Science Teacher Book 6

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Teacher’s Book

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Essential Science 853705_C.ai

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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 which students require at this level.

Science, Geography and History

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

Science, Geography and History

• The Student’s Book guides students towards curricular objectives.

Activity Book

• A series of presentations explain key concepts in clear and simple language. • Basic activities in the Student’s Book give students the confidence to ask simple questions, and make short, descriptive statements.

• The Activity Book provides reinforcement and extension activities. • It includes projects and tasks to widen the students’ horizons, and stimulate reflection on work and progress. • The Student’s CD gives an extensive selection of recorded texts. • The students’ self-confidence will grow, as their fluency and pronunciation improve. • Learner autonomy is encouraged.

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Teacher’s Book

• Essential Science provides a wealth of material to teachers and students. This gives teachers great flexibility to choose. They can adapt their work in view of the time the students spend on Science, Geography and History in English. • Internet resources are available for teachers and students on our websites. Links encourage students to go further in their research. • Richmond Student’s Dictionary is a valuable reference tool. • Assessment, Extension and Reinforcement worksheets provide teachers with additional resources. • Posters and flashcards give teachers important visual back-up.

Machines

Machines make work easier. They All machines help us to do need energy to tasks with less work. effort. Some machines change the intens a little force, the machine produ ity of a force: when we apply ces a bigger force.

For example, levers change the direct change the intensity of a force. Other machi ion of a force. on a pulley rope, For nes we create a downwexample, when we pull end of the rope ard force; the rises. object on the other

Simple Machi nes

A simple machi ne machines, which has few or no moving parts. There are six can be groupe simple d as inclined planes and levers .

Inclined Plan e Group Inclined Plan es

An inclined plane is a sloping surface, up or down. The such as a object moves farther than when ramp. Inclined planes are but less force used to move is needed. Inclined it is lifted straight objects Examples: staircase, planes change the intensity and up or lowered straight down, ramp, slide direction of a force.

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

Lever Group

Lever

We use levers to lift things. A lever turning point is called the fulcrum. is a board or bar that rests on a turning point. is to move. When The closer the we apply a force This object is to the resistance point. fulcrum, at the effort point, Levers change the force is intensifiedthe easier it Examples: seesaw, both the intensity at the and hammer, bottle opener, crowbaw, direction of a force. human arm

Effort

Screws

Screws are used to hold objects inclined plane together and to raise and lower wrapped around When you put a things. A screw a screw into wood, nail. The inclined plane of a screw is called is an tightly. Screws the thread cuts the thread. change the direction a groove in the Examples: bolt, wood, making Archimedes screw and intensity of a force. it hold very

Resistance Fulcrum

Pulley

A pulley is made up of a wheel Pulling down and a rope. The on one end of rope fits into the rope a groove on the loads up, down wheel. or sideways. Pulleys lifts the object on the other Examples: flag end. Pulleys help change the direction pole, crane move of a force.

Wedges

A wedge is made up of two inclined meet and form planes joined a sharp edge. back to back. Wedges can be to split things used to hold things The edges of the planes apart, as in a knife. Wedges Examples: ax, change the direction together, as in a nail, or knife, nail of a force.

Wheel and Axle

An axle is a cylinder that goes through to turn. Wheels the center of and axles change a wheel. The from place to the intensity of axle allows the place. a force, making wheel Examples: door it easy to move knob, wagon things wheels

Compound Ma chines

A compound machi Compound machi ne is made up of two or more nes work togeth simple machi nes. Examples: wheel er barrow, can opene to make a task easier. r, bicycle, shears

levers

wheel and axle © Richmond Publishing 2006. Richmond Publishing is an imprint of Santillana Educación, S.L.

© Richmond Publishing 2006. Richmond Publishing is an imprint of Santillana Educación, S.L.

Animal and Plant Habitats 1 2

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6

7 Key

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10

11

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Activities

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Habitats Have students identify the animals and plants according to their habitats: animals and plants which live in hot places (camel, toucan, koala, rattlesnake, cactus), animals and plants which live in temperate places (moose, lynx, rhesus monkey and ferns), animals and plants which live in cold places (peguin, polar bear, walrus, fir tree). Then have students identify the animals which live in trees (orangutan, koala, toucan), the animals which live on the ground (lion, elephant, kangaroo) and animals which live in water (whale, shark, sea lion).

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Birth Have students draw and label animals that are born from their mothers (the mammals, including the marine mammals), and animals that are born from eggs: the birds, reptiles, and fish.

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Body Covering

• The Teacher’s CDs contain a selection of recorded texts as well as all the Student’s CD recordings.

Have students identify the animals which have four legs (lion, rhinoceros, koala), the animals which have two legs and two wings (penguin, parrot), the animals which have fins (shark, whale, dolphin) and the animals which do not have legs, wings or fins (rattlesnake).

38 39

Write these headings on the board: Hair, Scales, Feathers. Have students list animals under the headings according to their body covering (e.g., Hair—the mammals, even marine mammals have some facial hair when they are born; Scales—shark, rattlesnake; Feathers—eagle, toucan, parrot, penguin).

Body Parts

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Movement Students list animals under these headings: Animals that Run, Animals that Fly, Animals that Swim, Animals that Slither (e.g., run—lion, tiger, reindeer; fly—eagle, toucan, macaw; swim—dolphin, whale, shark; slither—rattlesnake). Ask individual students to imitate the movements of different animals and have the class guess what they are.

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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42

Polar Bear Walrus Brown (Grizzly) Bear Fir Tree Grey Wolf Red Deer Reindeer Killer Whale Moose Sea Lion Saguaro Cactus Rattlesnake Bald Eagle Lynx Palm Tree Tiger Bamboo Giant Panda Rhesus Monkey Dolphin Jaguar Macaw African Elephant Baobab Dromedary Camel Indian Elephant Llama Alligator Lion Giraffe Orangutan Toucan Spider Monkey Rhinoceros Gorilla Shark Kangaroo Eucalyptus Koala Ombu Whale Penguin

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CONTENTS FOR SCIENCE, GEOGRAPHY AND HISTORY

Natural sciences

UNIT

4

CONCEPTS

BOOK 6

PROCEDURES

CITIZENSHIP

01. Ecosystems

• Ecosystems and their main components • Living things and the environment • Relationships between living things • Environmental problems

• Studying photographs to obtain information • Interpreting a food chain diagram • Analysing environmental problems

• A fine balance • Be environmentally conscious

02. The body

• Parts and functions of the musculoskeletal, nervous and endocrine systems • Reflex and voluntary movements • Internal coordination

• Analysing and interpreting drawings related to movement • Identifying types of movements

• A healthy diet • Prevent injuries

03. Sexual characteristics

• Primary and secondary sexual characteristics • Female and male reproductive systems • Fertilisation and development • Labour

• Observing and drawing information from pictorials and diagrams • Using tables and diagrams to process information

• Take care of your body • Birth: shared responsibility

04. Energy

• Types and sources of energy • Energy conversion • Light and its properties • Sound and its qualities

• Observing and drawing information from photographs, diagrams and graphs • Using audio recordings to follow texts

• Saving for the future • Noise pollution

05. Electricity and magnetism

• Electrical charges • Electrical current and electric circuits • Magnets • Electricity distribution

• Studying photographs • Interpreting information from drawings and diagrams

• Electrical safety • Electricity and pollution

06. Forces

• Types of forces • Distortion and motion • Types and parts of machines

• Studing photographs to obtain information • Using tables and diagrams to process information

• Seatbelts • Limit your screen time

07. The Solar System

• The Solar System • Movements of the Earth • The Moon and eclipses • Stars, galaxies and constellations

• Observing and interpreting information from drawings and diagrams • Using tables and diagrams to process information

• Daylight saving time • Observing eclipses safely

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Geography and History

UNIT

CONCEPTS

PROCEDURES

CITIZENSHIP

08. Landscapes of Spain

• Main geographic features • Coasts • Rivers and watersheds • Climate, flora and fauna

• Observing and interpreting maps and pictures • Reading and comprehending texts

• Landscape protection • Protect our flora and fauna

09. The population of Spain

• Population • Economy • Territorial organisation • Political organisation

• Obtaining information from maps and pictures • Using graphs and tables to process information

• Spain's population diversity • Respect in a democratic society

10. Europe

• Physical features • Climates • Population structure and distribution • The European Union

• Interpreting maps and pictures • Reading and comprehending texts

• Europe's rivers in danger • Diversity

11. Prehistory and Antiquity

• Prehistory on the Iberian Peninsula • Pre-Roman civilisations • Roman Hispania

• Observing and interpreting maps and pictures • Using charts and diagrams to process information

• Civilisation legacies • Preserving our historic treasures

12. The Middle Ages

• The formation and cultural heritage of the Visigothic kingdom • Development of Al Andalus • The Christian kingdoms and the Reconquest

• Observing and interpreting maps and pictures • Using audio recordings to follow texts

• Islamic legacies • El Camino de Santiago: a legacy from the Middle Ages

13. Spain after 1492

• The Spanish Empire and the Catholic Monarchs • Culture and politics in the 17th century • Bourbon Spain • The 19th century

• Reading and comprehending texts • Using diagrams, charts and timelines to process information

• Contributions from the New World • A Constitution

14. The 20th century

• The early 20th century • The Second Republic • The Civil War and the dictatorship • The transition to democracy 20th century culture and society

• Observing and interpreting pictures • Using timelines to process information

• Peace education • Gender equality

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The Student's Book indicates Richmond World Facts Readers.

Title • This is the number and title of the unit.

Ecosystems COMPARE

indicates an Internet Activity.

Compare the photographs. • What living things can you see? • What do you see around them? • In what other places can you find animals?

indicates a reading activity.

Look

READ

1. Ecosystems

shows that it is also recorded.

1

2. Types of ecosystems

An ecosystem consists of all the living things in a specific environment, and their interaction with their habitat. Ecosystems can be small, like a pond, or large, like a rainforest.

• Forests, grasslands and deserts are terrestrial ecosystems.

The components of an ecosystem are:

• Many living things live in forests and grasslands. The abundant vegetation provides them with food.

• Living things: the plants in an ecosystem are called flora. The animals are called fauna. There are also fungi, bacteria and algae.

• Few living things live in deserts because there is little food. • Freshwater ecosystems, such as rivers and lakes, and marine ecosystems, such as the sea, are aquatic ecosystems.

• The environment: this refers to the surrounding conditions which affect living things, such as soil, climate, water, air and light.

Activities • Activities at the bottom of the page reinforce basic concepts, and practise structures and vocabulary. • Some are linked to citizenship themes.

2

There are two types of ecosystems, terrestrial and aquatic:

indicates that the activity should first be done orally.

Complete the sentences. Flora refers to the … in an ecosystem. Fauna refers to the … in an ecosystem. Make more sentences. Change the underlined words. A desert is a terrestrial ecosystem.

ECOSYSTEMS

5

indicates that it can also be used as a writing exercise.

Read • Information is organised into numbered sections.

g g Living things People Insecticides All species

obtain affect pollute depend on

Ask and answer questions. Do many living things live in deserts? Do insecticides pollute the soil?

food in different ways. the environment. the soil. other species in food chains.

Yes, they do. / No, they don’t. Yes, they do. / No, they don’t.

GIVING EXAMPLES

Essential language • The Essential Language section summarises all the key language used at this level.

Freshwater ecosystems, Marine ecosystems, Producers, Decomposers, Some human activities,

such as

rivers and lakes ... the sea ... plants and algae ... fungi and bacteria ... agriculture ...

Complete the sentence. Some human activities, …

The body DESCRIBING THINGS The skeleton The muscular system The central nervous system The musculoskeletal system The peripheral nervous system

consists of

all the bones in the body. all the muscles in the body. the brain and the spinal cord. the skeleton and the muscles. nerves.

Ask and answer questions. What does the skeleton consist of? EXPRESSING ABILITIES

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• The units begin with a LOOK or COMPARE section which focuses attention on the theme of the unit.

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The Activity Book • Learner autonomy: the students assess their own progress.

I can do it

Activities • The Activity Book offers a wealth of activities.

Contents UNIT UNIT

II CAN CAN DO DO IT IT

Living things Ecosystems Our The senses body

RELATIONSHIPS BETWEEN LIVING THINGS 1. Match and label.

3

can compare living things and non-living things. I canI describe an ecosystem. 3I canI sequence can identify animal and plant habitats. a food chain.

secondary consumer

6

can identifydifferent our five senses. I canI distinguish parts of the body. 6I canI describe can namethe thehuman parts of the eye and the ear. brain.

A

can name some muscles. I canI classify male andbones femaleand genital organs. can say how we use our muscles. the birth process and newborn babies. 10 10I canI describe

Animals Energy

can classify animals in different groups. I canI classify energy sources. can identify what different animals eat. qualities of light and sound. 16 13I canI describe

Vertebrates Electricity and and invertebrates magnetism

can identify vertebrates and invertebrates. I canI describe electricity and electric circuits. can name the characteristics of mammals. magnetism and magnetic fields. 20 16I canI explain

The Earth Forces

can identify of the Earth. I canI identify typesthe of three forcesparts and motion. can compare solids,and liquids gases. machines theirand mechanisms. 25 25I canI describe

The Solar Water System

can say we in find I canI name thewhere planets thewater. Solar System. can describe the water cycle. eclipses. 27 27I canI describe

Landscapes Air of Spain

can describe the characteristics I canI identify the different landscapes of air. Spain. can about identifySpanish some atmospheric phenomena. climates, flora and fauna. 31 30I canI talk

The population Plants of Spain

can about identifypopulation stems, leaves andinroots. I canI talk density Spain. can compare trees, bushes andingrasses. political organisations Spain. 34 32I canI describe

Flowering Europe plants

can name some features of the parts of a flower. I canI identify physical of Europe. can about describe plants Union. grow. thehow European 38 35I canI talk

Prehistory and The landscape Antiquity

can identify different landscapes. I canI classify different periods of Prehistory. can about name Pre-Roman the parts of and a mountain. Roman times. 44 40I canI talk

Water and weather The Middle Ages

can describe the course of a river. I canI sequence events in the Middle Ages. can talk about the weather. medieval society. 47 44I canI describe

Spain after Population 1492

can about compare towns of and I canI talk the cities, importance thevillages. Golden Age. can identify someinmeans of transport. events Spanish history. 50 48I canI sequence

plankton

Work The 20th century

can about identifythe some of work. I canI talk Civiltypes War and the dictatorship. can talk about the needs of industry. culture in Spain. 20th century 53 51I canI describe

VOCABULARY

I can talk about the past. 53 I can make a family tree. 14 PROJECT 6: Animal index cards 15 PROJECT 7: Make a skeleton to study23 bones and joints PROJECT 8: An experiment 24 PROJECT 9: Make objects to experiment 30 with air GLOSSARY: Make a relief model of your autonomous community

producer B

Sexual Our body characteristics

seaweed

tertiary consumer

primary consumer

C

D

clam

crab

octopus

2. Number the elements in these food chains. a.

1

giraffe

trees and shrubs

lion

b.

Extra Past and present PROJECT 1: PROJECT 1: 2: PROJECT 2: 3: PROJECT 3: 4: PROJECTS PROJECT 5:4-7: PROJECT 8: GLOSSARY:

Apply your knowledge

Worksheet 2. Date Read Read and and tick tick

shark

shrimp

tuna

small fish

Match. 20 21-24 37 38-39 56-57 58-64

42 43 56 57 58-63

competition • parasitism • mutualism •

2

• A living thing lives in or on another living thing and harms the host. • Several species compete for the same things. • A living thing eats the parasites in or on another living thing, which benefits both living things.

4

Project 3

MAKE ELECTRICAL CIRCUITS Make a series circuit. labia

You will need the following: • 1.5 volt battery

labour

Glossary

• 3 light bulb holders • 3 light bulbs

amplitude menstruation

• 4 wires

biomass

• Students use the glossary to record the vocabulary they have learned.

Make a parallel circuit. You will need the following: • 1.5 volt battery • 3 light bulb holders • 3 light bulbs

teste thyroid gland voluntary

ovary penis period

convex

premature

echo

prostate

electrical

puberty

electricity

reproductive system

fan

scrotum

fossil fuel

amnion

Caesarean section seminal vesicle clitoris contraction dilation

Projects and tasks

1. What happens if you remove one of the light bulbs from the series circuit?

2. What happens if you remove one of the light bulbs from the parallel circuit?

3. How is a string of lights for a Christmas tree connected, in series or in parallel? Why?

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Peace education

Health education

egg cells

• Projects and tasks lead the students to reflect, and carry out simple experiments.

Road safety

Consumer education

concave

pregnancy

belly button

Now answer the questions by experimenting with the circuits.

chemical

afterbirth

• 6 wires

Multicultural non-sexist education

absorb

lactation

sperm

intensity light bulb

teste mechanical energy testicle non-renewable umbilical cord opaque

embryo

urethra

Fallopian tube

uterus

fertilisation

vagina

foetus

vas deferens

refract

genital organ

vulva

renewable

incubator

zygote

replenish

pitch reflect

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Environmental education

Citizenship

Sex education

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The Teacher's Book

Materials for reinforcement, extension and assessment

Contents for Science skills

UNIT 1

Ecosystems UNIT CONTENT

RESOURCES

Content objectives

Resource folder

1. Identifying ecosystems and their main components 2. Recognising and describing the main ecosystems 3. Understanding how the environment affects living things, and how living things can affect the environment 4. Identifying and describing relationships between living things 5. Identifying and understanding the main environmental problems

PHOTOCOPIABLE RESOURCES

• Reinforcement and Extension – Reinforcement: Worksheet 1 – Extension: Worksheet 1

SPECIAL PROGRAMMES*

• Developing intelligence worksheets • Working with recent immigrants

• Assessment

Language objectives 1. Giving examples: like a pond, such as rivers … 2. Giving definitions using relative clauses: everything which affects … 3. Expressing quantity: many living things … some human activities … several species … a lot of heat … 4. Identifying items: known as … 5. Expressing ability: Pollution can change ecosystems … is possible thanks to … 6. Expressing contrast: However, … 7. Describing results: Consequently, … 8. Zero conditional to describe a fact: If one … becomes …, other species can become …

Internet resources

Contents

Ecosystems and biomes http://www.kidsgeo.com/geography-for-kids/ 0164-ecosystems.php Learn about ecosystems and biomes. PROCEDURES

• Study photographs of different ecosystems to obtain and compare information • Interpret a food chain diagram • Analyse environmental problems • Use tables and diagrams to present information

ATTITUDES

• Develop awareness of environmental damage • Understand the importance of environmental protection

www.richmondelt.com www.indexnet.santillana.es Managing ecosystems http://www.bbc.co.uk/schools/gcsebitesize/geography/ ecosystems/index.shtml Revise topics related to ecosystems and take tests.

Global warming http://globalwarming.enviroweb.org/index.html Find information and games on global warming. Food chains http://www.bbc.co.uk/schools/revisewise/science/ living/03b_act.shtml Revise information on food chains and take a test.

• • • •

Defining ecosystems and identifying their main components Identifying living things in a food chain Describing relationships between living things Describing the main problems of the environment

Elephants

An ecosystem is made up of all the living and non-living things found in a specific area. It includes the plants and the animals that live there, the landscape and the weather. An ecosystem can be as large as the African savanna, pictured here, or as small as a puddle.

Diet: Elephants digest only about 40 percent of what they eat, and have to eat enormous amounts of vegetation, up to 300 kilogrammes a day. Elephants eat almost anything green. Social Group: Elephants live in herds normally composed of 8–15 related members led by a dominant cow.

Rocks

Other resources Assessment criteria

Ecosystems

• • • •

Plants and animals are the living parts of an ecosystem. The living things in an ecosystem depend on each other. For example, elephants eat the fruit of certain trees for nourishment. When they have digested the fruit, they excrete the seeds. Their excrement fertilizes the seeds, helping a new tree to grow. All living things need to get nourishment. They get nourisment in different ways: • Plants make their own food. • Some animals, called herbivores, eat plants. Elephants, wildebeest, zebras and giraffes are herbivores. • Other animals, called carnivores, eat animals. Lions and hyenas are carnivores. Every living thing in an ecosystem is important. If one becomes more dominant than the others, the ecosystem can develop problems. • If there are too many herbivores in an ecosystem, they will eat all of the plants. Then the herbivores will die because there will not be enough to eat. If the herbivores die, the carnivores will also die because they will not have enough to eat. • If there are too many carnivores in an ecosystem, they will eat all of the herbivores. Then the carnivores will die because they do not have anything to eat.

Plants

Rocks provide shelter and homes for many types of animals. Some animals, such as snakes, seek shelter from the high temperatures in the savanna. Others, such as leopards, use the rocks to hide their young from predators.

Plants are the producers in an ecosystem. All of the animals in an ecosystem would die if there were not any plants. The herbivores would die because there would not be any plants to eat, and the carnivores would die because there would not be any herbivores to eat.

Acacias

Giraffes

Acacia trees are a source of food for elephants and giraffes. Leopards often sleep in their high branches, far out of reach of lions and hyenas.

Diet: Giraffes mainly eat several species of acacias, but they also eat the leaves and shoots of other species. Males eat from higher branches and females from lower ones. Social Group: Giraffes live in herds of 10–20; herds can reach up to 100.

Lions

Richmond World Facts Richmond Student's Dictionary Flashcards Posters

Soil, water, air and climate are the non-living parts of an ecosystem. The non-living parts determine what kinds of plants and animals can survive in an ecosystem. For example, if the temperature is very low, polar bears might live there, but snakes will not. If there is only a little water, camels might live there, but frogs will not.

Wildebeest Diet: Wildebeest eat short, sweet grasses and succulent plants. Social Group: Herds of over 1,000 animals can sometimes be seen on the savanna, on the move to new pastures.

Zebras

Hyenas

Diet: Zebras rely almost entirely on a variety of grasses, but they also eat leaves and twigs. Social Group: Zebras are social animals that form small families of 5–20 animals, consisting of a dominant male, females and young.

Diet: Hyenas kill about 95% of their prey, but they also scavenge for carrion. Primary prey includes wildebeest, gazelles, zebra and buffalo. Social Group: Hyenas usually live in clans of up to 80 individuals. The clan is lead by a dominant female.

Diet: Prey consists primarily of wildebeest and zebra, but also includes giraffes, buffalo and gazelles. Lions also scavenge food, chasing hyenas and other carnivores from their kills. Social Group: Lions live in large social groups, called prides. A lion pride typically has 20 or more individuals, consisting usually of two males, several females and their young. Males stay with a pride as long as they are strong enough to defend it from other males.

© Richmond Publishng 2006. Richmond Publishing is an imprint of Santillana Educación, S.L.

CONCEPTS

• Ecosystems and their main components • Effects of the environment on living things and vice versa • Relationships between living things • Environmental problems

– Assessment: Worksheet 1

Food Chains A food chain is a group of living things that depend on each other for nourishment. Plants make their own food and all food chains start with a plant. Next, a herbivore eats the plant. Finally, a carnivore eats the herbivore. All living things in an ecosystem belong to a food chain and every ecosystem has several food chains.

* Not yet available in English

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Contents for English skills

8

17

Internet resources

Other resources

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Language objectives • A cross-reference to the language objectives.

Content objectives • A cross-reference to the content objectives on the previous double page.

Hands on • A classroom experiment which is motivating and simple to do.

Vocabulary • Presented in alphabetical order.

Special attention

• Students should learn it.

Vocabulary Content objectives: 1, 2, 3.

Vocabulary Content objectives: 3, 4.

algae, aquatic, bacteria, desert, ecosystem, environment, fauna, flora, freshwater, fungi, grassland, living thing, marine, terrestrial

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

Relationships between living things

1. Living things and food

I Hands on

Living things obtain food in different ways:

• What living things can you see?

• Producers, such as plants and algae, make their food. • Primary consumers, such as zebras and fish, eat plants and algae. • Secondary consumers, such as lions and snakes, eat primary consumers. • Tertiary consumers, such as eagles and owls, are secondary consumers which eat other secondary consumers. • Decomposers, such as fungi and bacteria, eat the remains of other living things.

• What do you see around them?

Ecosystem in a bag • Put pebbles in a soda bottle cut in half. Cover the pebbles with soil. Plant seeds and cover with more soil. Add water until it reaches the pebbles. Seal in a plastic bag and place it in the Sun. Ask: What do you think is going to happen in this ecosystem? • Observe your new ecosystem over several weeks. Ask Ss to describe the changes they notice, and to identify the elements of the ecosystem (soil, air, water, Sun, plants). • Discuss how the water recycles itself.

• Identifying tertiary consumers

3

Compare the photographs.

• In what other places can you find animals?

The food chain

• Pronunciation: tertiary, parasitism, mutualism

Tertiary consumer

I Hands on

owl

Secondary consumer

Food Web • Draw a large triangle on a large piece of paper. Divide the triangle in four levels. Label each level from bottom to top in the following order: producer, primary consumer, secondary consumer, and tertiary consumer. • Ss draw or cut out pictures of living things from magazines, label them and glue them to the appropriate level.

2. Food chains Food chains show how food transfers from one living thing to another in an ecosystem. Look at the diagram.

snake

Primary consumer

3. Parasitism, mutualism and competition

READ

1. Ecosystems

1



The components of an ecosystem are:

• Many living things live in forests and grasslands. The abundant vegetation provides them with food.


• COMPARE Focus on the photos. Living things: top photo – tree; bottom photo – fish, seaweed, coral. Environment: top photo – rocks, air, light; bottom photo – rocks, water, light. Discuss life in other places.

4

• Parasitism: a parasite is a living thing which lives in or on another living thing, its host. It harms the host. • Mutualism: a living thing eats the parasites which live in or on another living thing. It benefits both living things. • Competition: several species compete for the same thing.

2

An ecosystem consists of all the living things in a specific environment, and their interaction with their habitat. Ecosystems can be small, like a pond, or large, like a rainforest. • Living things: the plants in an ecosystem are called flora. The animals are called fauna. There are also fungi, bacteria and algae.

I Presentation

• Ask: What makes the ecosystems so different in these two photos? (mainly the water) What do you think living things need to survive? (food, water, air, sunlight)

I Special attention

LOOK AND READ

COMPARE

• Identifying interactions within ecosystems

competition, decomposer, food chain, host, mutualism, parasitism, primary consumer, producer, secondary consumer, tertiary consumer

Language objectives: 1, 2, 3.

Ecosystems

I Special attention

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

• Forests, grasslands and deserts are terrestrial ecosystems.

rabbit

Producer

Parasitism Lichen grows on a branch.

I Presentation

• Few living things live in deserts because there is little food.

grass

• Freshwater ecosystems, such as rivers and lakes, and marine ecosystems, such as the sea, are aquatic ecosystems.

The heron eats insects.

Make more sentences. Change the underlined words. A desert is a terrestrial ecosystem.

plants, animals / Model answer (M.A.) A pond is a freshwater ecosystem. A rainforest is a terrestrial ecosystem.

• LOOK AND READ Present 1 and 2 with 3 . Focus on the food chain diagram. Ask: What are the producer / primary / secondary / tertiary consumers in this particular food chain? (grass, rabbit, snake, owl) Can you add another living thing to extend this food chain? (fox, wolf, human…)

Put these elements of a food chain in the correct order: cat leaf bird caterpillar

Complete the sentences. Flora refers to the … in an ecosystem. Fauna refers to the … in an ecosystem.

ECOSYSTEMS

5

6

ECOSYSTEMS

Mutualism

Give some examples of primary consumers.

leaf, caterpillar, bird, cat / M.A. grasshoppers, worms, gazelles, cows

• Create a new food chain diagram on the BB with the help of Ss. Examples: grass, grasshopper, rat, hawk; seaweed, fish, seal, shark.

I CONTENT AND LANGUAGE DEVELOPMENT

I CONTENT AND LANGUAGE DEVELOPMENT

1 True or false? Write these sentences on the BB, or distribute photocopies of page 21. Ss decide if they are true or false, and correct them if necessary. 1. Rivers and lakes are marine ecosystems. 2. An ecosystem can be terrestrial and aquatic. 3. Few living things live in deserts because there is a lot of food. 4. Ecosystems can be large or small. 5. Many living things live in forests or grasslands.

1 Comprehension. Complete the following sentences with the correct verb: 1. Producers … their food. 2. Primary consumers … plants and algae. 3. Food … from one living thing to another in a food chain. 4. … , such as fungi and bacteria, eat the remains of other living things. 5. Secondary consumers eat … consumers.

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

Answers: 1. False. Rivers and lakes are freshwater ecosystems. 2. False. It can be terrestrial or aquatic. 3. False. There is little food. 4. True. 5. True.

Answers: 1. make. 2. eat. 3. transfers. 4. Decomposers. 5. primary.

R Activity Book, page 3.

Listening. Play 1 , and Ss complete the text on page 21 of the Teacher's Book. Ss compare answers and listen again.

• READ Ss read 1 and 2 and listen to 1 and 2 . Make a two column table on the blackboard (BB). Down the left, Ss brainstorm types of ecosystems (rainforests, oceans, deserts, grasslands, rivers, forests, lakes, tundra, …). Write these headings: type of ecosystem, flora, fauna, environment. Complete the table with help of Ss.

2

2 Listening. Ss look at photocopies of the text on page 22, and predict the missing words. They check their answers with

• In pairs, Ss create food chains for different ecosystems. • Read 3 and listen to 4 . Focus on the photos about parasitism and mutualism. Explain the parasitism between the lichen and the tree. Ask: Who benefits from it? Who is harmed? Explain the mutualism between the heron and the buffalo. Encourage Ss to share examples of parasitism, mutualism and competition. R Activity Book, page 4.

4

.

18

19

Presentation • The suggestions include texts as well as graphic materials, such as photographs, drawings, diagrams and graphs.

Content and language development

Citizenship

• These activities combine Science and Language skills.

Activity Book ➔ R This symbol indicates a revision activity. E ➔ This symbol indicates an extension activity.

• Citizenship themes are identified with symbols.

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Learning skills Techniques Various learning skills can help students to master the contents of Essential Science:

Memorisation

• To extract information, it is important to study the whole picture carefully as well as look at the details. • Students study the accompanying texts, which give the names of the different parts or functions.

Highlighted words

• It is useful to associate new vocabulary with mental pictures, and then revise them in order.

• These are printed in bold. They highlight key points and vocabulary.

• When teaching the muscular systems, for example, ask students to touch the corresponding parts of their bodies.

Experiments

Photographs

• Before an experiment begins, students are asked to predict how they think it will end.

• Photographs help students to obtain information. It is helpful to ask students to study a picture before they have read the caption or received any other information.

• Students need to have a clear idea of the different stages of an experiment. • Point out the following: – material they will need

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

– initial state

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

– final result

– sequence of events

Enquiry questions

Diagrams • These diagrams represent parts of the human body, plants, etc. Some are realistic, while others are simplified.

• Learning should never be a purely mechanical process. Questions can be used to elicit prior knowledge, and find out students’ ideas.

4. Pregnancy

• Students should be encouraged to predict what they will learn: What do you know about global warming? What do you think this unit / this page is going to be about?

Pregnancy is the period from the moment of fertilisation until the birth of the baby. This normally lasts about nine months. The mother’s body experiences many changes during this period.

• Comparison questions encourage students to relate information from different sections: In what ways are … different from …?

placenta

umbilical cord

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

uterus amnion

foetus

vagina A foetus inside the uterus

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 best to begin by eliciting short, simple replies.

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Recorded Material

Knowledge and interaction with our world

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

• Essential Science is structured around a series of themes which show human interaction with the environment. Students learn to define problems, develop strategies and plan experiments.

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

Digital ICT competence

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

• Students acquire techniques for handling information in different formats. The second page of the teacher's notes for each unit lists a number of stimulating websites.

• 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 vocabulary or revise the content. • At the end of each unit on the Class CD, there is an additional recorded text for use with higher level classes. • The recorded material will help students with the pronunciation of new language and vocabulary.

Interpersonal and civic competence • The foundations are laid for students to become responsible citizens in the future. A variety of group tasks improves their social interaction. Their sense of responsibility is developed through topics such as the environment, population change and the European Union.

Cultural and artistic expression

Key competences Learning to learn

• Students learn to appreciate our cultural diversity. Our artistic and cultural heritage is examined in Units 11-14.

• This is a key objective of Essential Science. The Learning to Learn motivates students and familiarizes them with the contents (pages 3-4). Essential Language enables them to keep track of their progress (pages 58-64), while charts and diagrams help them to improve their learning skills.

YOU ALREAD Y KNOW A LOT!

THE BODY Name an impo rtant part of the digestive system. LIGHT How does light move?

Autonomy and personal initiative

SEXUAL CHA RACTERISTIC S What are the sex organs of men and wom en?

• A series of projects, experiments and investigation tasks stimulates the students' creativity, and allows them to display personal initiative. Student autonomy is encouraged both within and beyond the classroom.

MACHINES Name two types of

What is the first section on the page? LOOK AT THE PHOTOS What can you see? What is the differ ence between the two photos? Think about what you see in the Photos have a photos. lot of informatio n.

machines.

THE SOLAR SYST EM What are the plane ts in the Solar Mercury, Venu System? s, … SPAIN Describe the types of climate in Spain There are four . different types of climate in Spain …

Linguistic competence • Students continue to practise their communicative skills. Information texts consolidate the students' reading ability, while they acquire greater proficiency in writing.

TITLE What is the num ber of the unit? What is the title?

THE ENVIRON MENT What is an ecos ystem?

EUROPE Name four Euro pean countries which are on the Med iterranean. PREHISTORIC TIMES How did peop le live in the Palaeolithi c period?

What is the seco nd section on the page? EXPLANATION S These texts give you important information. Important word s appear like this: flora, fauna. SYMBOLS • The text is on the CD. • Richmond Worl d Facts • There is an Internet activity. • Speak • Read • Write

• These are topic s you will study this year. You already know a lot! 4

LIVING THINGS

ACTIVITIES These exercises give you practice in ESSE NTIAL SCIENCE .

Mathematical competence • Mathematical tools are introduced in meaningful contexts, such as population density (Unit 9).

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About this book Linking units and contents • Before students look at the Contents list, write a few titles on the left of the board: Ecosystems, Energy, Forces, Europe, The Middle Ages.

Contents

• On the right, write, in a different order, some of the information about the titles: Light, Machines, Danger to the environment, Al Andalus, Climates.

PAGE

Ecosystems 01 Relationships between living things Dangers to the environment The body 02 The muscular system The nervous system Internal coordination characteristics 03 Sexual The reproductive system Fertilisation and pregnancy Birth and newborn babies Energy 04 Types of energy Light Sound Electricity and magnetism 05 Electrical current and electric circuits Magnets and magnetism Electricity 06 Forces Forces and motion Machines Inside a machine The Solar System 07 The Earth The Moon and eclipses Stars, constellations and galaxies Landscapes of Spain 08 Coasts Rivers Climate, flora and fauna The population of Spain 09 The economy Territorial organisation Political organisation 10 Europe Climates Population and diversity The European Union and Antiquity 11 Prehistory Pre-Roman times Roman Hispania Middle Ages 12 The Al Andalus The Christian kingdoms after 1492 13 Spain Cultural splendour and political decline Bourbon Spain The 19 century 20 century 14 The The Civil War and the dictatorship Spain since 1975 20 century culture and society

...................................................................5

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

......................................................................8

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

• Students now have the list of contents (page 2 of the Student’s Book) open in front of them. Draw on the board something to represent a title, for example, an eolic windmill (Unit 4), and a magnet (Unit 5).

