Essential science 6 teachers book

16/4/07 17/4/07 12:50:20 857430 _857430_Portadilla.eps 0001-0015.qxd 16:48 Página Teacher’s Book 857430 _ 0001-0015.qxd 23/4/07 13:25 Página Essential Science 853705_C.ai 10/03/2007 0:03:40 • Essential Science teaches basic concepts of Science, Geography and History through English • Content and language are carefully interwoven in Essential Science • The syllabus covers all the scientific contents which students require at this level Science, Geography and History • The language objectives correlate with those set out in the Cambridge Young Learners suite Science, Geography and History • The Student’s Book guides students towards curricular objectives Activity Book • A series of presentations explain key concepts in clear and simple language • Basic activities in the Student’s Book give students the confidence to ask simple questions, and make short, descriptive statements • The Activity Book provides reinforcement and extension activities • It includes projects and tasks to widen the students’ horizons, and stimulate reflection on work and progress • The Student’s CD gives an extensive selection of recorded texts • The students’ self-confidence will grow, as their fluency and pronunciation improve • Learner autonomy is encouraged 857430 _ 0001-0015.qxd 23/4/07 13:25 Página Teacher’s Book • Essential Science provides a wealth of material to teachers and students This gives teachers great flexibility to choose They can adapt their work in view of the time the students spend on Science, Geography and History in English • Internet resources are available for teachers and students on our websites Links encourage students to go further in their research • Richmond Student’s Dictionary is a valuable reference tool • Assessment, Extension and Reinforcement worksheets provide teachers with additional resources • Posters and flashcards give teachers important visual back-up Machines Machines make work easier They All machines help us to need energy to tasks with less work effort Some machines change the intens a little force, the machine produ ity of a force: when we apply ces a bigger force For example, levers change the direct change the intensity of a force Other machi ion of a force on a pulley rope, For nes we create a downwexample, when we pull end of the rope ard force; the rises object on the other Simple Machi nes A simple machi ne machines, which has few or no moving parts There are six can be groupe simple d as inclined planes and levers Inclined Plan e Group Inclined Plan es An inclined plane is a sloping surface, up or down The such as a object moves farther than when ramp Inclined planes are but less force used to move is needed Inclined it is lifted straight objects Examples: staircase, planes change the intensity and up or lowered straight down, ramp, slide direction of a force • This Teacher’s Book offers page-by-page teaching suggestions, solutions to the Activity Book activities, and a guide to other resources Lever Group Lever We use levers to lift things A lever turning point is called the fulcrum is a board or bar that rests on a turning point is to move When The closer the we apply a force This object is to the resistance point fulcrum, at the effort point, Levers change the force is intensifiedthe easier it Examples: seesaw, both the intensity at the and hammer, bottle opener, crowbaw, direction of a force human arm Effort Screws Screws are used to hold objects inclined plane together and to raise and lower wrapped around When you put a things A screw a screw into wood, nail The inclined plane of a screw is called is an tightly Screws the thread cuts the thread change the direction a groove in the Examples: bolt, wood, making Archimedes screw and intensity of a force it hold very Resistance Fulcrum Pulley A pulley is made up of a wheel Pulling down and a rope The on one end of rope fits into the rope a groove on the loads up, down wheel or sideways Pulleys lifts the object on the other Examples: flag end Pulleys help change the direction pole, crane move of a force Wedges A wedge is made up of two inclined meet and form planes joined a sharp edge back to back Wedges can be to split things used to hold things The edges of the planes apart, as in a knife Wedges Examples: ax, change the direction together, as in a nail, or knife, nail of a force Wheel and Axle An axle is a cylinder that goes through to turn Wheels the center of and axles change a wheel The from place to the intensity of axle allows the place a force, making wheel Examples: door it easy to move knob, wagon things wheels Compound Ma chines A compound machi Compound machi ne is made up of two or more nes work togeth simple machi nes Examples: wheel er barrow, can opene to make a task easier r, bicycle, shears levers wheel and axle © Richmond Publishing 2006 Richmond Publishing is an imprint of Santillana Educación, S.L © Richmond Publishing 2006 Richmond Publishing is an imprint of Santillana Educación, S.L Animal and Plant Habitats Key 10 11 13 14 19 12 Activities 15 16 17 18 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) 23 21 20 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 26 29 27 28 34 37 32 35 33 36 Body Covering • The Teacher’s CDs contain a selection of recorded texts as well as all the Student’s CD recordings Have students identify the animals which have four legs (lion, rhinoceros, koala), the animals which have two legs and two wings (penguin, parrot), the animals which have fins (shark, whale, dolphin) and the animals which not have legs, wings or fins (rattlesnake) 38 39 Write these headings on the board: Hair, Scales, Feathers Have students list animals under the headings according to their body covering (e.g., Hair—the mammals, even marine mammals have some facial hair when they are born; Scales—shark, rattlesnake; Feathers—eagle, toucan, parrot, penguin) Body Parts 31 30 Movement Students list animals under these headings: Animals that Run, Animals that Fly, Animals that Swim, Animals that Slither (e.g., run—lion, tiger, reindeer; fly—eagle, toucan, macaw; swim—dolphin, whale, shark; slither—rattlesnake) Ask individual students to imitate the movements of different animals and have the class guess what they are 25 24 22 40 41 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 Polar Bear Walrus Brown (Grizzly) Bear Fir Tree Grey Wolf Red Deer Reindeer Killer Whale Moose Sea Lion Saguaro Cactus Rattlesnake Bald Eagle Lynx Palm Tree Tiger Bamboo Giant Panda Rhesus Monkey Dolphin Jaguar Macaw African Elephant Baobab Dromedary Camel Indian Elephant Llama Alligator Lion Giraffe Orangutan Toucan Spider Monkey Rhinoceros Gorilla Shark Kangaroo Eucalyptus Koala Ombu Whale Penguin 42 857430 _ 0001-0015.qxd 17/4/07 16:48 Página CONTENTS FOR SCIENCE, GEOGRAPHY AND HISTORY Natural sciences UNIT CONCEPTS BOOK PROCEDURES CITIZENSHIP 01 Ecosystems • Ecosystems and their main components • Living things and the environment • Relationships between living things • Environmental problems • Studying photographs to obtain information • Interpreting a food chain diagram • Analysing environmental problems • A fine balance • Be environmentally conscious 02 The body • Parts and functions of the musculoskeletal, nervous and endocrine systems • Reflex and voluntary movements • Internal coordination • Analysing and interpreting drawings related to movement • Identifying types of movements • A healthy diet • Prevent injuries 03 Sexual characteristics • Primary and secondary sexual characteristics • Female and male reproductive systems • Fertilisation and development • Labour • Observing and drawing information from pictorials and diagrams • Using tables and diagrams to process information • Take care of your body • Birth: shared responsibility 04 Energy • Types and sources of energy • Energy conversion • Light and its properties • Sound and its qualities • Observing and drawing information from photographs, diagrams and graphs • Using audio recordings to follow texts • Saving for the future • Noise pollution 05 Electricity and magnetism • Electrical charges • Electrical current and electric circuits • Magnets • Electricity distribution • Studying photographs • Interpreting information from drawings and diagrams • Electrical safety • Electricity and pollution 06 Forces • Types of forces • Distortion and motion • Types and parts of machines • Studing photographs to obtain information • Using tables and diagrams to process information • Seatbelts • Limit your screen time 07 The Solar System • The Solar System • Movements of the Earth • The Moon and eclipses • Stars, galaxies and constellations • Observing and interpreting information from drawings and diagrams • Using tables and diagrams to process information • Daylight saving time • Observing eclipses safely 857430 _ 0001-0015.qxd 17/4/07 16:48 Página Geography and History UNIT CONCEPTS PROCEDURES CITIZENSHIP 08 Landscapes of Spain • Main geographic features • Coasts • Rivers and watersheds • Climate, flora and fauna • Observing and interpreting maps and pictures • Reading and comprehending texts • Landscape protection • Protect our flora and fauna 09 The population of Spain • Population • Economy • Territorial organisation • Political organisation • Obtaining information from maps and pictures • Using graphs and tables to process information • Spain's population diversity • Respect in a democratic society 10 Europe • Physical features • Climates • Population structure and distribution • The European Union • Interpreting maps and pictures • Reading and comprehending texts • Europe's rivers in danger • Diversity 11 Prehistory and Antiquity • Prehistory on the Iberian Peninsula • Pre-Roman civilisations • Roman Hispania • Observing and interpreting maps and pictures • Using charts and diagrams to process information • Civilisation legacies • Preserving our historic treasures 12 The Middle Ages • The formation and cultural heritage of the Visigothic kingdom • Development of Al Andalus • The Christian kingdoms and the Reconquest • Observing and interpreting maps and pictures • Using audio recordings to follow texts • Islamic legacies • El Camino de Santiago: a legacy from the Middle Ages 13 Spain after 1492 • The Spanish Empire and the Catholic Monarchs • Culture and politics in the 17th century • Bourbon Spain • The 19th century • Reading and comprehending texts • Using diagrams, charts and timelines to process information • Contributions from the New World • A Constitution 14 The 20th century • The early 20th century • The Second Republic • The Civil War and the dictatorship • The transition to democracy 20th century culture and society • Observing and interpreting pictures • Using timelines to process information • Peace education • Gender equality 857430 _ 0001-0015.qxd 23/4/07 13:25 Página The Student's Book indicates Richmond World Facts Readers Title • This is the number and title of the unit Ecosystems COMPARE indicates an Internet Activity Compare the photographs • What living things can you see? • What you see around them? • In what other places can you find animals? indicates a reading activity Look READ Ecosystems shows that it is also recorded Types of ecosystems An ecosystem consists of all the living things in a specific environment, and their interaction with their habitat Ecosystems can be small, like a pond, or large, like a rainforest • Forests, grasslands and deserts are terrestrial ecosystems The components of an ecosystem are: • Many living things live in forests and grasslands The abundant vegetation provides them with food • Living things: the plants in an ecosystem are called flora The animals are called fauna There are also fungi, bacteria and algae • Few living things live in deserts because there is little food • Freshwater ecosystems, such as rivers and lakes, and marine ecosystems, such as the sea, are aquatic ecosystems • The environment: this refers to the surrounding conditions which affect living things, such as soil, climate, water, air and light Activities • Activities at the bottom of the page reinforce basic concepts, and practise structures and vocabulary • Some are linked to citizenship themes There are two types of ecosystems, terrestrial and aquatic: indicates that the activity should first be done orally Complete the sentences Flora refers to the … in an ecosystem Fauna refers to the … in an ecosystem Make more sentences Change the underlined words A desert is a terrestrial ecosystem ECOSYSTEMS indicates that it can also be used as a writing exercise Read • Information is organised into numbered sections g g Living things People Insecticides All species obtain affect pollute depend on Ask and answer questions Do many living things live in deserts? Do insecticides pollute the soil? food in different ways the environment the soil other species in food chains Yes, they / No, they don’t Yes, they / No, they don’t GIVING EXAMPLES Essential language • The Essential Language section summarises all the key language used at this level Freshwater ecosystems, Marine ecosystems, Producers, Decomposers, Some human activities, such as rivers and lakes the sea plants and algae fungi and bacteria agriculture Complete the sentence Some human activities, … The body DESCRIBING THINGS The skeleton The muscular system The central nervous system The musculoskeletal system The peripheral nervous system consists of all the bones in the body all the muscles in the body the brain and the spinal cord the skeleton and the muscles nerves Ask and answer questions What does the skeleton consist of? EXPRESSING ABILITIES • The units begin with a LOOK or COMPARE section which focuses attention on the theme of the unit 857430 _ 0001-0015.qxd 23/4/07 13:25 Página The Activity Book • Learner autonomy: the students assess their own progress I can it Activities • The Activity Book offers a wealth of activities Contents UNIT UNIT II CAN CAN DO DO IT IT Living things Ecosystems Our The senses body RELATIONSHIPS BETWEEN LIVING THINGS Match and label can compare living things and non-living things I canI describe an ecosystem 3I canI sequence can identify animal and plant habitats a food chain secondary consumer can identifydifferent our five senses I canI distinguish parts of the body 6I canI describe can namethe thehuman parts of the eye and the ear brain A can name some muscles I canI classify male andbones femaleand genital organs can say how we use our muscles the birth process and newborn babies 10 10I canI describe Animals Energy can classify animals in different groups I canI classify energy sources can identify what different animals eat qualities of light and sound 16 13I canI describe Vertebrates Electricity and and invertebrates magnetism can identify vertebrates and invertebrates I canI describe electricity and electric circuits can name the characteristics of mammals magnetism and magnetic fields 20 16I canI explain The Earth Forces can identify of the Earth I canI identify typesthe of three forcesparts and motion can compare solids,and liquids gases machines theirand mechanisms 25 25I canI describe The Solar Water System can say we in find I canI name thewhere planets thewater Solar System can describe the water cycle eclipses 27 27I canI describe Landscapes Air of Spain can describe the characteristics I canI identify the different landscapes of air Spain can about identifySpanish some atmospheric phenomena climates, flora and fauna 31 30I canI talk The population Plants of Spain can about identifypopulation stems, leaves andinroots I canI talk density Spain can compare trees, bushes andingrasses political organisations Spain 34 32I canI describe Flowering Europe plants can name some features of the parts of a flower I canI identify physical of Europe can about describe plants Union grow thehow European 38 35I canI talk Prehistory and The landscape Antiquity can identify different landscapes I canI classify different periods of Prehistory can about name Pre-Roman the parts of and a mountain Roman times 44 40I canI talk Water and weather The Middle Ages can describe the course of a river I canI sequence events in the Middle Ages can talk about the weather medieval society 47 44I canI describe Spain after Population 1492 can about compare towns of and I canI talk the cities, importance