Essential natural science 1 teachers resource pack

Essential Natural Science Essential Natural Science is a four-level course which teaches the core curricular objectives of Natural Science to students aged 12 to 16.. • The telescope• Th

TEACHER’S

Student’s Book organisation 4

Classroom techniques 5

Teacher’s Resource Pack 12

PowerPoint presentations 14

Webquests 15

Values and competencies 17

ESSENTIAL NATURAL SCIENCE PROGRAMMING AND RESOURCES 1 The Universe 20

2 Planet Earth 28

3 Living things 36

4 Invertebrates 44

5 Vertebrates 52

6 The plant and fungi kingdoms 60

7 The simplest living things 68

8 The Earth’s atmosphere 76

9 The hydrosphere 84

10 Minerals 92

11 Rocks 100

12 Matter and its properties 108

13 Everything is matter 116

14 Atoms and elements 124

Contents

Essential Natural Science

Essential Natural Science is a four-level course which teaches the core curricular

objectives of Natural Science to students aged 12 to 16 Drawing on recent progress

in the field of CLIL (Content and Language Integrated Learning), the course hasbeen designed as an effective, user-friendly tool in the classroom Its goal is tocombine scientific accuracy with clarity of presentation and simplicity of language

Research tasks and stimulating activities help learners to develop valuable skills and to reflect on the learning process

Every opportunity has been taken to personalise the contents so that young learnersdevelop scientific curiosity, as well as responsibility for the world they live in

Special attention has been paid to the following aspects:

• Sequencing of contents

• Level of difficulty in both

the explanations and the activities

• Quantity and diversity

of the activities

• Quality of the illustrations

and visual explanations

• Level of English used

throughout the course

• The telescope

• The optical microscope

• Other scientific instruments: the stereoscopic microscope, weather instruments

• An introduction to the Periodic Table of Elements

UNIT ORGANISATION

The fourteen units are organised in the same way:

Learning block I The Universe and the Solar System; the Earth

Learning block II Living beings: invertebrates, vertebrates, microorganisms

Learning block III Materials that make up the Earth: the atmosphere, the hydrosphere, minerals and rocks

Learning block IV The chemical study of material: matter, molecules and atoms

Introductory page What do you remember?: photographs with questions to stimulate recall

of prior knowledgeContent objectives: scientific learning objectivesKey language: a summary of the key language structures and functionsused throughout the unit

Unit development The main theme is divided into sections

Each section answers the title question and develops the concepts in detailActivities on the page ensure reinforcement and extension practice of bothscientific concepts and language

Hands on One page of practical activities to carry out in the classroom (or the

laboratory if available)

Activity page One page of round-up activities for revision and extension

Unit summary: What should you know? A summary of the key concepts, also recorded on the Student’s CD

Language support

Meticulous language support throughout Essential Natural Science reflects the fact that Science is being taught in English, and English through Science

• Key language focuses attention on structures and functions that appear

regularly in the unit

• Activities are often accompanied by word or sentence prompts as guidance.

• The Vocabulary appendix groups terms from each unit with a brief

definition See pages 160 - 163

• The Key language appendix offers more language models See pages

164 - 167

• Pronunciation can be practised by listening to the recording of the unit

summary, What should you know? provided on the Student’s CD

Classroom techniques

UNIT INTRODUCTORY PAGE

To take maximum advantage of this page, use some of these techniques:

• Photographs and questions Focus attention on the photo/s and ask:

What does this photo represent? If students answer in L1, rephrase their answers in English: Yes, it’s a photo of / it represents…

• Read the title and ask: How is the photo related to the title? Make sure

you rephrase all the answers in English

• Help activate prior knowledge by creating a word map on the board

Elicit words or phrases directly related to the theme of the unit

• Introduce each of the three introductory sections separately.

What do you remember?

• Read the questions aloud, then students work in pairs or groups to answer.

• Encourage students to share and compare their responses: Let’s share

information for question 1 Do you remember anything about from previouscourses? Can you name other things that belong to this group? etc

• Add new vocabulary contributed by the class to the word map on the board.

Content objectives

• Read and explain the content objectives Encourage learners to predict what

they will learn: What do you think we will discover with regard to the firstobjective? Give priority to the content of the students’ predictions rather thanthe correctness of their English

Key language

• Read the headings and examples aloud Ask

students if they can provide more examples:

Can you make other sentences like these?

• Turn to the Key language section at the end of

the book Students will find new examples oflanguage functions for each unit

LEAD-INS

Devise a variety of lead-ins (short activities at the beginning of the lesson)

Create a file with the more successful ones and use them every day with books closed.Some practical suggestions:

• Use simple ‘true or false’ statements to focus attention on a new topic,

for example: Plants and fungi belong to the same kingdom True or false?All rocks are solid True or false?

• Do quick hand counts to assess how much practical experience students have:

Put up your hand if you have ever seen an eclipse; visited a planetarium …Count the hands and present conclusions: Most students have (never) visited

a planetarium

• Carry out a demonstration or quick experiment and ask a question about it:

What happens when I drop (a plastic bottle / a rubber ball) on the floor?

What would happen if I dropped (a glass bottle)?

• Do ‘brain gym’: write the letters H I J K L M N O and tell students they

represent the word ‘water’ (H to O or H2O); What is 2 and 2? (4 or 22)

• Brainstorming: Find three scientific terms beginning with the letter ‘s’.