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

• Students guess which unit is referred to. Students then volunteer to draw other objects representing other titles on the board, and the activity continues. They may also do this activity in pairs.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Anagrams

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

• Write anagrams on the board, for example TLANP (PLANT) and ask students to say which unit is being referred to. The students can do this in pairs.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 th

th

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 th

Multicultural non-sexist education

2

Notes:

12

Peace education

Health education

Road safety

Consumer education

Environmental education

Citizenship

Sex education

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General questions • Ask general questions: A

How many units are there in the book?

B

What is the first / last unit about?

Learning to learn

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

ABOUT THIS BOOK

What are Units 6, 9, 13 about? (These questions can also be asked in pairs.)

• Look at pictures A-N. Match them to Units 1-14 on page 2. Then look at the book. Check your answers. Unit .........

C

Unit 6

G

D

Unit 2

H

E

Unit .........

I

Unit 10

Which unit is about the nervous system / the Moon / the European Union? Which unit do you think you will like best / is most interesting?

F

Pairwork activities

Unit .........

• In pairs, the students test each other:

J

A: Rivers? B: Unit 8. Sound? A: Unit 4. Population? B: Unit 10. Unit 14

K

Unit 4

L

Unit .........

M

Unit .........

N M

Answers: A – 3; B – 10; C – 6; D – 2; E – 1; F – 12; G – 14; H – 4; I – 8; J – 11; K – 5; L – 9; M – 13; N – 7.

Unit .........

Unit .........

Unit 13

Unit ......... 3

Notes:

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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 at the beginning of the year. • Choose how many words to include according to the level of the class.

YOU ALREADY KNOW A LOT! THE ENVIRONMENT What is an ecosystem?

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

THE BODY Name an important part of the digestive system. LIGHT How does light move?

What is the first section on the page?

SEXUAL CHARACTERISTICS What are the sex organs of men and women?

LOOK AT THE PHOTOS What can you see? What is the difference between the two photos? Think about what you see in the photos. Photos have a lot of information.

MACHINES Name two types of machines.

THE SOLAR SYSTEM What are the planets in the Solar System? Mercury, Venus, … SPAIN Describe the types of climate in Spain. There are four different types of climate in Spain …

What is the second section on the page?

EUROPE Name four European countries which are on the Mediterranean.

SYMBOLS • The text is on the CD.

PREHISTORIC TIMES How did people live in the Palaeolithic period?

EXPLANATIONS These texts give you important information. Important words appear like this: flora, fauna.

• Richmond World Facts • There is an Internet activity. • Speak • Read • Write

• These are topics you will study this year. You already know a lot! 4

Notes:

14

LIVING THINGS

ACTIVITIES These exercises give you practice in ESSENTIAL SCIENCE.

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Focus on the page

Ecosystems

Use the text in the right-hand column of page 4 to show the students how their textbook is organised.

COMPARE

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?

Compare the photographs. • What living things can you see? • What do you see around them? • In what other places can you find animals?

• Explain that photos include a great deal of information. Ask the students: What can you see in the photo? • Suggest that they compare this scene with their own region or country: Is this landscape different from your region? READ

1. Ecosystems

1

An ecosystem consists of all the living things in a specific environment, and their interaction with their habitat. Ecosystems can be small, like a pond, or large, like a rainforest. The components of an ecosystem are: • Living things: the plants in an ecosystem are called flora. The animals are called fauna. There are also fungi, bacteria and algae. • The environment: this refers to the surrounding conditions which affect living things, such as soil, climate, water, air and light.


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

2


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

• Forests, grasslands and deserts are terrestrial ecosystems. • Many living things live in forests and grasslands. The abundant vegetation provides them with food. • Few living things live in deserts because there is little food.

EXPLANATIONS AND SYMBOLS

• Freshwater ecosystems, such as rivers and lakes, and marine ecosystems, such as the sea, are aquatic ecosystems.

• 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 have learned.


ECOSYSTEMS

5

• It is helpful if they sometimes listen to the recordings without using the Student’s Book. This sharpens their auditory capacity. • The recordings also help them to work on their pronunciation. • Further suggestions for exploiting the recording are given in the Learning skills section on page 11.

Notes:

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

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UNIT 1

Ecosystems UNIT CONTENT Content objectives 1. Identifying ecosystems and their main components 2. Recognising and describing the main ecosystems 3. Understanding how the environment affects living things, and how living things can affect the environment 4. Identifying and describing relationships between living things 5. Identifying and understanding the main environmental problems

Language objectives 1. Giving examples: like a pond, such as rivers … 2. Giving definitions using relative clauses: everything which affects … 3. Expressing quantity: many living things … some human activities … several species … a lot of heat … 4. Identifying items: known as … 5. Expressing ability: Pollution can change ecosystems … is possible thanks to … 6. Expressing contrast: However, … 7. Describing results: Consequently, … 8. Zero conditional to describe a fact: If one … becomes …, other species can become …

Contents CONCEPTS

• Ecosystems and their main components • Effects of the environment on living things and vice versa • Relationships between living things • Environmental problems

PROCEDURES

• Study photographs of different ecosystems to obtain and compare information • Interpret a food chain diagram • Analyse environmental problems • Use tables and diagrams to present information

Assessment criteria • • • •

16

Defining ecosystems and identifying their main components Identifying living things in a food chain Describing relationships between living things Describing the main problems of the environment

ATTITUDES

• Develop awareness of environmental damage • Understand the importance of environmental protection

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RESOURCES Resource folder PHOTOCOPIABLE RESOURCES


SPECIAL PROGRAMMES*


• Assessment – Assessment: Worksheet 1

Internet resources www.richmondelt.com www.indexnet.santillana.es Managing ecosystems http://www.bbc.co.uk/schools/gcsebitesize/geography/ ecosystems/index.shtml Revise topics related to ecosystems and take tests. Ecosystems and biomes http://www.kidsgeo.com/geography-for-kids/ 0164-ecosystems.php Learn about ecosystems and biomes. Global warming http://globalwarming.enviroweb.org/index.html Find information and games on global warming.

Ecosystems

Elephants

An ecosystem is made up of all the living and non-living things found in a specific area. It includes the plants and the animals that live there, the landscape and the weather. An ecosystem can be as large as the African savanna, pictured here, or as small as a puddle.

Diet: Elephants digest only about 40 percent of what they eat, and have to eat enormous amounts of vegetation, up to 300 kilogrammes a day. Elephants eat almost anything green. Social Group: Elephants live in herds normally composed of 8–15 related members led by a dominant cow.

Rocks

Other resources • • • •

Plants and animals are the living parts of an ecosystem. The living things in an ecosystem depend on each other. For example, elephants eat the fruit of certain trees for nourishment. When they have digested the fruit, they excrete the seeds. Their excrement fertilizes the seeds, helping a new tree to grow. All living things need to get nourishment. They get nourisment in different ways: • Plants make their own food. • Some animals, called herbivores, eat plants. Elephants, wildebeest, zebras and giraffes are herbivores. • Other animals, called carnivores, eat animals. Lions and hyenas are carnivores. Every living thing in an ecosystem is important. If one becomes more dominant than the others, the ecosystem can develop problems. • If there are too many herbivores in an ecosystem, they will eat all of the plants. Then the herbivores will die because there will not be enough to eat. If the herbivores die, the carnivores will also die because they will not have enough to eat. • If there are too many carnivores in an ecosystem, they will eat all of the herbivores. Then the carnivores will die because they do not have anything to eat.

Plants

Rocks provide shelter and homes for many types of animals. Some animals, such as snakes, seek shelter from the high temperatures in the savanna. Others, such as leopards, use the rocks to hide their young from predators.

Plants are the producers in an ecosystem. All of the animals in an ecosystem would die if there were not any plants. The herbivores would die because there would not be any plants to eat, and the carnivores would die because there would not be any herbivores to eat.

Acacias

Giraffes

Acacia trees are a source of food for elephants and giraffes. Leopards often sleep in their high branches, far out of reach of lions and hyenas.

Diet: Giraffes mainly eat several species of acacias, but they also eat the leaves and shoots of other species. Males eat from higher branches and females from lower ones. Social Group: Giraffes live in herds of 10–20; herds can reach up to 100.

Lions


Soil, water, air and climate are the non-living parts of an ecosystem. The non-living parts determine what kinds of plants and animals can survive in an ecosystem. For example, if the temperature is very low, polar bears might live there, but snakes will not. If there is only a little water, camels might live there, but frogs will not.

Wildebeest Diet: Wildebeest eat short, sweet grasses and succulent plants. Social Group: Herds of over 1,000 animals can sometimes be seen on the savanna, on the move to new pastures.

Zebras

Hyenas

Diet: Zebras rely almost entirely on a variety of grasses, but they also eat leaves and twigs. Social Group: Zebras are social animals that form small families of 5–20 animals, consisting of a dominant male, females and young.

Diet: Hyenas kill about 95% of their prey, but they also scavenge for carrion. Primary prey includes wildebeest, gazelles, zebra and buffalo. Social Group: Hyenas usually live in clans of up to 80 individuals. The clan is lead by a dominant female.

Diet: Prey consists primarily of wildebeest and zebra, but also includes giraffes, buffalo and gazelles. Lions also scavenge food, chasing hyenas and other carnivores from their kills. Social Group: Lions live in large social groups, called prides. A lion pride typically has 20 or more individuals, consisting usually of two males, several females and their young. Males stay with a pride as long as they are strong enough to defend it from other males.


Food chains http://www.bbc.co.uk/schools/revisewise/science/ living/03b_act.shtml Revise information on food chains and take a test.

Food Chains A food chain is a group of living things that depend on each other for nourishment. Plants make their own food and all food chains start with a plant. Next, a herbivore eats the plant. Finally, a carnivore eats the herbivore. All living things in an ecosystem belong to a food chain and every ecosystem has several food chains.


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algae, aquatic, bacteria, desert, ecosystem, environment, fauna, flora, freshwater, fungi, grassland, living thing, marine, terrestrial


Ecosystems

■ Special attention

COMPARE

• Identifying interactions within ecosystems Compare the photographs. • What living things can you see?

■ Hands on

• What do you see around them? • In what other places can you find animals?

Ecosystem in a bag • Put pebbles in a soda bottle cut in half. Cover the pebbles with soil. Plant seeds and cover with more soil. Add water until it reaches the pebbles. Seal in a plastic bag and place it in the Sun. Ask: What do you think is going to happen in this ecosystem? • Observe your new ecosystem over several weeks. Ask Ss to describe the changes they notice, and to identify the elements of the ecosystem (soil, air, water, Sun, plants). • Discuss how the water recycles itself.

READ

1. Ecosystems

The components of an ecosystem are: • Living things: the plants in an ecosystem are called flora. The animals are called fauna. There are also fungi, bacteria and algae.

■ Presentation


• COMPARE Focus on the photos. Living things: top photo – tree; bottom photo – fish, seaweed, coral. Environment: top photo – rocks, air, light; bottom photo – rocks, water, light. Discuss life in other places. • Ask: What makes the ecosystems so different in these two photos? (mainly the water) What do you think living things need to survive? (food, water, air, sunlight) •

Ss read and and listen to and 2 . Make a two column table on the blackboard (BB). Down the left, Ss brainstorm types of ecosystems (rainforests, oceans, deserts, grasslands, rivers, forests, lakes, tundra, …). Write these headings: type of ecosystem, flora, fauna, environment. Complete the table with help of Ss. READ

1

1

An ecosystem consists of all the living things in a specific environment, and their interaction with their habitat. Ecosystems can be small, like a pond, or large, like a rainforest.

2

1


2

There are two types of ecosystems, terrestrial and aquatic: • Forests, grasslands and deserts are terrestrial ecosystems. • Many living things live in forests and grasslands. The abundant vegetation provides them with food. • Few living things live in deserts because there is little food. • Freshwater ecosystems, such as rivers and lakes, and marine ecosystems, such as the sea, are aquatic ecosystems.


plants, animals / Model answer (M.A.) A pond is a freshwater ecosystem. A rainforest is a terrestrial ecosystem.

ECOSYSTEMS

■ CONTENT AND LANGUAGE DEVELOPMENT True or false? Write these sentences on the BB, or distribute photocopies of page 21. Ss decide if they are true or false, and correct them if necessary. 1. Rivers and lakes are marine ecosystems. 2. An ecosystem can be terrestrial and aquatic. 3. Few living things live in deserts because there is a lot of food. 4. Ecosystems can be large or small. 5. Many living things live in forests or grasslands. 1

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

Answers: 1. False. Rivers and lakes are freshwater ecosystems. 2. False. It can be terrestrial or aquatic. 3. False. There is little food. 4. True. 5. True.

➔ R Activity Book, page 3.

2 Listening. Play 1 , and Ss complete the text on page 21 of the Teacher's Book. Ss compare answers and listen again.

18

5

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competition, decomposer, food chain, host, mutualism, parasitism, primary consumer, producer, secondary consumer, tertiary consumer


Relationships between living things


LOOK AND READ

1. Living things and food

• Identifying tertiary consumers

3

The food chain

Living things obtain food in different ways:

• Pronunciation: tertiary, parasitism, mutualism

Tertiary consumer

• Producers, such as plants and algae, make their food. • Primary consumers, such as zebras and fish, eat plants and algae. • Secondary consumers, such as lions and snakes, eat primary consumers. • Tertiary consumers, such as eagles and owls, are secondary consumers which eat other secondary consumers. • Decomposers, such as fungi and bacteria, eat the remains of other living things.

■ Hands on

owl

Secondary consumer

Food Web • Draw a large triangle on a large piece of paper. Divide the triangle in four levels. Label each level from bottom to top in the following order: producer, primary consumer, secondary consumer, and tertiary consumer. • Ss draw or cut pictures of living things from magazines, label and glue them to the appropriate level.

2. Food chains Food chains show how food transfers from one living thing to another in an ecosystem. Look at the diagram.

snake

Primary consumer

3. Parasitism, mutualism and competition

4

• Parasitism: a parasite is a living thing which lives in or on another living thing, its host. It harms the host. • Mutualism: a living thing eats the parasites which live in or on another living thing. It benefits both living things. • Competition: several species compete for the same thing.

rabbit

Producer

Parasitism Lichen grows on a branch.

■ Presentation grass

• LOOK AND READ Present 1 and 2 with 3 . Focus on the food chain diagram. Ask: What are the producer / primary / secondary / tertiary consumers in this particular food chain? (grass, rabbit, snake, owl) Can you add another living thing to extend this food chain? (fox, wolf, human…)

Put these elements of a food chain in the correct order: cat leaf bird caterpillar The heron eats insects.

6

ECOSYSTEMS

Mutualism

Give some examples of primary consumers.

leaf, caterpillar, bird, cat / M.A. grasshoppers, worms, gazelles, cows

• Create a new food chain diagram on the BB with the help of Ss. Examples: grass, grasshopper, rat, hawk; seaweed, fish, seal, shark.

■ CONTENT AND LANGUAGE DEVELOPMENT

• In pairs, Ss create food chains for different ecosystems.

Comprehension. Complete the following sentences with the correct verb: 1. Producers … their food. 2. Primary consumers … plants and algae. 3. Food … from one living thing to another in a food chain. 4. … , such as fungi and bacteria, eat the remains of other living things. 5. Secondary consumers eat … consumers. 1

• Read 3 and listen to 4 . Focus on the photos about parasitism and mutualism. Explain the parasitism between the lichen and the tree. Ask: Who benefits from it? Who is harmed? Explain the mutualism between the heron and the buffalo. Encourage Ss to share particular examples of parasitism, mutualism and competition.

Answers: 1. make. 2. eat. 3. transfers. 4. Decomposers. 5. primary. Listening. Ss look at photocopies of the text on page 22, and predict the missing words. They check their answers with


2

4

.

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Content objectives: 3, 5.

Vocabulary

Language objectives: 1, 2, 3, 5, 6, 7, 8.

atmosphere, carbon dioxide, endangered, extinct, global warming, greenhouse effect, pollution, species

Dangers to the environment

■ Special attention READ

• Understanding global warming and the greenhouse effect

■ Hands on

1. The environment People affect the environment. The environment also affects people. Some human activities, such as agriculture, construction and hunting, can be harmful to the environment.

2. Pollution

5

Pollution is the contamination of air, soil or water.

Greenhouse effect

• The combustion of oil or coal pollutes the air. • Insecticides pollute the soil.

• Fill two glass jars with water. Wrap one of the jars with a plastic bag. (This is the greenhouse jar.) • Add five ice cubes to each jar, and set both jars in a sunny window. • Ask: What will happen in both jars? (The ice cubes will melt and the temperature of the water will rise slowly.) • Observe what happens after an hour. Use a thermometer to monitor the temperature in both jars. Ask: What happened to the greenhouse jar compared to the other one? (The water temperature rose more.) Explain that the greenhouse jar does not let out as much heat.

■ Presentation • READ Focus on the pictures. Ask: How are pollution, global warming and extinction related? (Pollution increases global warming and both can cause extinction.) • Play 5 - 8 while Ss read 1–4 . Ask: How does air pollution increase global warming? (Since there is more carbon dioxide in the atmosphere due to pollution, the Earth’s temperature is rising.) • Ss look up examples of species which have become extinct in the last one hundred years and discuss how this affects their particular food chain. E ➔ Activity Book, page 5. Be environmentally conscious! Remember you can play an active role in protecting the environment: Recycle, Reduce and Reuse.

20

• Urban and industrial waste pollutes rivers and oceans.

Combustion of fossil fuels, such as oil, pollutes the air, and contributes to global warming.

• Pollution can change ecosystems.

3. Global warming

6

Carbon dioxide in the atmosphere maintains heat on the Earth. Life on Earth is possible thanks to this heat. The atmosphere lets light in but does not let heat out. This is called the greenhouse effect. There is much more carbon dioxide in the atmosphere now. Consequently, the Earth’s temperature is increasing because more heat is retained in the atmosphere. This is called global warming.

The greenhouse effect: heat cannot escape from the atmosphere.

4. Extinction Pollution and global warming can cause species to become extinct. Today many species are endangered. All species depend on other species in food chains. Consequently, if one species becomes extinct, other species can become extinct too.

An endangered species: the rhinoceros

Three of the following are in danger of extinction. One is extinct. Which one? giant armadillo Asian elephant dodo Iberian lynx What things do we use every day that produce carbon dioxide?

dodo / M.A. cars, buses, heaters ECOSYSTEMS

■ CONTENT AND LANGUAGE DEVELOPMENT Comprehension. Circle the correct alternative in each of the following sentences: 1. People affect / do not affect the environment. 2. Agriculture, construction and hunting can / cannot be harmful to the environment. 3. The greenhouse effect occurs when the atmosphere does not let heat in / out. 4. There is much more / less carbon dioxide in the atmosphere now. 5. The Earth's temperature is increasing / decreasing. 6. Today many / few species are endangered. Answers: 1. affect. 2. can. 3. out. 4. more. 5. increasing. 6. many.

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1. Are the following sentences true or false? If they are false, correct them. 1. Rivers and lakes are marine ecosystems.

2. An ecosystem can be terrestrial and aquatic.

3. Few living things live in deserts because there is a lot of food.

4. Ecosystems can be large or small.

5. Many living things live in forests or grasslands.

2. Listen and complete the text. Living things: the plants in an The animals are called There are also The

are called

.

. , bacteria and

.

: this refers to the surrounding conditions which affect living

things, such as

, climate, water, air and light.

Answers 1: 1. False. Rivers and lakes are freshwater ecosystems. 2. False. It can be terrestrial or aquatic. 3. False. There is little food. 4. True. 5. True. 2: ecosystem; flora; fauna; fungi; algae; environment; soil. ESSENTIAL SCIENCE 6 • Photocopiable material © Richmond Publishing - Santillana Educación, S. L.

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1. Complete the following sentences with the correct verb. 1. Producers

their food.

2. Primary consumers 3. Food

plants and algae. from one living thing to another in a food chain.

4.

, such as fungi and bacteria, eat the remains of other living things.

5. Secondary consumers eat

consumers.

2. Listen and complete the text. : a parasite is a living thing which lives in or on another living thing, its host. It

the host. : a living thing eats the parasites which live in or on another living

thing. It

both living things. : several species compete for the same thing.

Answers 1: 1. make. 2. eat. 3. transfers. 4. Decomposers. 5. primary. 2: Parasitism; harms; Mutualism; benefits; Competition.

22

ESSENTIAL SCIENCE 6 • Photocopiable material © Richmond Publishing - Santillana Educación, S. L.

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Circle the correct alternative in each of the following sentences. 1. People affect / do not affect the environment. 2. Agriculture, construction and hunting can / cannot be harmful to the environment. 3. The greenhouse effect occurs when the atmosphere does not let heat in / out. 4. There is much more / less carbon dioxide in the atmosphere now. 5. The Earth's temperature is increasing / decreasing. 6. Today many / few species are endangered.

Answers: 1. affect. 2. can. 3. out. 4. more. 5. increasing. 6. many. ESSENTIAL SCIENCE 6 • Photocopiable material © Richmond Publishing - Santillana Educación, S. L.

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UNIT 2

The body UNIT CONTENT Content objectives 1. 2. 3. 4.

Identifying the parts of the musculoskeletal system and describing their main functions Recognising and describing how human movement occurs Identifying the parts of the nervous system and describing their main functions Distinguishing between reflex and voluntary movements and describing how these movements are controlled 5. Understanding how the nervous system is responsible for internal coordination 6. Identifying the main glands of the endocrine system and describing their functions 7. Interpreting drawings and diagrams

Language objectives 1. Infinitive of purpose: … to make the body move … in order to function 2. Expressing ability: … enables us to move … can change … cannot control … 3. Giving additional information using relative clauses: … where two bones meet … which secrete substances … which controls … 4. Stating facts using passive structures: are covered … are used … are called … 5. Describing changes using comparative forms: … become shorter and thicker 6. Describing a sequence: First … next … then …When one … the other …

Contents CONCEPTS

PROCEDURES

ATTITUDES

• The musculoskeletal system: parts and functions • The nervous system: parts and functions • Reflex and voluntary movements • Internal coordination • The endocrine system: parts and functions

• Draw information from pictorials • Analyse and interpret drawings related to movement • Identify reflex and voluntary movements • Use tables and diagrams to present information

• Develop awareness of the complexity of the human body • Understand importance of a healthy diet


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Naming the parts of the musculoskeletal system; describing their main functions Naming the parts of the nervous system and describing their main functions Identifying and describing particular reflex and voluntary movements Naming the main glands of the endocrine system and describing their functions

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SPECIAL PROGRAMMES*



Internet resources www.richmondelt.com www.indexnet.santillana.es Organ systems http://lgfl.skoool.co.uk/content/keystage3/biology/pc/ learningsteps/ORSLC/launch.html Learn the function of different organ systems in this slide show. The nervous system http://faculty.washington.edu/chudler/organ.html Explore how the nervous system interacts with our body systems. Human body adventure http://vilenski.org/science/humanbody/hb_html/map.html Find simple texts, diagrams and quizzes about the human body.

The Organisation of the Human Body Cells The cell is the basic unit of living things. All living things are made up of cells. Some living things, such as bacteria, are made up of a single cell. An adult human, in contrast, has about 100 trillion 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 two hundred different kinds of cells in the human body, including bone cells, muscle cells, heart cells, liver cells and so on. The shape and size of a cell depend on its funtion. Muscle cells are long and thin—when they contract, they produce movement. The three main parts of cells are the nucleus, the cytoplasm and the cell membrane. The nucleus is the central part of a cell and controls most of its functions. The cytoplasm is a jellylike substance that makes up most of the inside of a cell. The cell membrane is the outside covering of a cell. It controls what can enter and exit a cell.

Muscle Cells

Bone Cells

nucleus

cytoplasm nucleus cytoplasm

cell membrane

cell membrane Bone Tissue

Muscle Tissue

Tissue



Tissue is made up of a group of cells that have the same function. For example, bone tissue is made up of three types of bone cell—one to make 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 up only 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, which is found in the internal organs. Around 40% of a man’s weight and 20% of a woman’s weight is made up of skeletal muscle tissue.

Bone

Muscle


Types of joints http://www.bbc.co.uk/science/humanbody/body/ factfiles/joints/ball_and_socket_joint.shtml Move the controls to learn how different types of joints work.

Organs An organ is a set of tissues that have the same function. Each organ is made up of several types of tissue. For example, there are three types of bone tissue in bones: a hard outer tissue, a sponge-like tissue inside bones, and a smooth tissue at the ends of bones. In the skin, which is also an organ, there is epithelial tissue, muscle tissue, nervous tissue and connective tissue.

Systems A system is a set of organs that work together to perform a common function. There are ten major systems in humans, including the respiratory, nervous, circulatory, digestive, excretory, skeletal, muscular and reproductory systems.

Skeleton

Muscular System

Musculoskeletal System


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Vocabulary Content objectives: 1, 2, 7. Language objectives: 1, 2, 3.

bone, cartilage, fixed joint, gliding joint, ligament, movable joint, muscular system, skeleton

The body

■ Special attention • Identifying the three types of joints

COMPARE

■ Hands on

Compare the photos.

Bone decalcification • Place two thin, clean chicken wing bones in two jars. Add white vinegar to one of the jars to cover the bone. Ask: What do you think will happen? • After two days, remove the bone from the vinegar and wash it. Try to bend both chicken bones. Ask: What do you notice? (The bone immersed in vinegar is softer.) • Explain that bones are strong due to high calcium content; vinegar removes calcium from the bone and makes it soft. Point out how important it is to have enough calcium in your diet.

• What are the people doing? • What parts of their bodies are they using? • What other parts of the body can you name?

LOOK AND READ

The musculoskeletal system consists of the skeleton and the muscular system. Both systems work together to make the body move.

• COMPARE Focus on the photos and questions. The girl on the left is dancing. The children on the right are playing music together. • The girl is using her whole body. The children are also using their entire bodies, but are in more stable positions. • LOOK AND READ Play 9 and 10 while Ss read 1 and 2 in their books. Ask: What would happen if we didn’t have a skeleton? (We would have soft bodies like gelatine.) What do you notice about our skeleton? Is it internal or external? (internal) • Explain that internal skeletons support proportionally more weight and do not limit growth as much. Elicit examples of living beings without skeletons / with external skeletons. • Present 3 with

11 .


26

joint movement

2. The skeleton

fixed joints

The skeleton consists of all the bones in the body. It supports the body, and enables us to move. It protects delicate organs, such as the heart, lungs and brain.

3. Joints

7

Joints are the places where two bones meet. There are:

■ Presentation

Joints

1. The musculoskeletal system

movable joints

• Fixed joints, such as the skull • Movable joints, such as the knee or elbow • Gliding joints, such as between vertebrae The ends of the bones are covered with flexible tissue called cartilage. The bones of a joint are connected by strong elastic tissues called ligaments. 8

THE BODY

gliding joints

Make more questions. Change the underlined words.

Is the knee a movable joint?

M.A. Is the elbow a fixed joint?; Is the ankle a gliding joint?; Is the shoulder a movable joint?

■ CONTENT AND LANGUAGE DEVELOPMENT Comprehension. Write the words of each sentence in the correct order to make sense: 1. body / supports / the / the / skeleton 2. meet / places / bones / two / joints / where / are / the 3. ends / the / of / cartilage / covers / bones / the 4. flexible / cartilage / tissue / is 5. elastic / strong / ligaments / are / tissue Answers: 1. The skeleton supports the body. 2. Joints are the places where two bones meet. 3. Cartilage covers the ends of the bones. 4. Cartilage is flexible tissue. 5. Ligaments are strong elastic tissue.

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Vocabulary Content objectives: 1, 2, 7. Language objectives: 2, 4, 5, 6.

antagonistic, contract, extend, flex, length, muscle, relax, tendon

The muscular system


LOOK AND READ

1. The muscular system

Muscle contraction

8

tendon

• Understanding flexing and extending movements

tendon

The muscular system consists of all the muscles in the body. The muscular system:

• Relating meanings of length, relax, contract relaxed muscle

• Enables the body to move

■ Hands on

• Gives the body its shape • Protects organs, such as the liver Muscles can change in length: • When they contract, they become shorter and thicker. • When they relax, they return to their original length and thickness.

Stretch those muscles! contracted muscle

10

The biceps contracts.

Tissues called tendons connect muscles to bones.

2. Movement

• Ask Ss to stand up and bend forward to try to touch their toes (without bending their knees). Hold this position five seconds. Return to standing for five seconds. Repeat this pattern five times. • Ask: Did you notice any changes during the exercise? (It should be easier to reach further down with each repetition.) • Ask: What do you think happened? (Stretching causes muscles to change in length.) Explain to Ss that stretching is important to help avoid injuries.

Flexing movement

9

Body movement occurs at movable joints. Two muscles are used in each movement. These muscles are called antagonistic because they perform opposite actions. When one muscle contracts, the other relaxes.

radius The triceps relaxes. ulna

For example, arms bend at the elbow with a flexing movement. They straighten with an extending movement. The diagrams show how the arm muscles contract and relax.

The arm bends.

Extending movement

11

The biceps relaxes. The triceps contracts. radius

The muscular system enables the body to move. Write two more sentences about the muscular system.

■ Presentation

ulna The arm straightens.

M.A. The muscular system gives the body its shape. The muscular system protects organs, such as the liver.

THE BODY

■ CONTENT AND LANGUAGE DEVELOPMENT True or false? Decide if the following statements are true or false. If they are false, correct them. 1. When muscles contract, they become longer. 2. When muscles relax, they return to their original length and thickness. 3. Tendons connect the bones of a joint. 4. Antagonistic muscles perform the same actions. 5. Arms bend at the elbow with a flexing movement. Answers: 1. False. Muscles become shorter. 2. True. 3. False. They connect muscles to bones. 4. False. They perform opposite actions. 5. True.

9

• LOOK AND READ Present 1 and 2 with 12 and 13 . Ask: Do you think the human body has more bones or muscles? (more muscles) How many muscles do you think are involved when you take a step? (200) • Focus on the drawings and play 14 and 15 . Ask Ss to perform movements like those in the pictures and describe how their muscles feel to the touch when contracted and relaxed. Challenge Ss to find other antagonistic muscles. • In pairs, Ss draw and label a diagram that includes bones, cartilage, joints, ligaments, muscles and tendons. • Ss do the activities at the bottom of the page. ➔ R Activity Book, page 7.

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brain stem, central nervous system, cerebellum, cerebrum, neuron, peripheral nervous system, reflex, spinal cord, voluntary


■ Special attention • Understanding reflex and voluntary movements

The nervous system LOOK AND READ

1. Functions The nervous system sends and receives information.

■ Hands on

It coordinates the functions of internal organs. It also coordinates systems like the digestive system.

2. Parts of the nervous system

Testing your reflex movements • In pairs, Ss test each other for reflex movements. • Start with the knee jerk reflex. Ss sit on a chair with legs swinging. Their partners hit the tendon below the knee cap with the side of their hand. Ask: What happens when you hit below the knee cap? (If hit properly, the part of the leg below the knee moves upward in a quick movement.) • Elicit other examples of reflex movements, for example, withdrawing a hand from a hot surface, blinking when another person blows in your face, or flinching when an object is thrown towards you.

• LOOK AND READ Play 16 - 19 while the Ss read 1–4 in their books. Ask: What are the parts of the central nervous system? (brain and spinal cord) The peripheral nervous system? (nerves) What are the principle cells of the nervous system? (neurons) How do voluntary movements compare to reflex movements? (Voluntary movements are the result of decisions, and reflex are quick involuntary movements.) • Present the photos of a reflex movement. Ss read the two captions with 20 and identify the exact place where each step of the process occurs. ➔ R Activity Book, page 8.

28

12

The central nervous system consists of the brain and the spinal cord. This system receives information, interprets it, and decides on a response.

A reflex movement controlled by the spinal cord First, the skin receives information. Next, the nerves transmit the information to the spinal cord. The spinal cord receives the information and sends a command.

The brain has three parts: • The cerebrum controls voluntary movements. • The cerebellum coordinates movements and maintains balance. • The brain stem regulates internal organs. The spinal cord controls reflex movements. The peripheral nervous system consists of nerves. It transmits information from the sense organs to the central nervous system and from the central nervous system to other organs.

3. Neurons Neurons are the principal cells of the nervous system. They receive and transmit information. They are grouped together to form nerves.

4. Reflex and voluntary movements There are two types of movements:

13

After that, nerves transmit the command to the arm muscles. Finally, the muscles contract and the arm moves away.

• Reflex movements: these are involuntary movements in response to external stimuli. • Voluntary movements: these movements are the result of decisions.

■ Presentation • Ask: What system is responsible for sending and receiving information? (the nervous system); how does the body receive information from the external environment? (through the sense organs)

Neurons are grouped together to form nerves.

Which of the following movements is a reflex movement? 1. Getting on a bus. 2. Blinking when you are suddenly exposed to a bright light. 3. Picking up a pen.

2. Blinking when you are suddenly exposed to a bright light. 10

THE BODY

■ CONTENT AND LANGUAGE DEVELOPMENT Comprehension. Ss read the following definitions and write the corresponding words: 1. This part of the brain controls voluntary movements. 2. This part of the brain coordinates movements and maintains balance. 3. This part of the brain regulates internal organs. 4. These are the principal cells of the nervous system. 5. These are involuntary movements in response to external stimuli. Answers: 1. cerebrum. 2. cerebellum. 3. brain stem. 4. neurons. 5. reflex movements.

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bloodstream, endocrine system, gland, hormone, internal process, involuntary muscle, ovary, pancreas, pituitary gland, testes, thyroid gland

Internal coordination

■ Hands on

READ

Measuring your own temperature

1. Internal processes The nervous system controls and coordinates all the body’s internal processes, such as the beating of the heart and the digestion of food. To do this, it controls involuntary muscles and the endocrine system.

2. Involuntary muscles Involuntary muscles work automatically. We cannot control them with our decisions. The body needs involuntary muscles in order to function correctly.

3. The endocrine system

Internal coordination: the brain controls body temperature.

The endocrine system is responsible for functions such as growth and reproduction. It consists of endocrine glands, which secrete substances called hormones into the bloodstream.

4. Endocrine glands

14

The principal glands in the endocrine system are: • Thyroid gland: it produces the hormone thyroxin, which enables the body to absorb nutrients. • Pancreas: it produces insulin, which controls the amount of sugar in the bloodstream. • Ovaries (female) and testes (male): they produce sex hormones, which are responsible for reproduction. • Pituitary gland: it coordinates other endocrine glands and also produces growth hormone.

Heart muscles make the heart beat. This makes blood circulate round the body.

■ Presentation

THE BODY

• READ Play 21 and 22 while the Ss read 1 and 2 . Analyse the process of digestion. Write each action on the BB, and Ss say if it is voluntary or involuntary. Write V or I next to each action.

True or false? Make more sentences about internal coordination.

Involuntary muscles control the body’s internal proceses.

False. The nervous system controls the body’s internal processes. M.A. Insulin controls the amount of sugar in the body. True.

11

■ CONTENT AND LANGUAGE DEVELOPMENT Comprehension. Ss match the two halves of each sentence. 1. The endocrine system a. produces insulin. 2. The thyroid gland b. produces the growth hormone. 3. Thyroxin enables the body c. is responsible for growth and reproduction. 4. The pancreas d. to absorb nutrients. 5. Insulin controls e. produces thyroxin. 6. The pituitary gland f. the amount of sugar in the bloodstream. Answers: 1 – c. 2 – e. 3 – d. 4 – a. 5 – f. 6 – b.

• Ss bring a digital thermometer. • Ss place the tip of the thermometer under their arms. • Ss wait until the signal indicates the temperature can be read, and then record it. • Draw a table on the BB with all the Ss’ temperatures, and analyse the data. Normal body temperatures range between 36.6º and 37.3° C. • Human body temperatures vary due to an individual’s metabolism, the time of the day, and the part of the body where we measure. Ask: When you have a very high temperature, what does it mean? (Your body has an infection.) • Ss clean their thermometers with a cotton ball dipped in alcohol.