thevillages Golden Age can identify someinmeans of transport events Spanish history 50 48I canI sequence plankton Work The 20th century can about identifythe some of work I canI talk Civiltypes War and the dictatorship can talk about the needs of industry culture in Spain 20th century 53 51I canI describe VOCABULARY I can talk about the past 53 I can make a family tree 14 PROJECT 6: Animal index cards 15 PROJECT 7: Make a skeleton to study23 bones and joints PROJECT 8: An experiment 24 PROJECT 9: Make objects to experiment 30 with air GLOSSARY: Make a relief model of your autonomous community producer B Sexual Our body characteristics seaweed tertiary consumer primary consumer C D clam crab octopus Number the elements in these food chains a giraffe trees and shrubs lion b Extra Past and present PROJECT 1: PROJECT 1: 2: PROJECT 2: 3: PROJECT 3: 4: PROJECTS PROJECT 5:4-7: PROJECT 8: GLOSSARY: Apply your knowledge Worksheet Date Read Read and and tick tick ✔ ✔ shark shrimp tuna small fish Match 20 21-24 37 38-39 56-57 58-64 42 43 56 57 58-63 competition • parasitism • mutualism • • A living thing lives in or on another living thing and harms the host • Several species compete for the same things • A living thing eats the parasites in or on another living thing, which benefits both living things Project MAKE ELECTRICAL CIRCUITS Make a series circuit labia You will need the following: • 1.5 volt battery labour Glossary • light bulb holders • light bulbs amplitude menstruation • wires biomass • Students use the glossary to record the vocabulary they have learned Make a parallel circuit You will need the following: • 1.5 volt battery • light bulb holders • light bulbs teste thyroid gland voluntary ovary penis period convex premature echo prostate electrical puberty electricity reproductive system fan scrotum fossil fuel amnion Caesarean section seminal vesicle clitoris contraction dilation Projects and tasks What happens if you remove one of the light bulbs from the series circuit? What happens if you remove one of the light bulbs from the parallel circuit? How is a string of lights for a Christmas tree connected, in series or in parallel? Why? 23 Peace education Health education egg cells • Projects and tasks lead the students to reflect, and carry out simple experiments Road safety Consumer education concave pregnancy belly button Now answer the questions by experimenting with the circuits chemical afterbirth • wires Multicultural non-sexist education absorb lactation sperm intensity light bulb teste mechanical energy testicle non-renewable umbilical cord opaque embryo urethra Fallopian tube uterus fertilisation vagina foetus vas deferens refract genital organ vulva renewable incubator zygote replenish pitch reflect 59 Environmental education Citizenship Sex education 857430 _ 0001-0015.qxd 17/4/07 16:48 Página The Teacher's Book Materials for reinforcement, extension and assessment Contents for Science skills UNIT Ecosystems UNIT CONTENT RESOURCES Content objectives Resource folder Identifying ecosystems and their main components Recognising and describing the main ecosystems Understanding how the environment affects living things, and how living things can affect the environment Identifying and describing relationships between living things Identifying and understanding the main environmental problems PHOTOCOPIABLE RESOURCES • Reinforcement and Extension – Reinforcement: Worksheet – Extension: Worksheet SPECIAL PROGRAMMES* • Developing intelligence worksheets • Working with recent immigrants • Assessment Language objectives Giving examples: like a pond, such as rivers … Giving definitions using relative clauses: everything which affects … Expressing quantity: many living things … some human activities … several species … a lot of heat … Identifying items: known as … Expressing ability: Pollution can change ecosystems … is possible thanks to … Expressing contrast: However, … Describing results: Consequently, … Zero conditional to describe a fact: If one … becomes …, other species can become … Internet resources Contents Ecosystems and biomes http://www.kidsgeo.com/geography-for-kids/ 0164-ecosystems.php Learn about ecosystems and biomes PROCEDURES • Study photographs of different ecosystems to obtain and compare information • Interpret a food chain diagram • Analyse environmental problems • Use tables and diagrams to present information ATTITUDES • Develop awareness of environmental damage • Understand the importance of environmental protection www.richmondelt.com www.indexnet.santillana.es Managing ecosystems http://www.bbc.co.uk/schools/gcsebitesize/geography/ ecosystems/index.shtml Revise topics related to ecosystems and take tests Global warming http://globalwarming.enviroweb.org/index.html Find information and games on global warming Food chains http://www.bbc.co.uk/schools/revisewise/science/ living/03b_act.shtml Revise information on food chains and take a test • • • • Defining ecosystems and identifying their main components Identifying living things in a food chain Describing relationships between living things Describing the main problems of the environment Elephants An ecosystem is made up of all the living and non-living things found in a specific area It includes the plants and the animals that live there, the landscape and the weather An ecosystem can be as large as the African savanna, pictured here, or as small as a puddle Diet: Elephants digest only about 40 percent of what they eat, and have to eat enormous amounts of vegetation, up to 300 kilogrammes a day Elephants eat almost anything green Social Group: Elephants live in herds normally composed of 8–15 related members led by a dominant cow Rocks Other resources Assessment criteria Ecosystems • • • • Plants and animals are the living parts of an ecosystem The living things in an ecosystem depend on each other For example, elephants eat the fruit of certain trees for nourishment When they have digested the fruit, they excrete the seeds Their excrement fertilizes the seeds, helping a new tree to grow All living things need to get nourishment They get nourisment in different ways: • Plants make their own food • Some animals, called herbivores, eat plants Elephants, wildebeest, zebras and giraffes are herbivores • Other animals, called carnivores, eat animals Lions and hyenas are carnivores Every living thing in an ecosystem is important If one becomes more dominant than the others, the ecosystem can develop problems • If there are too many herbivores in an ecosystem, they will eat all of the plants Then the herbivores will die because there will not be enough to eat If the herbivores die, the carnivores will also die because they will not have enough to eat • If there are too many carnivores in an ecosystem, they will eat all of the herbivores Then the carnivores will die because they not have anything to eat Plants Rocks provide shelter and homes for many types of animals Some animals, such as snakes, seek shelter from the high temperatures in the savanna Others, such as leopards, use the rocks to hide their young from predators Plants are the producers in an ecosystem All of the animals in an ecosystem would die if there were not any plants The herbivores would die because there would not be any plants to eat, and the carnivores would die because there would not be any herbivores to eat Acacias Giraffes Acacia trees are a source of food for elephants and giraffes Leopards often sleep in their high branches, far out of reach of lions and hyenas Diet: Giraffes mainly eat several species of acacias, but they also eat the leaves and shoots of other species Males eat from higher branches and females from lower ones Social Group: Giraffes live in herds of 10–20; herds can reach up to 100 Lions Richmond World Facts Richmond Student's Dictionary Flashcards Posters Soil, water, air and climate are the non-living parts of an ecosystem The non-living parts determine what kinds of plants and animals can survive in an ecosystem For example, if the temperature is very low, polar bears might live there, but snakes will not If there is only a little water, camels might live