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Teachers Book

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Essential Science teaches basic concepts of Science,
Geography and History through English.
Content and language are carefully interwoven
in Essential Science.
The syllabus covers all the scientific contents which
students require at this level.
The language objectives correlate with those
set out in the Cambridge Young Learners suite.
Essential Science
Science, Geography and History
Science, Geography and History
Activity
Book
The Students Book guides students towards
curricular objectives.
A series of presentations explain key concepts
in clear and simple language.
Basic activities in the Students Book give students
the confidence to ask simple questions, and make
short, descriptive statements.
The Students CD gives
an extensive selection of
recorded texts.
The students self-confidence
will grow, as their fluency and
pronunciation improve.
Learner autonomy is
encouraged.
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.
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Machines make work easier. They help us to do tasks with less effort.
All machines need energy to work. Some machines change the intensity of a force: when we apply
a little force, the machine produces a bigger force.
For example, levers change the intensity of a force. Other machines
change the direction of a force. For example, when we pull
on a pulley rope, we create a downward force; the object on the other
end of the rope rises.
Compound Machines A compound machine is made up of two or more simple machines.
Compound machines work together to make a task easier.
Examples: wheelbarrow, can opener, bicycle, shears
Machines
Screws
Screws are used to hold objects together and to raise and lower things. A screw is an
inclined plane wrapped around a nail. The inclined plane of a screw is called the thread.
When you put a screw into wood, the thread cuts a groove in the wood, making it hold very
tightly. Screws change the direction and intensity of a force.
Examples: bolt, Archimedes screw
Wedges
A wedge is made up of two inclined planes joined back to back. The edges of the planes
meet and form a sharp edge. Wedges can be used to hold things together, as in a nail, or
to split things apart, as in a knife. Wedges change the direction of a force.
Examples: ax, knife, nail
Lever
We use levers to lift things. A lever is a board or bar that rests on a turning point. This
turning point is called the fulcrum. The closer the object is to the fulcrum, the easier it
is to move. When we apply a force at the effort point, the force is intensified at the
resistance point. Levers change both the intensity and direction of a force.
Examples: seesaw, hammer, bottle opener, crowbaw, human arm
Pulley
A pulley is made up of a wheel and a rope. The rope fits into a groove on the wheel.
Pulling down on one end of the rope lifts the object on the other end. Pulleys help move
loads up, down or sideways. Pulleys change the direction of a force.
Examples: flag pole, crane
Wheel and Axle An axle is a cylinder that goes through the center of a wheel. The axle allows the wheel
to turn. Wheels and axles change the intensity of a force, making it easy to move things
from place to place. Examples: door knob, wagon wheels
Inclined Planes An inclined plane is a sloping surface, such as a ramp. Inclined planes are used to move objects
up or down. The object moves farther than when it is lifted straight up or lowered straight down,
but less force is needed. Inclined planes change the intensity and direction of a force.
Examples: staircase, ramp, slide
Simple Machines
A simple machine has few or no moving parts. There are six simple
machines, which can be grouped as inclined planes and levers.
Inclined Plane Group
Lever Group
levers
wheel and axle
Effort
Resistance
Fulcrum
Richmond Publishing 2006. Richmond Publishing is an imprint of Santillana Educacin, S.L.
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 Students 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.
Teachers Book
This Teachers Book offers page-by-page teaching
suggestions, solutions to the Activity Book activities,
and a guide to other resources.
The Teachers CDs contain a selection
of recorded texts as well as all the
Students CD recordings.
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Key
1 Polar Bear
2 Walrus
3 Brown (Grizzly) Bear
4 Fir Tree
5 Grey Wolf
6 Red Deer
7 Reindeer
8 Killer Whale
9 Moose
10 Sea Lion
11 Saguaro Cactus
12 Rattlesnake
13 Bald Eagle
14 Lynx
15 Palm Tree
16 Tiger
17 Bamboo
18 Giant Panda
19 Rhesus Monkey
20 Dolphin
21 Jaguar
22 Macaw
23 African Elephant
24 Baobab
25 Dromedary Camel
26 Indian Elephant
27 Llama
28 Alligator
29 Lion
30 Giraffe
31 Orangutan
32 Toucan
33 Spider Monkey
34 Rhinoceros
35 Gorilla
36 Shark
37 Kangaroo
38 Eucalyptus
39 Koala
40 Ombu
41 Whale
42 Penguin
3
8
10 11 13
21
20 22
27 28
32
33
23 24
30
29
34
35 36
42
41
40
31
37
38
39
15
25
26
16
17
18
14 19
12
9
4
2
1
5 6
7
Animal and Plant Habitats
Richmond Publishing 2006. Richmond Publishing is an imprint of Santillana Educacin, S.L.
Activities
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).
Movement
Students list animals under these headings: Animals that Run,
Animals that Fly, Animals that Swim, Animals that Slither
(e.g., runlion, tiger, reindeer; flyeagle, toucan, macaw;
swimdolphin, whale, shark; slitherrattlesnake). Ask
individual students to imitate the movements of different
animals and have the class guess what they are.
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.
Body Covering
Write these headings on the board: Hair, Scales, Feathers. Have
students list animals under the headings according to their body
covering (e.g., Hairthe mammals, even marine mammals have
some facial hair when they are born; Scalesshark, rattlesnake;
Featherseagle, toucan, parrot, penguin).
Body Parts
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).
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CONTENTS FOR SCIENCE, GEOGRAPHY AND HISTORY BOOK 6
UNIT CONCEPTS PROCEDURES CITIZENSHIP
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
01. Ecosystems
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
02. The body
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
03. Sexual
characteristics
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
04. Energy
Electrical charges
Electrical current
and electric circuits
Magnets
Electricity distribution
Studying photographs
Interpreting information from
drawings and diagrams
Electrical safety
Electricity and
pollution
05. Electricity
and magnetism
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
06. Forces
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
07. The Solar System
N
a
t
u
r
a
l

s
c
i
e
n
c
e
s
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G
e
o
g
r
a
p
h
y

a
n
d

H
i
s
t
o
r
y
UNIT CONCEPTS PROCEDURES CITIZENSHIP
Main geographic features
Coasts
Rivers and watersheds
Climate, flora and fauna
Observing and interpreting
maps and pictures
Reading and comprehending
texts
08. Landscapes
of Spain
Population
Economy
Territorial organisation
Political organisation
Obtaining information from
maps and pictures
Using graphs and tables
to process information
09. The population of
Spain
Physical features
Climates
Population structure
and distribution
The European Union
Interpreting maps and
pictures
Reading and comprehending
texts
10. Europe
Prehistory on the Iberian
Peninsula
Pre-Roman civilisations
Roman Hispania
Observing and interpreting
maps and pictures
Using charts and diagrams
to process information
11. Prehistory
and Antiquity
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
Landscape
protection
Protect our
flora and fauna
Spain's
population
diversity
Respect in
a democratic
society
Europe's rivers
in danger
Diversity
Civilisation
legacies
Preserving
our historic
treasures
12. The Middle Ages
The Spanish Empire and the
Catholic Monarchs
Culture and politics in the
17
th
century
Bourbon Spain
The 19
th
century
Reading and comprehending
texts
Using diagrams, charts
and timelines to process
information
Contributions
from the New
World
A Constitution
13. Spain after 1492
The early 20
th
century
The Second Republic
The Civil War and the
dictatorship
The transition to democracy
20
th
century culture and
society
Observing and interpreting
pictures
Using timelines to process
information
Peace education
Gender equality
14. The 20
th
century
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The Student's Book
indicates an
Internet Activity.
indicates
a reading
activity.
Title
This is the
number and
title of the unit.
Activities
Activities at the bottom
of the page reinforce
basic concepts, and
practise structures and
vocabulary.
Some are linked to
citizenship themes.
indicates Richmond
World Facts Readers.
indicates that it
can also be used
as a writing
exercise.
indicates that the
activity should
first be done
orally.
shows that it is
also recorded.
Read
Information is organised
into numbered sections.
ECOSYSTEMS 5
Ecosystems
COMPARE
Compare the photographs.
What living things can you see?
What do you see around them?
In what other places
can you find animals?
READ
1. 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.
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.
2. Types of ecosystems
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.
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.
1 2
Look
The units begin
with a LOOK or
COMPARE
section which
focuses
attention on the
theme of the
unit.
GIVING EXAMPLES
g g
Living things obtain food in different ways.
People affect the environment.
Insecticides pollute the soil.
All species depend on other species in food chains.
Ask and answer questions.
Do many living things live in deserts? Yes, they do. / No, they dont.
Do insecticides pollute the soil? Yes, they do. / No, they dont.
Freshwater ecosystems, rivers and lakes ...
Marine ecosystems, the sea ...
Producers, such as plants and algae ...
Decomposers, fungi and bacteria ...
Some human activities, agriculture ...
Complete the sentence.
Some human activities,
DESCRIBING THINGS
The skeleton all the bones in the body.
The muscular system all the muscles in the body.
The central nervous system consists of the brain and the spinal cord.
The musculoskeletal system the skeleton and the muscles.
The peripheral nervous system nerves.
Ask and answer questions.
What does the skeleton consist of?
EXPRESSING ABILITIES
The body
Essential language
The Essential
Language section
summarises all the
key language used at
this level.
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Contents
2
Living things
Our senses
Our body
Animals
Vertebrates
and invertebrates
The Earth
Water
Air
Plants
Flowering plants
The landscape
Water and weather
Population
Work
Past and present
I can compare living things and non-living things.
I can identify animal and plant habitats.
I can identify our five senses.
I can name the parts of the eye and the ear.
I can name some bones and muscles.
I can say how we use our muscles.
I can classify animals in different groups.
I can identify what different animals eat.
I can identify vertebrates and invertebrates.
I can name the characteristics of mammals.
I can identify the three parts of the Earth.
I can compare solids, liquids and gases.
I can say where we find water.
I can describe the water cycle.
I can describe the characteristics of air.
I can identify some atmospheric phenomena.
I can identify stems, leaves and roots.
I can compare trees, bushes and grasses.
I can name some of the parts of a flower.
I can describe how plants grow.
I can identify different landscapes.
I can name the parts of a mountain.
I can describe the course of a river.
I can talk about the weather.
I can compare cities, towns and villages.
I can identify some means of transport.
I can identify some types of work.
I can talk about the needs of industry.
I can talk about the past.
I can make a family tree.
3
6
10
13
16
25
27
30
32
35
40
44
48
51
53
PROJECT 1: Animal index cards 20
PROJECT 2: Make a skeleton to study bones and joints 21-24
PROJECT 3: An experiment 37
PROJECTS 4-7: Make objects to experiment with air 38-39
PROJECT 8: Make a relief model of your autonomous community 56-57
GLOSSARY: 58-64
UNIT
Read
and tick
I CAN DO IT
Extra
Contents
Ecosystems
The body
Sexual
characteristics
Energy
Electricity
and magnetism
Forces
The Solar
System
Landscapes
of Spain
The population
of Spain
Europe
Prehistory and
Antiquity
The Middle Ages
Spain after
1492
I can describe an ecosystem.
I can sequence a food chain.
I can distinguish different parts of the body.
I can describe the human brain.
I can classify male and female genital organs.
I can describe the birth process and newborn babies.
I can classify energy sources.
I can describe qualities of light and sound.
I can describe electricity and electric circuits.
I can explain magnetism and magnetic fields.
I can identify types of forces and motion.
I can describe machines and their mechanisms.
I can name the planets in the Solar System.
I can describe eclipses.
I can identify the different landscapes of Spain.
I can talk about Spanish climates, flora and fauna.
I can talk about population density in Spain.
I can describe political organisations in Spain.
I can identify physical features of Europe.
I can talk about the European Union.
I can classify different periods of Prehistory.
I can talk about Pre-Roman and Roman times.
I can sequence events in the Middle Ages.
I can describe medieval society.
I can talk about the importance of the Golden Age.
I can sequence events in Spanish history.
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6
10
16
20
25
27
31
34
38
44
47
50
UNIT
Read
and tick
I CAN DO IT
PROJECT 1: 14
PROJECT 2: 15
PROJECT 3: 23
PROJECT 4: 24
PROJECT 5: 30
PROJECT 6: 42
PROJECT 7: 43
PROJECT 8: 56
PROJECT 9: 57
GLOSSARY: 58-63
The 20
th
century
I can talk about the Civil War and the dictatorship.
I can describe 20
th
century culture in Spain. 53
The Activity Book
Multicultural
non-sexist education
Health
education
Consumer
education
Road safety Environmental
education
Citizenship Sex
education
Peace
education
Learner autonomy:
the students assess
their own progress.
I can do it
59
teste
thyroid gland
voluntary
afterbirth
amnion
belly button
Caesarean section
clitoris
contraction
dilation
egg cells
embryo
Fallopian tube
fertilisation
foetus
genital organ
incubator
labia
labour
lactation
menstruation
ovary
penis
period
pregnancy
premature
prostate
puberty
reproductive system
scrotum
seminal vesicle
sperm
teste
testicle
umbilical cord
urethra
uterus
vagina
vas deferens
vulva
zygote
absorb
amplitude
biomass
chemical
concave
convex
echo
electrical
electricity
fan
fossil fuel
intensity
light bulb
mechanical energy
non-renewable
opaque
pitch
reflect
refract
renewable
replenish
23
Project 3
MAKE ELECTRICAL CIRCUITS
Make a series circuit.
You will need the following:
1.5 volt battery
3 light bulb holders
3 light bulbs
4 wires
Make a parallel circuit.
You will need the following:
1.5 volt battery
3 light bulb holders
3 light bulbs
6 wires
Now answer the questions by experimenting with the circuits.
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?
Glossary
Students use the
glossary to record
the vocabulary
they have learned.
Projects and tasks
Projects and tasks
lead the students to
reflect, and carry out
simple experiments.
4
Worksheet 2. Date Apply your knowledge
RELATIONSHIPS BETWEEN
LIVING THINGS
1. Match and label.
2. Number the elements in these food chains.
a.
b.
seaweed
giraffe trees and shrubs lion
clam crab octopus
plankton shark shrimp tuna small fish
1
secondary consumer producer tertiary consumer primary consumer
Match.
competition A living thing lives in or on another living thing and harms the host.
parasitism Several species compete for the same things.
mutualism A living thing eats the parasites in or on another living thing,
which benefits both living things.
VOCABULARY
A B C D
The Activity
Book offers
a wealth of
activities.
Activities
7
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The Teacher's Book
17 16
UNIT CONTENT
Assessment criteria
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
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
Ecosystems and their main
components
Effects of the environment on
living things and vice versa
Relationships between living
things
Environmental problems
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
Develop awareness
of environmental damage
Understand the importance
of environmental protection
CONCEPTS PROCEDURES ATTITUDES
Contents
UNIT 1
Ecosystems
RESOURCES
Resource folder
Reinforcement and Extension
Reinforcement: Worksheet 1
Extension: Worksheet 1
Assessment
Assessment: Worksheet 1
Developing intelligence worksheets
Working with recent immigrants
PHOTOCOPIABLE RESOURCES SPECIAL PROGRAMMES*
Internet resources
www.richmondelt.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.
Food chains
http://www.bbc.co.uk/schools/revisewise/science/
living/03b_act.shtml
Revise information on food chains and take a test.
Other resources
Richmond World Facts
Richmond Student's Dictionary
Flashcards
Posters
* Not yet available in English
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.
Acacias
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.
Plants
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.
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.
Rocks
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.
Elephants
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 815 related members led by a dominant cow.
Giraffes
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 1020; herds can reach up to 100.
Lions
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.
Zebras
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 520 animals, consisting of a dominant male, females and young.
Hyenas
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.
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.
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.
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.
Ecosystems
Richmond Publishng 2006. Richmond Publishing is an imprint of Santillana Educacin, S.L.
Materials for reinforcement,
extension and assessment
Contents for
Science skills
Contents for
English skills
Internet resources
Other resources
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18 19
I Special attention
Identifying tertiary consumers
Pronunciation: tertiary, parasitism,
mutualism
I Hands on
I Presentation
Present and with .
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)
Create a new food chain diagram on the
BB with the help of Ss. Examples: grass,
grasshopper, rat, hawk; seaweed, fish,
seal, shark.
In pairs, Ss create food chains for different
ecosystems.
Read and listen to . 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.
Activity Book, page 4. R
4 3
3 2 1 LOOK AND READ
6 ECOSYSTEMS
Relationships between living things
LOOK AND READ
1. Living things and food
Living things obtain food in different ways:
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.
2. Food chains
Food chains show how food transfers from one living thing
to another in an ecosystem. Look at the diagram.
3. Parasitism, mutualism and competition
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.
The heron
eats insects.
3
4
Put these elements of a food chain
in the correct order:
cat leaf bird caterpillar
Give some examples of primary
consumers.
The food chain
Tertiary consumer
owl owl
Secondary consumer
snake
Primary consumer
Producer
snake
Lichen grows
on a branch.
Parasitism Parasitism
Mutualism Mutualism
rabbit rabbit
grass grass
ECOSYSTEMS 5
Ecosystems
COMPARE
Compare the photographs.
What living things can you see?
What do you see around them?
In what other places
can you find animals?
READ
1. 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.
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.
2. Types of ecosystems
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.
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.
1 2
I 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.
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.
Listening. Play , and Ss complete the text on page 21 of the
Teacher's Book. Ss compare answers and listen again.
1 2
1
I CONTENT AND LANGUAGE DEVELOPMENT
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.
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 . 4
2
1
Content objectives: 1, 2, 3.
Language objectives: 1, 2, 3, 4, 5.