• Read 3 and 4 with 23 and 24 . Make a processing chart entitled MAIN ENDOCRINE GLANDS with three columns: glands, hormones, function. Fill in the information with the Ss. E ➔ Activity Book, page 9.

Prevent injuries! Always wear a helmet when you ride your bike, skateboard or scooter, and when you ski. Always fasten your seatbelt when riding in a car.

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Are the following sentences true or false? If they are false, correct them. 1. When muscles contract, they become longer.

2. When muscles relax, they return to their original length and thickness.

3. Tendons connect the bones of a joint.

4. Antagonistic muscles perform the same actions.

5. Arms bend at the elbow with a flexing movement.

Answers: 1. False. Muscles become shorter. 2. True. 3. False. They connect muscles to bones. 4. False. They perform opposite actions. 5. True.

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1. Read the definitions and write the corresponding words. 1. This part of the brain controls voluntary movements. 2. This part of the brain coordinates movements and maintains balance. 3. This part of the brain regulates internal organs. 4. These are the principal cells of the nervous system. 5. These are involuntary movements in response to external stimuli.

2. Match the two halves of each sentence. 1. The endocrine system

a. produces insulin.

2. The thyroid gland

b. produces the growth hormone.

3. Thyroxin enables the body

c. is responsible for growth and reproduction.

4. The pancreas

d. to absorb nutrients.

5. Insulin controls

e. produces thyroxin.

6. The pituitary gland

f. the amount of sugar in the bloodstream.

Answers, 1: 1. cerebrum. 2. cerebellum. 3. brain stem. 4. neurons. 5. reflex movements 2: 1 – c. 2 – e. 3 – d. 4 – a. 5 – f. 6 – b. ESSENTIAL SCIENCE 6 • Photocopiable material © Richmond Publishing - Santillana Educación, S. L.

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UNIT 3

Sexual characteristics UNIT CONTENT Content objectives 1. Distinguishing and describing primary and secondary sexual characteristics 2. Identifying the parts of the female and male reproductive systems and describing their main functions 3. Distinguishing male and female sexual cells and describing the menstrual cycle 4. Understanding and describing fertilisation and embryo development 5. Understanding and describing the stages of labour 6. Interpreting drawings and diagrams

Language objectives 1. Making comparisons: more developed muscles … higher voices … wider hips … 2. Describing quantity: little body hair … all the DNA … many changes … 3. Describing movement with verbs and prepositions: travels through … 4. Specifying time factors: at puberty … between the ages … every twenty-eight days … about two weeks later … lasts about nine months … just before birth … 5. Stating conditions using zero conditional: If … is not fertilised, … it leaves … 6. Expressing purpose: enable … to reproduce …; produce a liquid … to feed …

Contents CONCEPTS

• Primary and secondary sexual characteristics • The female and male reproductive systems: parts and functions • Fertilisation and embryo development • Labour, newborn babies and lactation

PROCEDURES

• Observe and draw information from pictorials and diagrams • Use tables and diagrams to process information • Use audio recordings to follow text

ATTITUDES

• Develop awareness and acceptance of changes during puberty • Understand moral, social and emotional factors of reproduction • Develop appropriate personal hygiene habits

Assessment criteria • Distinguishing and describing primary and secondary sexual characteristics • Identifying the the female and male reproductive systems and describing their functions • Distinguishing male and female sexual cells

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• Describing the menstrual cycle • Describing fertilisation and embryo development during pregnancy • Describing the stages of labour

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SPECIAL PROGRAMMES*



Internet resources www.richmondelt.com www.indexnet.santillana.es Embryo and foetus development http://www.med.upenn.edu/meded/public/berp/ overview/BV_1.html Follow development from fertilisation to birth. Double click on days or weeks for images. Puberty http://lgfl.skoool.co.uk/content/keystage3/biology/pc/ learningsteps/PUBLC/launch.html Learn about puberty and the hormones responsible in this slide show. Pregnancy http://lgfl.skoool.co.uk/content/keystage3/biology/pc/ learningsteps/PRELC/launch.html Learn what happens during pregnancy in this slide show.




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Vocabulary Content objectives: 1.

genital organ, primary sexual characteristic, puberty, secondary sexual characteristic


Sexual characteristics


COMPARE

• Accepting changes during puberty • What are the people in the photo doing?

■ Hands on

• How do men’s and women’s appearances differ?

Rapid growth • Explain that human beings undergo rapid growth during puberty. Ask: How many centimetres do you predict you will grow this school year? Record predictions in a chart. • In pairs, Ss measure each other’s height. One partner stands against the wall, and the other places a book on top of his/her head and marks the wall with a pencil. • Ss draw a table entitled: How much have I grown? Each month, Ss measure each other and record their corresponding height. • At the end of the year, discuss the data and compare with their predictions. Ss can make a graph.

READ

1. Human sexual characteristics

There are two types of human sexual characteristics: Primary sexual characteristics enable human beings to reproduce. We have these when we are born. Secondary sexual characteristics differentiate men and women. They develop at puberty. • Men have lower voices, more developed muscles and a lot of facial and body hair. • Women have higher voices, breasts, wider hips and little body hair.

• READ Play 25 and 26 while Ss read 1 and 2 in their books. Ask: Do you think we are born with primary and secondary sexual characteristics? (No, only with primary sexual characteristics; secondary sexual characteristics develop at puberty.) • Point out that, in general, boys and girls are reaching puberty earlier than in past decades. ➔ R Activity Book, page 10. Take care of your body. Due to hormonal changes during puberty, it is very important to pay particular attention to your personal hygiene.

34

2. Puberty Puberty occurs when the reproductive system matures, and secondary sexual characteristics appear. Puberty starts when the pituitary gland sends hormones to the genital organs. As a result of this, changes occur in boys and girls and their secondary sexual characteristics develop. • Girls reach puberty between the ages of 11 and 14. • Boys reach puberty between the ages of 13 and 15.

Men or women? Who do the following secondary sexual characteristics correspond to? breasts abundant facial hair low voices high voices developed muscles

■ Presentation • COMPARE Discuss the photos and questions. Men: more developed muscles; women: wider hips, breasts, little body hair.

15

wide hips

Who generally reaches puberty first?

Men: abundant facial hair, low voices, developed muscles 12

SEXUAL CHARACTERISTICS

Women: breasts, high voices, wide hips / Girls

■ CONTENT AND LANGUAGE DEVELOPMENT Comprehension. Ss answer the following questions. 1. When do secondary sexual characteristics develop? 2. Do men or women have more facial and body hair? 3. What gland sends hormones to the genital organs? 4. Which sexual characteristics do we have when we are born? Answers: 1. at puberty. 2. men. 3. the pituitary gland. 4. primary sexual characteristics.

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Fallopian tube, penis, prostate gland, scrotum, seminal vesicle, testicle, testes, urethra, uterus, vagina, vas deferens, vulva

Language objectives: 3, 6.

The reproductive system

■ Special attention LOOK AND READ

1. The reproductive system

3. The male reproductive system

Both the male and female reproductive systems consist of internal and external genital organs.

The male internal genital organs are:

16

2. The female reproductive system

• Realising that Ss may feel embarrassed

18

■ Hands on

• Two testicles or testes: they produce the sperm cells necessary for reproduction.

The female internal genital organs are:

• The vas deferens: sperm travels through this tube to the urethra.

• The ovaries: they produce the eggs necessary for reproduction.

• The urethra: sperm travels through this passage to the outside of the body.

• The Fallopian tubes: they connect the ovaries to the uterus.

• The seminal vesicles and the prostate gland: they produce a liquid to feed and transport sperm.

• The uterus: it is the organ where the baby develops during pregnancy.

The male external genital organs are:

Reproduction

• The scrotum: it is a bag of skin which contains the testicles.

• The vagina: it is a channel which goes from the uterus to the outside of the body.

• The penis: the urethra passes through this organ.

The female external genital organs have a collective name – the vulva. The vulva includes creases of skin called labia, the clitoris, and the openings to the vagina and the urethra.

The female reproductive system

17

19

uterus

vas deferens

Fallopian tube

seminal vesicle scrotum

ovary

vagina

vulva

The male reproductive system

prostate gland

• Explain that animals can be classified according to the way they reproduce: oviparous (animals which lay eggs); viviparous (animals whose embryo develops inside the body of the mother; at the end of gestation, the mother gives live birth); and ovoviviparous (the eggs hatch as they are laid, making it look like a ‘live birth’). • In pairs, Ss research the reproductive system of an animal of their choosing. They prepare a poster with their findings, including labelled drawings, pictures and descriptions. Make sure there are examples from the three groups mentioned above.

penis

testicle urethra

■ Presentation SEXUAL CHARACTERISTICS

13

■ CONTENT AND LANGUAGE DEVELOPMENT Comprehension: vocabulary. Ss read the definitions and write the corresponding words. 1. These organs produce sperm cells. 2. This is the bag of skin which contains the testicles. 3. This is the organ where the baby develops during pregnancy. 4. These connect the ovaries to the uterus. 5. These organs produce the female eggs necessary for reproduction. Answers: 1. testicles / testes. 2. scrotum. 3. uterus. 4. Fallopian tubes. 5. ovaries.

• LOOK AND READ Present 1 and 2 with 27 . Show the diagram of the female reproductive system and play 28 . Ss read the text in pairs and match the definitions to the organs. • Ask: How are the ovaries connected to the uterus? (by the Fallopian tubes) In which part of the female reproductive system does the baby develop? (in the uterus) • Present 3 with 29 . Show the diagram of the male reproductive system and listen to 30 . Ss read the text in pairs and match the definitions to the organs. • Ask: In which organs are the sperm cells produced? (in the testicles / testes) How are the testicles connected to the urethra? (by the vas deferens) ➔ R Activity Book, page 11.

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amnion, egg cell, embryo, fertilisation, foetus, menstruation, period, placenta, pregnancy, sex cell, sperm, umbilical cord, zygote


Fertilisation and pregnancy


• Understanding the menstrual cycle and the process of fertilisation

■ Hands on

1. Sex cells

20

3. Embryo development

Male and female sex cells are necessary for reproduction. Egg cells are the female sex cells. They are large and round. From puberty on, one egg matures and passes through a Fallopian tube approximately every twenty-eight days.

Life in the womb • In pairs, Ss make a poster entitled: Life in the womb. They start with a diagram of the female reproductive system at one end. This includes the two sex cells and uses arrows to show the path each cell travels to reach fertilisation. They then include zygote and embryo formation. This represents the first month of gestation. • Ss continue with foetus/baby development. They include drawings, diagrams, (ultrasound) pictures and a detailed description of changes.

If the egg cell is not fertilised, it leaves the body through the vagina. Minor bleeding occurs, called menstruation or a period.

When the embryo is implanted in the wall of the uterus, it is ready to develop into a baby. The embryo needs food and oxygen to grow. It also needs protection. First, it is protected by a sac called the amnion, which fills with liquid. Then, the placenta forms. It gives the embryo nutrients and oxygen from the mother.

Sperm are the male sex cells. They are very small. From the beginning of puberty on, about 200 million of these are produced every day.

The embryo is connected to the placenta by the umbilical cord. After about eight weeks, when the main structures and organs have formed, the embryo is called a foetus.

2. Fertilisation Fertilisation occurs when an egg cell and a sperm unite in one of the Fallopian tubes or in the uterus. This first cell of the new human being has all the DNA of the two parents and is called a zygote. It divides numerous times and forms an embryo. Then the embryo is implanted in the wall of the uterus.

4. Pregnancy Pregnancy is the period from the moment of fertilisation until the birth of the baby. This normally lasts about nine months. The mother’s body experiences many changes during this period.

placenta nucleus

sperm cell

uterus head

amnion

body tail

foetus

egg cell

■ Presentation

nucleus

vagina

Fertilisation and the beginning of new life

• Ss read 1 and listen to

31 .

• Ask: How often does an egg mature? (approximately once every 28 days) How many sperm cells are produced every day? (about 200 million) • LOOK AND READ Play 32 while Ss read 2 in their books. Ss focus on the diagram Fertilisation and the beginning of new life. • Ss read 3 , listen to 33 , and study the diagram A foetus inside the uterus. Ask: What is unique about the placenta? (It is an organ that forms only during pregnancy.) What is the function of the umbilical cord? (The baby eats and breathes through the umbilical cord.) Why do you think the embryo needs protection? (to avoid damage to body parts) • Ss read 4 . The foetus is totally dependent on the mother for its nutrients and oxygen, but if certain nutrients such as calcium are in short supply, the foetus gets them first. ➔ R Activity Book, page 12.

36

umbilical cord

Put the following in chronological order. foetus egg cell and sperm embryo

A foetus inside the uterus

baby

zygote

What advice would you give to a pregnant woman?

14

SEXUAL CHARACTERISTICS

egg cell and sperm, zygote, embryo, foetus, baby / M.A. Do exercise, get enough rest, and avoid alcohol, tobacco and drugs.

■ CONTENT AND LANGUAGE DEVELOPMENT Comprehension. Ss choose the correct alternative in each of these sentences. 1. One egg cell matures and passes through the Fallopian tubes every two weeks / twenty-eight days. 2. If the egg is / is not fertilised, it leaves the body through the vagina. 3. Two hundred million sperm are produced every day / month from the beginning of puberty. 4. A zygote / embryo is the first cell of the new human being. 5. The zygote / embryo is implanted in the wall of the uterus. Answers: 1. twenty-eight days. 2. is not. 3. day. 4. zygote. 5. embryo.

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Vocabulary Content objectives: 5, 6. Language objectives: 1, 3, 4, 5, 6.

afterbirth, belly button, birth, Caesarean section, contraction, dilation, formula, incubator, labour, lactation, premature

Birth and newborn babies


LOOK AND READ

1. Stages of labour

21

The process of giving birth is called labour. The involuntary muscles produce contractions in the uterus. The sac containing the foetus breaks. The liquid around the foetus is expelled. There are three stages of labour: • Dilation: the opening of the vagina dilates so that the baby can come out. • Birth: the baby leaves the mother’s body. • Afterbirth: the placenta is expelled.

Babies born before term are called premature. Premature babies are kept in incubators, where they can develop and grow stronger.

3. Lactation Lactation is the period when babies get their nourishment from their mother’s milk. If a mother cannot produce milk, infant formula is used. It is made from modified cow’s milk or soya milk. Breast milk is best, but formula provides many necessary nutrients.

If labour is difficult or dangerous for the mother or the baby, doctors perform a Caesarean section to take the baby from the mother’s uterus.

2. Newborn babies When a baby is born, the umbilical cord is cut. The mark left is called a belly button. Newborn babies are about fifty centimetres long and weigh about three kilograms. Premature babies develop and grow strong in an incubator. dilated opening

placenta

placenta umbilical cord

umbilical cord

■ Hands on Birth • Ss interview family members and prepare a report on their own pregnancy and birth. (If family background is a sensitive issue, the report can be made more impersonal.) • Elicit potential interview questions and write them on BB. For example: Did your mother have ultrasound scans? What was your birth weight and height? • Ss perform their interviews, and write an essay. They can use pictures (including ultrasound pictures).

■ Presentation

2. birth

1. dilation

• Understanding the stages of labour

3. afterbirth, expulsion of the placenta

Complete the sentences: Labour is … Dilation is when … Birth is when … A Caesarean section is … What is the first thing healthy babies do when they are born?

Labour is the process of giving birth. Dilation is when the opening of the vagina dilates so that the baby comes out. Birth is when the baby leaves the mother's body. A Caesarean SEXUAL CHARACTERISTICS 15 section is a surgical procedure in which the baby is taken from the mother's uterus. / Cry.


• Start by asking Ss if they have seen films of animals or babies being born. Ask: What did they show in the film? Was the process long? Did the mother nurse the baby after birth? • LOOK AND READ Focus attention on the sequence diagram of the stages of labour. Play 34 while the Ss read 1 . Ask: Why do you think the placenta is no longer needed after birth? (The baby can eat and breathe independently.)

Comprehension. Ss write the words in chronological order. placenta expelled / dilation / sac breaks / umbilical cord cut / contractions / birth / liquid expelled

• Show the photo and read 2 with 35 . Ask: What is the environment like in an incubator? (as similar as possible to the mother’s womb)

Answers: usual order: contractions - sac breaks - liquid expelled dilation - birth - placenta expelled - umbilical cord cut Then Ss use information to write paragraphs describing the birth process using complete sentences and time linkers: First … next … then …. After that … Finally, etc.

• Ss read 3 . Ask: Why are newborn babies fed only milk? (Their digestive system is not fully developed.) E ➔ Activity Book, page 13.

Birth: shared responsibility. Many men participate in prenatal classes and provide support during labour.

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1. Answer the following questions. 1. When do secondary sexual characteristics develop?

2. Do men or women have more facial and body hair?

3. What gland sends hormones to the genital organs?

4. Which sexual characteristics do we have when we are born?

2. Read the definitions and write the corresponding words. 1. These organs produce sperm cells. 2. This is the bag of skin which contains the testicles. 3. This is the organ where the baby develops during pregnancy. 4. These connect the ovaries to the uterus. 5. These organs produce the female eggs necessary for reproduction.

Answers, 1: 1. at puberty. 2. men. 3. the pituitary gland. 4. primary sexual characteristics. 2: 1. testicles / testes. 2. scrotum. 3. uterus. 4. Fallopian tubes. 5. ovaries.

38


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1. Circle the correct answer in each of these sentences. 1. One egg cell matures and passes through the Fallopian tubes every two weeks / twenty-eight days. 2. If the egg is / is not fertilised, it leaves the body through the vagina. 3. Two hundred million sperm are produced every day / month from the beginning of puberty. 4. A zygote / embryo is the first cell of the new human being. 5. The zygote / embryo is implanted in the wall of the uterus.

2. Write the words in chronological order. placenta expelled / dilation / sac breaks / umbilical cord cut / contractions / birth / liquid expelled 1.

5.

2.

6.

3.

7.

4.

Answers, 1: 1. twenty-eight days. 2. is not. 3. day. 4. zygote. 5. embryo. 2: usual order: contractions - sac breaks - liquid expelled - dilation - birth - placenta expelled - umbilical cord cut. ESSENTIAL SCIENCE 6 • Photocopiable material © Richmond Publishing - Santillana Educación, S. L.

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UNIT 4

Energy UNIT CONTENT Content objectives 1. Understanding what energy is and its essential role in everyday life 2. Distinguishing and classifying different sources of energy 3. Distinguishing and describing the most important types of energy and identifying types of energy conversion 4. Understanding how light moves and performs when hitting an object 5. Understanding how sound originates, travels and performs 6. Understanding and distinguishing qualities of sound 7. Interpreting drawings, diagrams and graphs

Language objectives 1. Gerunds used as the subject of a verb: moving, lifting, heating, lighting … 2. Describing location using prepositions of place: at a nuclear power station … in a light bulb …; describing activities using prepositions of movement: bounce off … transformed into … travels through … 3. Stating truths: If light meets … blocks …; When light hits … it is reflected … 4. Explaining consequences: Thus, … 5. Making comparisons: newer sources … the most important … much slower … 6. Giving factual information using the passive form: is connected with … cannot be replenished … is produced by … is released as … is made up of …

Contents CONCEPTS

• • • • •

Energy and energy sources Types of energy Energy conversion Light and its properties Sound and its qualities

PROCEDURES

• Observe and draw information from photographs, diagrams and graphs • Use tables and diagrams to process information • Use audio recordings to follow text

ATTITUDES

• Develop awareness of limited availability of non-renewable energy sources • Develop awareness of noise pollution • Take an active role in energy conservation and prevention of noise pollution


40

Describing what energy is and its essential role Distinguishing and classifying sources of energy Distinguishing and describing types of energy Identifying energy conversion

• Describing how light moves and acts when reaching an object • Describing how sound originates and travels • Distinguishing the qualities of sound

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SPECIAL PROGRAMMES*



Internet resources www.richmondelt.com www.indexnet.santillana.es Energy chest http://www.energychest.net/ Find information on energy sources and energy and the environment. Energy efficiency world http://www.midamericanenergy.com/eew/learn/ index.html Learn what energy is, where it comes from and how we use it. Energy activities http://www.think-energy.com/ThinkEnergy/7-11/ activities/Energy.aspx Click on the different online activities on the left.

The Senses Sight: eye Light enters the eye through the pupil. The lens focuses the light onto the retina. The retina perceives light and colors. This information travels along the optic nerve to the cerebrum, where it is interpreted.

retina

optic nerve

Hearing: ear Sounds enter the ear and travel along the external auditory canal to the eardrum, which vibrates. The ossicles amplify the vibration and send it to the cochlea. The cochlea transforms the sounds into electrical signals, which travel along the auditory nerve to the cerebrum.

sclera auditory nerve

lens

Fun energy http://www.cwndesign.co.uk/funergy/ Play two games about saving energy.

semicircular canals

iris

ossicles

pupil

olfactory bulb

ear

olfactory nerve nose

Smell: nose Odors enter the nose in the air we breathe. The odors enter the olfactory region, where sensory receptors perceive them. The olfactory bulb organizes the information gathered in the receptors and sends it to the cerebrum.

nostrils

olfactory region

eardrum cochlea

external auditory canal

eustachian tube

Other resources bitter

• • • •


Touch: skin sour

When the skin comes into contact with something, sensory receptors perceive different sensations such as temperature, texture, pressure and pain. This information is sent along nerve bundles to the cerebrum.

salty

sweet

Taste: tongue Taste buds in the tongue perceive flavors in food and drinks. The information travels from the taste buds to the gustatory nerves, where it is sent to the cerebrum.

The five senses are sight, hearing, smell, taste and touch. We use our senses to gather information about the world. The information captured by the senses is interpreted in the cerebrum, a part of the brain.

nerve endings



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

biomass, energy, fossil fuels, non-renewable energy sources, renewable, replenish, uranium

Energy


COMPARE

• Understanding the concept of energy • What can you see in the photographs?

■ Hands on

• What can they produce? • Which of the two is better for our planet? Why?

Energy sources • Explore the school. Observe how energy is used and find out which types of energy sources are used. Ss take notes. • Discuss findings. Ask: What was the most frequently used source of energy? READ

■ Presentation • COMPARE Focus on the photos and questions. Photographs: oil refinery; windmills from an eolic power plant. They produce energy.The eolic power plant is better since wind is a renewable source of energy and it does not pollute. • READ Ss read 1 in their books and listen to 36 . Ask: What is energy? (It is the ability to do work.) Make a web diagram on the BB with the word ENERGY in the middle circle. Ss brainstorm examples of activities which require energy as you write them around the word energy. • Ss read 2 and listen to 37 . Ask: How are sources of energy classified? (into nonrenewable and renewable) What is the difference between them? (Non-renewable sources of energy cannot be replenished.) What do you think will happen if we use up all the non-renewable energy? (major changes in our lifestyles) • Ss do the activities at the bottom of the page. ➔ R Activity Book, page 16.

Saving for the future. You can save energy by turning lights or computers off when not in use, and by walking, riding your bike, and using public transport.

42

22

1. Energy

2. Energy sources

Energy is the ability to do work.

There are two types of energy sources:

Moving, lifting, heating and lighting are all examples of work.

• Non-renewable energy sources cannot be replenished in a short period of time. These energy sources are fossil fuels – such as oil, coal and natural gas – and uranium.

We use energy to light our cities, heat our homes, move our cars, cook our food, play our music and give us pictures on television. Energy from the Sun gives us light and heat. When we eat, our bodies transform the energy stored in our food into energy to do work. Everything we do is connected with energy in one form or another.

• Renewable sources of energy can be replenished naturally in a short period of time. Traditional examples of these energy sources are sunlight, wind and water. There are some newer sources of renewable energy, such as biomass, which uses plants and other biological matter to produce energy.

What do we use energy for? We use energy to move our cars. Write more sentences. Besides the examples given in the text, what other things do we use energy for?

16

ENERGY

We use energy to listen to music. We use energy to ride our bikes. / M. A. To refrigerate food, to play sports, to travel, etc.

■ CONTENT AND LANGUAGE DEVELOPMENT Comprehension. Ss classify the following words into two groups: renewable and non-renewable energy sources. biomass, natural gas, sunlight, coal, oil, water, uranium, wind, fossil fuels Answers: Non-renewable: fossil fuels, natural gas, coal, oil, uranium Renewable: sunlight, wind, water, biomass. This can be consolidated by Ss doing Activity 2 of the Activity Book, page 16.

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Vocabulary Content objectives: 3. Language objectives: 2, 3, 6.

chemical, electrical, light, mechanical, nuclear, nuclear power station, thermal

Types of energy


1. Types of energy

• Understanding the process of transforming one type of energy into another

23

• Electrical energy is the energy produced by the flow of electric charge, such as the electricity used by washing machines and computers.

■ Hands on

• Chemical energy is the energy produced by fossil fuels and biomass. In our bodies, it is the energy produced by the food we eat. • Mechanical energy is the energy produced by things in motion, such as the wind. • Thermal energy is the energy released as heat, from a stove, for example.

Make a pizza box solar oven Electrical energy is converted into light and heat.

• Draw a 3 cm border round all four sides of the top of a pizza box. Cut into the box along three sides leaving the line along the back of the box uncut. Make a flap by gently folding back along the uncut line. • Cut a piece of aluminium foil to fit on the inside of the flap and glue into place. Cover the opening from underneath with a piece of transparent plastic. Make sure the plastic becomes a tightly sealed window. • Cover the bottom of the pizza box with another piece of aluminium foil. Glue a piece of black construction paper over it. Close the pizza box top (window), prop open the flap with a straw and face it towards the Sun. Adjust until the aluminium reflects the maximum sunlight through the window into the oven interior. It is ready!

• Nuclear energy is the energy found in elements such as uranium and plutonium. • Light energy is the energy found in light, such as the energy from the Sun.

2. Energy conversion One type of energy can be converted into another type of energy. • In a fan, electrical energy is transformed into mechanical energy. • At a nuclear power station, nuclear energy is transformed into electrical energy.

Electrical energy is converted into mechanical energy which moves the fan.

• In a light bulb, electrical energy is converted into light energy and thermal energy. • In a car engine, chemical energy is transformed twice: into thermal energy (the engine becomes warm) and into mechanical energy (the car moves).

Nuclear energy is converted into electricity.

What energy is produced by fossil fuels? Write more questions and answer them.

Chemical energy. / M.A. What energy is produced by the Sun? Light and thermal energy. What energy is produced by wind? Mechanical energy.

ENERGY

17

■ Presentation ■ CONTENT AND LANGUAGE DEVELOPMENT Comprehension. Ss match the two halves of each sentence. 1. In a fan, electrical energy is 2. At a nuclear power station, nuclear energy is 3. In a light bulb, electrical energy is 4. In a car engine, chemical energy is

a. b. c. d.

transformed into thermal energy and mechanical energy. transformed into mechanical energy. transformed into electrical energy. converted into light energy and thermal energy.

• READ Ss read 1 and listen to 38 . Write two lists on BB: types of energy and sources of energy. Ask Ss to match. • Focus attention on pictures. Ss read 2 and listen to 39 . • Give examples of energy conversion on BB: a boy running, a gas heater system, a solar calculator. Ask Ss to identify the energy conversion: chemical energy into mechanical energy; chemical energy into thermal energy; light energy into electrical energy. Thermal energy is always produced during energy conversion.

Answers: 1 – b. 2 – c. 3 – d. 4 – a. ➔ R Activity Book, page 17.

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absorb, concave, convex, opaque, reflect, reflection, refraction, shadow, translucent, transparent, white light


Light


• Understanding reflection and refraction

■ Hands on Fun with shadows

• Use hand positions to make animal shadows.

■ Presentation

1. Light Light is a form of energy which enables us to see. Light moves very rapidly, at 300,000 km per second. It travels in all directions, but always in a straight line. Thus, if light meets an obstacle, the obstacle blocks it, and a shadow is formed.

2. Objects and light

24

• Transparent objects or substances, such as glass and air, allow light to pass. • Translucent objects, such as a thin piece of paper, allow some light to pass. • Opaque objects, such as a book or a pencil, absorb or reflect light.

translucent transparent

3. Reflection

• Turn off lights and make room as dark as possible. Ask: Why do you think light is important in our lives? (It enables us to see.)

When light hits an opaque object, it is reflected and changes direction. This is called reflection. Reflected light enables us to see things. We can see the Moon when it reflects light from the Sun.

• Ss look at the photos and read 1 and 2 with 40 and 41 . Ask: How is a shadow created? (when an object interrupts the path of light)

White light is made up of infinite colours. In a rainbow, white light is separated into different colours.

• Ask: Do you think that all kinds of objects block light? Ask Ss to identify opaque, translucent and transparent objects.

5. Refraction

• READ Ss read 3–5 with 42 , 43 and 44 . Explain that when light hits an opaque object it not only creates a shadow. It also reflects light from the object allowing us to see it.

When an object obstructs the path of light, a shadow is formed.

4. Light and colours

opaque Transparent, translucent and opaque objects.

The colour of an object is the colour of the light which the object reflects. For example, a blue object absorbs every colour of light except blue and reflects blue light into our eyes.

When light passes through one transparent medium to another, it bends and changes direction. This is called refraction. Lenses refract light. Lenses can be convex or concave.

A convex lens makes light converge.

A concave lens makes light diverge.

Which objects absorb or reflect light? Write two more questions and answer them. Think of objects that do not absorb the following colours:

18

ENERGY

red

green

yellow

orange

Opaque objects. M.A. Which objects allow some light to pass? Translucent objects. / red: a tomato; green: an avocado; yellow: a banana; orange: a carrot

• Reread 4 and ask: Is the colour of an object the colour of the light it reflects? (yes) What happens to the other colours of light? (They are absorbed by the object.)


• Ask: What is happening when we see a white object? (The object reflects most colours of light.) And when we see a black object? (The object absorbs most colours of light.) Then, why is it better to wear light colours in the summer? (Because light colours reflect more light and heat than dark colours.)

Comprehension. Ss answer these questions. 1. How fast does light travel? 2. What makes a shadow form? 3. What words describe objects which absorb or reflect light / allow some light to pass / allow light to pass? 4. What is reflection? 5. What happens in a rainbow?

• Ask: What happens when light passes through a transparent medium to another? (It bends and changes direction; in other words, it refracts.) Show the diagrams of lenses.

Answers: 1. 300,000 km per second. 2. Light is blocked by an obstacle. 3. opaque / translucent / transparent. 4. When light hits an opaque object, it is reflected and changes direction. 5. White light separates into different colours.


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amplitude, echo, frequency, intensity, pitch, reverberation, sound, tone, wave

Sound


LOOK AND READ

• Pitch is ‘tono’ in Spanish, which may lead to confusion between pitch and tone

1. Sound Sound is a form of mechanical energy produced by the vibration of an object, such as a string on a guitar, a drum or even our vocal cords. Sound travels in waves through solids, liquids and gases. It travels through air at 340 metres per second, a speed much slower than the speed of light.

mouth, lips, tongue, teeth larynx

■ Hands on

vocal cords air from the lungs

Different vibrations, different sounds 2. Reflection of sound An echo is the reflection of sound from the surface of an obstacle. Sound takes time to bounce off the obstacle and return to our ears, so we hear both the original sound and the echo. When the original sound is reflected from walls and objects in an enclosed space, we hear a series of echoes. This is called reverberation. Cathedrals, gymnasiums and indoor swimming pools are good places to hear reverberation.

3. Qualities of sound

• Tie the ends of a long piece of string to each corner of a metal coat hanger. Loop one end of the string around one finger and the other end around the other. • Put your fingers in your ears and hit the hanger against a table. The sound waves travel along the string to your ear. • Do the same with a metal spoon. • Compare sounds. (Different materials vibrate differently.)

When we speak, air passes through the larynx. The vocal cords vibrate and make a sound. The tongue, teeth, mouth and lips modify the sound.

loud

25

Intensity: intensity depends upon the amplitude of the sound wave. If the sound is loud, the amplitude is large. If the sound is soft, the amplitude is small.

soft

Pitch: the pitch of a sound depends on the frequency of its sound waves. Pitch enables us to differentiate between the high notes and the low notes made by a musical instrument. Tone: tone enables us to identify the source of a sound with the same frequency and intensity. For example, a guitar does not sound like a saxophone. That is because every musical instrument has a unique tone. Every person’s voice is different because every voice has a unique tone.

Amplitude and intensity: the wave peaks indicate intensity.

■ Presentation

Sound takes time to bounce off an obstacle. Write more sentences beginning with the word sound. How are echoes and shadows similar?

M.A. Sound travels in waves through solids, liquids and gases. / They are both the result of hitting an obstacle.

ENERGY

■ CONTENT AND LANGUAGE DEVELOPMENT Comprehension. Ss complete these sentences with the correct word. echoes / waves / mechanical / reflection / vibration / slower / air 1. Sound is a form of … energy. 2. Sound is produced by the … of an object. 3. Sound travels in … 4. Sound travels through … at 340 metres per second. 5. Sound travels much … than light. 6. An echo is the … of sound. 7. Reverberation is a series of … Answers: 1. mechanical. 2. vibration. 3. waves. 4. air. 5. slower. 6. reflection. 7. echoes.

19

• LOOK AND READ Ss read 1 with 45 . Show the diagram. Ask Ss to place two or three fingers on their neck where the vocal cords are located. When they talk, they can feel their vocal cords vibrate. Point out that sound is always associated with movement (vibration). • Present 2 with 46 . Encourage Ss to give examples of places where they have experienced echo or reverberation. • Ss read 3 with 47 . Make a tree diagram on BB. Write QUALITIES OF SOUND inside the top box. Below draw three boxes: intensity, tone, and pitch. Ask Ss to define each quality, and write definitions inside respective boxes. E ➔ Activity Book, page 19. Noise pollution. Loud noises can cause health problems, insomnia, nervousness or attention loss. Reduce noise at home and at school.

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1. Classify the following words into renewable and non-renewable energy sources. biomass / natural gas / sunlight / coal / oil / water / uranium / wind / fossil fuels non-renewable energy sources

renewable energy sources

2. Match the two halves of each sentence. 1. In a fan, electrical energy is

a. transformed into thermal energy and mechanical energy.

2. At a nuclear power station,

b. transformed into mechanical energy.

nuclear energy is

3. In a light bulb,

c. transformed into electrical energy.

electrical energy is

4. In a car engine, chemical energy is

d. converted into light energy and thermal energy.

Answers, 1: non-renewable: fossil fuels, natural gas, coal, oil, uranium; renewable: sunlight, wind, water, biomass. 2: 1 – b. 2 – c. 3 – d. 4 – a.

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Answer these questions. 1. How fast does light travel?

2. What makes a shadow form?

3. What words describe objects which absorb or reflect light / allow some light to pass / allow light to pass?

4. What is reflection?

5. What happens in a rainbow?

Answers: 1. 300,000 km per second. 2. Light is blocked by an obstacle. 3. opaque / translucent / transparent. 4. When light hits an opaque object, it is reflected and changes direction. 5. White light separates into different colours. ESSENTIAL SCIENCE 6 • Photocopiable material © Richmond Publishing - Santillana Educación, S. L.

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UNIT 5

Electricity and magnetism UNIT CONTENT Content objectives 1. 2. 3. 4. 5. 6. 7.

