New Science 3 Teacher's Book - Santillana
Short Description
Descripción: New Science 3 Teacher's Book...
Description
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3
Teacher’s Book New Science Science, Geography and History
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The Teacher's Book, Science, Geography and History, New Science, for Year 3 of Primary Education is a collective work, created, written and developed in the Primary Education department at Santillana Educación S.L., under the supervision of JOSÉ LUIS ALZU GOÑI and JOSÉ TOMÁS HENAO. Contributing authors: Mar García, Juan Ignacio Medina and Ana María Sánchez-Ramal English language specialists: Paul and Susan House English language editors: Michele Guerrini, Kerry Powell, Julie Davies and Sheila Klaiber Editor: Mar Garcia
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Contents Introduction Presentation of The
Learning Ladder
IV
Resources for the student
Vl
Resources for the teacher
Vll
Content map for the second cycle
Vlll
Description of the Student's Book
X
Description of the Teacher's Book
XlV
Resource Folder
XVl
Other resources
XVll
Child development from 8 to 10 years
XVlll
Science, Geography and History 3 Contents of the Student's Book
01 The human body 02 Bones and muscles 03 Nutrition and organs 04 Animals 05 Plants 06 Water and air 07 Rocks and soil 08 Landscapes 09 Weather and rivers 10 Urban landscapes 11 Farm landscapes 12 Industrial landscapes 13 The history of my home town Glossary
10 24 36 50 64 78 92 108 122 136 150 164 178 204
III
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Presentation The Learning Ladder is the new Santillana programme for quality education.
Quality education includes being able to guarantee improved learning skills. In order to achieve this goal, one of the main cornerstones of this project is learning more; while covering all the essential contents, the students are presented with a much more complete programme. This project contains: Texts for the students with: More learning activities More study aids (graphs, diagrams, workbooks, etc.) Student centred methodology
• • •
Resources for the teacher with: Reinforcement and extension activities Activities for testing and assessment
• •
Quality education includes improving understanding. In order to achieve this goal, one of the main cornerstones of this project is improving understanding; students should understand the concepts they learn, establish relationships between newly learned concepts and previous knowledge, and apply existing knowledge to show that they understand. This project contains: Texts for the students with: More reading comprehension activities More activities for expanding and developing vocabulary Activities for reviewing, understanding and reasoning Activities for integrating knowledge
• • • •
Resources for the teacher with: Programmes for developing intelligence Workbook for developing reading skills
• •
IV
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Quality education includes integrating citizenship and multidisciplinary issues. In order to achieve this goal, one of the main cornerstones of this project is
acquiring the necessary habits and values for living within a community. This project contains: Texts for the students with: Reading activities for citizenship issues and values Activities for their social and emotional development
• •
Resources for the teacher with: Activities for citizenship issues and multidisciplinary proposals Workbook for working with recent immigrants*
• •
Quality education requires promoting responsibility for learning among the students. In order to achieve this goal, one of the main cornerstones of this project is reviewing and revising in different ways. The students are supervised continuously in these tasks. This project contains: Texts for the students with: Unit reviews Summary activities
• •
Resources for the teacher with: Test and assessment activities for each unit* Tests and assessment sheets for each term*
• •
Quality education requires educating for the information society. In order to achieve this goal, one of the main cornerstones of this project is linking new technologies to school activities. This project contains:
•On-line resources for the student •On-line resources for the teacher *Not yet available in English
V
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RESOURCES FOR THE STUDENT
Year 4
Year 3
Student's Books Spanish Language 3*
• First term • Second term • Third term
Mathematics 3*
• First term • Second term • Third term
Science, Geography and History 3
Art and Craft English Music* Catholic Religion*
Spanish Language 4*
• First term • Second term • Third term
Mathematics 4*
• First term • Second term • Third term
Science, Geography and History 4
Art and Craft English Music* Catholic Religion*
*Not yet available in English
VI
Workbooks*
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RESOURCES FOR THE TEACHER Teacher's Books
Resource folder*
• Teacher's Book for Spanish Language 3*
• Assessment worksheets for Spanish Language 3* • Reinforcement and extension worksheets for Spanish Language 3* • Developing reading skills worksheets*
• Teacher's Book for Mathematics 3*
• Assessment worksheets for Mathematics 3* • Reinforcement and extension worksheets for Mathematics 3*
• Teacher's Book for Science, Geography and History 3
• Assessment worksheets for Science, Geography and History 3* • Reinforcement and extension worksheets for Science, Geography and History 3*
• Teacher's Book for Art and Craft • Teacher's Book for English • Teacher's Book for Music* • Teacher's Books for Catholic Religion* • Workbook for recent immigrants* • Theatre workbook 3* • Worksheets for developing intelligence 3*
• Teacher's Book for Spanish Language 4*
• Worksheets for assessment in Spanish Language 4* • Worksheets for reinforcement and extension in Spanish Language 4* • Worksheets for developing reading*
• Teacher's Book for Mathematics 4*
• Worksheets for assessment in Mathematics 4* • Worksheets for reinforcement and extension in Mathematics 4*
• Teacher's Book for Social Sciences, Geography and History 4
• Worksheets for assessment in Science, Geography and History 4* • Worksheets for reinforcement and extension in Science, Geography and History 4*
• Teacher's Book for Art and Craft • Teacher's Book for English • Teacher's Book for Music* • Teacher's Books for Catholic Religion* • Workbook for recent immigrants* • Theatre workbook 4* • Worksheets for developing intelligence 4*
*Not yet available in English
VII
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CONTENTS FOR SCIENCE, GEOGRAPHY AND HISTORY - SECOND CYCLE Third cycle
Natural sciences
UNIT
CONCEPTS
PROCEDURES
CITIZENSHIP
01. The Human Body
• The human body (outside) • The sense organs
• Labelling a diagram • Making a descriptive chart
Who is the best?
02. Bones and muscles
• Bones and the skeleton • Muscles
• Interpreting a sequence of drawings • Making a model of the backbone
Moving around
03. Nutrition and organs
• The digestive system and nutrition • The respiratory system • Blood circulation
• Taking our pulse and recording
Healthy eating
04. Animals
• Vertebrates(outside) • Vertebrates (inside) • Invertebrates
• Extracting information from
05. Plants
• A description of plants • Flowers and fruit • The function of plants
• Completing the sequence
06. Water and air
• Water in nature • The water cycle • Air
• Doing an experiment • Making a poster of the
• Rocks and minerals • Soil
• Describing a rock • Making a poster about
07. Rocks and soil
the data • Drawing a diagram of our teeth Training pets
a data table • Making animal index cards Protected plants
of a cycle • Making a plant collage Fighting pollution
water cycle Deforestation
Geography and History
soil protection
VIII
• Mountain landscapes • Flat landscapes • Coastal landscapes
• Reading a relief map • Making a poster of the
09. Weather and rivers
• The weather • Weather changes the landscape • Water and landscape
• Recording temperatures • Making a rain gauge
Use water carefully
10. Urban landscapes
• Villages • Towns and cities • Means of transport
• Reading a street map • Organising a day trip
Pedestrians
11. Farm landscapes
• Arable farming • Animal farming • Resources from the sea
• Extract information from a sketch • Writing a fact sheet about a crop
Protecting small fish
08. Landscapes
Taking care of the landscape
landscapes in our region
or a farm animal
and forests
12. Industrial landscapes
• Industry • Industrial products • Electricity
• Reading a thematic map • Analysing food labels
Rubbish is a raw material
13. The history
• Time goes by • The past and present of cities,
• Drawing a timeline • Investigating the history of your
Caring for our heritage
of my hometown
towns and villages
• Memories from the past
hometown
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Fourth cycle UNIT
CONCEPTS
PROCEDURES
CITIZENSHIP
01. Animals
• Mammals • Other vertebrates • Invertebrates
• Making a table • Making an animal mobile
Watch out! Protected species
02. Interacting
• The nervous system • The sense organs • The musculoskeletal system
• Interpreting a bar chart • Making up a game about the senses
No barriers
• Nutrition and food • The digestive process • Breathing, circulation
• Examining a food label • Making up a healthy diet
World hunger
with others
03. Food and nutrition
and excretion
04. Birth and growth
• Reproduction • Pregnancy and childbirth • Changes during our life
• Drawing a growth table • Making an album about your life
Children's rights
05. Matter
• Solids, liquids and gases • Changes in matter • Matter
• Writing a report about an experiment • Doing a survey about where used paper
The three Rs
06. Machines
• Machines help us • Examples of machines
• Identifying simple machines • Making a poster about machines
Safe machines and tools
07. The Earth
• The Solar System • Day and night • Seasons of the year
• Comparing two pictures • Making a fold-out display of the planets
Changing the clocks
• Municipalities and regions • Provinces and autonomous
• Interpret a political map • Making index cards of
in the Universe
08. The territory we live in
communities
and empty bottles end up
to scale
the autonomous communities
09. Population
• How the population is organised • Population changes
10. Economic
• People work • Comparing two bar graphs • The primary sector in my community • Describing a job • Industry in my community
activities
11. Services
12. Political institutions
Cultural differences
• Interpreting a population density map • Doing a census of the class
Solidarity with immigrants Equality in the work place
• What are services • Industry and tourism • Transport and communications
• Interpreting a road map • Writing an article for the school
• We live in a democratic society • Municipal and autonomous
• Interpreting an organisation table • Organising elections in the classroom
NGOs
• How the first human beings lived • Beginnings of history • What was life like 1000 years ago?
• Describing a monument • Writing a biography of a person
The importance of historic heritage
• Life 500 years ago • Life 200 years ago • Life today
• Describing a painting • Making a photo album
Responsible consumption
newspaper
institutions
• State institutions
13. Thousands of years ago
14. Hundreds of years ago
in history
Progress for everybody
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Student's Book INTRODUCTORY PAGES
8 Landscapes A mountain village
●
Answer the questions. – What is the landscape around the village like? Is it flat or mountainous? – Where did the people go to live when they left the village? – Do you know any villages with only a few inhabitants?
●
The other day I read a strange advertisement in the newspaper. It said, ‘We are looking for people who want to live in a mountain village. We will give you a house and farm tools.’ My Dad said it would be a good idea to go and visit the village. So, last Saturday we drove there.
Objectives
1 Talk about the text
What would you do to encourage people to go back and live in a mountain village? Work out a plan with a friend. Explain it to the class.
Procedures
2 Think about the questions ●
Answer the questions. Read the texts.
First of all, we drove 50 kilometres along a flat plain. Then, we went up a narrow, winding road. We drove past lots of fields that had not been cultivated. Finally, we arrived at the village.
What is landscape? It is everything that we see around us. It can be natural or man-made. Natural features include mountains, rivers, plains and beaches. Man-made features include buildings, roads and bridges.
A shepherd told us the story of the village. In the past, it was a very big village, with more than 300 inhabitants. It had a church and about eighty houses.
Why are there different landscapes? Landscapes vary according to the type of land. Landscapes with steep slopes form mountain landscapes. Those with flat lands form plains. Landscapes near the sea are called coastal landscapes.
The shepherd also said that in winter you could not get to the village because of the snow. There was no work in the village, so people left. They went to live in the valley where life was easier. Now everything is changing. The communications are much better. People are starting to live in the village again. Now I understand that strange advertisement!
3 Find out about the unit In this unit we are going to learn about: ✓ Mountain landscapes. ✓ Flat landscapes. ✓ Coastal landscapes.
Julie, age 9
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Suggestions for class work 1. Explain the meaning of the title of the unit and the relationship between this unit and previous units. 2. Read the text out loud to the students and ask questions. For example: Who is writing the text? What does he/she say? Have you ever had a similar experience? Continue with the oral activities in the section Talk about the text. 3. Ask the questions in the section Think about the questions and encourage students to suggest some answers. Remember that the objective of the activity is to ascertain what the students already know about the topic, even if their knowledge is incomplete or inaccurate. 4. Extend the activities by bringing extra material to the class. This might include pictures, information sheets, a guest coming in to talk to the students on the theme, or by doing a simple experiment.
X
To spark the students' interest and to focus on the theme of the unit.
109
Students read and discuss a narrative text, and then answer questions. There are two types of questions: questions designed to encourage the students to discuss the text, and questions designed to make the students aware of what they already know and what they need to learn. Finally, the students see an overview of what they will cover in the unit.
FACILITATING LEARNING… Encourage students to participate in the discussion, especially those who may be less motivated. Encourage students to ask interesting questions, which motivate them to look for answers in the unit. Offer positive reinforcement so that the students feel you have every confidence in their ability to perform the tasks satisfactorily.
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INFORMATION PAGES 8 Mountain landscapes
4. Life in the mountains
1. Mountains and valleys Mountain landscapes are made up of mountains and valleys. 1
side
mountain
In mountain areas, the land can be very high, and there are steep slopes. When the mountain is not very high, we call it a hill. Valleys are areas of low land between mountains. Many valleys were formed by rivers, which begin in the mountains.
There are often villages on the sides of mountains. The inhabitants are livestock farmers. They earn a living from animal farming, cultivating crops, and from the forests. 4
summit
Many years ago, mountain life was very hard. Communications were bad. Many people went to live in the valleys.
foot
Today however, people who live in the cities often go to the mountains. They go there to rest, enjoy the landscape, and do different sports.
valley 1
Mountains and valleys
2. What are mountains like?
5. Landscape changes
Mountains can be isolated, or together with other mountains. When they are together, it is called a mountain range. Sometimes, these mountain ranges form a long line, called a chain. 2 There are three main parts to a mountain: the summit, which is the highest part, the foot, which is the lowest part, and the sides or slopes, which go from the foot to the summit.
Mountain landscapes have changed. They are now much easier places to live in. 3 People have built roads, railways, and tunnels in mountain areas. They have also built houses and, in some areas, ski stations. Now, more mountain areas have electricity, and sometimes there are reservoirs in these areas.
2
Vines under cultivation on the side of a mountain. Terraces are made, so the vines can be cultivated on a slope.
Tasks 1. What is a mountain? How many parts does it have? What is a valley?
Objectives To provide the students with key information.
2. What is a mountain range? 3. Point to the following things in picture 3 below: a summit, a valley, a reservoir and a village.
Procedures
A mountain range
summit
3. Rocks and forests
aerial ski station
Some mountains are rocky and bare. Others are covered with vegetation. tunnel
Mountain vegetation varies according to height. In the lower parts of the mountain, there are grasses and bushes. On the slopes, there are trees and meadows. At the top, there is hardly any vegetation at all.
DIBUJO
3
Mountain landscape
4
reservoir
valley road
110
Suggestions for class work 1. Explain the meaning of the title of the double page and its relationship to the theme of the unit. 2. Ask the students to look carefully at the pictures on the double page and to make predictions about the text. 3. Read each paragraph out loud to the students. Explain any unknown words. Explain the texts. Connect the content to the students' own experience or other concepts they have learned. Make sure the students understand the texts they are reading. Ask volunteers to read the text out loud again. Ask questions on the main ideas. Ask students to explain the text and remind them of the words that have been highlighted. 4. Ask the students the questions in Tasks to revise the main concepts and to check their understanding of the texts.
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To facilitate the students' understanding by using clear written and graphic information. This information is reinforced with Tasks which are designed to ensure that the students understand the main ideas in the text.
READING THE TEXTS Before reading the texts in full, ask students one or two questions which they should try to answer, as quickly as possible, using the text. Then ask them to read the text out loud in groups of three or four. Tell the students to read through the texts individually. Then ask them to write two questions about the text, and exchange them with their classmates. Students re-read the text and answer the questions. Divide the class into the same number of groups as there are paragraphs on the double page. Assign a paragraph to each group. Students read and discuss their paragraphs. Divide the class into new groups made up of one member from each of the original groups. Students take turns to tell the rest of their group about the information in their paragraph.
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LEARNING ACTIVITY PAGES A C T I V I T I E S
8
UNDERSTAND
LEARNING TO READ
1. Circle the correct words. Copy the sentences.
4. Read the text. Answer the questions.
Mountain villages are found on the sides / at the summits of mountains. People who live in these villages work in farming / industry. They also exploit the sea / forests. Many years ago, life in the mountains was very easy / difficult. Today, people have built roads, tunnels / airports, and railways in the mountains. Today, life in the mountains is much easier.
The Alps
APPLY
The rivers that have their source in the Alps flow down wide valleys. In these valleys, there are many farms and good communications.
2. Draw a larger copy of the picture. Add the following features:
The Alps are one of the most important mountain ranges in Europe.
Objectives
The highest mountain in the Alps is Mont Blanc. The summit is always covered in snow. This is why the Alps are an important source of water.
To ensure a lasting and efficient learning process.
The Alps are also an important tourist destination. snow on the summit
● ●
a forest on a sunny slope
●
What is the text about? Which is the highest mountain in the Alps? Why do we say that the Alps are an important source of water? Tick the correct answer.
❏ ❏
a village on the opposite slope
Because there is a lot of water inside the mountains. Because when the snow melts, the water flows into the rivers.
Use basic procedures, such as understanding scientific texts, handling data and doing experimental work, in order to reinforce the understanding and use of the concepts learned in the unit.
GIVE YOUR OPINION a river in the valley
5. Say which mountain landscape you prefer. Give your reasons.
a road from the village to the valley
3. Match the phrases to the words. oak trees, ferns, and beech trees
mountain
roads, bridges, and villages
vegetation
summit, slope, and foot
changes in the landscape
Summary Mountain landscapes Mountain landscapes are made up of mountains and valleys. Mountains are areas of high land with steep slopes. Valleys are the low areas between the mountains.
112
Suggestions for class work 1. Decide how you will present and work with the activities in class: whole group, small groups, pair work or individual work. Also decide which activities will be performed orally. 2. Explain clearly to your students exactly what they will be doing during the activity and clear up any doubts they have. Make sure that all students know what is expected of them before they start in order to avoid unnecessary errors. 3. Once the students have finished the activities discuss the results as a whole group. Ask if anyone has any questions and correct any errors. 4. Read the text in the section Learning to read or the procedure in the section I can do it. In the latter case, once the students have completed the activity, you can ask them to look back at the same pages in the previous units (maps, diagrams, photos or charts) in order to reinforce their knowledge. 5. Ask the students to read the summary. They should all be able to explain the meaning of the sentences in this section. Write the summary on the board but leave gaps for the key words. Tell students to copy and complete the summary.
XII
Procedures
113
LEARNING ACTIVITIES There are four types of activities on these pages: Understand These are activities to help students organise their knowledge and establish relationships between what they have just learned and what they already knew. Work it out These are activities where students explain the reasons behind a variety of situations using the concepts they have just acquired. Apply These activities are designed to allow students to use their newly acquired concepts in order to solve problems, or to justify social or natural phenomenon scientifically. Give your opinion These activities encourage students to give a critical judgement on a specific idea.
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SELF-ASSESSMENT PAGES N O W
I
Objectives
K N O W
Check what you know
My project
1. Copy and complete the word map.
3. Make a poster of the landscapes
To make the students aware of what they have just learned and what they need to revise.
in your region. ●
Landscapes
Choose some interesting landscapes, for example:
mountain landscapes
are made up of
can be
can be low-lying coast
mountains
form
with
Copy and complete the sentences. Use words from the word map. ●
Landscapes can be mountain landscapes, plains …
●
Mountain landscapes are made up of …
●
Flat landscapes can be …
●
Coastal landscapes can be …
mountain range.
❏
❏
plain.
slope.
3. In flat landscapes we can find plains, moors, and…
❏
ranges.
❏
depressions.
4. A high plain is called a…
❏
moor.
beach landscape
high coastal landscape
❏
●
Find some photos of the landscapes or draw pictures. Glue the photos or pictures onto paper.
●
Write descriptions of your pictures.
depression.
5. Many rivers flow into the…
❏
sea.
❏
Taking care of the landscape
mountains.
The landscape has taken millions of years to form. Human beings have changed the landscape by building roads, bridges and buildings. Sometimes, people have been careful and have not damaged the natural landscape. However, there are times when the results have been disastrous. In these situations, forests, rivers, rocks and beaches have been destroyed.
6. Low-lying coasts have…
❏
cliffs.
❏
beaches.
7. When the sea bites into the land we call it a…
❏
gulf.
❏
cape.
8. A group of islands is called…
❏
a peninsula.
❏
an archipelago.
■
Why should we take care of our forests, rivers and beaches? Give your reasons.
120
There are four different types of activities:
• word maps for organising ideas • multiple choice questions in order
The river is called …………… It flows through a town called …………… There are lots of plants on the river banks.
4. Read the text. Do the task.
2. The highest part of a mountain is the… summit.
flat landscape
Procedures
CITIZENSHIP
1. Several mountains together form a…
❏
forest landscape
EXAMPLE
2. Tick the correct words. ❏
river landscape
beaches
mountain ranges
■
mountain landscape
with
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to remember specific information • projects for creative work which includes various aspects of the unit • short pieces of text to encourage the students to reflect on their own behaviour and that of others
Suggestions for class work 1. Before doing the activities on these pages, ask students to review the information pages for the unit and the activities they have done in their notebooks. Supplement this review by explaining the main concepts and writing a brief summary of the concepts covered on the board. 2. Tell students to complete the word maps and the multiple choice tests in a separate part of their notebook. At the end of the school year these pages will serve as a testimony of the work the students have covered. 3. Decide whether the students should do the project as group work or individual work. 4. Complete the work for the unit by doing the reinforcement, extension or assessment worksheets.* 5. Encourage the students to talk about what they have learned in the unit, and discuss any difficulties they have had.
*Not yet available in English
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TEACHER'S BOOK The Teacher's Book is organised as follows:
1. PRESENTATION UNIT 8
UNIDAD 0
Landscapes
Presentation
PRESENTATION
RESOURCES
This unit presents three kinds of natural landscapes. The objective is for students to recognise the differences and similarities between mountains, flat landscapes and coasts.
This section introduces the contents of the unit and highlights the main concepts.
The unit focuses on how to read and interpret illustrations and relief maps. It also encourages students to recognise the importance of protecting nature and the environment.
• Reinforcement and extension – Reinforcement: Worksheets 16, 17 and 18 – Extension: Worksheet 8
UNIT CONTENT
These are materials from the Learning Ladder which can be used to supplement the work in the unit.
Resource folder PHOTOCOPIABLE RESOURCES
SPECIAL PROGRAMMES
• Worksheets for developing intelligence • Working with recent immigrants
• Test and assessment – Assessment: Worksheet 8
Objectives • To identify the characteristics and elements of mountain landscapes, flat landscapes and coastal landscapes • To recognise the differences among the three kinds of landscapes • To read and understand a scientific text • To interpret a simple relief map • To think about the importance of protecting the environment
Resource folder
Internet resources
INDIAN
PAPUA NEW GUINEA
Arafura Sea
Timor Sea
Gulf of Carpentaria
OCEAN
Gr
Relief maps http://www.atlapedia.com/online/map_index.htm Download relief maps of countries around the world
Coral Sea
ea t
Contents
• Protecting the environment
• Describing and comparing illustrations • Interpreting a relief map • Reading and understanding a scientific text
Great Australian Bight
SOUTHERN OCEAN Tasman Sea
SCALE
0
207
Kilometres
Assessment criteria
Other resources
• Recognising the characteristics and elements of mountain landscapes, flat landscapes, and coastal landscapes • Identifying similarities and differences among these three kinds of landscapes • Interpreting a simple relief map • Understanding a short scientific text • Recognising the importance of protecting the environment
• Natural Science Tasks – The Solar System and the Earth – Nature. Vocabulary • Activities with maps • Primary school atlas • School dictionary
October
November
December
January
February
March
April
May
These are internet links to web pages associated with the contents of the unit.
Other resources
Suggested timing for the unit September
Internet resources
June
108 B
These resources are complementary materials which are related to the contents of the unit.