Vocabulary
algae, aquatic, bacteria, desert, ecosystem, environment, fauna,
flora, freshwater, fungi, grassland, living thing, marine, terrestrial
Content objectives: 3, 4.
Language objectives: 1, 2, 3.
Vocabulary
competition, decomposer, food chain, host, mutualism, parasitism,
primary consumer, producer, secondary consumer, tertiary consumer
plants, animals / Model answer (M.A.) A pond is a freshwater
ecosystem. A rainforest is a terrestrial ecosystem.
leaf, caterpillar, bird, cat / M.A.
grasshoppers, worms, gazelles, cows
I Special attention
Identifying interactions within ecosystems
I Hands on
I Presentation
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 . 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.
Ss do the activities at the bottom of the
page.
Activity Book, page 3. R
2
1 2 1 READ
COMPARE
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.
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.
Content objectives
A cross-reference
to the content
objectives
on the previous
double page.
Language objectives
A cross-reference
to the language
objectives.
Special attention
Points which may be
difficult for the students
in both Science and
English.
Vocabulary
Presented in
alphabetical order.
Students should
learn it.
Presentation
The suggestions include
texts as well as graphic
materials, such as
photographs, drawings,
diagrams and graphs.
Activity Book
This symbol indicates
a revision activity.
This symbol indicates
an extension activity.
E
R
Content and language
development
These activities combine
Science and Language
skills.
Hands on
A classroom experiment
which is motivating and
simple to do.
Citizenship
Citizenship themes
are identified with
symbols.
9
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Techniques
Various learning skills can help students to master the
contents of Essential Science:
Memorisation
It is useful to associate new vocabulary with mental
pictures, and then revise them in order.
When teaching the muscular systems, for example,
ask students to touch the corresponding parts
of their bodies.
Photographs
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.
Focus the students attention: What do you see
in the photo? Can you see ?
Go on to analyse the picture systematically,
highlighting all the details.
Diagrams
These diagrams represent parts of the human body,
plants, etc. Some are realistic, while others are
simplified.
4. Pregnancy
Pregnancy is the period from the moment
of fertilisation until the birth of the baby. This normally
lasts about nine months. The mothers body
experiences many changes during this period.
A foetus inside the uterus
uterus
umbilical
cord
placenta
foetus
amnion
vagina
10
Learning skills
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
These are printed in bold. They highlight key points
and vocabulary.
Experiments
Before an experiment begins, students are asked
to predict how they think it will end.
Students need to have a clear idea of the different
stages of an experiment.
Point out the following:
material they will need
initial state
sequence of events
final result
Enquiry questions
Learning should never be a purely mechanical
process. Questions can be used to elicit prior
knowledge, and find out students ideas.
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?
Comparison questions encourage students to relate
information from different sections: In what ways are
different from ?
This type of question should be adapted to the
language level of the class.
Activities
Initially, the activities at the bottom of the page
should be done orally with the whole class. Later,
most can be written down, either as homework or as
whole class activites. This will help students to
master the key concepts and language.
Some citizenship questions may be difficult for the
students in English. It is best to begin by eliciting
short, simple replies.
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Recorded Material
Some sections of each unit are recorded on the
Students CD. There is a more complete selection of
texts on the Class CD.
The listening exercises can be used
in the presentation stage of the Unit.
Students should listen to the recording
at least twice before they check their answers.
The exercises can be corrected on the board,
or by looking at the text in the book.
For revision purposes, the listening exercises
can be used at the end of the unit to recycle
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.
Key competences
Learning to learn
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.
Autonomy and personal initiative
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.
Linguistic competence
Students continue to practise their communicative
skills. Information texts consolidate the students'
reading ability, while they acquire greater proficiency
in writing.
Mathematical competence
Mathematical tools are introduced in meaningful
contexts, such as population density (Unit 9).
Knowledge and interaction with our world
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.
Digital ICT competence
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.
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
Students learn to appreciate our cultural diversity.
Our artistic and cultural heritage is examined
in Units 11-14.
11
4 LIVING THINGS
These are topics you will study this year.
You already know a lot!
TITLE
What is the number of the unit? What is the title?
What is the first section on the page?
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.
What is the second section on the page?
EXPLANATIONS
These texts give you important information.
Important words appear like this: flora, fauna. SYMBOLS
The text is on the CD.
Richmond World Facts
There is an Internet activity.
Speak
Read
Write
ACTIVITIES
These exercises give you practice in ESSENTIAL SCIENCE.
YOU ALREADY KNOW
A LOT!
THE ENVIRONMENT
What is an ecosystem?
THE BODY
Name an important part of the digestive system.
LIGHT
How does light
move?
SEXUAL CHARACTERISTICS What are the sex organs of men and women?
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
EUROPE
Name four European countries which are on the Mediterranean.
PREHISTORIC TIMES
How did people live in
the Palaeolithic period?
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12
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.
On the right, write, in a different order, some of the
information about the titles: Light, Machines, Danger
to the environment, Al Andalus, Climates.
Students volunteer to go to the board and draw a line
between a title and its information.
Students now have the list of contents (page 2 of the
Students 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).
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.
Anagrams
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.
About this book
2
Multicultural
non-sexist education
Health
education
Consumer
education
Road safety Environmental
education
Citizenship Sex
education
Peace
education
Contents
01
Ecosystems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Relationships between living things Dangers to the environment
02
The body . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
The muscular system The nervous system Internal coordination
03
Sexual characteristics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
The reproductive system Fertilisation and pregnancy Birth and newborn babies
04
Energy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Types of energy Light Sound
05
Electricity and magnetism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Electrical current and electric circuits Magnets and magnetism Electricity
06
Forces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Forces and motion Machines Inside a machine
07
The Solar System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
The Earth The Moon and eclipses Stars, constellations and galaxies
08
Landscapes of Spain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Coasts Rivers Climate, flora and fauna
09
The population of Spain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
The economy Territorial organisation Political organisation
10
Europe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Climates Population and diversity The European Union
11
Prehistory and Antiquity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Pre-Roman times Roman Hispania
12
The Middle Ages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Al Andalus The Christian kingdoms
13
Spain after 1492 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Cultural splendour and political decline Bourbon Spain The 19
th
century
14
The 20
th
century . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
The Civil War and the dictatorship Spain since 1975 20
th
century culture and society
PAGE
Notes:
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13
General questions
Ask general questions:
How many units are there in the book?
What is the first / last unit about?
What do you think you will study in Unit (5)?
What are Units 6, 9, 13 about?
(These questions can also be asked in pairs.)
Which unit is about the nervous system / the Moon /
the European Union?
Which unit do you think you will like best / is most
interesting?
Pairwork activities
In pairs, the students test each other:
A: Rivers?
B: Unit 8. Sound?
A: Unit 4. Population?
B: Unit 10.
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.
ABOUT THIS BOOK
Look at pictures A-N.
Match them to Units 1-14 on page 2.
Then look at the book. Check your answers.
Unit 6 Unit 2 Unit ......... Unit .........
Unit ......... Unit ......... Unit 13
Unit 14 Unit 4 Unit ......... Unit .........
Unit ......... Unit 10
B
G
D C E
H
K L M
Unit .........
M N
J
F
I
Learning to learn
A
3
Notes:
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14
You already know a lot!
This section shows students that they already have
considerable prior knowledge.
Explain that this will help them throughout the year.
This section can also be used as a diagnostic test at
the beginning of the year.
Choose how many words to include according to the
level of the class.
4 LIVING THINGS
These are topics you will study
this year.
You already know a lot!
TITLE
What is the number of the unit?
What is the title?
What is the first section on the page?
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.
What is the second section on the page?
EXPLANATIONS
These texts give you important information.
Important words appear like this: flora, fauna.
SYMBOLS
The text is on the CD.
Richmond World Facts
There is an Internet activity.
Speak
Read
Write
ACTIVITIES
These exercises give you
practice in ESSENTIAL SCIENCE.
YOU ALREADY KNOW
A LOT!
THE ENVIRONMENT
What is an ecosystem?
THE BODY
Name an important part
of the digestive system.
LIGHT
How does light
move?
SEXUAL CHARACTERISTICS
What are the sex organs
of men and women?
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
EUROPE
Name four European countries which
are on the Mediterranean.
PREHISTORIC TIMES
How did people live in
the Palaeolithic period?
Notes:
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15
Focus on the page
Use the text in the right-hand column of page 4 to show
the students how their textbook is organised.
TITLE AND PHOTO
Ask the students to tell you the number and title
of the unit. Then ask them to look at the photo
and predict what they think the unit will be about:
What do you think this unit is going to be about?
Explain that photos include a great deal 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?
Further suggestions for teaching page 5 are given
on page 18 of this Teachers Book.
The use of photos is discussed in the Learning skills
section on page 10 of this Teachers Book.
EXPLANATIONS AND SYMBOLS
Explain that the students have their own
Students CD.
Students should listen to the recordings at home,
which will help them to assimilate what they have
learned.
It is helpful if they sometimes listen to the recordings
without using the Students 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.
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.
ECOSYSTEMS 5
Ecosystems
COMPARE
Compare the photographs.
What living things can you see?
What do you see around them?
In what other places
can you find animals?
READ
1. 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.
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.
2. Types of ecosystems
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.
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.
1 2
Notes:
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16
UNIT CONTENT
Assessment criteria
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
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
Ecosystems and their main
components
Effects of the environment on
living things and vice versa
Relationships between living
things
Environmental problems
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
Develop awareness
of environmental damage
Understand the importance
of environmental protection
CONCEPTS PROCEDURES ATTITUDES
Contents
UNIT 1
Ecosystems
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17
RESOURCES
Resource folder
Reinforcement and Extension
Reinforcement: Worksheet 1
Extension: Worksheet 1
Assessment
Assessment: Worksheet 1
Developing intelligence worksheets
Working with recent immigrants
PHOTOCOPIABLE RESOURCES SPECIAL PROGRAMMES*
Internet resources
www.richmondelt.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.
Food chains
http://www.bbc.co.uk/schools/revisewise/science/
living/03b_act.shtml
Revise information on food chains and take a test.
Other resources
Richmond World Facts
Richmond Student's Dictionary
Flashcards
Posters
* Not yet available in English
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.
Acacias
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.
Plants
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.
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.
Rocks
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.
Elephants
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 815 related members led by a
dominant cow.
Giraffes
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
1020; herds can reach up to 100.
Lions
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.
Zebras
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 520 animals, consisting of a
dominant male, females and young.
Hyenas
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.
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.
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.
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.
Ecosystems

Richm
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ECOSYSTEMS 5
Ecosystems
COMPARE
Compare the photographs.
What living things can you see?
What do you see around them?
In what other places
can you find animals?
READ
1. 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.
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.
2. Types of ecosystems
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.
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.
1 2
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.
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.
Listening. Play , and Ss complete the text on page 21 of the
Teacher's Book. Ss compare answers and listen again.
1
2
1
Content objectives: 1, 2, 3.
Language objectives: 1, 2, 3, 4, 5.
Vocabulary
algae, aquatic, bacteria, desert, ecosystem, environment, fauna,
flora, freshwater, fungi, grassland, living thing, marine, terrestrial
plants, animals / Model answer (M.A.) A pond is a freshwater ecosystem.
A rainforest is a terrestrial ecosystem.
Special attention
Identifying interactions within ecosystems
Hands on
Presentation
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 . 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.
Ss do the activities at the bottom of the
page.
Activity Book, page 3. R
2
1 2 1 READ
COMPARE
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.
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19
Special attention
Identifying tertiary consumers
Pronunciation: tertiary, parasitism,
mutualism
Hands on
Presentation
Present and with .
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)
Create a new food chain diagram on the
BB with the help of Ss. Examples: grass,
grasshopper, rat, hawk; seaweed, fish,
seal, shark.
In pairs, Ss create food chains for different
ecosystems.
Read and listen to . 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.
Activity Book, page 4. R
4
3
3
2 1 LOOK AND READ
6 ECOSYSTEMS
Relationships between living things
LOOK AND READ
1. Living things and food
Living things obtain food in different ways:
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.
2. Food chains
Food chains show how food transfers from one living thing
to another in an ecosystem. Look at the diagram.
3. Parasitism, mutualism and competition
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.
The heron
eats insects.
3
4
Put these elements of a food chain
in the correct order:
cat leaf bird caterpillar
Give some examples of primary
consumers.
The food chain
Tertiary consumer
owl owl
Secondary consumer
snake
Primary consumer
Producer
snake
Lichen grows
on a branch.
Parasitism Parasitism
Mutualism Mutualism
rabbit rabbit
grass grass
CONTENT AND LANGUAGE DEVELOPMENT
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.
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 . 4
2
1
Content objectives: 3, 4.
Language objectives: 1, 2, 3.
Vocabulary
competition, decomposer, food chain, host, mutualism, parasitism,
primary consumer, producer, secondary consumer, tertiary consumer
leaf, caterpillar, bird, cat / M.A.
grasshoppers, worms, gazelles, cows
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.
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Special attention
Understanding global warming and the
greenhouse effect
Hands on
Presentation
Focus on the pictures. Ask: How are
pollution, global warming and extinction
related? (Pollution increases global
warming and both can cause extinction.)
Play - while Ss read . Ask:
How does air pollution increase global
warming? (Since there is more carbon
dioxide in the atmosphere due to pollution,
the Earths 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.
Activity Book, page 5. E
14
8 5
READ
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.
ECOSYSTEMS 7
Dangers to the environment
READ
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
Pollution is the contamination of air, soil or water.
The combustion of oil or coal pollutes the air.
Insecticides pollute the soil.
Urban and industrial waste pollutes rivers and oceans.
Pollution can change ecosystems.
3. Global warming
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 Earths temperature is increasing
because more heat is retained in the atmosphere.
This is called global warming.
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.
Combustion of fossil fuels,
such as oil, pollutes the air, and
contributes to global warming.
An endangered species: the rhinoceros
The greenhouse effect: heat cannot
escape from the atmosphere.
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?
5
6
dodo / M.A. cars, buses, heaters
Content objectives: 3, 5.
Language objectives: 1, 2,
3, 5, 6, 7, 8.
Greenhouse effect
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.
Be environmentally conscious!
Remember you can play an active role in
protecting the environment: Recycle,
Reduce and Reuse.
Vocabulary
atmosphere, carbon dioxide, endangered, extinct,
global warming, greenhouse effect, pollution, species
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21 ESSENTIAL SCIENCE 6 Photocopiable material Richmond Publishing - Santillana Educacin, S. L.
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 are called .
The animals are called .
There are also , bacteria and .
The : this refers to the surrounding conditions which affect living
things, such as , climate, water, air and light.
A n s w e r s 1 : 1 . F a l s e . R i v e r s a n d l a k e s a r e f r e s h w a t e r e c o s y s t e m s . 2 . F a l s e . I t c a n b e t e r r e s t r i a l o r a q u a t i c .
3 . F a l s e . T h e r e i s l i t t l e f o o d . 4 . T r u e . 5 . T r u e . 2 : e c o s y s t e m ; f l o r a ; f a u n a ; f u n g i ; a l g a e ; e n v i r o n m e n t ; s o i l .
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22 ESSENTIAL SCIENCE 6 Photocopiable material Richmond Publishing - Santillana Educacin, S. L.
1. 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.
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.
A n s w e r s 1 : 1 . m a k e . 2 . e a t . 3 . t r a n s f e r s . 4 . D e c o m p o s e r s . 5 . p r i m a r y . 2 : P a r a s i t i s m ; h a r m s ; M u t u a l i s m ; b e n e f i t s ;
C o m p e t i t i o n .
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23 ESSENTIAL SCIENCE 6 Photocopiable material Richmond Publishing - Santillana Educacin, S. L.
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.
A n s w e r s : 1 . a f f e c t . 2 . c a n . 3 . o u t . 4 . m o r e . 5 . i n c r e a s i n g . 6 . m a n y .
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UNIT CONTENT
Assessment criteria
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
Content objectives
1. Identifying the parts of the musculoskeletal system and describing their main functions
2. Recognising and describing how human movement occurs
3. Identifying the parts of the nervous system and describing their main functions
4. 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
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
CONCEPTS PROCEDURES ATTITUDES
Contents
UNIT 2
The body
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RESOURCES
Resource folder
Reinforcement and Extension
Reinforcement: Worksheet 2
Extension: Worksheet 2
Assessment
Assessment: Worksheet 2
Developing intelligence worksheets
Working with recent immigrants
PHOTOCOPIABLE RESOURCES 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.
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.
Other resources
Richmond World Facts
Richmond Student's Dictionary
Flashcards
Posters
* Not yet available in English
cell
membrane
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 thinwhen 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.
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 cellone 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 mans weight and
20% of a womans weight is made up of skeletal muscle tissue.
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.
Musculoskeletal System
Bone Cells
Muscle Cells
Bone Tissue
Muscle Tissue
Bone
Skeleton Muscular System
Muscle
nucleus
cytoplasm
nucleus
cytoplasm
cell
membrane
The Organisation of the Human Body

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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.
Content objectives: 1, 2, 7.
Language objectives: 1, 2, 3.
Vocabulary
bone, cartilage, fixed joint, gliding joint, ligament,
movable joint, muscular system, skeleton
Special attention
Identifying the three types of joints
Hands on
Presentation
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.
Play and while Ss
read and in their books. Ask: What
would happen if we didnt 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 with .
Activity Book, page 6. R
11 3
2 1
10 9 LOOK AND READ
COMPARE
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.
8 THE BODY
The body
1. The musculoskeletal system
The musculoskeletal system consists of the skeleton
and the muscular system. Both systems work
together to make the body move.