Understanding that objects are electrically charged (positively or negatively) Describing static electricity and its origin Understanding electrical current and distinguishing conductors and insulators Identifying the different components of a simple electric circuit Identifying magnets; describing their forces and uses Describing how electromagnets work Describing electricity production, transmission, distribution and consumption

Language objectives 1. Making comparisons: more negative than positive … 2. Describing nouns and verbs: negative charges … negatively charged … 3. Describing reciprocal situations: attract each other … connected to each other … 4. Using relative pronouns and prepositions: through which it flows … 5. Passive structures to describe facts: is called … are placed … are affected … 6. Describing a reaction: When an object moves …

Contents CONCEPTS

• Electrical charges and static electricity • Electrical current and electric circuits • Magnets: properties and uses • Electricity production, transmission, distribution and consumption

PROCEDURES

• Study photographs to obtain information • Observe and interpret information from drawings and diagrams • Use tables and diagrams to process information • Use audio recordings to follow text

ATTITUDES

• Appreciate technology as something that makes life easier • Develop awareness of need to save electricity • Take an active role in electricity savings

Assessment criteria • Describing how objects are electrically charged and their electrical interactions • Describing how static electricity is created • Identifying conductors and insulators • Identifying the components of an electric circuit

48

• Identifying magnets and describing their forces and uses • Describing electromagnets and their uses • Describing electricity production, transmission, distribution and consumption

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SPECIAL PROGRAMMES*



Internet resources www.richmondelt.com www.indexnet.santillana.es Electricity activities http://www.cchs.co.uk/tech-coll/primary/resources/ks1/ electricity/activities.htm Do simple activities online about electricity and safety. The Electricity Book http://www.bgfl.org/bgfl/custom/resources_ftp/ client_ftp/ks2/science/electricity_book1/index.htm Take a look at simple circuits to see how they work. Power up http://www.edfenergy.com/powerup/keystage2/house/ index.html Play games to learn about the wonders and dangers of electricity.

6

LEVEL

Electricity and magnetism http://ippex.pppl.gov/interactive/electricity/ Learn about electricity and magnetism with interactive presentations.

THE MYSTERY OF

MAGNETS




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attract, electrical charge, negative, neutral, opposite, positive, repel, same, static electricity


Electricity and magnetism

■ Hands on LOOK

Exploring static electricity • What is lightning?

• Distribute clear plastic plates. Ss place cereal under the upside-down plates. Ss rub the plates vigorously with a piece of cloth. • The cereal 'floats' to the top of the plates. Ask: How do you explain what happens to the cereal? (It is due to static electricity.) • Ss perform the experiment with a lighter cereal. This time the cereal rises more easily. Ask Ss to explain. The weight of an object affects the attraction of static electricity.

■ Presentation • LOOK Focus on the photo and questions. Lightning is an electric discharge. It is produced by a strong electric current created between the negative charge at the bottom of a thunder cloud and the positive charge of the Earth’s surface.

• What produces it? • Do thunder and lightning occur at the same time?

READ

1. Electrical charges

• If an object has more positive than negative charges, it is positively charged. • If an object has more negative than positive charges, it is negatively charged.

• Ask Ss to share experiences in which they have felt little shocks or seen sparks when they touched something. Ask: What do these shocks or sparks have in common with lightning or with a torch? (They are all electrical phenomena.) Explain that static electricity is generated by friction. ➔ R Activity Book, page 20.

If we rub an object with something made from a different material, we make electrical charges move, creating static electricity. For example, if you rub a balloon onto your hair, negative charges move from your hair onto the balloon. Your hair becomes positively charged and the balloon becomes negatively charged. You can stick the balloon to your hair, and your hair stands on end.

• If an object has the same number of positive and negative charges, it is neutral. Objects with opposite charges attract each other, and objects with the same charges repel each other.

What happens when an object has more positive than negative charges? Write some more questions and answer them.

• Thunder and lightning do occur at the same time. However, light travels much faster than sound. • READ Ss read 1 with 48 . Ask: Do you think all objects have electric charges? (Yes, electric charge is a characteristic of matter.)

26

There are two types of electrical charge: positive and negative. Negative charges can move from one place or object to another.

What sometimes happens if you rub your hand on your clothes and then touch a metal door handle?

20

ELECTRICITY AND MAGNETISM

It is positively charged. M.A. What happens when an object has more negative than positive charges? It is negatively charged. / You may feel little shocks due to static electricity.

■ CONTENT AND LANGUAGE DEVELOPMENT Comprehension. Ss complete these sentences with the correct words. 1. There are … types of electrical charges. 2. Negative charges can … from one place or object to another. 3. An object with the same number of positive and negative charges is … 4. Objects with opposite charges … each other. 5. Objects with the same charges … each other. Answers: 1. two. 2. move. 3. neutral. 4. attract. 5. repel.

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Vocabulary Content objectives: 3, 4, 8. Language objectives: 3, 4.

conductor, conducting wire, electric circuit, electrical component, electrical current, electricity, flow, generator, insulator, switch

Electrical current and electric circuits


1. Electrical current

27

Electrical current is the flow of electrical charges. It transmits energy called electricity. Electrical current flows differently, depending on the type of material through which it flows. • Conductors: electrical current flows easily through conductors. Most metals are conductors.

• Electrical current transmits electrical energy (electricity)

insulator (plastic)

■ Hands on

conductor (copper)

• Insulators: electrical current does not flow easily through insulators, such as air, glass, plastic, wood and rubber.

2. Electric circuits

28

An electric circuit consists of different components connected to each other to allow the flow of an electrical current. The four basic components of an electric circuit are:

Conductors and insulators Wires are made up of conductors (copper) and insulators (plastic).

conducting wire

• A generator, which is the source of electricity, such as an electrical plant or a battery

generator

• An electrical component, such as a light bulb or a motor

switch receiver

• Conducting wires • A switch to control the flow of electrical current. A switch in the on position closes the circuit and allows the flow of electrical current. A switch in the off position opens the circuit and breaks the flow of electrical current.

An electric circuit

bulb

mains

switch plug

Electrical current flows easily through conductors. Write more sentences about electrical current. When is an electric circuit open?

An electric circuit: the plug connects the lamp to the mains, which provides the electricity. The switch opens or closes the circuit.

Electrical current does not flow easily through insulators. / An electrical circuit is open when the switch is off.


■ CONTENT AND LANGUAGE DEVELOPMENT True or false? Ss decide if they are true or false, and correct them if necessary. 1. Electrical current flows easily through conductors. 2. Rubber is a conductor. 3. Electrical current does not flow easily through insulators. 4. Most metals are insulators. 5. An electric circuit has four basic components. 6. When the switch is on, it opens the electric circuit. Answers: 1. True. 2. False. Rubber is an insulator. 3. True. 4. False. Most metals are conductors. 5. True. 6. False. It closes the electric circuit.

21

• Build a simple electric circuit with a 9V battery, a small light bulb and three wires, leaving the circuit open at the end of two of the wires. • Ss predict which of the following objects are conductors or insulators, and record their predictions: a wooden block, a paper clip, a plastic cup, a rubber band, a coin, a nail, a piece of aluminium foil, a cotton ball, a tack, a piece of plasticine. • Test objects using the electric circuit by touching the object with both ends of the wires. (Be sure the ends do not touch each other.) Record results. • Ask Ss to come up with a conclusion: electric current flows easily through most metallic objects.

■ Presentation • LOOK AND READ Ss read 1 and listen to 49 . Point to the photo of wires. Ask: Why do you think wires are built this way? (They allow electrical current to flow, but need to be safe to handle.) Write two columns on BB: conductors and insulators. Ask Ss to give examples. • Focus attention on the electric circuit pictures. Ss read 2 while listening to 50 and identify the electric circuit components in the pictures. Draw equivalent electric circuit diagrams with symbols on BB. • Ask: Can you think of some simple electric circuits in this room? At home? Ask Ss to describe an electric circuit and draw the corresponding diagram.

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artificial, coil, electric motor, electromagnet, generator, magnet, magnetic field, magnetic recording media, magnetic strip, magnetism, natural, north, pole, south


Magnets and magnetism

■ Hands on READ

An electromagnet? • In pairs, Ss construct electromagnets with a nail, a battery and a wire. • Ask Ss to wind the wire around the nail about 50 times, leaving room at each end. Next, ask them to make a closed circuit by attaching the free ends of the wire to the battery. Then tell Ss to test their electromagnet by sticking the nail into a pile of paper clips. Ss record their results. • Ask Ss to wind the wire around the nail an additional 30 times. Ss place their electromagnets in the pile of paper clips again, and record results. • Ss share observations and results. Conclusion: the strength of the electromagnet increases with the number of times the wire is wound round the nail.

1. Magnets

29

A magnet is an object which can attract objects made of iron or mixtures of iron, such as steel. This attraction is called magnetism. Magnets can be natural, such as the mineral magnetite, or artificial, such as magnets manufactured from metal. Magnets have two poles: north and south. When the opposite poles of two magnets are placed together, the magnets attract each other. If the same poles are placed together, the magnets repel each other.

2. Magnetic fields Magnets create magnetic fields. They are the space around a magnet where materials, such as iron filings, are affected by magnetic forces.

3. Electromagnets An electromagnet is a conducting wire wrapped around a piece of iron, called a coil, which acts as a magnet when electrical current flows through it. electromagnet

4. The uses of magnets Magnets are used in electric motors and generators for telephones, lights, televisions, computers and more. • Magnetic recording media are used in audio cassettes, floppy disks and hard disks to store information in a very small space. • Magnetic strips store information on credit cards.

■ Presentation

• READ Ss read 2 with 52 . Show the photo of the magnetic field; iron filings arrange themselves around the magnet showing the magnetic field that is, in real life, three-dimensional. • Ss describe the second photo. Present 3 with 53 and ask: How are magnets and electromagnets different? (Electromagnets need electricity to work.) • Ask: Can you name some uses of magnets? Write the answers on BB. Present 4 with 54 . ➔ R and E ➔ Activity Book, page 21.

52

An electric circuit with an electromagnet

• Electromagnets are used in televisions, computer monitors, loudspeakers and microphones.

• READ Present 1 with 51 . Ask Ss to provide examples of objects which are attracted to magnets. • Ask: How are electrical charges and magnets similar? (Opposite charges attract; opposite poles of magnets also attract.)

Iron filings in a magnetic field generated by bar magnets

How many types of magnets are there? Answer the question. Then write another question and answer it.

22


Two, natural and artificial. M.A. What happens when you place together the opposite poles of two magnets? They attract each other.

■ CONTENT AND LANGUAGE DEVELOPMENT Comprehension. Ss read the definitions and complete. 1. An object which can attract other objects made of iron or mixtures of iron is called a … 2. When the opposite poles of two magnets are placed together they … 3. When the same poles of two magnets are placed together they … 4. The area around a magnet affected by magnetic forces is called a … 5. A conducting wire wrapped around a piece of iron which acts as a magnet when an electrical current flows through the wire is called an … Answers: 1. magnet. 2. attract each other. 3. repel each other. 4. magnetic field. 5. electromagnet.

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Vocabulary Content objectives: 7. Language objectives: 5, 6.

consumption, generation, high-tension power transmission line, power plant, power station, substation, transmission, turbine

Electricity

■ Hands on LOOK AND READ

1. Electricity production

Electricity generation, transmission and consumption

Hydro power

Electricity is produced at power stations or power plants.

• Cut off the top of a juice carton. Punch three holes vertically in the centre of the carton, each 3 cm apart. Cover all three holes with tape. • Put the carton on the edge of the sink, with the side with the holes pointing towards the sink. Mark a line near the top, and fill with water up to the line. • Remove the tape and measure how far away each of the streams hits the sink. • Cover all the holes again. Put the carton back on the sink edge. Refill the carton to the line and remove the tape from the first hole only. Measure how far the stream goes. Repeat with the second and third holes. • Ask Ss to explain the experiment. (Water has weight; more weight produces greater water pressure.)

Water, steam or wind moves a turbine connected to a generator. When the turbine rotates, the generator converts mechanical energy into electricity, using a magnetic field and a conductor. Power stations use different energy sources to move the turbine. Some use non-renewable energies, such as coal, while others use renewable energies, such as wind.

2. Electricity transmission

Generating electricity

The electricity generated at a power station is transmitted through conducting wires to substations near populated areas. It is transmitted through tall towers and special electrical power lines called high-tension power transmission lines.

3. Electricity distribution and consumption

30

Power lines distribute electricity to homes, offices and industries. It is used by different appliances to produce: • Heat: for example, radiators • Movement: for example, washing machines

Transmitting electricity

• Light: for example, computers • Sound: for example, doorbells

Consuming electricity

■ Presentation

A hydroelectric power plant

What do power stations produce? Write questions beginning with the following words: What …? Where …? How …?

Electricity. M.A. What moves a turbine? Where does energy transformation take place? How is electricity distributed?


■ CONTENT AND LANGUAGE DEVELOPMENT Comprehension. Ss answer these questions. 1. What moves a turbine? 2. What is the turbine connected to? 3. How do they work? 4. Where are substations located? 5. What is another name for the electrical power lines which transmit the electricity generated at a power station to substations? Answers: 1. water, steam or wind. 2. a generator. 3. When the turbine rotates, the generator converts mechanical energy into electricity. 4. near populated areas. 5. high-tension power transmission lines.

23

• LOOK AND READ Show the photo of the hydroelectric power plant. Ask: How do you think electricity is produced at this dam? (Electricity is created from the force of the running water by using a water turbine and a generator.) What kind of source of energy is it? (renewable) • Ss read 1–3 while they listen to 55 , 56 , and 57 , and then look at the photos. Ask them to explain how electricity travels from the power station to its destination. Ask: Can you name other types of power stations? (solar, nuclear, fossil fuel, biomass, etc.) ➔ R and E ➔ Activity Book, page 22.

Electricity and pollution. Electricity is a clean form of energy because no toxic waste is produced when we use it.

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Are the following sentences true or false? If they are false, correct them. 1. Electrical current flows easily through conductors.

2. Rubber is a conductor.

3. Electrical current does not flow easily through insulators.

4. Most metals are insulators.

5. An electric circuit has four basic components.

6. When the switch is on, it opens the electric circuit.

Answers: 1. True. 2. False. Rubber is an insulator. 3. True. 4. False. Most metals are conductors. 5. True. 6. False. It closes the electric circuit.

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Read the definitions and write the corresponding words. 1. An object which can attract other objects made of iron or mixtures of iron is called a

2. When the opposite poles of two magnets are placed together they

3. When the same poles of two magnets are placed together they

4. The area around a magnet affected by magnetic forces is called a

5. A conducting wire wrapped around a piece of iron which acts as a magnet when an electrical current flows through the wire is called an

Answers: 1. magnet. 2. attract each other. 3. repel each other. 4. magnetic field. 5. electromagnet. ESSENTIAL SCIENCE 6 • Photocopiable material © Richmond Publishing - Santillana Educación, S. L.

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UNIT 6

Forces UNIT CONTENT Content objectives 1. 2. 3. 4. 5. 6. 7.

Understanding forces and their importance Distinguishing types of forces Understanding and identifying the effects of forces: distortion and motion Understanding that machines can change one type of energy into another Classifying machines according to different criteria Identifying and describing the main parts of complex machines Identifying components of electronic devices

Language objectives 1. Describing a reaction: … this force makes objects fall … friction stops the ball rolling … 2. Making comparisons: … makes it go faster … makes it go more slowly … 3. Giving definitions using relative clauses: a machine which uses … 4. Describing quantity: some … other … very few … many

Contents CONCEPTS

• Forces: definition and types • Effects of forces: distortion and motion • Machines: definition and types • Main parts of machines

PROCEDURES

• Study photographs to obtain information • Use tables and diagrams to process information • Use audio recordings to follow text

ATTITUDES

• Appreciate the importance of machines and how they make life easier

Assessment criteria • Defining forces • Distinguishing and describing types of forces • Identifying and describing the effects of forces: distortion and motion • Recognising that machines convert energy

56

• Classifying machines according to different criteria • Identifying and describing the main parts of complex machines • Identifying components of electronic devices

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SPECIAL PROGRAMMES*



Internet resources www.richmondelt.com www.indexnet.santillana.es Forces animation http://lgfl.skoool.co.uk/content/keystage3/Physics/pc/ learningsteps/FORLC/launch.html Learn what forces can do in this animation. Friction animation http://lgfl.skoool.co.uk/content/keystage3/Physics/pc/ learningsteps/FRILC/launch.html Learn about friction in this animation. Pushing and pulling http://www.ngfl-cymru.org.uk/vtc/push_pull/eng/ Introduction/default.htm Do interactive activities about pushing and pulling. Computers http://library.thinkquest.org/25111/index.shtml Click on the components under Hardware to see what they look like.

6

LEVEL

ROBOTS Other resources • • • •



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electric force, force, friction, gravity, magnetic force, pull, push


Forces

■ Hands on

COMPARE

Effects of gravity • Tie several keys to one end of a piece of string. Tie a paper clip to the other end. • Put the string over your finger, so the keys hang straight down just a few centimetres. • Hold the paper clip with the other hand and then let go. Ask Ss to describe what happens. • Encourage Ss to explain the phenomenon in terms of forces. (Because the keys weigh more than the paper clip, the paper clip gets pulled forward rapidly by the falling keys, and the string wraps around your finger.) • Ask Ss to predict what will happen if you add more keys.

B

• What is happening in photo A? • Why is the ball moving?

A

• What is happening in photo B? • What is going to happen to the ball next?

READ

1. Forces Forces are actions which make objects move, stop or change shape. They can be a push or a pull. When you throw a ball, it moves. The movement is caused by the force you applied to the ball.

2. Types of forces

31

There are different types of forces. • Gravity: this force makes objects fall to the ground. If we throw an object into the air, gravity pulls it to the ground.

• Electric force: this force is found between electrically charged objects. Electric force can attract or repel. • Magnetic force: this force affects magnets and some metallic objects. Magnetic force can attract or repel. • Friction: when an object touches another object, it experiences a frictional force. This force acts in the direction opposite to the direction of movement. It slows or stops moving objects. For example, friction between a ball and the ground stops the ball rolling after a few metres.

■ Presentation • COMPARE Focus on the photos and questions. In A, a few people are playing basketball. They are throwing the ball up in the air. In B, the ball is above the basket. The ball is going to go into the basket. • READ Ss read 1 with 58 . Ask: Can you think of objects you can move with a push force? (a bicycle) Can you think of objects you can move with a pull force? (a wagon) • Present 2 with 59 . Use a toy car to explain friction and gravity. Give it a push. The car moves, but the force of friction (between the tyres and the ground) reduces the speed, and finally the car stops. Ask: What would happen if the toy car were to go down a ramp? (Gravity would be stronger than friction, the car would keep on going to the bottom of the ramp, and eventually it would stop because of friction.) ➔ R Activity Book, page 25.

58

Friction is a force which slows or stops movement. Complete the sentences. Gravity is a force which … Magnetic force is a force which … What would happen if there was no gravity on Earth?

24

FORCES

makes objects fall to the ground; affects magnets and some metallic objects and can attract or repel. / We would float in the air.

■ CONTENT AND LANGUAGE DEVELOPMENT Comprehension. Ss answer these questions. 1. What two forces can attract or repel? 2. What force makes objects fall to the ground? 3. Which force acts in the direction opposite to the direction of movement? Answers: 1. electric force and magnetic force. 2. gravity. 3. friction.

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Vocabulary Content objectives: 3. Language objectives: 1, 2.

change, direction, distort, elastic, increase, non-elastic, permanently, reduce, speed, stop, temporarily

Forces and motion


• Understanding that movement involves the interaction of several different forces

1. Forces and distortions Forces can distort some objects temporarily or permanently. Elastic objects, such as a spring, return to their original shape when the force stops acting upon them. They are distorted temporarily.

■ Hands on

Non-elastic objects, such as a piece of plasticine, remain permanently distorted when the force has stopped.

2. Forces and motion

32

Friction and surfaces

Forces can affect motion in many different ways. They can: • Make something move: for example, when you open a door, you push or pull to move the door. • Stop a moving body: for example, when a basketball player catches a ball, the ball stops.

• Tell Ss that you are going to test the movement of a toy car on wood, vinyl and carpet. Ask them to predict on which surface the toy will move further. Ss push a toy car on the three surfaces. Record results and compare them to predictions. • Ask Ss: Why do you think grit is poured on roads when icy? (to increase friction) What do you think will happen to friction if you add oil to a wood surface? (It will be reduced.) • Explain that friction increases with the roughness of a surface.

Plasticine is non-elastic: it changes shape permanently.

• Change the direction of a moving object: for example, when a tennis player hits a ball, it goes to the other side of the court. • Increase the speed of a moving body: for example, the force a skateboarder uses to push the skateboard makes it go faster. • Reduce the speed of a moving body: when the skateboarder puts both feet on the skateboard, the wheels rub against the ground and friction makes the skateboard go more slowly.

A catapult is elastic: it only changes shape temporarily.

The skateboarder’s push makes the skateboard accelerate. Later, the skateboard slows because of friction between the wheels and the ground.

A tennis player hits the ball and it changes direction.

■ Presentation

How do forces affect motion? Write several answers. What happens when you kick a ball? What happens when you slip on an icy street?

M.A. They stop a moving body. They change the direction of a moving object. / You apply a force to the ball which moves it. There is less friction on an icy FORCES surface, so there is less force to oppose the motion of your feet.

■ CONTENT AND LANGUAGE DEVELOPMENT Comprehension. Ss match the two halves of each sentence. 1. Elastic objects a. make something move. 2. Non-elastic objects b. it stops. 3. Forces can c. are distorted temporarily by force. 4. When a tennis player d. are permanently distorted hits a ball by force. 5. When a basketball player e. it changes direction. catches a ball

25

• READ Ss read 1 and listen to 60 . Show the photo of children playing with plasticine. Ask: What objects get permanently distorted after a pull? (nonelastic objects) What objects return to their original shape after a pull? (elastic objects) Make a two column table on BB with nonelastic and elastic objects. Ss give examples. • Present 2 with 61 . Ss look at the other photos. Ss describe the movements and analyse the forces involved. Encourage Ss to predict what will happen to the ball. Ask: Does the weight of the skateboarder have an effect on how far he moves after the push? (Yes, the lighter he is the further he will move.) Does the surface of the ground make a difference? (Yes, the rougher the surface is the more friction there will be.)

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

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complex, fuel, human energy, information-processing machine, machine, simple, thermal machine


Machines


• Understanding the complexity of some machines

■ Hands on

1. Machines

3. Machines which produce movement

Machines are devices which use the action of a force or convert one type of energy into another. For example, a bicycle is a machine which transforms human energy into mechanical energy.

Many machines produce movement, such as escalators, cars or food blenders. These machines have a motor or an engine. The motor converts fuel or electrical energy into movement.

Machines save us time and physical effort.

4. Thermal machines

Simple machines at work • Simple machines are tools which make work easier. They have few or no moving parts. These machines use human energy. • Prepare a set of simple machines for Ss to observe. Include: a corkscrew with arms, a can opener, a bottle opener, a doorknob, a fork, a hammer, a pepper mill. • Ask Ss to describe the machines and how they work: gears, lever, wheel and axle, etc.

2. Types of machines

33

Some machines, such as pulleys, are very simple because they have very few components. Other machines, such as computers, are complex because they have many components. Machines can be classified depending on the energy source. There are machines which work with: • Human energy, such as a bicycle or a hammer

• READ Present 1 with 62 . Ask Ss to name machines they use every day. Make a list on BB. • Look at the photos and ask Ss to describe what they see. They read 2 and listen to 63 . Then read 3–5 . Ask them to classify the machines written on the BB according to what they have read. Ss produce more examples. • Ask Ss to provide more examples of information-processing machines (videogame players, televisions, film projectors, MP3, mobile phones, etc.).

Limit your screen time! Too much time in front of a screen can have harmful effects on your health and mind.

60

5. Information-processing machines Information-processing machines are used for communication and calculations. For example, we can communicate with others using mobile phones, and we can make calculations on computers.

• Water or wind, such as a watermill or a windmill • Fuel, such as a car or a gas stove • Electricity, such as a washing machine or a mobile phone

■ Presentation • Machines save us time and physical effort. Ask: Can you think of one of the first inventions that made it easier to move things from place to place? (the wheel)

Thermal machines, such as heaters and air conditioners, produce heat or cold.

A pulley is a simple machine.

An aeroplane is a complex machine.

Computers can process texts, images and numbers. They also enable us to communicate through the Internet and by e-mail.

What makes a bicycle work? Write some more questions. Ask and answer them. Think of more examples of the following types of machines: machines which produce movement; thermal machines; information-processing machines.

26

FORCES

Human energy. M.A. What makes a plane work? Fuel. What makes a windmill work? Wind. / M.A. trains, lories; irons, dryers; calculators, digital cameras.

■ CONTENT AND LANGUAGE DEVELOPMENT Comprehension. Ss read these sentences and correct the wrong information. 1. A bicycle is a machine which transforms mechanical energy into human energy. 2. Pulleys have many components. 3. A hammer works with wind energy. 4. A washing machine works with fuel. 5. Computers are simple machines. Answers: 1. A bicycle transforms human energy into mechanical energy. 2. They have very few components. 3. It works with human energy. 4. It works with electricity. 5. Computers are complex machines.

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Vocabulary Content objectives: 6, 7. Language objectives: 2, 3, 4.

casing, combustion engine, electronic circuit, engine, mechanism, microchip, motor, operating part, structure

Inside a machine


• Understanding the mechanisms of machines

1. Casing and structure The casing is the outer part of a machine. It protects the machine from dust, moisture and damage. The structure is the frame of the machine, and it supports the weight.

■ Hands on

2. Operating parts and mechanisms The operating parts are the components of a machine, such as wheels, axles, springs and chains. A mechanism is a group of operating parts which work together to perform a specific task. For example, on a bicycle, the gears and chain form a mechanism.

3. Engines and motors

What's inside? In cars, the chassis supports the weight of the machine. Structures and casings are usually made of very resistant materials.

34

An engine or a motor is the part of a machine which produces movement. • Combustion engines use chemical energy from fuel. Cars and aeroplanes have combustion engines. • Electric motors use electrical energy. Electric machines, such as trains or cameras, have electric motors.

4. Electrical circuits and electronics

chain gears

On a bicycle, the gears and chain transmit a movement from one gear to another.

Machines which use an electrical current have electrical circuits.

■ Presentation

• Electronic circuits are electrical circuits with very small components. • Microchips, the smallest circuits, have tiny electronic circuits. Microchips are used in digital cameras, telephones and many other electronic devices.

• Collect several old appliances, mechanical toys or old machines. • In groups, Ss break down the machines and identify their parts. They analyse the mechanisms and try to figure out how they work. • Each group prepares a report explaining their machine and the way it functions. Encourage Ss to include diagrams. Ss present their reports to the class.

This microchip contains a tiny electronic circuit.

The outer part of a machine is called the casing. Write some more sentences using is / are called. How can microchips help pet owners?

M.A. The frame of a machine is called the structure. / M.A. A microchip FORCES on a pet can be used for identification, if the pet is lost.

27


• READ Ss read 1 , 2 , and 3 with 64 , 65 , and 66 . Look at the first two photos. Ask Ss to identify the parts of the bicycle. Ask: How does the mechanism work? (When you change the gear, the chain moves, and the number of turns the bicycle wheel makes with each pedal stroke also changes.) • Ask: Can you name the parts of a car? (chassis, body, wheels, axles, shocks, brakes, engine, etc.) Explain that not all machines have all these parts.

Comprehension. Ss read these definitions and write the corresponding words. 1. the outer part of a machine 2. the frame of the machine which supports the weight 3. the components of a machine, for example, wheels, axles, etc. 4. a group of operating parts which act together to perform a specific task 5. engines which use chemical energy from fuel 6. components which have tiny electronic circuits and are used in digital cameras, telephones, etc.

• Make a web diagram on BB with MACHINE PARTS in the middle circle. Ask Ss to brainstorm common parts of machines.

Answers: 1. casing. 2. structure. 3. operating parts. 4. mechanism. 5. combustion engines. 6. microchips.


• Ss read 4 , listen to 67 and look at the photo of the microchip. Ask: What other machines use a microchip? (digital cameras, computers, modern automobiles, MP3 players, etc.) • Ss do the activities at the bottom of the page.

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1. Answer these questions. 1. What two forces can attract or repel?

2. What force makes objects fall to the ground?

3. Which force acts in the direction opposite to the direction of movement?

2. Match the two halves of each sentence. 1. Elastic objects

a. make something move.

2. Non-elastic objects

b. it stops.

3. Forces can

c. are distorted temporarily by force.

4. When a tennis player hits a ball

d. are permanently distorted by force.

5. When a basketball player catches a ball

e. it changes direction.

Answers, 1: 1. electric force and magnetic force. 2. gravity. 3. friction. 2: 1 – c. 2 – d. 3 – a. 4 – e. 5 – b.

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Correct the wrong information. 1. A bicycle is a machine which transforms mechanical energy into human energy.

2. Pulleys have many components.

3. A hammer works with wind energy.

4. A washing machine works with fuel.

5. Computers are simple machines.

Answers: 1. A bicycle transforms human energy into mechanical energy. 2. They have very few components. 3. It works with human energy. 4. It works with electricity. 5. Computers are complex machines. ESSENTIAL SCIENCE 6 • Photocopiable material © Richmond Publishing - Santillana Educación, S. L.

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UNIT 7

The Solar System UNIT CONTENT Content objectives 1. 2. 3. 4. 5. 6. 7. 8. 9.

Understanding that the Sun is the centre of the Solar System Identifying and describing the components of the Solar System Describing the Earth's movements: revolution and rotation Understanding the origin of the seasons based on the tilt of the Earth Understanding and describing the movement of the Moon and lunar phases Understanding and distinguishing lunar and solar eclipses Describing stars and their properties Describing constellations, nebulae and galaxies Interpreting drawings and diagrams

Language objectives 1. Making comparisons: much bigger than … smaller celestial bodies … 2. Describing movement: … on its own invisible axis 3. Describing the duration of an action or process: It takes twenty-four hours … 4. Describing position: facing the Sun … towards the Sun … 5. Describing an action in progress: is being lit … is receiving … 6. Expressing possibility: can be red … we can see …

Contents CONCEPTS

• The Solar System • Movements of the Earth: revolution and rotation • The Moon and its phases • Eclipses: solar and lunar • Stars and their properties • Galaxies and constellations

PROCEDURES

• Study photographs to obtain information • Observe and interpret information from drawings and diagrams • Use tables and diagrams to process information

ATTITUDES

• Understand our place in the universe

Assessment criteria • Identifying and describing the Solar System and its components • Describing the Earth's movements of revolution and rotation • Describing the origin of the seasons

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• Identifying and describing lunar phases • Distinguishing and describing lunar and solar eclipses • Describing stars and their properties • Describing constellations, nebulae and galaxies

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SPECIAL PROGRAMMES*



Internet resources www.richmondelt.com www.indexnet.santillana.es Day and night http://lgfl.skoool.co.uk/content/keystage3/Physics/pc/ learningsteps/DANLC/launch.html See how the Earth rotates and revolves around the Sun in this slide show. Our Solar System http://www.windows.ucar.edu/tour/link=/ our_solar_system/solar_system.html Learn more about our Solar System. Visit the image archives and the interactive comet animation. The virtual Solar System http://www.solarsystem.org.uk/planet10/planet10.html Click Solar System. Then use the controls above to change the Solar System animation.

6

LEVEL

What is an eclipse? http://www.kidseclipse.com/pages/a1b3c1d0.htm Learn about eclipses and how they happen with an animation and activities.




ASTRONAUTS

IN SPACE www.richmondelt.com

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asteroid, celestial body, comet, natural satellite, planet, Solar System, terrestrial planet


The Solar System


COMPARE

■ Hands on

ptu ne Ne

Ur an us

• How many planets are there between the Earth and the Sun?

Me rc Ve ury nu Ea s rth Ma rs

• Which is the largest planet?

Sa tur n

Ju pit e

r

• Understanding the movements of the planets

• What other elements are there in the Solar System?

Model of the Solar System • Make a large cardboard circle. Punch a series of holes in the cardboard: one in the centre for the Sun, and eight others for the planets. • Cut out different circles to represent the Sun and the planets. Make the Sun the biggest; Jupiter, Saturn, Uranus, and Neptune smaller; and the other four much smaller. Write the name of each planet on the circle. • Tape a length of string to the Sun and each planet. Put the other end of each string through the corresponding hole in the large circle. • Tie three pieces of string to the top of the cardboard to hang your model.

READ

1. The Solar System The Solar System consists of the Sun, eight planets and their moons, comets and asteroids. They are all called celestial bodies. Everything in the Solar System orbits the Sun.

The Sun is the largest celestial body. It is much bigger than any planet. It is at the centre of the Solar System. The Sun is an enormous yellow star which provides the light and heat necessary for life on Earth. The Sun rotates on its own invisible axis.

• READ Ss read 1–3 with 68 , 69 , and 70 . Ask: Which planets take less than an Earth year to complete their orbits round the Sun? (Mercury and Venus) • Make a chart entitled ‘The planets’. Include seven columns: planet, distance from the Sun, mass, temperature, period of revolution around the Sun, period of rotation, number of moons. Ss research and complete. • Present 4 and 5 with 71 and 72 . Ask: How many asteroids do you think there are? (about a billion) Do you know the name of any comet? (Halley’s) ➔ R Activity Book, page 27.

66

35

There are eight large celestial bodies called planets. Each planet rotates on its own invisible axis. Each planet also orbits the Sun. The planets can be classified into two groups: terrestrials and gas giants.

4. Asteroids In the Solar System, there are thousands of tiny, rocky celestial bodies called asteroids. They have different shapes.

5. Comets Comets are small celestial bodies made up of ice, dust and rock. They have bright tails which point away from the Sun. We can only see the tail of a comet when it is close to the Sun.

A small celestial body made up of ice, dust and rock is called a comet. Write some more sentences using is / are called.

■ Presentation • COMPARE Jupiter is the largest planet. There are two planets between the Earth and the Sun: Mercury and Venus. There are also satellites, asteroids and comets.

• Jupiter, Saturn, Uranus and Neptune are called gas giants because they are large and are made up of gases. • Natural satellites are smaller celestial bodies, such as moons, which orbit their planets.

2. The Sun

3. Planets and satellites

• Mercury, Venus, the Earth and Mars are the terrestrial planets. They are small, and mainly made up of rock.

Have you ever seen another planet or a comet?

28

THE SOLAR SYSTEM

M.A. Tiny, rocky celestial bodies are called asteroids. Large celestial bodies are called planets.

■ CONTENT AND LANGUAGE DEVELOPMENT Comprehension. Ss complete these sentences and then check their answers by listening again to 68 , 69 , and 70 . 1. Everything in the … orbits the Sun. 2. The Sun is an enormous yellow … 3. The Sun … on its own invisible axis. 4. There are … large, celestial bodies called planets. 5. The planets can be classified into two groups: … and … Answers: 1. Solar System. 2. star. 3. rotates. 4. eight. 5. terrestrials … gas giants.

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axis, ellipse, equator, hemisphere, North / South Pole, orbit, revolve, rise, rotate, season, set, sphere, tilt

The Earth

■ Hands on The movement of the Earth

LOOK AND READ

Moon’s orbit

Earth’s orbit

1. The movement of the Earth

rotational axis

The Earth revolves around the Sun. Its orbit is an elongated circle, called an ellipse. The Earth takes exactly 365 days and six hours to complete its orbit. Our ‘normal’ calendar years are only 365 days long.

2. The rotation of the Earth

36

The Earth is a sphere. It rotates on its own invisible axis, which passes through the North and South Poles. It takes twenty-four hours to complete this rotation. At any time, one half of the Earth is facing the Sun. In that half, it is day. The other half is facing away from the Sun. It does not receive sunlight. In that other half, it is night. The Earth always rotates in the same direction. Consequently, the Sun always rises in the east and sets in the west.

