associate volcanoes, earthquakes andweathering with their effects on the Earth’scrust

Hands on

Presentation

• Present and withand . Ask: Where does the magmago? (up through the chimney) What emerges through the crater? (lava, gases, pieces of rock)

• Explain that earthquakes and volcaniceruptions change the Earth’s surface.

• Focus on photo 2 and ask: What do yousee along the river banks? (rocks) Wheredo they come from? (the flow of the rivermoves them and leaves them in flat areas)

• The action of the wind and watercontinually affect the Earth’s surface.Ss read with .

Activity Book, page 26.


E

803

79

7821LOOK AND READ

30 THE ATMOSPHERE

Volcanoes, earthquakes and weathering

1. Volcanoes

Volcanoes form in places where there is magma,

red-hot liquid rock, just under the surface.

When a volcano erupts, internal forces push

the magma up through a central pipe,

the volcanic chimney. It emerges through

a circular opening called a crater.

Magma is called lava when it reaches

the surface.

Layers of lava and ash cool and solidify

around the crater, and form a volcanic cone.

2. Earthquakes

Earthquakes are caused by movements of the

Earth’s crust. They can destroy buildings and

bridges, divert rivers, and cause avalanches.

Earthquakes on the ocean floor produce

enormous, destructive waves called tsunamis.

3. Weathering

The action of wind and water is called weathering:

• Erosion is the removal of soil and rocks

by wind and water.

For example, the sea’s waves gradually

erode a cliff.

• Transport is the movement of eroded material.

For example, rivers, seas and the wind carry sand.

• Sedimentation is the accumulation

of eroded material from other places.

For example, mud settles at the bottom of a river.

LOOK AND READ

volcanic

cone

chimney

lava

magma

mantle

The parts

of a volcano

Many islands were formed by underwater volcanic

eruptions.

Rivers can carry mud or sand.

crater

46

Describe what happens when a volcano

erupts.

Internal forces push the magma …

47


Language objectives: 1, 2, 3, 4, 5

Vocabulary: chimney, cone, crater, earthquakes, erosion,lava, magma, sedimentation, transport, volcanoes,weathering

Volcanic eruptions

• Half fill a plastic bottle with sodiumbicarbonate and place on a tray.

• Put sand around the bottle.

• Mix vinegar and food colouring andpour it into the bottle. Observe theeruption. The bubbles that are createdare filled with carbon dioxide gas whichpushes the vinegar to the surface.

• Ask: How is our experiment similar to a volcanic eruption? (Pressure fromgases pushes materials to surface.)

Natural disasters. Volcanoes andearthquakes can harm people and otherliving things. It is very difficult to predictwhen they will occur.


Comprehension. Comprehension. Write these half sentences onthe BB. Ask Ss to match them and write the complete sentences.1. Volcanoes form in places a. eroded material2. Earthquakes are caused by b. is called weathering3. Earthquakes on the ocean floor c. produce enormous

waves called tsunamis4. The action of wind and water d. where there is magma5. Erosion is the removal of e. of eroded material

from other places6. Transport is the movement of f. movements of the

Earth’s crust7. Sedimentation g. soil and rocks by

is the accumulation wind and weather

Answers: 1 – d. 2 – f. 3 – c. 4 – b. 5 – g. 6 – a. 7 – e.

1

M. A. …up through the volcanic chimney. Magma emergesthrough the crater.

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72

Activity B

ook

1. Label the diagram.

Cloudfi an∂ wa†e® vapou®

6

5

4

3

2

1

25

Apply your knowledgeTHE WATER CYCLE

Match.

sunlight • • plants need this for photosynthesis

carbon dioxide • • it filters harmful ultraviolet rays

ozone • • it is like a blanket which retains the Earth’s heat

VOCABULARY

1 2

34

5

6

precipitation ocean

condensation river

clouds and water vapor

evaporation

Worksheet 22. Date

con∂ensatio>

evaporatio>

p®ecipitatio>

o©ea>

ri√±®

26

Worksheet 23. Date Read and learnVOLCANIC FORMATIONS

1. Read carefully.

2. Answer the questions.

a. What are badlands?

b. How are badlands formed?

c. What are calderas?

d. Where can we find calderas?

3. Look for information. Write down the name of each area on the Iberian Peninsula with volcanic formations.

Volcanic landscapes

A volcanic eruption is when magma rises through cracks in the Earth’s surface. Eruptions can rapidlychange the landscape for kilometres around.

During eruptions, red-hot material is ejected. This is called lava when it reaches the Earth’s surface.Lava moves down, destroying everything in its path. It turns the ground into a dry, stony landscape where very little vegetation can grow.

The Canary Islands are a good example of volcaniclandscapes. On the islands of Lanzarote and Hierro, we find volcanic cones. These are cone-shaped mountainsbuilt up by volcanic eruptions. There are also very largecraters called calderas on Tenerife and La Palma. Other volcanic formations on the Canary Islands are fields of lava called badlands. A good example is the Fire Mountains on the island of Lanzarote.

M. A. T™e®æ a®æ volcani© formationfi i> Cabo ∂æ Gatå i> Alµeriå, i> t™æ

Errigoit^ formatio> i> t™æ Py®e>æefi, an∂, oƒ courßæ, o> t™æ Canar¥ Islandfi

an∂ i> t™æ Azo®efi.

T™e¥ a®æ f eldfi oƒ lavå.

Lavå turnfi t™æ groun∂ into dr¥, ston¥ landscaπefi.

T™e¥ a®æ √±r¥ lar@æ cra†erfi.

Wæ ca> fin∂ t™eµ o> Te>eriƒæ an∂ Lå Palmå.

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73

27

2. Complete each sentence.

a. Erosion is the removal of rocks by

• volcanic activity • wind and water

b. Transport is the of eroded material.

• movement • eruption

c. Sedimentation is the of eroded material.

• destruction • accumulation

1. Name the type of rock.

Worksheet 24. Date Apply your knowledgeROCKS, WEATHERING

A

C

B

D

slate coal marble granite

sla†æ

coa¬

grani†æ

marb¬æ

win∂ an∂ wa†e®.

mo√±µen†

accumulatio>N

otes:

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74

UNIT CONTENT

Assessment criteria

• Distinguishing the main coastal and inland landforms • Using maps to learn about landscape• Knowing about the Spanish landscape and its main landforms• Observing photographs and drawings to obtain information about the landscape• Appreciating the importance of the landscape

Content objectives

1. Understanding the concept of landscape2. Using the term altitude correctly3. Learning the main inland landforms 4. Learning the main coastal landforms5. Understanding information about the mountains and plains of Spain6. Understanding information about Spanish coasts and their main landforms7. Appreciating the importance of the landscape

Language objectives

1. Defining and describing landscape: Plains are … A cape is land which …

2. Classifying: Mountain landscapes are made up of … There are two types of coast ...

3. Describing features (adjectives): high; low; flat; raised; long; sandy

4. Comparing: lower than … the highest peaks

5. Describing location: near the coast … to the north … in the south … by the sea

• Main inland landforms:mountains, plains, plateaus andvalleys

• The mountains, plains,plateaus and valleys of Spain

• Main coastal landforms:archipelago, beach, cape, cliffs,coast, estuary, gulf, high coast,island, low-lying coast, marsh,peninsula

• Spanish coasts

• Observe photographs anddrawings to obtain informationabout the landscape andlandforms

• Locate the main landforms inSpain on maps

• Use a map to learn aboutSpanish coasts

• Interpret different types ofmaps

• Appreciate, respect, protectand preserve naturallandscapes


Contents

UNIT 8

The landscape

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UNIT 0

75

RESOURCES

Resource folder




• Assessment





Internet resources


Landforms

http://www.edu.pe.ca.southernkings/landforms.htmA picture-filled website made by students of the Faces of the Earth. In addition to landforms, processes likeweathering and erosion, as well as the rock cycle arealso covered.

Endangered species and landscapes

http://www.arkive.org/Enter Arkive to visit the Globally Endangered Chapter or visit the Planet Arkive to learn about landscapes and habitats. For teachers and students.

Geography

http://www.iberianature.com/index.htmlA guide to wildlife, geography and climate of Spain. For students and teachers.

Other resources



MAKING

MOUNTAINS

www.richmondelt.com

LEVEL

4

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76

THE LANDSCAPE 31

3. Plains

Plains are large areas of flat land

with no hills or slopes.

A plateau is a plain at a high altitude.

Depressions are plains which are lower

than the surrounding land.

Coastal plains are flat land near the coast.

The landscape

True or false? Make more sentences

about landscape features.

Mountains are low areas.

Mountains are raised parts of the Earth’s surface.

Which mountains are closest

to your home? What is their altitude?

LOOK

Look at the photo.

• What can you see

in the landscape?

• Is everything natural,

or are some things

man-made?

READ

1. The landscape

All the different features of the Earth’s

surface make up the landscape.

There are high mountains in some areas.

There is low flat land in other areas.

There are mountain landscapes,

flat landscapes and coastal landscapes.

2. Mountains

Mountain landscapes are made up

of mountains and valleys.

• Mountains are raised parts of the Earth’s

surface. Hills have a lower altitude

than mountains. (Altitude is the height

of something above sea level,

or the Earth’s surface.)

• Several mountains grouped together are called

a mountain range. A long line of mountain

ranges is called a mountain chain.

• Valleys are low areas between mountains.

Rivers are often found in valleys.

48

49


Comprehension. Write these words and sentences on the BB.

Ask Ss to copy the sentences and complete them with the correctword.

flat chain features plateau altitude low

1. Valleys and mountains are … of the landscape.

2. Hills have a lower … than mountains.

3. A mountain … is a long line of mountain ranges.

4. Valleys are … areas between mountains.

5. Plains are large areas of … land.

6. A … is a plain at a high altitude.

Answers: 1. features. 2. altitude. 3. chain. 4. low. 5. flat. 6. plateau.

1

Vocabulary: coastal plains, depression,landscape, mountain chain, mountainrange, plains, plateau, valley

M. A. …Valleys are low areas between mountains. A plateau is a plain at a high altitude. Coastal plains are flat land near the coast.

Special attention

• Using the new vocabulary correctly

• Distinguishing between long and large

Hands on

Presentation

• Ask Ss to look at the photo andcompare natural and man-made features.Ask: Are trees/mountains naturalfeatures? (yes) Are houses/roads man-made? (yes)

• Explain the difference betweenheight and altitude. Altitude is the height ofsomething above sea level. Height is thevertical measurement of something. Ask Ss: Which has a higher altitude … a hill or a mountain? (a mountain) … a hill or a valley? (a hill)

• Ss read , and with , , .They do the activity at the bottom of thepage.


848382321

READ

LOOK

Landscape features

• Ask: What natural features can yousee in the landscape around yourtown? (trees, grass, plains, mountains,rivers, lakes, waterfalls…)

• Ask: Which things are man-made?(roads, pavements, buildings, bridges,walls …)

• Write suggestions on the BB in twolists.



Excursions and rubbish. When we goon excursions, we should always throw ourrubbish in the bins or take it home. Thisway we protect nature and help preventfires.

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77

Special attention

• Interpret a relief map

• Adverbial phrases: to the north,in the south etc.

Hands on

Presentation

• Focus on the map. Ask:What colours do you see on the map?What do these colours indicate? (different altitudes)

• Ask: What do you see in the upper leftcorner? (a compass) What is it for? (to show north, south, east and west)

• Ask: What is the name of the mountainchain which separates the Iberianpeninsula from France? (Pyrenees) Is theBetic Chain in the south of the Iberianpeninsula? (yes) Which is further north,the Ebro depression or the Guadalquivirdepression? (Ebro depression)

• Ask: What is the highest mountain in Spain? (the Teide) Where is it? (in the Canary Islands)

• Ss read and do the activity.1

LOOK AND READ

32 THE LANDSCAPE

1. Mountains and plains in Spain

The Iberian peninsula has many different landscapes.

The map shows the mountains and plains.

Central Spain is dominated by a large plateau,

called the Central Plateau.

This is divided into two parts

by the Central Mountain Chain.

There are mountains to the north,

east and south of the Central Plateau:

• The Pyrenees is a mountain chain

to the north of the Central Plateau.

• The Betic Chain is a mountain chain

to the south of the Central Plateau.

The highest peaks on the peninsula

are in these chains.

The Iberian peninsula has narrow coastal plains.

There are two extensive depressions:

• The Ebro depression is in the north.

• The Guadalquivir depression is in the south.

Mountains and plains in Spain

LOOK AND READ


The highest peaks on the Iberian peninsula

are in …

The two extensive depressions on the Iberian

peninsula are …

0500

1,0002,000

metres

Peak

ATLANTIC OCEAN

Teide3,718

N

S

W E

F R A N C E

PO

RT

UG

AL

Mediterranean Sea

B a y o f B i s c a y

ATLANTIC

OCEAN

B a l e a r i cI s l a n d s

C a n a r y I s l a n d s

Aneto3,404

Picodel MoroAlmanzor

2,592

Mulhacén3,478

LEON

C EN TR ALC HA IN

Galician

Cantabrian Mountain Chain

IBERIAN

CHAIN

EBR

ODEPRESSION

P Y R E N E E S

CATALA

NCOASTAL

MO

UNT

AINCHAI

N

A N D O R R A

TramuntanaRange

SIERRA

MORENA

MOUNTA

IN RANG

E

BETICCHAIN

GUADALQ

UIVIR D

EPRESSION

Ceuta

Melilla

C E N T R A L

P L A T E A U

Kilometres

0 127SCALE

M O R O C C O

MountainRange

MOUNTA

INS

The Teide, on the Canary Islands,

is the highest mountain in Spain.

Mountains and plains in Spain


Quiz. Ask the questions. Ss raise their hands if they can answer.

1. Which countries make up the Iberian peninsula?2. What is the highest mountain in Spain? Where is it?3. Where are the Pyrenees?4. Which mountains divide the Central Plateau into two parts?5. Where are the highest peaks on the Iberian peninsula?6. Where is the Betic mountain chain?7. Where is the Ebro depression?8. Where is the Guadalquivir depression?

Answers: 1. Spain and Portugal. 2. Teide, Canary Islands. 3. Between Spain and France. 4. Central Mountain Chain. 5. Pyrenees, Betic Chain. 6. To the south of the Central Plateau. 7. In the north. 8. In the south.

1

Vocabulary: Betic Chain, Central MountainChain, Central Plateau, Iberian Peninsula,mountains, plains, Pyrenees

…the Pyrenees and the Betic Chain … The Ebrodepression and the Guadalquivir depression.