Say the names of the planets in alphabetical order, etc

• Use the Vocabulary organiser, provided on the Student’s and Class CDs

Write a scientific term on the board and ask individual students what it means

in L1, how to pronounce it and what visual and written association they mightgive it

• Arouse students’ curiosity: cover a shoe box with attractive paper and keep it

in the classroom Put interesting specimens, related to the content of the day’slesson, into the box (rocks, a leaf, an insect, etc.) Invite students to guess whatthe specimen might be: What’s in my mystery box today? Encourage students

to provide specimens as well

UNIT DEVELOPMENT PAGES

Most units contain between 6 and 8 sections

Each section begins with a numbered scientificquestion to be answered and developed in various sub-sections Highly effective visuals accompanythe texts, and the key vocabulary is highlighted

in bold

Did you know that…? boxes provide interestingadditional information related to some of the maintexts

The majority of the content pages feature anActivities box Students carry out the tasks directlyrelated to the content of the section, or do

supplementary research on the topic

Before reading

Whenever introducing a new section, use some of these techniques

to aid reading comprehension Read Essential Natural Science, page 64,

to follow this explanation

• Presentation: Read the section number and

question aloud For example, Two What are non-flowering plants like? Brainstorm possibleanswers If reading out a yes / no question, forexample, Can plants react?, students predictwhat the answer might be

• Skimming: Ask a general question about the

section: How many types of non-floweringplants are there? The bold words in the firstparagraph, the headings of the two sub-sections that follow, as well as the drawings,provide an immediate answer: Two Ask:

What are they? and elicit the answer:

Mosses and ferns This helps studentsbecome familiar with how the information

is structured and presented

• Scanning: Copy an incomplete sentence or definition from a section on the

board Students complete it with the appropriate word, for example: Mossesproduce inside capsules Or, ask a question that students cananswer by looking at the text more closely: Where do spores grow? This helpsstudents focus on specific information

• Focus on key vocabulary: Draw attention to the words in bold, then ask

students to refer to the Key vocabulary on pages 160 -163 to find somedefinitions Encourage them to complete the Vocabulary organiser for eachunit (See Vocabulary organiser, page 9.)

• Focus on Key language: Ask: Can you find any examples of the key language

here? Students refer back to the introductory page, then scan the text again tofind examples They copy the functions in their notebooks and colour-codeboth the functions and the grammar points to improve recall:

Comparing – Ferns are bigger thanmosses

Making generalisations – Most gymnosperms are evergreens

While reading

• Specific task: Students read the page individually or in pairs to complete

a task, for example, finding a definition or answering a specific question

• General task: Ask students to find the main idea in the text.

After reading

• Students can be asked to summarise the text orally, or in writing, especially if

it describes a process or transmits an opinion

• They can also read the text again and write down key facts in note form:

Mosses: non-flowering, non-vascular plants No true roots, stems or leaves…

ILLUSTRATIONS

The illustrations in Essential Natural Science include high-quality photographs,drawings, maps, charts and diagrams with captions which provide explanations and / or additional information The drawings illustrate states or conditions thatcannot be represented with photos, such as processes They are labelled to providestudents with essential key vocabulary

The illustrations in the Student’s Book satisfy the following criteria:

• Quality: chosen for their clarity and level of detail

• Representativeness: the best-known and most frequent examples are shown

• Ease of identification: all the necessary references are provided

EXPLOITING THE ILLUSTRATIONS

Depending on the type, an illustration can be used to help students quickly grasp

a complex idea or set of data, describe a situation or a process, predict an outcome,support an explanation or develop observation skills and attention to detail

Do the following activities:

• Make sure students know the meaning of these terms: diagram, close-up,

magnified image, cross-section, graph, bar graph, pie chart and table Theyshould use the correct term when describing an illustration

•

• Identify the type of illustration and say what it represents:This is a (cross-section)

of (a snail) This (pie chart) shows the percentages of organic and inorganic substances in plants

•

• Focus attention on the caption and read it aloud, then help students rewordthe information: The pie-chart shows the percentages of organic and inorganicsubstances in plants

•

• Read the labels that flag the different parts of the illustration and make surestudents know how to pronounce the words They may add new words to theirVocabulary organiser for the unit

A

AC CT TIIV VIIT TIIE ES S

Activities throughout the unit provide exercises to help students analyse, revise,extend and summarise the new concepts There are several different types:

•

• GGllooball ccoommpprreehennssiioonn aaccttiivviittiieess These include questions to help studentsclarify concepts, compare elements by describing similarities and differences,describe the outcome of experiments, draw inferences from known facts,

or use logic to solve problems These questions require a degree of linguisticcompetence on the student’s part Encourage them to consult the Keylanguage boxes and the Vocabulary and Key language sections at the end

of the book

•

• AAccttiivviittiieess bbaasseedd oonn iilllluussttrraattiioonnss These involve observing or producing

a drawing, a diagram, a graph or a chart Remind students that clear,uncluttered pages and neat labelling are essential, and spelling should always

be double-checked

•

• AAccttiivviittiieess bbaasseedd oonn rreesseeaarrcchh These aim is to help develop research skills andskill in collecting, selecting and representing information gathered fromdifferent sources, such as encyclopedias, books, specialised publications andthe Internet Students can work in groups, especially to produce the end ofunit Web task Encourage them to create multi-media presentations to show

salts 3.2 %

HANDS ON

• One page per unit provides a practical activity designed to foster scientific

skills Some of these activities can substitute for work in a Science laboratory,

or, indeed be carried out in a laboratory The activities have been chosen

so that students acquire scientific methodology and observational skills and become familiar with scientific procedures

• The experiments are safe, easy to set up and do not require complicated,

expensive materials The methodology can be studied without performing the experiments at all

• The Hands on activities encourage students to apply the knowledge they

have acquired to the comprehension of the world around them

WHAT SHOULD YOU KNOW?