2. The skeleton
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
Joints are the places where two bones meet.
There are:
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.
Compare the photos.
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
fixed joints
movement
joint
Joints
COMPARE
movable joints
gliding joints
Make more questions. Change the
underlined words.
Is the knee a movable joint?
7
M.A. Is the elbow a fixed joint?; Is the ankle a gliding joint?;
Is the shoulder a movable joint?
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Special attention
Understanding flexing and extending
movements
Relating meanings of length, relax, contract
Hands on
Presentation
Present and with
and . 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 and .
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.
Activity Book, page 7. R
15 14
13
12 2 1 LOOK AND READ
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.
Content objectives: 1, 2, 7.
Language objectives: 2, 4, 5, 6.
Vocabulary
antagonistic, contract, extend, flex,
length, muscle, relax, tendon
Stretch those muscles!
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.
THE BODY 9
LOOK AND READ
The muscular system
1. The muscular system
The muscular system consists of all the muscles
in the body.
The muscular system:
Enables the body to move
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.
Tissues called tendons connect muscles to bones.
2. Movement
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.
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.
Muscle contraction
tendon
relaxed muscle
contracted muscle
tendon
The biceps
contracts.
The triceps
contracts.
The biceps
relaxes.
ulna
ulna
radius
The arm bends.
The arm straightens.
radius
The muscular system enables the body
to move.
Write two more sentences about the muscular
system.
Flexing movement
The triceps
relaxes.
Extending movement
8
9
10
11
M.A. The muscular system gives the body its shape.
The muscular system protects organs, such as the liver.
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28
10 THE BODY
The nervous system
LOOK AND READ
1. Functions
The nervous system sends and receives information.
It coordinates the functions of internal organs.
It also coordinates systems like the digestive system.
2. Parts of the nervous system
The central nervous system consists of the brain
and the spinal cord. This system receives information,
interprets it, and decides on a response.
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:
Reflex movements: these are involuntary
movements in response to external stimuli.
Voluntary movements: these movements are
the result of decisions.
Neurons are grouped
together to form
nerves.
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.
A reflex movement controlled by the spinal cord
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.
After that, nerves
transmit the
command to
the arm muscles.
Finally, the
muscles contract
and the arm
moves away.
12
13
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.
2. Blinking when you are suddenly exposed to a bright light.
Special attention
Understanding reflex and voluntary
movements
Hands on
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)
Play - while the Ss
read 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 and
identify the exact place where each step
of the process occurs.
Activity Book, page 8. R
20
14
19 16 LOOK AND READ
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.
Content objectives: 3, 4, 7.
Language objectives: 1, 4, 6.
Vocabulary
brain stem, central nervous system, cerebellum, cerebrum,
neuron, peripheral nervous system, reflex, spinal cord, voluntary
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29
Hands on
Presentation
Play and while the Ss read
and . 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.
Read and with and . Make
a processing chart entitled MAIN
ENDOCRINE GLANDS with three columns:
glands, hormones, function. Fill in the
information with the Ss.
Activity Book, page 9. E
24 23 4 3
2 1
22 21 READ
THE BODY 11
Internal coordination
READ
1. Internal processes
The nervous system controls and coordinates
all the bodys 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
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
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.
Internal coordination: the brain controls body
temperature.
Heart muscles
make the heart
beat. This
makes blood
circulate round
the body.
True or false? Make more sentences about internal coordination.
Involuntary muscles control the bodys internal proceses.
14
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.
Content objectives: 5, 6, 7.
Language objectives: 1, 2, 3.
Vocabulary
bloodstream, endocrine system, gland, hormone, internal process,
involuntary muscle, ovary, pancreas, pituitary gland, testes, thyroid gland
False. The nervous system controls the bodys internal processes.
M.A. Insulin controls the amount of sugar in the body. True.
Measuring your own temperature
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 36.6 and 37.3 C.
Human body temperatures vary due to
an individuals 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.
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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30 ESSENTIAL SCIENCE 6 Photocopiable material Richmond Publishing - Santillana Educacin, S. L.
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.
A n s w e r s : 1 . F a l s e . M u s c l e s b e c o m e s h o r t e r . 2 . T r u e . 3 . F a l s e . T h e y c o n n e c t m u s c l e s t o b o n e s .
4 . F a l s e . T h e y p e r f o r m o p p o s i t e a c t i o n s . 5 . T r u e .
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31 ESSENTIAL SCIENCE 6 Photocopiable material Richmond Publishing - Santillana Educacin, S. L.
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.
A n s w e r s , 1 : 1 . c e r e b r u m . 2 . c e r e b e l l u m . 3 . b r a i n s t e m . 4 . n e u r o n s . 5 . r e f l e x m o v e m e n t s
2 : 1 c . 2 e . 3 d . 4 a . 5 f . 6 b .
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32
UNIT CONTENT
Assessment criteria
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
Primary and secondary sexual
characteristics
The female and male
reproductive systems: parts
and functions
Fertilisation and embryo
development
Labour, newborn babies
and lactation
Observe and draw information
from pictorials and diagrams
Use tables and diagrams
to process information
Use audio recordings
to follow text
Develop awareness and
acceptance of changes during
puberty
Understand moral, social and
emotional factors of
reproduction
Develop appropriate personal
hygiene habits
CONCEPTS PROCEDURES ATTITUDES
Contents
UNIT 3
Sexual characteristics
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
Describing the menstrual cycle
Describing fertilisation and embryo development
during pregnancy
Describing the stages of labour
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33
RESOURCES
Resource folder
Reinforcement and Extension
Reinforcement: Worksheet 3
Extension: Worksheet 3
Assessment
Assessment: Worksheet 3
Developing intelligence worksheets
Working with recent immigrants
PHOTOCOPIABLE RESOURCES 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.
Other resources
Richmond World Facts
Richmond Student's Dictionary
Flashcards
Posters
* Not yet available in English
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34
Sexual characteristics
COMPARE
What are the people
in the photo doing?
How do mens and womens
appearances differ?
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.
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 wide hips
Who generally reaches puberty first?
12 SEXUAL CHARACTERISTICS
15
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.
Content objectives: 1.
Language objectives: 1, 2, 3.
Vocabulary
genital organ, primary sexual characteristic,
puberty, secondary sexual characteristic
Men: abundant facial hair, low voices, developed muscles
Women: breasts, high voices, wide hips / Girls
Special attention
Accepting changes during puberty
Hands on
Presentation
Discuss the photos and
questions. Men: more developed muscles;
women: wider hips, breasts, little body hair.
Play and while Ss read and
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.
Activity Book, page 10. R
2
1
26 25
READ
COMPARE
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 others
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.
Take care of your body. Due to
hormonal changes during puberty, it is
very important to pay particular attention
to your personal hygiene.
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35
Special attention
Realising that Ss may feel embarrassed
Hands on
Presentation
Present and with .
Show the diagram of the female
reproductive system and play . 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 with . Show the diagram of
the male reproductive system and listen to
. 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)
Activity Book, page 11. R
30
29
3
28
27
2 1 LOOK AND READ
SEXUAL CHARACTERISTICS 13
The reproductive system
1. The reproductive system
Both the male and female reproductive systems
consist of internal and external genital organs.
2. The female reproductive system
The female internal genital organs are:
The ovaries: they produce the eggs necessary
for reproduction.
The Fallopian tubes: they connect the ovaries
to the uterus.
The uterus: it is the organ where the baby
develops during pregnancy.
The vagina: it is a channel which goes
from the uterus to the outside of the body.
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.
3. The male reproductive system
The male internal genital organs are:
Two testicles or testes: they produce the sperm
cells necessary for reproduction.
The vas deferens: sperm travels through this tube
to the urethra.
The urethra: sperm travels through this passage
to the outside of the body.
The seminal vesicles and the prostate gland:
they produce a liquid to feed and transport sperm.
The male external genital organs are:
The scrotum: it is a bag of skin which contains
the testicles.
The penis: the urethra passes through this organ.
The female reproductive system The male reproductive system
LOOK AND READ
ovary
uterus
Fallopian
tube
vulva
vagina
vas
deferens
testicle
urethra
penis
scrotum
seminal
vesicle
prostate
gland
16
18
17 19
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.
Content objectives: 2, 6.
Language objectives: 3, 6.
Vocabulary
Fallopian tube, penis, prostate gland, scrotum, seminal vesicle,
testicle, testes, urethra, uterus, vagina, vas deferens, vulva
Reproduction
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.
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36
14 SEXUAL CHARACTERISTICS
Fertilisation and pregnancy
LOOK AND READ
3. Embryo development
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.
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.
4. Pregnancy
Pregnancy is the period from the moment
of fertilisation until the birth of the baby. This normally
lasts about nine months. The mothers body
experiences many changes during this period.
1. Sex cells
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.
If the egg cell is not fertilised, it leaves the body
through the vagina. Minor bleeding occurs,
called menstruation or a period.
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.
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.
Fertilisation and the beginning of new life A foetus inside the uterus
Put the following in chronological order.
foetus egg cell and sperm embryo baby zygote
What advice would you give to a pregnant woman?
sperm cell
egg cell
nucleus
tail
nucleus
body
head
uterus
umbilical
cord
placenta
foetus
amnion
vagina
20
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.
Special attention
Understanding the menstrual cycle and the
process of fertilisation
Hands on
Presentation
Ss read and listen to .
Ask: How often does an egg mature?
(approximately once every 28 days) How
many sperm cells are produced every day?
(about 200 million)
Play while Ss read in
their books. Ss focus on the diagram
Fertilisation and the beginning of new life.
Ss read , listen to , 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 . 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.
Activity Book, page 12. R
4
33
3
2
32
LOOK AND READ
31
1
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.
Content objectives: 3, 4, 6.
Language objectives: 2, 3, 4, 5, 6.
Vocabulary
amnion, egg cell, embryo, fertilisation, foetus, menstruation, period,
placenta, pregnancy, sex cell, sperm, umbilical cord, zygote
egg cell and sperm, zygote, embryo, foetus, baby / M.A. Do
exercise, get enough rest, and avoid alcohol, tobacco and drugs.
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37
Special attention
Understanding the stages of labour
Hands on
Presentation
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?
Focus attention on the
sequence diagram of the stages of labour.
Play while the Ss read . Ask: Why do
you think the placenta is no longer needed
after birth? (The baby can eat and breathe
independently.)
Show the photo and read with .
Ask: What is the environment like
in an incubator? (as similar as possible
to the mothers womb)
Ss read . Ask: Why are newborn babies
fed only milk? (Their digestive system
is not fully developed.)
Activity Book, page 13. E
3
35
2
1
34
LOOK AND READ
1. dilation
placenta
umbilical cord
3. afterbirth, expulsion of the placenta
2. birth
dilated
opening
placenta
umbilical cord
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?
SEXUAL CHARACTERISTICS 15
Birth and newborn babies
LOOK AND READ
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 mothers milk.
If a mother cannot produce milk, infant formula
is used. It is made from modified cows milk
or soya milk. Breast milk is best, but formula
provides many necessary nutrients.
1. Stages of labour
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 mothers body.
Afterbirth: the placenta is expelled.
If labour is difficult or dangerous for the mother
or the baby, doctors perform a Caesarean section
to take the baby from the mothers 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.
21
CONTENT AND LANGUAGE DEVELOPMENT
Comprehension. Ss write the words in chronological order.
placenta expelled / dilation / sac breaks / umbilical cord cut /
contractions / birth / liquid expelled
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.
Content objectives: 5, 6.
Language objectives: 1, 3, 4, 5, 6.
Vocabulary
afterbirth, belly button, birth, Caesarean section, contraction,
dilation, formula, incubator, labour, lactation, premature
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
section is a surgical procedure in which the baby is taken from the mother's uterus. / Cry.
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).
Birth: shared responsibility. Many men
participate in prenatal classes and provide
support during labour.
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38 ESSENTIAL SCIENCE 6 Photocopiable material Richmond Publishing - Santillana Educacin, S. L.
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.
A n s w e r s , 1 : 1 . a t p u b e r t y . 2 . m e n . 3 . t h e p i t u i t a r y g l a n d . 4 . p r i m a r y s e x u a l c h a r a c t e r i s t i c s .
2 : 1 . t e s t i c l e s / t e s t e s . 2 . s c r o t u m . 3 . u t e r u s . 4 . F a l l o p i a n t u b e s . 5 . o v a r i e s .
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39 ESSENTIAL SCIENCE 6 Photocopiable material Richmond Publishing - Santillana Educacin, S. L.
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.
A n s w e r s , 1 : 1 . t w e n t y - e i g h t d a y s . 2 . i s n o t . 3 . d a y . 4 . z y g o t e . 5 . e m b r y o .
2 : u s u a l o r d e r : c o n t r a c t i o n s - s a c b r e a k s - l i q u i d e x p e l l e d - d i l a t i o n - b i r t h - p l a c e n t a e x p e l l e d - u m b i l i c a l c o r d c u t .
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40
UNIT CONTENT
Assessment criteria
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
Energy and energy sources
Types of energy
Energy conversion
Light and its properties
Sound and its qualities
Observe and draw information
from photographs, diagrams
and graphs
Use tables and diagrams to
process information
Use audio recordings to follow
text
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
CONCEPTS PROCEDURES ATTITUDES
Contents
UNIT 4
Energy
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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41
RESOURCES
Resource folder
Reinforcement and Extension
Reinforcement: Worksheet 4
Extension: Worksheet 4
Assessment
Assessment: Worksheet 4
Developing intelligence worksheets
Working with recent immigrants
PHOTOCOPIABLE RESOURCES 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.
Fun energy
http://www.cwndesign.co.uk/funergy/
Play two games about saving energy.
Other resources
Richmond World Facts
Richmond Student's Dictionary
Flashcards
Posters
* Not yet available in English
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.
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.
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.
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.
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.
Touch: skin
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.
nerve
endings
auditory nerve
olfactory nerve
semicircular
canals
ossicles
eardrum
ear
external
auditory
canal
cochlea
nose
nostrils
bitter
sour
salty
sweet
olfactory region
olfactory
bulb
optic
nerve
sclera
lens
iris
pupil
retina
eustachian tube
The Senses
Richmond Publishng 2006. Richmond Publishing is an imprint of Santillana Educacin, S.L.
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42
Energy
COMPARE
What can you see in the
photographs?
What can they produce?
Which of the two is better
for our planet? Why?
READ
1. Energy
Energy is the ability to do work.
Moving, lifting, heating and lighting are all examples
of work.
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.
2. Energy sources
There are two types of energy sources:
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.
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
22
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.
Content objectives: 1, 2.
Language objectives: 1, 2, 3, 4, 6.
Vocabulary
biomass, energy, fossil fuels, non-renewable
energy sources, renewable, replenish, uranium
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.
Special attention
Understanding the concept of energy
Hands on
Presentation
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.
Ss read in their books and listen
to . 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 and listen to . Ask: How are
sources of energy classified? (into non-
renewable 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.
Activity Book, page 16. R
37
2
36
1 READ
COMPARE
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?
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.
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43
Special attention
Understanding the process of transforming
one type of energy into another
Hands on
Presentation
Ss read and listen to . Write
two lists on BB: types of energy and
sources of energy. Ask Ss to match.
Focus attention on pictures.
Ss read and listen to .
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.
Activity Book, page 17. R
39
2
38
1 READ
ENERGY 17
Types of energy
1. Types of energy
Electrical energy is the energy produced by
the flow of electric charge, such as the electricity
used by washing machines and computers.
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.
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.
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).
READ
Electrical energy is converted into light and heat.
Nuclear energy is converted into electricity.
Electrical energy is converted into mechanical energy
which moves the fan.
What energy is produced by fossil fuels?
Write more questions and answer them.
23
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. transformed into thermal energy and mechanical energy.
b. transformed into mechanical energy.
c. transformed into electrical energy.
d. converted into light energy and thermal energy.
Answers: 1 b. 2 c. 3 d. 4 a.
Content objectives: 3.
Language objectives: 2, 3, 6.
Vocabulary
chemical, electrical, light, mechanical, nuclear,
nuclear power station, thermal
Make a pizza box solar oven
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!
Chemical energy. / M.A. What energy is produced by the Sun? Light and
thermal energy. What energy is produced by wind? Mechanical energy.
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44
18 ENERGY
Light
READ
When an object obstructs the path of light, a shadow
is formed.
Transparent, translucent and opaque objects.
Which objects absorb or reflect light? Write two more questions and answer them.
Think of objects that do not absorb the following colours: red green yellow orange
transparent
translucent
opaque
A convex lens makes light
converge.
A concave lens makes light
diverge.
24
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
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.
3. Reflection
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.
4. Light and colours
White light is made up of infinite colours. In a
rainbow, white light is separated into different colours.
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.
5. Refraction
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.
CONTENT AND LANGUAGE DEVELOPMENT
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?
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.
Special attention
Understanding reflection and refraction
Hands on
Presentation
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.)
Ss look at the photos and read and
with and . Ask: How is a shadow
created? (when an object interrupts the
path of light)
Ask: Do you think that all kinds of objects
block light? Ask Ss to identify opaque,
translucent and transparent objects.
Ss read with , and .
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.
Reread 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.)
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.
Activity Book, page 18. R
4
44 43 42
35 READ
41 40
2 1
Fun with shadows
Use hand positions to make animal
shadows.
Content objectives: 4, 7.
Language objectives: 4, 5, 6.
Vocabulary
absorb, concave, convex, opaque, reflect, reflection, refraction,
shadow, translucent, transparent, white light
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
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45
Special attention
Pitch is tono in Spanish, which may lead
to confusion between pitch and tone
Hands on
Presentation
Ss read with . 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 with . Encourage Ss to give
examples of places where they have
experienced echo or reverberation.