Relief maps

• Show a simple relief map of the areawhere you live. Ask: How can youdistinguish … the plains? … themountains? (by their colour and with the map key)

• Ask: How do we know where north is?(the compass symbol) Where is it?

• Ask: Which is the highest mountain in Spain? Where is it?

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78

Special attention

• Distinguish coastal landforms

• Vocabulary for types of coastline

Hands on

Presentation

• Focus on the drawing. Saythe names of the landforms in jumbledorder and ask Ss to point to them.

• Ask: How are beaches and cliffs the same?(they are by the sea) How are theydifferent? (beaches are flat and have sand;cliffs are high and rocky)

• Use coastal landforms to play a guessinggame. It is completely surrounded by water.(island) It is a group of islands.(archipelago) It is the part of a river whichopens into the sea. (estuary) It is a placewhere the sea extends into the land. (gulf)

• Ss read and with and . Thenthey do the activity.


868521

LOOK AND READ


Comprehension. Write these sentence halves on the BB andask Ss to match them.

1. The coast is the place a. which opens into the sea2. A cape is land which b. extends into the sea3. A gulf is a place c. where the land meets the sea4. A peninsula is land which d. which is completely

surrounded by water5. An island is land e. where the sea extends

into the land6. An archipelago is f. is almost completely

surrounded by water7. An estuary is the part of a river g. a group of islands8. A marsh is wet land h. near the mouth of a river

Answers: 1 – c. 2 – b. 3 – e. 4 – f. 5 – d. 6 – g. 7 – a. 8 – h.

1

THE LANDSCAPE 33

1. The coast

The coast is the place where the land

meets the sea.

There are two types of coast:

• Low-lying coasts are plains by the sea.

They often have sandy beaches.

• High coasts are mountains

or high areas by the sea.

They often have rocky cliffs.

2. Types of coastline

Coastlines have different shapes.

• A cape is land which extends

into the sea.

• A gulf is a place where the sea extends

into the land.

• A peninsula is land which is almost

completely surrounded by water.

• An island is land which is completely

surrounded by water.

• An archipelago is a group of islands.

• An estuary is the part of a river

which opens into the sea.

• A marsh is wet land near the mouth of a river.

The coast

LOOK AND READ

Make more sentences to describe

coastal landforms. Change the underlined words.

A cape is land which extends into the sea. An archipelago is a group of islands.

A coastline50 52

51

marshestuary

cape

island

cliff

beach

gulf

archipelago

peninsula

M.A. … A marsh is wet land near the mouth of a river.A peninsula is land which is almost completely surrounded bywater.



Vocabulary: archipelago, beach, cape, cliffs,coast, coastlines, estuary, gulf, island,landforms, marsh, peninsula

Coastal relief map

• Ask: Where is the nearest coast towhere you live?

• Show Ss a map of the coastline whereyou live or the nearest coastal area.Point out different landforms and askSs to say the names.

• Ask: What is the name of this cape?What is the name of this beach? What is the name of the gulf between… and …?

Water pollution. Rivers flow into thesea. If rivers become contaminated, thiswater will reach the sea and harm theliving things near our coasts too.

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79

Special attention

• Interpreting maps

Hands on

Presentation

• Focus on the map. Ask:What do you notice about the coast ofSpain? (a lot of coast with different seas)Ask Ss to look at the photos in pairs andto ask each other questions: In whichphoto/s can you see … a high cliff?(Atlantic) … a sandy beach?(Mediterranean, Balearic Islands)… rocks on the beach? (Canary Islands)

• Help Ss organise a tree diagram. Title:Spanish coasts. Level 1: Cantabrian coast /Atlantic coast / Mediterranean coast. Level2: Iberian Peninsula / Iberian Peninsula,Canary Islands coast / Iberian Peninsula,Balearic Islands coast.

• Ss read and do the activity.

and Activity Book, pages 30, 31.ER

1

LOOK AND READ

Complete the sentence. Spain has five different types of coastal areas: …

Describe each one. The Cantabrian coast has rocky cliffs.

34 THE LANDSCAPE

Spanish coasts

LOOK AND READ

• The Mediterranean coast is low-lying

and sandy. There are many

long beaches.

• The coastline in the Canary Islandsvaries greatly.

• In the Balearic Islands, high coasts

alternate with long beaches.

1. Spanish coasts

Spain has more than 6,000 kilometres

of coastline in the peninsula.

There are five types of coast.

• The Cantabrian coast has rocky cliffs,

estuaries and gulfs.

• The Atlantic coast is very varied.

In the northwest, it is high and rocky.

There are many estuaries.

In the south, it is low-lying and sandy.

Cantabrian coastMediterranean coastAtlantic coast

CapeCreusGulfofRoses

CapeLa Nao

CapePalos

Gulf ofValencia

CapeGata

Tarifa Point

Cape Fisterra

Estaca de Bares Point CapePeñas Cape

AjoCapeMatxitxako

ATLANTIC OCEAN

Mediterranean Sea

ATLANTIC

OCEAN

Kilometres

0 142SCALE

F R A N C E

PO

RT

UG

AL


Gulfof Cadiz


Ceuta

Melilla

A N D O R R A

N

S

W E

Cantabria Atlantic Canary Islands

Mediterranean Balearic Islands

Vocabulary: Atlantic coast, BalearicIslands, Canary Islands, Cantabriancoast, Mediterranean coast

Spanish coasts

• Hand out photocopies of a map ofSpain and lengths of yarn in threecolours: red, green, orange.

• Ask Ss to glue the yarn on the coastsaccording to the map in the book.

• Ss write Mediterranean Sea, AtlanticOcean and the name of each type ofcoastal area on the map. Ask: Whatcoastal area do the Canary Islandsbelong to? (Atlantic) And the BalearicIslands? (Mediterranean)

Pollution in the Mediterranean Sea.The Mediterranean is almost enclosed and is surrounded by populated countries.This causes a serious pollution problem.


Quiz. Books closed. Read out these questions and ask Ss to raise their hands if they know the answer.1. How long is the Spanish coastline?2. How many types of coast are there?3. What is the coast in the north called?4. Which coast is very varied?5. Which coast is low-lying and sandy?6. Which islands have coastlines?

Answers: 1. about 6.000 kilometres. 2. five. 3. Cantabrian andAtlantic. 4. Atlantic / Canaries. 5. Mediterranean. 6. CanaryIslands, Balearic Islands.

1

…Cantabrian coast, Atlantic coast, Mediterranean coast, CanaryIslands coast, Balearic Islands coast/ The Atlantic coast is veryvaried. The Mediterranean coast is low-lying and sandy…



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80

Activity B

ook

28

Worksheet 25. Date Apply your knowledgeLANDSCAPES

1. Read the definition and write the word.

a. Land which is almost completely surrounded by water:

b. Large area of flat land with no hills or slopes:

c. Several mountains grouped together:

d. A low area between mountains:

e. The wet land near the mouth of a river:

f. Where the sea extends into the land:

3. Complete the following text about the principal landscapes in your Autonomous Community.

In my Autonomous Community, there are different landscapes including

There are high areas, for example

There are flat areas, for example

2. Now classify these landscapes into coastal or inland.

πeninsulå

plai>

chai>

val¬e¥

∂eltå

estuar¥

coasta¬ inlan∂

M. A.

chainfi, ri√±rfi, plainfi an∂ val¬eyfi.

mountainfi.

Nava©erradå an∂ t™æ Guadarramå

t™æ µeadowfi oƒ Aranj¤eΩ.

mountai>

29

Worksheet 26. Date Read and learnUNDERWATER LANDSCAPES

1. Read carefully.

2. Explain the difference between an oceanic ridge and a mountain.

Oceanic landscapes

The ocean floor, just like the Earth’s surface, has different landscapes. There are mountainranges, flat lands and deep oceanic trenches.

Underwater mountain ranges are known asoceanic ridges. Some are over 3,000 metreshigh and more than 2,000 kilometres long. The longest mountain range extends from the Arctic almost to Antarctica. In some cases,underwater mountain peaks reach the surfaceand form islands in the middle of the ocean.

Oceanic trenches are long, narrow and verydeep depressions. The most important ones arefound in the Pacific Ocean. The deepest oceantrench is the Challenger Deep in the PacificOcean. It is almost 11,000 metres deep.

Match.

oceanic ridge • • deep, long, narrow depression on the ocean floor

oceanic trench • • the highest point of a mountain

peak • • flat land which is lower than the surrounding land

depression • • an underwater mountain range

VOCABULARY

A> o©eani© rid@æ ifi a> un∂erwa†e® mountai> ran@æ.

A mountai> ifi foun∂ abo√¶ wa†e®.

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81

30

Worksheet 27. Date

1. Look at the map on page 31 and answer.

a. Which mountain chain is the farthest north?

b. Which mountain range is the farthest east?

c. Where are the highest mountains?

d. Where are the lowest areas of land?

2. Look at the elevation and complete.

Different colours represent different altitudes.The colour

is used for the highest areas. The colour is used

for the lowest areas. The most important rivers flow through areas indicated by the colour

. These areas are between

and metres

in height. The highest mountain peak is located in an area indicated by the colour

.

3. Find where you live on the map and answer. Find additional information and write the names.

a. Does it have any mountains?

b. Does it have any plains?

c. Does it have any depressions?

d. Is there a coast?

4. Which of these landforms are found near where you live?

plain island marsh mountain

valley cape estuary hill

T™æ Cantabria> mountai> chai>.T™æ Tramuntanå ran@æ.T™æ Canar¥ islandfi/B±ti© chai>.T™æ Ebro/Guadalquivi® ∂ep®essionfi.

dar§ brow>

g®æe>

g®æe> o® ligh† brow>

0

g®e¥

1,000

M. A. Yefi, i† dø±fi.

M. A. Yefi, i† dø±fi.

M. A. No, i† dø±s>ª†.

M. A. No, t™e®æ is>ª†.

M. A.

31

TasksINTERPRET A MAP

0500

1,0002,000

metres

Peak

N

S

W E

Kilometres

0 254SCALE

ATLANTIC OCEAN

Teide3,718

F R A N C E

PO

RT

UG

AL

M e d i t e r r a n e a nS e a


A T L A N T I C

O C E A N



Aneto3,404

Picodel MoroAlmanzor

2,592

Mulhacén3,478

LEON

C EN TR ALC HA IN

Galician

Cantabrian Mountain Chain

IBER IAN

CHAIN

EBR

ODEPRESSION

P Y R E N E E S

CATALAN

COASTAL

MOUN

TAINCHAI

N

A N D O R R A

TramuntanaRange

SIERRA

MORENA

MOUNTA

IN RANG

ES

B E TI C

CHAIN

GUADALQ

UIVIR D

EPRESSION

Ceuta

Melilla

C E N T R A L

P L A T E A U

M O R O C C O

MountainRange

MOUNTA

INS

A L G E R I A

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82

UNIT CONTENT

Assessment criteria

• Knowing what rivers and watersheds are• Distinguishing the Earth’s climate zones• Knowing the different types of climate in Spain• Associating climate with the type of landscape• Associating climate with the living things in each zone• Observing drawings and photographs to learn about rivers, climate and landscape • Appreciating the importance of learning about and protecting nature

Content objectives

1. Defining rivers, reservoirs, lakes and watersheds and identifying the watershedsof Spain

2. Distinguishing weather and climate3. Recognising the Earth’s climatic zones and understanding their characteristics4. Describing and locating the main types of Spanish climate 5. Associating climate with type of landscape6. Associating climate with the living things in the different zones7. Associating destructive and protective human actions with their effects on

nature6. Appreciating the importance of learning about and protecting nature

Language objectives

1. Defining: A river is … Reservoirs are … Climate is … Fauna is …

2. Describing (adjectives): greater; irregular; hot; cool; mild

3. Classifying: There are three watersheds … There are different types of climate

4. Expressing purpose: to irrigate fields; for urban consumption

5. Describing quantity: a lot; more than half; less water; abundant; many species

6. Describing time: in the summer; all year round; a few months of the year

• Rivers and watersheds• Lakes and reservoirs• Climate, the Earth’s climate

zones, the climate of Spain• Vegetation and fauna• Protecting nature

• Observe drawings and photosto learn about rivers, climateand landscape

• Locate the Earth’s climatezones on a globe

• Appreciating the importance oflearning about and protectingnature

• Appreciating and respectingvegetation and fauna in theplace where we live


Contents

UNIT 9

Rivers

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UNIT 0

83

RESOURCES

Resource folder




• Assessment





Internet resources


Rivers and coasts

http://www.bbc.co.uk/schools/riversandcoasts/index.shtmlAnimated drawings about rivers and coasts. For students.

River features

http://www.kented.org.uk/ngfl/subjects/geography/rivers/River Articles/rivart.htmDifferent river features. Also offers teacher planning and worksheets. Useful for students and teachers.

Dams

http://www.simscience.org/cracks/beginning/dams1.htmlAll about dams. For teachers and students.

Other resources



LEVEL

3

FOLLOW A

RIVER

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84

RIVERS 35

RiversREAD

LOOK AND READ

Make more sentences.

Change the underlined words.

In the Cantabrian watershed, the river flow is abundant and regular.

Look at the photo

of a reservoir.

• How do you think

this water is used?

• Think of other places

where we find water.

1. A river’s course and flow

A river is a body of moving water.

It starts high in the mountains.

It flows into a sea, a lake or another river.

• The course is the route which a river takes.

• The flow is the amount of water which a river

carries. The flow is greater when it rains,

or if snow melts in the mountains.

2. Lakes and reservoirs

Water can also be found in lakes and reservoirs.

• Lakes are large bodies of water

surrounded by land.

• Reservoirs are artificial lakes.

Water from reservoirs is used

to irrigate fields, and for urban consumption.

Canals and irrigation channels

transport water away from reservoirs.

Reservoirs are also used to produce energy.

3. The watersheds of Spain

Watersheds are areas where all

the rivers flow into the same sea.

There are three watersheds in Spain.

• The Cantabrian watershed has short, rapid rivers.

Their flow is abundant and regular.

• The Mediterranean watershed covers about

one third of Spain. Except for the Ebro,

the rivers are short, and their flow is irregular.

They sometimes overflow when it rains a lot.

They are sometimes dry in the summer.

• The Atlantic watershed covers more than

half of Spain. The flow of these rivers

is abundant and fairly regular, but they carry

less water in the summer.

53

54


Comprehension: definitions Books closed. Write these sentencehalves on the BB. Ask Ss to match the halves and write completesentences.

1. A river is a. large bodies of water surrounded by land

2. The course is b. the route which a river takes3. The flow is c. artificial lakes4. Lakes are d. a body of moving water5. Reservoirs are e. the amount of water which a river

carries

Answers: 1 – d. 2 – b. 3 – e. 4 – a. 5 – c.