Moon

The Earth rotates on its axis as it orbits the Sun. The rotation of the Earth It is day in the half of the Earth which faces the Sun. It is night in the other half.

day

sunlight

rotational axis North Pole

• Explain that the Earth rotates on its axis fifteen degrees every hour. In groups, Ss figure out how many time zones there are. (The Earth is divided into 24 time zones [24 ⫻ 15º ⫽ 360º]) • Ss make a poster with four clocks showing times at different points on Earth at a given hour. Encourage Ss to use an atlas / globe.

night South Pole 23º

The seasons sunlight

3. The seasons The Earth’s axis is slightly tilted. At any time, one hemisphere is tilted towards the Sun, and receives more light and heat. It is summer in this hemisphere. The other hemisphere is tilted away from the Sun. It receives less light and heat. It is winter in that hemisphere.

Earth

Sun

Investigate time zones

It is winter in the northern hemisphere. It receives less sunlight than the southern hemisphere. equator

It is summer in the northern hemisphere. It receives more sunlight than the southern hemisphere. Because the Earth’s axis is tilted, its two hemispheres have opposite seasons at a given time.

What time of day is it in the half of the Earth which is facing the Sun? Answer the question. Then write some more questions. Ask and answer them. Name countries where is it winter when it is summer in Spain.

Day; M.A. What is the shape of the orbit of the Earth around the Sun? An ellipse. What SOLAR SYSTEM 29 is the shape of the Earth? A sphere. / M.A. Chile, Peru, New Zealand,THE South Africa.

■ CONTENT AND LANGUAGE DEVELOPMENT True or false? Are the following sentences true or false? If they are false, Ss correct them. 1. There are exactly 365 days in a year. 2. The Earth rotates on its own axis. 3. It takes twelve hours to complete this rotation. 4. The Sun rises in the west and sets in the east. 5. The Earth’s axis is slightly tilted. Answers: 1. False. There are 365 days and six hours. 2. True. 3. False. It takes twenty-four hours. 4. False. The Sun rises in the east and sets in the west. 5. True.

■ Presentation • LOOK AND READ Ss read 1 and listen to 73 . Look at the first diagram. Ask: How long does it take the Earth to complete its orbit? (It takes exactly 365 days and 6 hours.) How long is a ‘normal’ year? (365 days) How can you account for those extra 6 hours? (Every four years, there is a year with 366 days called a leap year.) • Before reading 2 , ask Ss for the scientific explanation of day and night. Present 2 with 74 and look at the second diagram. Using a globe, ask Ss to name countries where it is night when it is day in Spain and vice versa. Ask: How do you explain that the Sun always rises in the east and sets in the west? (The Earth always rotates in the same direction.) • Before reading 3 , ask Ss for the scientific explanation of the seasons. Present 3 with 75 and look at the third diagram. Use a globe to show the tilt of the Earth’s axis and its effects. • Ss do the activities at the bottom of the page. ➔ R Activity Book, page 28.

Daylight saving time. In Spain, days are shorter in winter. To reduce the need for artificial light, we turn our clocks back an hour in autumn and forward in spring.

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Vocabulary Content objectives: 5, 6. Language objectives: 2, 3, 4, 5.

decreasing, eclipse, first quarter, increasing, last quarter, lunar / solar / total eclipse, lunar month, lunar phase, new / full Moon

The Moon and eclipses


• Use of the decimal point: 27.3

■ Hands on Observing the Moon • Ss make a calendar for a complete month and record the shape of the Moon on a daily basis. Remind them that the lunar month averages 29.5 days. • Label the new Moon, first quarter, full Moon and last quarter.

■ Presentation • READ Before Ss read 1 , talk about the Moon the previous night. Ask: Does the Moon’s shape change? (not shape, but appearance) Ask Ss to read 1 and 2 while they listen to 76 and 77 . • Ask Ss: Why does the Moon look different at different times of the month? (because of the position of the Moon relative to the Earth and the Sun) What causes the phases of the Moon? (the changes in position)

1. The movement of the Moon The Moon is the Earth’s only natural satellite. It takes 27.3 days to orbit the Earth. The Moon rotates on its axis in the same time it takes the Moon to orbit the Earth. The same side of the Moon always faces the Earth.

2. Lunar phases

• New Moon: no part of the Moon is visible because the side of the Moon facing the Earth is not being lit by the Sun. • First quarter: one half of the moon is being lit by direct sunlight. This illuminated half is increasing.

• Ask Ss if they have ever seen an eclipse. Ss read 3 with 78 . Ask: During a lunar eclipse, what is blocking the Sun’s light? (the Earth) During a solar eclipse, what is blocking the Sun’s light? (the Moon) • Ask Ss to draw two diagrams to illustrate the positions of the Earth, Moon and Sun during a lunar eclipse and a solar eclipse. ➔ R Activity Book, page 28.

Observing eclipses safely. Never look at the Sun during an eclipse without adequate protection. You can look at the Sun without filters only when it is totally eclipsed.

68

A lunar eclipse: the Earth blocks sunlight from the Moon.

• Full Moon: the side of the Moon facing the Earth is being lit by the Sun. • Last quarter: the other half of the Moon is being lit by direct sunlight. This illuminated half is decreasing.

3. Eclipses Sometimes during their orbits, the Moon, the Earth and the Sun align, and an eclipse occurs. During a lunar eclipse, the Earth passes between the Sun and the Moon, and blocks the Sun’s light. The Earth’s shadow moves across the surface of the Moon. During a solar eclipse, the Moon passes between the Earth and the Sun, blocks the Sun’s light, and projects a shadow on the Earth. When the Moon and Sun are in a perfect line, it is called a total eclipse.

A solar eclipse: the Moon blocks sunlight from the Earth.

The Moon has four phases. Write more sentences beginning with: The Moon …

30

• Elicit examples of how the Moon affects the Earth: tides, animals, etc.

37

When we look at the Moon from Earth, its appearance changes throughout the lunar month. These changes in appearance are called lunar phases. Each lunar phase depends on the Moon’s position in relation to both the Earth and the Sun.

THE SOLAR SYSTEM M.A. The Moon

is the Earth’s only natural satellite. The Moon rotates on its axis.

■ CONTENT AND LANGUAGE DEVELOPMENT Comprehension. Ss match words and corresponding descriptions. 1. New Moon a. The Earth passes between the Sun and the Moon and blocks the Sun’s light. 2. First quarter b. The illuminated half of the Moon is decreasing. 3. Full Moon c. The Moon is not visible. 4. Last quarter d. The Moon and the Sun are in a perfect line. 5. Lunar eclipse e. The illuminated half of the Moon is increasing. 6. Total eclipse f. The side of the Moon facing the Earth is being lit by the Sun. Answers: 1 – c. 2 – e. 3 – f. 4 – b. 5 – a. 6 – d.

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Vocabulary Content objectives: 7, 8. Language objectives: 1, 6.

colour, constellation, elliptical, galaxy, helium, hydrogen, irregular, luminosity, nebula, size, spherical, spiral, star

Stars, constellations and galaxies


READ

1. Stars

• Understanding our place in the Universe

38

• Singular and plural of nebula/ae

A star is a spherical body which generates light and heat through nuclear reactions. Most stars consist of the gases hydrogen and helium. Stars have different characteristics: • Colour: depending on their temperature, stars can be red, orange, yellow, white or blue. • Size: all stars are enormous, but some are larger than others.

The stars in the Orion constellation appear close together, but in fact, they are at different distances from the Earth.

• Luminosity: this refers to the amount of light from the star which reaches the Earth.

2. Constellations Stars are divided into eighty-eight groups or constellations to make identification easier. The constellations have the names of characters from classical mythology or the names of animals and objects because of the shapes they form. Some constellations, such as Ursa Major, can be seen all year. However, Orion, for example, can only be seen in winter, and Hercules can only be seen in summer.

This nebula is illuminated by the stars near it. elliptical

3. Nebulae

spiral

A nebula is a cloud of dust and gas. Some nebulae are illuminated by stars near them. New stars are formed in some nebulae.

4. Galaxies Galaxies are enormous groups of stars, gases and dust. There are three types: elliptical, spiral and irregular. Our Solar System is on the edge of a galaxy called the Milky Way. All the stars which we can see belong to this galaxy.

■ Hands on Constellations mural • Ss brainstorm the names of constellations. Write them on the BB. Point out that the lines joining the stars to form ‘pictures’ are purely arbitrary. In pairs, Ss research the origin of a particular constellation and speak to the class. • Make a class mural of the selected constellations using black construction paper and chalk. Ss draw their constellations. Make a display.

■ Presentation

irregular Irregular galaxies are smaller than the other galaxies.

• READ Present 1 and 2 with 79 and 80 . Ask: Is the Sun a star? (yes) Why does it look bigger and brighter than other stars? (because it is the closest star to the Earth)

What do most stars consist of? Answer the question. Write some more questions. Hercules is the name of a constellation. Who was Hercules?

gases, mainly hydrogen and helium. M.A. What are some characteristics THE SOLAR SYSTEM of stars? What is a nebula? / Hercules was the son of Jupiter, a Roman god.

31

■ CONTENT AND LANGUAGE DEVELOPMENT Comprehension. Ss match the two halves of each sentence. 1. Most stars consist of a. on the edge of the Milky Way. 2. Temperature b. 88 constellations. 3. Stars are not c. hydrogen and helium. 4. Constellations are d. in winter. 5. Stars can be grouped into e. affects the colour of a star. 6. Orion can only be seen f. all the same size. 7. A nebula is g. groups of stars. 8. Our Solar System is h. a cloud of dust and gas. Answers: 1 – c. 2 – e. 3 – f. 4 – g. 5 – b. 6 – d. 7 – h. 8 – a.

• Ask: How many constellations are stars divided into? (88 constellations) Can all constellations be seen all the year round? (Some can only be seen in summer, and others only in winter.) • Ss read 3 and 4 while they listen to 81 and 82 and observe the photos. Ask: How are nebulae and galaxies different? (Nebulae are clouds of dust and gas, mainly hydrogen; galaxies are huge groups of stars, dust, gas, and other celestial bodies bound together by gravitational forces.) Have you seen the Milky Way? How many stars do you think there are in it? (2 ⫻ 1011) How does thinking about the immensity of the universe make you feel? • Ss do the activities at the bottom of the page. E ➔ Activity Book, page 29.

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Are the following sentences true or false? If they are false, correct them. 1. There are exactly 365 days in a year.

2. The Earth rotates on its own axis.

3. It takes twelve hours to complete this rotation.

4. The Sun rises in the west and sets in the east.

5. The Earth’s axis is slightly tilted.

Answers: 1. False. There are 365 days and six hours. 2. True. 3. False. It takes twenty-four hours. 4. False. The Sun rises in the east and sets in the west. 5. True.

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Match the two halves of each sentence. 1. Most stars consist of

a. on the edge of the Milky Way.

2. Temperature

b. 88 constellations.

3. Stars are not

c. hydrogen and helium.

4. Constellations are

d. in winter.

5. Stars can be grouped into

e. affects the colour of a star.

6. Orion can only be seen

f. all the same size.

7. A nebula is

g. groups of stars.

8. Our Solar System is

h. a cloud of dust and gas.

Answers: 1 – c. 2 – e. 3 – f. 4 – g. 5 – b. 6 – d. 7 – h. 8 – a. ESSENTIAL SCIENCE 6 • Photocopiable material © Richmond Publishing - Santillana Educación, S. L.

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UNIT 8

Landscapes of Spain UNIT CONTENT Content objectives 1. 2. 3. 4. 5. 6. 7. 8.

Identifying and locating the main geographic features of Spain Identifying, locating and describing the island landscapes Identifying, locating and describing Spanish coasts Describing the characteristics of Spanish rivers Identifying, locating and describing the three watersheds of Spain Identifying and locating the two main river basins of Spain Identifying and describing the climates, flora and fauna of Spain Obtaining geographic information from maps and pictures

Language objectives 1. Describing geographical features: It is divided by … There is … There are … 2. Making comparisons: the most important … the longest rivers … 3. Expressing contrast: However, … 4. Describing the course of rivers: carries water from … into … They go through …

Contents CONCEPTS

PROCEDURES

• The landscape of Spain: main geographic features • The coasts of Spain • The rivers and watersheds of Spain • The climate, flora and fauna of Spain

• Observe and interpret maps and pictures • Read and comprehend texts • Use audio recordings to follow text

ATTITUDES

• Interest in learning about the geography of Spain

Assessment criteria • Identifying and locating the main geographic features of Spain • Identifying, locating and describing the island landscapes • Identifying, locating and describing Spanish coasts • Describing the characteristics of Spanish rivers

72

• Identifying, locating and describing the three watersheds of Spain • Identifying and locating the two main river basins of Spain • Identifying and describing the climates, flora and fauna of Spain

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SPECIAL PROGRAMMES*



Internet resources www.richmondelt.com www.indexnet.santillana.es Iberian nature http://www.iberianature.com/index.html A guide to Spanish geography, wildlife, nature and climate. Mountains of Spain http://www.math.ucsd.edu/~santiago/index.html Click the arrow at the bottom of the page for a slideshow. Rivers of Spain http://www.grid.unep.ch/product/publication/ freshwater_europe/watersheds.php Click on the map of Spain or the names of Spanish rivers for text and pictures on the Tagus, Ebro, Guadiana, Guadalquivir and Douro.

6

LEVEL

CHANGING

SHORES Other resources • • • •



www.richmondelt.com

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Balearic Islands, Betic Chain, Canary Islands, Cantabrian Chain, Central Mountain Chain, Ebro, Guadalquivir, Iberian Chain, landscape, northern, Pyrenees, southern


Landscapes of Spain

• READ Ss read sections 1–4 , with 83 , 84 , 85 and 86 . Ask: What do you think the word ‘plateau’ means? (a flat surface raised above surrounding land) Do you think Spain is relatively mountainous or relatively flat? (It is the second most mountainous country in Europe after Switzerland.) What is the highest peak in Spain? (the Teide in the Canary Islands) What is the highest peak on the peninsula? (Mulhacen in the Betic Chain) What is a depression? (It’s an area that is lower than the surrounding areas.) Why do you think the Canary Islands are mountainous? (because of their volcanic origin) ➔ R Activity Book, page 31.

Landscape protection. Natural areas are threatened by the construction of roads, tunnels, bridges or housing developments. We need to protect them!

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• COMPARE Discuss the map and questions. There are mountains in the north, the south-east, the north-west, the north-east, the centre and the Canary Islands. The landscape consists of a large depression. France borders Spain to the north and Portugal to the west.

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• Ss make a physical map of Spain with plasticine, and include the main geographic features. They use different colour plasticine to represent different landscape features and label them with signs. Include the highest peaks for each mountain range.

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3-D physical map of Spain

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• What countries border Spain?

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■ Hands on

CANT ABRIAN

R

• What is the landscape in the two main river basins like?

2º

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• Where are there mountains in Spain?

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• Recognising landscapes that differ from the area where Ss live

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COMPARE

UN TA IN S


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READ

1. The Central Plateau

3. Depressions

The Central Plateau has two parts, the northern area and the southern area. It is divided by the Central Mountain Chain.

There are two large depressions around the Ebro and Guadalquivir river basins.

2. Mountain landscapes

39

The most important mountain ranges are: • The Pyrenees, in the north • The Betic Chain, in the south-east

4. Island landscapes The Canary Islands, in the Atlantic Ocean, are volcanic and very mountainous. The Balearic Islands, in the Mediterranean Sea, are not very mountainous.

• The Cantabrian Chain, in the north-west • The Iberian Chain, north-east of the Central Plateau The Cantabrian Chain is in the north-west of Spain. Study the map and make more sentences. Change the underlined words. What is the landscape like where you live?

32

LANDSCAPES OF SPAIN

M.A. The Pyrenees are in the north of Spain. The Betic Chain is in the south-east of Spain.

■ CONTENT AND LANGUAGE DEVELOPMENT Comprehension. Ss complete these sentences. 1. The Central Plateau is divided by the … 2. The Pyrenees are in the … 3. The Betic Chain is in the … 4. The Cantabrian Chain is in the … 5. The Iberian Chain is in the … of the Central Plateau. 6. The … are very mountainous. 7. The … are not very mountainous. Answers: 1. Central Mountain Chain. 2. north. 3. south-east. 4. north-west. 5. north-east. 6. Canary Islands. 7. Balearic Islands.

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Vocabulary Content objectives: 3. Language objectives: 2.

Andalusia, Atlantic coast, beach, border, Cantabrian coast, cliff, estuary, Galicia, Mediterranean coast

Coasts


READ

• Distinguishing some of the areas of the Atlantic and Cantabrian coasts

1. The Atlantic coast The Atlantic coast extends into three regions of Spain: Galicia, part of Andalusia, and the Canary Islands.

• Distinguishing between high and rocky and low and sandy

• The Galician coast is high, rocky and irregular with many estuaries. • The Andalusian coast is low and sandy. • The coasts of the Canary Islands are generally high with cliffs. Some islands, such as Lanzarote and Fuerteventura, have long beaches.

■ Hands on The Atlantic coast

Coastal features

2. The Cantabrian coast

• Ask Ss to describe a coastal landscape they know. Write the geographic features they mention on BB and encourage Ss to describe them with their own words. • Make a chart entitled ‘Coastal features’ and ask Ss to investigate different coastal features: capes, islands, gulfs, estuaries, bays, etc. Fill in the chart with information provided by Ss. • Ss then locate some of these main coastal features on their 3-D physical maps of Spain and label them.

The Cantabrian coast is generally high and rocky with many cliffs and estuaries.

3. The Mediterranean coast The Mediterranean coast is Spain’s longest coast. It extends from the French border in Catalonia to the Strait of Gibraltar in Andalusia. The Mediterranean coast generally has low, sandy beaches. The Balearic Islands are also in the Mediterranean. Their coasts are generally high and rocky, but there are also some long beaches.

The Cantabrian coast

What is the Mediterranean coast like? Write more questions. Ask and answer questions with your partner.

■ Presentation

Which is the coast nearest you? The Mediterranean coast

M.A. What is the Atlantic coast like? It is high and rocky in some parts, and low and LANDSCAPES OF SPAIN sandy in others. What is the Cantabrian coast like? It is generally high and rocky.

33

■ CONTENT AND LANGUAGE DEVELOPMENT Comprehension. Ss choose the correct alternative in each of these sentences. To check their answers, Ss listen to 87 , 88 , and 89 .

1. The Galician / Andalusian coast is high and rocky with many estuaries. 2. The Galician / Andalusian coast is low and sandy. 3. Lanzarote has long cliffs / beaches. 4. The Mediterranean coast is Spain’s longest / shortest coast. 5. The Balearic Islands generally have high and rocky / low and sandy coasts. Answers: 1. Galician. 2. Andalusian. 3. beaches. 4. longest. 5. high and rocky.

• READ Before reading, Ss look at the photos and describe the type of coasts. Ss read 1–3 while they listen to 87 , 88 , and 89 . • Ask: What do you think makes beaches differ so much from one coast to another or even within the same coast? (mainly the eroding action of water and wind) Do you think the movement of the sea / ocean has an effect on coastal shapes too? (Yes, the rougher the ocean, the more erosion there is.) • Ask Ss to investigate some of the main coastal features of Spain along each coast. • Mention that Spain has almost 5,000 km of coastline. Encourage Ss to explain some of the economic and ecological consequences of having such a long coastline. ➔ R Activity Book, page 32, activity 1.

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Vocabulary Content objectives: 4, 5, 6, 8. Language objectives: 1, 2, 3, 4.

Atlantic / Cantabrian / Mediterranean watershed, Ebro / Guadalquivir river basin, flow, lagoon, lake, plateau, reservoir, Tagus, torrent

Rivers


The rivers of Spain Bay

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WATERSHEDS Cantabrian Mediterranean Atlantic

• The Atlantic watershed carries water from the rivers which flow into the Atlantic Ocean. The Galician rivers are short with high flows due to abundant rain. The plateau rivers are long with high flows too. However, the flows are lower in the summer when there is little rainfall. Atlantic rivers in Andalusia are long with irregular flows. • The Cantabrian watershed carries water from the rivers which flow into the Cantabrian Sea. It has short rivers. Their flow is abundant and regular because they go through areas with ample rainfall.

The Tagus is the longest river of the Iberian Peninsula.

• The Mediterranean watershed carries water from the rivers which flow into the Mediterranean Sea. It occupies a third of Spain. It does not have many rivers. They are short with low, irregular flows.

3. River basins

Ss read with 90 . Ask: What are the longest rivers in Spain? (the Ebro and the Tagus) Ask Ss to locate them on the map. Ask: Where do they flow to?

and then do the

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AT L A N T I C

There are three watersheds in Spain:

■ Presentation

• Ss read 3 with activities.

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Canary Islands

The two principal river basins are: • The Ebro river basin in the north-east. The river flows through it from west to east. • The Guadalquivir river basin in the south. The river flows through it from east to west.

• Ask Ss to point to the Cantabrian and Mediterranean watersheds and name the main rivers. Ask: Why are the rivers in the Cantabrian watershed short? (because of the proximity of the mountains) Ask: What are the characteristics of the Mediterranean watershed? (It occupies one third of Spain, but has few rivers. They are short and irregular.)

7 Valdecañas 8 Ricobayo 10 Iznajar

ATLANTIC OCEAN

2. Watersheds

S

Tormes

• Ss make file cards of the main rivers of Spain with the following information: name, source, mouth, watershed, length, flow and tributaries. • Make a ‘river wall’ with file cards. Put the rivers in a tree diagram entitled ‘Rivers of Spain’ in the first level and ‘Atlantic watershed / Cantabrian watershed / Mediterranean watershed’ in the second level. • Ask Ss to stick their file cards on the appropriate watershed. Refer to diagram daily by going over a particular river and its characteristics.

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Rivers and tributaries

• Present 2 with 91 . Look at the map. Ask: What is the largest watershed in Spain? (the Atlantic watershed) Ask: Which are the most important rivers of this watershed? (Duero, Tagus and Guadiana)

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Most rivers in Spain are short with relatively low flows because there is little precipitation. The longest rivers are the Ebro and the Tagus. There are no rivers on the Balearic and Canary Islands. However, torrents form there after heavy rain. There are many reservoirs, lagoons and lakes in Spain, such as Lake Sanabria in the Leon Mountains.

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1. Rivers and lakes

2 J. M. Oriol/Alcantara II

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of

MAIN RESERVOIRS

• Identifying rivers from each watershed

R.

READ

La Serena in Badajoz is the largest reservoir in Spain.

The main rivers in the Atlantic watershed are the Miño, the Duero, the Tagus, the Guadiana and the Guadalquivir. Look at the map. Make more sentences. Change the underlined words. What do we use reservoirs for?

34

LANDSCAPES OF SPAIN

The main rivers of the Cantabrian watershed are the Narcea, Navia, Nalon, and the Eo. / to store water

■ CONTENT AND LANGUAGE DEVELOPMENT True or false? Are the following sentences true or false? If they are false, Ss correct them. Then they check their answers by listening again to 90 , 91 , and 92 .

1. 2. 3. 4. 5.

The river Ebro is one of the longest in Spain. The Ebro flows from east to west. There are many rivers on the Balearic Islands. The Mediterranean watershed occupies a third of Spain. The Galician rivers are long with low flows.

Answers: 1. True. 2. False. It flows from west to east. 3. False. There are no rivers. 4. True. 5. False. The Galician rivers are short with high flows.

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Atlantic / Mediterranean / Mountain / Subtropical climate, continental, dry, fauna, flora, typical


Climate, flora and fauna


LOOK AND READ

• Distinguishing Mediterranean climate types

1. Atlantic climate

3. Subtropical climate

On the Cantabrian coast and in Galicia, summers are cool and winters are mild. Rainfall is abundant all year round.

In the Canary Islands, temperatures are mild all year. Rainfall is low and occurs mainly in winter.

These areas have abundant flora, with many forests and meadows. Foxes, wolves, wild boar and deer are the most common fauna.

The flora includes dragon trees and tabaiba spurge. The fauna includes giant lizards and canaries.

4. Mountain climate

Local flora and fauna mural

2. Mediterranean climate

In the highest mountain areas, winters are very cold, but summers are mild. It rains and snows a lot.

There are three types of Mediterranean climate.

There are meadows and forests with fir trees. The fauna includes vultures and goats.

• Continental: on the Central Plateau, in the Ebro valley and in part of Andalusia. The summers are hot and the winters are cold. Rainfall is light.

The climates of Spain FRANCE

• Dry: in the southeast of mainland Spain. Temperatures are mild all year round. Rainfall is light, especially in summer.

P O R T U G A L

ANDORRA

• Typical: in coastal areas. Temperatures are mild in winter and hot in summer. Rainfall is irregular, with most rain in autumn. Holm oaks, pines and shrubs grow in these climates. Lynx, partridges and rabbits are the most common fauna.

■ Hands on

Me

er dit

ran

ean

Sea

• Ss identify the predominant climate of the region where they live. • Ask Ss to investigate which kinds of plants and animals are typical of their area. • Make a class mural including the flora and fauna of the area titled ‘Flora and fauna of our landscape’. Ask Ss to include pictures and information on the mural, and to indicate species which are endangered.

ATLANTIC CLIMATE

ATLANTIC OCEAN

MEDITERRANEAN CLIMATE

■ Presentation

Continental Dry Typical SUBTROPICAL CLIMATE MOUNTAIN CLIMATE

Where is it hot in summer and cold in winter? Answer the question. Write more questions and test your partner. What types of flora and fauna are there where you live?

On the Central Plateau, in the Ebro valley and in part of Andalusia. M.A. Where is the weather mild all year and rainfall low in winter?

LANDSCAPES OF SPAIN

35

• Present sections 1–4 with 93 , 94 , 95 and 96 . Ask: Why do you think the vegetation and fauna vary from one area to another? (because of the differences in climate) Why is vegetation abundant in the Atlantic climate? (because of the high rainfall)

■ CONTENT AND LANGUAGE DEVELOPMENT Comprehension. Write a chart on BB. CLIMATES Atlantic

Mediterranean

Subtropical

• LOOK AND READ Look at the map. Ask: How many types of climates are there in Spain? (four) Why do you think there are different climates? (because the regions in Spain are found at different latitudes, altitudes and distances from the ocean) What is the predominant climate in the country? (the Mediterranean continental climate)

Mountain

Ss write the items in the correct column: dragon trees, holm oaks, cool summers, lynx, very cold winters, giant lizards, forests, fir trees, vultures, low rainfall in winter, rabbits, lots of snow and rain, abundant rainfall, pines, mild temperatures all year, foxes Answers: Atlantic: cool summers, abundant rainfall, forests, foxes. Mediterranean: holm oaks, pines, lynx, rabbits. Subtropical: mild temperatures all year, low rainfall in winter, dragon trees, giant lizards. Mountain: very cold winters, lots of snow and rain, fir trees, vultures.

• Make a diagram titled ‘Biodiversity in Spain’. Label the four climates, and ask Ss to chart the flora and fauna found in each. Indicate species that are endangered. ➔ R Activity Book, page 33.

Protect our flora and fauna. Spain has a wide diversity of flora and fauna, but some species are endangered. We can help to protect them by reducing human impact on their environment.

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1. Complete these sentences. 1. The Central Plateau is divided by the 2. The Pyrenees are in the 3. The Betic Chain is in the 4. The Cantabrian Chain is in the 5. The Iberian Chain is in the

of the Central Plateau.

6. The

are very mountainous.

7. The

are not very mountainous.

2. Circle the correct answer in each of these sentences. 1. The Galician / Andalusian coast is high and rocky with many estuaries. 2. The Galician / Andalusian coast is low and sandy. 3. Lanzarote has long cliffs / beaches. 4. The Mediterranean coast is Spain’s longest / shortest coast. 5. The Balearic Islands generally have high and rocky / low and sandy coasts.

Answers, 1: 1. Central Mountain Chain. 2. north. 3. south-east. 4. north-west. 5. north-east. 6. Canary Islands. 7. Balearic Islands. 2: 1. Galician. 2. Andalusian. 3. beaches. 4. longest. 5. high and rocky.

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Are the following sentences true or false? If they are false, correct them. 1. The river Ebro is one of the longest in Spain.

2. The Ebro flows from east to west.

3. There are many rivers on the Balearic Islands.

4. The Mediterranean watershed occupies a third of Spain.

5. The Galician rivers are long with low flows.

Answers: 1. True. 2. False. It flows from west to east. 3. False. There are no rivers. 4. True. 5. False. The Galician rivers are short with high flows. ESSENTIAL SCIENCE 6 • Photocopiable material © Richmond Publishing - Santillana Educación, S. L.

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UNIT 9

The population of Spain UNIT CONTENT Content objectives 1. 2. 3. 4. 5. 6. 7.

Understanding the structure and density of the Spanish population Identifying the active population Identifying the economic sectors: primary, secondary and tertiary (service) Identifying and locating Spanish borders Understanding Spain’s territorial organisation Understanding Spain’s political organisation Obtaining information from maps and pictures

Language objectives 1. Giving information about the past: There were … has declined 2. Describing present trends: is ageing … are living … is decreasing 3. Giving factual information is located … is connected … was divided … 4. Making comparisons: more women than men … the birth rate is higher … the most populated areas

Contents CONCEPTS

• The population of Spain • The economy of Spain • The territorial organisation of Spain • The political organisation of Spain

PROCEDURES

• Observe and interpret maps and pictures • Read and comprehend texts • Use audio recordings to follow text • Use graphs and tables to process information

ATTITUDES

• Respect for Spanish laws and institutions • Appreciation of ethnic, religious and cultural diversity

Assessment criteria • Identifying the Spanish population, its structure and density • Identifying the active population • Identifying and describing the economic sectors: primary, secondary and tertiary (service) • Identifying and locating Spanish borders

80

• Identifying and describing Spain’s territorial organisation • Identifying and describing Spain’s political organisation and its main political institutions • Interpreting maps, observing pictures and producing diagrams, charts and graphs

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SPECIAL PROGRAMMES*



Internet resources www.richmondelt.com www.indexnet.santillana.es Population pyramids http://www.nationmaster.com/country/sp/ Age_distribution Explore population pyramids for Spain. Employment sectors http://www.bbc.co.uk/schools/gcsebitesize/geography/ economic/employmentrev1.shtml Examine the different employment sectors. Congress of Deputies http://www.congreso.es/ingles/index.html Learn about the Congress of Deputies. Senate http://www.senado.es/home_i.html Learn about the Senate of Spain.


6

LEVEL

THEY WORKED

TOGETHER

Richmond World Facts Richmond Student’s Dictionary Flashcards Posters


www.richmondelt.com

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ageing, birth / death rate, high / low population density, immigrant, inhabitants/km2

The population of Spain

■ Hands on

COMPARE

How old is the Spanish population? • Provide Ss with recent data of the Spanish population. In pairs, Ss draw a population pyramid. • Study each age group, identify the largest and observe if either gender dominates in each group. Ask: What do you notice about the shape of the pyramid? Ss analyse the shape of the pyramid and describe what is happening to the population. • Finally ask Ss to find their place and their parents’ places on the pyramid to check how large their age groups are.

■ Presentation • COMPARE Focus on the photos and questions. Top photo: in a village; bottom photo: in a city. Older people in the village; younger people in the city. The majority live in cities because they have more employment opportunities and more services. • READ Ss read 1–3 with 97 , 98 and 99 . Ask: Which two factors have influenced population growth in Spain in the last century? (birth rate higher than death rate; a substantial increase in the number of immigrants) Why do you think the Spanish population is ageing if the birth rate is higher than the death rate? (because people are living longer and the birth rate is decreasing) ➔ R Activity Book, page 34.

Spain’s population diversity. Due to recent increases in immigration, Spain has a more heterogeneous society. Tolerance and respect are essential values in a heterogeneous society.

82

• Where are the people in the photos? • What kind of people can you see? • Where do the majority of people in Spain live? Why?

READ 41

1. The Spanish population

3. Population density

Spain had over 44 million inhabitants in 2006. There was a population of about 18 million in 1900. There are two reasons for this increase.

The population density in Spain is 89 inhabitants/km2. This is lower than in other European countries, such as Germany, which has 232 inhabitants/km2.

• The birth rate is higher than the death rate. This means that there is a positive natural increase. • Many immigrants have come to Spain to work or to retire.

2. Population structure There are more women than men. Most of the inhabitants are between 16 and 65 years old. The Spanish population is ageing. Today, 17 out of 100 people are over 65. People are living longer and the birth rate is decreasing.

• The most populated areas are the Autonomous Communities on the coast, and the Autonomous Community of Madrid. • Some Autonomous Communities have a very high population density. For example, Madrid has 724 inhabitants/km2, and the Canary Islands have 268 inhabitants/km2. Other regions have a low population density. For example, Castile-La Mancha only has 24 inhabitants/km2. • Most inhabitants live in provincial capitals and the main industrial and tourist centres.

What is the population of your town or city?

36

THE POPULATION OF SPAIN

■ CONTENT AND LANGUAGE DEVELOPMENT Comprehension. Play 97 , 98 and 99 . Ss complete sentences. 1. The population in Spain has increased because there is a … and because many … have come to Spain to work or to retire. 2. There are more … than … 3. The population is ageing because people are … and the … rate is decreasing. 4. The most populated areas in Spain are on the … and in the Autonomous Community of … 5. Most … live in provincial capitals and the main … and tourist centres. Answers: 1. positive natural increase … immigrants. 2. women … men. 3. living longer … birth. 4. coast … Madrid. 5. inhabitants … industrial.

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active population, agriculture, construction, fishing, livestock farming, manufacturing, mining, primary / secondary / service (tertiary) sector, tourism, trade, transport, unemployed

The economy


• Identifying appropriate economic sectors for different occupations

1. The active population In 2007, the active population of Spain was approximately twenty million people. About 10% of this population, two million people, were unemployed. The majority of them were women.

2. The primary sector

■ Hands on

42

Only 5% of the active population, about one million people, work in the primary sector. The primary sector consists of the following activities: • Agriculture: most of the agricultural land in Spain is used for dry crops, such as grain, grapes and olives. Fruit and vegetables are grown on the irrigated plains of Murcia and Valencia.

Analyse the active population in your region

Agriculture: a poultry farm

• Ask Ss about the occupations of the adults they know. Write answers on the BB and identify which sector they belong to. • Provide Ss with data about the occupations of the active population in their region. Include the unemployed population as well. • In pairs, Ss make a pie chart to illustrate the data. Ask Ss to draw conclusions from the chart to identify the most prominent economic sector in their region.

• Livestock farming is intensive: cows, sheep, pigs and poultry are the most common livestock. • Fishing has declined, but traditional and industrial fishing still continue in some areas. • Mining has declined.

3. The secondary sector About one third of the active population, over six million people, work in the secondary sector. It consists of manufacturing and construction industries.

The construction industry

The most important manufacturing industries are the automobile, chemical, telecommunications, textile and food industries. The construction industry has increased dramatically in recent years, with the building of highways, railways and homes.

4. The service sector About twelve million people, or 58% of the active population, work in the service (or tertiary) sector. This is now the most important sector in the Spanish economy. The main services are tourism, trade and transport.

■ Presentation

Spain has a very important tourist industry.

What percentage of the active population works in the primary sector? Write more questions.

M.A. What percentage of the active population is unemployed? THE POPULATION OF SPAIN What percentage of the active population works in the secondary sector?

37

■ CONTENT AND LANGUAGE DEVELOPMENT Comprehension. Ss match the two halves of each sentence. 1. The majority of a. tourism, trade and unemployed people transport. 2. The primary sector includes b. increased dramatically. 3. The secondary sector includes c. are women. 4. The construction industry has d. the most important in the Spanish economy. 5. Today the service sector is e. manufacturing and construction industries. 6. The service sector provides f. agriculture, livestock farming, fishing and mining. Answers: 1 – c. 2 – f. 3 – e. 4 – b. 5 – d. 6 – a.