there, but frogs will not Wildebeest Diet: Wildebeest eat short, sweet grasses and succulent plants Social Group: Herds of over 1,000 animals can sometimes be seen on the savanna, on the move to new pastures Zebras Hyenas Diet: Zebras rely almost entirely on a variety of grasses, but they also eat leaves and twigs Social Group: Zebras are social animals that form small families of 5–20 animals, consisting of a dominant male, females and young Diet: Hyenas kill about 95% of their prey, but they also scavenge for carrion Primary prey includes wildebeest, gazelles, zebra and buffalo Social Group: Hyenas usually live in clans of up to 80 individuals The clan is lead by a dominant female Diet: Prey consists primarily of wildebeest and zebra, but also includes giraffes, buffalo and gazelles Lions also scavenge food, chasing hyenas and other carnivores from their kills Social Group: Lions live in large social groups, called prides A lion pride typically has 20 or more individuals, consisting usually of two males, several females and their young Males stay with a pride as long as they are strong enough to defend it from other males © Richmond Publishng 2006 Richmond Publishing is an imprint of Santillana Educación, S.L CONCEPTS • Ecosystems and their main components • Effects of the environment on living things and vice versa • Relationships between living things • Environmental problems – Assessment: Worksheet Food Chains A food chain is a group of living things that depend on each other for nourishment Plants make their own food and all food chains start with a plant Next, a herbivore eats the plant Finally, a carnivore eats the herbivore All living things in an ecosystem belong to a food chain and every ecosystem has several food chains * Not yet available in English 16 Contents for English skills 17 Internet resources Other resources 857430 _ 0001-0015.qxd 23/4/07 13:25 Página Language objectives • A cross-reference to the language objectives Content objectives • A cross-reference to the content objectives on the previous double page Hands on • A classroom experiment which is motivating and simple to Vocabulary • Presented in alphabetical order Special attention • Students should learn it Vocabulary Content objectives: 1, 2, Vocabulary Content objectives: 3, algae, aquatic, bacteria, desert, ecosystem, environment, fauna, flora, freshwater, fungi, grassland, living thing, marine, terrestrial Language objectives: 1, 2, 3, 4, Relationships between living things Living things and food ■ Hands on Living things obtain food in different ways: • What living things can you see? • Producers, such as plants and algae, make their food • Primary consumers, such as zebras and fish, eat plants and algae • Secondary consumers, such as lions and snakes, eat primary consumers • Tertiary consumers, such as eagles and owls, are secondary consumers which eat other secondary consumers • Decomposers, such as fungi and bacteria, eat the remains of other living things • What you see around them? Ecosystem in a bag • Put pebbles in a soda bottle cut in half Cover the pebbles with soil Plant seeds and cover with more soil Add water until it reaches the pebbles Seal in a plastic bag and place it in the Sun Ask: What you think is going to happen in this ecosystem? • Observe your new ecosystem over several weeks Ask Ss to describe the changes they notice, and to identify the elements of the ecosystem (soil, air, water, Sun, plants) • Discuss how the water recycles itself • Identifying tertiary consumers Compare the photographs • In what other places can you find animals? The food chain • Pronunciation: tertiary, parasitism, mutualism Tertiary consumer ■ Hands on owl Secondary consumer Food Web • Draw a large triangle on a large piece of paper Divide the triangle in four levels Label each level from bottom to top in the following order: producer, primary consumer, secondary consumer, and tertiary consumer • Ss draw or cut out pictures of living things from magazines, label them and glue them to the appropriate level Food chains Food chains show how food transfers from one living thing to another in an ecosystem Look at the diagram snake Primary consumer Parasitism, mutualism and competition READ Ecosystems Types of ecosystems There are two types of ecosystems, terrestrial and aquatic: The components of an ecosystem are: • Many living things live in forests and grasslands The abundant vegetation provides them with food • The environment: this refers to the surrounding conditions which affect living things, such as soil, climate, water, air and light • COMPARE Focus on the photos Living things: top photo – tree; bottom photo – fish, seaweed, coral Environment: top photo – rocks, air, light; bottom photo – rocks, water, light Discuss life in other places • 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 An ecosystem consists of all the living things in a specific environment, and their interaction with their habitat Ecosystems can be small, like a pond, or large, like a rainforest • Living things: the plants in an ecosystem are called flora The animals are called fauna There are also fungi, bacteria and algae ■ Presentation • Ask: What makes the ecosystems so different in these two photos? (mainly the water) What you think living things need to survive? (food, water, air, sunlight) ■ Special attention LOOK AND READ COMPARE • Identifying interactions within ecosystems competition, decomposer, food chain, host, mutualism, parasitism, primary consumer, producer, secondary consumer, tertiary consumer Language objectives: 1, 2, Ecosystems ■ Special attention • Points which may be difficult for the students in both Science and English • Forests, grasslands and deserts are terrestrial ecosystems rabbit Producer Parasitism Lichen grows on a branch ■ Presentation • Few living things live in deserts because there is little food grass • Freshwater ecosystems, such as rivers and lakes, and marine ecosystems, such as the sea, are aquatic ecosystems The heron eats insects Make more sentences Change the underlined words A desert is a terrestrial ecosystem plants, animals / Model answer (M.A.) A pond is a freshwater ecosystem A rainforest is a terrestrial ecosystem • LOOK AND READ Present 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…) Put these elements of a food chain in the correct order: cat leaf bird caterpillar Complete the sentences Flora refers to the … in an ecosystem Fauna refers to the … in an ecosystem ECOSYSTEMS ECOSYSTEMS Mutualism Give some examples of primary consumers leaf, caterpillar, bird, cat / M.A grasshoppers, worms, gazelles, cows • Create a new food chain diagram on the BB with the help of Ss Examples: grass, grasshopper, rat, hawk; seaweed, fish, seal, shark ■ CONTENT AND LANGUAGE DEVELOPMENT ■ 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 Rivers and lakes are marine ecosystems An ecosystem can be terrestrial and aquatic Few living things live in deserts because there is a lot of food Ecosystems can be large or small Many living things live in forests or grasslands Comprehension Complete the following sentences with the correct verb: Producers … their food Primary consumers … plants and algae Food … from one living thing to another in a food chain … , such as fungi and bacteria, eat the remains of other living things Secondary consumers eat … consumers • Ss the activities at the bottom of the page Answers: False Rivers and lakes are freshwater ecosystems False It can be terrestrial or aquatic False There is little food True True Answers: make eat transfers Decomposers primary ➔ R Activity Book, page Listening Play , and Ss complete the text on page 21 of the Teacher's Book Ss compare answers and listen again • READ 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 2 Listening Ss look at photocopies of the text on page 22, and predict the missing words They check their answers with • In pairs, Ss create food chains for different ecosystems • Read 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 ➔ R Activity Book, page 4 18 19 Presentation • The suggestions include texts as well as graphic materials, such as photographs, drawings, diagrams