Ss read with . 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.
Activity Book, page 19. E
47
3
46
2
45
1 LOOK AND READ
ENERGY 19
Sound
LOOK AND READ
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.
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
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.
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 persons voice is different
because every voice has a unique tone.
Sound takes time to bounce off an obstacle. Write more sentences beginning with the word sound.
How are echoes and shadows similar?
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.
Amplitude and intensity: the wave peaks indicate
intensity.
soft
loud
vocal
cords
air from
the lungs
larynx
mouth,
lips,
tongue,
teeth
25
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.
Content objectives: 5, 6, 7.
Language objectives: 2, 3, 4, 6.
Vocabulary
amplitude, echo, frequency, intensity, pitch,
reverberation, sound, tone, wave
M.A. Sound travels in waves through solids, liquids and gases. /
They are both the result of hitting an obstacle.
Different vibrations, different sounds
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.)
Noise pollution. Loud noises can
cause health problems, insomnia,
nervousness or attention loss.
Reduce noise at home and at school.
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46 ESSENTIAL SCIENCE 6 Photocopiable material Richmond Publishing - Santillana Educacin, S. L.
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
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. transformed into thermal energy
and mechanical energy.
b. transformed into mechanical energy.
c. transformed into electrical energy.
d. converted into light energy
and thermal energy.
A n s w e r s , 1 : n o n - r e n e w a b l e : f o s s i l f u e l s , n a t u r a l g a s , c o a l , o i l , u r a n i u m ; r e n e w a b l e : s u n l i g h t , w i n d , w a t e r , b i o m a s s .
2 : 1 b . 2 c . 3 d . 4 a .
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47 ESSENTIAL SCIENCE 6 Photocopiable material Richmond Publishing - Santillana Educacin, S. L.
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?
A n s w e r s : 1 . 3 0 0 , 0 0 0 k m p e r s e c o n d . 2 . L i g h t i s b l o c k e d b y a n o b s t a c l e . 3 . o p a q u e / t r a n s l u c e n t / t r a n s p a r e n t .
4 . W h e n l i g h t h i t s a n o p a q u e o b j e c t , i t i s r e f l e c t e d a n d c h a n g e s d i r e c t i o n . 5 . W h i t e l i g h t s e p a r a t e s i n t o d i f f e r e n t c o l o u r s .
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48
UNIT CONTENT
Assessment criteria
Content objectives
1. Understanding that objects are electrically charged (positively or negatively)
2. Describing static electricity and its origin
3. Understanding electrical current and distinguishing conductors and insulators
4. Identifying the different components of a simple electric circuit
5. Identifying magnets; describing their forces and uses
6. Describing how electromagnets work
7. 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
Electrical charges and static
electricity
Electrical current and electric
circuits
Magnets: properties and uses
Electricity production,
transmission, distribution and
consumption
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
Appreciate technology as
something that makes life
easier
Develop awareness of need to
save electricity
Take an active role in
electricity savings
CONCEPTS PROCEDURES ATTITUDES
Contents
UNIT 5
Electricity and magnetism
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
Identifying magnets and describing their forces
and uses
Describing electromagnets and their uses
Describing electricity production, transmission,
distribution and consumption
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49
RESOURCES
Resource folder
Reinforcement and Extension
Reinforcement: Worksheet 5
Extension: Worksheet 5
Assessment
Assessment: Worksheet 5
Developing intelligence worksheets
Working with recent immigrants
PHOTOCOPIABLE RESOURCES 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.
Electricity and magnetism
http://ippex.pppl.gov/interactive/electricity/
Learn about electricity and magnetism with interactive
presentations.
Other resources
Richmond World Facts
Richmond Student's Dictionary
Flashcards
Posters
* Not yet available in English
www.richmondelt.com
LEVEL
6
THE MYSTERY
OF MAGNETS
857430 _ 0048-0055.qxd 17/4/07 13:00 Pgina 49
50
Electricity and magnetism
LOOK
What is lightning?
What produces it?
Do thunder and lightning
occur at the same time?
READ
1. Electrical charges
There are two types of electrical charge:
positive and negative. Negative charges can move
from one place or object to another.
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.
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.
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.
What happens when an object has more positive than negative charges?
Write some more questions and answer them.
What sometimes happens if you rub your hand on your clothes and then touch a metal door handle?
20 ELECTRICITY AND MAGNETISM
26
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.
Content objectives: 1, 2.
Language objectives: 1, 2, 3.
Vocabulary
attract, electrical charge, negative, neutral,
opposite, positive, repel, same, static electricity
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.
Hands on
Presentation
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 Earths surface.
Thunder and lightning do occur at the same
time. However, light travels much faster
than sound.
Ss read with . Ask: Do you think
all objects have electric charges? (Yes,
electric charge is a characteristic of
matter.)
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.
Activity Book, page 20. R
48 1 READ
LOOK
Exploring static electricity
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.
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51
Special attention
Electrical current transmits electrical
energy (electricity)
Hands on
Presentation
Ss read and listen to .
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 while listening to
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.
50
2
49
1 LOOK AND READ
ELECTRICITY AND MAGNETISM 21
Electrical current and electric circuits
1. Electrical current
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.
Insulators: electrical current does not flow easily
through insulators, such as air, glass, plastic,
wood and rubber.
2. Electric circuits
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:
A generator, which is the source of electricity,
such as an electrical plant or a battery
An electrical component, such as a light bulb
or a motor
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.
LOOK AND READ
Wires are made up of conductors (copper) and insulators
(plastic).
An electric circuit: the plug connects the lamp
to the mains, which provides the electricity.
The switch opens or closes the circuit.
An electric circuit
Electrical current flows easily through conductors.
Write more sentences about electrical current.
When is an electric circuit open?
insulator
(plastic)
conductor
(copper)
mains
bulb
plug
switch
insulator
(plastic)
mains
bulb
plug
switch
conductor
(copper)
switch
conducting
wire
receiver
generator
27
28
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.
Content objectives: 3, 4, 8.
Language objectives: 3, 4.
Vocabulary
conductor, conducting wire, electric circuit, electrical component,
electrical current, electricity, flow, generator, insulator, switch
Electrical current does not flow easily through insulators.
/ An electrical circuit is open when the switch is off.
Conductors and insulators
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.
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22 ELECTRICITY AND MAGNETISM
Magnets and magnetism
READ
1. Magnets
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.
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.
Electromagnets are used in televisions, computer
monitors, loudspeakers and microphones.
Iron filings in a magnetic field generated by bar magnets
An electric circuit with an electromagnet
How many types of magnets are there?
Answer the question. Then write another question and answer it.
electromagnet
29
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.
Hands on
Presentation
Present with . 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.)
Ss read with . 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
with 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 with
.
and Activity Book, page 21. E R
54
4
53
3
52
2 READ
51
1 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.
Content objectives: 5, 6, 8.
Language objectives: 3, 5, 6.
Vocabulary
artificial, coil, electric motor, electromagnet, generator, magnet, magnetic field,
magnetic recording media, magnetic strip, magnetism, natural, north, pole, south
Two, natural and artificial. M.A. What happens when
you place together the opposite poles of two magnets?
They attract each other.
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53
Hands on
Presentation
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 while they listen to , ,
and , 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.)
and Activity Book, page 22. E R
57
56 55
13
LOOK AND READ
ELECTRICITY AND MAGNETISM 23
Electricity
LOOK AND READ
1. Electricity production
Electricity is produced at power stations or power plants.
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
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
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
Light: for example, computers
Sound: for example, doorbells
What do power stations produce?
Write questions beginning with the following words: What ? Where ? How ?
A hydroelectric power plant
Generating electricity
Transmitting electricity
Consuming electricity
Electricity generation, transmission
and consumption
30
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.
Content objectives: 7.
Language objectives: 5, 6.
Vocabulary
consumption, generation, high-tension power transmission line,
power plant, power station, substation, transmission, turbine
Electricity. M.A. What moves a turbine? Where does
energy transformation take place? How is electricity
distributed?
Hydro power
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.)
Electricity and pollution. Electricity is a
clean form of energy because no toxic
waste is produced when we use it.
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54 ESSENTIAL SCIENCE 6 Photocopiable material Richmond Publishing - Santillana Educacin, S. L.
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.
A n s w e r s : 1 . T r u e . 2 . F a l s e . R u b b e r i s a n i n s u l a t o r . 3 . T r u e . 4 . F a l s e . M o s t m e t a l s a r e c o n d u c t o r s .
5 . T r u e . 6 . F a l s e . I t c l o s e s t h e e l e c t r i c c i r c u i t .
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55 ESSENTIAL SCIENCE 6 Photocopiable material Richmond Publishing - Santillana Educacin, S. L.
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
A n s w e r s : 1 . m a g n e t . 2 . a t t r a c t e a c h o t h e r . 3 . r e p e l e a c h o t h e r . 4 . m a g n e t i c f i e l d . 5 . e l e c t r o m a g n e t .
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56
UNIT CONTENT
Assessment criteria
Content objectives
1. Understanding forces and their importance
2. Distinguishing types of forces
3. Understanding and identifying the effects of forces: distortion and motion
4. Understanding that machines can change one type of energy into another
5. Classifying machines according to different criteria
6. Identifying and describing the main parts of complex machines
7. 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
Forces: definition and types
Effects of forces: distortion and
motion
Machines: definition and types
Main parts of machines
Study photographs to obtain
information
Use tables and diagrams to
process information
Use audio recordings
to follow text
Appreciate the importance of
machines and how they make
life easier
CONCEPTS PROCEDURES ATTITUDES
Contents
UNIT 6
Forces
Defining forces
Distinguishing and describing types of forces
Identifying and describing the effects of forces:
distortion and motion
Recognising that machines convert energy
Classifying machines according to different criteria
Identifying and describing the main parts of
complex machines
Identifying components of electronic devices
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57
RESOURCES
Resource folder
Reinforcement and Extension
Reinforcement: Worksheet 6
Extension: Worksheet 6
Assessment
Assessment: Worksheet 6
Developing intelligence worksheets
Working with recent immigrants
PHOTOCOPIABLE RESOURCES 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.
Other resources
Richmond World Facts
Richmond Student's Dictionary
Flashcards
Posters
* Not yet available in English
www.richmondelt.com
LEVEL
6
ROBOTS
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58
READ
Forces
COMPARE
What is happening
in photo A?
Why is the ball moving?
What is happening
in photo B?
What is going to happen
to the ball next?
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
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.
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
A
B
31
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.
Content objectives: 1, 2.
Language objectives: 1, 3, 4.
Vocabulary
electric force, force, friction, gravity,
magnetic force, pull, push
makes objects fall to the ground; affects magnets and some metallic
objects and can attract or repel. / We would float in the air.
Hands on
Presentation
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.
Ss read with . 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 with . 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.)
Activity Book, page 25. R
59
2
58
1 READ
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.
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59
Special attention
Understanding that movement involves
the interaction of several different forces
Hands on
Presentation
Ss read and listen to .
Show the photo of children playing with
plasticine. Ask: What objects get
permanently distorted after a pull? (non-
elastic objects) What objects return to their
original shape after a pull? (elastic objects)
Make a two column table on BB with non-
elastic and elastic objects. Ss give
examples.
Present with . 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.)
61
2
60
1 READ
FORCES 25
Forces and motion
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.
Non-elastic objects, such as a piece of plasticine, remain
permanently distorted when the force has stopped.
2. Forces and motion
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.
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.
READ
Plasticine is non-elastic: it changes
shape permanently.
The skateboarders 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.
A catapult is elastic: it only
changes shape temporarily.
How do forces affect motion? Write several answers.
What happens when you kick a ball? What happens when you slip on an icy street?
32
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
Answers: 1 c. 2 d. 3 a. 4 e. 5 b.
Content objectives: 3.
Language objectives: 1, 2.
Vocabulary
change, direction, distort, elastic, increase, non-elastic,
permanently, reduce, speed, stop, temporarily
Friction and surfaces
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.
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
surface, so there is less force to oppose the motion of your feet.
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26 FORCES
Machines
READ
3. Machines which produce movement
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.
4. Thermal machines
Thermal machines, such as heaters and air
conditioners, produce heat or cold.
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.
1. Machines
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.
Machines save us time and physical effort.
2. Types of machines
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
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
A pulley is a simple
machine.
An aeroplane is a complex
machine.
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.
Computers can process texts, images and numbers.
They also enable us to communicate through the Internet
and by e-mail.
33
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.
Special attention
Understanding the complexity of some
machines
Hands on
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)
Present with . 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 and listen to
. Then read . 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 (video-
game players, televisions, film projectors,
MP3, mobile phones, etc.).
35
63
2
62
1 READ
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.
Content objectives: 4, 5.
Language objectives: 3, 4.
Vocabulary
complex, fuel, human energy, information-processing
machine, machine, simple, thermal machine
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.
Limit your screen time! Too much time
in front of a screen can have harmful
effects on your health and mind.
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Special attention
Understanding the mechanisms
of machines
Hands on
Presentation
Ss read , , and with , ,
and . 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.
Make a web diagram on BB with MACHINE
PARTS in the middle circle. Ask Ss to
brainstorm common parts of machines.
Ss read , listen to 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.
Activity Book, page 26. R
67
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66
65 64
3 2 1 READ
FORCES 27
Inside a machine
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.
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
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
Machines which use an electrical current
have electrical circuits.
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.
The outer part of a machine is called the casing. Write some more sentences using is / are called.
How can microchips help pet owners?
In cars, the chassis supports the weight of the machine.
Structures and casings are usually made of very resistant
materials.
On a bicycle, the gears and chain transmit a movement
from one gear to another.
This microchip contains a tiny electronic circuit.
gears
chain chain
READ
34
CONTENT AND LANGUAGE DEVELOPMENT
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.
Answers: 1. casing. 2. structure. 3. operating parts. 4. mechanism.
5. combustion engines. 6. microchips.
Content objectives: 6, 7.
Language objectives: 2, 3, 4.
Vocabulary
casing, combustion engine, electronic circuit, engine,
mechanism, microchip, motor, operating part, structure
What's inside?
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.
M.A. The frame of a machine is called the structure. / M.A. A microchip
on a pet can be used for identification, if the pet is lost.
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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.
A n s w e r s , 1 : 1 . e l e c t r i c f o r c e a n d m a g n e t i c f o r c e . 2 . g r a v i t y . 3 . f r i c t i o n . 2 : 1 c . 2 d . 3 a . 4 e . 5 b .
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A n s w e r s : 1 . A b i c y c l e t r a n s f o r m s h u m a n e n e r g y i n t o m e c h a n i c a l e n e r g y . 2 . T h e y h a v e v e r y f e w c o m p o n e n t s . 3 . I t w o r k s
w i t h h u m a n e n e r g y . 4 . I t w o r k s w i t h e l e c t r i c i t y . 5 . C o m p u t e r s a r e c o m p l e x m a c h i n e s .
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.
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UNIT CONTENT
Assessment criteria
Content objectives
1. Understanding that the Sun is the centre of the Solar System
2. Identifying and describing the components of the Solar System
3. Describing the Earth's movements: revolution and rotation
4. Understanding the origin of the seasons based on the tilt of the Earth
5. Understanding and describing the movement of the Moon and lunar phases
6. Understanding and distinguishing lunar and solar eclipses
7. Describing stars and their properties
8. Describing constellations, nebulae and galaxies
9. 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
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
Study photographs to obtain
information
Observe and interpret
information from drawings and
diagrams
Use tables and diagrams to
process information
Understand our place in the
universe
CONCEPTS PROCEDURES ATTITUDES
Contents
UNIT 7
The Solar System
Identifying and describing the Solar System and its
components
Describing the Earth's movements of revolution
and rotation
Describing the origin of the seasons
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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RESOURCES
Resource folder
Reinforcement and Extension
Reinforcement: Worksheet 7
Extension: Worksheet 7
Assessment
Assessment: Worksheet 7
Developing intelligence worksheets
Working with recent immigrants
PHOTOCOPIABLE RESOURCES 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.
What is an eclipse?
http://www.kidseclipse.com/pages/a1b3c1d0.htm
Learn about eclipses and how they happen
with an animation and activities.
Other resources
Richmond World Facts
Richmond Student's Dictionary
Flashcards
Posters
* Not yet available in English
www.richmondelt.com
LEVEL
6
ASTRONAUTS
IN SPACE
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READ
The Solar System
COMPARE
Which is the largest planet?
How many planets are there
between the Earth and
the Sun?
What other elements are
there in the Solar System?
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.
2. 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.
3. Planets and satellites
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.
Mercury, Venus, the Earth and Mars
are the terrestrial planets. They are small,
and mainly made up of rock.
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.
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.
Have you ever seen another planet or a comet?
28 THE SOLAR SYSTEM
M
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V
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35
CONTENT AND LANGUAGE DEVELOPMENT
Comprehension. Ss complete these sentences and then check
their answers by listening again to , , and .
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.
70 69 68
Content objectives: 1, 2.
Language objectives: 1, 2, 6.
Vocabulary
asteroid, celestial body, comet, natural satellite,
planet, Solar System, terrestrial planet
M.A. Tiny, rocky celestial bodies are called asteroids.
Large celestial bodies are called planets.
Special attention
Understanding the movements of the
planets
Hands on
Presentation
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.
Ss read with , , and .
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 and with and . Ask:
How many asteroids do you think there are?
(about a billion) Do you know the name of
any comet? (Halleys)
Activity Book, page 27. R
72 71
5 4
70 69 68
13 READ
COMPARE
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.