• Look at the pictures. Ask: What economic sectors do these pictures refer to? (primary, secondary and tertiary) Make a tree diagram to help Ss distinguish activities in the three economic sectors. • Discuss the different economic sectors involved in the production, manufacturing and marketing of a product such as olive oil. Include the steps of the process in the above tree diagram as a fourth level. • READ Ss read 1–4 while they listen to 100 , 101 , 102 , and 103 . Ask: Is the Spanish economy agricultural, industrial or service oriented today? (Today, the service sector is the most important one in the Spanish economy.) What industry has increased dramatically in recent years? (the construction industry) • Ss do the activities at the bottom of the page. ➔ R Activity Book, page 35.

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Autonomous City, Autonomous Community, government, Iberian Peninsula, municipality, parliament, province, Statute of Autonomy, territory

Territorial organisation


• Identifying Spanish borders and Autonomous Communities

The Autonomous Communities and Cities of Spain Bay of Biscay

■ Hands on

E S

Spain’s Autonomous Communities / Cities

P

• Draw a big map of Spain with the Autonomous Communities outlined and the Autonomous Cities marked. • Divide the Autonomous Communities / Cities among pairs of Ss. Ask Ss to make flags and file cards of their Communities / Cities including the following information: capital, area, population, population density, official language(s). • Each pair of Ss presents their data to the class, marks the corresponding capital on the map, and glues the flag and the information file card to the appropriate place on the map.

O

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T

U

OCEAN

G

A

AT L A N T I

A Coruña Santander Oviedo F R A N C E GUIPUZCOA A CORUÑA LUGO PRINCIPALITY CANTABRIA VIZCAYA San Sebastian Bilbao BASQUE Santiago OF ASTURIAS Lugo COUNTRY Pamplona de Compostela ALAVA GALICIA Vitoria-Gasteiz COMMUNITY ANDORRA Leon LEON Pontevedra Burgos OF NAVARRE HUESCA Orense PALENCIA PONTEVEDRA Logroño GERONA ORENSE LERIDA Palencia BURGOS LA RIOJA Huesca Gerona ZAMORA CATALONIA CASTILE-LEON ARAGON Soria Lerida BARCELONA Valladolid SORIA Zaragoza Barcelona Zamora VALLADOLID ZARAGOZA Tarragona SEGOVIA Salamanca C Segovia TARRAGONA GUADALAJARA SALAMANCA Avila COMMUNITY TERUEL OF MADRID Guadalajara AVILA Teruel Madrid CASTELLON Cuenca Castellon Toledo de la Plana CACERES CUENCA TOLEDO Palma VALENCIA Caceres CASTILE-LA MANCHA Valencia EXTREMADURA COMMUNITY BALEARIC Albacete Ciudad Real ISLANDS O F V A L E NCIA Merida Badajoz ALBACETE CIUDAD REAL ALICANTE BADAJOZ Alicante a CÓRDOBA JAEN Murcia e S Jaen REGION Córdoba HUELVA SEVILLE n OF MURCIA A N D A L U S I A a Huelva e GRANADA n Seville ALMERIA r a Granada Almeria e r MALAGA

L

N O

ATLANTIC OCEAN C A N A R Y SANTA CRUZ DE TENERIFE Santa Cruz de Tenerife

• Make a processing chart on the BB titled ‘Autonomous Communities and Cities’ with four headings: Autonomous Community / City, capital, provinces and provincial capitals. Ss fill in the chart with appropriate information. • Ask Ss to find a specific Autonomous Community on the map and name its capital, and the provinces and communities it borders. Ask Ss to locate the province and Autonomous Community their municipality belongs to. In pairs, Ss can test each other. • Ss do the activities at the bottom of the page. ➔ R Activity Book, page 36.

84

CADIZ

LAS PALMAS

t d i M e

Malaga

Cadiz

National capital Capital, Autonomous Community

A R G E L I A

Ceuta SCALE

Las Palmas de Gran Canaria

Melilla

1. Spanish borders Spain is located in the northern hemisphere in south-west Europe. It borders: • France, Andorra and the Bay of Biscay in the north • The Mediterranean Sea and the Atlantic Ocean in the south • The Mediterranean Sea in the east

0

100

Provincial capital Autonomous City

Kilometres

MOROCCO

The Iberian Peninsula is connected to the European continent by the Pyrenees. It is separated from Africa by the Strait of Gibraltar.

3. The Autonomous Communities In 1978, Spain was divided into seventeen Autonomous Communities and two Autonomous Cities, Ceuta and Melilla.

• Portugal and the Atlantic Ocean in the west

Each Community has a Statute of Autonomy, and its own government and parliament.

2. Spanish territory

Autonomous Communities consist of one or more provinces. Each province is divided into municipalities.

Spanish territory includes most of the Iberian Peninsula, the Balearic Islands, the Canary Islands and the cities of Ceuta and Melilla in North Africa.

■ Presentation • LOOK AND READ Present 1–3 with 104 , 105 and 106 and ask Ss to locate the Spanish borders on the map.

I S L A N D S

How many provinces are there in your Autonomous Community?

38

THE POPULATION OF SPAIN

■ CONTENT AND LANGUAGE DEVELOPMENT Comprehension. Ss write answers in groups of three. The first group to have all the correct answers wins. 1. Name three bodies of water surrounding Spain. 2. Name three countries that border Spain. 3. Name two cities in North Africa which are part of Spain. 4. Name two groups of islands which are part of Spain. 5. Name the geographical features which separate Spain from Europe and from Africa. 6. How many Autonomous Communities are there in Spain? Answers: 1. Bay of Biscay, the Mediterranean Sea and the Atlantic Ocean. 2. France, Andorra and Portugal. 3. Ceuta and Melilla. 4. the Canary Islands and the Balearic Islands. 5. the Pyrenees and the Strait of Gibraltar. 6. 17.

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Vocabulary Content objectives: 6. Language objectives: 3.

Congress of Deputies, Constitution, Constitutional Court, constitutional monarchy, Courts of Justice, general election, Head of State, hereditary, judge, Las Cortes, law, minister, president, Senate, senator, Supreme Court

Political organisation


READ

• Understanding the main government institutions and their roles

43

1. The Constitution

4. The government

The Constitution establishes the form of government and basic institutions, and it defines the rights and duties of citizens. All laws must follow the Constitution.

The government establishes economic, social and political objectives. It passes laws and is also responsible for international relations.

■ Hands on

The government consists of the following:

2. A constitutional monarchy Spain is a constitutional monarchy. The monarch is the Head of State, but cannot make political decisions. The Spanish monarchy is hereditary: it is transmitted from parent to child.

3. Parliament Las Cortes is the name of the Spanish parliament. It creates and approves laws and controls government actions. The members of parliament are elected in general elections. These are held up to four years after the previous elections. Parliament consists of two houses: the Congress of Deputies, with 350 deputies, and the Senate, with a variable number of senators. There are 259 senators today.

The Congress of Deputies

• The president leads the government, is nominated by the monarch and elected by the Congress of Deputies.

The territorial and political organisation of Spain

• The ministers supervise different areas, such as defence, education and the economy. They are appointed by the president and approved by the monarch.

5. The Courts of Justice The Courts of Justice are made up of judges. They are responsible for ensuring that laws are obeyed. • The Supreme Court, the highest Court of Justice, has authority over the entire country. • The Constitutional Court decides if laws follow the Constitution.

The Constitutional Court

Write sentences about the following: the Congress of Deputies; the Senate

■ Presentation

How old do you have to be to vote in general elections?

M.A. The Congress of Deputies is made up of 350 deputies. THE POPULATION OF SPAIN The Senate is made up of 259 senators today. / 18 years old.

■ CONTENT AND LANGUAGE DEVELOPMENT Comprehension. Ss choose the correct alternative in each of the following sentences. 1. All laws must / must not follow the Constitution. 2. The monarch can / cannot make political decisions. 3. Las Cortes does not control / controls government actions. 4. Parliament consists of two / three houses. 5. The Supreme Court has / does not have authority over the entire country.

• Divide Ss into groups of four. Write a list of questions from the unit on the BB. Divide them evenly among the groups. • Groups write their questions and the answers on pieces of paper, fold them and put them into a bag. • A member from each group goes to the BB, picks a question from the bag and reads it. Ss take it in turns answering the questions. • If the first student is right, his / her team wins 5 points. If not, other Ss have a turn. The second try gets four points, the third three points, etc.

39

• READ In pairs, Ss read 1 and 2 . Ask: What does the Constitution specify? (the rights and duties of citizens) • Present 3–5 with 107 , 108 and 109 . Ask questions: Who elects the deputies and senators? (the people) Who nominates the president? (the monarch), etc. • Make a tree diagram to show the legislative, executive and judicial branches. For example, under (judicial branch) write (Courts of Justice) and elicit Supreme Court and Constitutional Court from the Ss. ➔ R Activity Book, page 37.

Answers: 1. must. 2. cannot. 3. controls. 4. two. 5. has. Respect in a democratic society. Democracies allow for a variety of opinions. Always respect other people’s opinions.

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Complete the sentences. 1. The population in Spain has increased because there is a and because many have come to Spain to work or to retire.

2. There are more

than

3. The population is ageing because people are and the

rate is decreasing.

4. The most populated areas in Spain are on the

and in

the Autonomous Community of

5. Most

live in provincial capitals and the main and tourist centres.

Answers: 1. positive natural increase … immigrants. 2. women … men. 3. living longer … birth. 4. coast … Madrid. 5. inhabitants … industrial.

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Provide the answers. 1. Name three bodies of water surrounding Spain.

2. Name three countries that border Spain.

3. Name two cities in North Africa which are part of Spain.

4. Name two groups of islands which are part of Spain.

5. Name the geographical features which separate Spain from Europe and from Africa.

6. How many Autonomous Communities are there in Spain?

Answers: 1. Bay of Biscay, the Mediterranean Sea and the Atlantic Ocean. 2. France, Andorra and Portugal. 3. Ceuta and Melilla. 4. the Canary Islands and the Balearic Islands. 5. the Pyrenees and the Strait of Gibraltar. 6. 17. ESSENTIAL SCIENCE 6 • Photocopiable material © Richmond Publishing - Santillana Educación, S. L.

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UNIT 10

Europe UNIT CONTENT Content objectives 1. 2. 3. 4. 5. 6. 7.

Identifying and locating the main physical features of Europe Identifying and locating the main coasts and rivers of Europe Identifying the main European climates and describing their characteristics Describing population structure, distribution and diversity in Europe Describing the European Union and its characteristics Naming the European Union institutions Obtaining information from maps and pictures

Language objectives 1. Describing location: in the south of Europe … near the Mediterranean Sea … 2. Describing contrast: However, … 3. Expressing quantity: most of … many rivers … little … 4. Describing a result: Consequently, … 5. Making comparisons: the largest … the longest … 6. Giving factual information about the past: became … were … concentrated on …

Contents CONCEPTS

• The physical features of Europe • The climates of Europe • Population structure, distribution and diversity of Europe • The European Union: characteristics and institutions

PROCEDURES

• Observe and interpret maps and pictures • Read and comprehend texts • Use graphs and tables to process information • Use audio recordings to follow text

ATTITUDES

• Interest in learning about Europe • Appreciation of ethnic, religious and cultural diversity in Europe

Assessment criteria • Identifying and locating the main physical features of Europe • Identifying and locating the main coasts and rivers of Europe • Identifying the main climates of Europe

88

• Describing the population structure, distribution and diversity of Europe • Interpreting maps and pictures and producing diagrams and graphs

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SPECIAL PROGRAMMES*



Internet resources www.richmondelt.com www.indexnet.santillana.es European geography http://www.studentsoftheworld.info/infopays/ menu_XWE.html Find geopolitical, cultural and tourist information about Europe and other continents. Europe satellite images http://geology.com/europe-satellite-images.shtml Explore satellite images and maps of Europe. Europa, Gateway to the European Union http://europa.eu/index_en.htm Discover what the European Union does and how it works.

N

Political Map of Europe

Reykjavik

ICELAND

O E

Norwegian Sea

S

FINLAND © Richmond Publishng 2006. Richmond Publishing is an imprint of Santillana Educación, S.L.

Map game http://www.kidsgeo.com/geography-games/europemap-game.php Drag images of a country to their correct place on the map.

RUSSIA SWEDEN

NORWAY

Helsinki Oslo

Stockholm

Tallinn

a

ESTONIA

lt

DENMARK

Moscow

LITHUANIA

a

KINGDOM Dublin

Riga

LATVIA

ic

North Sea

UNITED

O C E A N

Se

A T L A N T I C

Copenhagen

B

Vilnius

IRELAND

Minsk

BELARUS Amsterdam

Other resources

Kiev

Brussels LUXEMBOURG

UKRAINE Prague

Luxembourg

CZECH REPUBLIC SLOVAKIA Vienna

FRANCE

Bern LIECHTENSTEIN Vaduz AUSTRIA

SWITZERLAND

MONACO ANDORRA

AL UG RT

Lisbon

PO


POLAND

GERMANY

BELGIUM

Paris

• • • •

Warsaw

Berlin

NETHERLANDS

London

ITALY

Monaco

Andorra la Vella

GEORGIA

Black

SCALE

TURKEY

0

GREECE

n

Baku

AZERBAIJAN ARMENIA

Ankara

ALBANIA

M e d i t e r r a

Sea

Tbilisi

Yerevan

Skopje Podgorica Tirana MACEDONIA

Rome

VATICAN CITY

SPAIN

ROMANIA

SLOVENIA Zagreb Ljubljana CROATIA Bucharest BOSNIA Belgrade AND HERZEGOVINA SAN BULGARIA SERBIA Sarajevo MARINO Sofia MONTENEGRO

Madrid

Sea

Kishinev

Budapest

HUNGARY

Caspian

MOLDOVA

Bratislava

121

242

Kilometres

Athens

e

a

Nicosia

n

CYPRUS Valletta

MALTA

S e a


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coastline, compact group, Great European Plain, island, massif, mountain, mountain chain, peninsula, river


Europe

■ Special attention LOOK

• Locating the main physical features, coasts and rivers of Europe

• Where are the majority of mountain chains in Europe? • Which are three of the longest rivers?

• Which is the highest mountain? Physical features of Europe

North Cape

L

N I A

L

P

ic lt

IA

Dn

Ura

l

Caspian Depression

Caspian Sea

i CRIMEAN PENINSULA

Elbrus 5,633

C A U C A S U

Moldoveanu 2,543

Danub

er

Ri

v

va

a Se

ga

ga

TS M

Gu lf o fB oth nia

N LE JO

K

S

h

T

R

M

River

A ol

ve

er

V

Ri

G

R

a

Sicily

c

r

River

er

ro

A F R I C A

ti

ITALIAN PENINSULA

Sardinia Tyrrhenian Sea

Me dite

ia

Rive

Don

N

ES

Corsica

E

st

IN

dr

a

Riv

A

in

er

stula

er R iv

A

P Gulf of PEN Lyon N

Dv

N

Vi

A

Mont BlancR i v e r 4,807

or

Dau

A

C A R PAT H

The Balearic Islands

Mulhacen 3,478

er

P

ve O R r

Od

be

r

R E 3,404 NE ES

IBERIAN PENINSULA

ibraltar it of G Stra

El

te a u ntral Pla

River C e Tagus

Riv

S

P

L

ve

er

d nlan f Fi lf o Gu

U

L

Central Massif

Aneto

Rive

E

A

r

er

Cape Finisterre

e

ine Se e r oi

River

Bay Biscaof y Riv er Y

T

iv

E

er

Lake Onega

Lake Ladoga

Ri

Rive

iv

lis

r

R

St. Matthew Point

b


R

g The En

Teide 3,718

R iv

Ba

GREAT BRITAIN

E

• Present 2 with 111 and locate all the oceans and seas on the map.

JUTLAND PENINSULA

Sea

The Canary Islands

r

Lake Vanern

North

IRELAND

OCEAN

ve

SCANDINAVIAN PENINSULA Mount Nevis 1,343

The British Isles

P

• READ Ss read 1 with 110 and locate the physical features mentioned on the map. Ask: What is a peninsula? (a body of land surrounded by water on three sides) Which are the largest islands in Europe? (the British Isles)

Galdhopiggen 2,469

AT L A N T I C

Cape Sao Vicente

Ri

U

ch

iv

Norwegian Sea

2,000 1,000 500 0 Depression Highest peaks

KOLA PENINSULA

R

Hekla 1,491

ICELAND

Rivers of Europe

• LOOK Focus on the map and questions. Most mountain chains are in southern Europe. Mt. Elbrus (5,633 m) is the highest mountain. The Volga (3,690 km), the Danube (2,900 km), and the Ural (2,428 km) are the longest rivers.

Barents Sea

Ri

Cape Reykjanesta

metres

■ Presentation

AN

Pe

A RC T I C

■ Hands on

• Explain that Europe has five main watersheds. Ask Ss to make file cards of the main rivers of Europe with the following information: name, source, mouth, watershed, length, flow and tributaries. • Draw a tree diagram on the BB entitled ‘Rivers of Europe’. Put the Arctic, Atlantic, Mediterranean, Black Sea and Caspian Sea watersheds below. Ask Ss to stick their file cards on the appropriate watershed and locate the rivers on a map. Refer to diagram daily by studying a particular river.

OCE

Black Sea

e

BALKANS

S

ea

trait us S

r Mount spo Olympus Bo 2,911

BALKAN PENINSULA

Ionian rr Sea an Cape Matapán e MALTA a n Sea

A S I A

Aegean Sea Crete

SCALE

0

CYPRUS

320

Kilometres

READ

1. Physical features of Europe

44

• The Great European Plain: this extends from the Pyrenees to the Ural Mountains in Russia. • Mountains: most of the mountain chains, such as the Alps and the Balkans, are in the south of Europe, near the Mediterranean Sea. • Compact groups of mountains: these are called plateaus or massifs. • Peninsulas: the Scandinavian, Iberian and Italian peninsulas are the largest in Europe. • Islands: Iceland, the British Isles, Sardinia, Sicily and Crete are the largest islands in Europe. 40

2. Coasts and rivers

45

Europe has coastlines on the Arctic Ocean, the North Sea and the Baltic Sea in the north; on the Caspian Sea in the south-east; on the Black Sea and the Mediterranean Sea in the south; and on the Atlantic Ocean in the west. Many rivers cross the European continent. Some of them are over 1,000 km long. The longest river is the Volga, which is over 3,500 km long.

EUROPE

■ CONTENT AND LANGUAGE DEVELOPMENT True or false? Are the following sentences true or false? If they are false, Ss correct them. 1. The Ural Mountains are near the Pyrenees. 2. The longest river in Europe is the Volga. 3. Most of the mountain chains are in the middle of Europe. 4. Sardinia is one of the largest islands in Europe. 5. The Atlantic Ocean is east of Europe. Answers: 1. False. They are in Russia. 2. True. 3. False. They are in the south of Europe. 4. True. 5. False. It is west of Europe.

Europe's rivers are in danger! Due to industrialisation, many large European rivers are contaminated, and their waters pollute the sea they flow into.

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Vocabulary Content objectives: 3, 7. Language objectives: 1, 3.

deciduous, evergreen, grassland, oak, shrub, steppe, taiga, temperate, temperature, tundra

Climates


• Identifying the typical flora of each climate

1. European climates

5. Mountain climate

Most of Europe is in the temperate zone in the northern hemisphere. There are a variety of climates.

This climate is characteristic of the high mountain ranges:

2. Atlantic climate This climate is characteristic of countries in Western Europe: • Temperatures are mild all year and rainfall is abundant. • Typical vegetation includes grasslands and deciduous trees, such as beech and oak.

3. Continental climate This climate is characteristic of inland areas in Central and Eastern Europe:

• Typical vegetation includes forests and steppes.

Climate and flora 6. Polar or tundra climate

• Prepare five posters on construction paper of five different colours. Label each with a climate: Atlantic, Continental, Mediterranean, Mountain and Polar. • Divide Ss into groups and assign a climate to each group. • Ask groups to find information and pictures of the typical flora of their climate. Ss make their posters using results of their investigation. • Arrange posters on a wall around a central title: 'European climates and Flora'.

This climate is characteristic of North Iceland and the north-east coast of Scandinavia: • Temperatures are cold all year and there is little rainfall. • The treeless landscape typical of this climate is called tundra. It includes moss and lichens. European climates

• Temperatures are extreme. Winters are cold and summers are hot. Rainfall is light in the summer, and it snows in winter. • Typical vegetation includes grasslands with tall grass, and areas with low grass called steppes. Taigas, or forests of spruce, pine and birch, grow in the cold northern regions.

■ Hands on

• Winters are very cold and summers are mild. It snows a lot.

Mediterranean climate Continental climate ATLANTIC

Atlantic climate

OCEAN

Polar climate Mountain climate North Sea

Subtropical climate

Caspian Sea

4. Mediterranean climate Black Sea

This climate is characteristic of the countries around the Mediterranean Sea: M e d i t

e

• Winters are mild and summers are hot. Rainfall is light and mainly occurs in spring and autumn.

r r a n e a n

S e a

• Typical vegetation includes shrubs, bushes and evergreens, such as Mediterranean pines.

■ Presentation • LOOK AND READ Using a globe, ask: In which climate zone is most of Europe located? (the temperate zone) Read 1 .

What are the winter and summer temperatures like where you live?

EUROPE

41

■ CONTENT AND LANGUAGE DEVELOPMENT Comprehension. Write these titles on BB. Ss say which words go in which category. Vegetation Temperature Rainfall

pine, birch, mild, abundant, extreme, cold, moss, hot, light, lichens, beech, oak, shrubs Answers: Vegetation: pine, birch, moss, lichens, beech, oak, shrubs. Temperature: mild, extreme, cold, hot. Rainfall: abundant, light.

• Focus on the map. Ask: How many types of climates can you find in Europe? (five) Ss point and name the different climates of Europe on the map. • Ss read 2–6 while they listen to 112 , 113 , 114 , 115 and 116 . Ask: What are the most common climates in Europe? (Continental, Atlantic and Mediterranean) Where are they found? (Continental climate is found in Central and Eastern Europe, Atlantic climate in Western Europe and Mediterranean climate in the countries around the Mediterranean Sea.) • Play a guessing game. Provide Ss with characteristics of a certain climate or flora and have them guess the answer. E ➔ Activity Book, page 39.

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continent, country, developed, diversity, Europe, independent nation, indigenous race, prosperous


Population and diversity

■ Hands on

LOOK AND READ

What is the capital of…?

Political map of Europe

■ Presentation •

Present and with 117 and 118 . Look at the map. Ask: Where are the most populated and the least populated areas of Europe? (in central and western Europe; in northern Europe) LOOK AND READ

1

2

• Ask: Which is the largest country in Europe? (the Russian Federation) Which are the three smallest countries in Europe? (Vatican City, Monaco, San Marino) Which European countries are not part of the continent? (Iceland, Ireland, United Kingdom, Malta, Cyprus) • Play a guessing game by giving Ss clues to guess the names of countries. • Ss read 3 with 119 . Ask: What makes Europe so ethnically diverse? (the many different indigenous races and the many immigrants) ➔ R and E ➔ Activity Book, page 40.

Diversity. Europeans have different cultures, traditions, languages and ways of life. Appreciating diversity is enriching.

92

0

125

OC

ARCTIC

EA

N

kilometres

ICELAND North Sea

NETHERLANDS

FINLAND

GERMANY

BELGIUM

RUSSIAN FEDERATION

NORWAY SWEDEN

Sea

FRANCE

LUXEMBOURG

DENMARK

lt

LITHUANIA B RUSSIAN

a

Sea

KINGDOM

LATVIA

ic

Norwegian

UNITED IRELAND

ESTONIA

FED.

BELARUS POLAND

ATLANTIC

GERMANY

CZECH REPUBLIC

OCEAN

UKRAINE Caspian

SLOVAKIA

MOLDOVA

Sea

LIECHTENSTEIN

AUSTRIA HUNGARY FRANCE SWITZERLAND SLOVENIA

ITALY MONACO

POR

TUG

AL

ANDORRA

BOSNIA AND SAN HERZEGOVINA MARINO SERBIA/ MONTENEGRO

VATICAN CITY

SPAIN

GEORGIA

ROMANIA

CROATIA

Black

Sea

AZERBAIJAN ARMENIA

BULGARIA

MACEDONIA

A S I A TURKEY

ALBANIA GREECE

M e d i t

SCALE

e

• On BB draw a large map of Europe with the countries outlined. Ask Ss to name the different countries and label them. • Divide the countries among pairs of Ss. Ask Ss to find the capital of the countries assigned and label them on the map. • Play a guessing game. Ask: What is the capital of …? The student who provides the correct answer makes the next question, and so on. After a while, reverse the game by stating the questions starting with the capital, for example: London, capital of …

r

Canary Islands

AFRICA

1. Europe and its population

r a n e a n MALTA

46

0 S e a

2. Countries

400

Kilometres

CYPRUS

47

Europe is a prosperous, developed continent. It is the third most populated continent after Asia and Africa.

There are forty-eight independent nations in Europe. Some countries, such as Macedonia and Belarus, became independent recently.

About 730 million people, around 11% of the world’s population, live in Europe.

3. People and diversity

However, the population density varies greatly from one region to another. Most Europeans live in cities. The largest cities are London, Moscow and St Petersburg.

48

Europe is home to many different indigenous races and also to many immigrants from Latin America, India, Africa and other places. Consequently, there is a great diversity of origins, religious beliefs, cultural traditions and languages.

Which countries are next to Latvia? Look at the map, answer the question and write some more. Test your partner. Between thirty and forty major languages are spoken in Europe. How many languages can you list?

42

EUROPE

Estonia, Lithuania, Belarus and the Russian Federation / Spanish, French, Italian, English, Dutch, German, etc.

■ CONTENT AND LANGUAGE DEVELOPMENT Comprehension. Ss choose the correct option in each of these sentences. Then they listen to 117 , 118 and 119 to check their answers. 1. Europe is a developed / underdeveloped continent. 2. The population density varies little / greatly from one region to another. 3. Most Europeans live in cities / the country. 4. There are thirty-eight / forty-eight independent nations in Europe. 5. There is / is not a great diversity of languages. Answers: 1. developed. 2. greatly. 3. cities. 4. forty-eight. 5. is.

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confederation, currency, euro, European Union, institution, member state

The European Union


READ

1. The European Union

• Pronunciation of EU

49

The European Union (EU) is a confederation of countries. A confederation is a group of countries united for a common purpose.

■ Hands on

The EU’s purpose is to promote political and economic union in a space without political frontiers.

Institutions of the European Union

The first member states were France, Italy, Germany, Holland, Belgium and Luxembourg. Today there are twenty-seven countries and 490 million citizens in the EU.

• Divide Ss into four groups. Make a web map on a large piece of paper with a square in the middle labelled 'European Union Institutions' and four squares connected to the four corners of the middle square. • Label the four squares: The Council of the European Union, The European Parliament, The European Commission, The Court of Justice. Assign an EU institution to each group. • Ask groups to find information about their corresponding institution (constituents and functions) and complete the web map. • Then each group presents their institution.

2. Facts At first, the European Union concentrated on economic matters. All member states now share legislation on agriculture, industry and transport. • The euro is the official currency in most EU countries. • The citizens of member states can live and work in any other member state. • In recent years, the European Union has worked on political policies. The EU is developing its own defence and justice systems.

The European Central Bank in Frankfurt

3. European Union institutions Most EU institutions are based in Brussels (Belgium), Strasbourg (France) and the city of Luxembourg. The main institutions are: • The Council of the European Union • The European Parliament • The European Commission • The Court of Justice

The European Parliament in Brussels

How many countries belong to the European Union? Answer the question and write more questions.

■ Presentation

Find three European countries which are not members of the European Union.

27 in 2007. /M.A. Belarus, Turkey and Albania.

EUROPE

43

■ CONTENT AND LANGUAGE DEVELOPMENT Comprehension. Ss read and complete the following sentences. 1. A … is a group of countries united for a common purpose. 2. There are 490 million … in the EU. 3. The official … in most countries is the euro. 4. Member states share … on agriculture, industry and transport. 5. Most EU institutions are based in Brussels, Strasbourg and … Answers: 1. confederation. 2. citizens. 3. currency. 4. legislation. 5. Luxembourg.

• READ Present 1–3 with 120 , 121 and 122 . Give a brief history of the EU by making a time line on BB starting with 1957 (Treaty of Rome), and the year new countries joined. After the admission of Bulgaria and Romania on 1 January 2007, there were 27 countries in the EU. • Look at the first picture. Ask: What is the currency of the EU? (the euro) Have all the member countries adopted it? (no) Ask Ss to look up the countries that are not members of the Eurozone, the countries that do not use the euro. • Organise a debate in class about the advantages and disadvantages of belonging to the European Union. ➔ R Activity Book, page 41.

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Are the following sentences true or false? If they are false, correct them 1. The Ural Mountains are near the Pyrenees.

2. The longest river in Europe is the Volga.

3. Most of the mountain chains are in the middle of Europe.

4. Sardinia is one of the largest islands in Europe.

5. The Atlantic Ocean is east of Europe.

Answers: 1.False. They are in Russia. 2. True. 3. False. They are in the south of Europe. 4. True. 5. False. It is west of Europe.

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1. Circle the correct answer in each of the following sentences. 1. Europe is a developed / underdeveloped continent. 2. The population density varies little / greatly from one region to another. 3. Most Europeans live in cities / the country. 4. There are thirty-eight / forty-eight independent nations in Europe. 5. There is / is not a great diversity of languages.

2. Read and complete the text. 1. A

is a group of countries united for a common purpose.

2. There are 490 million 3. The official

in the EU. in most countries is the euro.

4. Member states share

on agriculture, industry and transport.

5. Most EU institutions are based in Brussels, Strasbourg and

Answers, 1: developed. 2. greatly. 3. cities. 4. forty-eight. 5. is. 2: 1. confederation. 2. citizens. 3. currency. 4. legislation. 5. Luxembourg. ESSENTIAL SCIENCE 6 • Photocopiable material © Richmond Publishing - Santillana Educación, S. L.

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UNIT 11

Prehistory and Antiquity UNIT CONTENT Content objectives 1. 2. 3. 4. 5. 6.

Distinguishing the periods of prehistory: Palaeolithic, Neolithic and Metal Ages Identifying and describing the principal characteristics of each prehistoric period Describing prehistoric heritage Identifying and describing pre-Roman civilisations on the Iberian Peninsula Describing the Roman conquest of the peninsula Describing different aspects of Roman Hispania: Roman rule, architecture, transport and communication 7. Describing the end of Roman rule 8. Obtaining information from maps and pictures

Language objectives 1. Giving factual information about the past: was inhabited … appeared … were … 2. Expressing time sequences in the past: A million years ago … 3. Expressing purpose: to cook their food … to make cloth … to form … 4. Giving additional information: villages, which were … metalworkers, who made … 5. Giving examples: such as …

Contents CONCEPTS

• Prehistory on the Iberian Peninsula • Pre-Roman civilisations • Roman Hispania

PROCEDURES

ATTITUDES

• Observe and interpret maps and pictures • Use charts and diagrams to process information • Use audio recordings to follow text

• Interest in ancient civilisations • Appreciation of our artistic and cultural heritage

Assessment criteria • Distinguishing the periods of prehistory on the Iberian Peninsula • Identifying and describing pre-Roman civilisations on the peninsula • Describing the Roman conquest of the Iberian Peninsula

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• Describing different aspects of Roman Hispania: architecture, transport … • Describing the end of Roman rule

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SPECIAL PROGRAMMES*



Internet resources www.richmondelt.com www.indexnet.santillana.es Cave art lesson http://www.historylink101.com/lessons/ art_history_lessons/cave_art1.htm Pictures of cave art and questions for teachers. The Stone Age http://museums.ncl.ac.uk/flint/menu.html Discover what life in the Stone Age was like. Atapuerca http://www.atapuerca.com/frameset_home.asp?idioma=2 Learn about the site, history and discoveries at Atapuerca. The Cave of Lascaux http://www.culture.gouv.fr/culture/arcnat/lascaux/en/ Explore the French cave with pictures.




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Vocabulary Content objectives: 1, 2, 3, 8. Language objectives: 1, 2, 3, 4, 5.

cave painting, chieftain, clan, clay pot, cloth, fire, hominid, hut, metal, nomad, sedentary, settlement, tribe, village

Prehistory and Antiquity

■ Hands on

LOOK AND COMPARE

A

Prehistoric caves • What can you see in the pictures A and B?

• Encourage Ss to brainstorm names of prehistoric caves which have been found in northern Spain (Cueva de Altamira, Cueva de Tito Bustillo, Cueva de los Casares), Write the names on the BB. • Divide Ss into groups. Assign a prehistoric cave to each group. Ask Ss to make a poster, including pictures and information such as location, period of origin, date of discovery, and physical characteristics of the cave and paintings.

• What are these things made of? • Which ones were made first?

READ

1. The Palaeolithic period

• LOOK AND COMPARE Focus on the pictures and questions. Tools and weapons can be seen in the pictures. They are made of stone and metals. The stone ones in picture A were made first. •

Ss read and listen to 123 and and look at the pictures. Ask Ss to brainstorm about materials used by prehistoric peoples before metals were discovered. (bone, wood, clay) Ask: What do you think came first, the axes or the arrowheads? (the axes) Why? (They are simpler.) 1

50

3. The Metal Ages

About a million years ago, Spain was inhabited by hominids, or early human beings. Modern people appeared in Spain about 35,000 years ago. They were nomads, and moved from place to place. They lived in caves or huts. They obtained their food by hunting, fishing and gathering wild plants.

■ Presentation

READ

B

Settlements became villages, which were surrounded by walls for protection. Every village was run by a chieftain.

People lived in family groups, called clans. They lived short lives, and many babies died at birth.

4. Prehistoric heritage

2. The Neolithic period

Prehistoric people were the first to: • Use fires to cook their food and protect themselves from the cold

Later, the population of the peninsula and the Balearic Islands became sedentary. They built the first settlements.

• Make clay pots

People lived in tribes, which were larger than clans. Each tribe member had a specific job, such as cultivating the land, looking after the animals or making tools and weapons.

2,

About six thousand years ago, people learned to use metals. First, they used copper and, later, bronze and iron, which were more resistant.

• Use animal hair and looms to make cloth • Create art forms, such as cave paintings

124

• Ask: Why do you think humans were nomadic in the Palaeolithic period? (because of the way they obtained their food) Why do you think humans became sedentary in the Neolithic period? (They started to cultivate the land and look after their animals.) • Ss read 3 and 4 and listen to 125 and 126 . Make a chart on the BB entitled ‘Prehistoric periods’ with three columns: Palaeolithic period, Neolithic period, Metal Ages. Complete with the Ss. ➔ R Activity Book, page 44.

98

Complete the sentences. People who move from place to place are called … People who stay in the same place are …

44

PREHISTORY AND ANTIQUITY

nomadic; sedentary

■ CONTENT AND LANGUAGE DEVELOPMENT Comprehension. Ss complete these sentences. fires / modern / pots / settlements / hominids / clans / caves / villages

1. 2. 3. 4. 5. 6. 7.

About a million years ago Spain was inhabited by … About 35,000 years ago … people appeared. They lived in … or huts. People lived in family groups called … Later the population became sedentary and they built the first … These settlements later became … and were surrounded by walls. Prehistoric people used … to cook their food and made clay …

Answers: 1. hominids. 2. modern. 3. caves. 4. clans. 5. settlements. 6. villages. 7. fires … pots.