1

Vocabulary: course, flow, lakes, reservoirs, river,watershed

Special attention

• Understanding the concept of watershed

• Adjectives and expressions of quantity

Hands on

Presentation

• Focus on the photo. Ask: Is there alot of water? (yes) What holds the waterback? (a dam) Explain that reservoirs storewater for use in homes as drinking water,in agriculture, in industry, and to produceelectricity.

• Present and with and .Ask: Can we produce electricity with thewater in a reservoir? (yes) How?(Hydroelectric plants capture the force offalling water to produce electrical energy.)

• Ss read with . Write a word map onthe BB. Title: WATERSHEDS OF SPAIN Level1: Cantabrian watershed - Mediterraneanwatershed - Atlantic watershed. Level 2: Characteristics of the rivers. Ss do the activity at the bottom of thepage.


903

898821READ

LOOK

Transport of materials

• Build a «mountain» out of sand on a tray.

• Prepare to pour water over the«mountain» so it goes down one side.Ask: What will happen when the watermoves down the mountain? (It willcarry sand with it to the bottom.)

• Make another «mountain» of sand and place some little stones near the surface. Ask: What will happen this time when the water moves downthe side? (It will mostly carry the littlestones.) Why? (because they are larger)


Language objectives: 1, 2, 3, 4, 5, 6.

M.A. In the Mediterranean watershed, the river flow is irregular.In the Atlantic watershed, the river flow is abundant and fairlyregular.

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85

Special attention

• Identifying the characteristics of thedifferent types of climate in Spain

Hands on

Presentation

• Focus on the photos. AskSs to compare landscapes. Ask: What isthe landscape like in the Atlantic climate?(wet, a lot of vegetation …) And in thecontinental climate? (dry, few trees, lowvegetation …)

• Ss read and and with , , .

• Draw a map of Spain on the BB. Ask.Where is there a subtropical climate?(Canary Islands) A Mediterranean climate?(near the Mediterranean Sea) An Atlanticclimate? (Galicia and Cantabrian coast) A continental climate? (central Spain)

• Ss discuss the questions at the bottom ofthe page.



R

939291321

LOOK AND READ

36 RIVERS

1. Climate

Climate is not the same as weather.

Weather can change in just a few minutes.

Climate is a region’s characteristic temperature,

wind and precipitation over a very long time.

2. The Earth’s climate

The distance of an area from the equator

determines how much heat it gets from the Sun.

• Tropical zone: It is very hot all year round

near the equator.

• Temperate zone: There are warm summers

and cool winters. In some regions,

it is rainy all year round. In other regions,

it is dry and sunny in the summer.

• Polar zone: It is very cold all year round

at the North and South Poles.

3. Climate in Spain

There are different types of climate in Spain.

• The Atlantic climate: This is the mild climate

on the Cantabrian coast and in Galicia.

Rainfall is abundant all year round.

• The Mediterranean climate: This is the climate

near the Mediterranean. Summers are hot,

and winters are mild. Rainfall is light.

• The subtropical climate: This is the climate

in the Canary Islands. It is hot all year round.

Rainfall is limited to a few months of the year.

• The continental climate: This is the climate

of central Spain. Summers are hot

and winters are cold. Rainfall is irregular.

Climate

LOOK AND READ

polar North Pole

South Pole

Southern

Hemisphere

Northern

Hemisphere

temperate

temperate

tropical

Equator

polar

Atlantic climate

Subtropical climate

Mediterranean climate

Continental climate

55

What zone do you live in? What kind

of climate do you have where you live?

World climatic zones


True or false? Write these questions on the BB and ask Ss to say if they are true or false. They should correct the falsesentences.

1. Weather and climate are the same thing.2. Weather can change very quickly.3. Different regions have different temperatures.4. It is very cold near the equator.5. In the temperate zone, there are warm summers

and cool winters.6. It is very warm in the Polar zone.

Answers: 1. False. They are different. 2. True. 3. True. 4. False. It is very hot. 5. True. 6. False. It is very cold.

1

Content objectives: 2, 3, 4, 5


Vocabulary: climate, continental climate, polarzone, temperate zone, tropical zone, weather

A globe

• Show the class a globe. Ask: Whatshape is the Earth? (a sphere which is slightly flattened at the poles) Find the equator. What countries does the equator pass through?(Ecuador, Brazil, Congo, Kenya …)

• Find the temperate zone and thetropical zone. Say: Name four countries… in the temperate zone. (Spain,France, Germany, Great Britain …) … in the tropical zone. (Costa Rica,Venezuela, Ethiopia …)

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86

Special attention

• Understanding that the growth of cities etc.,are things which affect flora and fauna

Hands on

Presentation

• Focus on the photos. Ask: Where can you find waterfalls? (tropicalrainforests) A lot of sand? (deserts)Mountains with snow? (Snowdonia NP)


• Explain that National Parks have rules andregulations to protect nature. Elicit someexamples: bans on cars, hunting, takingplants, entering after visiting hours …

• Ask Ss to form groups to make postersabout National Parks. They can includephotos and information on the following:What is the Park’s name? Where is it?What kind of vegetation/fauna is foundthere? What is the landscape/climate like?

• Ss do the activities at the bottom of thepage.


Note: Project 4 (Activity Book, page 37),should be carried out with a glass bottle.

R

959421

READ


Comprehension. Books closed. Write these sentences on theBB and ask Ss to choose the correct option. They then listen to

to check their answers.

1. The growth of cities / countries affects animal and planthabitats.

2. Many species disappear or are in danger of pollution /extinction.

3. Governments create special areas / species where theenvironment is protected.

4. Two important National Parks are the Teide in Spain andSnowdonia in Germany / the United Kingdom.

Answers: 1. cities. 2. extinction. 3. areas. 4. the United Kingdom.

95

1

RIVERS 37

Vegetation and fauna

READ

1. Vegetation and fauna

Plant and animal life depend on the climate.

Each climate has its own flora and fauna.

Flora is all the plant life or vegetation in an area.

Fauna is all the animal life in an area.

In rainy areas, such as tropical rainforests,

there is abundant vegetation and fauna.

In very dry areas, such as deserts,

there is little vegetation or fauna.

2. Natural preserves

Flora and fauna are affected by many things.

The growth of cities, pollution and

the exploitation of our natural resources

all affect animal and plant habitats.

Many animal and plant species disappear,

or are in danger of extinction.

Governments and regional authorities

create special areas where the environment

is protected.

In Europe, four important National Parksare the Teide in Spain, Snowdonia

in the United Kingdom, Vanoise in France

and Harz in Germany.


Many animal and plant habitats are in danger because of …

Do you know any plant or animal species

in danger of extinction?

There is abundant vegetation in tropical rainforests.

There is little vegetation in deserts.

Snowdonia National Park, United Kingdom

56



Vocabulary: fauna, flora, habitats, National Park,natural preserves, vegetation

Our National Parks

• Ask: How does the government protectour flora and fauna? (for example,by creating National Parks)

• Use an atlas to show where differentNational Parks are located.

• Ask: Is X in the north? Is Y on anisland? Is Z near the sea?

Species extinction. It is estimated thataround one tenth of all species on Earthcould disappear by the year 2010. Manyextinctions will be caused by humans.

M. A. …the growth of cities, pollution, the exploitation of naturalresources, hunting … / Iberian lynx, blue whale, whiterhinoceros …

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87

2. Complete the sentences with the correct word.

Answers:1. climate. 2. fauna. 3. plant. 4. animal. 5. rainy. 6. dry.


1. Write the correct form of the jumbled adjective.

1. The Cantabrian watershed has short DAPIR rivers.

2. Their flow is abundant and ARLEGUR.

3. The Mediterranean watershed has TROSH rivers.

4. Their flow is GRELARIRU.

5. The Atlantic watershed has rivers with an NUDBATNA flow.

1. Plant and animal life depend on the .

2. Each climate has its own flora and .

3. Flora is all the life or vegetation in an area.

4. Fauna is all the life in an area.

5. In areas, there is abundant vegetation and fauna.

6. In very areas, there is little vegetation or fauna.

Answers:1. rapid. 2. regular. 3. short. 4. irregular. 5. abundant.

rainy plant climate dry fauna animal

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88

Activity B

ook

32

Worksheet 28. Date Apply your knowledgeWATER

1. Match.

2. Read and tick () the true sentences.

a. A river is a body of moving water.

b. The course is the amount of water which a river carries.

c. The flow of a river is smaller when it rains.

d. A lake is a large body of water surrounded by land.

e. A reservoir is an artificial lake.

f. Reservoirs are never used to produce energy.

g. Watersheds are areas where all the rivers flow into the same sea.

h. The Atlantic watershed is the smallest one in Spain.

3. Name the most important river in your Autonomous Community. Explain its principal characteristics.

A B C

river reservoir lake

T™æ Ri√±® ifi t™æ mos† importan† ri√±® i> . I† hafi itfi

sour©æ i> t™æ mountai> ran@æ. I> i† formfi t™æ

®eßervoi®, o>æ oƒ t™æ mos† importan† wa†e® suppl^efi fo® t™æ ®egio>.

I† flowfi into t™æ Ri√±®.33

Worksheet 29. Date Apply your knowledgeCLIMATE AND WEATHER

1. Find the climates of Spain in the wordsearch.

2. Complete the paragraph. Use words from Activity 1.

The is the climate in central Spain. Summers are hot

and winters are cold.There is a near the Mediterranean.

Summers are not, but winters are mild. The

is in Galicia and in Cantabria. It rains all year round. The Canary Islands has

a . It is hot all year round.

A S D F G H J K L Q W E R

P O K A T L A N T I C X C

M E D I T E R R A N E A N

M N B V C X Z P O S U Y T

Z S U B T R O P I C A L Q

S C O N T I N E N T A L M

Match and write.

tropical zone polar zone temperate zone

: near the equator. It is hot all year round.

: far from the equator. It is cold all year round.

: between the other two zones. It is warm in the summer and cool in the winter.

VOCABULARY

conti>enta¬ clima†æMedi†erra>ea> clima†æ

Atlanti© clima†æ

subtropica¬ clima†æ

tropica¬ zo>æ

†emπera†æ zo>æpola® zo>æ

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89

34

Read and learnDESERTS

Worksheet 30. Date

2. Circle the words in the text which you do not understand. Look up the meanings in a dictionary and write them down.

3. Think and explain.

Some people who live in the desert are nomads. They have no fixed home, and move from place to place. Why?

1. Read carefully.

Weather in the desert

Deserts are areas with very little rain. Very few plants andanimals can survive in a desert.

Deserts have a very dry climate.Rain is scarce and usually irregular.Months or years can go by withoutrain and then torrential rains fall.Because of the dry climate, rivers in deserts only have water when it rains.

There is always a big differencebetween day and nighttemperatures in deserts. During the day, temperatures are very high.At night it is very cold, andtemperatures fall below 0°.

M. A. survi√¶ = li√¶

scar©æ = √±r¥ litt¬æ

tor®entia¬ = √±r¥ stron@

M. A. Becaußæ t™e¥ >æe∂ to loo§ fo® foo∂ an∂ wa†e®.

35

Worksheet 31. Date TasksINTERPRET A CLIMATE GRAPH

1. Read carefully.

Climate graphsClimate graphs give us information about climates. They help us compare the climates

in two different areas.

The blue bars tell us the monthly precipitation. We can see if a climate is rainy or dry.

The red line shows the monthly temperatures. We can see if it is a warm or a cold climate.

2. Look at the climate graphs. Complete the following activities. Then you are ready to do project 3 on page 36.

a. Read the data cards.

b. Write Mountain or Desert below each climogram.

DATA: DESERT

• Temperatures: very high all yearround. Over 20° for six months.

• Precipitation: very little rain all yearround.

DATA: MOUNTAIN

• Temperatures: very cold in winter andmoderate in summer.

• Precipitation: heavy rains all yearround, although in summer it rains less.

Temperature in °C Precipitation in l/m2


months

403020100

10

200180160140120100806040200

Temperature in °C Precipitation in l/m2


months

403020100

220200180160140120100806040200

mountai> ∂eßer†

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90

Notes:

36

Use this information to construct a climate graph.

Temperature is in degrees centigrade (°C).

Precipitation is in millimetres (mm).

1. Complete the temperature.

Put a point on each month using the information in the table. Then draw a red line to connect the points from all twelve months.

2. Complete the precipitation.

Each month on the table is represented by a vertical blue bar at a different height on the graph.

MAKE AND INTERPRET A CLIMATE GRAPH Project 3

Temperature

Precipitation


5 9 13 15 18 20 24 26 25 19 10 7

50 54 70 78 83 60 30 15 90 86 88 69

50

40

30

20

10

0

T (°C)

100

80

60

40

20

0

P (mm)


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91

Notes:

37

INVESTIGATE CHANGES IN MATTER

Pour vinegar into a bottle.

balloon bicarbonate

Now think and answer these questions.

a. What happens inside the balloon?

b. Why does the volume of the balloon increase?

c. Where did the gas that is now in the balloon come from?

d. What type of change has occurred inside the bottle? What type of change has occurred inside the balloon?

Project 4

1

Put some bicarbonate into a balloon.

2

Place the mouth of the balloon over the mouth of the bottle.

3

The balloon inflates when the vinegar and bicarbonate mix.

4

The baloon inflates more and more as time passes.

5

M. A. T™æ vi>ega® an∂ bicarbona†æ mi≈ an∂ forµ å gafi.

Becaußæ t™æ gafi expandfi.

Froµ t™æ c™emica¬ ®eactio> ∫et∑±e> vi>ega® an∂ bicarbona†æ.

Insi∂æ t™æ bott¬æ: å c™emical chan@æ. Insi∂æ t™æ balloo>: å physica¬ chan@æ

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92

UNIT CONTENT

Assessment criteria

• Understanding concepts associated with population: density, growth, urban and rural • Understanding what migration is, the causes and types• Identifying the characteristics of the population of Spain• Interpreting a bar graph about population• Studying photographs to learn about population • Appreciating the role of immigrants in society

• Population: concept, census,density, rural, urban, growth

• Migration: causes, types,emigrants, immigrants

• The population of Spain:number of inhabitants,immigrants, density,distribution, getting older

• Interpret a population bargraph

• Study photographs to learnabout population

• Appreciation of the role ofimmigrants in society

• Appreciation of senior citizensand their contribution tosociety


Contents

UNIT 10

Population

Content objectives

1. Understanding the concept of population 2. Distinguishing between urban and rural population3. Associating population changes with the number of people who are born and die 4. Understanding the concept of population density5. Understanding what migration is, the causes and types6. Distinguishing emigrants and immigrants7. Understanding the characteristics of the population of Spain8. Appreciating the role of immigrants in society

Language objectives

1. Providing additional information (relative clauses): People who live in cities … places where …

2. Explaining methods: Density is measured by dividing … … can be classified by gender

3. Making comparisons: more densely populated; better opportunities; is low compared to; like other European populations; is getting older

4. Expressing quantity: some; others; many.

5. Expressing purpose: to live in another place; to find work; to escape

6. Describing part of a continuing process: The number is increasing … is getting older

7. Stating facts (present passive): … is not evenly distributed … are densely populated

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UNIT 0

93

RESOURCES

Resource folder




• Assessment





Internet resources


Population

http://www.geography.learnontheinternet.co.uk/index.htmlInternet geography with sections on population and migration. For teachers.