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Hands on
Presentation
Ss read and listen to .
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 , ask Ss for the scientific
explanation of day and night. Present
with 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 , ask Ss for the scientific
explanation of the seasons. Present
with and look at the third diagram. Use
a globe to show the tilt of the Earths axis
and its effects.
Ss do the activities at the bottom of the
page.
Activity Book, page 28. R
75
3
3
74
2
2
73
1 LOOK AND READ
THE SOLAR SYSTEM 29
The Earth
1. The movement of the Earth
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
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.
3. The seasons
The Earths 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.
LOOK AND READ
The Earth rotates on its axis as it orbits the Sun.
It is day
in the half
of the Earth
which faces
the Sun.
It is night
in the other
half.
Because the Earths 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.
Sun
The movement of the Earth
The rotation of the Earth
The seasons
Moon Earth
Earths
orbit
Moons
orbit
rotational
axis
North
Pole
rotational
axis
23
night
day
South Pole
sunlight
equator
It is winter in the
northern hemisphere.
It receives less sunlight
than the southern
hemisphere.
It is summer in the
northern hemisphere.
It receives more sunlight
than the southern hemisphere.
sunlight
36
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 Earths 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.
Content objectives: 3, 4, 9.
Language objectives: 2, 3, 4.
Vocabulary
axis, ellipse, equator, hemisphere, North / South Pole,
orbit, revolve, rise, rotate, season, set, sphere, tilt
Investigate time zones
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 15 360])
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.
Day; M.A. What is the shape of the orbit of the Earth around the Sun? An ellipse. What
is the shape of the Earth? A sphere. / M.A. Chile, Peru, New Zealand, South Africa.
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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30 THE SOLAR SYSTEM
The Moon and eclipses
READ
1. The movement of the Moon
The Moon is the Earths 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
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 Moons position
in relation to both the Earth and the Sun.
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.
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 Suns light.
The Earths shadow moves across the surface of the Moon.
During a solar eclipse, the Moon passes between the Earth
and the Sun, blocks the Suns 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.
A lunar eclipse: the Earth blocks sunlight
from the Moon.
The Moon has four phases.
Write more sentences beginning with: The Moon
37
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 Suns 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.
Special attention
Use of the decimal point: 27.3
Hands on
Presentation
Before Ss read , talk about the
Moon the previous night. Ask: Does the
Moons shape change? (not shape, but
appearance) Ask Ss to read and while
they listen to and .
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)
Elicit examples of how the Moon affects
the Earth: tides, animals, etc.
Ask Ss if they have ever seen an eclipse.
Ss read with . Ask: During a lunar
eclipse, what is blocking the Suns light?
(the Earth) During a solar eclipse, what is
blocking the Suns 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.
Activity Book, page 28. R
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77 76
2 1
1 READ
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.
Content objectives: 5, 6.
Language objectives: 2, 3, 4, 5.
Vocabulary
decreasing, eclipse, first quarter, increasing, last quarter,
lunar / solar / total eclipse, lunar month, lunar phase, new / full Moon
M.A. The Moon is the Earths only natural satellite. The Moon rotates on its axis.
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.
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Special attention
Understanding our place in the Universe
Singular and plural of nebula/ae
Hands on
Presentation
Present and with and .
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)
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 and while they listen to
and 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 10
11
) How does thinking about the
immensity of the universe make you feel?
Ss do the activities at the bottom of the
page.
Activity Book, page 29. E
82
81 4 3
80 79 2 1 READ
THE SOLAR SYSTEM 31
Stars, constellations and galaxies
READ
What do most stars consist of?
Answer the question. Write some more questions.
Hercules is the name of a constellation. Who was Hercules?
1. Stars
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.
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.
3. Nebulae
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.
Irregular galaxies are smaller than the
other galaxies.
The stars in the Orion constellation
appear close together, but in fact, they
are at different distances from the Earth.
This nebula is illuminated by the stars
near it.
elliptical
spiral
irregular
38
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.
Content objectives: 7, 8.
Language objectives: 1, 6.
Vocabulary
colour, constellation, elliptical, galaxy, helium, hydrogen,
irregular, luminosity, nebula, size, spherical, spiral, star
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.
gases, mainly hydrogen and helium. M.A. What are some characteristics
of stars? What is a nebula? / Hercules was the son of Jupiter, a Roman god.
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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 Earths axis is slightly tilted.
A n s w e r s : 1 . F a l s e . T h e r e a r e 3 6 5 d a y s a n d s i x h o u r s . 2 . T r u e . 3 . F a l s e . I t t a k e s t w e n t y - f o u r h o u r s . 4 . F a l s e . T h e S u n r i s e s i n
t h e e a s t a n d s e t s i n t h e w e s t . 5 . T r u e .
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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.
A n s w e r s : 1 c . 2 e . 3 f . 4 g . 5 b . 6 d . 7 h . 8 a .
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UNIT CONTENT
Assessment criteria
Content objectives
1. Identifying and locating the main geographic features of Spain
2. Identifying, locating and describing the island landscapes
3. Identifying, locating and describing Spanish coasts
4. Describing the characteristics of Spanish rivers
5. Identifying, locating and describing the three watersheds of Spain
6. Identifying and locating the two main river basins of Spain
7. Identifying and describing the climates, flora and fauna of Spain
8. 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
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
Interest in learning about the
geography of Spain
CONCEPTS PROCEDURES ATTITUDES
Contents
UNIT 8
Landscapes of Spain
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
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RESOURCES
Resource folder
Reinforcement and Extension
Reinforcement: Worksheet 8
Extension: Worksheet 8
Assessment
Assessment: Worksheet 8
Developing intelligence worksheets
Working with recent immigrants
PHOTOCOPIABLE RESOURCES 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.
Other resources
Richmond World Facts
Richmond Student's Dictionary
Flashcards
Posters
* Not yet available in English
www.richmondelt.com
LEVEL
6
CHANGING
SHORES
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READ
8
Cabo de
Cabeza de
Manzaneda
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0 80
SCALE
Kilometres
Landscapes of Spain
COMPARE
Where are there
mountains in Spain?
What is the landscape
in the two main river
basins like?
What countries
border Spain?
1. The Central Plateau
The Central Plateau has two parts, the northern area
and the southern area. It is divided by the Central
Mountain Chain.
2. Mountain landscapes
The most important mountain ranges are:
The Pyrenees, in the north
The Betic Chain, in the south-east
The Cantabrian Chain, in the north-west
The Iberian Chain, north-east of the Central
Plateau
3. Depressions
There are two large depressions around the Ebro
and Guadalquivir river basins.
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 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
39
ATLANTIC OCEAN
Canary Isl ands
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.
Content objectives: 1, 2.
Language objectives: 1, 2.
Vocabulary
Balearic Islands, Betic Chain, Canary Islands, Cantabrian Chain, Central Mountain
Chain, Ebro, Guadalquivir, Iberian Chain, landscape, northern, Pyrenees, southern
M.A. The Pyrenees are in the north of Spain.
The Betic Chain is in the south-east of Spain.
Special attention
Recognising landscapes that differ from
the area where Ss live
Hands on
Presentation
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.
Ss read sections , with , ,
and . 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? (Its an
area that is lower than the surrounding
areas.) Why do you think the Canary Islands
are mountainous? (because of their
volcanic origin)
Activity Book, page 31. R
86 85
84 83
14 READ
COMPARE
3-D physical map of Spain
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.
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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75
Special attention
Distinguishing some of the areas of the
Atlantic and Cantabrian coasts
Distinguishing between high and rocky and
low and sandy
Hands on
Presentation
Before reading, Ss look at the
photos and describe the type of coasts.
Ss read while they listen to , ,
and .
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.
Activity Book, page 32, activity 1. R
89
88 87
13
READ
LANDSCAPES OF SPAIN 33
Coasts
1. The Atlantic coast
The Atlantic coast extends into three
regions of Spain: Galicia, part of Andalusia,
and the Canary Islands.
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.
2. The Cantabrian coast
The Cantabrian coast is generally high
and rocky with many cliffs and estuaries.
3. The Mediterranean coast
The Mediterranean coast is Spains
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.
READ
The Atlantic coast
The Cantabrian coast
The Mediterranean coast
What is the Mediterranean coast like?
Write more questions.
Ask and answer questions with your partner.
Which is the coast nearest you?
CONTENT AND LANGUAGE DEVELOPMENT
Comprehension. Ss choose the correct alternative in each of these
sentences. To check their answers, Ss listen to , , and .
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 Spains 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.
89 88 87
Content objectives: 3.
Language objectives: 2.
Vocabulary
Andalusia, Atlantic coast, beach, border, Cantabrian
coast, cliff, estuary, Galicia, Mediterranean coast
Coastal features
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.
M.A. What is the Atlantic coast like? It is high and rocky in some parts, and low and
sandy in others. What is the Cantabrian coast like? It is generally high and rocky.
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34 LANDSCAPES OF SPAIN
Rivers
READ
1. Rivers and lakes
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.
2. Watersheds
There are three watersheds in Spain:
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 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
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.
Cantabrian
Mediterranean
WATERSHEDS
Atlantic
MAIN RESERVOIRS
La Serena 1
J. M. Oriol/Alcantara II 2
Almendra 3
Buendia 4
Mequinenza 5
Cijara 6
Valdecaas 7
Ricobayo 8
Alarcon 9
Iznajar 10
AT L ANT I C
OCE AN
Bal ear i c
I s l a n d s
Medi terranean
S
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B a y o f B i s c a y
F R A N C E
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Canary Isl ands
1
2
3
4
5
6
7
8
9
10
La Serena in Badajoz is the largest reservoir in Spain.
The Tagus is the longest river of the Iberian Peninsula.
The main rivers in the Atlantic watershed are the Mio, 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?
The rivers of Spain
40
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 , , and .
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.
92 91 90
Special attention
Identifying rivers from each watershed
Hands on
Presentation
Ss read with . 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?
Present with . 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)
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.)
Ss read with , and then do the
activities.
Activity Book, page 32, activities 2
and 3.
R
92
3
91
2
90
1 READ
Rivers and tributaries
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.
Content objectives: 4, 5, 6, 8.
Language objectives: 1, 2, 3, 4.
Vocabulary
Atlantic / Cantabrian / Mediterranean watershed, Ebro / Guadalquivir
river basin, flow, lagoon, lake, plateau, reservoir, Tagus, torrent
The main rivers of the Cantabrian watershed are the
Narcea, Navia, Nalon, and the Eo. / to store water
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Special attention
Distinguishing Mediterranean climate types
Hands on
Presentation
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)
Present sections with , , and
. 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)
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.
Activity Book, page 33. R
96
95 94 93
14
LOOK AND READ
LANDSCAPES OF SPAIN 35
Climate, flora and fauna
LOOK AND READ
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?
1. Atlantic climate
On the Cantabrian coast and in Galicia, summers
are cool and winters are mild. Rainfall is abundant
all year round.
These areas have abundant flora, with many forests
and meadows. Foxes, wolves, wild boar and deer
are the most common fauna.
2. Mediterranean climate
There are three types of Mediterranean climate.
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.
Dry: in the southeast of mainland
Spain. Temperatures are mild
all year round. Rainfall is light,
especially in summer.
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.
3. Subtropical climate
In the Canary Islands, temperatures are mild all
year. Rainfall is low and occurs mainly in winter.
The flora includes dragon trees and tabaiba spurge.
The fauna includes giant lizards and canaries.
4. Mountain climate
In the highest mountain areas, winters are very cold,
but summers are mild. It rains and snows a lot.
There are meadows and forests with fir trees.
The fauna includes vultures and goats.
ATLANTIC CLIMATE
MEDITERRANEAN CLIMATE
Continental
Dry
Typical
SUBTROPICAL CLIMATE
MOUNTAIN CLIMATE
ANDORRA
F R A N C E
ATLANTIC
OCEAN
M
e
d
ite
rra
n
e
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S
ea
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L
The climates of Spain
CONTENT AND LANGUAGE DEVELOPMENT
Comprehension. Write a chart on BB.
CLIMATES
Atlantic Mediterranean Subtropical 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.
Content objectives: 7, 8.
Language objectives: 1, 2.
Vocabulary
Atlantic / Mediterranean / Mountain / Subtropical
climate, continental, dry, fauna, flora, typical
Local flora and fauna mural
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.
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?
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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78 ESSENTIAL SCIENCE 6 Photocopiable material Richmond Publishing - Santillana Educacin, S. L.
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 Spains longest / shortest coast.
5. The Balearic Islands generally have high and rocky / low and sandy coasts.
A n s w e r s , 1 : 1 . C e n t r a l M o u n t a i n C h a i n . 2 . n o r t h . 3 . s o u t h - e a s t . 4 . n o r t h - w e s t . 5 . n o r t h - e a s t . 6 . C a n a r y I s l a n d s .
7 . B a l e a r i c I s l a n d s . 2 : 1 . G a l i c i a n . 2 . A n d a l u s i a n . 3 . b e a c h e s . 4 . l o n g e s t . 5 . h i g h a n d r o c k y .
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79 ESSENTIAL SCIENCE 6 Photocopiable material Richmond Publishing - Santillana Educacin, S. L.
A n s w e r s : 1 . T r u e . 2 . F a l s e . I t f l o w s f r o m w e s t t o e a s t . 3 . F a l s e . T h e r e a r e n o r i v e r s . 4 . T r u e .
5 . F a l s e . T h e G a l i c i a n r i v e r s a r e s h o r t w i t h h i g h f l o w s .
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.
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80
UNIT CONTENT
Assessment criteria
Content objectives
1. Understanding the structure and density of the Spanish population
2. Identifying the active population
3. Identifying the economic sectors: primary, secondary and tertiary (service)
4. Identifying and locating Spanish borders
5. Understanding Spains territorial organisation
6. Understanding Spains political organisation
7. 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
The population of Spain
The economy of Spain
The territorial organisation of
Spain
The political organisation of
Spain
Observe and interpret maps
and pictures
Read and comprehend texts
Use audio recordings to follow
text
Use graphs and tables
to process information
Respect for Spanish laws
and institutions
Appreciation of ethnic,
religious and cultural diversity
CONCEPTS PROCEDURES ATTITUDES
Contents
UNIT 9
The population of Spain
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
Identifying and describing Spains territorial
organisation
Identifying and describing Spains political
organisation and its main political institutions
Interpreting maps, observing pictures and
producing diagrams, charts and graphs
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RESOURCES
Resource folder
Reinforcement and Extension
Reinforcement: Worksheet 9
Extension: Worksheet 9
Assessment
Assessment: Worksheet 9
Developing intelligence worksheets
Working with recent immigrants
PHOTOCOPIABLE RESOURCES 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.
Other resources
Richmond World Facts
Richmond Students Dictionary
Flashcards
Posters
* Not yet available in English
www.richmondelt.com
LEVEL
6
THEY WORKEDTOGETHER
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READ
The population of Spain
COMPARE
Where are the people
in the photos?
What kind of people can
you see?
Where do the majority of
people in Spain live? Why?
1. The Spanish population
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 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.
3. Population density
The population density in Spain is 89
inhabitants/km
2
. This is lower than in other
European countries, such as Germany,
which has 232 inhabitants/km
2
.
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/km
2
, and the Canary Islands
have 268 inhabitants/km
2
. Other regions have
a low population density. For example,
Castile-La Mancha only has 24 inhabitants/km
2
.
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
41
CONTENT AND LANGUAGE DEVELOPMENT
Comprehension. Play , and . 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.
99 98 97
Content objectives: 1, 7.
Language objectives: 1, 2, 4.
Vocabulary
ageing, birth / death rate, high / low population
density, immigrant, inhabitants/km
2
Hands on
Presentation
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.
Ss read with , and .
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)
Activity Book, page 34. R
99 98 97
13 READ
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.
Spains population diversity. Due to
recent increases in immigration, Spain has
a more heterogeneous society. Tolerance
and respect are essential values in a
heterogeneous society.
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83
Special attention
Identifying appropriate economic sectors
for different occupations
Hands on
Presentation
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.
Ss read while they listen to ,
, , and . 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.
Activity Book, page 35. R
103 102 101
100
14 READ
THE POPULATION OF SPAIN 37
The economy
READ
What percentage of the active population works in the primary sector? Write more questions.
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
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.
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 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.
The construction industry
Spain has a very important tourist industry.
Agriculture: a poultry farm
42
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.
Content objectives: 2, 3.
Language objectives: 1, 3, 4.
Vocabulary
active population, agriculture, construction, fishing, livestock farming, manufacturing, mining,
primary / secondary / service (tertiary) sector, tourism, trade, transport, unemployed
Analyse the active population
in your region
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.
M.A. What percentage of the active population is unemployed?
What percentage of the active population works in the secondary sector?
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84
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
Portugal and the Atlantic Ocean in the west
2. Spanish territory
Spanish territory includes most of the Iberian
Peninsula, the Balearic Islands, the Canary Islands
and the cities of Ceuta and Melilla in North Africa.
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.
Each Community has a Statute of Autonomy,
and its own government and parliament.
Autonomous Communities consist of one
or more provinces. Each province is divided
into municipalities.
How many provinces are there in your Autonomous Community?