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Carthaginians, Celtiberians, Celts, colonists, Greeks, Iberians, Phoenicians, pre-Roman times, Tartessus

Pre-Roman times


1. The Iberians and the Celts

51

In pre-Roman times, two main groups of tribes inhabited the peninsula: • The Iberians lived in the east and south of Spain. They were warriors, herders, farmers, craftsmen, merchants and slaves. • The Celts entered Spain from the north, and generally settled in the north and centre of Spain. Their tribes were divided into family clans. They were herders and farmers. They were also expert metalworkers, who made jewellery, weapons and tools. The Celts mixed with the Iberians to form the Celtiberians.

2. The Tartessians The kingdom of Tartessus was in southern Spain in the Guadalquivir valley, and was rich in metals such as gold, silver and copper.

This is a Celtic village. The Celts built round houses in high areas.

• Identifying the different pre-Roman civilisations

The Tartessians were great travellers, expert metalworkers and salt producers.

3. Early colonists

■ Hands on

The Phoenicians were traders from Asia. They settled on the south coast. In 1100 B.C. they founded Gades (now Cadiz), the oldest city in Western Europe. They became important trading partners of the Tartessians.

Pre-Roman civilisations

The Greeks settled on the Mediterranean coast. They came to trade ceramic objects for metals. They founded the cities of Denia and Ampurias.

• Prepare six posters on construction paper of six different colours labelled: Iberians, Celts, Tartessians, Phoenicians, Greeks, Carthaginians. • Divide Ss into groups and assign a preRoman civilisation to each group. • Ask groups to find information and pictures of the main characteristics of each civilisation. Ss make their posters with the results of their investigation. • Arrange the posters on a wall around a central title: Pre-Roman civilisations.

The Carthaginians came from North Africa to trade metals and cloth. They also settled on the Mediterranean coast and founded the city of Cartagena. These colonising civilisations lived and traded with the Celtiberians for centuries. They left cultural legacies, such as the alphabet and metal coins.

■ Presentation

The Iberians made beautiful sculptures, like The Lady of Baza.

• READ Ss read 1 , listen to 127 and focus on the pictures. Analyse similarities and differences between Iberians and Celts.

Where did the Iberians settle? Answer the question, and write some more. Which people lived in your part of Spain?

In the east and south of Spain. Where did the Celts settle? In the north and centre of Spain.


45

■ CONTENT AND LANGUAGE DEVELOPMENT Comprehension. Ss read the definitions and write the corresponding words. 1. The tribe which lived in the east and south of Spain. I … 2. The tribe which lived in the north and centre of Spain. C … 3. The tribe which lived in the Guadalquivir valley. T … 4. They were traders from Asia. P … 5. They were the founders of Denia and Ampurias. G … 6. They were traders who came from North Africa. C … Answers: 1. Iberians. 2. Celts. 3. Tartessians. 4. Phoenicians. 5. Greeks. 6. Carthaginians.

• Ss read 2 . Present 3 with 128 . Draw an outline of the map of Spain on BB. With the help of Ss, mark the approximate areas occupied by the Celts, Iberians, Tartessians, Phoenicians, Greeks and Carthaginians. • Ask Ss to make a processing chart entitled Pre-Roman civilisations, with four headings: civilisation, origin, main occupations and cultural legacies. Include information for each of the civilisations. ➔ R Activity Book, page 45.

Civilisation legacies. Discoveries and inventions by different civilisations such as fire, the wheel, glass, sails and the plough have made life easier for us.

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Vocabulary Content objectives: 5, 6, 7, 8.

amphitheatre, aqueduct, bridge, Christian, circus, column, governor, Hispania, Latin, law, port, road, Roman Empire, theatre, thermal bath, triumphal arch

Language objectives: 1, 2, 3, 5.

Roman Hispania


Latin origins in different languages • Make a chart on the BB with these headings: Latin, English, French, Castilian, Catalan and Gallego. In the first row include the words aerem, air, air, aire, aire, aire; in the second row, annum, year (annual), année, año, any, ano; in the third, bonum, good, bon, bueno, bo, bo. • Point out the etymological origin of these words. Ask Ss to name languages derived from Latin which are spoken in Spain today. Ask: Is there any language spoken in Spain that does not come from Latin? (Euskara) In pairs, ask Ss to investigate two more words in the six languages. • Complete the chart with word samples provided by Ss.

■ Presentation • LOOK AND READ Students read 1 , listen to 129 and look at the map. • Ss read 2 and listen to 130 . Then in pairs, Ss read 3 . Write on the BB several events described in 1-3 in random order. Ask Ss to number the events chronologically. • Before presenting 4 , ask Ss to brainstorm some elements of Roman legacy visible today such as buildings, transport and communication structures. Look at the photos. Ss read 4 and listen to 131 . Ask Ss to name other important Roman buildings. E ➔ Activity Book, page 46. Preserving our historic treasures. Preserving Spain's many historic treasures is an important way of respecting, valuing and learning from our past.

100

3. The end of Roman rule

In 218 B.C. the Romans defeated the Carthaginians in a war for the control of the Mediterranean Sea. However, the Romans did not complete their conquest of the Iberian Peninsula until 19 B.C. because of resistance from peoples in the interior, north and west.

After many centuries of Roman rule, Rome began to lose power in Hispania. After about 400 A.D., Germanic tribes from central and northern Europe invaded Hispania and conquered more territory. The Romans lost control of the peninsula.

2. Roman rule

52

The peninsula became part of the Roman Empire and was now called Hispania. Its inhabitants gradually adopted Roman customs, and they were ruled by Roman law. They spoke Latin, the language of the Romans. Later, they became Christians. The governor of Hispania was a Roman. He was responsible for keeping order and collecting taxes. Iberian leaders joined the Roman aristocratic class, and participated in government.

4. Architecture, transport and communication 53 The Romans constructed many types of buildings: • Theatres, circuses, amphitheatres and thermal baths were built for people’s entertainment. • Triumphal arches and columns were built to commemorate important events, such as victory in battle. • Ports, bridges and aqueducts were built to improve life in the cities. The Romans also built stone roads between cities on the peninsula and between Hispania and other parts of the Empire. The Roman conquest of the Iberian Peninsula Bay

C OCE AN

■ Hands on

1. The Roman conquest

This aqueduct brought water to Segovia.

Astorga

of

Biscay

Numancia Barcelona

A T LA N TI

• Understanding chronology from B.C. to A.D.

Sagunto Merida Cartagena Cordoba

First conquests

Mediterranean

Conquest of civilisations in the interior and west

Sea

Final conquests

Roman theatre in Italica, Andalusia

46


■ CONTENT AND LANGUAGE DEVELOPMENT Comprehension. Ss match the two halves of each sentence. To check their answers, they listen again to 129 , 130 and 131 . 1. In 218 B.C. the Romans a. many types of buildings. 2. The inhabitants of Hispania b. defeated the Carthaginians. 3. The governor of Hispania c. lost control of the peninsula. 4. After about 400 A.D. d. roads between cities. the Romans 5. The Romans built e. was a Roman. 6. They also built stone f. spoke Latin. Answers: 1 – b. 2 – f. 3 – e. 4 – c. 5 – a. 6 – d.

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Complete these sentences with the correct word. fires / modern / pots / settlements / hominids / clans / caves / villages

1. About a million years ago Spain was inhabited by 2. About 35,000 years ago 3. They lived in

people appeared. or huts.

4. People lived in family groups called 5. Later the population became sedentary and they built the first 6. These settlements later became

and were surrounded by

walls.

7. Prehistoric people used

to cook their food and

made clay

Answers: 1. hominids. 2. modern. 3. caves. 4. clans. 5. settlements. 6. villages. 7. fires … pots.

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UNIT 12

The Middle Ages UNIT CONTENT Content objectives 1. 2. 3. 4. 5. 6. 7. 8. 9.

Identifying the Germanic tribes which invaded the Iberian Peninsula Understanding the formation, organization and heritage of the Visigothic kingdom Describing the Muslim invasion of the peninsula Understanding the territory and the political organization of Al Andalus Describing the end of Al Andalus Understanding social and cultural aspects of Al Andalus Identifying the Christian kingdoms Describing the Reconquest: expansion and development of the Christian kingdoms Understanding medieval society and cultural heritage

Language objectives 1. Giving factual information in the past: were … invaded … could … 2. Describing means: by changing their own language 3. Expressing time factors: It took them … The caliphate lasted … 4. Expressing time sequences: Initially … eleven years after … By around 1230 … 5. Giving additional information: The Suevi, who inhabited … The Kingdom of Portugal, which …

Contents CONCEPTS

• The Visigothic kingdom: formation, organization and cultural heritage • Al Andalus: historic development and cultural heritage • The Christian kingdoms: the Reconquest and cultural heritage

PROCEDURES

ATTITUDES

• Observe and interpret maps and pictures • Use audio recordings to follow text • Use charts and diagrams to process information

• Interest in medieval history • Appreciation of our artistic and cultural heritage • Understand the cultural diversity of our origins

Assessment criteria • Identifying the Germanic tribes which invaded the Iberian Peninsula • Describing the formation, organization and heritage of the Visigothic kingdom • Describing the territory and political organization of Al Andalus

102

• Describing Andalus • Identifying • Describing • Describing

social and cultural aspects of Al the Christian kingdoms the Reconquest medieval society and cultural heritage

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SPECIAL PROGRAMMES*



Internet resources www.richmondelt.com www.indexnet.santillana.es The Middle Ages http://www.teacheroz.com/Middle_Ages.htm#various A list of sites about the Middle Ages for teachers. Medieval lifestyles http://library.thinkquest.org/J002390/lifestyle.html Find information about life in the Middle Ages. The Romans http://www.historyonthenet.com/Romans/ romansmain.htm Find all about the Romans. The Romans in Central Spain http://arts.uwaterloo.ca/~lcurchin/Spain/tour.html#menu View photos of Roman ruins in Spain.




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Alans, Germanic, heritage, king, Muslim, Suevi, Vandals, Visigoths


The Middle Ages

■ Hands on LOOK

Bay of Biscay

ASTURS CANTABRIANS

Visigothic architecture • Prepare a wall mural with a large piece of construction paper titled 'Visigothic Architecture'. • Divide Ss into groups. Ask Ss to make smaller posters with pictures and information about a particular Visigothic building / church including location, date of construction and main characteristics. • Ss present their posters to the class and display them on the wall mural.

■ Presentation • LOOK Focus on the map and questions. The Visigoths came from central Europe. They conquered the northwest of the peninsula first. The Asturs, Cantabrians and Vascons were conquered last. • READ Ss read 1 and 2 while they listen to 132 and 133 and look at the map. Ask: Why do you think Germanic tribes came to the peninsula? (in search of land for cultivation and a better climate) What was the main result of the arrival of the Germanic tribes on the peninsula? (It is directly connected to the end of the Roman occupation of Hispania.) • Ss read 3 and 4 , listen to 134 and 135 and look at the picture. Ask: How do the rulers of the Visigothic kingdom and Roman Hispania compare? (The Visigothic kingdom was ruled by a king and Roman Hispania was ruled by a governor.) Why do you think the Visigoths were successful in establishing a kingdom? (because they changed their own language, religion and laws) ➔ R and E ➔ Activity Book, page 47.

104

VASCONS

• Where did the Visigoths come from? • What parts of the Iberian Peninsula did the Visigoths conquer first?

Toledo

• Who inhabited the regions that the Visigoths conquered last? ATLANTIC OCEAN

an ne ra er t i d Me

S

e

a

Invasion route: Visigoths Visigothic kingdom of Toledo First Visigothic conquests Last Visigothic conquests

READ

1. The Visigoths

54

The Vandals, Alans and Suevi were tribes from northern Europe which invaded Hispania in 409 A.D. The Romans could not fight these tribes alone, and asked the Visigoths, another Germanic tribe, for help. The Visigoths expelled the Vandals and the Alans, and established their own kingdom on the peninsula.

2. The Visigothic kingdom

The Visigothic kingdom lasted until 711 A.D. when Roderic, the last Visigothic king, was defeated by the Muslims.

3. Visigothic society The Visigoths unified their new kingdom by changing their own language, religion and laws. They became Christians and based their laws on Roman laws.

55

Initially, the peninsula was controlled by both the Visigoths and the Suevi, who inhabited the north-west. The Visigothic kingdom was ruled by a king. One of the most important Visigothic kings, Leovigild, made Toledo the capital of the kingdom and conquered the Suevi.

4. The Visigothic heritage The Visigoths built small stone churches. They made jewellery with gold, silver and precious stones.

Put the following in chronological order. The Visigoths expelled the Vandals and the Alans. The Muslims defeated the Visigoths. The Vandals and other tribes invaded Hispania. The Visigoths conquered the Suevi.

The Vandals and other tribes invaded Hispania. The Visigoths expelled THE MIDDLE AGES the Vandals and the Alans. The Visigoths conquered the Suevi. The Muslims…

■ CONTENT AND LANGUAGE DEVELOPMENT Comprehension. Ss create sentences by putting the words in the correct order. 1. established / kingdom / Visigoths / the / their / own 2. Toledo / made / Leovigild / kingdom / capital / of / the / the 3. Muslims / Roderic / defeated / by / was / the 4. became / the / Christians / Visigoths / 5. Visigoths / the / churches / stone / small / built Answers: 1. The Visigoths established their own kingdom. 2. Leovigild made Toledo the capital of the kingdom. 3. Roderic was defeated by the Muslims. 4. The Visigoths became Christians. 5. The Visigoths built small stone churches.

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Vocabulary Content objectives: 3, 4, 5, 6, 10. Language objectives: 1, 3.

Al Andalus, caliph, caliphate, Catholic Monarchs, crop, emirate, instrument, irrigation, Jew, Muslim Empire, taifa

Al Andalus


1. The Muslim invasion

56

3. The end of Al Andalus

Islamic architecture

Al Andalus became a province of the Muslim Empire and was governed by the caliph of Damascus in Asia.

The taifas fought among themselves and this helped the Christian kingdoms to gain territory. New groups of Muslims came from Africa to reunite the taifas. However, in 1212 the Christians defeated the Muslims at the Battle of Las Navas de Tolosa. In 1492 the Catholic Monarchs conquered the only remaining Muslim kingdom, the Kingdom of Granada.

Al Andalus during the caliphate

4. Society and cultural heritage

• Use a large piece of construction paper to prepare a wall mural in three sections on 'Islamic architecture'. • Divide Ss into three groups and assign one monument to each group: Alhambra of Granada, Great Mosque of Cordoba, Alcazar of Seville. • Ask groups to find information and pictures about their monument. Ss make posters.

Muslims from northern Africa invaded Visigothic Spain in 711 A.D. It only took them a few years to defeat the Visigoths. They occupied most of the peninsula and the Balearic Islands. This territory was called Al Andalus, and its capital was Cordoba.

Bay

of

Santiago

Biscay

Al Andalus society was formed by Muslims, Christians and Jews.

Pamplona

Leon

Burgos

Zamora

It had great scientists, such as doctors, mathematicians and geographers. Its mathematicians created the system of numbers which we use today.

Zaragoza Guadalajara Toledo

Lisboa

Caceres

Valencia

Cordoba Seville

Mediterranean

Granada

The Muslims made great contributions to society, such as new crops, for example, rice; instruments, like the compass; and irrigation systems.

Sea

■ Presentation

ATLANTIC OCEAN Christian kingdoms Caliphate territories

• Draw a web diagram on the BB with facts about Islam: the Koran (Qur’an) is the sacred text of Islam. Muslims believe in one God, Allah. Muhammad is their most important prophet. Include Ramadan and Mecca, and the prohibition on eating pork and drinking alcohol.

Expeditions by Abd ar-Rahman III

2. The emirate and caliphate of Cordoba In 756 A.D. Abd ar-Rahman I established Al Andalus as an independent province or emirate. In 929 A.D. Al Andalus became a caliphate under Abd ar-Rahman III. He was the caliph, the maximum political and religious authority in Al Andalus. The caliphate lasted until 1031 A.D. During this period, Al Andalus was divided into smaller kingdoms, called taifas.

The Alhambra Palace in Granada

The Jewish quarter in Cordoba today

What monuments are there in your town? When were they built?

48

THE MIDDLE AGES

• LOOK AND READ Ss read 1 and 2 , listen to 136 and 137 and look at map. Then Ss read 3 . Ask: What is the difference between an emirate, a caliphate and a taifa kingdom? (An emirate was an independent province of the Muslim Empire, a caliphate was an independent kingdom and the taifas were smaller kingdoms within the caliphate.)


• Write historic events related to Al Andalus on BB. Ss number them chronologically.

True or false? Are the following sentences true or false? If they are false, Ss correct them. 1. It took the Muslims many years to defeat the Visigoths. 2. The capital of Al Andalus was Cordoba. 3. Al Andalus was divided into smaller villages called taifas. 4. The taifas fought among themselves. 5. In 1212 the Muslims defeated the Christians. 6. Al Andalus society was formed by Muslims, Christians and Jews.

• Ss read 4 and listen to 138 . Ask: What counting system was used before the system of numbers was introduced by the Muslims? (Roman numerals)

Answers: 1. False. It only took them a few years. 2. True. 3. False. It was divided into smaller kingdoms called taifas. 4. True. 5. False. In 1212 the Christians defeated the Muslims. 6. True.


Islamic legacies. Islamic civilisation is not just something from the past but still very much alive today.

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Vocabulary Content objectives: 7, 8, 9, 10.

arch, cathedral, clergy, Gothic, monastery, nobles, palace, peasant, pointed, Reconquest, Romanesque, stained-glass window, university


The Christian kingdoms


Romanesque and Gothic architecture • Prepare a wall mural entitled 'Middle Age architecture' with a large piece of construction paper. Divide the mural into two sections: Romanesque architecture and Gothic architecture. • In pairs, Ss find information and pictures about a church / cathedral built in one of the two styles. • Ss make posters with the results of their investigation.

■ Presentation • LOOK AND READ Ss read 1 , listen to 139 and look at the map. Tell Ss that the formation and development of the Christian kingdoms occurred basically at the same time as the formation and development of Al Andalus. Ask: Which two kingdoms were united in the Crown of Castile? (the kingdom of Castile and the Kingdom of Leon) How were the Crowns of Castile and Aragon united? (Isabella I of Castile married Ferdinand II of Aragon.) • Since this unit covers ten centuries, draw a timeline representing some of the main historical events. Ss reread the unit text to identify the different events and then add others to the timeline. • In pairs, Ss read 2 . Then Ss read 3 and listen to 140 while focusing attention on the pictures. ➔ R Activity Book, page 49.

El Camino de Santiago: a legacy from the Middle Ages. Pilgrims from all over the world continue to enjoy the architecture, villages, countryside and hospitality of the Camino.

106

The Christian kingdoms and Al Andalus in 1200 Ba y o f Bi sca y KINGDOM OF LEON

ATLANTIC OCEAN

KINGDOM OF PORTUGAL

KINGDOM OF NAVARRE CROWN OF KINGDOM ARAGON OF CASTILE

were united. In 1492, the Catholic Monarchs conquered Granada, the last Muslim kingdom on the peninsula.

2. Medieval society Medieval society consisted of three groups of people: • The nobles were very rich, and owned land.

AL ANDALUS

it Med

er

ra

ne

an

S

e

a

• The clergy were a group formed by monks, bishops and priests. • Most people were peasants, and most of them cultivated the land for the nobles.

3. Cultural heritage

57

1. The Christian kingdoms

In the 12 th century, the first universities, such as the University of Salamanca, were founded.

The long period of expansion of the Christian kingdoms started only eleven years after the Muslim invasion. It is called the Reconquest.

In the early Middle Ages, churches and monasteries were built in Romanesque style. They had thick walls and small windows.

By around 1230, there were four large kingdoms in the Christian territory:

After the 13 th century, palaces and cathedrals were built in Gothic style. They had pointed arches and large stained-glass windows.

• The Kingdom of Portugal, which declared its independence from the Kingdom of Leon. • The Kingdom of Navarre, which included Navarre and part of La Rioja. • The Crown of Aragon, which was formed by the Catalonian Counties, the Kingdom of Aragon, Valencia and Majorca. • The Crown of Castile, which included the Kingdom of Castile and the Kingdom of Leon. It later included part of Andalusia. In 1479, Isabella I of Castile married Ferdinand II of Aragon, and the Crowns of Castile and Aragon

True or false? Write some more sentences. The long period of expansion of the Christian kingdoms is called the Reconquest.

The Romanesque church of San Martin de Elines, Cantabria

The Gothic cathedral of Leon

True. M.A. By 1230, the Kingdom of Portugal was independent from the Kingdom of THE MIDDLE AGES Leon. (True) The Kingdom of Navarre included Navarre and part of Aragon. (False)

■ CONTENT AND LANGUAGE DEVELOPMENT Comprehension. Ss choose the correct option in each sentence. 1. The expansion of the Christian kingdoms after the Visigothic / Muslim invasion is called the Reconquest. 2. By around 1230, there were four / five large kingdoms in the Christian territory. 3. In 1479, the Crowns of Castile and Navarre / Aragon were united. 4. Most people in medieval society were nobles / peasants. 5. After the twelfth / thirteenth century palaces and cathedrals were built in the Gothic style. Answers: 1. Muslim. 2. four. 3. Aragon. 4. peasants. 5. thirteenth.

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Write the words of each sentence in the correct order to make sense: 1. established / kingdom / Visigoths / the / their / own

2. Toledo / made / Leovigild / kingdom / capital / of / the / the

3. Muslims / Roderic / defeated / by / was / the

4. became / the / Christians / Visigoths /

5. Visigoths / the / churches / stone / small / built

Answers: 1. The Visigoths established their own kingdom. 2. Leovigild made Toledo the capital of the kingdom. 3. Roderic was defeated by the Muslims. 4. The Visigoths became Christians. 5. The Visigoths built small stone churches.

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UNIT 13

Spain after 1492 UNIT CONTENT Content objectives 1. Identifying the principal characteristics of the reigns of the Catholic Monarchs, Charles I and Philip II 2. Describing the cultural splendour of the Golden Age 3. Understanding the political and economic decline of the seventeenth century 4. Describing the establishment and development of the Bourbon monarchy 5. Describing science and culture in the 18th century 6. Identifying and describing the main historical events during the 19th century 7. Understanding political tendencies during the 19th century

Language objectives 1. Giving factual information about the past: unified … expanded … conquered … 2. Describing possession: Isabella's grandson … 3. Making comparisons: became poorer … less gold and silver … 4. Explaining results: Consequently, … 5. Describing time factors: from about 1560 to 1680 … Between 1701 and 1714 … 6. Describing purpose: … to help the king … to improve … to trade with …

Contents CONCEPTS

• The Spanish Empire: the Catholic Monarchs, Charles I, Philip II • Culture and politics in the 17th century • Bourbon Spain: political and cultural aspects • The 19th century

PROCEDURES

• Observe and interpret maps and pictures • Read and comprehend text • Use diagrams, charts and timelines to process information

ATTITUDES

• Interest in learning about the past to understand the present • Appreciation of our artistic and cultural heritage

Assessment criteria • Identifying the principal characteristics of the reigns of the Catholic Monarchs, Charles I and Philip II • Describing the cultural splendour of the Golden Age and the political and economic decline of the 17th century

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• Describing the establishment and development of the Bourbon monarchy and the political, economic, scientific and cultural aspects of this period • Identifying and describing the main historical events of the 19th century • Describing political trends during the 19th century

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SPECIAL PROGRAMMES*



Internet resources www.richmondelt.com www.indexnet.santillana.es Columbus animation http://www.bbc.co.uk/schools/famouspeople/ flash/flash_full.shtml See an animation about Columbus. Christopher Columbus http://www.santamaria.org/teachers_guide.pdf Interesting text for teachers with printable drawings of ships and instructions to make a quadrant. History of Spain http://countrystudies.us/spain/ Spanish history topics for teachers. El Escorial http://www.patrimonionacional.es/en/escorial/ escorial.htm Find information and photos about the Monastery of El Escorial.




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Catholic Monarchs, empire, revolt, Spanish rule

Spain after 1492

■ Hands on

COMPARE

Columbus's voyages to America • Who had the largest empire, Charles I or Philip II?

• In pairs, Ss draw a map showing the four voyages of Columbus. They write a short paragraph about his voyages including details about what he found in the New World. • Discuss the historical importance of the discovery of America.

P ACI F I C

• Name some of the territories in the empires.

O CEAN The Canary Islands

The Philippines

PACIFIC

• Which territories were part of the empires of both kings?

ATLANTIC OCEAN

OCEAN

INDIAN OCEAN

Empire: Charles I Empire: Philip II Empire: both monarchs

■ Presentation

Charles I

Philip II

READ

• LOOK Focus on the map and questions. Philip II had the largest empire. Some territories in the empires were the Netherlands and territories in central Europe, southern Italy, America, Asia and Africa. The Netherlands, territories in southern Italy, America and the Philippines were part of both empires. • READ Ss read 1 and listen to 141 . Then Ss read 2 and focus again on the map. Ask: Did the empire grow or get smaller during Philip II’s reign? (It grew.) What did he add to it? (territories in Africa, Asia and America) What did he lose? (territories in central Europe) Who ruled over more territory in America? (Philip II) • Draw a diagram entitled ‘Empires of Charles I and Philip II’ on BB. With the help of Ss, include the different territories of both empires. • In pairs, Ss draw a timeline of historical events during this period. ➔ R Activity Book, page 50.

Contributions from the New World. Explorers brought many new plants back to Europe: potatoes, corn, tomatoes, avocados, peanuts and beans.

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1. The reign of the Catholic Monarchs

58

The Catholic Monarchs, Queen Isabella I of Castile and King Ferdinand II of Aragon, unified Spain geographically, and expanded its territories. They conquered the Kingdom of Granada, the Canary Islands, and territories in North Africa. They also financed Christopher Columbus’ expedition, which led to the discovery of a new continent, America.

Charles I faced serious problems during his reign. There were revolts in Spain, and wars in Europe for political, social and religious reasons. Charles I’s heir, Philip II, became king in 1556. His enormous empire included the Iberian Peninsula, the Netherlands and territories in southern Italy, America, Asia and Africa.

2. The Spanish empire

Philip II was involved in many wars. His army won victories against France in 1557, and the Turks at the Battle of Lepanto in 1571. However, the Netherlands started a long rebellion against Spanish rule during this period.

In 1516, Charles I, Isabella’s grandson, became king of Spain. He ruled over a great empire, which included the Catholic Monarchs’ territories, the Netherlands and other lands in Central Europe.

The wars were very expensive. The population of Spain became poorer because prices increased. In addition, less gold and silver was sent from America.

When did Charles I become king of Spain? Answer the question. Write more questions and answer them.

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SPAIN AFTER 1492

In 1516. M.A. Who was the heir of Charles I? Philip II; When did he become king? In 1556.

■ CONTENT AND LANGUAGE DEVELOPMENT Comprehension. Ss match the two halves of each sentence. 1. The Catholic Monarchs a. won the Battle of Lepanto. 2. Christopher Columbus's b. in 1556. expedition 3. Charles I became king c. unified Spain. 4. Philip II became king d. the Netherlands rebelled. 5. In 1571, Philip II's army e. led to the discovery of America. 6. During this period f. in 1516. Answers: 1 – c. 2 – e. 3 – f. 4 – b. 5 – a. 6 – d.

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architecture, Baroque, crisis, decline, Golden Age, Habsburg, hunger, literature, masterpiece, ornamentation, painting, stagnant

Cultural splendour and political decline


1. Culture in the Golden Age

59

The Spanish Golden Age was a period of great artistic activity which lasted from about 1560 to 1680. • Architecture: The Monastery of El Escorial was built in a simple, austere style in the 16th century. The Baroque style of rich ornamentation developed in the 17th century. A good example is the Cathedral of Seville. • Literature: Miguel de Cervantes wrote Don Quixote, one of the world’s greatest books. Other important writers of this period included Lope de Vega, who wrote plays and poetry, and Luis de Gongora, who wrote poetry.

• Using ordinal numbers and their abbreviations: 16th – sixteenth / Philip III - Philip the third

2. The 17th century crisis Three Habsburg kings reigned in the 17th century: Philip III (1598-1621), Philip IV (1621-1665) and Charles II (1665-1700). These kings chose ministers to help them govern the country. Some of these ministers became extremely powerful.

■ Hands on

The 17th century was a period of political and military decline. After many years of confrontations, Spain lost the Netherlands. There were revolts in Catalonia and Portugal, and Spain also lost Portugal.

The Monastery of El Escorial: A World Heritage Site

The economy was stagnant, and people were hungry in many parts of the country.

• Prepare a wall mural with a large piece of construction paper entitled 'The Monastery of El Escorial'. Divide the mural into seven sections: location and construction; building description; painting collection; book collection; history; additional buildings; present uses. • Divide Ss into seven groups and assign each group one of the topics. • Ask groups to find information and pictures and make posters.

• Painting: In the 16th century, El Greco became famous for his characteristic elongated figures. In the 17th century, Diego Velazquez painted his masterpieces.

Painting by Murillo (1670)

The Monastery of El Escorial

■ Presentation Look for more information on a writer, artist or architect of the Golden Age.

Charles II on Horseback, painted by Diego Velazquez

SPAIN AFTER 1492

■ CONTENT AND LANGUAGE DEVELOPMENT Comprehension. SS complete the sentences with one of these words. Then they listen to 142 to check their answers: 16th / El Greco / Baroque / Diego Velazquez / Golden / plays / 1680 1. The Spanish … Age lasted from 1560 to … 2. The Monastery of El Escorial was built in the … century. 3. The … style developed in the 17th century. 4. Lope de Vega wrote … and poetry. 5. … was famous for his characteristic elongated figures. 6. In the 17th century … painted his masterpieces. Answers: 1. Golden … 1680. 2. 16th. 3. Baroque. 4. plays. 5. El Greco. 6. Diego Velazquez

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• READ Before reading the text, remind Ss that ‘the 17th century’ refers to the 1600s, ‘the 16th century’ to the 1500s and so on. Ss read 1 , listen to 142 and look at the pictures. Ask: Do you know any famous paintings by El Greco? (El entierro del Conde de Orgaz) Do you know any famous paintings by Velazquez? (Las Meninas) • Make a chart of painters and writers. Encourage Ss to list more writers and painters of the Golden Age. Ask Ss to prepare short biographical notes. Then they share their information with the class. • Explain that while Spain was enjoying a period of great artistic activity, the country was declining politically. Ask Ss to explain some of the possible causes of this decline and write them on the BB. In pairs, Ss read 2 and compare the information. E ➔ Activity Book, page 51.

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absolute monarchy, academy, Bourbon, claimant, company, descendant, dispute, dynasty, newspaper, reform, royal factory

Bourbon Spain

■ Hands on

READ

Habsburg dynasty and Bourbon dynasty • Make a wall mural with two simplified family trees of the Habsburg dynasty and the Bourbon dynasty. Use initials for the names. • In pairs, Ss research both dynasties and add a short note to indicate what happened to each family member. Include the Bourbon dynasty starting with Philip V and ending with Juan Carlos I. • Complete the family trees with the information provided by Ss. Add pictures of the monarchs.

1. The Spanish War of Succession Charles II died in 1700 without descendants. Consequently, there was a dispute over the Spanish throne, which was claimed by two royal families: the French Bourbons and the Austrian Habsburgs. Between 1701 and 1714, European countries fought the The Spanish War of Succession. When the war ended, the French claimant Philip V became king of Spain, and the Bourbon dynasty replaced the Habsburgs.

Secretaries of state were appointed to help the king with government activities, such as tax collection, the administration of the American territories, and the organisation of armies. To improve the economy, they created small royal factories and also formed companies to trade with America.

3. Science and culture in the 18th century

2. The Bourbon monarchy

In the 18th century, science and culture became prominent:

Philip V established an absolute monarchy. In this form of government, the monarch has all the power.

• Academies, such as the Royal Academy of Language, were founded.

During the reigns of Philip V, Charles III and Charles IV, the first Bourbon kings, many reforms were introduced.

• Daily newspapers appeared. • Many museums and botanical gardens were created.

■ Presentation • READ Students read 1 and listen to 143 . Ask Ss to explain the causes of the War of Succession in their own words. Ask: What was the outcome of the Spanish War of Succession? (The Bourbon dynasty replaced the Habsburg dynasty.) • Ss read 2 , listen to 144 and focus on the pictures relevant to the text. Ask: How is the first Bourbon monarchy different from the present Bourbon monarchy? (The first Bourbon monarchy was an absolute monarchy. The present Bourbon monarchy is a constitutional monarchy.) What kind of reforms did the Bourbon kings introduce? (political and economic) • In pairs, Ss read and focus on the picture of the botanical garden. Ask: Why do you think it was founded? (to preserve the king’s botanical collection and to provide herbs and fresh fruit and vegetables) 3

Philip V, the first Bourbon king of Spain

The Botanical Garden of Madrid A tapestry made at the Royal Tapestry Factory during Philip V’s reign

Put the following events in chronological order. Philip V became king of Spain. European countries fought the Spanish War of Succession. Secretaries of state were appointed. Charles II died.

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SPAIN AFTER 1492

Charles II died. European countries fought the Spanish War of Succession. Philip V became king of Spain. Secretaries of state were appointed.

■ CONTENT AND LANGUAGE DEVELOPMENT Comprehension. Ss read the sentences and choose the correct option. 1. Charles II died with / without descendants. 2. When the Spanish War of Succession started / ended, Philip V became king of Spain. 3. The Bourbon / Habsburg dynasty was replaced. 4. In an absolute monarchy, the monarch has all the power / little power. 5. In the 17th / 18th century academies, newspapers and museums appeared. Answers: 1. without. 2. ended. 3. Habsburg. 4. all the power. 5. 18th.

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abdicate, conservative, depose, exile, liberal, proclaim, restoration


The 19th century

■ Hands on

READ

1. The Spanish War of Independence

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In 1808, Napoleon Bonaparte, the Emperor of France, invaded Spain. Charles IV was deposed, and his son, King Ferdinand VII was forced to abdicate the throne. Napoleon’s brother, Joseph Bonaparte, became king. Opposition to his reign led to the Spanish War of Independence. During this war, the Spanish parliament, or Cortes, took refuge in Cadiz. In 1812, its members wrote Spain’s first modern constitution, the Constitution of Cadiz. This limited the king’s power, and established the rights of citizens, including the right to vote for men aged twenty-five or older.

2. The restoration of Ferdinand VII After the French were defeated, Ferdinand VII was restored as king of Spain in 1814. Initially, Ferdinand did not accept the 1812 Constitution, and he ruled in an authoritarian manner. After a liberal revolt in 1820, Ferdinand was forced to accept the Constitution. However, three years later, Ferdinand was restored as absolute monarch with the help of the French.

The Third of May. Goya’s painting of the French repression of the rebellion in Madrid

Goya

The political chaos in Spain caused an independence movement in the Spanish colonies in America. By 1824, all the American colonies except Cuba and Puerto Rico were independent.

3. Conservatism and liberalism In 1833, Ferdinand’s daughter, Isabella II, came to the throne. During her reign there were conflicts between conservatives and liberals: • Conservatives had traditional values, and supported an absolute monarchy. • Liberals wanted reforms to modernise the country. They supported the Constitution, and favoured limitations on the powers of the monarch. There were many coups d’état by army officers, and in 1868 Isabella was exiled. Between 1868 and 1874, there was a period of great political instability. In 1873, the First Spanish Republic was proclaimed, but it lasted less than a year. In 1874, the monarchy was restored under Isabella’s son, Alfonso XII.

■ Presentation • READ Ss read 1 and listen to 145 . Ask: What started the Spanish War of Independence? (Napoleon Bonaparte occupied Spain and forced King Ferdinand VII to abdicate the throne.) Focus attention on Goya’s painting and read the caption. Ask: Why is this painting so dramatic? (because of its realism) • Focus attention on the other picture. Ask: Why do you think the 1812 Constitution was written? (to limit the king’s power and establish the rights of citizens)

Proclamation of the Constitution of Cadiz

True or false? Napoleon Bonaparte became the king of Spain. Write some more true/false questions.