Population comparisons

http://www.un.org/Pubs/CyberSchoolBus/infonation3/basic.aspView and compare country population, economic, health, technology and environmental data. For teachers and students.

Population statistics

http://www.nationmaster.com/country/sp/Age_distributionSpain population pyramids for 1995-2005 and predictions. For students and teachers.

Other resources



LEVEL

5

NEW LANGUAGE,NEW FRIENDS

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94

38 POPULATION

PopulationLOOK

• Do you live in a place

with many inhabitants?

• Do you know people

who come from

a different place?

READ

1. Population

The population of an area is the number of people

who live there. It can be classified into two types.

• Urban populations are people who live in cities.

• Rural populations are people

who live in villages and towns.

A census measures the size of a population.

2. Natural increase

Natural increase is the difference between

the number of people who are born and

the number of people who die in the same year.

The number of inhabitants in a place

changes continually.

• There is a positive natural increase

when more people are born than die.

The population grows.

• There is a negative natural increase

when more people die than are born.

The population decreases.

3. Population distribution

People like to live in places where there

are job opportunities, a healthy climate

and good services. Many people live on

the coasts and plains in temperate zones.

Population density is measured by dividing

the total number of inhabitants by the

surface area of the place where they live.

Some countries and regions are more densely

populated than others. In Australia there are

huge, dry areas with no inhabitants, and there

are only 2 inhabitants per square kilometre.

4. Population groups

Population can be classified by genderinto male and female inhabitants,

and by age into three main groups:

• Young people under the age of 18

• Adults between the ages of 18 and 64

• Senior citizens over the age of 65

57

Do a census of your class. What is the population?

Classify your classmates by gender and age.


Word order. Write the following sentences on the BB. Ss rewrite the sentences and check with .

1. there are good job opportunities / a healthy climate / people /and good services / like to live / in places where

2. on / people / coasts / live / many / the 3. are / some countries and regions / than others / more

densely populated4. per square km / there are / in Australia / only 2 inhabitants

Answers: 1. People like to live in places where there are good jobopportunities, a healthy climate and good services. 2. Manypeople live on the coasts. 3. Some countries and regions aremore densely populated than others. 4. In Australia there are only2 inhabitants per square kilometre.

98

1

Vocabulary: adults, age, census, density, gender,inhabitants, natural increase, population, rural, seniorcitizens, urban, young people

Special attention

• Understanding the term population density

Hands on

Presentation

• Ss look at the photo. Ask: Are theremany people? Is everybody alike? How arethey different? Discuss the questionstogether.

• Ask: What is the difference betweenrural populations and urban populations?(Rural populations live in villages or townsand urban populations live in cities.)Present , , and with , , ,

.

• Explain that population censuses are takenevery ten years to find out the number of inhabitants in a country and otherinformation such as age, gender, place of birth, etc.

• Do the activity at the bottom of the page.

99

9897964321

READ

LOOK

School census

• Ask: How many students do you thinkare in the school? Are there more boysthan girls? How many students ofdifferent nationalities are there in theschool?

• Create a questionnaire to find out the answers to the above questions.Distribute it to all the classes atschool.

• Ss do the mathematical calculations to obtain the answers for the wholeschool.



Respect. Everybody deserves respectand dignity. We are all important. Forcommunities to function well, people of allages, genders and races must take part.

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95

Special attention

• Distinguishing immigrants and emigrants

Hands on

Presentation

• Ss look at the photographs. Ask:What are some of the reasons peopleemigrate? (to study, find work/better jobs,climate) Can you think of other reasons?(wars, drought, better living conditions)Present Present , and with ,

, .

• Write a chart on the BB with the titleMIGRATION and the subtitles Internal andExternal. Ask Ss to write examples of each.

• Ask: What are some of the advantages ofliving in a town or village? (peace andquiet, clean air, contact with nature, safety)And in a city? (more opportunities forculture, shopping, work, leisure, healthservices)

• Ask: What are some of the disadvantagesof living in the country? (few shops, nohospitals) And in a city? (pollution, noise)



R

102101

100321

READ

POPULATION 39

Migration

READ

1. Migration

Many people leave their homes to live in another place.

This movement of population is called migration.

There are two main reasons:

• Natural causes, for example floods, droughts

and earthquakes, can cause migration.

• Social factors, for example wars or political

and religious problems, can also cause migration.

Also, people sometimes leave home to find work.

2. Internal migration

Internal migration is produced within the same country.

For example, there are often migrations from rural areas

to cities. There are two main reasons:

• The number of jobs in rural areas decreases.

• Young people find better opportunities to study,

work and live in cities.

3. International migration

Migration from one country to another is called international migration.

People who leave a country are called emigrants.

When they arrive in the other country, they are called immigrants.

People emigrate for many reasons. Some leave to find work,

or to join relatives in another country. Others leave to escape

from war and persecution in their own country.

In the past, many emigrants left Europe and went to other

countries, such as the United States, to find better jobs.

Today, many immigrants come to the European Union from Africa,

Latin America and other European countries to find better jobs.

Today, many young European adults also emigrate

to study or work in a different country.

True or false? Make more sentences about migration.

Droughts are a social factor which can cause migration. People who leave a country are called emigrants.

Many people emigrate

to find better jobs.

Young people often go

to another country to study.

Senior citizens sometimes emigrate

to live in a warmer climate.

58


Comprehension. Write the sentence halves on the BB. Ss copy them and draw a line to join the halves.

1. The movement of a. produced within the same population is called country

2. Earthquakes are b. migration3. Finding work is c. people who leave a country4. Internal migration is d. migration from one country

to another5. International migration is e. a natural cause of migration6. Emigrants are f. people who arrive in another

country7. Immigrants are g. a social factor of migration

Answers: 1 – b. 2 – e. 3 – g. 4 – a. 5 – d. 6 – c. 7 – f.

1



Vocabulary: emigrants, immigrants, internationalmigration, internal migration

Role-play

• Ask Ss: Where do immigrants in Spaincome from? Why do they come?

• Some Ss play the parts of immigrantsand the rest are the citizens of theirnew community. Citizens ask questionsto get to know the immigrants: What isyour home country? Why did you comehere? Do you like it here? The immigrants invent answers.

• Ss think about how they would like to be treated if they were immigrants.

• Ask Ss from other countries todescribe their experiences.

M. A. …Many people emigrate to find better jobs. Internalmigration is produced within the same country. Young peopleoften go to another country to study.

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96

Special attention

• Interpreting bar graphs

Hands on

Presentation

• Ss look at the graph onpage 40. Ask: What does the horizontalaxis show? (years) What does the verticalaxis show? (number of inhabitants inmillions) What is the meaning of the bar’sheight? (millions of inhabitants in thatyear) What was the population in 1910?(20 million inhabitants) And in 2004? (43 million)

• Present with .

• Ask: What regions of Spain are denselypopulated? (the coast and the AutonomousCommunity of Madrid) What regions ofSpain are sparsely populated? (someinland areas such as Extremadura)

• SS do the activity at the bottom of thepage.


1031

LOOK AND READ


Comprehension. Write the following sentences on the BB. Ss copy them and choose the correct alternative in eachsentence.

1. In Spain the number of emigrants / immigrants is increasing.

2. Senior citizens come to work / retire here.

3. Population density in Spain is low / high compared to otherEuropean countries.

4. The population is / is not evenly distributed.

5. The Spanish population is getting younger / older.

Answers: 1. immigrants. 2. retire. 3. low. 4. is not. 5. older.

1

40 POPULATION

1. Population characteristics

• Today the population of Spain is approximately

43 million inhabitants.

In 1900 it was 18 million inhabitants.

(See the chart.)

• The number of immigrants is increasing.

There are now about three million immigrants.

Some come to work in Spain.

Others, such as senior citizens,

come to retire here.

• Population density is low compared

to population density in other European

countries, such as Germany, Belgium

or France. It is 86 inhabitants per km2.

• The population is not evenly distributed.

The coast and the Autonomous Community

of Madrid are densely populated.

In contrast, other inland areas

are sparsely populated.

In many Autonomous Communities,

a high proportion of the population

is found in the provincial capital.

• Like other European populations,

the Spanish population is getting older.

This means that the adult and senior

population is growing more quickly

than the population of young people.

Complete the sentences to describe

the population of Spain.

The population of Spain is approximately …

The number of immigrants is …

The population density is …

The population is not evenly …

The Spanish population is getting …

Are there immigrants in your community?

Where do they come from?

The population of Spain

Some regions are sparsely populated.

Some regions are densely populated.

Spanish population since 1900

1900

45

Number of inhabitants in millions

19101920193019401950196019701981199120012004

40

35

30

25

20

15

10

5

0

LOOK AND READ



Vocabulary

densely, density, immigrants, inhabitants, sparsely

Bar graph

• Create a bar graph with the datacollected in the class census. (See Student Book, page 38).

• On the vertical axis write: the numbersfrom zero to the maximum number ofstudents.

• On the horizontal axis write: girls, boys.

• Make two bars: one for the number ofgirls (b 1), the other for the number of boys (b 2).

…43 million inhabitants / …increasing / …low / …distributed / …older.

Senior citizens. Have a discussion inclass about the importance of seniorcitizens, their contribution to society andtheir needs.

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97ESSENTIAL SCIENCE 5 • Photocopiable material © Richmond Publishing - Santillana Educación, S.L.


1. What are urban populations?

2. What are rural populations?

3. What measures the size of a population?

4. What is a positive natural increase?

5. What is a negative natural increase?

2. Complete the sentences with the missing numbers.

1. Today the population of Spain is approximately million inhabitants.

2. In 1960 it was about million.

3. There are now about million immigrants.

4. Population density is inhabitants per square km.

Answers:1. the people who live in cities. 2. the people who live in villages and towns. 3. a census. 4. when more people are born than die. 5. when more people die than are born.

Answers:1 – 43. 2 – 30. 3 – three. 4 – 86.

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98

Activity B

ook

38

Worksheet 32. Date Apply your knowledgePOPULATION

1. Circle the correct word.

a. When people born in another country come to live in our country, the change in population is due to natural increase / migration.

b. If more people are born than die, the change is due to natural increase / migration.

c. When people who live in villages move to cities, the population change is due to natural increase / migration.

2. Explain what the population is like in your Autonomous Community.

3. Look at the photo and answer.

a. Is this a rural or urban population? Give your reasons.

b. What means of transport do you think there are?


population density a census

: measures the size of a population.

: is measured by dividing the number of inhabitants by the surface area of a place.

VOCABULARY

M. A. Man¥ πeop¬æ froµ ot™e® countrêfi coµæ to li√¶ an∂ wor§ i> Madri∂

inc®easin@ t™æ populatio> oƒ t™æ communit¥.

M. A. T™e®æ a®æ ƒe∑ houßefi an∂ i† ifi

surroun∂e∂ b¥ mountainfi an∂ hillfi.

M. A. carfi, taxifi an∂ trainfi

å ©ensufi populatio>∂ensit¥

39

Worksheet 33. Date Read and learnCITIES

2. Find the most important words in each paragraph.

3. Is there a relationship between the increase in population and the growth of cities? Explain.

4. Do more people live today in villages or in cities? Why?

1. Read carefully.

The growth of cities

The first cities appeared between 6,000 and 7,000 years ago in different parts of the world: the Middle East, India and China. They were small settlements. Most of the population was employed in fishing, agriculture or livestock farming.

Today, cities have almost nothing in common with the first settlements. They are large urbanareas with tall buildings, leisure facilities, and varied means of transport.

Two factors have influenced the growth of cities.One is the increase in population, thanks to medical advances and better health and foodhabits. The other is the opportunity they givepeople to work and the services they provide.This produces migration from rural areas.

M. A. Yefi. W™e> t™e®æ ifi a> inc®eaßæ i> populatio>, t™æ num∫e® oƒ πeop¬æ

livin@ i> citêfi also growfi.

M. A. I> citêfi, ∫±caußæ t™e®æ a®æ mo®æ jo∫ opportunitêfi an∂ ßervi©efi i> citêfi

M. A. fishin@, agricultu®æ, li√±stoc§ farmin@, urba> a®eafi, growt™, migratio>

tha> i> villa@efi.

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99

40

TasksCALCULATE POPULATION DENSITY

Worksheet 34. Date

Country Population

Austria

Belgium

Denmark

Federal Republic of Germany

Finland

France

Greece

Ireland

Italy

Luxemburg

Netherlands

Poland

Portugal

Spain

Sweden

United Kingdom

8,100,000

10,200,000

5,300,000

82,000,000

5,150,000

59,000,000

10,500,000

3,740,000

57,600,000

430,000

15,750,000

38,500,000

10,000,000

43,000,000

8,850,000

59,400,000

Area (km2)

83,900

30,500

43,100

356,900

337,100

544,000

132,000

70,300

301,300

2,600

41,200

312,700

92,400

506,000

411,000

244,100

Population density

1. Work with a partner. Look at the data, and calculate the population density of the followingEuropean countries:

2. Now answer these questions.

a. Which countries have a population density of less than 50 inhabitants per square kilometre?

b. Which countries have a population density of between 50 and 150 inhabitants per square kilometre?

c. Which countries have a population density of between 150 and 400 inhabitants per square kilometre?