and graphs Content and language development Citizenship • These activities combine Science and Language skills Activity Book ➔ R This symbol indicates a revision activity E ➔ This symbol indicates an extension activity • Citizenship themes are identified with symbols 857430 _ 0001-0015.qxd 23/4/07 13:25 Página 10 Learning skills Techniques Various learning skills can help students to master the contents of Essential Science: Memorisation • To extract information, it is important to study the whole picture carefully as well as look at the details • Students study the accompanying texts, which give the names of the different parts or functions Highlighted words • It is useful to associate new vocabulary with mental pictures, and then revise them in order • These are printed in bold They highlight key points and vocabulary • When teaching the muscular systems, for example, ask students to touch the corresponding parts of their bodies Experiments Photographs • Before an experiment begins, students are asked to predict how they think it will end • Photographs help students to obtain information It is helpful to ask students to study a picture before they have read the caption or received any other information • Students need to have a clear idea of the different stages of an experiment • Point out the following: – material they will need • Focus the students’ attention: What you see in the photo? Can you see …? – initial state • Go on to analyse the picture systematically, highlighting all the details – final result – sequence of events Enquiry questions Diagrams • These diagrams represent parts of the human body, plants, etc Some are realistic, while others are simplified • Learning should never be a purely mechanical process Questions can be used to elicit prior knowledge, and find out students’ ideas Pregnancy • Students should be encouraged to predict what they will learn: What you know about global warming? What you think this unit / this page is going to be about? Pregnancy is the period from the moment of fertilisation until the birth of the baby This normally lasts about nine months The mother’s body experiences many changes during this period • Comparison questions encourage students to relate information from different sections: In what ways are … different from …? placenta umbilical cord • This type of question should be adapted to the language level of the class uterus amnion foetus vagina A foetus inside the uterus Activities • Initially, the activities at the bottom of the page should be done orally with the whole class Later, most can be written down, either as homework or as whole class activites This will help students to master the key concepts and language • Some citizenship questions may be difficult for the students in English It is best to begin by eliciting short, simple replies 10 857430 _ 0108-0115.qxd 17/4/07 13:16 Página 114 Match the two halves of each sentence The Catholic Monarchs a won the Battle of Lepanto Christopher Columbus's expedition b in 1556 Charles I became king c unified Spain Philip II became king d the Netherlands rebelled In 1571, Philip II's army e led to the discovery of America During this period f in 1516 Complete these sentences with the correct word 16th / El Greco / Baroque / Diego Velazquez / Golden / plays / 1680 The Spanish Age lasted from 1560 to The Monastery of El Escorial was built in the century style developed in the 17th century The Lope de Vega wrote and poetry was famous for his characteristic elongated figures In the 17th century painted his masterpieces Answers, 1: – c – e – f – b – a – d 2: Golden … 1680 16th Baroque plays El Greco Diego Velazquez 114 ESSENTIAL SCIENCE • Photocopiable material © Richmond Publishing - Santillana Educación, S L 857430 _ 0108-0115.qxd 17/4/07 13:16 Página 115 Circle the correct answer in each of these sentences Charles II died with / without descendants When the Spanish War of Succession started / ended, Philip V became king of Spain The Bourbon / Habsburg dynasty was replaced In an absolute monarchy, the monarch has all the power / little power In the 17th / 18th century academies, newspapers and museums appeared Answers: without ended Habsburg all the power 18th ESSENTIAL SCIENCE Photocopiable material â Richmond Publishing - Santillana Educación, S L 115 857430 _ 0116-0123.qxd 17/4/07 13:20 Página 116 UNIT 14 The 20th century UNIT CONTENT Content objectives Identifying the political and social changes of the early 20th century Describing the reforms of the Second Republic Describing the origin and development of the Civil War Describing the dictatorship of Francisco Franco and its political, social and cultural aspects Describing the transition to democracy Identifying and describing the main historical events of Spain’s present-day democracy Identifying the main Spanish cultural works of the 20th century Comparing 20th century society during and after the dictatorship Language objectives Describing events in the past: … was established … were built Describing quantity: some groups … other groups … many thousands … Expressing time sequences: At the end … After the war … During … Describing past actions which continue in the present: Since 1982 … have governed … There have been … Contents CONCEPTS PROCEDURES ATTITUDES • The early 20th century • The Second Republic • The Civil War and the dictatorship • The transition to democracy • Spain’s modern democracy • 20th century culture and society • Observe and interpret pictures • Read and comprehend texts • Use audio recordings to follow texts • Use timelines to process information • Appreciation of political democracy and individual liberties • Rejection of violence as a way of obtaining power • Appreciation of our artistic and cultural heritage Assessment criteria • Identifying and describing the changes of the early 20th century • Describing the establishment and the reforms of the Second Republic • Understanding the origin and development of the Civil War • Understanding the dictatorship of Francisco Franco and its political, social and cultural aspects 116 • Describing the transition to democracy • Identifying the main historical events of Spain’s present-day democracy • Identifying the main Spanish cultural works of the 20th century • Comparing 20th century society during and after the dictatorship 857430 _ 0116-0123.qxd 17/4/07 13:20 Página 117 RESOURCES Resource folder PHOTOCOPIABLE RESOURCES • Reinforcement and Extension – Reinforcement: Worksheet 14 – Extension: Worksheet 14 SPECIAL PROGRAMMES* • Developing intelligence worksheets • Working with recent immigrants • Assessment – Assessment: Worksheet 14 Internet resources www.richmondelt.com www.indexnet.santillana.es King Juan Carlos I http://www.casareal.es/index-iden-idweb.html Learn about the Spanish royal family on the official site Facts about Spain http://www.kidskonnect.com/Spain/SpainHome.html Find facts and links to other sites about Spain Picasso http://www.eyeconart.net/history/cubism.htm See works by Picasso from different periods Spanish artists http://www.bbc.co.uk/cbbc/art/artyfacts/more.shtml Click on Dali, Gaudi, Joan Miró or Picasso for facts and works of these artists N Political Map of Europe Reykjavik ICELAND O E Norwegian Sea S © Richmond Publishng 2006 Richmond Publishing is an imprint of Santillana Educación, S.L FINLAND RUSSIA SWEDEN NORWAY Helsinki Oslo Stockholm Tallinn a ESTONIA lt DENMARK Moscow LITHUANIA a KINGDOM Dublin Riga LATVIA ic North Sea UNITED O C E A N Se A T L A N T I C Copenhagen B Vilnius IRELAND Minsk BELARUS Amsterdam Warsaw Berlin NETHERLANDS London POLAND GERMANY BELGIUM Kiev Brussels LUXEMBOURG Paris UKRAINE Prague Luxembourg CZECH REPUBLIC SLOVAKIA Vienna FRANCE Other resources ANDORRA AL UG Lisbon RT Richmond World Facts Richmond Student's Dictionary Flashcards Posters SWITZERLAND MONACO PO • • • • Bern LIECHTENSTEIN Vaduz AUSTRIA ITALY Monaco Andorra la Vella GEORGIA Black VATICAN CITY SCALE TURKEY GREECE n Baku AZERBAIJAN ARMENIA Ankara ALBANIA M e d i t e r r a Sea Tbilisi Yerevan Skopje Podgorica Tirana MACEDONIA Rome SPAIN ROMANIA SLOVENIA Zagreb Ljubljana CROATIA