INTRODUCTORY PAGES
Anticipating difficulties This section describes the main difficulties that the students may face when working through the unit.
8 Landscapes ■ Anticipating difficulties • In this unit you may find that the students have difficulty differentiating between altitude (the height of a mountain from sea level to the summit) and height (the height of a mountain from its base to its summit). Explain the meaning of both concepts and draw the following diagram on the board. Summit
Height Altitude Foot Sea
A mountain village The other day I read a strange advertisement in the newspaper. It said, ‘We are looking for people who want to live in a mountain village. We will give you a house and farm tools.’ My Dad said it would be a good idea to go and visit the village. So, last Saturday we drove there.
■ Teaching suggestions
Teaching suggestions This section offers suggestions for exploiting and reinforcing the contents on the double page.
• After reading A mountain village, ask the students to talk about some of the characteristics of the place where they live: What is it like? Where is it? What are the houses like? How many people live there? What is the landscape like: mountainous, flat or coastal? How have people changed the landscape? • Ask the students if they have ever visited a mountain village. If they have, ask them to talk about the experience. Prompt them with questions, for example: Where were you? How did you get there? What did you see? Did many people live there? Was it like the village in the book?
108
1 Talk about the text ●
UNIT 8
Answer the questions. – What is the landscape around the village like? Is it flat or mountainous? – Where did the people go to live when they left the village? – Do you know any villages with only a few inhabitants?
●
What would you do to encourage people to go back and live in a mountain village? Work out a plan with a friend. Explain it to the class.
✓ You are in contact with nature.
2 Think about the questions ●
Answer the questions. Read the texts.
A shepherd told us the story of the village. In the past, it was a very big village, with more than 300 inhabitants. It had a church and about eighty houses.
Why are there different landscapes? Landscapes vary according to the type of land. Landscapes with steep slopes form mountain landscapes. Those with flat lands form plains. Landscapes near the sea are called coastal landscapes.
Now I understand that strange advertisement!
Disadvantages ✓ It snows a lot, and you may get snowed in.
Citizenship
What is landscape? It is everything that we see around us. It can be natural or man-made. Natural features include mountains, rivers, plains and beaches. Man-made features include buildings, roads and bridges.
The shepherd also said that in winter you could not get to the village because of the snow. There was no work in the village, so people left. They went to live in the valley where life was easier.
• Encourage the students to talk about the advantages and disadvantages of living in a mountain village. Ask them to fill in a table: Advantages
First of all, we drove 50 kilometres along a flat plain. Then, we went up a narrow, winding road. We drove past lots of fields that had not been cultivated. Finally, we arrived at the village.
Now everything is changing. The communications are much better. People are starting to live in the village again.
XIV
R
AUSTRALIA
108 A
2.
er
f
This section includes the objectives, contents and assessment criteria for the unit together with suggested timing.
ATTITUDES
ri
ee
• Mountain landscapes • Flat landscapes • Coastal landscapes
PROCEDURES
ar
CONCEPTS
B
Unit content
World land areas and elevations http://www.factmonster.com/ipka/A0001763.html Facts about highest and lowest elevations
Tolerance and respect After students read the text, explain that when visiting new places, it is important to respect the ways and customs of the people who live there, even if those ways and customs are different from their own. Present several situations and ask the students what they would do in each one. For example: Imagine people offer you food you have never eaten before. What would you do?
3 Find out about the unit
Citizenship This section works with the citizenship programme, which is essential for developing the student both as an individual and as a member of society.
In this unit we are going to learn about: ✓ Mountain landscapes. ✓ Flat landscapes. ✓ Coastal landscapes.
Julie, age 9
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Alternative suggestions
ALTERNATIVE SUGGESTIONS • Bring photos of different landscapes into class. Divide the class into groups, and ask each one to choose a photo. Tell the students to take an imaginary trip to the place in the photo. Ask them to explain specific details of their trip, such as: how they organised the trip, what they saw, what type of transport they used, what kind of clothes they wore, what kind of landscape they passed through: valleys, rivers, mountains, coasts; what kind of people, plants and animals they saw, etc.
• If possible, take the students to a place near your school where they can look at a natural landscape (mountains, flat landscape or coast). Introduce some of the concepts they are going to study in this unit.
Answer Key Talk about the text • It is mountainous. • They went to live in the valley. • M. A. Students name villages they know. • M. A. We offer horse-riding tours of the mountains and campsites. This brings tourists to our mountain village.
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This section offers alternative suggestions for introducing the unit and creating a positive learning environment.
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3. INFORMATION PAGES Objectives
8 UNIT 8
Mountain landscapes
This section describes the main objectives for the double page.
4. Life in the mountains
1. Mountains and valleys Mountain landscapes are made up of mountains and valleys. 1
OBJECTIVES • To recognise the elements that make up a mountain landscape • To know how the distribution of the population can affect the landscape
side
mountain
In mountain areas, the land can be very high, and there are steep slopes. When the mountain is not very high, we call it a hill. Valleys are areas of low land between mountains. Many valleys were formed by rivers, which begin in the mountains.
There are often villages on the sides of mountains. The inhabitants are livestock farmers. They earn a living from animal farming, cultivating crops, and from the forests. 4
summit
Understanding
Today however, people who live in the cities often go to the mountains. They go there to rest, enjoy the landscape, and do different sports.
valley 1
4
Vines under cultivation on the side of a mountain. Terraces are made, so the vines can be cultivated on a slope.
Mountains and valleys
2. What are mountains like?
Teaching suggestions •Introduction •Explanation •Understanding
■ Teaching suggestions Introduction • Ask the students to look at picture 2. Remind them of the landscapes they studied the previous year, and have them associate those landscapes with the photo. Help them to describe the picture using words like summit, mountain range, hillside, etc. • If they know of any mountains near their home, encourage them to describe the mountain(s). Prompt them with the following questions: Are there trees? Is there any snow? Are the mountains very high? etc.
This section provides more information to supplement learning.
1. What is a mountain? How many parts does it have? What is a valley?
People have built roads, railways, and tunnels in mountain areas. They have also built houses and, in some areas, ski stations. Now, more mountain areas have electricity, and sometimes there are reservoirs in these areas.
2
2. What is a mountain range? 3. Point to the following things in picture 3 below: a summit, a valley, a reservoir and a village.
A mountain range
summit
3. Rocks and forests
aerial ski station
Some mountains are rocky and bare. Others are covered with vegetation. tunnel
Mountain vegetation varies according to height. In the lower parts of the mountain, there are grasses and bushes. On the slopes, there are trees and meadows. At the top, there is hardly any vegetation at all.
Mountain landscape
• Draw the following diagram on the board, and explain how vegetation is distributed on a mountain.
Tasks
Mountain landscapes have changed. They are now much easier places to live in. 3
DIBUJO
3
Explanation
Additional or interesting information
5. Landscape changes
Mountains can be isolated, or together with other mountains. When they are together, it is called a mountain range. Sometimes, these mountain ranges form a long line, called a chain. 2 There are three main parts to a mountain: the summit, which is the highest part, the foot, which is the lowest part, and the sides or slopes, which go from the foot to the summit.
• Follow up the questions in the Student's Book with these: – Are 'summit' and 'top' the same thing? – What other word do we use to describe the side of a mountain? – What jobs do people who live in the mountains usually do? • Ask the students to bring photos or magazine cut-outs of mountain landscapes into class. Tell them to glue the pictures onto pieces of paper, and to write a brief description of the landscape under each picture. For example, they should say whether the photo is of a mountain range or a single mountain, what parts of the mountain can be seen, what natural and man-made objects they can see, such as houses, snow, etc. Students can bind several pages to make a scrapbook, My Mountain Scrapbook.
Many years ago, mountain life was very hard. Communications were bad. Many people went to live in the valleys.
foot
Citizenship Environmental education
reservoir
Explain to the students that we can do different leisure activities in the mountains: camping, hiking, climbing, skiing... Remind them that there are a lot of plant and animal species in the mountains, and that we can enjoy these things if we treat our surroundings with respect.
valley road
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Summit: pasture, fields Hillside: forests. In wet areas there will be trees like oak and beech, and in dry areas trees such as fir and pine. In the area near the summit, there will be hardy species which are resistant to the cold like black pine or fir trees. Foot of the mountain: bushes
■ INTERESTING INFORMATION
LEARNING SKILLS
Sherpas
Underlining
The Sherpas are a group of people who live in the highest area in the world. Their unique physical condition means they can live at heights where other human beings, unaccustomed to the altitude, find it difficult to breathe.
Remind the students that underlining is used to emphasise the most important sentences or words in a text. Before underlining, they should read the text carefully and then underline only the most important things: titles, definitions, key words, etc.
Thanks to their strength and resistance to heights, the Sherpas have taken part in many mountain-climbing expeditions in the Himalayas. In 1953, Sherpa Tenzing Norgay and New Zealander Edmund Hillary became the first people to climb the highest mountain in the world, Mount Everest, which is 8,846 metres high.
Answer key 1. A mountain is high land with steep slopes. The three main parts of a mountain are: the summit, the sides (or slopes) and the foot. A valley is the land between two mountains. 2. A mountain range is several mountains together. 3. Students point to parts of the illustration.
◗ Read Life in the mountains with the class, one paragraph at a time. Then ask the students to tell you the main idea in each paragraph. When they identify it correctly, ask them to underline it in the text.
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Learning skills This section provides activities and procedures for developing students' capacity to acquire, organise and retain information.
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4. ACTIVITY PAGES A C T I V I T I E S
Activities
8
UNDERSTAND
This section provides information, suggestions for extending activities or explanations needed to do the activities.
UNDERSTAND 1. Life in the mountains. Use this activity to check that the students can identify the ways of life in mountain areas.
4. Read the text. Answer the questions.
Mountain villages are found on the sides / at the summits of mountains. People who live in these villages work in farming / industry. They also exploit the sea / forests. Many years ago, life in the mountains was very easy / difficult. Today, people have built roads, tunnels / airports, and railways in the mountains. Today, life in the mountains is much easier.
The Alps
APPLY
The rivers that have their source in the Alps flow down wide valleys. In these valleys, there are many farms and good communications.
Answer key People who live in these villages work in farming. They also exploit the forests. Many years ago, life in the mountains was very difficult. Today people have built roads, tunnels and railways in the mountains. Today, life in the mountains is much easier.
2. Draw a larger copy of the picture. Add the following features:
The Alps are one of the most important mountain ranges in Europe.
Answer key • It is about the Alps, the highest mountain range in Europe. • The highest mountain in the Alps is Mont Blanc. • Because when the snow melts, the water flows into the rivers.
The highest mountain in the Alps is Mont Blanc. The summit is always covered in snow. This is why the Alps are an important source of water.
The Alps are also an important tourist destination. snow on the summit a forest on a sunny slope
GIVE YOUR OPINION
●
What is the text about?
●
Which is the highest mountain in the Alps?
●
Why do we say that the Alps are an important source of water? Tick the correct answer.
❏ ❏
a village on the opposite slope
Because there is a lot of water inside the mountains. Because when the snow melts, the water flows into the rivers.
a river in the valley
• M. A. I like the mountain landscape with snow because I like skiing.
5. Say which mountain landscape you prefer. Give your reasons.
a road from the village to the valley
Maths link Find information about mountains in your country or continent. Draw a chart on the board and fill in the information. Alternatively, give an example. Then ask questions like: Which is the highest mountain? Which is the lowest? What is the difference between the two?
3. Match the phrases to the words. oak trees, ferns, and beech trees
mountain
roads, bridges, and villages
vegetation
summit, slope, and foot
changes in the landscape
Summary Mountain landscapes
Answer key • Check that students have positioned these elements properly.
3. Mountain landscape. This activity helps students to categorise vocabulary.
Answer key Answers to the activities in the Student's Book. Model answers are also provided where there is no set answer. These are indicated by M.A.
Mountain landscapes are made up of mountains and valleys. Mountains are areas of high land with steep slopes. Valleys are the low areas between the mountains.
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Answer key • oak trees, ferns and beech trees: vegetation • roads, bridges and villages: changes in the landscape • summit, slope and foot: mountain
ADDITIONAL ACTIVITIES Vocabulary index
Sun and shade
Ask the students to make a vocabulary index card for each new word in this lesson or for words which they have found difficult. Each word should be on a separate card, and they should include a definition and a sentence with the word. For example:
If you want to explain the concepts of sun and shade, all you will need is a lamp and your hands.
LEARNING TO READ 4. The Alps. This text introduces the students to a specific landscape. They will be able to identify some of the concepts they have studied in the previous lesson.
5. The mountain landscapes I like. To introduce this activity, explain that not all transformations of a landscape are negative.
Answer key
GIVE YOUR OPINION
APPLY 2. The parts of a mountain. There are two objectives to this activity: to reinforce the unit content and to develop special skills. You can ask the students to include other elements in their drawings if you wish to broaden the activity.
UNIT 8
LEARNING TO READ
1. Circle the correct words. Copy the sentences.
RESERVOIR • An artificial lake where the water from a river is stored. Reservoirs are usually built in the mountains.
Switch the lamp on, and put your hands together at the fingertips, making a triangle. Explain that the hand where the light shines directly is the sunny side of the mountain, and that the other side is in the shade. Then ask: Which hand receives more heat? Which hand is on the sunny side? Which hand is in the shade?
Height in metres
Mountain Teide (Tenerife)
3.718
Almanzor (Ávila)
2.592
Torre de Cerredo (Asturias)
2.648
Mulhacén (Granada)
3.478
Moncayo (Soria)
2.313
Aneto (Huesca)
3.404
Reinforcement and extension
F Reinforcement:
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Multidisciplinary links This section offers suggestions for linking the contents to activities working with other subject areas.
Worksheet 16
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Resources folder Additional activities This section offers suggestions for simple experiments or group activities.
Worksheets relating to the page.*
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RESOURCE FOLDER * The resource folder contains the following materials to support the teachers' work.
Special programmes Activities for recent immigrants* These materials provide guidance and suggestions for dealing with recent immigrants. There are teaching suggestions and administrative information designed to help with the process of integrating newcomers into their new school environment.
Developing literacy* This workbook provides general guidance for developing literacy in the classroom. Scripts are included for the dramatisation of four reading books from Alfaguara which are graded to the students' reading age.
Photocopiable sheets Reinforcement and extension* These worksheets are designed to support the learning of those students who encounter difficulties (reinforcement) or are fast finishers (extension).
Tests and assessment* These worksheets are designed as a review for assessing each term's work and monitoring students' progress. The workbook contains an assessment sheet for each unit of work, three test sheets (one per term) and three assessment registers (one per term).
* Not yet available in English
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Theatre workbook* This workbook contains dramatised texts which are graded according to age groups. These texts are used for performance in the classroom.
Developing intelligence* This is a continuation of the programme in the first cycle. The objective is to develop
and exercise reasoning skills to improve learning. Each workbook contains 35 photocopiable worksheets classified according to the following skills: Perception and attention, Memory, Oral comprehension, Spatial comprehension, Logical reasoning, Time sequencing and Numeracy.
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Other resources Other materials from Santillana that are recommended for your students are the following.
Santillana workbooks This is a varied and extensive collection of workbook activities designed to practise, reinforce and revise basic contents and skills. For the third cycle of New Science, the following Santillana workbooks are suggested: ●
Activities for Natural Sciences: Human body 2. Bones , muscles and the sense organs*
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Activities for Natural Sciences: Human body 3. Digestive, respiratory, excretory and circulatory system*
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Activities for Natural Sciences: Animals and plants 2*
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Activities for Natural Sciences: Earth and the Solar System*
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Activities with maps. The autonomous community*
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Activities for History. Find out about time 2*
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Activities for History. Find out about time 3*
In the area of Language (Spanish), there is a series of workbooks on Spelling and Writing and Calligraphy.* In Mathematics, there is a series of workbooks on Numbers and Calculation, Mathematical problems, Mental agility, and Geometry.*
Reference material ●
Primary school atlas* A very useful resource from Primary Four onwards
●
School Dictionary* A monolingual Spanish dictionary for primary students
Classroom materials and new technologies: ●
Interactive programme for basic subject areas ● Classroom materials for Mathematics ● On-line resources * Not yet available in English
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DOCUMENT
CHILD DEVELOPMENT FROM THE AGES OF 8 TO 10 YEARS By BERNABÉ TIERNO and MONTSERRAT GIMÉNEZ (Taken from La educación y la escuela de 8 a 10 años. Publisher Aguilar, 2004)
During these years, the fantasy and egocentrism characteristic of small children give way to more rational thinking. Children want to know the truth and look for increasingly more precise answers to questions that arise.They also want to know about the everyday real-life situations they observe.
THOUGHT DEVELOPMENT From the age of eight, children enter an extremely important period of development: the stage of concrete operations. Children progress towards more complex reasoning at this stage.They try to find logical explanations for what happens in the world around them, and gradually they adjust to reality. Children at this stage are not satisfied with just any solution to their questions or uncertainties.They want to find the ultimate explanation of things, and they want to assimilate all the information available to make sense of their environment.
■ The capacity to reason One of the most significant characteristics of this period is the rapid development of the capacity to reason.At the beginning, students still make use of concrete references. For example, they need to count on their fingers or draw items to be able to do sums. However, soon they will be able to work without these aids and will develop their capacity for abstraction; that is, the possibility to work something out in their heads without having a concrete reference. Development in thinking skills converts this period into a fundamental stage for learning. Memory and attention span improve, and children begin to reflect on their own thoughts, allowing them to develop and use more sophisticated strategies.
■ The stage of concrete operations Between the ages of eight and ten, children are immersed in the stage of concrete operations.This stage is characterised by logical thinking.The most important principles include:
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• Identity or conservation, that is, children realise that an object continues to be the same even though one of its characteristics may change. For example, this concept allows children to understand that their home will continue being the same even though the walls may be painted a different colour. • Reversibility and reciprocity, which enable children to turn operations around and understand that differentunderstand that different problems they face can be solved by compensating in some way for what has occurred. In everyday life, for example, when they have problems with a classmate, they try to resolve the situation by saying:“Let's try to be friends again,” (equivalent to reversibility) or “If I help you with Maths, you can help me with this drawing,” (an example of reciprocity). These logical principles also influence their learning, turning children into much more objective thinkers.
■ Attention span and memory At this stage, children have achieved greater self-control over their behaviour and thoughts.They are capable of avoiding distractions and of concentrating for a longer period on an activity. Attention span development affects their capacity to memorise and remember. Since they are more attentive, they focus on the most significant information and develop strategies that allow them to remember things better.
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Their memory not only improves with respect to strategies for remembering information.Their capacity to recover information also increases. In other words, a child's memory becomes more organised and efficient.
■ Rapid thinking Children at this age are capable of assimilating different pieces of information or thinking of several things at the same time.As their knowledge increases, their abilities to understand everything we communicate to them also increases. Furthermore, they have learned
to distinguish the degree of difficulty associated with different tasks. So now if they face a task they consider difficult, they know they have to pay more attention, complete more operations, and think more intensely until they find the solution. But knowing in advance that an activity or task is easy or difficult does not necessarily motivate a child to solve it. Occasionally, the opposite may occur. For this reason, the degree of difficulty of children's activities should adapt to their level of skill for solving them.The level of an activity must appear to be an achievable challenge for the child.
THE WORLD OF VALUES Children between the ages of eight and ten have sufficient ability to understand many phenomena in the world around them.The development of thinking skills allows them to venture into new domains, unknown to them up to now. Within this knowledge, everything related to instilling and building rules, and values takes on vital importance. This involves abstract concepts that children have been internalising throughout their development.
■ The value of rules The way in which children interpret rules changes compared to earlier years. Up until nine years of age, in the heteronomy stage, influences are external; children do not create rules, these are imposed on them by adults.They consider rules to be sacred and unchanging.This does not mean they will follow them to the letter; in fact, most of the time it is hard for them to do so, possibly because they are external and because they have not participated in making them. In this sense, it is important that they feel they are contributing to the creation of rules also.As a result, the reasons behind rules should be explained to them. As children participate in establishing some guidelines for living in a community, it will be more likely that they will follow them.
■ Value formation As children mature physically and psychologically, they feel more sure of themselves and more self-sufficient, gradually passing from childhood into preadolescence. In the school environment, they are going through an ideal period for developing reading skills and an interest in science and maths, in knowledge of themselves, of others, and of the world around them. For this reason, it is also necessary at this stage for them to learn the importance of internal values, since these are the ones that make children mature inwardly. Values reflect the personality of individuals. Family, school, institutions and society shape the children's moral, cultural, intellectual, emotional and social behaviour. Everyday habits that children have turned into routines are the basis on which values are sustained.That is why they need to acquire norms of behaviour to serve as a reference point. Our own examples and our attitudes towards life are the best tools to transmit what we consider important to children.
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3 New
Science Science, Geography and History
Santillana Richmond P U BL I S HING
Presentation
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New Science 3 is part of THE LEARNING LADDER programme for quality education. It is based on three main cornerstones: improving understanding, learning more and acquiring habits and values for living in a community. The ethos behind our new programme for New Science is clearly situated within the basic principles shared by the teaching community. These principles highlight the priorities in education and efficient and innovative teaching methods.
Improving understanding. Comprehension is developed through three different text-types: narrative texts to introduce the theme, informative texts to explain the contents and scientific texts to extend the theme. The reading texts are graded through the school year. They are supported by illustrations designed to help understanding.
Learning more. New Science offers essential information in a highly organised way. Pupils can use the information as reference material for understanding the world they live in. They will also acquire an understanding of procedures in the subject area, and use creative activities for research and doing simple project work. Acquiring habits and values for living within a community. This principle is present in all our educational programmes. For this reason, each unit contains a section on Citizenship.
Suggestions for assessment evaluate memory, understanding and competence in each pupil.
2
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Contents Welcome to Year Three
1 2 3 4 5 6 7 8 9 10 11 12 13
8
The human body
10
Bones and muscles
24
Nutrition and organs
36
Animals
50
Plants
64
Water and air
78
Rocks and soil
92
Landscapes
108
Weather and rivers
122
Urban landscapes
136
Farm landscapes
150
Industrial landscapes
164
The history of my hometown
178
Glossary
192
3
3
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Units
1 2 3 4 5 6 7 8 9 10 11 12 13
The human body
The human body (outside)
The senses of sight and hearing
The senses of smell, taste and touch
Bones and the skeleton
Muscles
The digestive system and nutrition
The respiratory system
Blood circulation
Vertebrates (outside)
Vertebrates (inside)
Invertebrates
Plants
Flowers and fruit
We need plants
Water in nature
The water cycle
Air
Rocks and minerals
Soil
Mountain landscapes
Flat landscapes
Coastal landscapes
Weather
Weather changes the landscape
Water and landscape
Villages
Towns and cities
Means of transport
Arable farming
Animal farming
Resources from the sea and forests
Industry
Industrial products
Electricity
Time goes by
The past and present of cities, towns and villages
Memories from the past
10
Bones and muscles 24
Nutrition and organs 36
Animals 50
Plants 64
Water and air 78
Rocks and soil 92
Landscapes 108
Weather and rivers 122
Urban landscapes 136
Farm landscapes 150
Industrial landscapes 164
The history of my hometown 178 GLOSSARY: 192
4
Contents
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Learning to read
I can do it
Projects
Citizenship
Looking after our skin
Label a diagram
Describe your body
Who is the best?