96.5334.4122.9229.715.2

108.479.553.2

191.1165.3382.2123.1108.284.921.5

243.3

S∑±∂e> an∂ Finlan∂

Austriå, Denmar§, Fran©æ, G®æe©æ, I®elan∂, Polan∂, Portuga¬, an∂ Spai>

Belgiuµ, Fe∂. Republi© oƒ German¥, Ital¥, Lu≈embur@, Net™erlandfi,Uni†e∂ Kingdoµ

Notes:

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100

UNIT CONTENT

Assessment criteria

• Distinguishing the three economic sectors• Distinguishing between obtaining products and their transformation• Describing the activities in each economic sector in Spain • Appreciating the work people do in all economic sectors and what they provide

to society

Content objectives

1. Understanding the concept of active population2. Identifying the various types of economic activity i.e the agricultural,

industrial and service sectors3. Identifying the work people do in each economic sector4. Understanding how the active population in Spain is distributed by economic sector5. Describing the activities in the primary sector and secondary sector in Spain 6. Understanding the main types of industries7. Describing the types of activities in the public and private service sectors in Spain 8. Understanding the importance of the transport system in Spain9. Appreciating the importance of tourism as part of the service sector in Spain

10. Appreciating that all the jobs people do are important

Language objectives

1. Stating facts (passive forms): Natural resources are obtained … are transformed … are raised.

2. Describing ability: The money enables these people … People who cannot work …

3. Making comparisons: less than 5 %; the most important crop; the most importantindustries

4. Expressing purpose: … aim to make money … to provide a service

• The active population• The economic sectors: primary,

secondary and service sectors• The activities in the three

economic sectors• Distribution by sectors of the

active population in Spain

• Distinguish crop and livestockproduction from thetransformation of theseproducts in the agro-foodindustry

• Associate a dominant servicesector with a society’sprosperity

• Appreciate the work people do in all the economic sectors

• Appreciate that tourism is important for Spain


Contents

UNIT 11

The economy

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UNIT 0

101

RESOURCES

Resource folder




• Assessment





Internet resources


Jobs

http://www.learnenglish.org.uk/kids/archive/theme_jobs.htmlMatching games and other activities about jobs. For students and teachers.

Agriculture in Europe and Spain

http://www.ceja.educagri.fr/en/pays/espa.htmAgricultural and livestock production in the past andpresent. For teachers and students.

Careers and jobs

http://www.kidsnewsroom.org/careers/careers.aspInterviews by Kidsnewsroom with people in a variety of jobs. For teachers and students.

Employment structures

http://www.geography.learnontheinternet.co.uk/topics/empstruct.htmlEmployment structure and how jobs are classified withexamples of pie charts. For teachers and students.

Other resources



LEVEL

4

ON THE FARMON THE FARM

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102

THE ECONOMY 41

The economy

Look at the photo.

• What is this woman’s job?

• Does she make things

or provide a service?

1. Work

Work refers to the many productive activities

which people do, usually for money. The money

enables these people, and their families, to buy

food and clothing and enjoy leisure activities.

• The active population includes people

who work and receive money for their work.

It also includes unemployed people

who are looking for work.

• The inactive population includes people

who cannot work, for example, some severely

disabled people. It also includes people

who work but receive no money,

for example children, retired people,

and people with family responsibilities.

Work can be in the primary, secondary

or service sectors.

2. The primary sector

Natural resources are obtained in the primary

sector. Agriculture, fishing, mining and forestry

are in the primary sector.

3. The secondary sector

Natural resources are transformed into

manufactured products in the secondary sector.

• Manufacturing industries transform raw

materials into manufactured products,

such as tools and machines.

• Consumer industries manufacture products

such as frozen vegetables.

4. The service sector

Transport, schools, tourism and other

businesses that provide services are in the service

sector (also called the tertiary sector).

• Private services, such as cinemas,

are privately controlled.

• Public services, such as public transport, are

controlled by the state or by the local government.

LOOK

READ

59

60

61

What examples of private services

and public services are there

in your town?


Listening. Write the sentences on the BB. Ss listen again to - and decide if they are true or false.

1. The active population only includes people who work.2. The inactive population includes people who cannot work.3. Natural resources are obtained in the secondary sector.4. Agriculture is in the primary sector.5. Consumer industries manufacture as tools and machines.6. The service sector is also called the tertiary sector.

Answers: 1 – F. 2 – T. 3 – F. 4 – T. 5 – F. 6 – T.

Speaking In pairs Ss each think of a job. In turns they guesseach others job by asking yes/no questions. For example:Do you work in the service sector? Do you work with people?Do you wear a uniform? Do you work in a factory?

2

107104

1

Vocabulary: active, consumer, inactive, manufacturing,primary, private services, public services, secondary,service

Special attention

• Understanding the concept of service asused in the field of economics

• Difference between manufacturing andconsumer industries

Hands on

Presentation

• Ask Ss to look at the photo. Ask:What is the woman’s job? What does shedo in her job? Would you like to do her job?Why/Why not?

• Present with - .

• Draw on the BB a chart with the title THEECONOMIC SECTORS. Write the followingsub-headings: Primary sector / Secondarysector / Service sector. Under each sub-heading write the corresponding industries:Agriculture – Mining – Livestock farming –Fishing / Manufacturing industries –Consumer industries / Private services –Public services. Ask Ss to write examplesof each.

• Ss answer the question at the bottom ofthe page.

1071041-4READ

LOOK

Jobs

• Ask: What job do you want to havewhen you are older? Write all the jobson the BB.

• Ask: How many different jobs have wewritten on the BB? Which job waschosen most?

• Ss classify the jobs by sectors. Ask:Which of these jobs are in the primarysector, secondary sector, servicesector?

Content objectives: 1, 2, 3, 6, 10.


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103

Special attention

• Understanding percentages

• Collective nouns: crops, livestock, cattle,poultry

Hands on

Presentation

• Ask Ss to look at the two pictures at thebottom of page 42 and compare them. Ask:What is being produced? (In the first, plants,maybe crops for food; in the second, cars)

• Present , and with , ,. Ask: Which of the following

activities are in the primary sector? 1. working in the fields. 2. fumigatingcrops. 3. driving lorries. 4. packagingshirts. 5. picking strawberries. 6. milkingcows. 7. building houses. (1, 2, 5, 6)

• Ask: Name some products obtained fromlivestock farming. (wool, meat, milk)

• Ask: Why are industries near big cities?(transport is easier; more workers) Howcan factories manufacture many productsin a short time? (using machines)

• Ss do the activity at the bottom of the page.


110

109108321READ

42 THE ECONOMY

READ

The primary and secondary sectors in Spain

1. The active population

The total active population in Spain is approximately

20 million people. There are 18 million employed

people and 2 million unemployed people.

The active population can be classified

by economic sector:

• Less than 5 %, about one million people,

work in the primary sector.

• About 30 %, around 6 million people,

work in the secondary sector.

• About 60 %, around 12 million people,

work in the service sector.

2. The primary sector

In Spain, the principal primary sector activities

are agriculture, livestock farming and fishing.

• There is agriculture on the plains.

The most important crops are:

– wheat and barley

– olives and grapes

– potatoes, vegetables and fruit

• There is livestock farming. Sheep

and poultry are raised on the plains.

Cattle are raised in mountain areas

to obtain beef, milk and leather.

• Fishing is an important industry on the coast.

Other primary sector activities are mining

and forestry.

3. The secondary sector

Many industries are near big cities.

Industries often invest in new technology.

The most important industries are the metal,

chemical, food, telecommunications,

textile and car industries.

The construction industry is also very important.

There are many new houses and roads.

Complete the sentences and name three activities for each sector.

Less than … %, about … millon people, work in the primary sector in Spain.

About … %, around … million people, work in the secondary sector in Spain.

Agriculture is in the primary sector. Manufacturing industries are in the secondary sector.

62


Listening. Write the following sentences on the BB. Students copy them and try to complete them in pairs. They then listen to to check their answers.

1. The total active population is approximately … million people.2. There are … million people employed.3. There are … million people unemployed.4. Less than … %, about … million people work in the primary

sector.5. About … %, around … million people work in the secondary

sector.6. About … %, around … million people work in the service

sector.

Answers: 1 – 20. 2 – 18. 3 – 2. 4 – 5 … one. 5 – 30 … 6. 6 – 60 … 12.

108

1

Content objectives: 1, 3, 4, 5, 6, 10.


Vocabulary: active population, agriculture,construction, fishing, forestry, industry,livestock farming, mining

Making a pie chart

• Draw a circle and divide it into threeparts.

• Make each sector a different colourand write: Primary sector (less than5%), Secondary sector (around 30%),Service sector (around 60%)

• Ask: Which sector has the mostworkers? (the service sector) Which sector has the least workers?(the primary sector)

M.A. …5…one… / 30 …6…

Prosperity. Prosperous countriesusually have many services, such ashospitals, cinemas, banks, restaurants.

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104

Special attention

• Identifying jobs in the service sector

• Pronunciation of foreign

Hands on

Presentation

• Ss look at the three photos on page 43.Ask: Which services do the photos show?(education, transport, tourism)

• Present , and with , , .

• Ss discuss transport in their area. Ask: Are there buses, taxis, trains, motorways?Are the roads in good condition?

• Ask: What are some positive aspects oftourism? (Examples – economic benefits; itcreates jobs such as cooks, waiters, tourguides; – traditional activities, such asbasket-making, embroidery, sweet-making,etc. continue because tourists buy thesethings…; – our heritage, such as thenatural parks and monuments are caredfor and appreciated.)

• Ss do the activities at the bottom of thepage.

Activity Book, pages 42, 43.R

113112111321READ


Comprehension. Write the following sentences on the BB. Ss decide if the sentences are true or false and then listen toto check their answers.

1. Tourism is one of the most important service activities in Spain.

2. Tourism provides work for many.3. Tourism makes little money.4. Every year thousands of foreign tourists come to Spain.5. There are also many Spanish tourists.6. Tourists don’t visit museums.

Answers: 1 – true. 2 – true. 3 – false. 4 – false. 5 – true. 6 – false.

113

1

READ

THE ECONOMY 43

The service sector in Spain

1. The service sector

There are many activities in this sector.

In general, there are two types of objective:

• In the private sector, banks, insurance companies,

the entertainment industry, restaurants and shops

aim to make money.

• In the public sector, hospitals and schools aim to provide

a service. Many services are offered by the government.

2. Transport

Transport is very important for trade and tourism.

• All of Spain is connected by roads,

including many motorways.

• Major cities and towns are also connected by railway.

• Suburban trains connect cities with the surrounding areas.

• Madrid, Barcelona, Valencia and Bilbao

have underground transport systems.

• There are airports in most major cities.

3. Tourism

Tourism is one of the most important service activities in Spain.

It provides work for many people and makes a lot of money.

Every year millions of foreign tourists come to Spain.

There are also many Spanish tourists.

They visit museums, and relax on beaches

or in the mountains.

Education is in the service sector.

Motorways connect large cities.

Tourism is an important industry in

Spain.

True or false? Make more sentences about the service

sector in Spain.

Banks and insurance companies are part of the service sector.

Tourism is not one of the most important service activities in Spain.

Why is it important to use public transport?

63


Language objectives: 1, 3, 4

Vocabulary: airport, motorways, private sector, public sector, railway, roads, suburban trains,tourism, transport, underground

Nearby services

• Ss use a map of the area near theirschool and mark the locations of theservices offered.

• Invent a code and write it on the BB.For example: SH – shop, K – kiosk,P – park, Ph – Pharmacy, H – hospital,ST – stationery shop, S – school,F – fire station …

• Ask: What other services do we need inour area? Where would you put them?

M.A. …Tourism provides work for many people. There areairports in most major cities. / To reduce the amount of trafficon the roads.

Road safety. Roads must be kept ingood condition to avoid accidents.Examples of road maintenance services:fix holes, pave roads, paint lines, put uproad signs …

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1. Write the answers to these questions.

1. What is the aim of activities in the private sector?

2. What is the aim of activities in the public sector?

3. What organisation offers many of the services in the public sector?

4. Which cities in Spain have underground transport systems?

5. Where are there airports?

Answers:1. to make money. 2. to provide a service. 3. the government. 4. Madrid,Barcelona,Valencia,Bilbao.5. In most major cities.

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10

6

Activity B

ook

41

Worksheet 35. Date Apply your knowledgeWORK

1. Look at the photos and name the jobs.

2. Now classify each job in the correct economic sector. Write the number.

1. Primary sector: agriculture, livestock farming, fishing, mining, forestry

2. Secondary sector: manufacturing: metal, chemical, food, telecommunications, textile, car, construction

3. Service sector: transport, schools, tourism, banks, entertainment, restaurants, shops, hospitals

farmer miner

shop assistant engineer

taxi driver builder

Match and write.

service primary secondary

: sector where natural resources are obtained

: sector which provides services (transport, tourism)

: sector where natural resources are transformed into manufacturedproducts

VOCABULARY

A B

C D E F

farµe® mi>e®

buil∂e® engi>æe®shoπ assistan† tax^ dri√±®

1 1

2 23 3

primar¥ßervi©æ

ßecondar¥

42

Worksheet 36. Date Read and learnINDUSTRY IN ANTIQUITY

1. Read carefully.

An industry from Roman times

When the Romans occupied the IberianPeninsula, one of the most important industrieswas the production of salted fish and fish sauce.

Spain’s Atlantic coast was an ideal place forthese industries. There was a lot of fish, saltextraction was easy, and the fresh waterneeded to clean the fish was also available.

The fish sauce which the Romans liked mostwas garum. Garum was a paste made bymixing parts of fish, such as tuna andanchovies, with salt and herbs. The pastewas left in the Sun until it was ready.

The garum was then transported by ship toRome in large, pointed bottles called amphorae.

It was very popular, and the Romans used it in many dishes.

ROMAN SALTED-FISH INDUSTRY

a. What three characteristics did a place need for this type of industry?

b. What two products were produced?

c. How were these products transported to Rome?

2. Complete the index card.

Lotfi oƒ fis™, å pla©æ to @e† sal† an∂ f®es™ wa†e® to c¬ea> t™æ fis™.

Sal†e∂ fis™ an∂ fis™ sau©æ.

B¥ shiπ i> lar@æ, poin†e∂ bott¬efi cal¬e∂ amphoråæ.

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10

7

43

Worksheet 37. Date TasksHOW IS A PRODUCT MANUFACTURED?

1. Choose a product manufactured in your Autonomous Community. Complete the word map.

2. Tick ().

a. Where would you locate your industry?

In a densely populated area with a good communication network.

In a sparsely populated area with a poor communication network.

b. What types of transport do you need to distribute the product?

air sea land

c. What is the product used for?

For direct consumption.