38 THE POPULATION OF SPAIN
Territorial organisation
LOOK AND READ
F R A N C E
P
O
R
T
U
G
A
L
M
e
d
i
t
e
r
r
a
n
e
a
n
S
e
a
B a y o f B i s c a y
AT L A N T I C
O C E A N
ANDORRA
A R G E L I A
MOROCCO
Huelva
Seville
Crdoba Jaen
Granada
Malaga
Cadiz
Ceuta
Melilla
Almeria
CRDOBA JAEN
ALMERIA
GRANADA
MALAGA
CADIZ
SEVILLE HUELVA
A N D A L U S I A
Las Palmas de
Gran Canaria
Santa Cruz
de Tenerife
LAS PALMAS
SANTA CRUZ
DE TENERIFE
C A N A R Y I S L A N D S
ATLANTIC OCEAN
Caceres
Badajoz
Merida
CACERES
BADAJOZ
EXTREMADURA
Murcia
REGION
OF MURCIA
Guadalajara
Avila
Madrid
AVILA
COMMUNITY
OF MADRID
GUADALAJARA
Cuenca
Ciudad Real
Toledo
Albacete
CUENCA
TOLEDO
CIUDAD REAL
ALBACETE
CASTI L E- L A MANCHA
Castellon
de la Plana
Alicante
Valencia
CASTELLON
VALENCIA
ALICANTE
COMMUNI TY
OF VAL ENCI A
Salamanca
SALAMANCA
Leon
Zamora
Palencia
Burgos
Segovia
Valladolid
LEON
ZAMORA
SEGOVIA
VALLADOLID
PALENCIA
BURGOS
CASTI L E- L EON
Soria
SORIA
Logroo
LA RIOJA
Bilbao
San Sebastian
Pamplona
Vitoria-Gasteiz
Santander
CANTABRIA
BASQUE
COUNTRY
VIZCAYA GUIPUZCOA
ALAVA
COMMUNITY
OF NAVARRE
Huesca
Teruel
Zaragoza
ARAGON
HUESCA
ZARAGOZA
TERUEL
Lerida
Gerona
Tarragona
Barcelona
LERIDA
TARRAGONA
GERONA
BARCELONA
CATAL ONI A
Oviedo
PRINCIPALITY
OF ASTURIAS
Lugo
Orense
A Corua
Pontevedra
Santiago
de Compostela
A CORUA LUGO
ORENSE
PONTEVEDRA
GALICIA
Palma
BAL EARI C
I SL ANDS
N
S
O E
A R G E L I A
Capital, Autonomous
Community
Autonomous City
National capital
Provincial capital
Kilometres
0 100
SCALE
The Autonomous Communities and Cities 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.
Special attention
Identifying Spanish borders and
Autonomous Communities
Hands on
Presentation
Present with ,
and and ask Ss to locate the Spanish
borders on the map.
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.
Activity Book, page 36. R
106
105 104
13 LOOK AND READ
Spains Autonomous Communities /
Cities
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.
Content objectives: 4, 5, 7.
Language objectives: 1, 3.
Vocabulary
Autonomous City, Autonomous Community, government, Iberian Peninsula,
municipality, parliament, province, Statute of Autonomy, territory
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85
Special attention
Understanding the main government
institutions and their roles
Hands on
Presentation
In pairs, Ss read and . Ask:
What does the Constitution specify? (the
rights and duties of citizens)
Present with , and . 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.
Activity Book, page 37. R
109 108 107
35
2 1 READ
THE POPULATION OF SPAIN 39
Political organisation
READ
Write sentences about the following:
the Congress of Deputies; the Senate
How old do you have to be to vote in general elections?
1. The Constitution
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.
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.
4. The government
The government establishes economic,
social and political objectives. It passes laws
and is also responsible for international relations.
The government consists of the following:
The president leads the government,
is nominated by the monarch and elected
by the Congress of Deputies.
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 Congress of Deputies The Constitutional Court
43
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.
Answers: 1. must. 2. cannot. 3. controls. 4. two. 5. has.
Content objectives: 6.
Language objectives: 3.
Vocabulary
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
The territorial and political
organisation of Spain
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.
Respect in a democratic society.
Democracies allow for a variety of
opinions. Always respect other peoples
opinions.
M.A. The Congress of Deputies is made up of 350 deputies.
The Senate is made up of 259 senators today. / 18 years old.
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86 ESSENTIAL SCIENCE 6 Photocopiable material Richmond Publishing - Santillana Educacin, S. L.
A n s w e r s : 1 . p o s i t i v e n a t u r a l i n c r e a s e i m m i g r a n t s . 2 . w o m e n m e n . 3 . l i v i n g l o n g e r b i r t h .
4 . c o a s t M a d r i d . 5 . i n h a b i t a n t s i n d u s t r i a l .
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.
857430 _ 0080-0087.qxd 17/4/07 13:10 Pgina 86
87 ESSENTIAL SCIENCE 6 Photocopiable material Richmond Publishing - Santillana Educacin, S. L.
A n s w e r s : 1 . B a y o f B i s c a y , t h e M e d i t e r r a n e a n S e a a n d t h e A t l a n t i c O c e a n . 2 . F r a n c e , A n d o r r a a n d P o r t u g a l . 3 . C e u t a a n d
M e l i l l a . 4 . t h e C a n a r y I s l a n d s a n d t h e B a l e a r i c I s l a n d s . 5 . t h e P y r e n e e s a n d t h e S t r a i t o f G i b r a l t a r . 6 . 1 7 .
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?
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88
UNIT CONTENT
Assessment criteria
Content objectives
1. Identifying and locating the main physical features of Europe
2. Identifying and locating the main coasts and rivers of Europe
3. Identifying the main European climates and describing their characteristics
4. Describing population structure, distribution and diversity in Europe
5. Describing the European Union and its characteristics
6. Naming the European Union institutions
7. 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
The physical features of Europe
The climates of Europe
Population structure,
distribution and diversity of
Europe
The European Union:
characteristics and institutions
Observe and interpret maps
and pictures
Read and comprehend texts
Use graphs and tables to
process information
Use audio recordings to
follow text
Interest in learning about
Europe
Appreciation of ethnic,
religious and cultural diversity
in Europe
CONCEPTS PROCEDURES ATTITUDES
Contents
UNIT 10
Europe
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
Describing the population structure, distribution
and diversity of Europe
Interpreting maps and pictures and producing
diagrams and graphs
857430 _ 0088-0095.qxd 17/4/07 13:14 Pgina 88
89
RESOURCES
Resource folder
Reinforcement and Extension
Reinforcement: Worksheet 10
Extension: Worksheet 10
Assessment
Assessment: Worksheet 10
Developing intelligence worksheets
Working with recent immigrants
PHOTOCOPIABLE RESOURCES 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.
Map game
http://www.kidsgeo.com/geography-games/europe-
map-game.php
Drag images of a country to their correct place
on the map.
Other resources
Richmond World Facts
Richmond Student's Dictionary
Flashcards
Posters
* Not yet available in English
Madrid
S P A I N
Lisbon
P
O
R
T
U
G
A
L
Paris
FRANCE
Rome
ITALY
Athens
GREECE
Ankara
TURKEY
Sofia
BULGARIA
Bucharest
ROMANIA
MOLDOVA
Kishinev
UKRAINE
Kiev
Budapest
HUNGARY
Belgrade
SERBIA
Podgorica
MONTENEGRO
Sarajevo
BOSNIA
AND
HERZEGOVINA
Zagreb
CROATIA
SLOVENIA
Ljubljana
Vienna
AUSTRIA
Bern
SWITZERLAND
Vaduz
LIECHTENSTEIN
CZECH REPUBLIC
Prague
Bratislava
SLOVAKIA
GERMANY
Berlin
Brussels
BELGIUM
LUXEMBOURG
Luxembourg
London
UNITED
KINGDOM
IRELAND
Dublin
ICELAND
Reykjavik
DENMARK
Copenhagen
Amsterdam
NETHERLANDS
Warsaw
POLAND
Minsk
BELARUS
LITHUANIA
Vilnius
LATVIA
Riga
ESTONIA
Tallinn Stockholm
SWEDEN
Oslo
NORWAY
Helsinki
FINLAND
Moscow
RUSSIA
Tirana
ALBANIA
Skopje
MACEDONIA
Andorra la Vella
ANDORRA Monaco
MONACO
VATICAN
CITY
SAN
MARINO
MALTA
Valletta
M e d i t e r r
a
n
e
a
n
S e a
A T L A N T I C
O C E A N
Nicosia
CYPRUS
B l a c k S e a
C a s p i a n
S e a
B
a
l
t
i
c
S
e
a
N o r t h
S e a
N o r w e g i a n
S e a
Yerevan
ARMENIA
Tbilisi
GEORGIA
Baku
AZERBAIJAN
0 121
Kilometres
SCALE
242
N
S
O
E

Richm
ond Publishng 2006. Richm
ond Publishing is an im
print of Santillana Educacin, S.L.
Political Map of Europe
857430 _ 0088-0095.qxd 17/4/07 13:14 Pgina 89
90
READ
Europe
LOOK
Where are the majority of mountain chains in Europe? Which is the highest mountain?
Which are three of the longest rivers?
1. Physical features of Europe
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.
2. Coasts and rivers
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.
40 EUROPE
Depression
0
500
1,000
2,000
metres
Highest peaks
Hekla
1,491
Mount
Olympus
2,911
Moldoveanu
2,543
Elbrus
5,633
Mont Blanc
4,807
Aneto
3,404
Mulhacen
3,478
Teide
3,718
Mount Nevis
1,343
Galdhopiggen
2,469
BALKANS
A
L
P
S
CARPATH
I
A
N
P
Y
R
E
N
EES
K
J
O
L
E
N
M
T
S
U
R
A
L
M
T
S
C A U C A S U
A
P
P
E
N
N
IN
E
S Central Plateau
Caspian
Depression
R
iv
e
r
P
e
c
h
o
r
a
Ri ver
D
vi n
a
R
i v
e
r
Ural
V
o
l g
a
Ri ve
R
iv
e
r
R
iv
e
r
Ri ver Daug
a
v
a
R
i v
e
r
Don
R
i v
e
Ri ver D
n
i s
t
e
r
R
iv
e
r
S
e
in
e
R
i v
e
r
V
i s
t
u
l
a
R
i
v
e
r
O
d
e
r
R
i v
e
r
E
l b
e
R
iv
e
r
Ri ver Lo
i r
e
R
i
v
e
r Ri ver
E
b
r
o
R
iver
Tagus
River
Ri ver
Danube
Central
Massif
BALKAN
PENINSULA
ITALIAN
PENINSULA
KOLA
PENINSULA
IBERIAN
PENINSULA
North Cape
Cape
Reykjanesta
St. Matthew
Point
Cape
Finisterre
Cape
Sao Vicente
Cape Matapn
JUTLAND
PENINSULA
G
R
E
A
T
E U
R
O
P
E
A
N
P
L
A
I
N
G
u
lf o
f B
o
th
n
ia
Bay of Biscay
CRIMEAN
PENINSULA
Sicily
Sardinia
Corsica
Crete
GREAT
BRITAIN
IRELAND
ICELAND
The Balearic
Islands
MALTA
The Canary
Islands
The English
Lake
Vanern
Lake
Ladoga
Lake
Onega
A F R I C A
The British
Isles
Aegean
Sea
Ionian
Sea
Tyrrhenian
Sea
A
d
r
ia
t
ic
S
e
a
Black Sea
North
Sea
Norwegian
Sea
B
a
lt
i c
S
e
a
Caspian
Sea
Barents
Sea ARCTIC
OCEAN
AT L ANT I C
OCE AN
M e d i t
e
r
r
a
n
e
a
n
S e a
A S I A
G
ulf of Finland
Bosporus Strait
Gulf of
Lyon
Strait of Gibraltar
SCANDINAVIAN
PENINSULA
CYPRUS Kilometres
0 320
SCALE
Physical features of Europe
44 45
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.
Content objectives: 1, 2, 7.
Language objectives: 1, 3.
Vocabulary
coastline, compact group, Great European Plain, island,
massif, mountain, mountain chain, peninsula, river
Special attention
Locating the main physical features, coasts
and rivers of Europe
Hands on
Presentation
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.
Ss read with 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)
Present with and locate all the
oceans and seas on the map.
Activity Book, page 38. R
111
2
110
1 READ
LOOK
Rivers of Europe
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.
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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91
Special attention
Identifying the typical flora of each climate
Hands on
Presentation
Using a globe, ask: In which
climate zone is most of Europe located?
(the temperate zone) Read .
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 while they listen to , ,
, and . 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.
Activity Book, page 39. E
116 115 114
113 112
26
1
LOOK AND READ
EUROPE 41
Climates
What are the winter and summer temperatures like where you live?
1. European climates
Most of Europe is in the temperate zone
in the northern hemisphere. There are
a variety of climates.
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:
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.
4. Mediterranean climate
This climate is characteristic of the countries
around the Mediterranean Sea:
Winters are mild and summers are hot.
Rainfall is light and mainly occurs
in spring and autumn.
Typical vegetation includes shrubs, bushes
and evergreens, such as Mediterranean pines.
5. Mountain climate
This climate is characteristic of the high
mountain ranges:
Winters are very cold and summers are mild.
It snows a lot.
Typical vegetation includes forests and steppes.
6. Polar or tundra climate
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.
A T L A N T I C
O C E A N
Black Sea
North
Sea
Caspian
Sea
M e d
i
t
e
r
r a n e a n S e a
Continental climate
Mediterranean climate
Atlantic climate
Polar climate
Mountain climate
Subtropical climate
European climates
LOOK AND READ
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.
Content objectives: 3, 7.
Language objectives: 1, 3.
Vocabulary
deciduous, evergreen, grassland, oak, shrub, steppe,
taiga, temperate, temperature, tundra
Climate and flora
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'.
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42 EUROPE
Population and diversity
LOOK AND READ
1. Europe and its population
Europe is a prosperous, developed continent.
It is the third most populated continent after
Asia and Africa.
About 730 million people, around 11% of the
worlds population, live in Europe.
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.
2. Countries
There are forty-eight independent nations in Europe.
Some countries, such as Macedonia and Belarus,
became independent recently.
3. People and diversity
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.
Canary Islands
Caspian
Sea
Bl a c k Se a
Nor wegi an
Sea
B
a
l
t
i
c
S
e
a
Nor t h
Sea
A R C T I C
O C E A N
ATLANTIC
OCEAN
ARMENIA
AZERBAIJAN
GEORGIA
DENMARK
CZECH
REPUBLIC
AUSTRIA
SLOVAKIA
HUNGARY
ITALY
SWITZERLAND
T U R K E Y
MACEDONIA
ALBANIA
BULGARIA
GREECE
ROMANIA
MOLDOVA
SERBIA/
MONTENEGRO
SLOVENIA
BOSNIA AND
HERZEGOVINA
CROATIA
LIECHTENSTEIN
ANDORRA
VATICAN
CITY
SAN
MARINO
MONACO
S P A I N
P
O
R
T
U
G
A
L
A F R I C A
A S I A
MALTA
M e d i t e
r
r
a
n
e a n
S e a
UKRAINE
POLAND
NORWAY
SWEDEN
BELARUS
FINLAND
ESTONIA
LATVIA
LITHUANIA
UNITED
KINGDOM IRELAND
FRANCE
GERMANY
ICELAND
RUSSIAN
FED.
CYPRUS
RUSSIAN FEDERATION
LUXEMBOURG
BELGIUM
FRANCE
GERMANY
NETHERLANDS
0 125
kilometres
0 400
Kilometres
SCALE
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?
Political map of Europe
46 47
48
CONTENT AND LANGUAGE DEVELOPMENT
Comprehension. Ss choose the correct option in each
of these sentences. Then they listen to , and
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.
119 118 117
Hands on
Presentation
Present and with
and . 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)
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 with . Ask: What makes
Europe so ethnically diverse? (the many
different indigenous races and the many
immigrants)
and Activity Book, page 40. E R
119
3
118
117
2 1 LOOK AND READ
What is the capital of?
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
Content objectives: 4, 7.
Language objectives: 2, 3, 4, 5, 6.
Vocabulary
continent, country, developed, diversity, Europe,
independent nation, indigenous race, prosperous
Estonia, Lithuania, Belarus and the Russian Federation /
Spanish, French, Italian, English, Dutch, German, etc.
Diversity. Europeans have different
cultures, traditions, languages and ways of
life. Appreciating diversity is enriching.
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93
Special attention
Pronunciation of EU
Hands on
Presentation
Present with , and .
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.
Activity Book, page 41. R
122 121 120
13 READ
EUROPE 43
The European Union
How many countries belong to the European Union?
Answer the question and write more questions.
Find three European countries which are not members of the European Union.
1. The European Union
The European Union (EU) is a confederation of
countries. A confederation is a group of countries
united for a common purpose.
The EUs purpose is to promote political and
economic union in a space without political frontiers.
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.
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.
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 Central Bank in Frankfurt
The European Parliament in Brussels
READ
49
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.
Content objectives: 5, 6, 7.
Language objectives: 3, 6.
Vocabulary
confederation, currency, euro, European
Union, institution, member state
Institutions of the European Union
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.
27 in 2007. /M.A. Belarus, Turkey and Albania.
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94 ESSENTIAL SCIENCE 6 Photocopiable material Richmond Publishing - Santillana Educacin, S. L.
A n s w e r s : 1 . F a l s e . T h e y a r e i n R u s s i a . 2 . T r u e . 3 . F a l s e . T h e y a r e i n t h e s o u t h o f E u r o p e .
4 . T r u e . 5 . F a l s e . I t i s w e s t o f E u r o p e .
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.
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95 ESSENTIAL SCIENCE 6 Photocopiable material Richmond Publishing - Santillana Educacin, S. L.
A n s w e r s , 1 : d e v e l o p e d . 2 . g r e a t l y . 3 . c i t i e s . 4 . f o r t y - e i g h t . 5 . i s .