• The end-of-unit summary synthesizes the most important concepts which

have been taught, providing a concise overview This summary is recorded

on the Student’s CD and can be used for revision and additional oral andpronunciation practice

• What should you know? pages are ideal as revision sheets, to be studied

before the Unit test, or before main exams

The track number is supplied on the CD icon:

PROJECTS

• Each unit summary is followed by one or two Projects in which students can

relate science to technology, society, and the environment If done in pairs

or groups, the projects will ensure more varied input and help students develop strategies for successful team work, such as delegating, sharing and negotiating

STUDENT’S CD

The Student’s CD provides the following resources:

• Audio tracks The unit summaries What should you know? can be used either

in class or by the students at home to revise the content of the unit and topractise the pronunciation of key vocabulary and expressions

• Web tasks: one, sometimes two, per unit Each task poses a question to solve,

together with several pre-selected links to the Internet Web tasks are research tasks: students are instructed to go to selected web pages to find theinformation they need They then represent the results in the form of reports,graphs, posters, etc They can be done individually, in pairs or in groups

mini-• Activity sheets Blank diagrams for students to use to revise the key unit

vocabulary There are between two and four per unit They can be printed outand completed individually or in pairs

1

• Vocabulary organiser: Students can print out the template and complete it with

key vocabulary as they work through a unit Explain the layout at the beginning

of the course:

– One organiser or more for each unit Students print out as many as they need

– Each sheet is divided into five columns: students write the English word inthe first column; the translation in L1 in the second; the pronunciation in thethird column The fourth and fifth columns are optional: in Visual

association, students draw or doodle whatever helps them visually recall theword In Written association, students can write anything that will help themmemorise the word: a play on words, a word set, etc Encourage them to usecolour on these sheets to highlight important information or words they havedifficulty remembering

– These sheets should be filed with the worksheets and activity sheets

VOCABULARY ORGANISER UNIT

쮿 ESSENTIAL NATURAL SCIENCE 1 쮿 PHOTOCOPIABLE MATERIAL © 2008 RICHMOND PUBLISHING • SANTILLANA EDUCACIÓN, S L 쮿

English My language Pronunciation Visual association Written association

Teacher’s Resource Pack

The Teacher’s Resource Pack provides the following material for each unit:

1 UNIT INTRODUCTION AND PROGRAMMING

This double page includes the objectives and contents as well as the assessmentcriteria (expressed as ‘Can-do’ statements) for each unit A list of the competencesthe students are expected to develop is provided, as well as the activities related

to each competence

2 REVISION, EXTENSION AND ASSESSMENT WORKSHEETS

There are five worksheets per unit

• Worksheets 1 and 2 Word games and simple exercises recycle and revise the

vocabulary, key language and structures of the unit

• Worksheets 3 and 4 A variety of exercises: jigsaw tables and charts, word

maps, question loops, etc., to revise both the scientific content and the keylanguage of the unit Worksheet 4 is designed as an interactive activity for pairs

or groups

• Worksheet 5 This provides an optional reading passage as an extension

activity More challenging in language level than in Essential Natural Science

in general, it develops one of the central themes of the unit, followed bycomprehension questions and exercises Use Worksheet 5 essentially for the more advanced students

Exploitation of worksheets

• A score box is included on each worksheet Students can mark each other’s

work in class In this way, they will know immediately how well they have done and which areas they still need to work on The answer key is provided

on the Teacher’s CD

• These worksheets are flexible and can be used at any point during the lesson,

as a quick test of what has just been presented, as extra preparation for theUnit test or to be done as homework They address the need for diversity in the classroom: to revise and / or extend both the scientific contents as well

as the language structures They are designed to be completed individually,but challenged students may gain from working with a partner

• The worksheets should be photocopied as required Hand them out and read

out the instructions Students may find coloured pencils or fluorescent markersuseful to highlight details

• The worksheets can be filed in a folder and used for revision when needed.

The Class CD includes all the material on the Student’s CD and in addition:

• Answer key: Answers for all the activities in the Student’s Book, as well as

the answers to the Worksheets and activity sheets

• Audio material: One task listening per unit, usually identifying, saying True

or False or classifying This provides excellent aural practice for students and can be used in different ways, for example, asking students to summarisewhat they have heard in writing, take notes while they are listening or listen toall the questions before answering them rather than giving an answer afterevery question

The Class CD provides 14 PowerPoint presentations, one for each unit in EEsssseennttiiaallN

Naattuurraall SScciieencee

The PowerPoints include diagrams, cross-sections, charts and graphs which willhelp present the course contents to the class Animations and simple activities arealso included The contents of the PowerPoint presentations go beyond the scope ofthe Student’s Book in many cases These can be used for extension activities

U

US SIIN NG G P PO OW WE ER RP PO OIIN NT T P PR RE ES SE EN NT TA AT TIIO ON NS S

PowerPoint presentations are an excellentmedium for imparting and receivinginformation in the classroom Teachers andstudents alike benefit from the combination

of texts, visuals and sound in interactiveslideshows

PowerPoint is a presentation softwareprogram, included as part of the MicrosoftOffice package If your computer is pre-loaded with Microsoft Office, you probablyalready have PowerPoint installed Theprogram is designed to produce slideshowswhich can incorporate text, graphics, video and animation Just click Start and selectPrograms to find it If you do not have PowerPoint installed, visit this link for

information: http://office.microsoft.com/es-es/powerpoint/default.aspxPowerPoint presentations are easy to create There are many good tutorials on theInternet For example:

http://www.actden.com/pp/

http://www.bcschools.net/staff/PowerPointHelp.htmhttp://www.internet4classrooms.com/on-line_powerpoint.htmFor students, creating PowerPoint presentations can be highly stimulating and goodfun The research and analytical skills needed for the task are as important as thepresentation itself

Webquests combine individual and group work, so the students work together andlearn through cooperation They provide:

• Motivation Most students enjoy working with computers and find it motivating.