As a raw material for other industries.

stages

raw materials industrial process manufactured product

from

A PRODUCT FROM MY AUTONOMOUS COMMUNITY

packaging/bottling transport

M. A.

©eµen†

liµesto>æ

calciuµ

aluminiuµ

iro>

cla¥ o® san∂

mixin@

grindin@

™eatin@

coolin@

paπe® bagfi railwa¥

truc§

Notes:

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108

UNIT CONTENT

Assessment criteria

• Understanding how early men and women lived• Understanding the basic divisions and chronology of Prehistory• Understanding about the earliest inhabitants on the Iberian peninsula• Identifying the typical characteristics of the historical periods studied• Describing some artistic and cultural expressions of Roman times• Appreciating why we study the past

Content objectives

1. Understanding the main periods of Prehistory and their characteristics2. Learning how people lived in Prehistory3. Recognising the tribes which inhabited the Iberian peninsula in pre-Roman times: Iberians and Celts4. Recognising the ancient civilisations which established colonies on the Iberian peninsula

in pre-Roman times: the Phoenicians, the Greeks and the Carthaginians5. Identifying Roman ruins in Hispania.6. Understanding the meaning of «Romanisation» and its principal legacies7. Appreciating ancient ruins and paintings from the past 8. Appreciating the Roman legacy in Spain

Language objectives

1. Past tenses to talk about historical events: began; moved; made; had …

2. Stating facts in the past (passive forms): were used; was inhabited; were divided …

3. Describing how things were made: by hitting …

4. Describing location: on the Iberian peninsula; in the east of the peninsula; on the Mediterranean coast …

5. Expressing time: at first; later; for 600 years; after …

• Prehistory: periods, utensils,works of art

• Tribes in pre-Roman times:Iberians and Celts

• The arrival of the Phoenicians,Greeks and Carthaginians onthe Iberian peninsula

• «Romanisation» and its legacies

• Interpret historical maps aboutthe cities of the Phoenicians,Greeks and Carthaginians

• Interpret maps about Roman Hispania

• Observe photographs to learnabout the past

• Study ancient monuments tolearn about their significance

• Ancient architecture andclothing

• Appreciate ancient ruins andother works of art as a way oflearning about the past

• Appreciate the Roman legacyin Spain and its influence onour life


Contents

UNIT 12

Prehistory and Antiquity

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UNIT 0

109

RESOURCES

Resource folder




• Assessment





Internet resources


Atapuerca

http://www.atapuerca.com/This official site contains a wealth of information aboutthe archaeological sites, early humans, as well assurvival games. For students and teachers.

The Stone Age

http://museums.ncl.ac.uk/flint/menu.htmlThe world of Late Stone Age hunter gatherers. For students and teachers.

Primitive caves

http://www.creswell-crags.org.uk/virtuallytheiceage/Activities/Explore/Cave.htmExplore a primitive cave from 50,000 years ago. Useful for students.

Other resources

• Richmond World Facts• Richmond Dictionaries• Flashcards• Posters


Roman Empire Boundaries

H I S P A N I A

G A L L I A

G E R M A N I A

I TA L I A A S I A

A F R I C A

BRITANNIA

Me d i t e r r a n e a

n

S e a

A T L A N T I C

O C E A N

BalticSea

N o r t hS e a

B l a c k S e a

S Y R I A

J U D A E A

3

5

2

4

6

14

9

10

11

12

1

13

87

The Roman Empire

Hadrian´s Wall baths theatre aqueduct temple Appian Way

sarcophagus

statue road sarcophagus theatre aqueduct theatre temple

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ichm

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Pub

lishi

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6. R

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8 9 10 11 12 13 14

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110

44 PREHISTORY AND ANTIQUITY

Prehistory and AntiquityLOOK

• How do we know

what happened

many thousands

of years ago?

READ

2. The first craftsmen

In the Palaeolithic period, craftsmen made tools

and weapons by hitting one stone against another.

In the Neolithic period, craftsmen made

polished stone tools and weapons.

They also made pots and cloth.

In the Metal Ages, craftsmen made metal tools,

weapons and jewellery.

3. The first artists

Cave paintings, for example in the Altamira Cave

in Cantabria, are magnificent works of art.

They were painted on cave walls and ceilings.

Early artists often painted animals

like bison and deer.

1. Prehistory

Prehistory is the long period before the invention

of writing. It can be divided into the Stone Age

and the Metal Ages.

The Stone Age began two and a half million

years ago. Stone tools were used.

• In the early Stone Age, called the Palaeolithic

period, people moved from place to place.

They lived by hunting, fishing

and gathering wild plants.

• Later, in the Neolithic period, people lived

permanently in one place. They were farmers,

had crops, learned to cultivate plants

and had domestic animals.

The Metal Ages began about seven

thousand years ago. Metal tools were used.

The wheel and the plough were invented.

The first cities were built.

64 65

66


Past tense. Write the following sentences on the BB. Ss copy them but write the verb in the past form. They listen to before checking their answers in the textbook.

1. The Stone Age begins 2 and a half million years ago.2. Stone tools are used.3. In the Palaeolithic period, people move from place to place.4. In the Neolithic period, people live permanently in one place. 5. They are farmers and have crops and domestic animals.6. The Metal Ages begin about 7,000 years ago.7. Metal tools are used.8. The wheel and plough are invented.

Answers: 1. began. 2. were. 3. moved. 4. lived. 5. were … had. 6. began. 7. were. 8. were.

114

1

Vocabulary: cave painting, craftsmen, Metal Ages,Neolithic, Palaeolithic, Prehistory, Stone Age

Special attention

• Understanding that the invention of writingmarked the end of Prehistory

Hands on

Presentation

• Discuss the question together.(Archaeological remains can tell us a lotabout the distant past) Ask: What do youthink the people are looking for? (bones,pieces of ceramic, tools ...) What is in the second photo? (a painting of a deer)Where do you think it was painted? (in a cave)

• Present , , with , , .

• Ask: How did people live in the Palaeolithicperiod? (They moved from place to place.They lived by hunting, fishing and gatheringwild plants.) How did they live in theNeolithic period? (They lived in one placeand grew crops and kept animals.)


116115114321READ

LOOK

Discovering cave paintings

• Ask Ss to imagine they have entered acave and discover some cavepaintings.

• Ask: Is the cave big? Is there water in the cave? Where are the cave paintings? What colours are the paintings? What animals are represented? What did you feel when you discoveredthe paintings? What are you going to do about your discovery?



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111

Special attention

• Understanding time and the historicalsequence of events

Hands on

Presentation

• Write on the BB: Carthaginians,Phoenicians, Greeks. Ask Ss to numberthem according to the order of their arrivalon the Iberian Peninsula. (3, 1, 2)

• Write two columns. Left column:Phoenicians, Greeks, Carthaginians. Right column: Ampurias, Cartagena,Cadiz, Denia, Almuñecar. Ss match eachcivilisation with the cities they founded.(Phoenicians – Cadiz, Almuñecar; Greeks – Denia, Ampurias; Carthaginians – Cartagena)

• Tell Ss to look at the map. Ask: Whatcolour are the Carthaginian colonies?(blue) Which ones are shown on the map?(Cartagena, Ibiza)…

• Ss read , and with , , .

• SS do the activity at the bottom of thepage.

Activity Book, pages 44, exercise 2,and 45.

R

119118117321

READ

The Iberian peninsula in pre-Roman times

1. Pre-Roman times

In pre-Roman times, the peninsula was inhabited

by Iberian and Celtic tribes. Later, Phoenicians,

Greeks and Carthaginians sailed across

the Mediterranean Sea to the peninsula,

and established colonies.

2. The Iberians and the Celts

Iberians and Celts lived together

on the Iberian peninsula.

The Iberians lived in the east and south of the

peninsula. They lived in walled settlements with

rectangular houses. The Iberians were divided into

tribes. They were herders, farmers, traders and

craftsmen. Some of their works of art, such

as the famous Lady of Elche, have been preserved.

The Celts lived in the centre and north of the

peninsula. They lived in walled settlements with

round houses. The Celts were also divided

into tribes. They were herders, farmers

and expert metalworkers.

3. Colonies

Many ancient civilisations established colonies


• The Phoenicians came from Asia, and settled

on the southern coast. They founded the cities

of Cadiz and Almunecar.

• The Greeks came from Greece, and settled

on the Mediterranean coast. They founded

the cities of Denia and Ampurias.

• The Carthaginians came from North Africa,

and also settled on the Mediterranean coast.

They founded the city of Cartagena.

PREHISTORY AND ANTIQUITY 45

Rosas

Ampurias

Denia

Alonis

Sagunto

Akra Leuke

BariaMainake

Cadiz Malaga Almunecar

Adra Cartagena

Ibiza

AT

LA

NT

ICO

CE

AN

M e d i t e r r a n e a nS e a

Bay of BiscayN

S

W E

ATLANTIC OCEANCanary Islands Phoenician Colonies

Greek ColoniesCarthaginian Colonies

Ancient civilisations: colonies on the coast

The Lady of Elche: an Iberian masterpiece

READ

67

68

69

Where did they live? Make sentences.

The Iberians lived in the east. The Greeks …


Sentence completion. Write the following vocabulary andgapped sentences on the BB. Ss write in the missing word and then listen to to check their answers.

tribes / metalworkers / east / round / rectangular / Celts / farmers

1. The Iberians lived in the … and south of the peninsula. 2. They lived in walled settlements with … houses.3. They were divided into … 4. They were herders, … traders and craftsmen.5. The … lived in the centre and north of the peninsula.6. They lived in walled settlements with … houses.7. They were herders, farmers and expert …

Answers: 1. east. 2. rectangular. 3. tribes. 4. farmers. 5. Celts. 6. round. 7. metalworkers.

118

1



Vocabulary: Carthaginians, Celts, colonies,Greeks, Iberians, Phoenicians, pre-Roman times,settlements

The Lady of Elche

• Ask Ss to look closely at the photo.Ask: What can you see? (the face,headdress, necklace, clothing …)

• Ss make their own personal version of the figure. Tell them they can usecrayons, paints, markers and decorateit with sequins, rice, legumes, little bitsof paper…

M.A. … settled on the Mediterranean coast. The Celts lived in the centre and north of the peninsula.The Carthaginians settled on the Mediterranean coast.

The Lady of Elche’s return home. In2006, this national treasure was returnedto the place it was discovered: Elche.

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112

Special attention

• Understanding that Spain was part of theRoman Empire

Hands on

Presentation

• Ask: What have we inherited from theRomans? (Latin, Roman law, bridges,aqueducts …)

• Ss look at the map. Ask: How manyRoman provinces were there in Hispania?(five) How are they represented on themap? (in five different colours) What Roman cities are on the map? (Lugo, Zaragoza, Tarragona, Sagunto,Hispalis, Merida, Lisboa)

• Ss look at the photograph. Ask: What wereRoman theatres like? Where did theaudience sit? (on stone steps) How wasthe seating arranged? (in a semicircle)Where did the actors stand? (on the stage)What can you see at the back of thestage? (columns)

• Ss read , , with , , .

Activity Book, pages 46, 47.E

122121120321

READ


Comprehension. Write the two halves of the following sentenceson the BB. Ss match them and write out the whole sentences.1

Answers: 1 – c. 2 – e. 3 – g. 4 – d. 5 – a. 6 – h. 7 – i. 8 – f. 9 – b.

1. More than 2000 years agothe Romans

2. The Romans called it3. The conquered tribes4. Seneca was 5. Hispania was 6. The Visigoth invaders

entered the peninsula7. Roman cities had8. A forum was 9. Aqueducts transported

a. Roman for 600 years.b. water to the cities.c. conquered the Iberian

peninsula.d. a philosopher.e. Hispania.f. a large public square.g. spoke Latin.h. from Northern Europe.i. two main streets and

a forum.



Making puzzles

• Collect pictures of well-known Romanmonuments or ruins.

• Glue them onto coloured card and cutthem into several pieces.

• Hand out puzzles so Ss can put themtogether.

46 PREHISTORY AND ANTIQUITY

1. Roman times

More than two thousand years ago, the Romans

defeated the Carthaginians and conquered

the Iberian peninsula. The peninsula became part

of the Roman Empire. The Romans called it Hispania.

At first, the conquered tribes did not participate

in Roman government. Later, they adopted Roman

customs and spoke Latin, the language

of the Romans. Many people from Hispania,

such as the philosopher Seneca,

became important figures in the Roman Empire.

The emperors Trajan and Hadrian were also from

Hispania.

Hispania was Roman for 600 years.

However, after about 400 A.D. the Roman Empire

weakened. Visigothic invaders entered

the peninsula from northern Europe.

2. Roman cities

The Romans founded many cities in their empire.

In Hispania, important Roman cities included

Tarraco (now Tarragona) and Sagunto in the east,

and Hispalis in the south.

Roman cities were modelled on Rome, the imperial

capital. They all had two main streets and a forum.

The forum was a large public square where

important events were celebrated. Roman cities

were connected by excellent stone roads.

3. Roman architecture

The Romans built many different types

of monuments.

Temples were used for religious purposes.

Theatres, amphitheatres and circuseswere used for entertainment.

Aqueducts transported water to the cities.

Public bath houses used hot water.

Roman Hispania

READ

Roman cities

Mediterranean

Sea

Sagunto

MeridaLisboa

AT

LA

NT

I CO

CE

AN

Hispalis

Tarragona

Zaragoza

Lugo

GALLAETIA

TARRACONENSIS

LUSITANIA

CARTAGINENSIS

BAETICA

Bay of Biscay

ATLANTIC OCEANCanary Islands

N

S

W E

The Roman provinces of the the Iberian peninsula

The Roman theatre in Merida

Describe Roman cities and their monuments.

Roman cities were modelled on Rome. They all had two …

Are there any Roman ruins near where you live?

70

71

Vocabulary: amphitheatres, aqueducts, circuses,forum, Hispania, Latin, public bath houses, roads,Roman times, temples, theatres

M.A. …main streets and a forum. Roman cities wereconnected by stone roads. Aqueducts transported wa-ter to the cities.

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1. Reorganise the letters of each word that is spelt incorrectly.

1. In the Palaeolithic period craftsmen made OLOTS

by hitting one stone against another.

2. In the Neolithic period craftsmen made polished stone NOPEWAS

.

3. They also made SPOT .

4. They also made THOCL .

5. In the Metal Ages craftsmen made metal RELELJEWY .

2. Underline the correct word.

1. The Phoenicians came from ASIA / GREECE.

2. They settled on the EASTERN / SOUTHERN coast.

3. The Greeks settled on the SOUTHERN / MEDITERRANEAN coast.

4. They founded the city of DENIA / CADIZ.

5. The Carthaginians came from ASIA / NORTH AFRICA.

Answers:1. Asia. 2. southern. 3. Mediterranean. 4. Denia. 5. North Africa.

Answers:1. tools. 2. weapons. 3. pots. 4. cloth. 5. jewellery.