Bucharest BOSNIA Belgrade AND HERZEGOVINA SAN BULGARIA SERBIA Sarajevo MARINO Sofia MONTENEGRO Madrid Sea Kishinev Budapest HUNGARY Caspian MOLDOVA Bratislava 121 242 Kilometres Athens e a Nicosia n CYPRUS Valletta MALTA S e * Not yet available in English 117 857430 _ 0116-0123.qxd 17/4/07 13:20 Página 118 Vocabulary Content objectives: 1, Language objectives: 1, 2, conflict, Constitution, dictatorship, growth, industrial, industrial worker, intellectual, landowner, middle class, peasant, Second Republic, social uprising, working class The 20th century ■ Hands on COMPARE Historic word wall • Compare these two photographs • Ss brainstorm historical terms Write them on the BB • How were people’s lives different? • Divide Ss into groups, and assign the terms Ss research a definition for each term They can use resources such as dictionaries, their textbooks or the Internet They write the definition on a file card • Arrange all the cards in alphabetical order on the word wall • Add more terms as they come up Refer to the Historic word wall for review whenever necessary READ Spain, 1898-1931 ■ Presentation th At the end of the 19 century, Spain lost its last colonies in Cuba, Puerto Rico and the Philippines After these losses, the intellectuals of the ‘Generation of 1898’ called for changes in Spanish society • COMPARE Most people in rural areas were poor peasants living in harsh conditions Show the trams and cars in the city However, stress that many people in cities also lived in difficult conditions • READ In pairs, Ss read Ask: Who called for changes in Spanish society at the end of the 19th century? (the intellectuals of the ‘Generation of 1898’) Can you name some of them? (Antonio Machado, Pio Baroja, Unamuno, Azorin, Valle-Inclan) What were the social consequences of industrial growth? (A new middle class and a new working class appeared.) What kind of government was established in 1923? (Primo de Rivera established a dictatorship but maintained the monarchy.) • Ss read and listen to 146 Ask: When and how was the Second Republic established? (in 1931, after Republican candidates won local elections) What did the new Constitution introduce? (many reforms) Discuss the relevance of the Second Republic, principal reforms and the opposition they encountered ➔ R and E ➔ Activity Book, page 53 118 In the early 20th century, some parts of Spain experienced industrial growth In rural areas, peasants worked on land owned by landowners However, in big cities there was a new middle class and a new working class, the industrial workers There were many social uprisings, such as the revolt in Barcelona in 1909 In 1923, during the reign of Alfonso XIII, General Primo de Rivera established a dictatorship, but maintained the monarchy 54 The Second Republic 61 In 1930, Primo de Rivera’s dictatorship came to an end, and elections were organised In 1931, Republican candidates won local elections, and Alfonso XIII left the country The Second Republic was established, and a Constitution was approved Many reforms were introduced: • Land was distributed among the peasants • The first Statutes of Autonomy were declared • New state schools were built • Women were given the right to vote Some groups were in favour of land reform, regional autonomy, and a reduction in the power of the church Other groups were opposed to these policies Conflicts became violent, and some people, including politicians, were assassinated THE 20TH CENTURY ■ CONTENT AND LANGUAGE DEVELOPMENT True or false? Are the following sentences true or false? If they are false, Ss correct them The ‘Generation of 1898’ was a group of politicians Industrial workers lived in big cities There was a revolt in Madrid in 1909 In 1923, Primo de Rivera established a dictatorship In 1931, Republican candidates won local elections Alfonso XIII left the country The First Republic was established Answers: False They were a group of intellectuals True False There was a revolt in Barcelona True True True False The Second Republic was established 857430 _ 0116-0123.qxd 17/4/07 13:20 Página 119 Vocabulary Content objectives: 3, Language objectives: 1, 2, Civil War, commander-in-chief, coup d’état, exile, head of government, head of state, Nationalist, political party, Republican, trade union The Civil War and the dictatorship ■ Special attention READ The Civil War (1936-39) On 18 July 1936, General Francisco Franco led a military coup d’état against the Republic, which turned into a violent Civil War • The Republicans, who supported the Republic, controlled much of the north, centre and east of Spain They also held most of the big cities • The Nationalists, who supported General Franco, initially controlled many rural areas in the south and north-west of Spain However, the Nationalist army won a series of victories, and gradually occupied most of Spain Barcelona fell in January 1939, and Madrid in March 1939 The war ended on April 1939 The dictatorship of Francisco Franco (1939-1975) General Franco now controlled all the powers of the State He was head of state, head of the government and commander-in-chief of the armed forces • Understanding how the Civil War broke out and how it became so violent During his dictatorship: ■ Hands on • Political parties and trade unions were illegal There was only one political party and one trade union Both were controlled by the government • Many individual liberties, such as freedom of expression, were restricted The Civil War Initially, Spain was isolated politically, economically and culturally Many Spanish workers migrated to other countries Beginning in the 1960s, there was economic growth, including the development of the tourist industry General Franco died in 1975, and the transition to democracy began After the war, many thousands of Franco’s opponents were imprisoned or executed, and many others went into exile • Prepare a wall mural with a large piece of construction paper titled ‘The Civil War’ Divide the mural into four sections: 1936, 1937, 1938, 1939 • Divide Ss into four groups and assign a year to each group • Ask groups to find information, documents and pictures about the war during their assigned year Ss make posters with the results of their investigation ■ Presentation A Republican poster A Nationalist poster A Red Cross poster The Spanish Civil War was between the … and the … The war ended in … Complete the sentences Write more sentences The Spanish Civil War was between the Republicans and the Nationalists THE 20TH CENTURY The war ended in 1939 The dictatorship of Francisco Franco lasted he died ■ CONTENT AND LANGUAGE DEVELOPMENT Comprehension Ss match the two halves of each sentence The Civil War began a in 1939 The war ended b developed in the 1960s Under Franco, there c in 1975 was only Spain was isolated d in 1936 The tourist industry e politically, economically and culturally Franco died f one political party 55 • 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 people’s daily lives • In pairs, Ss read Ask: What did General Franco establish in 1939? (a dictatorship) What were some characteristics of Franco’s dictatorship? (There was one political party and one trade union; both were controlled by the government Many individual liberties were restricted Spain was politically, economically and culturally isolated.) ➔ R and E ➔ Activity Book, pages 54 and 55 Answers: – d – a – f – e – b – c Peace education The Civil War was a very violent confrontation We must learn from the past and reject violence 119 857430 _ 0116-0123.qxd 17/4/07 13:20 Página 120 Vocabulary Content objectives: 5, Constitution, Constitutional monarchy, democratic election, prosperous Language objectives: 1, 2, 3, ■ Hands on Spain since 1975 The Spanish Constitution of 1978 • Make a mural titled ‘Spanish Constitution’ In pairs, Ss write two articles from the Constitution which they think are especially important and illustrate them with pictures or drawings • Ss present their articles to the class and display their work on the mural ■ Presentation • READ Ss read , listen to 147 and focus attention on the pictures Ask: When was Juan Carlos I designated king of Spain? (in 1975) Who