Webquests pose problems which inspire curiosity and a desire to find answers

• Skills development Finding and selecting information, synthesis

or analysis Students also learn to develop their own criteria and draw their own conclusions

• Personalisation Webquests allow students to work in a more personalised way.

Organisation

The Webquests have five parts:

1 Introduction This gives the student basic information about the proposed

activity It creates interest and curiosity about the subject to be researched

2 The task This section explains what the student is expected to do Tasks can

vary: creation of a webpage, a report, or a brochure, an oral presentation, adramatisation, a role-play, etc

3 The process This stage describes the steps the student should follow in order

to carry out the task successfully All the links are provided in order to obtainthe necessary information, and are clearly connected to the questions asked

The Webquests provide all the sources of information needed, such as webpages, documents…

4 Evaluation This comes at the end of the process when the task has been

completed A table of assessment is supplied which can assess content, finaloutcome, and personal involvement of the student in carrying out the task

This type of assessment has its advantages: the students know what isexpected of them at every stage which helps them to focus on their task

They can also assess themselves and so become aware of their own learning process

5 The conclusion The final stage of the task gives students the opportunity

to reflect on their work and what they have learned It also provides anopportunity to correct possible errors and improve the Webquest

THE WEBQUESTS IN ESSENTIAL NATURAL SCIENCE

There are three webquests, linked to the contents of Essential Natural Science Theyprovide an alternative, less conventional way of studying aspects of the syllabus

1 Our future home The exploration of the planets and a comparison with Earth.

To accompany Units 1 and 2 of the Student’s Book

2 Paradise corner Ways to preserve the animal and plant world To accompany

Units 3 - 6 of the Student’s Book

3 A journey to the wonders of nature The exploration of beautiful places on

Earth To accompany Units 9 and 11 of the Student’s Book

All three Webquests require both group and individual work

EXPLOITING THE WEBQUESTS

Before starting

• Explain the different sections and talk about the general organisation of the

Webquest: the topic, group formation and the roles of its members, the timethey have to do the task and the final outcome If necessary, they can writedown the purpose of the task so they can refer to it

• Focus the students’ attention on the task and awaken their interest in the

subject: read a fragment of a relevant book, show part of a film, etc

Collecting information

• The students have a variety of sources at their disposal and they have to select

those which are relevant They should analyse the information and decide if it isuseful Advise them to print out only useful information

• As students collect information, they can organise it by creating a rough

version

• They may need to collect pictures or recorded material to finish their task.

• Finally, explain the importance of communicating findings to the group.

Processing information

• Remind students that they should synthesize the information obtained,

keeping in mind how they are going to communicate it later

• Explain the importance of editing the information: they should write correctly

and make any necessary corrections

Communicating the information

• Tell the students that they should express clearly their main ideas.

• Explain that they should keep in mind their audience and the format they are

required to use

Natural Science, the topics presented for discussion include the need for adequate

eye protection when observing eclipses, the dangers of antibiotics abuse, thedangers posed to health by certain industries, protection against harmful radiations(Health Education), as well as conservation of the Earth’s biological resources, theimportance of invertebrates in the food chain, poaching and illegal animal trade, thecontrol of pests by natural means, the development of responsible consumer habits,and the need to reduce water consumption (Protection of the Environment)

The Introduction to each unit provides examples for discussing the values related tothe theme

KEY COMPETENCES

Competence is the capacity to use one’s acquired knowledge, abilities and personal

attitudes in different contexts and situations

Key competences feature the following characteristics:

• They focus on the development of abilities rather than the assimilation of

theoretical content: individuals become ‘competent’ when they learn how tosolve problems effectively

• They are dynamic because they develop progressively and can be acquired

in different learning situations and institutions

• They are interdisciplinary and transversal because they integrate knowledge

that originates in different academic disciplines

• Once acquired, they will become part of the student’s lifelong learning

experience

Reasons for including key competences in the secondary curriculum

• They integrate formal and informal learning experiences.

• They allow students to use their skills in widely differing contexts.