What bones are made of
Interpret pictures
Make a model of a backbone
Moving around
Teeth
Take your pulse and record results
Draw a diagram of your teeth Healthy eating
Eagle feathers
Extract information from a chart
Make an animal index card
Training pets
A forest fire
Complete the life cycle of a plant
Make a plant collage
Protected plants
Drinking water
Carry out two experiments
Make a poster of the water cycle
Fighting pollution
Mines
Describe a rock
Make a poster about soil protection
Deforestation
The Alps
Read a relief map
Make a poster of your landscape
Taking care of the landscape
The Eyes of the Guadiana
Record temperatures
Make a rain gauge
Use water carefully
The oldest underground
Read a street map
Organise a day trip
Pedestrians
New ways of farming
Extract information from a sketch
Make a fact sheet about a crop or an animal
Protecting small fish
Transforming an industrial landscape
Read a thematic map
Analyse food labels
Rubbish is a raw material
An archaeological site
Make a timeline
Investigate the history of your hometown
Caring for our heritage
5
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Organisation of the units Presentation The units in New Science are organised into three terms. The subjects are colour coded: green - Science, Blue - Geography and purple - History.
8 Landscapes
●
Answer the questions. – What is the landscape around the village like? Is it flat or mountainous? – Where did the people go to live when they left the village? – Do you know any villages with only a few inhabitants?
A mountain village
●
The other day I read a strange advertisement in the newspaper. It said, ‘We are looking for people who want to live in a mountain village. We will give you a house and farm tools.’
The unit theme is introduced by a narrative text.
Suggestion for discussion. Discussions check understanding and encourage oral expression of the unit theme.
1 Talk about the text
What would you do to encourage people to go back and live in a mountain village? Work out a plan with a friend. Explain it to the class.
2 Think about the questions
My Dad said it would be a good idea to go and visit the village. So, last Saturday we drove there.
●
Answer the questions. Read the texts.
First of all, we drove 50 kilometres along a flat plain. Then, we went up a narrow, winding road. We drove past lots of fields that had not been cultivated. Finally, we arrived at the village.
What is landscape? It is everything that we see around us. It can be natural or man-made. Natural features include mountains, rivers, plains and beaches. Man-made features include buildings, roads and bridges.
A shepherd told us the story of the village. In the past, it was a very big village, with more than 300 inhabitants. It had a church and about eighty houses.
Why are there different landscapes? Landscapes vary according to the type of land. Landscapes with steep slopes form mountain landscapes. Those with flat lands form plains. Landscapes near the sea are called coastal landscapes.
The shepherd also said that in winter you could not get to the village because of the snow. There was no work in the village, so people left. They went to live in the valley where life was easier.
Questions that stimulate recall and that help us organise our ideas.
3 Find out about the unit
Now everything is changing. The communications are much better. People are starting to live in the village again.
In this unit we are going to learn about: ✓ Mountain landscapes.
This section sets out unit objectives.
✓ Plains.
Now I understand that strange advertisement!
✓ Coastal landscapes.
Julie, age 9
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Development Each unit is divided into two parts: a section containing information, and a section with activities. 8 Flat landscapes
Informative texts are structured, brief and clear. Main points and key words are highlighted.
1. Areas of flat lands moor
Plains, moors and depressions are flat lands. ●
Plains are low, flat lands which are only slightly above sea level. When these lands are near the sea, we call them coastal plains. 1
●
Moors are high, flat lands. The land on a moor is higher than the surrounding land.
●
Depressions are flat lands which are lower than the surrounding land.
Numbers connect the text with the pictures.
village
river
Illustrations, drawings, photos and charts add to understanding.
road fields
bridge
1
A coastal plain railway
2. Flat landscapes Flat landscapes are large areas of land with very little difference in height. Vegetation on flat landscapes is not as varied as on mountain landscapes. In many places, the land is used for agriculture.
3
Life on the plains
Flat lands have a lot of rivers. The source of the rivers is in the mountains. These rivers flow across the flat areas to the sea. 2
New words are explained.
Vocabulary plough to turn over the soil and prepare it for cultivating crops
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6
6
3. Life on the plains
Tasks
Life is easier on the plains than in the mountains. This is why most towns and cities are on plains.
1. Explain the differences between a plain, a moor and a depression.
Flat landscapes have changed a lot. People have built towns and cities, roads, railways, and airports. 3
2. What is the vegetation like on the plains?
The fields have been ploughed and are ready for planting crops.
2
A plain. The river runs through this plain and is used to irrigate the crops.
3. Look at picture 3 . What can you see in this landscape? How is it different from a mountain landscape?
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Simple tasks to help you remember and understand the main points.
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A C T I V I T I E S
1
UNDERSTAND
LEARNING TO READ
1. Classify the words.
5. Read the text. Answer the questions. Looking after our skin
ears – hands – back – forehead – knees – chest – stomach – chin head
A C T I V I T I E S …………
trunk
limbs
…………
…………
UNDERSTAND 2. Compare Victor and Lisa. Complete the sentences.
1. Use the words to complete the text.
●
Victor’s eyes are ………… His hair is ………… His face is oval / round …………
5.
Lisa’s The eyes ear are ………… Her hair is ………… Her face is oval / round ………… We have one ear on each side of our ………… Lisa pinna is the ………… part of the ………… The The ………… is in the middle ear. It vibrates when it receives sound. ●
– head – ear Victor – outer – eardrum
WORK IT OUT
Learning activities, which include comprehension exercises, reasoning, applying knowledge and giving opinions.
Marina is a dermatologist. A dermatologist is a doctor who looks after skin. She helps us when we have problems with our skin, and shows us how we can look after it. Today she is talking to a man. He has sunburn. He went to the beach, and he didn’t use any sun cream. Some of the I CAN DO IT burns have turned into blisters, and others have become wounds. He has a temperature. Copy the diagram into your notebook. Use the words to label the parts of the eye. Marina cleans his wounds. Then she puts some cream on his She covers the withused gauze. will soon A diagram is aburns. simple drawing. It isburns normally to He show how something works feel much or the main partsbetter. of something. ●
Which part of the body do dermatologists look after?
● What happens if we go into the sun without special cream? Diagram of an eye – retina ● What else can we do to protect our skin from the sun? – iris – pupil GIVE YOUR OPINION – eyelashes – eyelid 6. Discuss the sentences with your classmates. Underline the sentences – cornea where the friends are behaving unkindly.
2. Match3.theAnswer parts of the body to the organs and their function. the questions.
Write sentences. ● What happens when we scratch our skin? pupil eye Light passes through it. ● What does the skin look like when the wound is better? ear drum nose It transmits sound. nasal lining ear It perceives flavours. taste bud skin It feels heat or cold. APPLY organ of touch tongue It perceives smells. EXAMPLE The pupil is in the eye. Light passes through it. 4. Look at Mark as a child, as an adolescent, and as an adult. Tick the changes.
●
Mark didn’t invite Engongo to his birthday party because he has got black skin.
●
Everybody can play in Isabel’s team: tall people, short people, thin people, and fat people. Everybody can play!
●
The boys did not vote for Susan because she is a girl.
Summary
WORK IT OUT
❏ His voice ❏ His height 3. Copy the things that can damage your eyes. ❏ The colour of his eyes dust – noise – sweat – bright lights – a mosquito ❏ His strength ❏ The colour of his hair ■ How do your eyebrows and eyelids protect your eyes? Tick the correct answer. ❏ They protect your eyes from dust. ❏ They keep your eyes moist. APPLY
Procedures show you how to obtain or work with information from maps, photos, plans, graphs and scientific texts.
1
The human body (outside)
■
The human body is made up of three parts: the head, the trunk, and the limbs. Answer the questions. Our body is covered by skin. ● Which organ did you draw? What do we use it for? Where is it? We all have similar bodies, but there are also lots of differences. These ● Where does light pass through to get to the retina? differences are due to sexual characteristics and individual characteristics. ● Which part do we move to stop the light from passing into the eye?
■
Write two more questions for your friend.
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15
Summary
4. Answer the question.
EXAMPLE
Summaries highlight the main points.
The organs of sense
It is night time. There is no light, so we cannot see these things. Which organs can we use to recognise each one?
Our senses help us to understand the things around us. Each sense has an organ in the body. We see with our eyes. We hear with our ears. We smell with our nose. We taste with our tongue, and we touch things with our skin.
We can feel the ice with our skin.
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Assessment There are two pages of assessment activities in each unit. This is a good opportunity to review and recycle both the main ideas and specific details. Your attitude and ability are also assessed. N O W
Word maps help you to organise information and express it in writing.
I
K N O W
Check what you know
My project
1. Copy and complete the word map.
3. Make a poster of the landscapes in your region. ●
Landscapes
are made up of
can be
Creative applications are suggested for the theme.
can be low-lying coast
mountains
form
with
●
Landscapes can be mountain landscapes, plains …
●
Mountain landscapes are made up of …
●
Flat landscapes can be …
●
Coastal landscapes can be …
mountain range.
plain.
❏
slope.
3. In flat landscapes we can find plains, moors, and… ranges.
❏
depressions.
4. A high plain is called a…
❏
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moor.
beach landscape
high coastal landscape
❏
Find some photos of the landscapes or draw pictures. Glue the photos or pictures onto paper.
●
Write descriptions of your pictures. The river is called …………… It flows through a town called …………… There are lots of plants on the river banks.
4. Read the text. Do the task. ❏
2. The highest part of a mountain is the…
❏
flat landscape ●
CITIZENSHIP
1. Several mountains together form a…
summit.
forest landscape
EXAMPLE
2. Tick the correct words.
❏
river landscape
with
Copy and complete the sentences. Use words from the word map.
❏
mountain landscape
beaches
mountain ranges
■
Quick tests review details.
Choose some interesting landscapes, for example:
mountain landscapes
depression.
5. Many rivers flow into the…
❏
sea.
❏
Taking care of the landscape
mountains.
The landscape has taken millions of years to form. Human beings have changed the landscape by building roads, bridges and buildings. Sometimes, people have been careful and have not damaged the natural landscape. However, there are times when the results have been disastrous. In these situations, forests, rivers, rocks and beaches have been destroyed.
6. Low-lying coasts have…
❏
cliffs.
❏
beaches.
7. When the sea bites into the land we call it a…
❏
gulf.
❏
cape.
8. A group of islands is called…
❏
a peninsula.
❏
an archipelago.
■
Why should we take care of our forests, rivers and beaches? Give your reasons.
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Citizenship asks you to reflect on life in a community and make decisions.
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Discovering living things OBJECTIVES • To differentiate between living things and materials • To know the stages in the life cycle of living things
There are different kinds of living things on the Earth: people, animals and plants. There are also non-living things which we call materials. For example, rocks, water, and air.
■ Teaching suggestions • Students choose a picture and talk about it. Then they look at the sequence with photos of the zebra. They name animals which have the same stages in their life. Establish the difference between living things and materials.
What are living things? Living things have certain things in common. It does not matter if they are as big as an elephant, or as small as a microbe. All living things…
are born
grow
reproduce
die
• Ask students about changes they have noticed in their brothers and sisters, a pet or a plant: Is your little brother/sister bigger now than before? What can he/she do now that he/she couldn’t do before? Has your pet cat/dog grown? Ask the students to draw pictures to show these changes. They can draw classmates if they do not have a younger brother/sister or pet. • If possible, project a nature video which shows how animals behave, and where they live. Tell students about a specific animal: what it eats and how it reproduces. • Write skeleton sentences on the board. Students copy and complete them. When I was born I was cm tall, and I weighed kilos. Now I am cm tall, and I weigh kilos. When I was a baby I ate and . Now I eat . When I was a baby I couldn’t or . Now I can .
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DISCOVERING LIVING THINGS To describe surroundings scientifically first, you differentiate between living things and materials. This is the basic classification of the things and objects around us. There are two reasons for this. First, to show the diversity of our world, and second, to discover the common characteristics of animals and plants. Although living things can be divided into five kingdoms, in this school year only the plant and animal kingdoms are studied. It is important for students to recognise that a human being is a living thing and a part of the animal kingdom. This will help them to understand human characteristics and needs.
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What do living things do to live? Living things do many different things to live. The main ones are:
OBJECTIVES • To know the primary needs of living things • To recognise the basic differences between plants and animals Nutrition
Interaction
Reproduction
Living things eat food, drink water and breathe air.
Living things move and interact with their environment.
All living things produce more of their own kind.
■ Teaching suggestions
What living things are there on the Earth?
• Read the heading, What do living things do to live?, out loud to your students. Ask them to relate activities to nutrition, interaction and reproduction. For example, eating, drinking, breathing, having babies and moving.
Living things are classified into large groups called kingdoms. In this book we will look at the animal and plant kingdoms.
The plant kingdom
Plants cannot move around. They make their own food. They use light from the Sun, and minerals from the soil and the air, to do this.
The animal kingdom
• Ask your students to look at the photographs under the heading What living things are there on the Earth? Ask them to name things which belong to the animal kingdom, and things that belong to the plant kingdom. Ask questions as prompts if necessary. For example: Which kingdom do dogs belong to? What about bananas?
Animals can move around. They obtain their food from plants and other animals. Human beings belong to the animal kingdom.
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LOOKING AT PICTURES Students will spend a lot of time looking at pictures during this school year, and it is important that they learn how to do this well. When looking at a picture, they should try to extract useful information from it. Photographs give a lot of information. They should learn to observe them actively, focussing on the picture, and relating it to the subjects they are learning about.
• Have your students make a list of six living things they see on their way to school. Ask them if everything they see on their way to school is a living thing. For example, Is a bus stop a living thing? Ask them to give reasons for their answers, and to give two examples. • Tell your students to collect photographs of animals and plants from magazines during the week. Ask them to make two posters, The Animal Kingdom and The Plant Kingdom.
Give your students the language they will need to be able to describe the pictures clearly. Write key words in a box on the board.
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UNIT 1
The human body PRESENTATION This unit looks at the human body, and how it works. Using the knowledge students already have about their own body, they will study the similarities and differences between human beings.
Help them to realise that differences do not make us better or worse than anyone else. Encourage your students to be tolerant and to respect each other.
UNIT CONTENT Objectives • • • • • •
To To To To To To
understand the human body, and how people differ from each other classify the parts of the human body: head, trunk and limbs recognise the characteristics and functions of the skin recognise the senses: sight, hearing, smell, taste and touch identify the sense organs and understand how they work accept and respect the different characteristics of human bodies
Contents CONCEPTS
• The parts of the human body: head, trunk and limbs • The skin and its functions • Differences between bodies • The senses • The sense organs: characteristics and functions
PROCEDURES
ATTITUDES
• Respecting people who are different from us • Looking after sense organs
• Describing and comparing illustrations • Interpreting anatomical diagrams • Doing simple experiments
Assessment criteria • • • • • • •
Identify the parts of the body: head, trunk and limbs Understand that one function of the skin is to protect the body Recognise the similarities and differences between bodies Know how the sense organs work, and what they look like Explain what each sense is for Accept and respect the different characteristics of human bodies Read and understand scientific texts
Suggested timing for the unit September
10 A
October
November
December
January
February
March
April
May
June
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UNIT0
RESOURCES Resource folder PHOTOCOPIABLE RESOURCES
• Reinforcement and extension – Reinforcement: Worksheets 1 and 2 – Extension: Worksheet 1
SPECIAL PROGRAMMES
• Worksheets for developing intelligence • Working with recent immigrants
• Test and assessment – Assessment: Worksheet 1
Internet resources The human body http://www.atschool.co.uk/ Key Stage 1. Science, life processes and living things Activities for working with the human body Sense organs http://faculty.washington.edu/chudler/chsense.html Information and activities about the senses Eye care http://www.healthyeyes.org.uk/index.php?id=1 Information and activities for caring for eyes
Other resources • Natural Science Tasks – The human body 2 Bones, muscles and the sense organs • School dictionary
10 B
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1 The human body MARTIN GOT LOST AN HOUR AGO.
■ Anticipating difficulties
HEY, EVERYBODY! LOOK OVER THERE!
Keep the following questions in mind while working through this unit: • Some students may not be aware of the dual function of skin. On the one hand, it is a sense organ which is used to touch and interact with the environment. On the other hand, it covers the body and provides a form of protection.
I THINK IT’S AN ANIMAL.
• Make sure your students understand the difference between hearing and ear. Point to your ear, write the word on the board and explain that this word refers to the part of the body. Hearing is what we do with our ears. Explain that hearing happens inside the ear.
AN ANIMAL! THAT BIG?
IS IT A BEAR?
IS IT A YETI?
IT’S MARTIN!
LATER ON, INSIDE THE CABIN…
• Students may find it difficult to understand how the ear works, and how sound is transmitted.
I KNOW. IT’S EASIER IF I TAKE OFF MY HAT.
WE DIDN’T RECOGNISE YOU WITH SO MANY CLOTHES ON, MARTIN.
■ Teaching suggestions • Read the comic strip, and ask the students if they have ever had a similar experience. For example: Have you ever got lost in a shop, on the beach or in the park? Students describe their experiences, and say how they felt. Ask questions: for example, Where did you get lost? Was it a very big place? Were there a lot of people? Who were you with? How did you get lost? Were you scared? Who found you? • Tell the students to look at the pictures for a few minutes, and try to memorise the details. Then ask them to close their books, and answer these questions: How many people are there in the story? What are they doing? What are they wearing? Where are they? Is it very cold?
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ALTERNATIVE SUGGESTIONS • Take a large sheet of wrapping paper and lay it out on the floor. Ask one student to lie down on the paper. Ask two other students to draw an outline of the student lying down. Ask another group of students to draw in the different parts, and colour the picture. Use this picture to label the parts of the body.
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1 Talk about the text ●
Answer the questions. – Why did Martin look like an animal? – When did his friends recognise him? – How did Martin protect his eyes? – What about his ears and his skin?
●
Think of words for the texts in the circles.
THI NG S TO PRO TEC OU T RB OD IES FRO MT HE COL D
UNIT 1
THINGS AGE TO CAMOUFL THINGS
OUR BODIES
TO MAKE OUR BODIES LOOK ATTRACTIVE
Citizenship Health and hygiene
2 Think about the questions ●
• Talk about situations when they use their sense organs. For example, When do you feel cold? How do you know that something is sweet or bitter? How do you recognise different people?
Answer the questions. Read the texts.
Discuss the importance of washing and keeping clean to prevent illnesses and infections. How might other people feel if you are dirty and smelly? Ask your students questions about their daily routines for health and hygiene. For example, How often do you brush your teeth? How often do you have a shower? When do you change your clothes? Do you always wash your hands after you go to the toilet?
Are people animals? Yes, they are. Human beings belong to the animal kingdom. We look very different, but our bodies work in the same way. How do other people recognise us? Other people recognise us when they see us or hear us. We all have features that make us different. For example, our bodies, the shape of our faces, the colour of our eyes, and our voices.
3 Find out about the unit
Answer key
In this unit we are going to learn about:
Answer the questions. • Because he was wearing so many clothes. • When he took off his hat. • He wore special glasses (goggles). • He was completely covered. He wore a hat (hood), a jacket, a face mask, mittens, trousers and boots.
Talk about the text.
✓ Our body on the outside, and what makes us different. ✓ Our eyes, our ears and the other sense organs.
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• Ask the class to stand in a circle and hold hands. Play some music, and ask them to dance round in a clockwise direction. Stop the music. Point to one student. Say: Look at the classmate on your right. How are you different? The student describes physical differences. For example, Laura has got long hair and I haven’t. Repeat the procedure several times, and ask other students.
Think of words for the texts in the circles. • M. A. Things to protect our bodies from the cold: hats, scarves, mittens, gloves, sweaters, jackets, coats, boots. • M. A. Things to camouflage our bodies: hats, glasses, sunglasses, special clothes. • M. A. Things to make our bodies look attractive: nice clothes, elegant clothes, fashionable clothes.
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The human body (outside)
OBJECTIVES • To identify the parts of the human body: head, trunk and limbs • To know what skin is and what its function is • To recognise similarities and differences among people
■ Teaching suggestions
1
Classical ballet. Ballerinas use their bodies, heads, hands, and legs to express feelings and tell a story.
Introduction • Ask the students to imagine all the people in the classroom looked exactly the same: Imagine you all had the same colour hair and eyes, and were all the same height. Then ask: Would this be a problem? Would it be difficult to know who we were talking to? Would I know who to give the books to? • The students work in pairs to draw pictures of themselves and their partners. They circle any differences they see between themselves and their partners. These differences are very important because they help us to distinguish one person from another. These differences make us unique. • Place a selection of objects in a feelie bag (non see-through). Ask volunteers to put one hand inside the bag. They can touch the objects, but they cannot take them out of the bag. They guess the objects by feeling them.
Explanation • This section describes the skin as something which covers and protects the body. Remind your students that the skin is the organ we use to touch and feel. Explain that hair and nails are also part of skin.
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1. The parts of the body The human body has three parts: the head, the trunk, and the limbs. 1 ●
The skull and the face are the main parts of the head. The eyes, nose, mouth, forehead, and cheeks are the main parts of the face.
●
The chest, back, intestines, liver, kidneys, and sex organs are the main parts of the trunk.
●
The limbs are classified into upper and lower limbs. The upper limbs are the arms and the hands. The lower limbs are the legs and the feet. 2
Right
Left
2
The two halves of the body. Our body is divided into two halves, left and right.
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■ ADDITIONAL INFORMATION Skin colour The combination of two substances, melanin and haemoglobin, is responsible for the colour of our skin. Melanin is a black or dark brown pigment which is found in the epidermis. Melanin protects our body from solar radiation. Our bodies produce more melanin to prevent our skin from burning. This acts as a filter and absorbs the Sun’s rays. This process causes our skin to change colour. We call this a tan. Haemoglobin is a component in our blood that gives our skin a rosy colour.
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1 UNIT 1 2. Our body is covered by skin Skin is an elastic organ which covers and protects our whole body. When we scratch our skin, we get a wound. 3
Understanding
The skin has two layers: ●
The outer layer is called the epidermis, and has hair on some parts.
●
The inner layer is called the dermis.
Some people have very light coloured skin, and others have very dark skin. The difference in colour is produced by a substance called melanin.
• Ask the questions in the Student’s Book and then add a few more. For example: – What is the difference between the dermis and the epidermis? – Why do people have different skin colours? – Do the differences between people make some people better than others?
3
Cleaning a wound. We should always clean wounds so that they do not get infected.
3. We are all different We all have different bodies. For example: ●
Sexual characteristics. Men and women have differently shaped bodies.
●
Build. Some people are tall, others are short. Some people are thin, and others are fat.
●
Individual characteristics. The colour of our eyes, the shape of our nose, the type of hair, and our voice are different. 4
Our body changes as we get older.
• Draw a diagram of the human body on the board. Ask two volunteers to come to the board. One student reads The parts of the body. The other student labels the parts on the diagram as he/she hears them mentioned.
Citizenship Tolerance and respect
4
Friends. Although we are different, we all have similar feelings.
Use photo 4 and discuss the fact that we are all different for this activity. Talk about the importance of learning to respect and live with other people, irrespective of their sex, nationality, colour, religion or race. Explain that we should always respect other people and accept them as they are.
Tasks 1. Look at photo 1 . Choose one of the dancers. Point to the different parts of his / her body. What are they called? For example, head and arms. 2. What is skin? What is it for? Use a magnifying glass to look at your skin. Draw the shapes and patterns you see. 3. How are we all the same? How are we all different?
Answer key 13
LEARNING SKILLS Underlining Underlining involves highlighting the most important sentences or words in a text. Before you underline, you read through the text carefully, and then look for the main points: titles, definitions, and key words. We need to underline before we can write a summary or make a word map.
2. Skin is an elastic organ. It covers and protects our whole body. 3. M. A. Me are all the same: we all have the same parts of the body. We all have a head, a trunk and limbs. We all have a chest, a back, a liver, and so on. We are all different: we have different sexual characteristics and different builds. We have other individual characteristics, for example, our eyes, our mouth, our hair, and our voice.
◗ Read through Our body is covered by skin. Help the students to say the main idea in each sentence, and underline the key words with a felt tip pen or pen. Compare the texts that the students have underlined.