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11

4

Activity B

ook

44

Worksheet 38. Date Apply your knowledgePREHISTORY

1. Match and write the period.

Palaeolithic period

Neolithic period

Metal Ages

a. Craftsmen made polished stone tools, pots and cloth.

b. People used metal tools. The wheel was invented.

c. People moved from place to place. They hunted and fished.

d. People were farmers. They had domestic animals.

e. Craftsmen made metal weapons and jewelry.

f. Craftsmen made tools by hitting one stone against another.

2. Match and write Iberians or Celts.

a. They lived in the east and south of the peninsula.

b. They lived in the centre and north of the peninsula.

c. They lived in rectangular houses.

d. They lived in round houses.

e. The Lady of Elche is one of their most famous works of art.

Neolithi© πerio∂

Meta¬ A@efi

Palåeolithi© πerio∂

Neolithi© πerio∂

Meta¬ A@efi

Palåeolithi© πerio∂

I∫±rianfi

Celtfi

I∫±rianfi

Celtfi

I∫±rianfi

45

Worksheet 39. Date Apply your knowledgeANCIENT HISTORY

1. Complete the word map.

2. Circle the structures built by the Romans.

came from

settled on the

founded the city / cities of

The Phoenicians

came from

settled on the


The Greeks

came from

settled on the


The Carthaginians

aqueducts television studios amphitheatres

universities theme parks stone roads

airports theatres railway stations

temples circuses public bath houses

Asiå G®æe©æ Nort™ Africå

sout™er> coas† Medi†erra>ea> coas† Medi†erra>ea> coas†

CadiΩ Deniå Carta@enå

Almu>eca® Ampuriafi

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11

5

46

Read and learnROMAN CIRCUS GAMES

Worksheet 40. Date

1. Read carefully.

Gladiators and charioteers

Circus games were the Romans’ most popular form ofentertainment. Games were held regularly, and lasted for many days. The events were advertised on signs and proclaimed throughout the city. People came from all over the Roman Empire to watch the games. Sometimesthey slept outdoors waiting for the games to begin.

The gladiators’ fights and chariot races were the most popular circus games.

Most of the gladiators were slaves, prisoners of war, or criminals, but some were volunteers. All gladiators went to training schools to learn special fighting techniques. Many gladiators died in the fights. The president of the games decided if a gladiator lived or died.

Chariot races were held in the circuses. There were four different chariot teams which had different colours. The chariots were pulled by four horses and driven by thecharioteer. The races were very dangerous. Chariots crashed,and men and horses were injured and killed.

Some gladiators and chariot drivers became rich and famous.

2. Tick the correct answer.

a. Where did gladiators learn their techniques?

At home In training schools In wars

b. How many horses pulled chariots?

Two Three Four

3. Imagine you live in ancient Rome and you are going to see the circus games. Describe your day.

M. A. I wa§æ uπ earl¥ an∂ go to t™æ circufi earl¥ too. I go wit™ m¥

pa®entfi an∂ watc™ t™æ chario† ra©efi. I enjo¥ t™æ ra©efi å lo†.

47

Worksheet 41. Date TasksMEASURE HISTORICAL TIME

2. Order the historical events in chronological order.

711 AD: Muslims invaded the Iberian Peninsula.

753 BC (approximately): Rome was founded.

1492: Columbus’ expedition reached America.

1200 BC (approximately): the Phoenician alphabet was invented.

3. Write the century these dates are in.

a. 211: b. 536: c. 1359:


a. What year were you born in?

b. What century were you born in?

c. What century are we in now?

1. Read carefully.

Measuring time

Dates can be expressed as BC or AD. The birth of Christ, more than 2,000 years ago, is used to make the first big division in historical

time. Events that happened before the birth of Christ use theletters BC (before Christ) after the date. For example,

the prehistoric paintings in the Caves of Altamira are from the year 15,000 BC.

Events taking place after the birth of Christ are identified with the letters AD after the date, but most of the time we do not use anything. For example, we could write that the Crown of Castile was formed

in 1230 or 1230 AD. Both forms are correct.

A period of one hundred years is called a century.The year 1492 was in the fifteenth century.

a.

b.

c.

d.

thir∂ ©entur¥ sixt™ ©entur¥ four†æent™ ©entur¥

T™æ Phø±nicia> alpha∫±† wafi in√±n†e∂.

Roµæ wafi foun∂e∂.

Muslimfi inva∂e∂ t™æ I∫eria> Peninsulå.

Columbufi ®eac™e∂ Aµericå.

M. A. 1997

t∑±nt^et™ ©entur¥

t∑±nt¥-firs† ©entur¥

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116

UNIT CONTENT

Content objectives

1. Identifying the different people who invaded theIberian peninsula after the Roman Empire andplacing them in the correct periods of time.

2. Identifying and describing the characteristics of the Visigothic kingdom

3. Identifying and describing the characteristics of Al Andalus

4. Identifying the location of the Christian kingdoms5. Learning what the Christian Reconquest was

6. Understanding the expansion of the Christiankingdoms on the Iberian peninsula

7. Understanding events in Spain after 14928. Identifying the characteristics of the Spanish

Empire9. Understanding the nature of an absolute

monarchy 10. Recognising the cultural importance

of the Golden Age

Assessment criteria

• Sequencing historical events in Spain after the fallof the Roman Empire

• Describing characteristics of the Visigothickingdom and of Al Andalus

• Identifying the Christian kingdoms on thepeninsula.

• Describing characteristics of the Spanish Empire.

Language objectives

1. Talking about the past: adopted; spoke; became

2. Making impersonal statements (past passive): were created; was formed

3. Time sequence: first…, later…, next…, finally

4. Expressing purpose: to unify their new kingdom; to practise their religion

5. Making comparisons: their highest authority; the most important

6. Describing simultaneous events: Meanwhile, …

7. Expressing contrast: in contrast; however

• The invasion of Germanictribes: Vandals, Suevi, Visigoths

• The Visigoths and Muslims:arrival in Hispania, customs,way of life, religion, law

• The Christian kingdoms andthe Christian Reconquest:significance, events, dates

• The Catholic Monarchs• The territories of the Spanish

Empire• The Golden Age: important

artists and works of art

• Putting historical events inorder: historical sequence andsimultaneous development

• Identifying buildings fromdifferent historical periods

• Interpreting historical maps

• Show appreciation and respectfor historic buildings andinterest in preserving them

• Show interest in learning aboutthe past


Contents

UNIT 13

The Middle Ages

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UNIT 0

117

RESOURCES

Resource folder




• Assessment





Internet resources


The Middle Ages

http://www.themiddleages.net/Middle Ages art and lifestyle, weapons, and famousmedieval people. For teachers.

Romans

http://www.brims.co.uk/romans/index.htmlAll about the Romans, especially in Britain. For students and teachers.

Columbus

http://www.columbusnavigation.com/The Columbus Navigation homepage examines manydifferent areas including the history, voyages and shipsof Christopher Columbus. For teachers and students.

The history of chocolate

http://www.fieldmuseum.org/Chocolate/history.htmlAll about chocolate. For teachers.

Other resources

• Richmond World Facts• Richmond Dictionaries• Flashcards• Posters


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118

LOOK

READ

THE MIDDLE AGES 47

The Middle Ages

Describe the invasion of the Visigoths.

First, the Visigoths … Later, … Finally, …

• Who lived in the Iberian

peninsula in the centuries

after the Roman Empire?

The Visigoths, the ...

1. The invasion of Germanic tribes

Under the Roman Empire, Hispania adopted

Roman customs and laws. Its inhabitants

spoke Latin. They became Christians.

In 409 A.D., the Vandals and other Germanic

tribes invaded Hispania.

Later, the Visigoths established a kingdom


2. The Visigoths

First, the Visigoths crossed the Pyrenees

into Hispania, and settled in the centre

of the peninsula. Toledo became their capital.

Later, they conquered the territories occupied

by other Germanic tribes, such as the Suevs.

Finally, they extended Visigothic rule

over the entire peninsula.

The Visigoths changed their language, religion

and laws to unify their new kingdom.

They adopted the Hispano-Roman culture

and converted to Christianity.

They based their laws on Roman law.

The Visigoths lived in villages.

They did not build cities like the Romans.

Instead, they used the land for agriculture,

livestock farming and pastures.

They were expert metalworkers.

The Visigothic kingdom ended

after the Muslim invasion in 711 A.D.

A Visigothic church

72

73


True or False? Write the following sentences on the BB. Ss copy them and say if they are true or false. If they are false they re-write them correctly.

1. Under the Roman Empire the inhabitants of Hispania spoke Latin.

2. The Visigoths crossed the sea into Hispania.3. Madrid became their capital.4. The Visigoths lived in villages.5. They used the land for agriculture.6. They were expert farmers.

Answers: 1 – true. 2 – false. They crossed the Pyrenees intoHispania. 3 – false. Toledo became their capital. 4 – true. 5 – true. 6 – false. They were expert metalworkers.

1

Vocabulary: Christianity, Germanic tribes,metalworkers, Roman law, Vandals, Visigoths

Special attention

• Sequencing historical events

Hands on

Presentation

• Say: Describe the church in thephoto. (It’s small, made of stone, with long,narrow windows.)

• Ask: What do you know about theVisigoths? Elicit ideas. Present and with and .

• Write on the BB: Visigoths, Romans,Vandals. Ask Ss to number them in theorder they arrived on the Iberian peninsula.(3, 1, 2)

• Ask: What was the capital of the Visigothickingdom? (Toledo) Describe how they lived.(In villages; they were farmers andmetalworkers.) How did they unify theirkingdom? (They changed their language,religion and laws …) Why did the Visigothickingdom end? (The Muslims invaded andconquered the peninsula.)


124123

21

READ

LOOK

Looking up information

• Ask: What do you know about StIsidore of Seville? (He was a key figurein the Visigothic period in Spain)

• Write on the BB: Why was he famous?What was his most important work?

• Ask: Where can you find thisinformation? (encyclopaedias, historybooks, Internet) Explain how toinvestigate: first, look up informationand read it; then, extract the mainideas; next, organise the ideas; finally, write the report.



M.A …crossed the Pyrenees… Later, they conquered the territories … Finally, they extended Visigothic rule …

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119

Special attention


Hands on

Presentation

• Focus on the photos. Ask: What canyou see? (columns and arches) Comparethe arches: Which building has red andwhite arches? (the Great Mosque ofCordoba) Which has more elaboratearches? (the Aljafería in Zaragoza)

• Ask: Where did the Muslims come from?(northern Africa) Present and withand .

• Ask: Where did the Muslim invasion beginin Spain? (in the south) What was thecapital of Al Andalus? (Cordoba) What wasthe highest Muslim authority called?(caliph) Describe how the Muslims lived inAl Andalus. (Many lived in cities and weremerchants and craftsmen.) What did theMuslims bring to Al Andalus? (customs,laws and religion) What types of buildingsdid they build in Spain? (mosques andpalaces)

• Ss read .

and Activity Book, pages 48, 49.ER

3

126

12521

READ

48 THE MIDDLE AGES

1. Muslims and Christians

In 711 A.D., a small army of Muslims from northern

Africa invaded Visigothic Spain. In seven years,

they conquered most of the peninsula

and the Balearic Islands. Under the Muslims,

Hispania was called Al Andalus.

The Muslims brought their customs, laws and

religion to Al Andalus. Their highest authority

was the caliph, and their religion was Islam.

Many Muslims lived in cities, and worked

as merchants and craftsmen.

Christians continued to live in the north

of the peninsula. Their highest authority was

the king, and their religion was Christianity.

Most Christians lived in the countryside,

and were farmers.

2. Al Andalus

For almost eight hundred years, the centre

and south of the peninsula were Muslim.

The Muslims built cities, protected by walls,

on hills. They built palaces, such as the Aljaferia

in Zaragoza.They also built mosques,

such as the Great Mosque of Cordoba,

to practise their religion.

The most important Muslim city was Cordoba,

the capital of Al Andalus. The great philosopher

Averroes was born there.

3. The Christian kingdoms

After the Muslim conquest, small, independent

Christian kingdoms grew on the Cantabrian coast,

and in the Pyrenees. The first was the Kingdom

of Asturias, which later became the Kingdom of Leon.

Next, the Kingdoms of Aragon, Navarre,

and the Catalonian Counties were created.

Finally, the Kingdom of Castile was formed.

Al Andalus

READ

Independent Christianterritories

Main battles

Main Muslimexpeditions

Cordoba

Toledo

Zaragoza

Oviedo

Astorga

Merida

Battle ofCovadonga

Battle ofRoncesvalles

Battle ofGuadalete

Mediterranean

Sea

CeutaATLANTIC OCEANCanary Islands

AT

LA

NT

ICO

CE

AN

The Muslim conquest of the Iberian peninsula

The Aljaferia palace in Zaragoza

The Great Mosque of Cordoba

74

75


Comprehension. Ss copy and complete the sentences belowwith the correct word, then check by listening to .

Islam / Caliph / Africa / north / Hispania / king / seven

1. In 711 a small army of Muslims from northern … invadedVisigothic Spain.

2. In … years the Muslims conquered most of the peninsula andthe Balearic Islands.

3. Under the Muslims … was called Al Andalus.4. Their highest authority was the …5. Their religion was …6. Christians continued to live in the … of the peninsula.7. Their highest authority was the …

Answers: 1. Africa. 2. seven. 3. Hispania. 4. caliph. 5. Islam. 6. north. 7. king.

125

1



Vocabulary: Al Andalus, caliph, Christianity,Christian kingdoms, Christians, Islam,mosques, Muslims, palaces

Words of Arabic origin

• Ask: What do you know about AlAndalus?

• Explain that many Spanish words areArabic in origin. Ask if Ss know any.Write a list on the BB: almohada(pillow), alcalde (mayor), alcachofa(artichoke), zanahoria (carrot), azafrán(saffron), aduana (customs), almacén(warehouse), alcoba (bedroom),azulejo (glazed tile)…

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120

Muslim territory

Christian territory

ATLA

NTIC

OC

EA

N

M e d i t e r r a n e a n

S e a


PO

RT

UG

AL

NAVARRE

A R A G O N

C A S T I L E

KINGDOM OFGRANADA

ATLANTIC OCEANCanary Islands

READ

THE MIDDLE AGES 49

The Christian kingdoms

1. The Christian reconquest

Around the year 1000, Al Andalus weakened.

Finally, it broke up into small independent

kingdoms called taifas.

Meanwhile, the Christian kingdoms expanded,

and formed alliances. Their populations grew,

and their cities became prosperous.

In contrast, the taifas, weakened by their lack

of unity, lost many battles. The Christian

Reconquest was completed in 1492,

when the Catholic Monarchs conquered Granada.