2 : 1 . c o n f e d e r a t i o n . 2 . c i t i z e n s . 3 . c u r r e n c y . 4 . l e g i s l a t i o n . 5 . L u x e m b o u r g .
2. Read and complete the text.
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
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.
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96
UNIT CONTENT
Assessment criteria
Content objectives
1. Distinguishing the periods of prehistory: Palaeolithic, Neolithic and Metal Ages
2. Identifying and describing the principal characteristics of each prehistoric period
3. Describing prehistoric heritage
4. Identifying and describing pre-Roman civilisations on the Iberian Peninsula
5. Describing the Roman conquest of the peninsula
6. 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
Prehistory on the Iberian
Peninsula
Pre-Roman civilisations
Roman Hispania
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
CONCEPTS PROCEDURES ATTITUDES
Contents
UNIT 11
Prehistory and Antiquity
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
Describing different aspects of Roman Hispania:
architecture, transport
Describing the end of Roman rule
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97
RESOURCES
Resource folder
Reinforcement and Extension
Reinforcement: Worksheet 11
Extension: Worksheet 11
Assessment
Assessment: Worksheet 11
Developing intelligence worksheets
Working with recent immigrants
PHOTOCOPIABLE RESOURCES 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.
Other resources
Richmond World Facts
Richmond Student's Dictionary
Flashcards
Posters
* Not yet available in English
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98
Prehistory and Antiquity
LOOK AND COMPARE
What can you see
in the pictures A and B?
What are these things
made of?
Which ones were made
first?
READ
1. The Palaeolithic period
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.
People lived in family groups, called clans.
They lived short lives, and many babies died at birth.
2. The Neolithic period
Later, the population of the peninsula and
the Balearic Islands became sedentary.
They built the first settlements.
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.
3. The Metal Ages
About six thousand years ago, people learned
to use metals. First, they used copper and, later,
bronze and iron, which were more resistant.
Settlements became villages, which were
surrounded by walls for protection.
Every village was run by a chieftain.
4. Prehistoric heritage
Prehistoric people were the first to:
Use fires to cook their food and protect
themselves from the cold
Make clay pots
Use animal hair and looms to make cloth
Create art forms, such as cave paintings
Complete the sentences.
People who move from place to place are called People who stay in the same place are
44 PREHISTORY AND ANTIQUITY
B
50
A
CONTENT AND LANGUAGE DEVELOPMENT
Comprehension. Ss complete these sentences.
fires / modern / pots / settlements / hominids /
clans / caves / villages
1. About a million years ago Spain was inhabited by
2. About 35,000 years ago people appeared.
3. They lived in 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.
Content objectives: 1, 2, 3, 8.
Language objectives: 1, 2, 3, 4, 5.
Vocabulary
cave painting, chieftain, clan, clay pot, cloth, fire, hominid,
hut, metal, nomad, sedentary, settlement, tribe, village
nomadic; sedentary
Hands on
Presentation
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 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.)
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 and and listen to and .
Make a chart on the BB entitled
Prehistoric periods with three columns:
Palaeolithic period, Neolithic period, Metal
Ages. Complete with the Ss.
Activity Book, page 44. R
126 125
4 3
124
123
2 1 READ
LOOK AND COMPARE
Prehistoric caves
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.
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99
Special attention
Identifying the different pre-Roman
civilisations
Hands on
Presentation
Ss read , listen to and focus
on the pictures. Analyse similarities and
differences between Iberians and Celts.
Ss read . Present with . 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.
Activity Book, page 45. R
128
3 2
127
1 READ
PREHISTORY AND ANTIQUITY 45
Pre-Roman times
1. The Iberians and the Celts
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.
The Tartessians were great travellers,
expert metalworkers and salt producers.
3. Early colonists
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.
The Greeks settled on the Mediterranean coast.
They came to trade ceramic objects for metals.
They founded the cities of Denia and Ampurias.
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.
This is a Celtic village. The Celts built round houses
in high areas.
The Iberians made beautiful sculptures, like The Lady
of Baza.
READ
Where did the Iberians settle?
Answer the question, and write some more. Which people lived in your part of Spain?
51
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.
Content objectives: 4, 8.
Language objectives: 1, 3, 4, 5.
Vocabulary
Carthaginians, Celtiberians, Celts, colonists, Greeks,
Iberians, Phoenicians, pre-Roman times, Tartessus
Pre-Roman civilisations
Prepare six posters on construction
paper of six different colours labelled:
Iberians, Celts, Tartessians,
Phoenicians, Greeks, Carthaginians.
Divide Ss into groups and assign a pre-
Roman 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.
Civilisation legacies. Discoveries and
inventions by different civilisations such as
fire, the wheel, glass, sails and the plough
have made life easier for us.
In the east and south of Spain. Where did the Celts
settle? In the north and centre of Spain.
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46 PREHISTORY AND ANTIQUITY
Roman Hispania
LOOK AND READ
3. The end of Roman rule
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.
4. Architecture, transport
and communication
The Romans constructed many types of buildings:
Theatres, circuses, amphitheatres and thermal
baths were built for peoples 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.
1. The Roman conquest
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.
2. Roman rule
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.
Mediterranean
Sea
Bay of Biscay
Sagunto
Cartagena
Merida
Numancia
Astorga
Barcelona
Cordoba
A
T
L
A
N
T
I
C
O
C
E
A
N
First conquests Conquest of civilisations
in the interior and west
Final conquests
The Roman conquest of the Iberian Peninsula
This aqueduct brought water to Segovia.
Roman theatre in Italica, Andalusia
52
53
CONTENT AND LANGUAGE DEVELOPMENT
Comprehension. Ss match the two halves of each sentence.
To check their answers, they listen again to , and .
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.
131 130 129
Special attention
Understanding chronology from B.C. to A.D.
Hands on
Presentation
Students read , listen to
and look at the map.
Ss read and listen to . Then in pairs,
Ss read . Write on the BB several events
described in in random order. Ask Ss
to number the events chronologically.
Before presenting , ask Ss to brainstorm
some elements of Roman legacy visible
today such as buildings, transport and
communication structures. Look at the
photos. Ss read and listen to . Ask Ss
to name other important Roman buildings.
Activity Book, page 46. E
131
4
4
1-3
3
130
2
129
1 LOOK AND READ
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), anne, ao, 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.
Content objectives: 5, 6, 7, 8.
Language objectives: 1, 2, 3, 5.
Vocabulary
amphitheatre, aqueduct, bridge, Christian, circus, column, governor, Hispania,
Latin, law, port, road, Roman Empire, theatre, thermal bath, triumphal arch
Preserving our historic treasures.
Preserving Spain's many historic treasures
is an important way of respecting, valuing
and learning from our past.
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101
A n s w e r s : 1 . h o m i n i d s . 2 . m o d e r n . 3 . c a v e s . 4 . c l a n s . 5 . s e t t l e m e n t s . 6 . v i l l a g e s . 7 . f i r e s p o t s .
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 people appeared.
3. They lived in 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
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102
UNIT CONTENT
Assessment criteria
Content objectives
1. Identifying the Germanic tribes which invaded the Iberian Peninsula
2. Understanding the formation, organization and heritage of the Visigothic kingdom
3. Describing the Muslim invasion of the peninsula
4. Understanding the territory and the political organization of Al Andalus
5. Describing the end of Al Andalus
6. Understanding social and cultural aspects of Al Andalus
7. Identifying the Christian kingdoms
8. Describing the Reconquest: expansion and development of the Christian kingdoms
9. 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
The Visigothic kingdom:
formation, organization and
cultural heritage
Al Andalus: historic
development and cultural
heritage
The Christian kingdoms: the
Reconquest and cultural
heritage
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
CONCEPTS PROCEDURES ATTITUDES
Contents
UNIT 12
The Middle Ages
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
Describing social and cultural aspects of Al
Andalus
Identifying the Christian kingdoms
Describing the Reconquest
Describing medieval society and cultural heritage
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103
RESOURCES
Resource folder
Reinforcement and Extension
Reinforcement: Worksheet 12
Extension: Worksheet 12
Assessment
Assessment: Worksheet 12
Developing intelligence worksheets
Working with recent immigrants
PHOTOCOPIABLE RESOURCES 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.
Other resources
Richmond World Facts
Richmond Student's Dictionary
Flashcards
Posters
* Not yet available in English
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104
THE MIDDLE AGES 47
The Middle Ages
LOOK
Where did the Visigoths
come from?
What parts of the Iberian
Peninsula did the
Visigoths conquer first?
Who inhabited the
regions that the Visigoths
conquered last?
READ
1. The Visigoths
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
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.
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.
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.
54
55
Visigothic kingdom of Toledo
Invasion route: Visigoths
First Visigothic conquests
Last Visigothic conquests
M
e
d
i t e
r
r
a
n
e
a
n
S
e
a
ATLANTIC
OCEAN
Bay of Bi scay
Toledo
CANTABRIANS
VASCONS
ASTURS
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.
Content objectives: 1, 2, 10.
Language objectives: 1, 2, 3, 4, 5.
Vocabulary
Alans, Germanic, heritage, king,
Muslim, Suevi, Vandals, Visigoths
The Vandals and other tribes invaded Hispania. The Visigoths expelled
the Vandals and the Alans. The Visigoths conquered the Suevi. The Muslims
Hands on
Presentation
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.
Ss read and while they listen
to and 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 and , listen to and 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)
and Activity Book, page 47. E R
135 134
4 3
133 132
2 1 READ
LOOK
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.
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105
Hands on
Presentation
Draw a web diagram on the BB with facts
about Islam: the Koran (Quran) 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.
Ss read and , listen to
and and look at map. Then Ss read
. 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.
Ss read and listen to . Ask: What
counting system was used before the
system of numbers was introduced by the
Muslims? (Roman numerals)
Activity Book, page 48. R
138
4
3
137 136
2 1 LOOK AND READ
48 THE MIDDLE AGES
Al Andalus
LOOK AND READ
3. The end of Al Andalus
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.
4. Society and cultural heritage
Al Andalus society was formed by Muslims,
Christians and Jews.
It had great scientists, such as doctors, mathematicians
and geographers. Its mathematicians created
the system of numbers which we use today.
The Muslims made great contributions to society,
such as new crops, for example, rice; instruments,
like the compass; and irrigation systems.
1. The Muslim invasion
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.
Al Andalus became a province of the Muslim Empire
and was governed by the caliph of Damascus in Asia.
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?
Cordoba
Valencia
Seville
Granada
Toledo
Leon
Santiago
Lisboa
Caceres
Guadalajara
Zaragoza
Pamplona
Burgos
Zamora
Mediterranean
Sea
Bay of Biscay
ATLANTIC
OCEAN
Christian kingdoms
Caliphate territories
Expeditions by Abd ar-Rahman III
Al Andalus during the caliphate
56
CONTENT AND LANGUAGE DEVELOPMENT
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.
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.
Content objectives: 3, 4, 5, 6, 10.
Language objectives: 1, 3.
Vocabulary
Al Andalus, caliph, caliphate, Catholic Monarchs, crop,
emirate, instrument, irrigation, Jew, Muslim Empire, taifa
Islamic architecture
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.
Islamic legacies. Islamic civilisation is
not just something from the past but still
very much alive today.
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106
THE MIDDLE AGES 49
The Romanesque church
of San Martin de Elines,
Cantabria
The Gothic cathedral
of Leon
The Christian kingdoms
1. The Christian kingdoms
The long period of expansion of the Christian
kingdoms started only eleven years after the Muslim
invasion. It is called the Reconquest.
By around 1230, there were four large kingdoms in
the Christian territory:
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
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.
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
In the 12
th
century, the first universities, such as
the University of Salamanca, were founded.
In the early Middle Ages, churches and monasteries
were built in Romanesque style. They had thick
walls and small windows.
After the 13
th
century, palaces and cathedrals were
built in Gothic style. They had pointed arches and
large stained-glass windows.
M e d i t e
r
r
a
n
e
a
n
S
e
a
ATLANTIC
OCEAN
Bay of Bi scay
KINGDOM
OF LEON
KINGDOM
OF
CASTILE
KINGDOM
OF
PORTUGAL
KINGDOM
OF
NAVARRE
CROWN
OF
ARAGON
A L A N D A L U S
The Christian kingdoms and Al Andalus in 1200
LOOK AND READ
True or false? Write some more sentences.
The long period of expansion of the Christian
kingdoms is called the Reconquest.
57
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.
Hands on
Presentation
Ss read , listen to 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 . Then Ss read and
listen to while focusing attention on the
pictures.
Activity Book, page 49. R
140
3 2
139
1 LOOK AND READ
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.
Content objectives: 7, 8, 9, 10.
Language objectives: 1, 3, 4, 5.
Vocabulary
arch, cathedral, clergy, Gothic, monastery, nobles, palace, peasant,
pointed, Reconquest, Romanesque, stained-glass window, university
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.
True. M.A. By 1230, the Kingdom of Portugal was independent from the Kingdom of
Leon. (True) The Kingdom of Navarre included Navarre and part of Aragon. (False)
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A n s w e r s : 1 . T h e V i s i g o t h s e s t a b l i s h e d t h e i r o w n k i n g d o m . 2 . L e o v i g i l d m a d e T o l e d o t h e c a p i t a l o f t h e k i n g d o m .
3 . R o d e r i c w a s d e f e a t e d b y t h e M u s l i m s . 4 . T h e V i s i g o t h s b e c a m e C h r i s t i a n s . 5 . T h e V i s i g o t h s b u i l t s m a l l s t o n e c h u r c h e s .
107
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
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108
UNIT CONTENT
Assessment criteria
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 18
th
century
6. Identifying and describing the main historical events during the 19
th
century
7. Understanding political tendencies during the 19
th
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
The Spanish Empire: the
Catholic Monarchs, Charles I,
Philip II
Culture and politics in
the 17
th
century
Bourbon Spain: political and
cultural aspects
The 19
th
century
Observe and interpret maps
and pictures
Read and comprehend text
Use diagrams, charts and
timelines to process
information
Interest in learning about the
past to understand the present
Appreciation of our artistic and
cultural heritage
CONCEPTS PROCEDURES ATTITUDES
Contents
UNIT 13
Spain after 1492
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
17
th
century
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 19
th
century
Describing political trends during the 19
th
century
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109
RESOURCES
Resource folder
Reinforcement and Extension
Reinforcement: Worksheet 13
Extension: Worksheet 13
Assessment
Assessment: Worksheet 13
Developing intelligence worksheets
Working with recent immigrants
PHOTOCOPIABLE RESOURCES 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.
Other resources
Richmond World Facts
Richmond Student's Dictionary
Flashcards
Posters
* Not yet available in English
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110
Spain after 1492
COMPARE
Who had the largest
empire, Charles I
or Philip II?
Name some of
the territories
in the empires.
Which territories
were part of
the empires
of both kings?
Empire: Charles I
Empire: both monarchs
Empire: Philip II
ATLANTIC
OCEAN
The Canary
Islands
I N D I A N
O C E A N
The Philippines
PACIFIC
OCEAN
PACIFIC
OCEAN
READ
1. The reign of the Catholic Monarchs
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.
2. The Spanish empire
In 1516, Charles I, Isabellas 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.
Charles I faced serious problems during his reign.
There were revolts in Spain, and wars in Europe
for political, social and religious reasons.
Charles Is 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.
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.
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.
50 SPAIN AFTER 1492
58
Charles I Philip II
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.
Content objectives: 1, 8.
Language objectives: 1, 2, 3, 5.
Vocabulary
Catholic Monarchs, empire, revolt,
Spanish rule
Hands on
Presentation
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.
Ss read and listen to . Then Ss
read and focus again on the map. Ask:
Did the empire grow or get smaller during
Philip IIs 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.
Activity Book, page 50. R
2
141
1 READ
LOOK
Columbus's voyages to America
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.
Contributions from the New World.
Explorers brought many new plants back
to Europe: potatoes, corn, tomatoes,
avocados, peanuts and beans.
In 1516. M.A. Who was the heir of Charles I?
Philip II; When did he become king? In 1556.
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111
Special attention
Using ordinal numbers and their
abbreviations: 16
th
sixteenth /
Philip III - Philip the third
Hands on
Presentation
Before reading the text, remind Ss
that the 17
th
century refers to the 1600s,
the 16
th
century to the 1500s and so on.
Ss read , listen to 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 and compare the information.
Activity Book, page 51. E
2
142
1
READ
SPAIN AFTER 1492 51
Cultural splendour and political decline
1. Culture in the Golden Age
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 16
th
century.
The Baroque style of rich ornamentation
developed in the 17
th
century. A good example
is the Cathedral of Seville.
Literature: Miguel de Cervantes wrote
Don Quixote, one of the worlds greatest books.
Other important writers of this period included
Lope de Vega, who wrote plays and poetry,
and Luis de Gongora, who wrote poetry.
Painting: In the 16
th
century, El Greco became
famous for his characteristic elongated figures.
In the 17
th
century, Diego Velazquez painted
his masterpieces.
2. The 17
th
century crisis
Three Habsburg kings reigned in the 17
th
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.
The 17
th
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 economy was stagnant, and people were
hungry in many parts of the country.
The Monastery of El Escorial
Painting by Murillo (1670)
Charles II on Horseback, painted by Diego Velazquez
READ
Look for more information on a writer,
artist or architect of the Golden Age.
59
CONTENT AND LANGUAGE DEVELOPMENT
Comprehension. SS complete the sentences with one of these
words. Then they listen to to check their answers:
16
th
/ 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 17
th
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. 16
th
. 3. Baroque. 4. plays.