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A C T I V I T I E S UNDERSTAND
1. Classify the words. ears – hands – back – forehead – knees – chest – stomach – chin
UNDERSTAND 1. The parts of the body. Some students may still have difficulty working with a diagram of a human body. It is important to deal with this concept using activities like mentally listing the parts of the body from head to toe.
head
trunk
limbs
…………
…………
…………
2. Compare Victor and Lisa. Complete the sentences.
Answer key • head: ears, forehead, chin • trunk: back, chest, stomach • limbs: hands, knee
2. Compare Victor and Lisa. Remind your students that the characteristics that make us different from others do not make us better or worse. They are simply characteristics that we use to distinguish one person from another. In other ways we are all the same. For example, we all have eyes, hair, arms and legs.
Victor
●
Victor’s eyes are ………… His hair is ………… His face is oval / round …………
●
Lisa’s eyes are ………… Her hair is ………… Her face is oval / round …………
Lisa
WORK IT OUT
3. Answer the questions. ●
What happens when we scratch our skin?
●
What does the skin look like when the wound is better?
APPLY
4. Look at Mark as a child, as an adolescent, and as an adult. Tick the changes.
❏ ❏ ❏ ❏ ❏
Answer key • Victor’s eyes are brown. His hair is brown. His face is round. • Lisa’s eyes are blue. Her hair is blond. Her face is oval.
WORK IT OUT 3. Skin. This activity stimulates students’ reasoning skills. They have to relate what they have learnt to their own experience.
His voice His height The colour of his eyes His strength The colour of his hair
14
ADDITIONAL ACTIVITIES Identifying fingerprints
Answer key • M. A. When we scratch ourselves, the skin tears. • M. A. When a wound heals, there might be a scar on the skin. This is the line where the two sides of the cut come together. Some wounds heal without leaving a scar.
14
The skin pattern on our finger tips is called a fingerprint. This is used for identification because no two fingerprints are the same. Materials: • • • • •
Stamp pad White construction paper 10 15 cm. Felt tip pen Paint brush Talcum powder
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1 UNIT 1
LEARNING TO READ
5. Read the text. Answer the questions. Looking after our skin APPLY
Marina is a dermatologist. A dermatologist is a doctor who looks after skin. She helps us when we have problems with our skin, and shows us how we can look after it. Today she is talking to a man. He has sunburn. He went to the beach, and he didn’t use any sun cream. Some of the burns have turned into blisters, and others have become wounds. He has a temperature.
4. Changes that take place during growth. This activity makes students aware of the fact that when they grow, some things change, and others remain the same.
Marina cleans his wounds. Then she puts some cream on his burns. She covers the burns with gauze. He will soon feel much better. ●
Which part of the body do dermatologists look after?
●
What happens if we go into the sun without special cream?
●
What else can we do to protect our skin from the sun?
Answer key • The changes in Mark are: his voice, his height and his strength.
LEARNING TO READ GIVE YOUR OPINION
5. Looking after our skin.
6. Discuss the sentences with your classmates. Underline the sentences where the friends are behaving unkindly.
Answer key
●
Mark didn’t invite Engongo to his birthday party because he has got black skin.
●
Everybody can play in Isabel’s team: tall people, short people, thin people, and fat people. Everybody can play!
●
The boys did not vote for Susan because she is a girl.
• They look after our skin. • Our skin may burn. Some of the burns may turn into blisters or wounds. We may have a temperature. • M. A. We can wear hats, we can wear long-sleeved shirts or long trousers. We can also stay out of the sun in the middle of the day, when the sun is strongest.
Summary The human body (outside) The human body is made up of three parts: the head, the trunk, and the limbs. Our body is covered by skin. We all have similar bodies, but there are also lots of differences. These differences are due to sexual characteristics and individual characteristics.
GIVE YOUR OPINION 6. Discuss the sentences. 15
Answer key The first and last situations. • Mark didn’t invite Engongo … • The boys did not vote for Susan …
Instructions: • Divide the class into groups. Give each group a stamp pad and several sheets of construction paper. Tell each student to write his/her name on the paper. Ask them to press their fingers into the stamp pad, and then onto a piece of construction paper. This will be a class record of your students’ fingerprints. • Students try to identify the fingerprints their classmates have left on books, folders, tables, etc. First they sprinkle talcum powder over the surface. Then they use the paintbrush to eliminate excess powder. The fingerprints should now be visible. Finally they compare the fingerprints to the class record.
Language link Ask your students to draw a picture and describe themselves. Make sure they describe features that make them different from other people.
Resource folder
F Reinforcement and extension Reinforcement: Worksheet 1
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The senses of sight and hearing 1. We use our eyes to see light Our eyes are our sense organ of sight. We see light, colour, and shape with our eyes.
OBJECTIVES • To relate the senses of sight and hearing to the corresponding organs • To recognise the different parts of the eyes and ears • To differentiate between hearing and ear • To appreciate the importance of the senses of sight and hearing
iris
Our eyes are shaped like balls. They are in the upper part of our face.
eyebrow
Our eyes are very delicate. Our eyebrows, eyelashes, eyelids, and tears all protect our eyes. 1 eyelashes
pupil
1
Our eye and the parts which protect it. Tears protect our eyes because they keep them moist.
2. The parts of the eye There are three main parts: the cornea, the iris, and the retina. 2
■ Teaching suggestions
The cornea covers the front of the eye. It is transparent.
●
The iris is the coloured part of the eye (brown, blue, green…). The pupil is in the centre of the iris. The pupil is a hole. Light passes through the pupil.
eyelashes
The retina is at the back of the eye. It catches the light that passes through the pupil.
pupil
Introduction • Ask your students to copy and complete the table: it will help them review what they learned last year.
eyebrow
●
●
The Five Senses cornea
Sense
sight
Organs
Information we get with these organs
eyes
Vocabulary organ a part of the body which does a special job, for example, the eye, the heart, or the skin vibrate to move from one side to the other with small, fast movements
retina iris
2
Diagram of the eye. The eye is protected by the bone around the eyeball.
Explanation • While your students are looking at the diagram of the parts of the eye, 1 explain that the eyebrows, eyelashes and eyelids have no function in the sense of sight. They simply protect the eye from sweat, dust and foreign bodies. • You can also explain that the shape of the eye is one of the features which most distinguishes human races. For example, black people have very round eyes, and Asian people have narrower eyes. Remind your students that this type of characteristic does not make one race better than the other, and does not affect how well we can see.
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■ ADDITIONAL INFORMATION Tears Tears are made up of a watery liquid which is produced in the tear ducts. Tear ducts are situated in the corner of our eyes. Tears have a dual function. They moisten and clean the eye. Every time we blink, more or less five to ten times a minute, a few tears are distributed along the surface of the eye. The tears clean away particles or substances which may damage our eyes, for example: dust, drops of sweat, etc. Tears are made up of a mixture of water and mineral salts; this is why tears taste a little salty.
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1 UNIT 1 3. We use our ears to hear sounds Ears are our sense organ of hearing. We hear and distinguish different types of sound.
Understanding • Ask the following questions: – What shape are eyes? What protects our eyes? – What would happen if we didn’t have a pupil in our eyes? – Which part of the ear vibrates when we hear a sound?
Our ears are on each side of our head. The inner ear is the most delicate part. It is inside our head. The skull protects the inner ear. 3 3
We have got two ears, one on each side of our head. Our ears tell us where sounds are coming from.
4. The parts of the ear
pinna
The ear has three parts: the outer ear, the middle ear, and the inner ear. 4 ●
●
●
ear drum small bones cochlea
The outer ear collects sounds through the pinna and funnels them down the ear canal to the middle ear. The middle ear is made up of the ear drum and several small bones. When a sound hits the ear drum, it vibrates. The small bones pass these vibrations onto the cochlea in the inner ear.
• Once the students have read part 2, ask them to look at a classmate’s eye, and say which parts they can see. Tell them to think carefully. Ask: Can you see the retina? Why not?
Citizenship Health and hygiene ear canal
4
The inner ear structure is called the cochlea. It is filled with liquid.
Diagram of an ear. The most delicate part of the ear is protected by the skull.
Tasks 1. What are the main parts of the eye? What is each part for? 2. Name the parts of the outer and inner ear.
Discuss the most common eyesight problems. Include short-sightedness (difficulty in seeing things that are far away), and stigmatism (difficulty in focussing correctly). In order to correct these problems and ensure that we can see properly, we wear glasses or contact lenses. Explain that glasses are absolutely essential for people who cannot see well, and we should not make fun of people who wear them.
3. Look at photo 1 . Describe the eye. Now look at your eyes in a mirror. Draw and describe them.
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LEARNING SKILLS Word maps Word maps are very useful for summarising and sequencing the content of a text. Before we make a word map, we must read the text carefully and underline the main ideas. Then we have to put these ideas in order of importance. Tell your students to read The parts of the ear, and underline the main points. Then ask them to draw a word map for the parts of the ear.
Answer key 1. The main parts of the eye are: cornea, iris, pupil and retina. The cornea covers the front of the eye. The iris is the coloured part of the eye, and the pupil is in the centre of the iris. The light enters our eye through the pupil. The retina receives the light which enters the eye through the pupil. 2. Outer ear: pinna, the outer ear canal. Inner ear: cochlea. 3. M. A. Students should describe the external parts of the eye, the shape, narrow or round, colour and the eyelashes. For example, whether they are thick or long.
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The senses of smell, taste and touch 1. We use our nose to smell OBJECTIVES • To relate the senses of smell, taste and touch to the corresponding organs • To recognise the different parts and functions of the nose, mouth and skin • To appreciate the importance of the senses for obtaining information about our surroundings
nasal lining
The sense organ of smell is inside our nose. The nasal lining is inside the nasal cavity. This is the area that senses smells.
nose
Smells are in the air that we breathe. They reach the nasal lining through our nostrils. 1 We can distinguish lots of different smells. nostrils
1
Diagram of a nose. When we breathe, we perceive smells.
2. We use our mouth to taste The sense of taste is located in our mouth. The main organ of taste is the tongue.
■ Teaching suggestions Introduction • Ask your students to identify the kind of information we get from the senses of smell, taste and touch. They should give examples of situations when we use these senses to obtain important information. For example, we smell smoke and realise that there is a fire.
Explanation • When you explain the sense of touch, emphasise the fact that different parts of the body have different levels of sensitivity. Our hands and the tips of our fingers are especially sensitive. Talk about blind people who use their fingertips to recognise people, objects and for reading. • Explain that the olfactory epithelium collects and perceives smells. The olfactory epithelium is a membrane that covers the inside of the nostrils. It is also responsible for secreting mucus and moistening the air we breathe.
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The tongue is covered by taste buds. There are also taste buds on the back of the throat and the roof of the mouth. We use our taste buds to perceive different tastes. There are taste buds for each flavour, for example, sweet, salty, sour and bitter.
2
bitter
sour
salty
Vocabulary surface the outside or top of something, the part we can see
sweet 2
Diagram of a tongue. Taste buds are found on different parts of the tongue.
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■ INTERESTING INFORMATION Explain that although in human beings the sense of smell is not as developed as in animals, we do get a lot of interesting, useful information from this sense. Our sense of smell helps us to enjoy the pleasures of food and perfumes. Babies use their sense of smell to recognise their mother. You might also like to tell the students that the 2004 Nobel Prize for Medicine was given to Axel and Buck, two American scientists, who have been working for more than fifteen years on the sense of smell and how it works.
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1 UNIT 1 3. We use our skin to touch The organ of touch is the skin. The sense of touch is located all over our body because our whole body is covered with skin.
Understanding • After working with the questions in the Student’s Book, ask the following questions: – Where are smells located? How do they get to the olfactory epithelium? – What are the main flavours we can taste? – What can we feel using our sense of touch?
We can feel different things with our skin. For example, we can feel if an object is rough or smooth, cold or hot. 3 We can also feel pain through our skin. Some parts of our skin are more sensitive than others. The most sensitive parts are our cheeks, the palms of our hands, and the soles of our feet.
• Ask the students to imagine what it would be like if they had no organs of sense. Choose one of the five senses, and describe what a day would be like without it. For example: Imagine you can’t hear anything. Your mother calls you to get up in the morning. What happens? 3
This man cannot see. He is using his sense of touch to study a model of a cathedral. People who cannot see use their sense of touch to read and to discover what objects are like.
Tasks 1. Imagine you want to smell a flower. What do you do?
Citizenship Health and hygiene Explain that our daily routines for keeping healthy are very important. It is essential not to skip brushing our teeth after meals or washing our hands before eating.
2. Look at picture 2 . Explain which part of the tongue we use for tasting different flavours.
Answer key
3. Which part of the body is more sensitive, the palm of your hand or your leg?
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LEARNING SKILLS Diagrams Diagrams are hand-made drawings. They are made without taking measurements of the model object. Diagrams do not give a realistic representation of an object: they only show the main elements. Diagrams are very useful because they help us to locate the most important features in the object we are studying.
◗ Ask the students to draw a diagram of the nose: see picture
1. When we want to smell a flower, we put our nose close to the flower we want to smell and breathe in. The smell reaches the nasal lining which is inside our nose. 2. We use the tip of our tongue to taste sweet things. The area of our tongue which tastes salty things is on the sides. We also taste sour things on the sides, but further back. The area of our tongue which tastes bitter things is at the back. 3. The palm of my hand is more sensitive than my leg.
1
on page 18. Remind them that the goal is to locate all the features, not to make an exact copy.
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A C T I V I T I E S UNDERSTAND
1. Use the words to complete the text. The ear
– head – ear – outer – eardrum
UNDERSTAND 1. The ear. This activity helps the students to focus on the concepts related to the parts of the ear.
We have one ear on each side of our ………… The pinna is the ………… part of the ………… The ………… is in the middle ear. It vibrates when it receives sound.
2. Match the parts of the body to the organs and their function. Answer key
Write sentences.
• We have one ear on each side of our head. The pinna is the outer part of the ear. The ear drum is in the middle ear. It vibrates when it receives sound.
pupil ear drum nasal lining taste bud organ of touch EXAMPLE
2. The sense organs. Check that the students have correctly matched each sense organ with its function.
Answer key • The pupil is in the eye. Light passes through it. • The ear drum is in the ear. It transmits sound. • The nasal lining is in the nose. It perceives smells. • Taste buds are on the tongue. They perceive flavours. • The organ of touch is skin. It feels heat or cold.
eye nose ear skin tongue
The pupil is in the eye. Light passes through it.
WORK IT OUT
3. Copy the things that can damage your eyes. dust – noise – sweat – bright lights – a mosquito
■
How do your eyebrows and eyelids protect your eyes? Tick the correct answer.
❏
They protect your eyes from dust.
APPLY
4. Answer the question. It is night time. There is no light, so we cannot see these things. Which organs can we use to recognise each one? EXAMPLE
We can feel the ice with our skin.
WORK IT OUT 3. The eyes. Discuss how to look after eyes. Explain, for example, that it is very important to have good light when studying.
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ADDITIONAL ACTIVITIES Answer key • Dust, sweat, bright lights and mosquitoes can all damage our eyes. • They protect your eyes from dust.
Distinguishing flavours Materials: • 4 index cards • 1 glass of water with sugar • 1 glass of water with salt • 1 glass of fresh lemon juice • 1 glass of coffee and water • Cotton wool buds (four per student)
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Light passes through it. It transmits sound. It perceives flavours. It feels heat or cold. It perceives smells.
❏
They keep your eyes moist.
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1 UNIT 1
I CAN DO IT
5. Copy the diagram into your notebook. Use the words to label the parts of the eye. A diagram is a simple drawing. It is normally used to show how something works or the main parts of something.
APPLY 4. The five senses. Students apply their knowledge by identifying the senses they use in these activities.
Diagram of an eye
– retina – iris – pupil – eyelashes – eyelid – cornea
Answer key • M. A. Me can feel the ice with our skin using our sense of touch. We can use our senses of touch, smell and taste to recognise the apple. We can use our senses of touch and hearing to recognise the radio. We can use our senses of touch and smell to recognise the flowers in the vase. We can use our sense of taste to recognise the water.
4
3 6 2 5
■
■
1
Answer the questions.
I CAN DO IT ●
Which organ did you draw? What do we use it for? Where is it?
●
Where does light pass through to get to the retina?
●
Which part do we move to stop the light from passing into the eye?
5. A diagram of the eye. Students use squared paper to copy the diagram.
Write two more questions for your friend.
Answer key •
Summary
➀ retina; ➁ iris; ➂ pupil; ➃ eyelashes; ➄ eyelids; ➅ cornea.
• I drew the eye. We use it for seeing. My eyes are in my face. • Light passes through the pupil. • To stop light passing into the eye, we move our eyelids. • M. A. Why can’t we see well at night? Why are our eyes round?
The organs of sense Our senses help us to understand the things around us. Each sense has an organ in the body. We see with our eyes. We hear with our ears. We smell with our nose. We taste with our tongue, and we touch things with our skin.
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Language link
Instructions: • Divide the class into groups of four. Give each group a set of cards and cotton wool buds: one per student, and a set of glasses with the different substances: one per group. • Ask the students to draw a diagram of the tongue on each card. They should write one flavour on each card. • The students dip their cotton wool buds into each of the glasses (one at a time), and put the cotton wool bud on different parts of the tongue. They mark the place on the diagram where they tasted each liquid. • Discuss the results of the experiment with the whole class.
Two little eyes to look around. (Roll eyes around.) Two little ears to hear each sound. (Touch ears.) One little nose to smell what’s sweet. (Point to nose and sniff.) And one big mouth that likes to eat! (Open mouth and chew.)
Resource folder
F Reinforcement and extension Reinforcement: Worksheet 2
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N O W
I
K N O W
Check what you know
1. Copy and complete the word map. The human body
■ Unit review Before you do the activities in the Student’s Book review the main ideas in the unit. You can dictate them. For example:
three parts
3
which are the eyes
6
■
4
the nose
the tongue
the 5
we use
we use
we use
we use
to hear
to smell
the
we use
• The skin is an elastic tissue which covers and protects our body.
• The organ of sight is the eye. The organ of hearing is the ear. The organ of smell is the nose. The organ of taste is the tongue, and the organ of touch is the skin.
7
to touch
Copy and complete the sentences. Use words from the word map. ●
The human body has three parts: the head, …
●
The human body has five sense organs: the eyes, which we use to see, the ears, which …
●
The human body is protected by the …
2. Tick the correct words. 1. Our hands are part of our…
❏
Language link Remind the students of the story of Little Red Riding Hood. Ask them to think about the scene where Little Red Riding Hood has arrived at her grandmother’s house, and found the wolf hiding in her bed. Get the students to practice the dialogue with you.
protected by
2
1
the head
• The human body has three main parts which are the head, the trunk and the limbs.
• People’s bodies differ depending on their sex, age and individual characteristics.
sense organs
trunk.
❏
limbs.
2. What does melanin give our skin?
❏
Colour.
❏
Sensitivity.
3. Our cheeks are in our…
❏
face.
❏
legs.
4. Light passes into our eyes through the...
❏
retina.
❏
pupils.
5. The pupil is in the…
❏
retina.
❏
iris.
6. We feel heat with our…
❏
skin.
❏
nostrils.
7. Where is the eardrum?
❏
❏
In the outer ear.
In the inner ear.
8. We smell with our…
❏
nose.
❏
skin.
LRRH: Oh Grandma! What big eyes you have! Wolf: So I can see you better!
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LRRH: Oh Grandma! What big ears you have! Wolf: So I can hear you better! LRRH: Oh Grandma! What a big nose you have! Wolf: So I can smell you better! LRRH: Oh Grandma! What a big mouth you have! Wolf: So I can taste you better! Divide the class into two groups: Little Red Riding Hood and the wolf.
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ADDITIONAL ACTIVITIES Make a human body database Tell the students to collect information about the human body as they work through the Student’s Book, and store it on index cards to make a database. Follow these steps: 1. Write the name of the body part on the top of the card. 2. Draw a diagram on the left. 3. Describe the characteristics, functions, most common illnesses, etc., on the right.
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UNIT 1
My project
3. Describe your body. ●
●
Make a chart about yourself. Include the following information:
Now I know 1. ➀ trunk; ➁ limbs; ➂ skin; ➃ ears; ➄ skin; ➅ to see; ➆ to taste.
PERSONAL DATA
Sex, name and age.
BUILD
Height, weight, strength…
INDIVIDUAL CHARACTERISTICS
Colour of your hair, colour of your eyes, shape of your face, lips, cheeks, nose…
Draw a picture of yourself and write a description.
CITIZENSHIP
4. Do the task. Who is the best? When we say people are beautiful, we are describing their bodies, their faces or their hair. What kind of body is best? Is it better to be tall or short? Is it better to have dark hair or blond hair? Is it better to have freckles or not? Is it better to have light skin or dark skin?
■
To be healthy. To be tall. To have blue eyes.
❏ ❏ ❏
To be the right weight. To have blond hair. To wear glasses.
❏ ❏ ❏
My project
To have a small nose.
3. M. A. Personal data: boy, Jim, age 9 Build: 30 kg, 1 m 32, strong. Individual characteristics: brown hair, brown eyes, round face, thin lips, small nose.
To be strong.
Citizenship
Read the phrases. Tick the three which you think are most important. Explain your reasons.
❏ ❏ ❏
• The human body has three parts: the head, the trunk and the limbs. • The human body has five organs or senses: the eyes, which we use to see; the ears, which we use to hear; the nose, which we use to smell; the tongue, which we use to taste, and the skin, which we use to touch. • The human body is protected by the skin. 2. 1. Our hands are part of our limbs. 2. Melanin gives our skin colour. 3. Our cheeks are in our face. 4. Light passes into our eyes through the pupils. 5. The pupil is in the iris. 6. We feel heat with our skin. 7. The ear drum is in the inner ear. 8. We smell with our nose.
To have freckles.
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Who is the best? Develop attitudes of respect among the members of your class. Irrespective of what we look like, we are all very special and important. The most important elements in a human being are attitudes like respect, kindness, generosity and honesty. Encourage your students to explain their answers. 4. M. A. To be healthy – This is the most important phrase. When we are sick, we can’t do many things. Strong – If you are strong, you can do more sports. The right weight – I want to be attractive.
Part of the body: • Description: • Function: • Where is it?
❏
head
❏
trunk
❏
• Most common illnesses:
limbs
Resource folder
F Reinforcement and extension: Extension: Worksheet 2 F Test and assessment: Assessment: Worksheet 1
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UNIT 2
Bones and muscles PRESENTATION In this unit we will be studying the skeleton and muscles in the human body. We will build on the knowledge the students have of the human body. This will help them to understand the workings of the skeleton and muscles, and how the two are related.
In this unit, learners also learn how to observe photos and drawings. These skills help them to identify the main bones and muscles in the body.