• They help clarify objectives, content and assessment criteria in all

the subjects

• Each area can contribute to the development of key competences which

are then applied to other areas or subjects

THE EIGHT KEY COMPETENCES

The following key competences are considered necessary and should be developed in all the subjects of the curriculum

Competence in linguistic communication

The use of language as a tool for oral and written communication

Mathematical competence

The ability to use numbers, perform basic operations and understand the symbols and forms of mathematical reasoning

Knowledge and interaction with the physical world

The ability to interact with the physical world and apply the scientific method

to explain its phenomena

Processing information and digital competence

The ability to find, obtain, process and transmit information using traditional and modern technologies

Social competence and citizenship

The ability to understand the social reality in which we live and the desire

to contribute to its development

Cultural and artistic competence

The appreciation of cultural and artistic manifestations through the ages and in different cultures

Competence in ‘learning to learn’

The ability to plan courses of action and set oneself goals in order to developefficiency and autonomy during the lifelong learning process

Autonomy and personal initiative

The ability to imagine, develop and evaluate individual or collective projectscreatively, self-confidently and with critical sense

• Knowledge and interaction with the physical world

Knowledge of the physical world is the basis of all Science Scientific knowledgeintegrates strategies in order to learn how to define and solve problems, designexperiments, analyse results and communicate them Knowledge of one’s ownbody and caring for one’s health are also crucial in the acquisition of thiscompetence, as are the interrelations of people and their environment

• Digital competence: using new technologies

The ability to select and use information found in digital media involves textprocessing (copying, pasting, inserting images,…) and surfing the Internet

Students become familiar with the different codes and formats of scientificlanguage (numerical and geometrical models, graphic representations, statistics,chemical symbols, etc.)

• Social competence and citizenship

This competence helps develop group cooperation, solidarity and satisfaction atcompleting given tasks Scientific literacy constitutes a fundamental dimension ofcitizen culture, allowing students to form opinions based on solid data with regard

to problems related to scientific and technological progress

• Cultural and artistic competence

This area deals with the ability to produce accurate and elegant models torepresent scientific facts and results It also highlights the contribution of scienceand technology to the development of humanity’s cultural and artistic patrimony

• ‘Learning to learn’

Operating with theoretical models helps develop imagination, powers of analysisand observation skills, creativity and a critical attitude, which in turn fostersautonomous learning

• Personal initiative

The study of Science demands autonomy and initiative From the moment ahypothesis is formulated until conclusions are reached, students need to selecttheir resources, plan the methodology, solve problems, manage their resourcesand constantly revise their results

The Universe

1

1 To learn about the Universe and its major

components

2 To understand the enormous distances in the

Universe and do simple calculations involving

them

3 To identify the components of the Solar System,

their characteristics and movements

4 To observe the night sky and recognise well-known

stars and constellations

5 To learn about the scientific theories

of astronomical knowledge

OBJECTIVES

Competence in linguistic communication: understanding descriptive texts

(sections 1-6, pp 9-14); understanding instructions (Activities, p 16);

listening to the unit summary What should you know? (Student’s CD, track 1)

Processing information and digital competence: interpreting tables

(sections 4-6, pp 12-14); researching the possibility of life on other planets

(Investigate, p 17; Web task, unit 1, Student’s CD)

Competence in ‘learning to learn’: focusing on the Learning to learn section (pp 3-5)

and Content objectives (p 8); organising and interpreting information

(What should you know?, p 17)

COMPETENCES

CONTENTS

CONCEPTS • Conception and components of the Universe

• Sizes and distances within the Universe

• The Solar System and its components

• Characteristics of the planets and movements of celestial bodies

• Astronomical knowledge and historical evolution

PROCEDURES

& KEY SKILLS

• Interpreting diagrams and images of the Solar System and its components

• Researching constellations and producing a poster

• Interpreting scientific texts

ATTITUDES • Becoming aware of the enormous distances in the Universe and accepting

the fact that our planet is probably only one of millions of existing planets

• Showing interest in recognising celestial bodies in the night sky

쮿 ESSENTIAL NATURAL SCIENCE 1 쮿 PHOTOCOPIABLE MATERIAL © 2008 Richmond Publishing / Santillana Educación, S.L 쮿

EVALUATION CRITERIA

A look at astrology and its historic links with science

and religion Astrology asserts that the position of

certain stars and planets influence our personality,

important events in our lives and even our destiny

Astrology as we know it originated in Babylon over

5,000 years ago as a compound of religion and

science The scientific part was concerned with

the movement of stars, whilst the religious partattempted to determine the relationship betweencosmic events and happenings on Earth As humanknowledge increased, astrology was separated fromthe science of astronomy and relegated by scientists

as superstition

Peace Studies

VALUES

1 Can identify, define and describe the major

components of the Universe

2 Can understand the use of special units

to measure distances in the Universe;

can identify them and give their equivalents

3 Can describe the Solar System and draw a map

to locate it in the Universe; can identify

and describe its components

4 Can observe the night sky and recognise

well-known stars and constellations in it

5 Can explain scientific theories of astronomical

NASA home page which includes numerous links

The Nine Planets

http://www.astrored.net

One of the best web pages about the Solar System

Views of the Solar System

http://www.solarviews.com

A vast archive of photographs, scientific facts, text,

graphics and videos Discover the latest scientific

information, or study the history of space exploration

Books

Eyes on the Universe: A History of the Telescope.

Isaac Asimov

Boston: Houghton Mifflin, 1975

This book relates the discoveries which lead up to

modern-day reflector and radio telescopes It begins

describing the rudimentary lenses used by Galileo

FilmsSpace Odyssey Journey to the planets 2004

This film is a two-part science fiction drama which examines the possibilities of a dangerous,manned space mission to explore the inner and outerplanets of the Solar System

documentary-Star Wars 1977

George Lucas, creator of the most famous film trilogyever, depicts a marvellous universe, a mixture ofwestern and adventure With a famous sound track andspecial effects which broke new ground

Co om mp plle ette e tth he esse e sse en ntte ence ess u ussiin ng g tth he e w wo orrd dss iin n tth he e b bo oxx

The Solar System is made up of 1 1 planets and 2 2 star, the Sun It also

includes comets, 3 3 and asteroids The Earth’s 4 4 satellite is the Moon, but there are also many artificial ones orbiting it

The planets all move in 5 5 orbits The 6 6 planets, Mercury, Venus,

Earth and 7 7 are all rocky; the 8 8 planets, Jupiter,

9

and Jupiter is much larger than the Earth

2

elliptical eight larger Mars outer natural Saturn one moons inner

1 2 3 4

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6

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1

1 1 They are spherical bodies which orbit

the Sun

2 2 They are vast collections of stars, dust

and gases

3 3 They are imaginary patterns of bright

stars

4 4 There are eight of them.