2. The Christian kingdoms

Around 1230, the Christian territory

was divided into several large kingdoms.

• The Kingdom of Navarre included Navarre

and part of La Rioja.

• The Crown of Aragon included the Kingdom

of Aragon, Valencia and Majorca,

and the Catalonian Counties.

• The Crown of Castile included the Kingdom

of Castile and the Kingdom of Leon.

Later, it included all Andalusia,

except for the Kingdom of Granada.

• Portugal was an independent kingdom.

In 1479, the Catholic Monarchs, Isabella I

of Castile and Ferdinand II of Aragon, married

and united the Crowns of Castile and Aragon.

3. The Kingdom of Granada

The Kingdom of Granada was the last taifa kingdom.

Its territory included Granada, Malaga and Almeria.

It was weakened by internal disputes, and was

finally conquered by the Catholic Monarchs.

The Iberian peninsula in the fifteenth century

Burgos Cathedral was built in the Gothic style.

Gothic architecture is characterised by great height,

pointed arches and large windows.

76


Comprehension. Books closed. Write the following sentenceson the BB and ask Ss to choose the correct option.

1. Al Andalus weakened around the year 100 / 1000.2. Al Andalus broke up into small / large independent kingdoms.3. The Muslim kingdoms were called cities / taifas.4. The Christian kingdoms became bigger / smaller and more

prosperous.5. The taifas were weak and lost / won many battles.6. The Christian reconquest was started / completed in 1492.7. The Catholic Monarchs conquered the last Muslim kingdom,

Valencia / Granada.

Answers: 1. 1000. 2. small. 3. taifas. 4. bigger. 5. lost. 6. completed. 7. Granada.

1

Vocabulary: Catholic Monarchs, ChristianReconquest, Christian kingdoms, Gothic style,taifas

Special attention


Hands on

Presentation

• Focus on the map. Ask: Which waslarger in the 15th century, the Christian orthe Muslim territories? (the Christianterritories)

• Present , , with , , . Ask:What happened around the year 1000?(Al Andalus broke up into smallindependent kingdoms, called taifas. The Christian kingdoms expanded and formed alliances.)

• Ask: How was the Christian territory dividedaround 1230? (Kingdom of Navarra, Crownof Aragon, Crown of Castile, Portugal)

• How and when was the ChristianReconquest completed? (In 1492, whenthe Catholic Monarchs conquered theKingdom of Granada.)

• Focus on the photo of Burgos Cathedraland talk about the characteristics of Gothiccathedrals.

and Activity Book, pages 50-52.ER

129128127321

READ

Create a stained glass window

• Ask: Where can you see stained glasswindows? (in churches and cathedrals)

• Ss cut rectangles out of black card.

• They draw simple figures: stars,circles, diamonds and cut them out.

• They glue or tape coloured cellophaneover the holes then turn the card overto admire their «stained glasswindows».



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121

Special attention


• Understanding that historical events canoccur at the same time

Hands on

Presentation

• Explain to Ss that some historicalevents on this page occurred at the sametime as other events on the previous page.Ask: What happened in Spain in 1492?(The Catholic Monarchs completed theChristian Reconquest and unified thekingdoms of Spain.) (Columbus’sexpedition reached America.)

• Focus on the map. Ask: What can you see?(continents and oceans) On whichcontinents did Spain have territories?(America, Europe, Africa, Asia and Oceania)

• Ss read , and with , , anddo the activity at the bottom of the page.

132131130321

READ

50 THE MIDDLE AGES

Spain after 1492

1 Spain after 1492

Columbus’ expedition reached America in 1492.

In the same year, Ferdinand and Isabella,

the Catholic Monarchs, unified the kingdoms

of Spain. They began the conquest of America,

and Spain became the centre of a great empire.

Their successors, Charles I and Philip II, acquired

many new possessions in the 16th century.

In the 18th century, the kings established

an absolute monarchy. In this form of government,

the monarch’s actions are not controlled by law.

The local laws of the old kingdoms were abolished,

except in Navarre and the Basque Country.

2. The territories of the Spanish empire

Between the 16th and the 19th centuries, Spain

had possessions in almost every part of the world.

Spanish armies conquered the Canary Islands,

much of the Americas, the Philippines in Asia,

and several small territories in North Africa. The kingsiiiii

also inherited territories in central and southern Europe.

However, by the end of the 19th century, most

of these possessions no longer belonged to Spain.

3. Writers and artists

In the 16th and 17th centuries, Spain

produced many great works of literature and art.

This period is called the Golden Age.

In literature, Miguel de Cervantes wrote

Don Quijote de La Mancha. There were great poets,

such as Francisco de Quevedo and Luis de

Gongora. Lope de Vega and Pedro Calderon

de la Barca wrote many famous plays.

In painting, Diego Velazquez became the most

important artist of his time.

READ

Make new questions. Change the date.

What happened in 1492? What happened in ?the 16th century

The Spanish Empire

PACIFIC

OCEAN

ATLANTIC

OCEAN

I N D I A N

O C E A N

PACIFIC

OCEAN

NORTH

AMERICA

SOUTH

AMERICA

AFR ICA

EUROPEA S I A

O C E A N I A

The Spanish Empire

77


Comprehension. Write the dates and events on the BB and askSs to match them.

1. In 1492 a. Spain had possessions in almostevery part of the world.

2. In the 16th century b. the kings established an absolutemonarchy.

3. In the 18th century c. Columbus reached America.4. Between the 16th d. was the Golden Age of Spanish

and 19th centuries literature and art.5. By the end e. Charles 1 and Philip II acquired

of the 19th century many possessions for the empire.6. The 16th and f. Spain had lost most of its empire.

17th centuries

Answers: 1 – c. 2 – e. 3 – b. 4 – a. 5 – f. 6 – d.

1



Vocabulary: absolute monarchy, CatholicMonarchs, Golden Age, Spanish Empire

«Las Meninas«

• Show Ss a copy of «Las Meninas»(Maids of Honour) by Diego Velazquez.Ask: What do you know about thispainting?

• Ask: Do you think the painting is largeor small? Why? Describe the room /the people. Who do you think they are?Describe their clothes. What namewould you give this painting?

M.A. …the 18th century? …between the 16th and the 19th

centuries?

Chocolate. Cacao seeds were broughtto Europe by Columbus. At first, it was only used as a drink. Later, they mixed thepowder with sugar, milk and other things to make chocolate.

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122 ESSENTIAL SCIENCE 5 • Photocopiable material © Richmond Publishing - Santillana Educación, S.L.

1. Reorder the letters to make a correct word.

1. The Muslims built ASAPLEC.

2. The Muslims built SUMEOSQ.

3. They built SICETI on hills.

4. They occupied the centre and south of the peninsula for GETIH

hundred years.

5. The philosopher Averroes was born in ORCODBA.


1. The Kingdom of Navarre included Navarre and part of La .

2. The Crown of Aragon included the Kingdom of Aragon, Valencia, Majorca and

the Counties.

3. The Crown of Castile included the Kingdom of Castile and the Kingdom of

. Later, it included all Andalusia, except for the

Kingdom of .

4. Portugal was an independent kingdom. In 1479, the Catholic Monarchs,

Isabella 1 of Castile and of Aragon, married and

united the Crowns of Castile and Aragon.

Answers:1. Rioja. 2. Catalonian. 3. Leon,Granada. 4. Ferdinand II.

Answers:1. palaces. 2. mosques. 3. cities. 4. eight. 5. Cordoba.

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3

48

Worksheet 42. Date Apply your knowledgeBEGINNING OF THE MIDDLE AGES

1. Does the event correspond to the Christian civilisation or the Islamic civilisation? Write Christian or Islamic.

a. They arrived on the Iberian Peninsula in 711.

b. Their religion was Islam.

c. They created kingdoms in the north of Spain.

d. They lived in the countryside.

e. They built palaces and mosques.

f. They lived in cities.

2. Name three Christian kingdoms at the beginning of the Middle Ages.

a.

b.

c.

3. What parts of a medieval castle can you see in the photo. Tick ().

battlements

courtyard

tower

water

bridge

Islami©

Islami©

Christia>

Christia>

Islami©

Islami©

Arago>

Casti¬æ

Navar®æ

49

Worksheet 43. Date Read and learnMOSQUES

1. Read carefully.


a. Mosques are used for

b. The muezzin is responsible for

The place where Muslims pray

Muslims pray five times a day. On Fridays,they meet in mosques for communityprayer. The muezzin is responsible forcalling Muslims to pray. He calls themfrom a minaret, the mosque tower.

Inside the mosque, believers kneel andpray towards the wall which faces in thedirection of Mecca. Mecca is the mostsacred Muslim city.

As well as being a place of prayer,mosques are used as meeting places and even schools. Mosques have a largecourtyard at the entrance, a prayer hallinside, and one or more minarets,depending on their size.

During the Middle Ages, Muslims builtmany mosques on the Iberian Peninsula.The most important one is in Cordoba, the capital of Al-Andalus.

Circle the words related to mosques.

minaret courtyard bridge

university wall school

VOCABULARY

pra¥e® an∂ afi µæetin@ pla©efi an∂ schoolfi.

callin@ Muslimfi to pra¥.

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12

4

Activity B

ook

50

Worksheet 44. Date Apply your knowledgeTHE MIDDLE AGES

1. Complete the word map.

2. Answer.

a. Which was the last Muslim kingdom?

b. When was it conquered?

c. Who conquered it?

Match.

caliph • • a great philosopher

Gothic style • • small, independent kingdoms

Averroes • • the highest authority of the Muslims

taifas • • It is characterised by great height, pointed arches and large windows.

VOCABULARY

CHRISTIAN KINGDOMS

Kingdom of Navarre Crown of Aragon Crown of Castile

Territories included Territories included Territories included

Navar®æ

Lå Riojå

Arago>, Va¬enciå

Majorcå an∂

Cataloniå

Castilæ, Leo>,

Andalusiå ex©ep†

fo® Granadå

Granadå

1492

t™æ Catholi© Monarchfi

51

Worksheet 45. Date Read and learnTHE INVENTION OF THE PRINTING PRESS

2. Think and answer.

After the invention of the printing press, the price of books dropped. Why do you think this happened?

Match.

goldsmith • • a document written by hand

manuscript • • a person who copies manuscripts

scribe • • a person who makes things of gold

VOCABULARY

1. Read carefully.

Johann Gutenberg, inventor of the printing press

Gutenberg was born in the German city of Mainz around the year 1400. He was trained as a goldsmith, but he was always interested in printing, and he experimented with printing machines.

Finally he completed his invention, and around the year 1450, he formed a partnership with a German merchant who lent him the money for his printing business. He began to print his first books.

At that time, books were hand-written by scribes. Gutenberg designed the letters of his printing press to imitate the original manuscripts.

The Gutenberg Bible is usually considered to be the first printed book in the Western world.

Thanks to the invention of the printing press, news such as the discovery of America spread rapidly throughout Europe.

M. A. Becaußæ i† wafi no† >e©essar¥ to wri†æ bookfi b¥ han∂ anymo®æ.

T™æ printin@ p®esfi ma∂æ bookfi mo®æ c™eapl¥. Usin@ scri∫±fi wafi exπensi√¶.

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12

5

52

Worksheet 46. Date TasksIDENTIFY MEDIEVAL BUILDINGS

A

1. Identify the buildings in the photos as Christian or Muslim.

2. Answer the question.

What differences are there between the two buildings?

3. Choose a medieval building in your Autonomous Community. Complete the index card.

BUILDING

Date built:

Who built it:

What it was used for in the past:

What it is used for today:

B

Christia> Musliµ

T™æ Christia> buildin@ wafi uße∂ afi å houßæ an∂ fo® pro†ectio>. I† ifi å fort®esfi

T™æ Musliµ buildin@ ifi uße∂ fo® pra¥e®. I† hafi å mina®e†.

M. A.

Manzana®efi e¬ Rea¬ Cast¬æ

∫et∑ee> 1475 an∂ 1478

t™æ Marquifi oƒ Santillanå, Inigo LopeΩ

t™æ famil¥ ®esi∂en©æ

touristfi ca> visi† t™æ cast¬æ. Cultura¬ e√±ntfi a®æ™el∂ ™e®æ.

Notes:

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12

6

Activity B

ook

54

THE ROMAN PROVINCES OF THE IBERIAN PENINSULA

1. Cut out the Roman provinces.

2. Stick them on the map.

3. Write the names of Roman cities.

Notes:

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127

55

Pro

ject

5

ATLA

NTIC

O

CEAN

Can

ary

Isla

nd

s

Notes:

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Essential Science, Science, Geography and History, for Year 5 of Primary Education is a collective work, conceived, designed and created by the Primary Education department at Santillana, under the supervisionof JOSÉ LUIS ALZU GOÑI, JOSÉ TOMAS HENAO and MICHELE C. GUERRINI

Contributing authors: Cristina Zarzuelo, Jane Kilner and Lesley ThompsonEnglish language editors: Martin Minchom, Cathy Myers, Sheila Klaiber, Nancy Konvalinka, Nikki StruttEnglish language specialist: Jeannette West

Art director: José CrespoDesign coordinator: Rosa MarínDesign Team:

Cover: Martín León-BarretoInterior: Rosa Barriga

Artwork coordinator: Carlos AguileraDesign development: Raúl de Andrés, José Luis García and Javier TejedaTechnical director: Ángel García EncinarTechnical coordinator: Marisa ValbuenaLayout: Fernando Calonge and Miguel Á. Mora-GilResearch and photographic selection: Amparo RodríguezPhotographs: C. Jiménez; F. Ontañón; GARCÍA-PELAYO/Juancho; I. Rovira; J. Jaime; J. Lucas; M. G. Vicente; S. Enríquez/Our thanks to the electrical appliances shop EXPERT; HIGHRES PRESS STOCK/AbleStock.com; I. Preysler; STOCKBYTE; MATTON-BILD; SERIDEC PHOTOIMAGENES CD; ARCHIVO SANTILLANA

All rights reserved. No part of this book may be reproduced, sto-red in a retrieval system or transmitted in any form or by any me-ans, electronic, mechanical, photocopying, recording or otherwise,without the prior permission in writing of the publisher.

© 2006 by Santillana Educación, S. L./Richmond PublishingTorrelaguna, 60. 28043 Madrid

Richmond Publishing is an imprintof Santillana Educación, S. L.

PRINTED IN SPAINPrinted in Spain

ISBN: 84-294-0963-7CP: 857415D.L.:

Richmond Publishing4 Kings Street CloistersAlbion PlaceLondon W6 0QTUnited Kingdom

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Teacher´s book science 5º richmond

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