UNIT CONTENT Objectives • • • • •
To To To To To
learn about bones and to understand their main characteristics identify some of the bones in the human body learn about muscles and understand the different types understand that muscles and bones must work together in order to produce movement read and understand simple scientific texts
Contents CONCEPTS
• • • • •
Bones and their functions Cartilage and joints The skeleton Muscles and their functions Bones, muscles and movement
PROCEDURES
ATTITUDES
• Understanding simple scientific texts • Observing and interpreting a sequence of photos • Filling in word maps
• Respecting and caring for physically handicapped people
Assessment criteria • Understanding that the skeleton is made up of bones, cartilage and joints • Understanding what joints are, what they are used for, and distinguishing between fixed and moveable joints • Identifying certain bones in our own bodies • Understanding what muscles are, recognising some of the most important muscles, and understanding the difference between voluntary and involuntary muscles • Explaining how bones and muscles work together to produce movement • Understanding and recognising the difficulties faced by people who are physically handicapped
Suggested timing for the unit September
24 A
October
November
December
January
February
March
April
May
June
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UNIT 0
RESOURCES Resource folder PHOTOCOPIABLE RESOURCES
• Revision and extension – Revision: Worksheets 3 and 4 – Extension: Worksheet 2
SPECIAL PROGRAMMES
• Worksheets for developing intelligence • Working with recent immigrants
• Test and assessment – Assessment: Worksheet 2
Internet resources Muscles http://www.bbc.co.uk/science/humanbody/body/index _interactivebody.shtml The muscles game The skeleton http://www.primaryresources.co.uk/online/humanbody. swf Information about the human skeleton Bones and joints http://www.kidshealth.org/kid/body/bones_SW.html Learn about bones
Other resources • Natural Science Tasks – The human body 1. Basic characteristics – The human body 2. Bones, muscles and the sense organs – The human body 4. The bone system, the muscle system, the nervous system and the reproductive system • School dictionary
* Graphic courtesy of KidsHealth.org/The Nemours Foundation All Rights Reserved Copyright 2005.
24 B
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2 Bones and muscles ■ Anticipating difficulties Bear in mind the following things during this unit:
Ancient Bones
• Some students may not realise that bones are living parts of the body. They may think they are inert. Explain that bones can break, but that they can mend themselves, too. This is fundamental proof that they are living matter.
The other day I saw a programme about an archaeological site. One of the scientists said that bones talk to us. What do you think this means?
• Students often find it difficult to distinguish between a voluntary and an involuntary muscle. Pulling our hand away when we prick it or burn it is a reflex action, not an involuntary one. It is done by an voluntary muscle, in this case, the biceps. One example of involuntary movement is when the hair on our skin stands up if we are cold or frightened. The muscles in the stomach and the intestines also make involuntary movements when we are digesting food.
■ Teaching suggestions • When your students read the text, ask the following questions: Why are archaeological remains always bones and teeth, and not muscles or other organs? Why do we find remains of large animals like men or bears and not small birds or insects? Why are these archaeological finds so important for scientists? • Revise the diagram of the human body, and ask your students to name the parts of the body. Ask where the parts are: in the head, the trunk or the limbs. Then ask them to name only those parts of the body that can bend, like fingers or arms.
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Archaeologists have found lots of bones on the site. The bones are more than 300,000 years old. There are teeth and lots of small pieces of bones. I know bones are hard, but I didn’t know that bones could be so old. It is almost impossible to destroy bones. When scientists look at bones, they work like detectives. They put the skeletons together like a jigsaw puzzle. Then, they use the bones to find out about ancient man. A small piece of bone can tell them a lot. For example, it can tell them how old a person was; if the person was healthy or sick, and what food they ate. This is why scientists say that bones talk to them. Isn’t it incredible that such a small piece of bone can give us such a lot of information? Julie, age 9
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ALTERNATIVE SUGGESTIONS • Another way to demonstrate the importance of both bones and muscles is to play a simple game. Fill a balloon with water, and try to hold the balloon using only two or three small sticks or pieces of wire. Students will see how difficult it is to do this. Explain that this is what would happen if we had bones, but no muscles in our body. Bones are not much use without muscles.
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1 Talk about the questions ●
UNIT 2
Answer the questions. – What did the archaeologists find on the site? – How old are the bones? – What can we find out from a piece of bone?
●
• Check what your students already know about bones and muscles by asking questions. Tell them to look at their arm or leg and ask: Is it hard or soft? Is it rigid or does it lose its shape? Does it look the same when it is resting as when it is moving? Is it one single piece or is it made up of more than one piece? Can you name the pieces?
Play with a friend. Point to parts of your body. Name the different bones.
2 Think about the questions ●
Answer the questions. Read the texts.
Citizenship Environmental education
What is under the skin? If we cut the skin, we can see flesh. This is made up of muscles. If we cut even deeper, we can see bones.
Picking flowers and plants or collecting rocks and fossils destroys our natural environment. In many cases it is also forbidden. Ask the students to think what would happen if everyone took home a fossil, a rock or a plant every time they went out or visited an archaeological site.
Could we walk if we didn’t have muscles in our legs? What would happen if we didn’t have any bones? We need muscles and bones to walk and move around. Both bones and muscles have to work together for us to move.
3 Find out about the unit In this unit we are going to learn about: ✓ Our skeleton and our bones. ✓ Our muscles and how they work.
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• Ask the students to stand in a circle holding hands. Ask one student to name parts of the body that bend (neck, shoulder, elbow, wrist, fingers, hips, knees, ankles, toes). Continue with others in a chain. When all the joints have been named, continue with parts of the body in the head, trunk and limbs.
Talk about the text • The archaeologists found lots of bones on the site. • The bones are more than 300,000 years old. • A piece of bone can tell us how old the person was, if the person was healthy or sick, and what food they ate. • M. A. Skull, ribs, femur, tibia, etc.
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Bones and the skeleton 1. Bones
Flat bone: temporal
Bones are the hard, rigid parts of our body.
OBJECTIVES • To understand what bones are like and what their function is • To understand that the skeleton is made up of cartilage and bones • To understand that joints are absolutely necessary and to identify the different types
Our bones hold our body up. They protect delicate organs like our brain and heart. They also help us move around. Bones have different shapes:
1
●
Some bones are long, like the femur. The femur is the longest bone in the body and is found in the leg.
●
Some bones are short, like a vertebra. A vertebra is found in the spine.
●
Others are flat, like the skull bones in our head.
Short bone: vertebra
Long bone: femur
2. Cartilage
■ Teaching suggestions
1
Types of bones. Bones can be long, short, or flat.
Cartilage is a flexible part of the skeleton. It is not as hard as a bone.
Introduction
We have cartilage in our nose, ears, and at the end of our bones.
• Ask your students: Where is your knee? Can you bend it? Have you got bones in your head? Do they look like the ones in your leg? Have you got bones in your back? Are they like the ones in your head? Are they big or small? Make a note on the board of the different types of bones and joints: small, big, fixed, moveable. • Ask the students to choose a simple movement which they perform often like raising an arm, walking up a step, etc. Ask them to imagine how they would do this if they didn’t have bones: Could you raise your arm if you didn’t have any bones?
The skeleton is made up of bones and cartilage.
Ligaments
3. Joints Joints are the places where two bones join together. There are two types of joints: fixed joints and moveable joints. ●
Fixed joints are where the bones do not move. For example, in the skull.
●
Moveable joints are where the bones can move in one direction. For example, the knee. These joints are held together by ligaments. 2
2
In knee joints, bones are joined together by ligaments.
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Explanation • Students may find the concept of a fixed joint rather difficult to understand. If so, give this example of the bones and joints in the skull. In an adult, these joints have no function whatsoever. However in a baby, they do. In a baby, these joints enable the skull to change shape slightly so that the child can be born. • Explain that cartilage is lighter and more elastic than bone, but very strong. We have cartilage in our ears, nose and trachea.
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■ INTERESTING INFORMATION Cartilage skeletons Sharks are extraordinary animals. One of their most incredible features is that their skeleton is made entirely of cartilage. This means that sharks can swim very fast, and they are extremely agile. The oldest shark fossils which have been found to date are approximately 400 million years old. Sharks have not evolved much over this period of time because their natural habitat, the sea, has not changed much either. They are excellent swimmers, and they seem to glide through the water propelled along by their powerful tails.
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2 UNIT 2 4. The skeleton
skull
●
●
●
●
parietal temporal
There are more than 200 bones in our body. Here are the names of some bones: 3
clavicle
The head: the skull and the bones in the face, like the upper jaw.
scapula (shoulder blade) sternum (breast bone) ribs
The trunk: the vertebrae, which make up the backbone, and the ribs, which make up the chest, or thorax.
humerus (funny bone)
ulna
pelvis
carpals and metacarpals (finger bones)
femur
The legs: the femur, the tibia, the fibula, and the bones in the feet.
maxilla (jaw bone)
radius
vertebrae
The arms: the humerus, the ulna, the radius, and the bones in the hands.
frontal
ball and socket tibia fibula
Understanding • After asking the questions in the book, continue with these: – Which joints can you point to and name in your body? – What actions can you do with these joints? Can you hop/skip/read? – Imagine your knees and elbows were fixed joints. Could you jump/hop/run/throw a ball/write…? • Draw a diagram of the human body on the board. Ask volunteers to come to the board and draw the bones. Help them with the names. They should be able to identify their position and approximate size.
Vocabulary thorax the bones which surround our heart and lungs
tarsals and metatarsals (foot and toe bones)
A balanced diet is essential for a healthy body. Milk and dairy produce are an important part of a healthy diet. Dairy produce gives our bodies proteins, carbohydrates, and above all, calcium, which is essential for healthy bones. Explain that it is important to drink and eat dairy produce while you are growing.
3
The human skeleton
Tasks 1. What are bones? Name three different bone shapes. 2. What are joints? Name two different types of joints. 3. Look at picture 3 . Name two bones in the head, two in the trunk and two in the limbs.
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LEARNING SKILLS Reading comprehension Reading with understanding means reading through a text and understanding the meaning. Students must read carefully and understand the meaning of most of the key words, so that they can get the general meaning of the text.
◗ Ask your students to read Ligaments. Write three sentences on the board to summarise the text, and ask students to choose the one that best summarises the main ideas. For example: This text is about all the parts of the body. This text is about some parts of the body.
Citizenship Health and hygiene
Note: If you have students who are allergic to dairy produce, explain that calcium is also obtained from other sources like green vegetables.
Answer key 1. Bones are the hard, rigid parts of our bodies. Bones can be long, short or flat. 2. Joints are the places where two bones join together. Joints can be fixed (the joints cannot move), or moveable (the joints can move). 3. M. A. Bones in the head: maxilla, parietal; bones in the trunk: sternum, rib; bones in the limbs: tibia, femur.
This text is about fixed and moveable joints.
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A A C C T IT VI V I DI TA IDEESS UNDERSTAND COMPRENDER
1. Use the words to complete the sentences. 1. Completa cada oración con la palabra que corresponda. huesos
UNDERSTAND 1. The skeleton. If you wish, extend the activity by using other words from the lesson, for example: cartilage, vertebra or thorax.
ligaments ligamentosjoints
●
● The skeleton is madede up………… of ………… and cartilage. El esqueleto se compone y cartílagos.
●
Bones are joinedpor together by ………… Los● huesos se unen las …………
●
………… hold bones together at the los joint. En●una articulación los ………… sujetan huesos.
bones articulaciones
2. Match theradiografías names of the bones to thehuesos X-rays.se ven en cada una. 2. Observa estas y escribe qué vertebrae vértebras
Answer key
A
A
• The skeleton is made up of bones and cartilage. • Bones are joined together by ligaments. • Joints hold bones together at the joint.
maxillaemaxilar (upper jaw)
carpals falanges(finger bones)
B
B
C
C
Do you and you classmates have X-rays of yourselves? If so, bring them into class. Look at them. What bones can you see?
RAZONAR
2. Identifying bones. Students often know more than they think. For example, they know many of the bones in the body even though they do not know the names.
WORK IT OUT 3. Piensa y responde. ●
¿Qué ocurriría si tus piernas estuvieran formadas
●
● Imagine your leg is one long bone.índice? Could you walk? ¿Cuántas articulaciones tiene el dedo you si jump or hop?no tuvieran articulaciones? ¿QuéCould ocurriría los dedos
3. questions. porAnswer un solothe hueso? ¿Qué cosas no podrías hacer? ●
Answer key A. carpels (finger bones) B. vertebrae C. maxillae (upper jaw)
WORK IT OUT 3. The importance of joints. This activity is designed to stimulate reasoning. In order to answer the questions, students will have to reach their own conclusions using what they have learned in this unit.
Answer key • M. A. I wouldn’t be able to walk, run, jump or do any activity in which I had to lift my legs off the ground. I can’t lift my legs without bending them. • The index finger has three joints. If I didn’t have any joints in my fingers, I wouldn’t be able to bend my fingers, pick things up or write.
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How many joints are there in your index finger? Imagine APLICARyou have no joints in your fingers. Could you write?
4. Imita los movimientos APPLY representados A y escribe el nombre 4. Copy the movements de las articulaciones in the pictures. Which que usas para cada joints do you use for each movimiento. movement? Make a list.
A
B
B
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ADDITIONAL ACTIVITIES Bending a bone Bones are made up of calcium and other elements which are also found in rocks and which make them very hard. However, it is possible to make a bone soft and pliable if we eliminate most of these elements. Materials: • A chicken or turkey leg bone • A glass jug • Vinegar
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2 UNIT 2
LEARNING TO READ
5. Read the text. Answer the questions. What bones are made of DIBUJO
The bones in our body are very hard, and they last for a long time. They contain a lot of calcium and other elements. These elements are also found in rocks. Bones are rigid, and do not bend or change shape, but they can break.
APPLY 4. Joints and movement. Your students will find it easier to identify the joints if they perform the movements themselves.
Our bones are living things. They grow and they need food. Our bones use the food to repair themselves.
Answer key • The boy bends at the hip, and the girl bends her elbow.
●
What are our bones like? Choose the best words.
❏
Soft and flexible.
❏
Hard and rigid.
❏
Red and rough.
●
Why are bones living things?
●
Can we mend a broken bone? How can doctors help the process?
●
Which things in the picture are rigid?
LEARNING TO READ 5. What bones are made of. This activity provides new information and applies concepts the students have been working with. Point out that bones grow, and also get older, just like any other organ in our body.
Answer key • Bones are hard and rigid. • They are living things because they grow, need food, and can even mend themselves. • Yes, we can. Doctors put on a plaster cast where the bone is broken. This stops us from moving the bone while it is mending. They take X-rays and see if it is mended before they take the cast off. • The hard objects are: the brick, baseball bat and the screwdriver.
Summary Bones and the skeleton The skeleton consists of bones and cartilage. Bones are the hard parts of our body. Cartilage is softer than bones.
Language link 29
Instructions: • Take all the meat off the bone so it is nice and clean. • Put the bone in the glass jug, and cover it with vinegar. • Leave it for a few days. Change the vinegar from time to time so that it does not lose its acidity. • Take the bone out of the jar, and show it to the students. They will see that we can now bend the bone as if it were rubber. Explain that the minerals in the bone have dissolved, and without these minerals, the bone is pliable.
Teach the following rhyme: Imagine how floppy my body would be, If my skeleton was made of jelly. (Flop onto the floor.) My legs would wobble and fall about, (Wobble legs.) I wouldn’t be able to stretch them out. (Point to bent legs.) My neck would fall onto my chest, (Drop neck onto chest.) No, I think having bones is probably best! (Stand up straight.)
Resource folder
F Reinforcement and extension Reinforcement: Worksheet 3
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Muscles 1. What are muscles like? OBJECTIVES • To know what muscles are like, and what they are for • To relate the different types of muscles with the kinds of movements they make • To understand how muscles and bones work together to produce movement
Muscles are soft and flexible. They enable us to move our body. They also give shape to our body. Some muscles are joined to bones. Others form part of internal organs like the stomach or the heart.
1
2. Types of muscles There are voluntary and involuntary muscles. ●
■ Teaching suggestions Introduction
●
Explanation
Muscles are joined to bones by tendons.
• Ask your students to sit still without moving for a while. Ask them if they can see any classmates making movements. Explain that even though people are not moving, they still make involuntary movements: breathing, heartbeat, digestion, etc.
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tendon The biceps gets shorter.
Involuntary muscles move automatically. We do not make them move. For example, the heart muscle moves automatically.
3. Muscles move bones
• Explain that our muscles are the soft fleshy part of our bodies. In fact, when we eat meat, we are eating animal muscles.
A
Voluntary muscles are muscles which we can move when we want to. 1 For example, when we want to move our arm, we use the biceps muscle.
• Before you begin the lesson, do an exercise with your students to clarify the concepts of hard, rigid, elastic and soft. These are important adjectives for describing both bones and muscles. Give your students various objects that they can describe using these words. This will help you make sure they understand the meanings.
• When your students have studied the definition of muscles and types of muscles, explain that we have more than 600 different muscles in our bodies. This makes up almost half our body weight. At least 400 of these 600 muscles work together with bones to produce movement.
Voluntary muscles in the face. We use the muscles in our face to show feelings. These are voluntary muscles.
The arm bends.
B
Muscles get longer and shorter. A muscle gets shorter by pulling on the adjoining bones.
The triceps gets shorter.
Bones and muscles work together to move our body. 2
The arm stretches. 2
Bones and muscles make up the musculoskeletal system.
Movement of the arm. In A, the biceps gets shorter and the arm bends. In B, the triceps gets shorter and the arm stretches.
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■ ADDITIONAL INFORMATION Involuntary muscles Students often find the difference between voluntary and involuntary muscles confusing. Explain that most involuntary muscles in the human body are part of internal organs, such as the heart, the intestines, the arteries, etc. These muscles are slower, and they contract more slowly. They can, however, make more sustained, constant movements. A typical example is the heart and the heartbeat.
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2 UNIT 2 4. Muscles Every part of our body has muscles. Here are the names of some of them: 3 ●
masseter abdominal
Understanding
deltoid
The masseters are in the face. They move the chin and other parts of the face. We use them to make facial expressions.
pectoral biceps
trapezius dorsal triceps
●
There are lots of muscles in the trunk, for example, the pectoral, abdominal and dorsal muscles.
●
The biceps and triceps are in the arms.
sartorius
●
The quadriceps and the gemellus are very strong muscles. They are found in the legs.
quadriceps gluteal
calf muscles
biceps femoris – refractor muscle gemellus – rotating muscles
Citizenship Health and hygiene
3
Muscles in the human body
We must do a lot of exercise to keep our muscles healthy, and stop them from losing strength and elasticity. Walking, running or swimming are healthy, complete exercises because they help us to develop and maintain all the muscles in our body.
Tasks 1. What is a muscle? Name five muscles. 2. Is the heart muscle different from the biceps? How is it different? 3. Look at picture
2.
• Ask your students to bring in photos showing people making some kind of movement or doing exercise. They can use newspapers or magazines. Sports newspapers are especially good. This activity shows the students different kinds of movement, and makes them think about how they are made. They can point out the muscles and bones involved in each movement. • Use the photos to ask your students if they can see any difference between their own muscles and the muscles of the sportsmen and women. What do you think the reasons are for these differences? What happens to our muscles if we do a lot of exercise?
Explain how you move your arm.
Answer key 31
LEARNING SKILLS Words in bold Relevant information in a text is usually printed in bold to make it stand out. Bold is used for definitions, concepts, key words, etc. ◗ Ask the students to read the words in bold in the text on Muscles, page 31. Then ask: • Which words are in bold in each paragraph? • What is the text about? • Which paragraph gives us information on the muscles in the trunk?
1. A muscle is a soft, elastic organ that is responsible for body movements. M. A. masseter, gemellus, sartorius, gluteal, triceps. 2. The heart is made up of involuntary muscles. The biceps is a voluntary muscle. 3. M. A. The biceps gets shorter, pulls on the bone it is joined to, and pulls your arm up. When you stretch out your arm, the triceps gets shorter, and pulls the arm down.
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A C T I V I T I E S UNDERSTAND
1. Circle the correct words. Copy the text. UNDERSTAND 1. Muscles and bones. This activity helps your students memorise main concepts of bones and muscles.
●
The human skeleton consists of muscles / bones.
●
Ligaments / tendons join the muscles to the bones.
●
A muscle gets smaller / bigger when the adjoining bone is pulled.
2. What is the difference between voluntary and involuntary muscles?
Answer key
■
Classify the following muscles.
• The human skeleton consists of bones. Tendons join the muscles to the bones. A muscle gets smaller when the adjoining bone is pulled.
2. Voluntary and involuntary muscles. Students should understand these concepts better if they have to discriminate between voluntary and involuntary muscles.
tongue – heart – quadriceps – abdominals voluntary
involuntary
3. Match the words to the picture. masseter
pectoral
biceps
abdominal
heart
gemellus
Answer key • Voluntary muscles move when we want them to, but involuntary muscles move without us having to do anything. • Voluntary: the tongue, quadriceps and abdominals. • Involuntary: the heart.
WORK IT OUT
4. Answer the questions. 3. Muscles in the body. Extend this activity by varying the names of the muscles, or including bones as well as muscles. Say the names of the bones and muscles out loud, and ask students to say where they are located.
Answer key • • • • • •
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Masseter: head. Biceps: arm. Heart: trunk (in the chest). Pectoral: trunk (in the chest). Abdominal: trunk (stomach). Gemellus: leg.
●
What would happen if the heart were a voluntary muscle?
●
What would happen if the abdominal muscles were involuntary?
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ADDITIONAL ACTIVITIES Make an articulated arm Materials: • • • • • • •
Two pieces of construction paper 30 50 cm Washer and hooks Scissors Glue A butterfly clip string B A piece of string An elastic band elastic band
A
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2 UNIT 2
I CAN DO IT
5. Look at the pictures. Read the texts. Pictures can show how you move your body.
WORK IT OUT
Lifting up and putting down a weight 1
2
4. Muscles from the front and back. This activity stimulates logical reasoning and written expression.
3 biceps triceps
arm and hand muscles
ulna
Answer key
radius First, the muscles in the hand and arm pull on the bones. This closes the hand, and holds the weight.
■
Then, the biceps gets shorter, and pulls on the radius. The arm bends at the elbow.
Finally, the triceps gets shorter, and pulls on the ulna. The arm stretches out, and puts the weight down.
Look at the pictures. Complete the sentences.
Moving a leg backwards and forwards 1
2
• M. A. If the heart were a voluntary muscle, we would have to remember to make it beat all the time. Walking is a good simile. We can forget we are walking, but we still have to remember to take a step. • M. A. If the abdominals were involuntary muscles, we wouldn’t be able to sit down or stand up.
3 quadriceps
biceps femoris (hamstrings)
First, the biceps femoris gets shorter and the leg bends.
biceps femoris
I CAN DO IT
Then, …………
5. Picture sequences. Check that students interpret each sequence correctly, and identify which muscles are moving, and the effect their movement produces.
Finally, …………
Summary
Answer key
Muscles
• Then the quadriceps gets shorter, and the shin moves forward. • Finally the biceps femoris gets shorter, and the leg bends.
Muscles are soft, flexible organs. Tendons join our muscles to our bones. Some muscles are voluntary. Others are involuntary.
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Language link Work with the words students need to describe a sequence of events: First… Then… After that… Finally…
Instructions: • Tell your students to draw the outline of their hand on a piece of construction paper. Tell them to cut it out, and glue one end to construction paper A.
Ask them to use them to describe simple sequences. For example: How do you brush your teeth? How do you wash yourself?
• Students join the two pieces of construction paper using the butterfly clip, and place the hooks along the edges as shown in the diagram. • Tell them to cut the string and an elastic band to a length of about 20 cm, and pass them through the hooks as shown in the diagram. Tie the end of the string to the washer so that when they pull the washer, the arm bends.
Resource folder
F Reinforcement and extension Reinforcement: Worksheet 4
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N O W
I
K N O W
Check what you know
1. Copy and complete the word map. The musculoskeletal system
■ Unit review
made up of
Before you do the activities in the Student’s Book, remind the students of the main ideas in the unit. You can dictate sentences, for example:
1
are hard and rigid
• The skeleton is made up of all the bones and cartilage.
muscles
joined together by 2
• Bones hold our body up, protect our internal organs and help us to move.
■
soft and
can be 3
• Bones are the hard, rigid part of the body.
are
are
4
moveable
Copy and complete the sentences. Use words from the word map. ●
The musculoskeletal system is made up of bones and …
• Cartilage is the softer, more flexible part of our skeleton.
●
Bones are hard and …
●
………… are places where bones are joined. They can be …
• Joints are the places where our bones join together. They can be fixed or moveable.