5 5 They contain thousands of millions

of stars

6 6 Ours is called the Milky Way.

7 7 They are massive spherical bodies

of gases

8 8 They all move in elliptical orbits.

9 9 They emit light and heat.

1

10 0 Officially, there are eighty-eight.

1

11 1 They form when clouds of gases are

pulled together by gravitational forces

1

12 2 Their position changes with the seasons

because of the movements of the Earth

_ _ // 2 20 0

P PLANETS

Ch ho oo osse e tth he e b be esstt ttiittlle e ffo orr tth hiiss rre ea ad diin ng g p pa assssa age a an nd d w wrriitte e iitt o on n tth he e lliin ne e a abovve e

The two moons of Mars The gods and the moons Two satellites

Martian moonMars

Do you know why the moons of Mars are called Phobos and Deimos? Mars was theRoman god of war (Ares in Greek) and his symbol is a, which represents a spear and

a shield For some strange reason, the moons of Mars received Greek names ratherthan Latin ones, Phobos meaning ‘panic’ and Deimos meaning ‘terror’, because thesetwo feelings are always related to war

Phobos can be used as a suffix We can construct words that inform us about humanand animal feelings of extreme fear in different situations For example,

a person who suffers from claustrophobia feels terribly afraid when enclosed

in a small space Think also about other similar words such as hydrophobia,arachnophobia or agoraphobia There are all kinds of fears! Fortunately, as rationalhuman beings, we can also use different strategies to overcome these fears

8 The position of the constellations changes with (a) the seasons (b) the way we imagine them

(c) the colour of the night sky

Theories of the Universe

In the second century BC, the astronomer Ptolemy proposed that the Earthwas the centre of the Universe, and that the Sun, Moon and planets orbitedthe Earth This was known as the Geocentric theory, or the PtolemaicSystem However, in 1542, Nicolas Copernicus proposed that the Sun was

at the centre of the Universe When Galileo Galilei invented the telescope in

1610, he was able to prove the Heliocentric theory (or Copernican System):

the planets and stars revolve around the Sun

Planet Earth

1

1 To describe the differences between our planet

and other rocky planets

2

2 To explain the relationship between the orbital

movement of the Earth, the tilt of its rotation axis

and the recurrence of the seasons

3

3 To learn about phenomena caused by the

movements of the Moon: lunar phases and eclipses

4 4 To identify the four spheres of the Earth; to learn

about their composition and importance

5 5 To identify the relief features of the continents

and of the ocean floor

6 6 To experiment reproducing eclipses, using simple

equipment

O

OB BJJE EC CT TIIV VE ES S

P

Prro ocessssiin ng g iin nffo orrm ma attiio on n a an nd d d diig giitta all c co om mp pe ette ence e:: understanding scale diagrams,

cross-sections and aerial photographs (sections 1-6, pp 19-25); Hands on

(p 22); Activities (p 26); finding out about artificial satellites (Web task, unit 2,

Student’s CD)

C

Cu ullttu urra all a an nd d a arrttiissttiic c c co om mp pe ette ence e:: elaborating a simple model (Hands on, p 22)

C

Co om mp pe ette ence e iin n ‘‘lle ea arrn niin ng g tto o lle ea arrn n’’:: acquiring language skills (Key language,

p 18); consulting the Vocabulary and Key language sections (pp 160-167)

CONCEPTS • Characteristics, movements and relief features of the Earth

• The seasons and what causes them

• The Earth and the Moon: lunar phases and eclipses

• The Earth’s ‘spheres’: geosphere, hydrosphere, atmosphere and biosphere

PROCEDURES

& KEY SKILLS

• Analysing scientific texts

• Interpreting different types of images and producing scale diagrams

• Using simple equipment to reproduce eclipses

ATTITUDES • Valuing our planet because of its unique characteristics within the Solar System

• Showing interest in explaining phenomena such as the seasons, the phases

of the Moon, and the succession of day and night

쮿 ESSENTIAL NATURAL SCIENCE 1 쮿 PHOTOCOPIABLE MATERIAL © 2008 Richmond Publishing / Santillana Educación, S.L 쮿

EVALUATION CRITERIA

1 Can describe the differences between our planet

and other rocky planets

2 Can interpret diagrams representing the movements

of the Earth, the Sun and the Moon

3 Can explain phenomena caused by the movements

of the Earth and Moon: the seasons, the succession

of day and night, the phases of the Moon

4 Can name and describe the three layers of the

geosphere

5 Can describe the characteristics of the atmosphere,

hydrosphere and biosphere

6 Can identify the relief features of the continents

and of the ocean floor

7 Can reproduce eclipses using simple equipment

INTERNET, BOOKS AND FILMS

Web links

Earth from Space

http://earth.jsc.nasa.gov

Web page showing photos of the Earth taken by NASA

astronauts The images are processed from the

International Space Station on a daily basis

Visible Earth

http://visibleearth.nasa.gov

A catalogue of images and animations of Earth Some of

them can be downloaded although the files are very large

Earth and Moon viewer

http://www.fourmilab.ch/earthview

View the Earth and Moon from many vantage points

and in multiple ways

Books

Discover the Moon

Jean Lacroux & Christian Legrand

Cambridge University Press

An ideal introduction to lunar observing Includes more

than 300 lunar sites to observe through your telescope

FilmsThe Dish Warner Home Video

Director: Robert SitchThis Australian film presents a behind-the-scenes look

at the contributions of a handful of Australians to theApollo XI mission to the Moon in July 1969