was the first President of the Government of democratic Spain? (Adolfo Suarez) What was one of the most important events in the transition to democracy? (M.A the approval of the new Constitution) • Ss read and listen to 148 Ask: What are the two main Spanish political parties? (the Spanish Socialist Party and the Popular Party) How many Autonomous Communities are there in the Spanish State? (seventeen) • As a review of the unit, draw a timeline on the BB of the main historical events during the 20th century With the help of Ss, locate and mark these events Include the leading figures of Spain’s modern democracy Allow Ss to review the information in the textbook in order to complete this task • Ss the activities at the bottom of the page Juan Carlos I becomes king READ 62 The transition to democracy Spain’s modern democracy In 1975, Juan Carlos I, Alfonso XIII’s grandson, was designated king of Spain Spain became a constitutional monarchy once again Two years later, King Juan Carlos I appointed Adolfo Suarez President of the Government Since 1982, both the Spanish Socialist Party and the Popular Party have governed Spain There have been many political, social, economic and cultural changes During the transition period: • Spain became a member of the European Union • Political parties and trade unions were legalized • The first democratic elections since 1936 were held • Parliament and the majority of the Spanish population approved a new Constitution • Terrorist attacks and serious economic and political problems continued The Spanish Constitution Two changes are especially important: • The Spanish State was organized into seventeen Autonomous Communities and two Autonomous Cities Spain has become a modern, prosperous country The Spanish flag The flag of the European Union Juan Carlos I was Alfonso XIII’s son True or false? Write more sentences 56 False Juan Carlos I is Alfonso XIII’s grandson M.A Adolfo Suarez was the first President of the Government of democratic Spain (True); Spain is not a member THE 20TH CENTURY state of the European Union (False) ■ CONTENT AND LANGUAGE DEVELOPMENT Comprehension Ss complete these sentences They check their answers by listening again to 147 and 148 In 1975, Spain became a constitutional … King Juan Carlos appointed Adolfo Suarez … Political parties and … were legalized The Parliament and the majority of the Spanish population approved a new … Spain … a member of the European Union Answers: monarchy President of the Government trade unions Constitution became 120 857430 _ 0116-0123.qxd 17/4/07 13:20 Página 121 Vocabulary Content objectives: 7, Language objectives: 1, 2, architecture, cinema, Cubism, divorce, literature, Nobel Prize, painting, sculpture, surrealist 20th century culture and society ■ Special attention READ Culture 63 • Understanding the profound changes in Spanish society since the end of the dictatorship Society Spaniards produced many great works in every field of culture in the 20th century There have been many profound changes in Spanish society since the end of the dictatorship • Literature: poets such as Federico Garcia Lorca, Rafael Alberti and Jorge Guillen formed part of the ‘Generation of ’27’ This was a group of poets who experimented with new forms of art and poetry Later, the writers Vicente Aleixandre and Camilo Jose Cela both won the Nobel Prize for Literature Under the dictatorship Since the dictatorship • Divorce was not permitted • Divorce is legal • Most women did not study or work Married women could not work, own property or even travel without their husband’s permission • Many women study at university and work They can own property, and can be totally independent • For many years, Spain had little contact with other countries However, in the 1960s many tourists started to come to Spain • Spain is open to the world Many emigrants returned to Spain after the dictatorship, and today there are immigrants from many parts of the world • Architecture: the architect Antoni Gaudi designed outstanding, original buildings, such as the cathedral of the Sagrada Familia in Barcelona • Painting and sculpture: Pablo Picasso was one of the most influential artists in the world Together with Juan Gris, he was one of the founders of the artistic style Cubism Joan Miro and Salvador Dali were also great painters and sculptors, who were best known for their surrealist works • Cinema: the film director Luis Buñuel became famous worldwide The directors Jose Luis Garci, Fernando Trueba and Pedro Almodovar have won Oscars Federico Garcia Lorca The Sagrada Familia cathedral, Gaudi’s masterpiece A cubist painting by Picasso ■ Hands on Federico Garcia Lorca was a famous poet Write more sentences Change the underlined words Have you read or seen any of the works of the people mentioned on this page? THE 20TH CENTURY • Ask Ss to brainstorm prominent Spanish writers / architects / painters / sculptors / film directors from the 20th century and write their names on the BB In pairs, Ss select two prominent cultural figures and find pictures and information about their work • Ask Ss to present their findings to the class Display Ss’ reports around the classroom, organizing them by cultural fields ■ Presentation Pedro Almodovar wins an Oscar M.A Pablo Picasso was a very famous painter Salvador Dali was a painter and sculptor Cultural gallery 57 ■ CONTENT AND LANGUAGE DEVELOPMENT Comprehension Ss choose the correct option in each sentence The Generation of ’27 / ’37 was a group of poets Antonio Gaudi designed / painted the Sagrada Familia in Barcelona Picasso and Juan Gris were founders of cubism / realism Luis Buñuel was a film director / actor Divorce was / was not legal under the dictatorship • READ Ss read and listen to 149 Ask: What was the ‘Generation of ’27’? (a group of poets from the beginning of the 20th century) What happened to many cultural figures of the 20th century during the dictatorship? (Some were killed and many went into exile.) • Focus on the pictures Ask: What is Gaudi’s master piece? (the Sagrada Familia) Can you name any paintings by Picasso? • In pairs, Ss read Ask Ss to discuss some of the different changes in Spanish society since the end of the dictatorship Encourage Ss to analyse present society based on these changes Answers: ’27 designed Cubism film director was not Gender equality Changes in Spanish society have led to more equality between men and women Women must be treated as individuals with the same rights and privileges as men 121 857430 _ 0116-0123.qxd 17/4/07 13:20 Página 122 Are the following sentences true or false? If they are false, correct them The ‘Generation of 1898’ was a group of politicians Industrial workers lived in big cities There was a revolt in Madrid in 1909 In 1923, Primo de Rivera established a dictatorship In 1931, Republican candidates won local elections Alfonso XIII left the country The First Republic was established Answers: – False They were a group of intellectuals – True – False There was a revolt in Barcelona – True – True – True – False The Second Republic was established 122 ESSENTIAL SCIENCE Photocopiable material â Richmond Publishing - Santillana Educación, S L 857430 _ 0116-0123.qxd 17/4/07 13:20 Página 123 Complete the sentences In 1975, Spain became a constitutional King Juan Carlos appointed Adolfo Suarez Political parties and were legalized The Parliament and the majority of the Spanish population approved a new Spain a member of the European Union Circle the correct answer in each of these sentences The Generation of ’27 / ’37 was a group of poets Antonio Gaudi designed / painted the Sagrada Familia in Barcelona Picasso and Juan Gris were founders of cubism / realism Luis Buñuel was a film director / actor Divorce was / was not legal under the dictatorship Answers, 1: monarchy President of the Government trade unions Constitution became 2: ’27 designed Cubism film director was not ESSENTIAL SCIENCE Photocopiable material â Richmond Publishing - Santillana Educación, S L 123 857430 _ 0124-0127.qxd 17/4/07 13:19 Página 124 ACTIVITY BOOK: SOLUTIONS UNIT Worksheet 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 