●
Muscles are …
2. Tick the correct words.
• Muscles are soft, elastic organs. They are responsible for movement.
1. What kind of organs are bones?
• Muscles can be voluntary or involuntary.
2. The … is made up of bones.
❏ ❏
Hard.
muscles
❏ ❏
Flexible.
skeleton
3. What kind of organ is cartilage?
❏
Physical education link Tell your students to perform the following actions, and think carefully about the parts of their bodies that they move in each case: • Jump. • Write. • Run. • Hop. Then ask them to say which actions require moving the largest number of bones and muscles.
5
voluntary
Hard.
❏
Flexible.
❏
all over the body.
4. Muscles are…
❏
in the arm.
5. Tendons join muscles to…
❏
other muscles.
❏
6. When a muscle gets shorter, it…
❏
pulls on a bone.
❏ pushes on a bone.
7. What kind of joint is the knee?
❏
Fixed.
❏
Moveable.
8. The musculoskeletal system consists of…
❏
bones and joints.
❏
muscles and bones.
the bones.
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ADDITIONAL ACTIVITIES Muscles get tired Explain that our muscles get tired when we do the same movement several times in a row. We can check this out by doing the following experiment. Materials: • A clothes peg • A hardback book that can be held in one hand
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UNIT 2
My project
3. Make a model of a backbone. A backbone consists of vertebrae which are joined together. Make a model using paper and elastic bands.
Now I know 1.
➀ bones; ➁ joints; ➂ fixed; ➃ elastic; ➄ involuntary. • The musculoskeletal system is made up of bones and muscles. • Bones are hard and rigid.
1. Cut a sheet of paper in strips 2cm wide. Use sticky tape to join two strips together. This should give you four long strips.
●
2. Roll each strip of paper around a pencil. Use sticky tape to join the ends together. You now have a thin tube. Remove the pencil. Make more tubes with the rest of the paper.
3. Pass a rubber band through each tube. Put an open paper clip on each end of the elastic band. This will keep the rubber band in place.
What does each small tube represent? What does the line of tubes represent?
CITIZENSHIP
4. Read the text. Do the task. Moving around People move around all the time. In this unit you studied the body, and how you move using your skeleton and muscles.
• Muscles are soft and elastic. 2. 1. 2. 3. 4. 5. 6.
Bones are hard. The skeleton is made up of bones. Cartilage is flexible. Muscles are all over the body. Tendons join muscles to the bones. When a muscle gets shorter, it pulls on a bone. 7. The knee is a moveable joint. 8. The musculoskeletal system consists of muscles and bones.
My project 3. • Each tube represents a vertebra.
Many people cannot move around easily. They need a wheelchair. Imagine how difficult it is to be in a wheelchair.
■
• Joints are places where bones are joined. They can be fixed or moveable.
• The line of tubes represents the spinal column (backbone).
Citizenship Draw the route you take from the school gate to your classroom. Now, imagine you have to do this route in a wheelchair. Mark all the obstacles you find on your route.
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Instructions: • Tell your students to hold the clothes peg between their thumb and index finger. Then ask them to count the number of times they can open and close the peg in 30 seconds. Then tell them to do the action two more times, and write down how many times they opened and closed the peg in 30 seconds. They will see that they get slower and slower. • Now tell them to hold the book down at their side and to lift their arms out until the book is level with their shoulders. Tell them to lower their arm again. They do this for 30 seconds and write down how many times they raised and lowered their arm. Tell them to do this two more times and count. They will see that they get slower and slower as their arm gets tired.
Moving around. Explain that the obstacles which prevent people from moving around are called architectural barriers. Ask your students to think about how difficult it must be for people who have physical disabilities. Think about taking public transport, moving on the pavement and crossing roads, going into buildings, going to the shops, etc. Ask them to think about where we should park cars, and how we should be careful not to obstruct ramps. 4. M. A. I cannot go up the stairs to enter the school.
Resource folder
F Reinforcement and extension Extension: Worksheet 2 F Test and assessment Assessment: Worksheet 2
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UNIT 3
The Organs of Nutrition PRESENTATION In this unit we will look at the systems in the human body that play a role in nutrition: the digestive system, the respiratory system, the circulatory system and the excretory system, along with their corresponding organs.
We will examine how the body uses different substances, such as oxygen for respiration and nutrients for digestion, in order to stay alive. We also study the organs that make up these systems. Lastly, we will look at the nutritional needs of human beings and the importance of a healthy diet.
UNIT CONTENT Objectives • To understand how the digestive system works, to identify the organs involved and to learn the different stages of digestion • To understand how the respiratory system works and to identify the organs involved in respiration • To understand how the circulatory system and the excretory system work and what the different organs are • To know what food forms part of a balanced diet
Contents CONCEPTS
• The digestive system • The respiratory system • The circulatory system • The excretory system
PROCEDURES
ATTITUDES
• Interpreting anatomical sketches and diagrams
• Looking after your mouth and teeth
• Recording data when doing experiments
• Eating properly
Assessment criteria • Understanding the nutritional needs of the body • Knowing how the digestive, respiratory, circulatory and excretory systems work • Recognising the main organs of the digestive system and explaining the different phases of digestion • Knowing about the respiratory system and its main organs • Understanding the circulatory and excretory systems • Accepting and respecting that our bodies are different • Recognising the importance of a balanced and varied diet
Suggested timing for the unit September
36 A
October
November
December
January
February
March
April
May
June
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UNIT 0
RESOURCES Resource folder PHOTOCOPIABLE RESOURCES
• Reinforcement and extension – Reinforcement: Worksheets 5 and 6 – Extension: Worksheet 3
SPECIAL PROGRAMMES
• Worksheets for developing intelligence • Working with recent immigrants
• Test and assessment – Assessment: Worksheet 3
Internet resources Lungs http://kidshealth.org/kid/body/lungs_noSW.html Information and activities about the respiratory system Teeth http://www.adha.org/kidstuff/ Information and activities about teeth
nose mouth trachea or windpipe lung
Other resources • Natural Science Tasks – The human body 3 – Digestive, respiratory, excretory and circulatory systems • School dictionary
36 B
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3 Nutrition and organs ■ Anticipating difficulties Keep the following questions in mind while working through this unit: • Some students may not be able to distinguish between nutrition and food. Explain that the food we eat is only part of the nutrition process. We need other substances, such as oxygen, as well as those we get from food.
• Students know that we must breathe to stay alive, but they may not understand why. Explain that the oxygen we get from respiration is used to extract the energy that is contained in the food we eat.
■ Teaching suggestions • The text outlines the blood donation process and also shows how the donated blood is used. Have your students brainstorm possible additional uses for donated blood, such as during heart transplants. • Ask the students if they have ever seen a mobile blood donor unit. Explain that it is a bus that has been adapted so that people can give blood in comfort. When there are emergency situations, natural catastrophes and accidents, blood donor campaigns are set up by health authorities. The blood donor buses are usually parked in the centre of a town or city. • Explain to the students that when someone gives blood, the body recovers in about twenty-four hours. There are no negative effects on the body. All we have to do is to drink a lot of liquid and avoid strenuous exercise.
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Blood donors Yesterday, I went to the hospital with my parents. They donated blood. I think they were very brave. A doctor put a needle in their arms! Imagine that! I bet it hurt! Sometimes, I really don’t understand my parents. When we arrived at the hospital, my parents went into a little room. I stayed outside with one of the nurses. He told me that blood is used to save lives. He also said that they use about twenty bags of blood in an operation. Sometimes, after a traffic accident, they use about 30 bags. In heart transplants, they use about 150 bags! When my parents came out, we went to have a sandwich and some orange juice. They told me that it didn’t hurt. It was very simple. When I am older, I am going to donate blood, too. James, age 11
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ALTERNATIVE SUGGESTIONS • Draw the outline of a human body on the board. Name the organs involved in digestion, respiration and circulation that will be studied in this unit. Ask the students, in turn, to go to the board and draw on the body where they think the organs should be. They should have no problem with organs like the stomach and the lungs. Help them with the other organs and explain that all the organs are related.
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1 Talk about the text ●
UNIT 3
Answer the questions. – What did the people in the text do? – What did the nurse say about blood donations?
●
• Tell your students that a baby has approximately one and a half litres of blood, a ten-year-old child has three litres and an adult has five litres. Then ask:
Would you like to donate blood when you are older? Explain your reasons to your friends.
– Why does an adult have more blood than a baby?
2 Think about the questions ●
– Why do children have less blood than adults?
Answer the questions. Read the texts. Why do we need to eat? A car needs petrol in order to move. Our body also needs fuel in order to function. Food is a type of fuel for our body. It contains all the substances we need to grow.
– What happens when a person loses a lot of blood in an accident or an operation? – What should you do if you are bleeding?
How long can you hold your breath? Our body needs oxygen in order to use the food we eat. We get oxygen when we breathe. We cannot store oxygen in our body. That is why we have to breathe all the time. We can only hold our breath for a short time.
Citizenship Help and hygiene Tell the students that when a vital organ, like the heart or the kidneys, is damaged, it must be replaced. When people die, their organs can be used to help save other people’s lives.
3 Find out about the unit
Explain that, although Spain is one of the countries with the most organ donors in the world, it is still necessary to make people realise the importance of donating their organs.
In this unit we are going to learn about: ✓ Organs involved in digesting food. ✓ Organs involved in breathing (respiration). ✓ Organs involved in blood circulation.
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• Another way of helping students to remember the organs of the body is to have them bring large rubbish bags into school. Ask them to make holes in the bags for their heads and arms. Then ask them to put the bags on as though they were T-shirts. In pairs, they draw the stomach, lungs, heart and kidneys on their classmate’s bag. Then compare the results. Explain exactly where the organs are and what they are like.
Answer key Talk about the text Answer the questions. • They went to the hospital to donate blood. • He said that the blood is used to save people’s lives.
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The digestive system and nutrition 1. Nutrition OBJECTIVES • To understand nutrition • To know the organs that make up the digestive system • To explain the different stages of digestion
Nutrition is the process of taking food into the body. The body absorbs the nutrients from this food. It gets rid of anything we don’t need. This process is essential to live. Four different systems are involved in nutrition: digestion, respiration, circulation and excretion.
2. Digestion
■ Teaching suggestions Introduction • Ask the students to put their hands on their stomachs. A lot of students will put their hand over their tummybutton. Explain that the stomach is, in fact, higher up – just below the ribs. • Suggest the following exercises for break time. Ask them to count how many times they chew their food before they swallow it. Compare the data from all the students. Explain that chewing is the first stage of digestion, and explain how important it is for them to chew their food properly.
The digestive system breaks down the food we eat. Then, it extracts the substances which our body needs. These substances are called nutrients. 1
1
Different types of food. To get all the nutrients we need, we have to eat a variety of fresh food.
The digestive system is like a long tube. It consists of several organs. The food we eat travels through this tube. The journey starts in the mouth and finishes in the anus.
incisors canines
3. The mouth The digestive system starts in the mouth. The teeth, tongue and salivary glands are in the mouth. ●
Teeth are very hard. They are fixed to the maxilla bones. We use our teeth to cut and grind food. 2
●
We use your tongue to mix food with saliva, and to swallow.
●
The salivary glands produce saliva. This breaks food down.
molars premolars
2
A diagram of the teeth. There are different types of teeth. The incisors are used for cutting food. The canines are used for tearing food. The premolars and molars are used for chewing food.
Explanation • Explain that saliva softens the food they eat and makes it easier to swallow. It also helps the food to be digested.
• Explain that the tongue pushes the food towards the throat and helps them to swallow it. Understanding • After asking the questions in the Student's Book, follow up with these: – Why do you have to chew your food well? – Where does the digestive system begin?
38
38
■ ADDITIONAL INFORMATION Digestive juices The body breaks food down into simpler substances. These are easier to assimilate. This is how we obtain the nutrients we need. To do this the body secretes a series of liquids to help digestion: • Gastric juices are secreted by the stomach. These are acids which convert the food we have eaten into a kind of soup. • Bile is secreted by the liver, and it breaks down fats. • Pancreatic juices are secreted by the pancreas, and break down fats and sugars.
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3 UNIT 3 4. The stomach When food is chewed and mixed with saliva, it leaves the mouth. Then, it goes down the oesophagus. Next, it goes into the stomach. 3 ●
The oesophagus is a like a tube. It connects the mouth to the stomach.
●
The stomach is an organ. It is like a bag. In the stomach, food is mixed up into a pulp. Then it goes into the intestine.
– Where does food go after it leaves the mouth and before it arrives in the stomach?
mouth
oesophagus
stomach
5. The intestine small intestine
The intestine is an organ. It is a very long, soft tube. It is about 7 metres long and has two parts: 3 ●
The small intestine. This starts at the end of the stomach. It is the longest part. Here, nutrients from the food pass into the blood.
●
The large intestine. This is the other part of the intestine. It finishes in the anus. This is where waste substances are eliminated from the body as faeces.
large intestine
• Draw the outline of a human body on the board and ask the students to copy it into their notebooks. Ask them to draw the digestive system. When they draw it, they will realise it is like a long, continuous tube which begins at the mouth and ends in the anus.
• Ask the students to put their hands on their stomachs again. Ask them if they notice a noise or movement. The stomach and the intestines are made of involuntary muscles and they move even when you have not eaten.
anus
Citizenship Health and hygiene
3
The digestive system
Remind the students that they should brush their teeth and tongue when they have eaten. This stops plaque from forming. Plaque forms at the place where the teeth join the gums, and can cause the teeth to fall out.
Tasks 1. Where is the digestive system? What is it used for? 2. Look at picture 3. Look at photo
2.
3.
Why do we have different types of teeth?
Name the organs. Describe their shape.
39
LEARNINGS SKILLS A summary A summary is when you take the most important points from a text. This means you reduce the original text by keeping in key information and omitting anything that is not so important. Ask the students to make a summary of The intestine. Then, read aloud some of the results, and compare them. Ask: Do they have all the important information? Are they shorter than the original text? Then decide which is the best summary. Write it on the board: students copy it into their notebooks.
Answer key 1. The digestive system begins in the mouth and finishes in the anus. It is used for digesting food. 2. Different teeth do different jobs. You use the incisors for cutting, the canines or tearing, and the premolar and molars for grinding food. 3. The mouth is small and round; the oesophagus is a long thin tube; the stomach is round; the large intestine is a fat tube; the small intestine is a long thin tube; the anus is small and round.
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A C T I V I T I E S UNDERSTAND
1. Copy and colour the diagram. Use the words to label the diagram.
Diagram of the digestive system
UNDERSTAND 1. Organs of the digestive system. Make sure your students know the different parts of the digestive system. They should be able to place each organ in the right place and recognise the relationship between all the organs.
small intestine
mouth
Answer key
oesophagus
large intestine
stomach
anus
• Refer to Student’s Book on page 39.
2. Match the words to the sentences. 2. Relating concepts. Your students need to know the organs that make up the digestive system and what they are like. They should also realise that the organs are complimentary, and they are all necessary for digestion.
Answer key • Mouth. Food is cut, ground and mixed with saliva. • Oesophagus. This takes food from the mouth to the stomach. • Stomach. The food is ground and mixed up here. • Small intestine. Nutrients go into the blood. • Large intestine. This finishes in the anus.
3. Teeth. Ask your students: What would happen if all your teeth were the same? For example, if you only had incisors, what would it be like to chew? Would you have to change what you eat?
●
takes food from the mouth to the stomach.
●
transports nutrients into the blood.
●
is where food is changed into a pulp.
●
●
finishes in the anus.
●
●
is where food is cut, chewed and mixed with saliva.
The mouth
●
The oesophagus
●
The stomach
●
The small intestine The large intestine
3. Complete the sentences. tear ●
The incisors ………… food.
●
The molars ………… food.
●
The canines ………… food.
cut
chew
40
ADDITIONAL ACTIVITIES Digestion
Answer key • The incisors tear food. • The molars grind food. • The canines cut food.
Materials: • Six pieces of white cork measuring 30 40 cm • Wax crayons Instructions: • Divide your class into six groups. Assign each group one of the digestive organs.
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3 UNIT 3
LEARNING TO READ
4. Read the text. Answer the questions. Teeth LEARNING TO READ
It is very important to look after our teeth. They are important for our health. Before we swallow, we need to chew food well. This helps us to digest it.
4. Teeth. Chewing your food is the only part of the digestive process you have to think about doing. Students should understand that it is important to chew their food properly and that they should never swallow their food before it has been chewed thoroughly.
Our teeth are covered with enamel. This is the hardest substance in our body. Teeth are very hard, but they can still have problems. For example, they can break, wobble and get holes in them. We can avoid most of these problems, if we brush our teeth every day.
●
Why should we chew food well?
●
What material covers our teeth?
●
Who looks after our teeth?
Answer key • If you don’t chew your food well, the digestive system has to work very hard. • Enamel. • A dentist looks after your teeth.
WORK IT OUT
5. Answer the questions. ●
What happens to a piece of bread before it reaches our stomach?
●
What do we use our incisors for?
●
Why can babies only eat soft food?
WORK IT OUT 5 Chewing and digestion.
Answer key • It is chewed and mixed with saliva. Then it goes to the oesophagus. • We use incisors to cut our food. • Because they haven’t got any teeth.
Summary The digestive system The digestive system starts in the mouth. Then, it continues through the oesophagus, the stomach and the intestine. This system takes out nutrients from the food we eat.
Maths link 41
Ask the students to count their teeth. Make up Maths problems with the number. For example: If one child has 32 teeth, how many teeth do three children have? What is two times 32?
• Give each group a piece of cork and ask them to draw an outline of the human body. Then ask them to draw ‘their’ organ and to colour it in. They can use the picture on page 40 as a model. • When they have finished, collect the drawings and hang them on the wall in the right order. Then have one member of each group explain the characteristics of ‘their’ organ to the class. Resource folder
F Reinforcement and extension Reinforcement: Worksheet 5
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The respiratory system 1. Air in our body OBJECTIVES • To learn what the respiratory system is like and what it is for • To identify the different organs of the respiratory system • To learn about the movements of respiration: breathing in and breathing out
We need oxygen to live. The respiratory system takes oxygen from the air into our body. 1 Oxygen enters our body through our nose and mouth. Then, it goes down the trachea, or windpipe. The trachea is a tube which takes oxygen to our lungs. The trachea is in front of the oesophagus. 1
Snorkelling. The girl is under water. She uses the tube to breathe.
2. The bronchi and the lungs
■ Teaching suggestions Introduction • Ask your students to place one hand on their chest and to breathe in deeply. They should notice that their chest goes up and down. Tell them that they are touching their ribs with their hands. Explain that their lungs are just beneath the ribs. The movements they notice come from breathing in. When the lungs take in air, they inflate and make the chest rise. When the lungs release air, they get smaller again. • Ask your students to put their hand in front of their nose and breathe in and out. What do you notice? Can you feel air on your hand? Where does it come from?
The trachea is divided into two small tubes. These are called bronchi. Each bronchi is divided into smaller tubes. These are called bronchioles. The bronchioles are inside the lungs. 2
nose mouth trachea or windpipe
The lungs are two organs. They are shaped like bags. They are inside the thorax, or chest. Inside the lungs, oxygen goes into the blood.
bronchi bronchioles
lung
Vocabulary oxygen a gas found in the air
2
The organs of the respiratory system
42
Explanation • Explain that air goes into the lungs every time they breathe in. Tell them that the air contains oxygen. The oxygen passes from the lungs and goes into the blood. The air they breathe out contains carbon dioxide.
Understanding • Ask your students the following questions: – Where is the trachea? What is it for? – What happens inside the lungs?
42
■ MORE INFORMATION Coughing The purpose of coughing is to keep the air ways clear of foreign bodies, mucous and pollutants found in the air. It is also a response to possible irritations in the throat caused, for example, by allergies or a cold. All these things make the muscles of the chest contract. You cough to expel whatever is in your air ways that should not be there. Coughing, though, can also be problematic. If you cough too much, it can be very uncomfortable. Diseases can also be spread by coughing.
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3 UNIT 3 3. Breathing
A
The lungs make two different movements when we breathe: breathing in and breathing out. 3 ●
When we breathe in, our lungs inflate and air enters.
●
When we breathe out, our lungs deflate and air is expelled.
• Ask your students to look at picture 2. Get them to describe the organs involved in breathing in and out. Explain that the bronchial tubes and bronchioles are like a tree. The bronchial tubes are like the trunk of the tree, and the bronchioles are like the branches.
B
We breathe all the time. We breathe when we eat, and when we sleep. When we rest, we breathe about 20 times every minute.
• Tell your students to cover their nose and mouth with a paper bag and to breathe in deeply. What happens to the bag when you breathe in? Explain that the bag is like their lungs, but that their lungs do the opposite. When they breathe in, they fill their lungs with air. When they breathe out, they empty them.
When we breathe in, our lungs inflate.
When we breathe out, our lungs deflate.
Citizenship Health and hygiene
3
Breathing. When we breathe in (A), our lungs inflate. When we breathe out (B), our lungs deflate.
Explain that a lot of illnesses that affect the respiratory system are caused by pollution. The air they breathe contains substances that are poisonous for the body. Pollution does not only affect their health, it also affects the health of all living things.
Tasks 1. How does air enter our body? Where does it go after it enters our mouth or nose? 2. Where are the lungs? 3. Look at photo
3.
Explain how lungs work.
43
LEARNING SKILLS Anatomical diagrams Anatomical diagrams are an effective way of presenting information. They help clarify ideas, locate the different organs and show what shape they are.
◗ Ask your students to look carefully at picture 3. Have them explain the differences between the two pictures, for example, the shape of the lungs. Then, using this picture as a model, ask them to draw their own diagram showing the process of breathing in and out.
Answer key 1. Air enters our body when we breathe in. The air goes into the trachea and then down to the lungs. 2. The lungs are in our chest. 3. When we breathe in, air goes into our lungs. The lungs inflate. When we breathe out, air is pushed out of our lungs and they deflate.
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Blood circulation 1. The circulatory system The circulatory system moves blood around our body.
OBJECTIVES • To understand what blood circulation is and how it works • To identify the different organs that make up the circulatory system • To understand how the excretory system works and to recognise the organs that it is made up of
The circulatory system consists of blood, the heart and blood vessels. Blood is a thick, red liquid. Important substances are moved around our body in the blood. 1
1
A bag of blood from a donor. Lots of people donate blood. These people help to save lives.
2. The heart and blood vessels
■ Teaching suggestions Introduction • Ask your students to tell you how they feel when they have done a lot of exercise. They should tell you that they breathe faster, and that their heart beats faster. Explain that when the body needs more oxygen, the heart beats more quickly. This means that more blood and more oxygen reach the different parts of the body.
The heart is an organ made of muscle. It is inside the thorax. 2 Blood flows through the heart. Then, it is pumped around our body. The heart’s pumping action is called a heartbeat. Blood circulates through blood vessels: ●
Veins are the vessels which carry the blood to the heart.
●
Arteries are the vessels which carry blood from the heart to the rest of the body.
• When they have read The heart and blood vessels, explain that the heart is a very important organ. If the heart stops beating, blood stops flowing. The nutrients and the oxygen carried by the blood cannot reach the organs. The organs will also stop working.
44
thorax
2
Explanation • Tell your students to find the pulse on their wrist or neck. Ask them what they think the pulse is. Explain that blood goes round the body. The pulse is related to the heartbeat. Every time the heart beats, they can feel it in their pulse. If the pulse is fast, it means the heart is beating fast. If the pulse is slow, the heart is beating slowly.
heart
Diagram of the heart and thorax
44
■ INTERESTING INFORMATION The heart The heart beats an average of 75 times a minute when you are relaxed. It can pump as much as 15,000 litres of blood a day. This is enough to fill a medium-sized swimming-pool. Sportsmen and sportswomen sometimes have a bigger heart than other people. Their heartbeat is much slower. When they are relaxed, their pulse is around 50 heartbeats a minute.