Apollo 13 1995 Columbia Tristar Home Video

Director: Ron HowardFilm about the Apollo 13 Space Mission, a year afterman first walked on the Moon At first it seemed itwould be the perfect mission, until those famous wordsfrom space: “Houston, we have a problem.”

The living planet A portrait of the Earth

BBCDavid Attenborough examines the ecology andbiodiversity of the most important ecosystems of theEarth A warning about the dangerous caused by ourindustrial society

Students should understand that it is vital to protect

their eyes while observing solar eclipses Looking

at the Sun without adequate protection can result

in serious, irreversible ocular lesions and even

blindness Protection must be used from the beginning

to the end of the eclipse and eyes averted from the

Sun frequently

Eclipses can be observed through special glasses

available in pharmacies or at an optician’s, or using

welding glass nº 14 as a filter Special filters can beused in telescopes

Eclipses can also be observed through a camera obscura

or by projecting solar light through a telescope andfocusing the image on a screen The Sun must never beobserved through optical instruments without appropriatefilters The following should not be used as filters: smokedlenses, developed film, strips of semi-transparent plastic,sunglasses or binoculars with solar observation glasses

Health Education

VALUES

Fiin nd d e eiig gh htt w wo orrd dss iin n tth he e w wo orrd dsse ea arrc ch h a an nd d tth hen w wrriitte e tth he em m o on n tth he e lliin ne ess b be ello ow w

Write (M M) if a word refers to the Moon, (E E) if it refers to the Earth or (M ME E) if it refers to both.

Co om mp plle ette e tth he esse e sse en ntte ence ess u ussiin ng g tth he e w wo orrd dss iin n tth he e b bo oxx

The Earth is the only known planet which contains water and 1 1 The distribution

of materials which makes up the Earth’s crust forms the different types of 2 2

The 3 3 relief features include mountain 4 4 , great plains and continental

5

7

may create volcanic archipelagos

7 7

8 8

4 4

3 3

2 2

Th he e g geossp ph he erre e a

a - the thickness of the continental crust

b b - the thickness of the oceanic crust

c c - the distance the mantle lies below the crust

c c - the average temperature on the Earth’s surface

S

G

Ge eo ossp ph he erre e three concentric layers

nitrogen, oxygen and carbon dioxide

H

land and water

2 The Earth rotates … 3

3 The Moon revolves … 4

4 Solar eclipses occur … 5

5 Lunar eclipses occur … 6

6 The orbit of the Earth … 7

7 The full Moon occurs … 8

8 The new Moon occurs … 9

9 The Moon orbits the Earth … 1

10 0 The axis of the Earth …

b … when the Earth blocks sunlight from the Moon.

c c … is facing the Sun.

d d … on its own axis.

e e … when the Moon blocks sunlight from the Earth.

ff … it is summer.

g g … in approximately 29.5 days.

h h … an elongated circle called an ellipse.

ii … around the Earth.

jj … around the Sun.

k k … when the Moon is between the Sun and the Earth ll … is slightly tilted.

1

_ _ // 2 24 4

Does Earth have a twin?

There is a planet in the Solar System which is completely covered in thick clouds It has a volcanic surface and a poisonous atmosphere

Its average temperature is 480 ºC, while on Earth the average temperature is 15 ºC Its clouds contain sulphuric acid rather than water

It cannot possibly support life! Yet for years scientists have consideredthis planet as Earth’s twin

Why?

Firstly, it is similar in size and mass to Earth Both planets are very close

to each other, much closer than any other pair of planets Both are quite young geologically (They have very few craters caused by meteorite impacts on their surfaces)

In the beginning, the Earth’s twin probably had oceans Then, the oceans turned into desert land as the water disappeared This was due to the accumulation of carbon dioxide in its atmosphere (On Earth, this is known as the greenhouse effect!)

Finally this planet, named after the Roman goddess of love and beauty, has a variety of geographical features similar to those on Earth

These include plains (about 65 % of the surface), mountains, canyons, and valleys

If this is enough to consider the mysterious planet ‘Earth’s twin’, imagine how incredibly different all the other planets must be from ours!

1 The Earth’s magnetic field protects living beings from

(a) carbon dioxide (b) solar radiations (c) earthquakes

2

2 In summer, the Sun’s rays strike the Earth’s surface

(a) perpendicularly (b) at an oblique angle (c) at an angle of 135º

3

3 Seasons occur at different times of the year in the Northern and Southern Hemispheres because of

(a) the revolutions of the Earth (b) the rotation of the Earth(c) the tilt of the Earth’s axis

4

(a) at the same speed as (b) faster than (c) more slowly than

5

5 As a result,

(a) the same side of the Moon always faces the Earth (b) tides occur (c) eclipses occur