False. M.A. Ferdinand VII accepted the 1812 Constitution at the SPAIN AFTER 1492 beginning of his reign. (False); By 1824, Cuba was independent. (False)

• Make a wall mural about Goya. Divide the class into groups. Assign each group a some aspect of Goya's life or work to investigate. Ask Ss to find information and pictures. • Ss present their work to the class. Display it chronologically on the wall mural.

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■ CONTENT AND LANGUAGE DEVELOPMENT Comprehension. Ss answer these questions. 1. Who invaded Spain in 1808? 2. Who won the Spanish War of Independence? 3. Who became king in 1814? 4. Which were the only American colonies not to become independent from Spain? 5. Who came to the throne in 1833? 6. When was the first Spanish Republic proclaimed? Answers: 1. Napoleon Bonaparte. 2. The Spanish. 3. Ferdinand VII. 4. Cuba and Puerto Rico. 5. Isabella II. 6. In 1873.

• In pairs, Ss read 2 and 3 . Write the following dates on the board: 1808, 1812, 1814, 1820, 1824, 1833, 1868, 1873 and 1874. Ask Ss to check the text to find out what happened during each year. Draw a timeline on the BB including the above dates. Add the Ss’ findings. • In groups, ask Ss to discuss some of the ways liberals wanted to limit the power of the king and why conservatives disagreed. Conduct a discussion with the whole class. ➔ R Activity Book, page 52.

A Constitution. A Constitution defines the fundamental political principles of a country, establishes the power and duties of its government, and guarantees certain rights to its people.

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1. Match the two halves of each sentence. 1. The Catholic Monarchs

a. won the Battle of Lepanto.

2. Christopher Columbus's expedition

b. in 1556.

3. Charles I became king

c. unified Spain.

4. Philip II became king

d. the Netherlands rebelled.

5. In 1571, Philip II's army

e. led to the discovery of America.

6. During this period

f. in 1516.

2. Complete these sentences with the correct word. 16th / El Greco / Baroque / Diego Velazquez / Golden / plays / 1680 1. The Spanish

Age lasted from 1560 to

2. The Monastery of El Escorial was built in the

century.

style developed in the 17th century.

3. The 4. Lope de Vega wrote 5.

and poetry. was famous for his characteristic elongated figures.

6. In the 17th century

painted his masterpieces.

Answers, 1: 1 – c. 2 – e. 3 – f. 4 – b. 5 – a. 6 – d. 2: 1. Golden … 1680. 2. 16th. 3. Baroque. 4. plays. 5. El Greco. 6. Diego Velazquez.

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Circle the correct answer in each of these sentences. 1. Charles II died with / without descendants. 2. When the Spanish War of Succession started / ended, Philip V became king of Spain.

3. The Bourbon / Habsburg dynasty was replaced. 4. In an absolute monarchy, the monarch has all the power / little power. 5. In the 17th / 18th century academies, newspapers and museums appeared.

Answers: 1. without. 2. ended. 3. Habsburg. 4. all the power. 5. 18th. ESSENTIAL SCIENCE 6 • Photocopiable material © Richmond Publishing - Santillana Educación, S. L.

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UNIT 14

The 20th century UNIT CONTENT Content objectives 1. 2. 3. 4. 5. 6. 7. 8.

Identifying the political and social changes of the early 20th century Describing the reforms of the Second Republic Describing the origin and development of the Civil War Describing the dictatorship of Francisco Franco and its political, social and cultural aspects Describing the transition to democracy Identifying and describing the main historical events of Spain’s present-day democracy Identifying the main Spanish cultural works of the 20th century Comparing 20th century society during and after the dictatorship

Language objectives 1. Describing events in the past: … was established … were built 2. Describing quantity: some groups … other groups … many thousands … 3. Expressing time sequences: At the end … After the war … During … 4. Describing past actions which continue in the present: Since 1982 … have governed … There have been …

Contents CONCEPTS

PROCEDURES

ATTITUDES

• The early 20th century • The Second Republic • The Civil War and the dictatorship • The transition to democracy • Spain’s modern democracy • 20th century culture and society

• Observe and interpret pictures • Read and comprehend texts • Use audio recordings to follow texts • Use timelines to process information

• Appreciation of political democracy and individual liberties • Rejection of violence as a way of obtaining power • Appreciation of our artistic and cultural heritage

Assessment criteria • Identifying and describing the changes of the early 20th century • Describing the establishment and the reforms of the Second Republic • Understanding the origin and development of the Civil War • Understanding the dictatorship of Francisco Franco and its political, social and cultural aspects

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• Describing the transition to democracy • Identifying the main historical events of Spain’s present-day democracy • Identifying the main Spanish cultural works of the 20th century • Comparing 20th century society during and after the dictatorship

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SPECIAL PROGRAMMES*



Internet resources www.richmondelt.com www.indexnet.santillana.es King Juan Carlos I http://www.casareal.es/index-iden-idweb.html Learn about the Spanish royal family on the official site. Facts about Spain http://www.kidskonnect.com/Spain/SpainHome.html Find facts and links to other sites about Spain. Picasso http://www.eyeconart.net/history/cubism.htm See works by Picasso from different periods. Spanish artists http://www.bbc.co.uk/cbbc/art/artyfacts/more.shtml Click on Dali, Gaudi, Joan Miró or Picasso for facts and works of these artists. N

Political Map of Europe

Reykjavik

ICELAND

O E

Norwegian Sea

S


FINLAND

RUSSIA SWEDEN

NORWAY

Helsinki Oslo

Stockholm

Tallinn

a

ESTONIA

lt

DENMARK

Moscow

LITHUANIA

a

KINGDOM Dublin

Riga

LATVIA

ic

North Sea

UNITED

O C E A N

Se

A T L A N T I C

Copenhagen

B

Vilnius

IRELAND

Minsk

BELARUS Amsterdam

Warsaw

Berlin

NETHERLANDS

London

POLAND

GERMANY

BELGIUM

Kiev

Brussels LUXEMBOURG Paris

UKRAINE Prague

Luxembourg

CZECH REPUBLIC SLOVAKIA Vienna

FRANCE

Other resources ANDORRA

AL UG Lisbon

RT


SWITZERLAND

MONACO

PO

• • • •

Bern LIECHTENSTEIN Vaduz AUSTRIA

ITALY

Monaco

Andorra la Vella

GEORGIA

Black

VATICAN CITY

SCALE

TURKEY

0

GREECE

n

Baku

AZERBAIJAN ARMENIA

Ankara

ALBANIA

M e d i t e r r a

Sea

Tbilisi

Yerevan

Skopje Podgorica Tirana MACEDONIA

Rome

SPAIN

ROMANIA

SLOVENIA Zagreb Ljubljana CROATIA Bucharest BOSNIA Belgrade AND HERZEGOVINA SAN BULGARIA SERBIA Sarajevo MARINO Sofia MONTENEGRO

Madrid

Sea

Kishinev

Budapest

HUNGARY

Caspian

MOLDOVA

Bratislava

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242

Kilometres

Athens

e

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CYPRUS Valletta

MALTA

S e


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conflict, Constitution, dictatorship, growth, industrial, industrial worker, intellectual, landowner, middle class, peasant, Second Republic, social uprising, working class

The 20th century

■ Hands on

COMPARE

Historic word wall • Compare these two photographs.

• Ss brainstorm historical terms. Write them on the BB.

• How were people’s lives different?

• Divide Ss into groups, and assign the terms. Ss research a definition for each term. They can use resources such as dictionaries, their textbooks or the Internet. They write the definition on a file card. • Arrange all the cards in alphabetical order on the word wall. • Add more terms as they come up. Refer to the Historic word wall for review whenever necessary.

READ

1. Spain, 1898-1931

■ Presentation

th

At the end of the 19 century, Spain lost its last colonies in Cuba, Puerto Rico and the Philippines. After these losses, the intellectuals of the ‘Generation of 1898’ called for changes in Spanish society.

• COMPARE Most people in rural areas were poor peasants living in harsh conditions. Show the trams and cars in the city. However, stress that many people in cities also lived in difficult conditions. • READ In pairs, Ss read 1 . Ask: Who called for changes in Spanish society at the end of the 19th century? (the intellectuals of the ‘Generation of 1898’) Can you name some of them? (Antonio Machado, Pio Baroja, Unamuno, Azorin, Valle-Inclan) What were the social consequences of industrial growth? (A new middle class and a new working class appeared.) What kind of government was established in 1923? (Primo de Rivera established a dictatorship but maintained the monarchy.) • Ss read 2 and listen to 146 . Ask: When and how was the Second Republic established? (in 1931, after Republican candidates won local elections) What did the new Constitution introduce? (many reforms). Discuss the relevance of the Second Republic, principal reforms and the opposition they encountered. ➔ R and E ➔ Activity Book, page 53.

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In the early 20th century, some parts of Spain experienced industrial growth. In rural areas, peasants worked on land owned by landowners. However, in big cities there was a new middle class and a new working class, the industrial workers. There were many social uprisings, such as the revolt in Barcelona in 1909. In 1923, during the reign of Alfonso XIII, General Primo de Rivera established a dictatorship, but maintained the monarchy.

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2. The Second Republic

61

In 1930, Primo de Rivera’s dictatorship came to an end, and elections were organised. In 1931, Republican candidates won local elections, and Alfonso XIII left the country. The Second Republic was established, and a Constitution was approved. Many reforms were introduced: • Land was distributed among the peasants. • The first Statutes of Autonomy were declared. • New state schools were built. • Women were given the right to vote. Some groups were in favour of land reform, regional autonomy, and a reduction in the power of the church. Other groups were opposed to these policies. Conflicts became violent, and some people, including politicians, were assassinated.

THE 20TH CENTURY

■ CONTENT AND LANGUAGE DEVELOPMENT True or false? Are the following sentences true or false? If they are false, Ss correct them.

1. 2. 3. 4. 5. 6. 7.

The ‘Generation of 1898’ was a group of politicians. Industrial workers lived in big cities. There was a revolt in Madrid in 1909. In 1923, Primo de Rivera established a dictatorship. In 1931, Republican candidates won local elections. Alfonso XIII left the country. The First Republic was established.

Answers: 1. False. They were a group of intellectuals. 2. True. 3. False. There was a revolt in Barcelona. 4. True. 5. True. 6. True. 7. False. The Second Republic was established.

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Civil War, commander-in-chief, coup d’état, exile, head of government, head of state, Nationalist, political party, Republican, trade union

The Civil War and the dictatorship


READ

1. The Civil War (1936-39) On 18 July 1936, General Francisco Franco led a military coup d’état against the Republic, which turned into a violent Civil War. • The Republicans, who supported the Republic, controlled much of the north, centre and east of Spain. They also held most of the big cities. • The Nationalists, who supported General Franco, initially controlled many rural areas in the south and north-west of Spain. However, the Nationalist army won a series of victories, and gradually occupied most of Spain. Barcelona fell in January 1939, and Madrid in March 1939. The war ended on 1 April 1939.

2. The dictatorship of Francisco Franco (1939-1975)

General Franco now controlled all the powers of the State. He was head of state, head of the government and commander-in-chief of the armed forces.

• Understanding how the Civil War broke out and how it became so violent

During his dictatorship:

■ Hands on

• Political parties and trade unions were illegal. There was only one political party and one trade union. Both were controlled by the government. • Many individual liberties, such as freedom of expression, were restricted.

The Civil War

Initially, Spain was isolated politically, economically and culturally. Many Spanish workers migrated to other countries. Beginning in the 1960s, there was economic growth, including the development of the tourist industry. General Franco died in 1975, and the transition to democracy began.

After the war, many thousands of Franco’s opponents were imprisoned or executed, and many others went into exile.

• Prepare a wall mural with a large piece of construction paper titled ‘The Civil War’. Divide the mural into four sections: 1936, 1937, 1938, 1939. • Divide Ss into four groups and assign a year to each group. • Ask groups to find information, documents and pictures about the war during their assigned year. Ss make posters with the results of their investigation.

■ Presentation A Republican poster

A Nationalist poster

A Red Cross poster

The Spanish Civil War was between the … and the … The war ended in … Complete the sentences. Write more sentences.

The Spanish Civil War was between the Republicans and the Nationalists. THE 20TH CENTURY The war ended in 1939. The dictatorship of Francisco Franco lasted he died.

■ CONTENT AND LANGUAGE DEVELOPMENT Comprehension. Ss match the two halves of each sentence. 1. The Civil War began a. in 1939. 2. The war ended b. developed in the 1960s. 3. Under Franco, there c. in 1975. was only 4. Spain was isolated d. in 1936. 5. The tourist industry e. politically, economically and culturally. 6. Franco died f. one political party.

55

• In pairs, Ss read 1 . When they finish, ask them to explain the causes of the Civil War in their own words. Ask: Who were the Republicans? (the supporters of the Republic) Who were the Nationalists? (the supporters of Franco) Focus attention on the two Civil War posters. Discuss them with Ss. Encourage Ss to share any information they may have about how the Civil War affected people’s daily lives. • In pairs, Ss read 2 . Ask: What did General Franco establish in 1939? (a dictatorship) What were some characteristics of Franco’s dictatorship? (There was one political party and one trade union; both were controlled by the government. Many individual liberties were restricted. Spain was politically, economically and culturally isolated.) ➔ R and E ➔ Activity Book, pages 54 and 55.

Answers: 1 – d. 2 – a. 3 – f. 4 – e. 5 – b. 6 – c. Peace education. The Civil War was a very violent confrontation. We must learn from the past and reject violence.

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Constitution, Constitutional monarchy, democratic election, prosperous


■ Hands on

Spain since 1975

The Spanish Constitution of 1978 • Make a mural titled ‘Spanish Constitution’. In pairs, Ss write two articles from the Constitution which they think are especially important and illustrate them with pictures or drawings. • Ss present their articles to the class and display their work on the mural.

■ Presentation • READ Ss read 1 , listen to 147 and focus attention on the pictures. Ask: When was Juan Carlos I designated king of Spain? (in 1975) Who was the first President of the Government of democratic Spain? (Adolfo Suarez) What was one of the most important events in the transition to democracy? (M.A. the approval of the new Constitution) • Ss read 2 and listen to 148 . Ask: What are the two main Spanish political parties? (the Spanish Socialist Party and the Popular Party) How many Autonomous Communities are there in the Spanish State? (seventeen) • As a review of the unit, draw a timeline on the BB of the main historical events during the 20th century. With the help of Ss, locate and mark these events. Include the leading figures of Spain’s modern democracy. Allow Ss to review the information in the textbook in order to complete this task. • Ss do the activities at the bottom of the page.

Juan Carlos I becomes king.

READ 62

1. The transition to democracy

2. Spain’s modern democracy

In 1975, Juan Carlos I, Alfonso XIII’s grandson, was designated king of Spain. Spain became a constitutional monarchy once again. Two years later, King Juan Carlos I appointed Adolfo Suarez President of the Government.

Since 1982, both the Spanish Socialist Party and the Popular Party have governed Spain. There have been many political, social, economic and cultural changes.

During the transition period:

• Spain became a member of the European Union.

• Political parties and trade unions were legalized. • The first democratic elections since 1936 were held. • Parliament and the majority of the Spanish population approved a new Constitution. • Terrorist attacks and serious economic and political problems continued.

The Spanish Constitution

Two changes are especially important: • The Spanish State was organized into seventeen Autonomous Communities and two Autonomous Cities. Spain has become a modern, prosperous country.

The Spanish flag

The flag of the European Union

Juan Carlos I was Alfonso XIII’s son. True or false? Write more sentences.

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False. Juan Carlos I is Alfonso XIII’s grandson. M.A. Adolfo Suarez was the first President of the Government of democratic Spain. (True); Spain is not a member THE 20TH CENTURY state of the European Union. (False)

■ CONTENT AND LANGUAGE DEVELOPMENT Comprehension. Ss complete these sentences. They check their answers by listening again to 147 and 148 . 1. In 1975, Spain became a constitutional … 2. King Juan Carlos appointed Adolfo Suarez … 3. Political parties and … were legalized. 4. The Parliament and the majority of the Spanish population approved a new … 5. Spain … a member of the European Union. Answers: 1. monarchy. 2. President of the Government. 3. trade unions. 4. Constitution. 5. became.

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architecture, cinema, Cubism, divorce, literature, Nobel Prize, painting, sculpture, surrealist

20th century culture and society


READ

1. Culture

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• Understanding the profound changes in Spanish society since the end of the dictatorship

2. Society

Spaniards produced many great works in every field of culture in the 20th century.

There have been many profound changes in Spanish society since the end of the dictatorship.

• Literature: poets such as Federico Garcia Lorca, Rafael Alberti and Jorge Guillen formed part of the ‘Generation of ’27’. This was a group of poets who experimented with new forms of art and poetry. Later, the writers Vicente Aleixandre and Camilo Jose Cela both won the Nobel Prize for Literature.

Under the dictatorship

Since the dictatorship

• Divorce was not permitted.

• Divorce is legal.

• Most women did not study or work. Married women could not work, own property or even travel without their husband’s permission.

• Many women study at university and work. They can own property, and can be totally independent.

• For many years, Spain had little contact with other countries. However, in the 1960s many tourists started to come to Spain.

• Spain is open to the world. Many emigrants returned to Spain after the dictatorship, and today there are immigrants from many parts of the world.

• Architecture: the architect Antoni Gaudi designed outstanding, original buildings, such as the cathedral of the Sagrada Familia in Barcelona. • Painting and sculpture: Pablo Picasso was one of the most influential artists in the world. Together with Juan Gris, he was one of the founders of the artistic style Cubism. Joan Miro and Salvador Dali were also great painters and sculptors, who were best known for their surrealist works. • Cinema: the film director Luis Buñuel became famous worldwide. The directors Jose Luis Garci, Fernando Trueba and Pedro Almodovar have won Oscars.

Federico Garcia Lorca

The Sagrada Familia cathedral, Gaudi’s masterpiece

A cubist painting by Picasso

■ Hands on

Federico Garcia Lorca was a famous poet. Write more sentences. Change the underlined words. Have you read or seen any of the works of the people mentioned on this page?

THE 20TH CENTURY

• Ask Ss to brainstorm prominent Spanish writers / architects / painters / sculptors / film directors from the 20th century and write their names on the BB. In pairs, Ss select two prominent cultural figures and find pictures and information about their work. • Ask Ss to present their findings to the class. Display Ss’ reports around the classroom, organizing them by cultural fields.

■ Presentation

Pedro Almodovar wins an Oscar

M.A. Pablo Picasso was a very famous painter. Salvador Dali was a painter and sculptor.

Cultural gallery

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■ CONTENT AND LANGUAGE DEVELOPMENT Comprehension. Ss choose the correct option in each sentence. 1. The Generation of ’27 / ’37 was a group of poets. 2. Antonio Gaudi designed / painted the Sagrada Familia in Barcelona. 3. Picasso and Juan Gris were founders of cubism / realism. 4. Luis Buñuel was a film director / actor. 5. Divorce was / was not legal under the dictatorship

• READ Ss read 1 and listen to 149 . Ask: What was the ‘Generation of ’27’? (a group of poets from the beginning of the 20th century) What happened to many cultural figures of the 20th century during the dictatorship? (Some were killed and many went into exile.) • Focus on the pictures. Ask: What is Gaudi’s master piece? (the Sagrada Familia) Can you name any paintings by Picasso? • In pairs, Ss read 2 . Ask Ss to discuss some of the different changes in Spanish society since the end of the dictatorship. Encourage Ss to analyse present society based on these changes.

Answers: 1. ’27. 2. designed. 3. Cubism. 4. film director. 5. was not Gender equality Changes in Spanish society have led to more equality between men and women. Women must be treated as individuals with the same rights and privileges as men.

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Are the following sentences true or false? If they are false, correct them. 1. The ‘Generation of 1898’ was a group of politicians.

2. Industrial workers lived in big cities.

3. There was a revolt in Madrid in 1909.

4. In 1923, Primo de Rivera established a dictatorship.

5. In 1931, Republican candidates won local elections.

6. Alfonso XIII left the country.

7. The First Republic was established.

Answers: 1 – False. They were a group of intellectuals. 2 – True. 3 – False. There was a revolt in Barcelona. 4 – True. 5 – True. 6 – True. 7 – False. The Second Republic was established.

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1. Complete the sentences. 1. In 1975, Spain became a constitutional 2. King Juan Carlos appointed Adolfo Suarez 3. Political parties and

were legalized.

4. The Parliament and the majority of the Spanish population approved a new

5. Spain

a member of the European Union.

2. Circle the correct answer in each of these sentences. 1. The Generation of ’27 / ’37 was a group of poets. 2. Antonio Gaudi designed / painted the Sagrada Familia in Barcelona. 3. Picasso and Juan Gris were founders of cubism / realism. 4. Luis Buñuel was a film director / actor. 5. Divorce was / was not legal under the dictatorship.

Answers, 1: 1. monarchy. 2. President of the Government. 3. trade unions. 4. Constitution. 5. became. 2: 1. ’27. 2. designed. 3. Cubism. 4. film director. 5. was not ESSENTIAL SCIENCE 6 • Photocopiable material © Richmond Publishing - Santillana Educación, S. L.

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ACTIVITY BOOK: SOLUTIONS UNIT 1 Worksheet 1 1: Flora: pine trees, roses, grass. Fauna: blackbirds, rabbits, snakes, spiders. Environment: soil, water, rain, rocks. 2: Model Answer: frogs, algae, fish, ducks. They live in an environment of fresh water, soil and rocks. Vocabulary: a. Rainforests are terrestrial ecosystems. b. Coral reefs are marine ecosystems. c. Rivers are freshwater ecosystems. Worksheet 2 1: a. producer. b. primary consumer. c. secondary consumer. d. tertiary consumer. 2: a. 1. trees and shrubs. 2. giraffe. 3. lion. b. 1. plankton. 2. shrimp. 3. small fish. 4. tuna. 5. shark. Vocabulary: parasitism, competition, mutualism. Worksheet 3 1: a. whale. b. fishing gear. c. hunting. d. dolphin. 3: a. cetaceans. b. pollution, hunting, collisions with ships, fishing gear. c. because they can get trapped in it. UNIT 2 Worksheet 4 1: See Student Book, pages 8 and 9. 2: a. body. b. move. c. delicate organs. 3: a. Swimming: hips, knees, shoulders, elbows. b. Brushing teeth: elbow, wrist, shoulder. c. Bending over: knees, hips, vertebrae. 4: Model answer: exercise, drink milk. Worksheet 5 1: a. move. b. shape. c. organs. 2. 1. extending arm movement. 2. flexing arm movement. 3. Model anwer: quadriceps, hamstrings, adductors, etc. Vocabulary: a. joint. b. ligament. c. cartilage. d. tendon. Worksheet 6 1: a. false. b. true. c. true. d. false. 2: a: 5. b: 2. c: 4. d: 1. e: 3. 3: a. voluntary. b. voluntary. c. involuntary. Worksheet 7 1: a: 2. b: 1. c: 2. d: 2. e: 2. f: 1. g: 2. h: 2. i: 2. j: 1. 2: mumps. UNIT 3 Worksheet 8 1: a. 2. b. 1. 2: a. hips. b. voices. c. muscles. d. body hair. 3: oestrogen (women) and testosterone (men). Emotional changes occur during puberty.

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Worksheet 9 1: External female genital organs: vulva, labia, clitoris. Internal female genital organs: uterus, Fallopian tubes, ovaries, vagina. Male external genital organs: scrotum, penis. Male internal genital organs: testes, vas deferens, seminal vesicles, urethra, prostate gland. Vocabulary: a. uterus. b. vas deferens. c. ovaries. d. testicles or testes. e. vagina. f. scrotum. Worksheet 10 1: egg, sperm, period, amnion, embryo, foetus, zygote, uterus, placenta. 2: a. fifteen. twenty-eight. b. fertilised. not fertilised. c. one. 200 million. d. Fallopian tubes. uterus. e. hydrogen. oxygen. f. ten. nine. 3: menopause. Worksheet 11 1: a: 1. b: 2. c: 2. d: 2. 3: Model answers: a: Babies are born with well-developed hearing, and respond better to high-pitched noises. b: Babies are born with a fully developed sense of touch, which helps them learn about the world. UNIT 4 Worksheet 12 1: a. work. b. food. c. light, heat. d. cars. e. music. 2: Non-renewable energy sources: oil, natural gas, uranium, coal. Renewable energy sources: sunlight, wind, water, biomass. 3: Model answer: Non-renewable energy sources pollute the environment. Renewable energy resources are better for the environment. Worksheet 13 1: a: 6. b: 3. c: 4. d: 5. e: 2. f: 1. 2: a. wind, mechanical. b. electrical, thermal. c. chemical, thermal, mechanical. d. electrical, light, thermal. Worksheet 14 1: a. false. b. true. c. true. d. false. e. true. 2. b. 3: a. lemon: yellow. b. fan: black. c. clover: green. d. flower: blue. 4: It is both reflected and refracted. Worksheet 15 3: 6, 2, 1, 5, 3, 4. 4: Model answer: Use earplugs when near loud noises, don’t listen to loud music.

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UNIT 5 Worksheet 16 1: current, conductor, bulb, flow, generator, charge, switch, circuit, static, insulator. 2: a. negatively. b. positively. c. neutral. d. repel. e. attract. Vocabulary: a. electrical current. b. conductors. c. insulators. d. a generator. e. a switch. Worksheet 17 1: a. false. b. true. c. false. d. false. e. true. 2: a. credit card: magnetic strip. b. microphone: electromagnet. c. tapes: magnetic recording media. d. speakers: electromagnet. e. train ticket: magnetic strip. 3: a: Model answer: A compass is a needle that always points towards the north magnetic pole. b: Model answer: It is a magnet. Worksheet 18 1: 1. turbine. 2. generator. 3. substation. 4. high-tension power transmission lines. 5. homes. 2: a. light, heat. b. movement, sound. c. sound. d. heat, sound. e. heat. 3: Model answer: Turn lights off when you leave the room; turn off the television, radio, or computer when you’re not using them; don’t leave the refrigerator door open. UNIT 6 Worksheet 19 1: a. friction. b. magnetic force. c. gravity. d. electric force. 2: a. electric force. b. magnetic force. c. gravity. d. electric force. 3: a. gravity. b. magnetic force. c. gravity. Worksheet 20 1: d. 2: a. computer. It doesn’t use human energy. b. gas heater. It doesn’t produce movement. c. lorry. It doesn’t use electricity. d. hammer. It doesn’t use wind energy. Vocabulary: a. casing. b. operating parts. c. mechanism. d. electronic circuits. e. microchips.

Worksheet 22 1: a. ellipse. b. sphere. c. night. d. east, west. e. winter. 2: a. 365 days and six hours (a year). b. 24 hours (a day). c. 27.3 days (a lunar month). 3: Each year is 365 days and six hours long. Every four years, those extra hours add up to an extra day. Vocabulary: a. new Moon. b. last quarter. c. solar eclipse. d. lunar phase. Worksheet 23 2: a. three bright stars in a line. b. spring. c. autumn. d. summer. 3: Orion was a hunter. He was killed by Artemis, who transformed him into a constellation. UNIT 8 Worksheet 24 1: See Student Book, page 32. 2: The Guadalquivir and the Ebro rivers. Worksheet 25 1: a. The Cantabrian coast is high and rocky with many estuaries. b. The Canary Island coasts are generally high with cliffs. c. The Andalusian coast is low and sandy. d. The Galacian coast is high, rocky and irregular. e. The Balearic Island coasts are high and rocky with some long beaches. 2: a. Most rivers in Spain are short with low flows. b. The Ebro and the Tagus are the longest rivers. c. The Ebro river basin is in the north-east of Spain. d. The Guadalquivir basin is in the south of Spain. 3: a. Guadalquivir, Guadiana, Miño, Duero, Tagus. b. Jucar, Segura, Ebro, Turia, Llobregat. c. Narcea, Bidasoa, Nalon, Nervion. Worksheet 26 1: a. giant lizard – subtropical climate. b. lynx – Mediterranean climate. c. wild boar – Atlantic climate. d. vulture – mountain climate. e. partridge – Mediterranean climate 2: a. 4. subtropical climate. b. 5. Mediterranean typical climate. c. 1. mountain climate. d. 3. Mediterranean continental climate. e. 2. Atlantic climate.

UNIT 7 Worksheet 21 1: 1. Mercury (terrestrial). 2. Mars (terrestrial). 3. Venus (terrestrial). 4. Earth (terrestrial). 5. Neptune (gas giant). 6. Uranus (gas giant). 7. Saturn (gas giant). 8. Jupiter (gas giant). 2: a. false. b. true. c. true. d. false. e. false. f. true. 3: a. Because it is an enormous radiating star. b. No. Mercury and Venus do not have moons.

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UNIT 9 Worksheet 27 1: a. 18. b. 44. c. 17. d. 89. 2: a. false. The birth rate is higher than the death rate. b. true. c. false. There are more women than men. d. true. e. false. It is lower than in other European countries. 3: Model answer: Because there are more job opportunities in the cities or in the main tourist centres. Worksheet 28 1: agriculture, tourism, transport, food, chemical, automobile, fishing, trade, mining, construction. 2: The primary sector

The secondary sector

The service sector

Agriculture The automobile industry

Tourism

Fishing

The food industry

Trade

Mining

The chemical industry

Transport

Livestock farming (added)

Construction The textile industry (added) The telecommunications industry (added)

Vocabulary: a. 2. b. 2. Worksheet 29 1: a. Portugal. b. France and Andorra. c. the Mediterranean Sea. d. in North Africa. e. the Strait of Gibraltar. f. Seventeen. g. Provinces and municipalities. 2: Model answer: Where is Spain located? In the northern hemisphere in south-west Europe. What mountains connect the Iberian Peninsula to the continent? The Pyrenees. What bay is to the north of Spain? The Bay of Biscay. Worksheet 30 1: a. Constitution. b. Las Cortes. c. Congress of Deputies. d. Ministers. e. Courts of Justice. f. president. g. senators. 2: a. The monarch is the Head of State. b. The members of parliament are elected in general elections. c. The Constitution establishes the form of government, and basic institutions. d. The president appoints the ministers. e. The Courts of Justice are made up of judges. f. The Constitutional Court decides if laws follow the Constitution. 3: Model answers: Britain, Denmark, Holland, Sweden.

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UNIT 10 Worksheet 31 1: a. mountain chains. b. plateau. c. Great European Plain. d. islands. e. peninsula. 2: See Student Book, page 40. Worksheet 32 1: a. lichen. b. reindeer. c. arctic fox. d. rocks. 3: a. false. b. true. c. true. Worksheet 33 1: a. Africa and Asia. b. 730. c. cities. d. London, Moscow and St Petersburg. e. forty-eight. f. Latin America, India, Africa. 2: a. 8. b. 7. c. 5. d. 9. e. 6. f. 2. g. 10. h. 4. i. 1. j. 3. Worksheet 34 1: a. The European Union. b. EU. c. member states. d. euro. e. The Court of Justice. f. The European Parliament. 2: a. 6. b. defence and justice. c. Brussels, Strasbourg and the city of Luxembourg. d. The Council of the European Union, The European Parliament, The European Commission, The Court of Justice. 3: a. 1986. b. Portugal. c. 10, then 12. UNIT 11 Worksheet 35 1: a. The Metal Ages. b. The Paleolithic period. 2: hominids, nomads. Worksheet 36 1: a. Iberians. b. Celts. c. Tartessians. d. Phoenicians. e. Greeks. f. Carthaginians. 2: Phoenicians; Greeks; Carthaginians. 3: a. the Tartessians. b. the Greeks. c. the Carthaginians. d. the Tartessians and the Celts. Worksheet 37 1: a. 1. b. 2. 3: a. several hours. b. running, playing ball games, wrestling, swimming. c. have a massage, talk with their friends, walk in the garden, visit the library, watch jugglers and acrobats, listen to literary recitals, play board games.

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UNIT 12 Worksheet 38 1: a. Northern Europe. b. Germanic. c. a king. d. Toledo. e. Muslims. 2: a. two. b. the nobles. c. food and a place to live. Worksheet 39 1: a. 711. b. 756. c. 929. d. 1031. e. 1212. f. 1492. 2: a. 3. b. 3. c. 1. d. 3. 3: in Andalusia, the Community of Valencia, Murcia and in the province of Albacete. Worksheet 40 2: a. the peasants. b. the nobles. c. the clergy. 3: a. Romanesque. b. Romanesque. c. Gothic. d. Romanesque. UNIT 13 Worksheet 41 1: a. Charles I. b. the Catholic Monarchs. c. Philip II. d. Charles I. e. the Catholic Monarchs. 2: a. empire. b. expedition. c. reign. d. revolt. e. victory. Worksheet 42 1: a. Philip II. b. France. c. Model answer: El Greco and Velazquez. 3: a. 3. b. 4. c. 5. d. 2. e. 1.

UNIT 14 Worksheet 43 1: a. 2. b. 2. c. 2. d. 1. e. 1. f. 1. g. 2. h. 2. Worksheet 44 1: 1898 Intellectuals asked for changes in Spanish society. 1909 There was a revolt in Barcelona. 1923 Primo de Rivera’s dictatorship started. 1930 Primo de Rivera’s dictatorship came to an end. 1931 The Second Republic was established. 2: a. false. It was distributed among the peasants. b. true. c. false. Women were given the right to vote. d. true. e. false. Worksheet 45 1: a. true. b. false. The Nationalists supported General Franco. c. false. The Nationalists won the Civil War. d. true. e. false. The dictatorship ended in 1975. 2: a. one. c. many individual liberties, such as freedom of expression. d. they migrated to other countries. e. in the 1960s. Worksheet 46 2: a. They were jailed or executed. b. It reduced the unemployment rate and brought money back to Spain. c. It brought more information, new ideas, customs and ways of dressing.

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Essential Science, Science, Geography and History, for Year 6 of Primary Education is a collective work, conceived, designed and created by the Primary Education department at Santillana, under the supervision of JOSÉ LUIS ALZU GOÑI, JOSÉ TOMÁS HENAO and MICHELE C. GUERRINI Contributing authors: Belén Garrido and Jane Kilner English language editors: Martin Minchom, Sheila Klaiber and Kirsten Ruiz-McOmish Art director: José Crespo Design coordinator: Rosa Marín Design Team: Cover: Martín León-Barreto Interior: Rosa Barriga Artwork coordinator: Carlos Aguilera Coordinator, design development: Javier Tejeda Design development: José Luis García and Raúl de Andrés Technical director: Ángel García Encinar Technical coordinator: Marisa Valbuena Layout: Leticia Fernández and Miguel Á. Mora-Gil Research and photographic selection: Amparo Rodríguez Photographs: A. Toimil; J. C. Muñoz; J. Jaime; ORONOZ; A. G. E. FOTOSTOCK; GETTY IMAGES SALES SPAIN; HIGHRES PRESS STOCK/AbleStock.com; MUSEUM ICONOGRAFÍA/J. A. Bedoya; PHOTODISC; European Community; Mancomunidad Intermunicipal del Sureste de Gran Canaria; MATTON-BILD; MUSEO NACIONAL CENTRO DE ARTE REINA SOFÍA; SERIDEC PHOTOIMAGENES CD; ARCHIVO SANTILLANA

Richmond Publishing 4 Kings Street Cloisters Albion Place London W6 0QT United Kingdom © 2007 by Santillana Educación, S. L./Richmond Publishing Torrelaguna, 60. 28043 Madrid Richmond Publishing is an imprint of Santillana Educación, S. L. PRINTED IN SPAIN Printed in Spain

ISBN: 978-84-294-0962-8 CP: 857430 D.L.: All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission in writing of the publisher.

Science Teacher Book 6

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