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3 UNIT 3 3. Blood travels around our body The circulatory system transports blood around our body. 3 Blood does three important things: ●
circulatory system
It collects nutrients from the small intestine, and transports them around the body.
●
It collects oxygen from the lungs, and transports it around the body.
●
It collects waste from the body, and transports it to the kidneys.
Understanding
heart artery
excretory system
vein
kidney bladder
• When they have read Kidneys clean blood, ask your students what they feel when they need to urinate. In what part of the excretory system do they feel this?
4. Kidneys clean blood The excretory system cleans blood.
• After asking the questions in the Student’s Book, follow up with these: – What part of the respiratory system can you see in diagram 3? – What part of the excretory system can you see?
3
The most important organs in the excretory system are the kidneys. They work like sieves. They collect impurities from the blood. Then, they get rid of them in the urine. Urine collects in the bladder. It is expelled when we go to the toilet.
Citizenship Health and hygiene
3
Diagram of the circulatory and excretory systems. This diagram shows the main veins and arteries.
Tasks
A lot of heart disease can be avoided by having a healthy diet and a healthy lifestyle. People should not smoke. They should do exercise, as this improves blood circulation. They should also have a balanced diet, so that they do not become overweight. Obesity is one of the main causes of circulatory illnesses.
1. What does blood do? 2. Where is the heart? Describe it. 3. What is the difference between veins and arteries? 4. How do we get rid of impurities from our blood?
45
Answer key
LEARNING SKILLS A word map A word map is made up of the main ideas from a text. It states the key topic areas of a subject and helps your students study. A word map is drawn hierarchically. The more general concepts are put at the top, and the more specific ones at the bottom.
◗ Ask your students to make a word map using the text Blood travels around our body. Remind them that they should include all the important information in the correct order.
1. Blood transports nutrients and oxygen around the body and collects waste substances. 2. The heart is an organ made up of muscles. It looks like a fist. It is inside the chest. 3. Veins carry the blood to the heart. Arteries carry the blood from the heart to the rest of the body. 4. We get rid of impurities through the excretory system. The main organs are the kidneys. The kidneys are like sieves. They collect the toxic substances in our blood and get rid of them in the form or urine.
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A C T I V I T I E S UNDERSTAND
1. Copy the table. Read the words. Tick the correct box. Respiratory system
UNDERSTAND
Circulatory system
Excretory system
Blood
1. The organs of nutrition. The purpose of this activity is to help your students identify the main organs of the different systems involved in nutrition. Respiratory Circulatory system system Blood Sangre
X
Trachea
X
Heart
X
Trachea Heart Lungs Kidneys Arteries
Excretory system
Urine Bladder
X
2. Complete the text.
X
circulation – kidneys – breathe in – urine – breathe out
Lungs
X
Kidneys Arteries
X X
Urine
X
Bladder
X
2. Complete the text. The purpose of this activity is to activate the students’ memory. They have to complete sentences that they have already studied in the unit.
●
When we ………… our lungs inflate, and air enters our body.
●
When we ………… our lungs deflate, and air leaves our body.
●
………… is the journey ofblood around our body.
●
The ………… clean our blood. They get rid of impurities in the form of …………
WORK IT OUT
3. Answer the questions. ●
Why does blood appear when you cut your finger?
●
What happens when your heart stops beating? Explain your answer.
●
Are heartbeats voluntary or involuntary movements of the heart muscle?
Answer key • When we breathe in, our lungs inflate, and air enters our body. • When we breathe out, our lungs deflate, and air leaves our body. • Circulation is the journey of our blood around our body. • The kidneys clean our blood. They get rid of impurities in the form of urine.
46
ADDITIONAL ACTIVITIES The size of your lungs
WORK IT OUT 3. Circulatory and respiratory systems. Encourage students to think about the concepts they have studied in the lessons, and to draw their own conclusions. For example, once they know the function of the heart, ask them to use the text to explain what happens when the heart stops.
46
Materials: • A large rubbish bag • A felt tip pen • Sticky tape Instructions: • Take the bag in one hand. Hold it by the open end, as though you were going to blow it up. Pass your hands down the bag to empty it of air.
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3 UNIT 3
I CAN DO IT
4. Take your pulse. Record the results. When scientists do an experiment, first they make observations. Then, they record the results. They repeat the experiment to confirm the results.
Answer key • When you cut your finger, drops of blood appear. This is because blood circulates through your body, even to the ends of your fingers. • If your heart stops beating, it cannot pump blood around your body. The blood cannot transport the nutrients and oxygen to the different parts of your body. If your heart stops beating, you cannot get rid of the toxic substances from your body either. • Heartbeats are involuntary movements of the heart. The heart beats even when you are sleeping.
Our pulse is the pulsation we feel as blood is pumped through our body. We feel this in certain parts. A heartbeat is the movement of the heart as it pumps the blood. 1. Look at the photo. Look where to put your fingers. Notice that you do not use your thumb. 2. Sit down quietly for a few minutes. Now check your pulse. Count the number of beats in one minute. Record the results on a table. Use the one below to help you. 3. Run on the spot for about one minute. Check your pulse again. Record the results on the table. 4. What did you notice? Why do you think there is a difference after running for one minute?
I CAN DO IT
5. Compare your results with other children in the class.
4. Take your pulse and record the results. Your students may find it difficult to find their pulse at first. Give them a clue. Tell them to follow the line of their thumb up to the wrist. Tell them that you can also take the pulse in their neck.
PULSE RATE
Resting
beats per minute
After running
beats per minute
Summary Breathing and circulation
Answer key
The respiratory system gets oxygen from the air. The circulatory system carries blood around our body. The excretory system cleans our blood.
• M. A. Studens take their pulse after resting and after running and record their results. They should find that their pulse is faster after running thand after resting because their heart is beating faster. They compare their results with other students.
47
Maths link
• Take two slow normal breaths. Then breathe in as much air as you can. • Pinch your nose with your thumb and forefinger, and breathe through your mouth. Blow all the air out of your lungs into the bag. Then close it tightly. • Pass your hand down the bag to move the air to the bottom of the bag. Tie it off with some sticky tape. The volume of air in the bag is the equivalent to your lung capacity.
Explain to the students how to take a pulse. Tell them that a doctor will not normally count all the beats for a minute, but only for 15 seconds. Then the doctor will multiply this number by 4. Ask your students to count their pulse beats for 15 seconds. Then multiply the number by 4.
Resource folder
F Reinforcement and extension Reinforcement: Worksheet 5
47
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N O W
I
K N O W
Check what you know
1. Copy and complete the word map.
■ Unit review
Nutrition and organs
four systems
Before doing these activities, go over the main concepts in the unit with your students. These could be dictated. For example: • Nutrition gives you the substances you need to live. These substances travel around your body. Harmful substances are eliminated. • The digestive, circulatory and excretory systems are all involved in nutrition. • The digestive system breaks down food. It extracts substances that are useful for the body. • The respiratory system gets oxygen from the air. Air is needed to survive. • The circulatory system sends blood around the body. • The excretory system cleans impurities from the blood.
Language link Tell the students to find words for these definitions. • Two organs shaped like bags. They inflate and deflate with air.
the digestive system
the respiratory system
made up of
made up of
made up of
the mouth the nose 2
heart
the mouth the oesophagus 1 the intestine
■
the bronchioles the lungs
3
6
made up of
4 5 the blood
the kidneys 7
Copy and complete the sentences. Use words from the word map. ●
The organs of nutrition are classified into four systems:
●
The digestive system is made up of the …
●
The respiratory system is made up of the …
●
The circulatory system is made up of the …
●
The excretory system is made up of the …
2. Tick the correct words. 1. Nutrients are found in…
❏
the air.
❏
food.
2. The oesophagus joins the mouth to the…
❏
intestine.
❏
stomach.
excretion.
❏
❏
breathing.
the blood.
❏
the urine.
❏
liquid.
5. Blood is a…
❏
solid.
6. The kidneys are part of the…
❏
3. We get oxygen by…
❏
4. Oxygen goes from the lungs to…
excretory system.
❏
circulatory system.
• Two small organs that are like sieves. They filter the impurities from the blood. • A red liquid that circulates around the body.
48
• A liquid that is excreted. • The most important organ. It is shaped like a fist and it works hard day and night.
ADDITIONAL ACTIVITIES
• The beginning of the digestive system. It is also used for talking and singing.
Ask your students to make a stethoscope. This is a simple instrument for amplifying sounds. They can use it to listen to their classmate’s heartbeat.
A stethoscope for listening to the heart beat
Materials: • A rubber tube with a diameter of 1 cm and a length of 50 cm • A glass, plastic or metal tube, shaped like a T or a Y • A small funnel
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UNIT 3
My project
3. Draw a diagram of your teeth. 1. Copy the diagram.
My teeth Top teeth
2. Use a mirror. Look carefully at your teeth.
Now I know
The digestive system helps the body get nutrients from food that we eat. But first, we have to eat properly. When you were younger, your parents chose your food. Now you are older, you choose your food. It is now your responsibility, too. It is not difficult to have a healthy diet. Some food is very healthy, for example, fish, vegetables and fruit. Other food is not so healthy, for example, cakes, fizzy drinks and sweet things.
➀ the stomach; ➁ the trachea; ➂ the circulatory system; ➃ the veins; ➄ the arteries; ➅ the excretory system; ➆ the bladder. • The organs of nutrition are classified into four systems: the digestive system, the respiratory system, the circulatory system and the excretory system. • The digestive system is made up of the mouth, the oesophagus, the stomach and the intestine. • The respiratory system is made up of the mouth, the nose, the trachea, the bronchioles and the lungs. • The circulatory system is made up of the heart, the veins, the arteries and the blood. • The excretory system is made up of the kidneys and the bladder. 2. 1. Nutrients are found in food. 2. The oesophagus joins the mouth to the stomach. 3. We get oxygen by breathing. 4. Oxygen goes from the lungs to the blood. 5. Blood is a liquid. 6. The kidneys are part of the excretory system.
What did you eat yesterday? Make a list. Was it healthy?
My project
3. Use the key below to colour the teeth.
1.
■ Missing teeth. ■ New teeth. ■ Teeth the dentist has treated.
Bottom teeth
■ Milk teeth or baby teeth. 4. Label the diagram. Write the different kinds of teeth.
CITIZENSHIP
4. Do the task. Healthy eating
■
3. Refer to diagram in Student’s Book.
Citizenship 49
Instructions: • Cut the rubber tube into three pieces measuring 20 cm, 20 cm and 10 centimetres.
Healthy eating. Explain that a healthy diet should be varied and balanced. It should provide all the nutrients the body needs. Each group of foods gives different nutrients. These nutrients have different functions in the body. This is why we should eat food from all the groups, and in the right quantities. 4. M. A. For breakfast: yoghurt. For lunch: potatoes, meat, etc.
• Put the ends of the metal tube into the ends of the rubber tubes. • Put the funnel into the end of the smallest rubber tube.
Resource folder
F Reinforcement and extension Extension: Worksheet 3 F Test and assessment Assessment: Worksheet 3
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UNIT 4
Animals PRESENTATION This unit introduces the classification of animals, and shows the main characteristics of vertebrates and invertebrates. The objective is to explain different types of animals. In this unit, your students will see that vertebrates
and invertebrates look different, and have different shapes and different characteristics. The unit should also help to encourage your students to respect animals in general.
UNIT CONTENT Objectives • • • • • •
To To To To To To
learn that vertebrates have a skeleton and invertebrates do not learn how to describe vertebrates (external features) learn how vertebrates feed, breathe and reproduce learn how invertebrates live, and what they are like learn some of the main characteristics of insects respect animals and the way they live
Contents CONCEPTS
PROCEDURES
ATTITUDES
• Interpreting photographs and tables • Understanding simple scientific texts
• Vertebrates • Invertebrates • Insects
• Looking after pets • Respecting animals
Assessment criteria • • • • • •
Understanding the difference between vertebrates and invertebrates Knowing the main characteristics of vertebrates Knowing the main characteristics of invertebrates Identifying the main characteristics of insects Classifying animals according to different criteria Recognising the importance of looking after pets properly. Making sure they do not bother other people
Suggested timing for the unit September
50 A
October
November
December
January
February
March
April
May
June
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UNIT 0
RESOURCES Resource folder PHOTOCOPIABLE RESOURCES
• Reinforcement and extension – Reinforcement: Worksheets 7 and 8 – Extension: Worksheet 4
SPECIAL PROGRAMMES
• Worksheets for developing intelligence • Working with recent immigrants
• Test and assessment – Assessment: Worksheet 4
Internet resources Animals http://www.bbc.co.uk/schools/revisewise/science/living/ Information about classification of animals Animals http://www.insecta-inspecta.com/ Information and activities about insects Animals http://www.nhm.ac.uk/interactive/kids/index.html Information and interactive games from the natural history museum
Other resources • Natural Science Tasks – Animals and plants 1 Basic characteristics – Animals and plants 2 External parts and internal organs – Animals and plants 3 Reproduction. • School dictionary
50 B
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4 Animals ■ Anticipating difficulties Keep the following questions in mind while working through this unit: • Some students may think that invertebrates are exclusively insects. Insects are indeed the most numerous group of invertebrates, and probably the group students are most aware of. Give them examples of invertebrates which they know, that are not insects, for example, a starfish and an octopus. • It is common for students to think of spiders as being insects. To avoid this confusion, explain that insects have six legs, and spiders have eight. Therefore, they cannot be insects. • With regard to the characteristics of animals, there are many exceptions. There are fish which do not have scales, for example, the Murray eel. There are fish which give birth to live young, such as the sea horse. There are amphibians that look after their eggs as reptiles do, for example, the midwife toad. There are also mammals that live in the water, for example, the whale or the dolphin.
An Anthill Where can you find ants? If the weather is fine, find an anthill or an ants’ nest. Observe the ants. I did. I learnt a lot of interesting things. The first day I observed the ants, they ran around like mad! Then, hundreds of other ants ran out. Each ant carried a grain of sand. They put these grains around the edge of a hole. This looked like a cone. The next day, hundreds more ants ran in and out of the hole. They moved backwards and forwards very fast. Sometimes they ran over each other. They carried all kinds of things to their hole: bits of straw, dried leaves, dead insects and seeds. As they moved, they touched the ground with their antennae. A few days later, they finished their work. There are lots of questions I want to ask about these ants. Is there a chief ant which organises the work? How do they know where to find food? Do they tell each other? Why do they put so much food into the nest? I must find out! Susan, age 10
■ Teaching suggestions 50
• Ask students if they have ever seen an ant hill or a row of ants. Ask the following questions: What are ants like? Are they all the same? How do they move? What work do they do? • Ask students to look at the photo of the ants and to tell you what they are like. Help them by asking questions. For example: How do ants move? What are their bodies like? Where do they live? Are they big or small? Are they all the same?
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ALTERNATIVE SUGGESTIONS • You could begin the unit by watching a nature video, showing the habits and characteristics of several different animals. Help students by giving them important information about the animals they see. Tell them about the animals’ feeding habits. • Ask them questions about the animals they see in the video: – What they are like? – How many limbs they have got? – How do they move? For example: Do they fly, run, swim, or crawl? – What is their skin like?
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1 Talk about the text ●
UNIT 4 DIBUJO
Answer the questions. – What does the word observe mean? – What did the person find out by observing the ants? – What couldn’t he find out?
●
• In the text, we are told about some of the things that ants carry to their ant hill. Ask students what they are, and what the ants use them for.
Imagine you are an ant. You are in a shopping centre. Tell your friends what you can see.
Citizenship Environmental education
2 Think about the questions ●
Answer the questions. Read the texts. Are all animals the same? No, of course they aren’t! There are many differences. When we study them, we usually divide them into groups. Animals which do not have a backbone or spine, for example ants, are called invertebrates. Animals which have a spine or backbone are called vertebrates.
Tell your students that when we walk through the countryside, we destroy a lot of things that have been made by animals, for example, ant hills and spiders’ webs. We may also destroy the animals themselves. Whenever possible, we should keep to the pathways or tracks, especially when we are travelling in a vehicle.
How many different types of animals are there? Nobody really knows. Scientists have identified more than 40,000 different vertebrates, and more than one million invertebrates. There are probably many more, especially insects and other bugs.
3 Find out about the unit In this unit we are going to learn about: ✓ Vertebrates. ✓ Invertebrates.
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– How do they reproduce? – Where do they live (on land, in the water, in the air)? – What is their habitat? For example, the forest, the sea, or the savannah? • Another way of helping students to remember things that they have already learned is to show them photos or drawings of different animals. Ask them to say whether the animal is a vertebrate or an invertebrate.
Answer key 1. “Observe” means to watch or to look at with attention. • Susan learned that ants carry food and other materials into their hole. • Many things. For example, she does not know who organises the work or where they find food. • M. A. I can see bread crumbs, sugar, and pieces of vegetables on the floor.
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Vertebrates (outside) amphibian moist skin, no scales fish scales
OBJECTIVES • To learn that vertebrates are animals which have bones and a spinal column • To know the main characteristics of vertebrates
■ Teaching suggestions
mammal fur or hair
reptile scales
bird feathers
1
Vertebrates and their skin. Each type of vertebrate has a different type of skin.
Introduction
1. The body
• Ask students to remember what they have previously learned about bones. Ask them, for example: What is a skeleton for? Do all animals have the same skeletons?
Vertebrates have a skeleton and backbone on the inside. There are five types of vertebrate: fish, amphibians, reptiles, birds, and mammals.
• Explain that the distinction between vertebrates and invertebrates is based on whether an animal has a spinal column or not. Tell the students that vertebrates also have many more common characteristics. For example, all vertebrates have the same senses; they all have eyes. • The skin of fish and reptiles is covered by scales. Explain to students that the scales of fish are like human hair. The scales of reptiles, however, are due to a hardening and thickening of the surface layer of the skin.
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body tail
Their bodies have three parts: the head, the trunk, and the limbs. Most vertebrates have a tail. Even humans have the remains of a tail! 2
• Bring some fish bones to class and explain to your students that they are the bones of a fish. Explain that in English, we say bones for fish, as well as for other animals. Show them the spinal column. Explanation
head
limbs
Each type of vertebrate has a different type of skin. Mammals have fur or hair; birds have feathers; fish and reptiles have scales; amphibians have bare skin. 1
body
head 2
The shape and skeleton of a fish and a bird
limbs
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■ INTERESTING INFORMATION Dinosaurs with feathers The Archaeopteryx was a small dinosaur with feathers. It was found in China. A study of their fossils seems to suggest that birds come from dinosaurs. The Archaeopteryx had a tail like a lizard and a mouth with teeth. It also had claws, which meant it could climb trees. According to scientists, a small, particularly agile dinosaur, like this, might have climbed trees in search of food or safety. The descendants of the dinosaur then developed feathers and, later, they progressed from jumping from branch to branch to gliding, and finally they learned to fly. This could have been the beginning of flight.
tail
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4 UNIT 4 2. Limbs Vertebrates move on the ground, in the water, and through the air. They move in different ways. 3 ●
●
1
2
Understanding
Vertebrates that move on the ground use legs. They run, jump, and walk. Many mammals, reptiles, and amphibians move like this. Vertebrates that move in the water, for example, fish, use their tail fins. Some marine mammals also have fins, for example, whales.
●
Vertebrates that move through the air use their wings. Birds and bats can fly through the air.
●
Snakes don’t have legs, but they can slither along the ground using the movement of their body.
3
• Ask the following questions as well as those in the book: – Are all animals with a spinal column vertebrates? – What is the difference between amphibians and reptiles? – What are the similarities between the limbs of vertebrates?
4
• Ask students if they remember any animal bones related to foods they eat. For example: bones from chickens, various fish, sheep and pigs. Ask them if they have seen the spinal column of these animals. If so, ask them to describe it to the class.
3
Vertebrates move in different ways. 1 Leopards move with their legs. 2 Seagulls move with their wings. 3 Fish move with their fins. 4 Snakes move on their tummies.
Citizenship Environmental education The great diversity of species in the world is an important heritage. People benefit from this great animal and vegetable diversity, not only because we enjoy their beauty, but also economically. It is our responsibility, therefore, to protect it.
Tasks 1. What is a vertebrate? Name the main parts of the body. 2. Which animals have scales? Which animals have bare skin? 3. Look at picture and fish?
2.
What is the difference between the limbs of birds
4. Name three animals that swim, three that can fly, and three that can walk.
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Answer key
LEARNING SKILLS Book index cards We often consult books to get a better understanding of what we are studying or for additional information. To remember where we have found information, it is a good idea to keep index cards stating the books we have consulted. These should include the following information: the author, the title, the publisher, the collection the book belongs to, and a brief summary of the contents of the book. Take some books on animals to class and ask the students to make index cards.
1. Vertebrates are animals that have a skeleton and a backbone on the inside. The parts of the body: the head, the trunk and the limbs. 2. Animals with scales are fish and reptiles. Animals with bare skin are amphibians. 3. Fish have fins, which they use for moving through the water. Birds have legs for running, and wings for flying. 4. M. A. Animals that can fly: eagle, pidgeon, canary. Animals that can swim: fish, frog, dolphin. Animals that can walk: human beings, monkeys, chickens.
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Vertebrates (inside) 1. Food and nutrition OBJECTIVES • To learn that vertebrates can be carnivores, herbivores and omnivores • To find out about the respiratory system of vertebrates, and the types of lungs and gills • To find out how vertebrates reproduce. To distinguish between oviparous and viviparous vertebrates
1
2
3
4
Vertebrates and human beings have a very similar digestive system. We classify animals into carnivores, herbivores and omnivores, depending on what they eat. ●
Carnivores eat other animals. We say they are meat eaters. 1
●
Herbivores eat leaves, fruit, and other parts of plants.
●
Omnivores eat plants and animals. 1
Different types of carnivores. The mouths of carnivores are designed to catch animals and to eat the meat. 1 Great White Shark. 2 Crocodile. 3 Golden Eagle. 4 Lion.
■ Teaching suggestions 2. Breathing Introduction • Take a small fish bowl with a few fish to class. Ask students to watch the fish for a few minutes. Then, ask them to write down what they have noticed, especially what the fish look like and how they move. Have them think about what they learned about fish during the previous school year. Ask them to answer these questions: Are they vertebrates or invertebrates? Are they oviparous or viviparous animals? What do they eat? What is their skin like? How do they move? What are their limbs called?
Vertebrates need oxygen to live. ●
Reptiles, birds, and mammals breathe in oxygen from the air using their lungs.
●
Fish take in oxygen from the water using their gills. The gills are on each side of the head. 2
●
Amphibians breathe through gills when they are born. But, by the time they are adults, they have developed lungs to breathe through.
gills 2
Fish take in oxygen through their gills. They get oxygen from the water, using their gills.
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Explanation • Explain to students that animals use different strategies for survival, and for the survival of their young. There are animals, like the tortoise, which lay a lot of eggs and have a lot of babies, but hardly spend any time at all looking after them. The number of babies which manage to survive is relatively small. Other animals, like the elephant, have fewer babies, but spend a lot of time looking after them. Most baby elephants survive and grow up.
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■ INTERESTING INFORMATION Record breaking animals • The fastest aquatic animal is the sailfish, which can swim at more than 80 kph. • The bee hummingbird is the smallest bird. Its nest is about the same size as a thimble. • The African ostrich is the fastest bird on two legs. It can run as fast as 67 kph and can keep up this speed for long distances. Human beings can reach 40 kph, but can only keep this speed up for a few seconds.
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4 UNIT 4 3. Reproduction Vertebrates reproduce in different ways: ●
●
Oviparous animals come from eggs, laid by their mothers. Fish, reptiles, amphibians, and birds reproduce like this.