6

7

7 When the Moon passes between the Sun and the Earth and blocks off the sunlight, it is called

(a) a solstice (b) a solar eclipse (c) a lunar eclipse

8

8 A lunar eclipse can only take place during the

(a) new Moon (b) first or last quarter (c) full Moon

9

9 The shadow projected by the Earth on the Moon during an eclipse is called the

1

10 0 During the first quarter of its phase, the Moon

(a) rises at noon and sets at midnight (b) rises and sets with the Sun(c) rises at midnight and sets at noon

The Earth

Some specific characteristics make the Earth a unique planet in the Solar System

In the first place, it has an atmosphere containing 1 1 which is essential for plant and animal respiration The Earth’s atmosphere also contains carbon dioxide which

is essential for 2 2 It also has a 3 3 cycle and an average

temperature of 4 4 The Earth’s 5 5 field protects living beings from dangerous solar radiations For all of these reasons, the necessary conditions for life exist

on our planet

5 To identify unicellular and multicellular organisms;

to determine the level of organisation in the latter

6 6 To identify the characteristics of the five kingdoms

of living things

7 7 To learn about species and their scientific

nomenclature

8 8 To learn how our species is classified 9

9 To learn how to use a microscope; to prepare slides

for observation

O

OB BJJE EC CT TIIV VE ES S

C

Co om mp pe ette ence e iin n lliin nguiissttiic c c co om mm mu un niic ca attiio on n:: understanding and using scientific terms

correctly (sections 3-8, pp 33-39); listening to the unit summary What should you know?

(Student’s CD, track 3)

K

Kn no ow wlle edge e a an nd d iin ntte erra ac cttiio on n w wiitth h tth he e p ph hyyssiic ca all w wo orrlld d:: formulating and validating

a hypothesis (Hands on, p 36); understanding biodiversity (sections 1, 7 and 8,

pp 31, 38 and 39)

S

So oc ciia all c co om mp pe ette ence e a an nd d c ciittiizze en nssh hiip p:: understanding threats to biodiversity (section 1,

p 31); taking steps to protect biodiversity (Investigate, p 41; Web task, unit 3, Student’s CD)

C

CO OM MP PE ET TE EN NC CE ES S

C

CO ON NT TE EN NT TS S

CONCEPTS • The characteristics, vital functions and composition of living beings

• Cell structure, cell types and cell functions

• Prokaryotes and eukaryotes

• Levels of organisation of living things

• The five kingdoms

• Species and their nomenclature

• Biodiversity and conservation

• Characteristics and classification of the human species

PROCEDURES

& KEY SKILLS

• Interpreting scientific texts

• Observing and interpreting photographs, cross-sections and diagrams

• Formulating a hypothesis

• Using a microscope in a scientific inquiry

• Applying scientific criteria to the classification of living things

ATTITUDES • Developing an active interest in learning about and conserving the Earth’s biodiversity

• Valuing the diversity of the human species and accepting that we are one of the manyspecies of vertebrates which inhabit the planet

쮿 ESSENTIAL NATURAL SCIENCE 1 쮿 PHOTOCOPIABLE MATERIAL © 2008 Richmond Publishing / Santillana Educación, S.L 쮿

EVALUATION CRITERIA

In 1987, the World Commission on Environment

and Development (WCED) published a report entitled

Our common future, which pinpoints the fundamental

causes of the environment crisis as the contrast

between the poverty of the southern hemisphere

and the extreme consumerism of the northern

hemisphere

In 1992, an important step was taken to protect the Earth’s Biodiversity, with the celebration of a UNConference now known as the Earth Summit, in Rio

de Janeiro, Brazil At its conclusion, 150 countriessigned the Biodiversity Treaty, the first internationalagreement in which governments undertook toconserve the Earth’s biological resources

Protection of the Environment

VALUES

1 Can identify and define the characteristics

and functions of living things

2 Can identify the chemical elements which make

up living things

3 Can understand how cells are organised

and describe their types and functions

4 Can explain the difference between unicellular

and multicellular organisms

5 Can explain the levels of organisation of

multicellular organisms

6 Can define the characteristics of the five

kingdoms

7 Can understand the classification of living things

and the nomenclature used to classify them

8 Can define the concept of species; can explain

how the human species is classified

9 Can use a microscope to observe specimens

of plant and animal cells

INTERNET, BOOKS AND FILMS

Web links

National Biodiversity Institute of Costa Rica

http://www.inbio.ac.cr/en/default.html

Discover the biodiversity of this small paradise,

and learn about the living things in its ecosystems

World Watch Institute

http://www.worldwatch.org/

This prestigious institution collects facts about the

Earth and its environment, among other things

Great wildlife moments

David AttenboroughBBC

A selection of the best moments of the BBC wildlifeprogrammes

De essttrru uc cttiio on n o off h habiitta attss D De essttrru uc cttiio on n o off ssp pe ec ciie ess P Po ollllu uttiio on n

nutrition heterotrophs reproduction zygote autotrophs interaction gamete

and cholesterol In fact, the proportion is only 0.8%, while it is 20 % in animals.

3

and 3.2 % in plants

4

than animals: 19 % as opposed to 0.6 %!

5

5 , which are necessary to transport oxygen, fight microorganisms and make

structures, are also found in both plants (3.2 %) and animals (16 %)

_ _ // 2 25 5

A

glucides 0.6 %

minerals 3.2%

Re ew wrriitte e tth he e sse en ntte ence ess tto o c co om mp pa arre e ffa ac cttss

For example:The nucleus is smaller than the cell

2 2 The nucleus…

3 3 The cytoplasm…

take place

4 4 Chloroplasts…

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A

An niim ma all c

ce ellll

P Plla an ntt c