5. El Greco. 6. Diego Velazquez
142
Content objectives: 2, 3, 8.
Language objectives: 1, 3, 5.
Vocabulary
architecture, Baroque, crisis, decline, Golden Age, Habsburg,
hunger, literature, masterpiece, ornamentation, painting, stagnant
The Monastery of El Escorial:
A World Heritage Site
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.
857430 _ 0108-0115.qxd 17/4/07 13:16 Pgina 111
112
52 SPAIN AFTER 1492
Bourbon Spain
READ
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 18
th
century
In the 18
th
century, science and culture became
prominent:
Academies, such as the Royal Academy
of Language, were founded.
Daily newspapers appeared.
Many museums and botanical gardens
were created.
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.
2. The Bourbon monarchy
Philip V established an absolute monarchy. In this
form of government, the monarch has all the power.
During the reigns of Philip V, Charles III
and Charles IV, the first Bourbon kings,
many reforms were introduced.
A tapestry made at the Royal Tapestry Factory during
Philip Vs reign
Philip V, the first Bourbon
king of Spain
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.
The Botanical Garden
of Madrid
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 17
th
/ 18
th
century academies, newspapers and
museums appeared.
Answers: 1. without. 2. ended. 3. Habsburg. 4. all the power. 5. 18
th
.
Hands on
Presentation
Students read and listen to .
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 , listen to 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 kings botanical collection and to
provide herbs and fresh fruit and
vegetables)
3
144
2
143
1 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.
Content objectives: 4, 5, 8.
Language objectives: 1, 4, 5, 6.
Vocabulary
absolute monarchy, academy, Bourbon, claimant, company,
descendant, dispute, dynasty, newspaper, reform, royal factory
Charles II died. European countries fought the Spanish War of Succession.
Philip V became king of Spain. Secretaries of state were appointed.
857430 _ 0108-0115.qxd 17/4/07 13:16 Pgina 112
113
Hands on
Presentation
Ss read and listen to . Ask:
What started the Spanish War of
Independence? (Napoleon Bonaparte
occupied Spain and forced King Ferdinand
VII to abdicate the throne.) Focus attention
on Goyas 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 kings power and
establish the rights of citizens)
In pairs, Ss read and . 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.
Activity Book, page 52. R
3 2
145
1 READ
SPAIN AFTER 1492 53
The 19
th
century
1. The Spanish War of Independence
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. Napoleons 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
Spains first modern constitution, the Constitution
of Cadiz. This limited the kings 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 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, Ferdinands 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 dtat 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 Isabellas son, Alfonso XII.
The Third of May. Goyas painting of the French
repression of the rebellion in Madrid
Proclamation of the Constitution of Cadiz
READ
True or false? Napoleon Bonaparte became the king of Spain.
Write some more true/false questions.
60
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.
Content objectives: 6, 7, 8.
Language objectives: 1, 2, 3, 5, 6.
Vocabulary
abdicate, conservative, depose,
exile, liberal, proclaim, restoration
Goya
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.
False. M.A. Ferdinand VII accepted the 1812 Constitution at the
beginning of his reign. (False); By 1824, Cuba was independent. (False)
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.
857430 _ 0108-0115.qxd 17/4/07 13:16 Pgina 113
114 ESSENTIAL SCIENCE 6 Photocopiable material Richmond Publishing - Santillana Educacin, S. L.
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.
3. The style developed in the 17
th
century.
4. Lope de Vega wrote and poetry.
5. was famous for his characteristic elongated figures.
6. In the 17
th
century painted his masterpieces.
A n s w e r s , 1 : 1 c . 2 e . 3 f . 4 b . 5 a . 6 d .
2 : 1 . G o l d e n 1 6 8 0 . 2 . 1 6
t h
. 3 . B a r o q u e . 4 . p l a y s . 5 . E l G r e c o . 6 . D i e g o V e l a z q u e z .
857430 _ 0108-0115.qxd 17/4/07 13:16 Pgina 114
A n s w e r s : 1 . w i t h o u t . 2 . e n d e d . 3 . H a b s b u r g . 4 . a l l t h e p o w e r . 5 . 1 8
t h
.
115 ESSENTIAL SCIENCE 6 Photocopiable material Richmond Publishing - Santillana Educacin, S. L.
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 17
th
/ 18
th
century academies, newspapers and museums appeared.
857430 _ 0108-0115.qxd 17/4/07 13:16 Pgina 115
116
UNIT CONTENT
Assessment criteria
Content objectives
1. Identifying the political and social changes of the early 20
th
century
2. Describing the reforms of the Second Republic
3. Describing the origin and development of the Civil War
4. Describing the dictatorship of Francisco Franco and its political, social
and cultural aspects
5. Describing the transition to democracy
6. Identifying and describing the main historical events of Spains present-day democracy
7. Identifying the main Spanish cultural works of the 20
th
century
8. Comparing 20
th
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
The early 20
th
century
The Second Republic
The Civil War and the
dictatorship
The transition to democracy
Spains modern democracy
20
th
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
CONCEPTS PROCEDURES ATTITUDES
Contents
UNIT 14
The 20
th
century
Identifying and describing the changes of the early
20
th
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
Describing the transition to democracy
Identifying the main historical events of Spains
present-day democracy
Identifying the main Spanish cultural works of the
20
th
century
Comparing 20
th
century society during and after
the dictatorship
857430 _ 0116-0123.qxd 17/4/07 13:20 Pgina 116
117
RESOURCES
Resource folder
Reinforcement and Extension
Reinforcement: Worksheet 14
Extension: Worksheet 14
Assessment
Assessment: Worksheet 14
Developing intelligence worksheets
Working with recent immigrants
PHOTOCOPIABLE RESOURCES 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 Mir or Picasso for facts
and works of these artists.
Other resources
Richmond World Facts
Richmond Student's Dictionary
Flashcards
Posters
* Not yet available in English
Madrid
S P A I N
Lisbon
P
O
R
T
U
G
A
L
Paris
FRANCE
Rome
ITALY
Athens
GREECE
Ankara
TURKEY
Sofia
BULGARIA
Bucharest
ROMANIA
MOLDOVA
Kishinev
UKRAINE
Kiev
Budapest
HUNGARY
Belgrade
SERBIA
Podgorica
MONTENEGRO
Sarajevo
BOSNIA
AND
HERZEGOVINA
Zagreb
CROATIA
SLOVENIA
Ljubljana
Vienna
AUSTRIA
Bern
SWITZERLAND
Vaduz
LIECHTENSTEIN
CZECH REPUBLIC
Prague
Bratislava
SLOVAKIA
GERMANY
Berlin
Brussels
BELGIUM
LUXEMBOURG
Luxembourg
London
UNITED
KINGDOM
IRELAND
Dublin
ICELAND
Reykjavik
DENMARK
Copenhagen
Amsterdam
NETHERLANDS
Warsaw
POLAND
Minsk
BELARUS
LITHUANIA
Vilnius
LATVIA
Riga
ESTONIA
Tallinn Stockholm
SWEDEN
Oslo
NORWAY
Helsinki
FINLAND
Moscow
RUSSIA
Tirana
ALBANIA
Skopje
MACEDONIA
Andorra la Vella
ANDORRA Monaco
MONACO
VATICAN
CITY
SAN
MARINO
MALTA
Valletta
M e d i t e r r
a
n
e
a
n
S e
A T L A N T I C
O C E A N
Nicosia
CYPRUS
B l a c k S e a
C a s p i a n
S e a
B
a
l
t
i
c
S
e
a
N o r t h
S e a
N o r w e g i a n
S e a
Yerevan
ARMENIA
Tbilisi
GEORGIA
Baku
AZERBAIJAN
0 121
Kilometres
SCALE
242
N
S
O
E

Richm
ond Publishng 2006. Richm
ond Publishing is an im
print of Santillana Educacin, S.L.
Political Map of Europe
857430 _ 0116-0123.qxd 17/4/07 13:20 Pgina 117
118
The 20
th
century
COMPARE
Compare these two
photographs.
How were peoples
lives different?
READ
1. Spain, 1898-1931
At the end of the 19
th
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.
In the early 20
th
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.
2. The Second Republic
In 1930, Primo de Riveras 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.
54 THE 20
TH
CENTURY
61
CONTENT AND LANGUAGE DEVELOPMENT
True or false? Are the following sentences true or false?
If they are false, Ss 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.
Content objectives: 1, 2.
Language objectives: 1, 2, 3.
Vocabulary
conflict, Constitution, dictatorship, growth, industrial, industrial worker, intellectual,
landowner, middle class, peasant, Second Republic, social uprising, working class
Hands on
Presentation
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.
In pairs, Ss read . Ask: Who called
for changes in Spanish society at the end of
the 19
th
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 and listen to . 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.
and Activity Book, page 53. E R
146 2
1 READ
COMPARE
Historic word wall
Ss brainstorm historical terms.
Write them on the BB.
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.
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119
Special attention
Understanding how the Civil War broke out
and how it became so violent
Hands on
Presentation
In pairs, Ss read . 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 peoples daily lives.
In pairs, Ss read . Ask: What did General
Franco establish in 1939? (a dictatorship)
What were some characteristics of Francos
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.)
and Activity Book, pages 54
and 55.
E R
2
1
THE 20
TH
CENTURY 55
The Civil War and the dictatorship
1. The Civil War (1936-39)
On 18 July 1936, General Francisco Franco led
a military coup dtat 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)
After the war, many thousands of Francos
opponents were imprisoned or executed,
and many others went into exile.
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.
During his dictatorship:
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.
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.
A Red Cross poster
READ
The Spanish Civil War was between the and the The war ended in
Complete the sentences. Write more sentences.
A Republican poster A Nationalist poster
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.
Answers: 1 d. 2 a. 3 f. 4 e. 5 b. 6 c.
Content objectives: 3, 4.
Language objectives: 1, 2, 3.
Vocabulary
Civil War, commander-in-chief, coup dtat, exile, head of government,
head of state, Nationalist, political party, Republican, trade union
The Civil War
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.
The Spanish Civil War was between the Republicans and the Nationalists.
The war ended in 1939. The dictatorship of Francisco Franco lasted he died.
Peace education. The Civil War was a
very violent confrontation. We must learn
from the past and reject violence.
857430 _ 0116-0123.qxd 17/4/07 13:20 Pgina 119
120
56 THE 20
TH
CENTURY
Spain since 1975
READ
2. Spains modern democracy
Since 1982, both the Spanish Socialist Party
and the Popular Party have governed Spain.
There have been many political, social, economic
and cultural changes.
Two changes are especially important:
Spain became a member of the European Union.
The Spanish State was organized into seventeen
Autonomous Communities and two Autonomous
Cities.
Spain has become a modern, prosperous
country.
1. The transition to democracy
In 1975, Juan Carlos I, Alfonso XIIIs 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.
During the transition period:
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.
Juan Carlos I becomes king.
Juan Carlos I was Alfonso XIIIs son.
True or false? Write more sentences.
The Spanish Constitution The Spanish flag The flag of the European Union
62
CONTENT AND LANGUAGE DEVELOPMENT
Comprehension. Ss complete these sentences. They check their
answers by listening again to and .
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.
148 147
Hands on
Presentation
Ss read , listen to 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 and listen to . 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 20
th
century. With the help of Ss,
locate and mark these events. Include
the leading figures of Spains 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.
148 2
147 1 READ
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.
Content objectives: 5, 6.
Language objectives: 1, 2, 3, 4.
Vocabulary
Constitution, Constitutional monarchy,
democratic election, prosperous
False. Juan Carlos I is Alfonso XIIIs grandson. M.A. Adolfo Suarez was the first
President of the Government of democratic Spain. (True); Spain is not a member
state of the European Union. (False)
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121
Special attention
Understanding the profound changes in
Spanish society since the end of the
dictatorship
Hands on
Presentation
Ss read and listen to . Ask:
What was the Generation of 27? (a group
of poets from the beginning of the 20
th
century) What happened to many cultural
figures of the 20
th
century during the
dictatorship? (Some were killed and many
went into exile.)
Focus on the pictures. Ask: What is Gaudis
master piece? (the Sagrada Familia) Can
you name any paintings by Picasso?
In pairs, Ss read . 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.
2
149 1 READ
THE 20
TH
CENTURY 57
20
th
century culture and society
1. Culture
Spaniards produced many great works in every field
of culture in the 20
th
century.
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.
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 Buuel became
famous worldwide. The directors Jose Luis Garci,
Fernando Trueba and Pedro Almodovar have won
Oscars.
2. Society
There have been many profound changes in
Spanish society since the end of the dictatorship.
Under the dictatorship
Divorce was not
permitted.
Most women did not
study or work. Married
women could not
work, own property or
even travel without
their husbands
permission.
For many years, Spain
had little contact with
other countries.
However, in the 1960s
many tourists started
to come to Spain.
Since the dictatorship
Divorce is legal.
Many women study at
university and work.
They can own
property, and can be
totally independent.
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.
The Sagrada Familia
cathedral, Gaudis
masterpiece
READ
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?
63
A cubist painting by Picasso Federico Garcia Lorca
Pedro Almodovar wins
an Oscar
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 Buuel was a film director / actor.
5. Divorce was / was not legal under the dictatorship
Answers: 1. 27. 2. designed. 3. Cubism. 4. film director. 5. was not
Content objectives: 7, 8.
Language objectives: 1, 2, 3.
Vocabulary
architecture, cinema, Cubism, divorce, literature,
Nobel Prize, painting, sculpture, surrealist
Cultural gallery
Ask Ss to brainstorm prominent
Spanish writers / architects / painters
/ sculptors / film directors from the
20
th
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.
M.A. Pablo Picasso was a very famous painter. Salvador Dali
was a painter and sculptor.
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.
857430 _ 0116-0123.qxd 17/4/07 13:20 Pgina 121
122 ESSENTIAL SCIENCE 6 Photocopiable material Richmond Publishing - Santillana Educacin, S. L.
A n s w e r s : 1 F a l s e . T h e y w e r e a g r o u p o f i n t e l l e c t u a l s . 2 T r u e . 3 F a l s e . T h e r e w a s a r e v o l t i n B a r c e l o n a . 4 T r u e .
5 T r u e . 6 T r u e . 7 F a l s e . T h e S e c o n d R e p u b l i c w a s e s t a b l i s h e d .
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.
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123 ESSENTIAL SCIENCE 6 Photocopiable material Richmond Publishing - Santillana Educacin, S. L.
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 Buuel was a film director / actor.
5. Divorce was / was not legal under the dictatorship.
A n s w e r s , 1 : 1 . m o n a r c h y . 2 . P r e s i d e n t o f t h e G o v e r n m e n t . 3 . t r a d e u n i o n s . 4 . C o n s t i t u t i o n . 5 . b e c a m e .
2 : 1 . 2 7 . 2 . d e s i g n e d . 3 . C u b i s m . 4 . f i l m d i r e c t o r . 5 . w a s n o t
857430 _ 0116-0123.qxd 17/4/07 13:20 Pgina 123
124
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.
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,
dont listen to loud music.
ACTIVITY BOOK: SOLUTIONS
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125
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
youre not using them; dont 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 doesnt use human energy. b. gas
heater. It doesnt produce movement. c. lorry. It
doesnt use electricity. d. hammer. It doesnt use
wind energy.
Vocabulary: a. casing. b. operating parts.
c. mechanism. d. electronic circuits. e. microchips.
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.
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, Mio, 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.
857430 _ 0124-0127.qxd 17/4/07 13:19 Pgina 125
126
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:
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.
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.
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)
857430 _ 0124-0127.qxd 17/4/07 13:19 Pgina 126
127
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 Riveras dictatorship started.
1930 Primo de Riveras 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.
857430 _ 0124-0127.qxd 17/4/07 13:19 Pgina 127
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 JOS LUIS ALZU GOI, JOS TOMS HENAO and MICHELE C. GUERRINI
Contributing authors: Beln Garrido and Jane Kilner
English language editors: Martin Minchom, Sheila Klaiber and Kirsten Ruiz-McOmish
Art director: Jos Crespo
Design coordinator: Rosa Marn
Design Team:
Cover: Martn Len-Barreto
Interior: Rosa Barriga
Artwork coordinator: Carlos Aguilera
Coordinator, design development: Javier Tejeda
Design development: Jos Luis Garca and Ral de Andrs
Technical director: ngel Garca Encinar
Technical coordinator: Marisa Valbuena
Layout: Leticia Fernndez and Miguel . Mora-Gil
Research and photographic selection: Amparo Rodrguez
Photographs: A. Toimil; J. C. Muoz; J. Jaime; ORONOZ; A. G. E. FOTOSTOCK; GETTY IMAGES SALES SPAIN;
HIGHRES PRESS STOCK/AbleStock.com; MUSEUM ICONOGRAFA/J. A. Bedoya; PHOTODISC; European Community;
Mancomunidad Intermunicipal del Sureste de Gran Canaria; MATTON-BILD; MUSEO NACIONAL CENTRO DE ARTE REINA SOFA;
SERIDEC PHOTOIMAGENES CD; ARCHIVO SANTILLANA
All rights reserved. No part of this book may be reproduced, sto-
red in a retrieval system or transmitted in any form or by any me-
ans, electronic, mechanical, photocopying, recording or otherwise,
without the prior permission in writing of the publisher.
2007 by Santillana Educacin, S. L./Richmond Publishing
Torrelaguna, 60. 28043 Madrid
Richmond Publishing is an imprint
of Santillana Educacin, S. L.
PRINTED IN SPAIN
Printed in Spain
ISBN: 978-84-294-0962-8
CP: 857430
D.L.:
Richmond Publishing
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