1: a producer b primary consumer c secondary consumer d tertiary consumer 2: a trees and shrubs giraffe lion b plankton shrimp small fish tuna shark Vocabulary: parasitism, competition, mutualism Worksheet 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 Worksheet 1: See Student Book, pages and 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 1: a move b shape c organs extending arm movement flexing arm movement Model anwer: quadriceps, hamstrings, adductors, etc Vocabulary: a joint b ligament c cartilage d tendon Worksheet 1: a false b true c true d false 2: a: b: c: d: e: 3: a voluntary b voluntary c involuntary Worksheet 1: a: b: c: d: e: f: g: h: i: j: 2: mumps UNIT Worksheet 1: a b 2: a hips b voices c muscles d body hair 3: oestrogen (women) and testosterone (men) Emotional changes occur during puberty 124 Worksheet 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: b: c: d: 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 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: b: c: d: e: f: 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 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: Model answer: Use earplugs when near loud noises, don’t listen to loud music 857430 _ 0124-0127.qxd 17/4/07 13:19 Página 125 UNIT 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: turbine generator substation high-tension power transmission lines homes 2: a light, heat b movement, sound c sound d heat, sound e heat 3: Model answer: Turn lights off when you leave the room; turn off the television, radio, or computer when you’re not using them; don’t leave the refrigerator door open UNIT Worksheet 19 1: a friction b magnetic force c gravity d electric force 2: a electric force b magnetic force c gravity d electric force 3: a gravity b magnetic force c gravity Worksheet 20 1: d 2: a computer It doesn’t use human energy b gas heater It doesn’t produce movement c lorry It doesn’t use electricity d hammer It doesn’t use wind energy Vocabulary: a casing b operating parts c mechanism d electronic circuits e microchips Worksheet 22 1: a ellipse b sphere c night d east, west e winter 2: a 365 days and six hours (a year) b 24 hours (a day) c 27.3 days (a lunar month) 3: Each year is 365 days and six hours long Every four years, those extra hours add up to an extra day Vocabulary: a new Moon b last quarter c solar eclipse d lunar phase Worksheet 23 2: a three bright stars in a line b spring c autumn d summer 3: Orion was a hunter He was killed by Artemis, who transformed him into a constellation UNIT Worksheet 24 1: See Student Book, page 32 2: The Guadalquivir and the Ebro rivers Worksheet 25 1: a The Cantabrian coast is high and rocky with many estuaries b The Canary Island coasts are generally high with cliffs c The Andalusian coast is low and sandy d The Galacian coast is high, rocky and irregular e The Balearic Island coasts are high and rocky with some long beaches 2: a Most rivers in Spain are short with low flows b The Ebro and the Tagus are the longest rivers c The Ebro river basin is in the north-east of Spain d The Guadalquivir basin is in the south of Spain 3: a Guadalquivir, Guadiana, Miño, Duero, Tagus b Jucar, Segura, Ebro, Turia, Llobregat c Narcea, Bidasoa, Nalon, Nervion Worksheet 26 1: a giant lizard – subtropical climate b lynx – Mediterranean climate c wild boar – Atlantic climate d vulture – mountain climate e partridge – Mediterranean climate 2: a subtropical climate b Mediterranean typical climate c mountain climate d Mediterranean continental climate e Atlantic climate UNIT Worksheet 21 1: Mercury (terrestrial) Mars (terrestrial) Venus (terrestrial) Earth (terrestrial) Neptune (gas giant) Uranus (gas giant) Saturn (gas giant) 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 not have moons 125 857430 _ 0124-0127.qxd 17/4/07 13:19 Página 126 UNIT Worksheet 27 1: a 18 b 44 c 17 d 89 2: a false The birth rate is higher than the death rate b true c false There are more women than men d true e false It is lower than in other European countries 3: Model answer: Because there are more job opportunities in the cities or in the main tourist centres Worksheet 28 1: agriculture, tourism, transport, food, chemical, automobile, fishing, trade, mining, construction 2: The primary sector The secondary sector The service sector Agriculture The automobile industry Tourism Fishing The food industry Trade Mining The chemical industry Transport Livestock farming (added) Construction The textile industry (added) The telecommunications industry (added) Vocabulary: a b 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 126 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 b c d e f g 10 h i j 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 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 b 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 857430 _ 0124-0127.qxd 17/4/07 13:19 Página 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 b c d 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 b c d e UNIT 14 Worksheet 43 1: a b c d e f g h Worksheet 44 1: 1898 Intellectuals asked for changes in Spanish society 1909 There was a revolt in Barcelona 1923 Primo de Rivera’s dictatorship started 1930 Primo de Rivera’s dictatorship came to an end 1931 The Second Republic was established 2: a false It was distributed among the peasants b true c false Women were given the right to vote d true e false Worksheet 45 1: a true b false The Nationalists supported General Franco c false The Nationalists won the Civil War d true e false The dictatorship ended in 1975 2: a one c many individual liberties, such as freedom of expression d they migrated to other countries e in the 1960s Worksheet 46 2: a They were jailed or executed b It reduced the unemployment rate and brought money back to Spain c It brought more information, new ideas, customs and ways of dressing 127 857430 _ 0128-0128.qxd 20/4/07 11:58 Página 128 Essential Science, Science, Geography and History, for Year of Primary Education is a collective work, conceived, designed and created by the Primary Education department at Santillana, under the supervision of JOSÉ LUIS ALZU GOÑI, JOSÉ TOMÁS HENAO and MICHELE C GUERRINI Contributing authors: Belén Garrido and Jane Kilner English language editors: Martin Minchom, Sheila Klaiber and Kirsten Ruiz-McOmish Art director: José Crespo Design coordinator: Rosa Marín Design Team: Cover: Martín Ln-Barreto Interior: Rosa Barriga Artwork coordinator: Carlos Aguilera Coordinator, design development: Javier Tejeda Design development: José Luis García and Rẳl de Andrés Technical director: Ángel García Encinar Technical coordinator: Marisa Valbuena Layout: Leticia Fernández and Miguel Á Mora-Gil Research and photographic selection: Amparo Rodríguez Photographs: A Toimil; J C Muñoz; J Jaime; ORONOZ; A G E FOTOSTOCK; GETTY IMAGES SALES SPAIN; HIGHRES PRESS STOCK/AbleStock.com; MUSEUM ICONOGRAFÍA/J A Bedoya; PHOTODISC; European Community; Mancomunidad Intermunicipal del Sureste de Gran Canaria; MATTON-BILD; MUSEO NACIONAL CENTRO DE ARTE REINA SOFÍA; SERIDEC PHOTOIMAGENES CD; ARCHIVO SANTILLANA Richmond Publishing Kings Street Cloisters Albion Place London W6 0QT United Kingdom © 2007 by Santillana Educación, S L./Richmond Publishing Torrelaguna, 60 28043 Madrid Richmond Publishing is an imprint of Santillana Educación, S L PRINTED IN SPAIN Printed in Spain ISBN: 978-84-294-0962-8 CP: 857430 D.L.: All rights reserved No part of this book may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission in writing of the publisher ...857430 _ 0001-0015.qxd 23/4/07 13:25 Página Essential Science 853705_C.ai 10/03/2007 0:03:40 • Essential Science teaches basic concepts of Science, Geography and History through English •... Ombu Whale Penguin 42 857430 _ 0001-0015.qxd 17/4/07 16: 48 Página CONTENTS FOR SCIENCE, GEOGRAPHY AND HISTORY Natural sciences UNIT CONCEPTS BOOK PROCEDURES CITIZENSHIP 01 Ecosystems • Ecosystems... Read Read and and tick tick ✔ ✔ shark shrimp tuna small fish Match 20 21-24 37 38-39 56- 57 58 -64 42 43 56 57 58 -63 competition • parasitism • mutualism • • A living thing lives in or on another living