Understanding
Viviparous animals develop in their mother’s womb. These are mammals. The babies drink their mother’s milk. 3
3
A calf feeding from its mother. Mammals’ first food is milk.
Name: mountain goat. Type: mammal.
FOTO serpiente con huevos
Skin: covered in hair. Limbs: legs.
• Ask: – What are fish gills for? Where are they? – How do amphibians breathe? – How do mammals feed when they are born? • Ask students to make an index card, like the ones on page 55, showing the main characteristics of their favourite vertebrates. • Ask them to make an index card containing the main characteristics of human beings.
Food: herbivorous. Name: ring-necked snake. Type: reptile. Skin: covered in scales. Limbs: no limbs. Food: carnivorous.
Breathing: uses lungs.
Breathing: uses lungs. Reproduction: babies grow inside an egg. (Oviparous)
4
Reproduction: babies grow inside the mother’s womb. (Viviparous) 5
Index card for a ring-necked snake
Index card for a mountain goat
Tasks 1. What does a carnivore eat? What does a herbivore eat? 2. What are gills? Which animals have gills? 3. Which animals are oviparous? Which animals are viviparous?
Citizenship Environmental education A negative consequence of hunting is the large number of pellets that are left around the countryside. These pellets are made of lead, which is a pollutant. It may take as many as 300 years for the pellets to decompose and disappear. Small animals, especially birds, eat the pellets. This can kill them. The lead also passes into the soil where it is absorbed by plants. It is then eaten by the animals that eat the plants.
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LEARNING SKILLS The table of contents The table of contents is an ordered summary of the contents of a book. If we read the table of contents, we can find out not only the contents of a book, but also how the information it contains has been organised.
◗ Ask the students to find this unit, Animals, in the table of contents of the Student’s Book. Then ask them: What page does the unit begin on? What is the content of the unit? What is the text of I CAN DO IT called?
Answer key 1. Carnivores eat other animals. Herbivores eat plants. 2. Gills are the organs fish use to breathe. Only fish and young amphibians have gills. 3. Fish, amphibians, reptiles and birds are oviparous. Mammals are viviparous.
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A C T I V I T I E S UNDERSTAND
1. Use the words to complete the text. ●
The bodies of vertebrates have a …………, a …………, and ………… Many vertebrates also have a ………….
●
Fish and reptiles have ………… all over their bodies. Amphibians have bare ………… Birds have ………… and mammals have ………… or ………….
●
Birds breathe using their …………. Fish breathe using their ………….
●
………… grow inside the mother’s womb. Fish, however, grow inside an ………….
UNDERSTAND 1. Kinds of vertebrates. Your students should be able to recognise the main characteristics of vertebrates.
Answer key • The bodies of vertebrates have a head, a trunk and limbs. Many vertebrates also have a tail. • Fish and reptiles have scales all over their bodies. Amphibians have bare skin. Birds have feathers, and mammals have hair or fur. • Birds breathe using their lungs. Fish breathe using their gills. • Mammals grow inside the mother’s womb. Fish, however, grow inside an egg.
– limbs – feathers – hair – lungs – fur – oviparous – head – trunk – gills – skin – mammals – scales – tail
2. Match the words. fish amphibians reptiles birds
bare skin skin with scales
gills
oviparous
skin with fur or hair
lungs
viviparous
skin with feathers
mammals
2. Characteristics of vertebrates. Make sure that students relate amphibians with gills and lungs.
WORK IT OUT
3. Read the text. Answer the questions. Answer key • fish – skin with scales – gills – oviparous. • amphibians – bare skin – gills and lungs – oviparous. • reptiles – skin with scales – lungs – oviparous. • birds – skin with feathers – lungs – oviparous. • mammals – skin with fur or hair – lungs – viviparous.
Dolphins are mammals. They live in water. They are excellent divers, but they need to come to the surface every so often. ●
Why do they need to come to the surface?
●
Why don’t sardines need to come to the surface?
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ADDITIONAL ACTIVITIES WORK IT OUT 3. Aquatic mammals. The objective is to ensure that the students conclude that dolphins are mammals.
Answer key • Dolphins are mammals. They breathe with their lungs. That is why they need to come to the surface. • Sardines are fish. They breathe with their gills. They can breathe under water.
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Vertebrates Your students should not have any problems in distinguishing most mammals and fish, although the difference between amphibians and reptiles is sometimes difficult. This activity will help them to distinguish between the two. Materials: • Photos of animals • Construction paper and glue
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4 UNIT 4
LEARNING TO READ
4. Read the text. Answer the questions. Eagle feathers LEARNING TO READ
The feathers of an eagle are a fantastic tool, as they are in all birds.
4. Eagle feathers
Some eagle feathers are long and rigid. The eagle uses these feathers to stay in the air and to fly. Other feathers, called down, are very small and protect the bird from the cold. The feathers are also waterproof. They are covered with special oil, which stops water from getting through to the skin.
Answer key • The eagle uses its feathers to stay in the air, and to fly. It also uses them as protection from the cold and rain. • Cockerels and hens; peacocks and peahens and wild ducks.
Feathers are different depending on the age and sex of the bird. ●
What does the eagle use its feathers for?
●
Name a bird which has different feathers for the male and female.
APPLY APPLY
5. Solve these riddles. I have got scales, and I live in the water. I was born from an egg, and I breathe through my gills.
I have got scales. I was born from an egg, and I breathe with my lungs.
I live in the sea. When I was a baby, I drank my mother’s milk.
5. Characteristics of vertebrates. The students should work out the riddles using the two or three basic characteristics given.
Answer key 1. Fish. 2. Reptile. 3. Marine mammal (whale, dolphin, etc).
Summary Vertebrates Vertebrates have a skeleton on the inside, and a backbone or spine. Their bodies have thee main parts: head, main body, and limbs. Vertebrates are different in many ways. They have different types of skin and limbs. They eat and breathe differently. They are born differently, and they feed their babies differently.
Art link
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Instructions: • Divide the class into five groups and give each group a different kind of vertebrate. • Ask the students to bring in photos and drawings of animals belonging to their vertebrate group to class. • Each group should make a poster using their photos, and noting down the names of each animal. The more animals they find, the better.
Ask the students to make a mobile of animals. First, they draw the animals on construction paper and then they cut them out. Ask them to write the name of the animal on each cut-out and to tie a piece of string to each one. Finally, hang the animals from a coat hanger. Students can make the mobile balance by lengthening or shortening the pieces of string.
Resource folder
F Reinforcement and extension Reinforcement: Worksheet 7
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Invertebrates 1. Invertebrates OBJECTIVES • To learn the main characteristics of invertebrates • To know some of the main characteristics of insects
■ Teaching suggestions
jellyfish
Invertebrates have no bones on the inside and no backbone. There are many types of invertebrates. 1 Invertebrates have different types of limbs. They may have six legs, like insects; eight legs, like spiders; or ten legs, like crabs. Some invertebrates, like butterflies, have wings. Others have no limbs, such as snails.
clam
butterfly
The bodies of invertebrates are covered in different ways, too. Some have shells, or exoskeletons, such as mussels and crabs. Others have no protective covering, for example, worms.
river crab starfish
Introduction • Antz and A Bug’s Life are two films where insects are the stars. If possible, take one of the films to class and watch it with your students. You can either watch it all the way through or select scenes. When you have finished, ask students to tell you some of the things they have learned about insects.
Explanation • Some invertebrates move in the water, some on the land and some in the air. Explain to students that many of the invertebrates’ physical characteristics are a result of adapting to their way of moving. For example, myriapods, such as centipedes or millipedes, have lots of legs. Butterflies have big wings in relation to the size of their bodies. • Explain to students that the process through which larvae turn into adult insects is called metamorphosis. Tell them that this is the longest state in the life of an insect. In fact, many insects spend most of their life as larvae, accumulating energy for the metamorphosis stage. Give your students this example: the insect known as the stag beetle spends five years as a larva and only two or three months as a beetle.
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octopus
earthworm
scorpion
1
Examples of invertebrates
2. The life of invertebrates Some invertebrates live on the land, for example, ants. Others are aquatic and live in the sea, for example, jellyfish and prawns. Some invertebrates are carnivores, for example, the dragonfly. Others are herbivores, snails, for example. Others are omnivores, for example, flies. 2 All invertebrates are oviparous.
2
Praying mantis. This is an example of a carnivorous invertebrate. It hunts and eats other invertebrates, and sometimes other praying mantis!
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■ INTERESTING INFORMATION Strange insects • Flies taste with their legs which are full of taste buds. This why they are always rubbing them together. This is how they ‘lick their lips’ and taste their food. • Only the female mosquito bites us. • Spiders have claws on the ends of their legs. • Ants can lift up to 50 times their own body weight. They are the animals with the biggest brain in relation to their size. Ants are also the most numerous animal on Earth.
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4 UNIT 4 3. Insects
head
antennae or ‘feelers’
The largest group of invertebrates is insects.
eye
There are many different types of insects. Their bodies have three parts: the head, the thorax and the abdomen. 3 ●
The head has two antennae, a mouth, and eyes.
●
On the thorax are six legs and two pairs of wings.
●
The reproductive organs and the digestive system are in the abdomen.
Understanding wing
thorax
abdomen 3
Parts of an insect
4. Insect reproduction
1
2
Baby insects are oviparous. They look very different from their parents. They look like small worms. They have no wings or antennae. They are called caterpillars or larvae.
3
4
At first, larvae eat continuously. Then, they are protected by a cocoon or pupa. In this cocoon, they do not move or eat. Later, the larvae come out of the pupae as adult insects. 4
leg
• Ask students to name some invertebrates. They will mainly name insects. Then, ask them to give you some identifying characteristics for each invertebrate they named. Write a list of the characteristics that can be applied to invertebrates in general on the board.
Citizenship Environmental education 4
When we talk about conserving species of animals, we mean all animals. Invertebrates are often referred to as ‘bugs’ (in a derogatory sense), but everything in nature is important. Tell students that all animals, even insects, have their place in the life cycle. For example: they are food for other species, they move and fertilise the soil, they help in the reproduction of many plants.
Life cycle of a silk worm. 1 Egg. 2 Larva. 3 Pupa. 4 Adult moth.
Tasks 1. How do mussels protect their bodies? 2. How many parts does an insect’s body have? 3. Look at photo egg, larva.
4.
• Ask students the following questions: – What are the common characteristics of invertebrates? – What do all insects have in common? – Do baby insects look like their parents?
Write the words in the correct order: pupa, adult moth,
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LEARNING SKILLS Indexes An index is a list of words in alphabetical order with a page number reference. An index is helpful, as we can use it to find a subject, a concept or a word, without having to go through the whole book.
◗ Take a book with an index in it into class. Divide the class into groups of four, and give each group a different concept or word to find.
Answer key 1. Mussels protect their bodies with their shells. 2. There are three parts: the head, the thorax and the abdomen. 3. Egg, larva, pupa, adult moth.
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A C T I V I T I E S UNDERSTAND
1. Think about animals. Answer the questions. ●
What is the difference between a vertebrate and an invertebrate?
●
Do all invertebrates have a soft body?
UNDERSTAND 1. Differentiating between vertebrates and invertebrates. The objective of this activity is for students to identify some of the main characteristics of vertebrates and invertebrates.
2. Write two invertebrates for each category. with a soft body
with a shell or an exoskeleton
with legs
without legs
land
aquatic
Answer key • Vertebrates have a skeleton and a spinal column. Invertebrates do not. • No. Some invertebrates have hard shells or an exoskeleton, for example, snails and crabs.
2. Give examples. By giving examples, the students apply the theoretical knowledge they have acquired in the unit.
Answer key • M. A. With a soft body: jelly fish, octopus • With a shell or an exoskeleton: snail, mussel • With legs: beetle, lobster • Without legs: snail, slug • Land: caterpillar, ant • Aquatic: starfish, prawn
3. Characteristics of insects.
3. Copy the correct sentences. They have eight legs.
They have six legs.
They have a backbone.
They have a head, a thorax and an abdomen.
They have a head, a body and limbs.
They grow inside an egg.
APPLY
4. Put the pictures in the correct order. Write a sentence to explain what is happening. A
EXAMPLE
B
C
D
A The butterfly lays eggs on a leaf.
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Answer key • They have eight legs. • They have a head, a thorax and an abdomen. • They grow inside an egg.
APPLY 4. Sequential images. The observation and analysis of pictures is part of students’ learning process. In this activity, ask them to sequence the pictures and to describe the process.
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ADDITIONAL ACTIVITIES The behaviour of worms Ask your students to observe and note down the behaviour of these invertebrates when stimulated by light or heat. Do simple experiments. Materials: • Worms (you can find them in the garden after it has rained; you can also buy them in fishing shops) • A piece of black card and a piece of glass • A small box with a lid
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4 UNIT 4
I CAN DO IT
5. Extract information from a chart. We use tables for recording and summarising information.
■
Answer key
Look at the table. Read the example. Type of animal
What does it eat?
How is it born?
How does it move?
What covers its body?
Mouse
vertebrate
plants
live from its mother
with four legs
hair
Ladybird
invertebrate
insects
from an egg
with six legs and two wings
exoskeleton shell skin
Snail
invertebrate
plants
from an egg
with one flat foot
Worm
invertebrate
plants and animals
from an egg
by moving its body
Answer key
A mouse is an herbivorous and viviparous vertebrate. It uses four legs to move, and its body is covered with hair.
●
Complete the table with information about ants.
●
Use the example. Write sentences about a ladybird, a snail and a worm.
I CAN DO IT 5. Obtaining information from a table. Tables and charts are used to organise information. You can use them to classify and locate information easily.
Ant
EXAMPLE
• C. The larva leaves the egg and eats the leaf. • D. The larva becomes a pupa. • B. The larva becomes a butterfly.
Summary Invertebrates Invertebrates have no skeleton or backbone on the inside. There are many different types of invertebrates. Some of them live on land and others in water. Many invertebrates have legs, but some don’t. They all grow inside eggs laid by their mothers. Insects are invertebrates. Their bodies have three main parts: the head, the thorax and the abdomen. They have six legs and two pairs of wings.
• The ladybird is an invertebrate. It is carnivorous and oviparous. It moves using six legs and two wings. Its body is covered with an exoskeleton. • The snail is an invertebrate. It is herbivorous and oviparous. It moves using one flat foot. Its body is covered with a shell. • The worm is an invertebrate. It is omnivorous and oviparous. It moves by contracting and relaxing its body. Its body is covered with skin. • The ant is an invertebrate. It is omnivorous and oviparous. It moves using six legs. Its body is covered with an exoskeleton.
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Language link
Instructions: • Reaction to light. Cover half of the box with the lid, so that half of the box is in the dark and half is in the light. Put some worms in the centre of the box and wait. Ask your students to observe their behaviour and to note it down. • Reaction to heat. Put several worms on a piece of glass you have covered with black card. Put one end of the glass over a source of heat. Ask your students to observe the reaction of the worms to the heat and to note it down.
Ask your students to describe an invertebrate. They should include the information they have learned in this lesson: how it moves, what its body is like, how it feeds, etc.
Resource folder
F Reinforcement and extension Reinforcement: Worksheet 8
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N O W
I
K N O W
Check what you know
1. Copy and complete the word map.
■ Unit review Before doing these activities, go over the main concepts in the unit with your students. This could be done as a dictation of the main points. For example:
Animals
invertebrates
vertebrates
their their bodies are reproduction is covered by
have bones and a backbone
oviparous
• Invertebrates have bones and a spinal column. scales
• Vertebrates need oxygen. They get this by breathing. They can breathe using their lungs or gills. • Vertebrates are oviparous if they lay eggs or viviparous if the baby grows in the mother’s womb. • Invertebrates have no bones or spinal column. • All invertebrates are oviparous: they come from eggs.
6
4
bare skin
shells
bare skin
5
●
Animals are divided into ………… and …
●
Vertebrates have ………… and a …………, but invertebrates have no …
●
Vertebrates have different kinds of body covering: …
2. Tick the correct words. 1. Fish are…
• The bodies of insects are divided into the head, thorax and abdomen. They have six legs and two wings.
2. Crabs are…
Ask the students to write a short story where the main characters are animals, both vertebrates and invertebrates. Tell them to mention some of their characteristics.
their their bodies reproduction is are covered by
■ Copy and complete the sentences. Use words from the word map.
• Insects form the largest group of invertebrates.
Language link
2
1
3
have
❏ ❏
vertebrates.
vertebrates.
5. Gills are for…
❏
invertebrates.
feathers.
❏
invertebrates.
only plants.
❏
❏
inside their mother.
❏
scales.
❏
bare skin.
He/she ate…
❏
six legs.
8. Insects have…
❏
plants and meat.
❏
four legs.
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ADDITIONAL ACTIVITIES A field notebook Ask your students to visit a nearby park, and to observe the animals that live there.
One day … met… He/she had (description)… He/she lived… He/she ate… They…
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Materials: • A notebook • Crayons
inside an egg.
a shell.
He/she had (description)… He/she lived…
❏
❏
Use the following story skeleton: Once upon a time there was a… called…
protection.
7. Worms have…
4. Omnivores eat…
❏
breathing.
6. Mammals grow…
3. Reptiles have…
❏
❏
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UNIT 4
My project
3. Make an animal index card. ●
What is your favourite animal? Find a photo or draw a picture of the animal.
●
Describe your animal. Glue your photo or drawing on an index card. Put your description next to the picture. Look at the example below.
Now I know 1.
THE BROWN BEAR The brown bear is a mammal. Its body is covered with brown fur. It lives on land, and it moves using four legs. It breathes with its lungs.
• Animals are divided into vertebrates and invertebrates. • Vertebrates have a skeleton and a spinal column, but invertebrates have no skeleton or spinal column. • Vertebrates have different kinds of body covering: scales, hair, feathers or skin.
It is omnivorous, but it usually eats fruit and roots. It grows inside its mother, and a baby bear drinks its mother’s milk. Why is this my favourite animal? Because it is very big and intelligent. I have read about bears in lots of stories. More information: It lives in the mountains. We must protect the brown bear, because there are not many left.
2. 1. 2. 3. 4. 5. 6. 7. 8.
CITIZENSHIP
4. Read the text. Do the task. Training pets A well-trained pet is obedient, and does not upset other people.
3. M. A. Students create a card following the model of The Brown Bear. They include information about the animal's appearance, reproductive type, food habits and habitat. They explain why they like the animal.
Pets should have their vaccinations, and they should always be clean. Make a list of things that a pet owner should do to be a responsible citizen.
Citizenship
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Instructions: • Choose a day when it has been raining, and the soil is damp and soft. Remind students that when go away, they should leave everything as they found it. • Show students the most likely places for finding small invertebrates: in shady places and under plants, leaves and stones. • Ask students to make notes about things they notice. Ask them to do simple drawings of the animals they find.
Fish are vertebrates. Crabs are invertebrates Reptiles have scales. Omnivores eat plants and meat. Gills are for breathing. Mammals grow inside their mother. Worms have bare skin. Insects have six legs.
My project
Pets should not frighten other people or bite them. They should not make a noise. In the house, they should use litter trays. When you take your dog for a walk, you should clean up after it.
■
➀ hair; ➁ feathers; ➂ viviparous; ➃ no skeleton or spinal column; ➄ exoskeleton; ➅ oviparous.
Training pets. Explain that when a person decides to have a pet, he or she takes on a series of obligations. The first of these is to make sure the pet is not a nuisance to anyone else. 4. M. A. Pet owners should train their pets. The pet should be quiet at home, and be well-behaved outside. Owners should take their pet to the vet regularly. The pet should not dirty the street, and it should not hurt other pets.
Resource folder
F Reinforcement and extension Extension: Worksheet 4 F Test and assessment Assessment: Worksheet 4
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UNIT 5
Plants PRESENTATION It is important to study about plants, so that your students realise that they are vital for all living things.
reproduce and how they are useful for people, animals and the environment.
In this unit, they will analyse the basic characteristics of plants. For example: what plants are like, what their different parts are, how they feed, how they
The study of plants should also help to encourage your students’ commitment to nature and the environment in general.
UNIT CONTENT Objectives • • • • •
To To To To To
learn the parts of a plant and about plant diversity describe the reproductive process of plants learn about and value the uses of plants interpret and complete cyclic sequences think about the importance of protecting plants
Contents CONCEPTS
• • • • •
PROCEDURES
The parts of a plant How plants feed The flower and its different parts Plant reproduction The usefulness of plants
ATTITUDES
• Describing photographs and drawings • Interpreting diagrams • Interpreting linear and cyclic sequences
• Recognising the importance of plants for living things and the environment • Respecting and caring for wild plants
Assessment criteria • Knowing the different parts of a plant • Identifying a tree, a bush and grass from simple drawings and photos • Knowing and explaining the relationship between the flower, the fruit, the seed and germination • Giving reasons for why plants are important for human beings, animals and the environment • Respecting wild plants because of their importance for the environment
Suggested timing for the unit September
64 A
October
November
December
January
February
March
April
May
June
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UNIT 0
RESOURCES Resource folder PHOTOCOPIABLE RESOURCES
• Reinforcement and extension – Reinforcement: Worksheets 9, 10 and 11 – Extension: Worksheet 5
SPECIAL PROGRAMMES
• Worksheets for developing intelligence • Working with recent immigrants
• Test and assessment – Assessment: Worksheet 5 – Assessment: First term
Internet resources A matching game http://www.primaryresources.co.uk/online/plant.swf The parts of a plant Tomatoes http://www.thetomatozone.co.uk/# Information and activities about tomatoes Plant facts quizzes http://www.edenproject.com/3772.htm Learn about all types of plants
Other resources • Natural Science Tasks – Animals and plants 1 General characteristics – Animals and plants 2 External parts and internal organs • School dictionary
64 B
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5 Plants ■ Anticipating difficulties Keep the following questions in mind while working through this unit: • It is important to make sure that students do not think of bushes as ‘little trees’. Sometimes students think that the difference between a tree, a bush and grass is a question of size, but this is not the case. • The colloquial use of the term dried fruit may confuse students. For example, an almond is generally considered to be a dried fruit, but it is not. When we eat an almond, what we are eating is a seed. • Make sure your students realise that fruit and seeds come from flowers.
■ Teaching suggestions • When they have read the text, ask students to look carefully at the jars in the photo. Explain that these are old jars that were used for herbal remedies such as: aniseed, heather, thyme, henbane, coriander, or belladonna. Ask them if they know any of these plants. • Explain to students that many of the medicines we use come from plants, or at least, were discovered in plants. A good example is aspirin, which comes from the bark of willow trees. You can talk to the class about different household remedies. For example, camomile tea is used to alleviate digestive problems, and lime flowers have a calming property. • Ask students if they know of any other plant uses besides medicines.
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An old-fashioned chemist’s There is a chemist’s near my house. It’s very new, but it looks quite old-fashioned. I went there yesterday with my sister. We looked at the old-fashioned pots and jars on the shelves. “Do you like them?” asked the chemist. She told me that years ago chemists used jars and pots to store medicinal plants. They collected the plants from the countryside. Then, she explained how they used each plant. If you had sleeping problems, they used valerian root. They used olive leaves for high blood pressure. If you had a cold, they used eucalyptus leaves. They used camomile flowers for tummy ache. If you had kidney problems, they used fruit from the bay tree. “How did they prepare the plants?” I asked. She told me that they mashed them up in a mortar. Then they boiled them. This produced a thick liquid with a very strong smell. That sounds fun! I would like to prepare magic potions like that. Charles, age 9
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ALTERNATIVE SUGGESTIONS • Take your students to a nearby park or garden, and show them some of the plants there. Even if it is not the best time of year to do this, you can still introduce some of the concepts included in the unit. For example: the parts of a plant, woody and herbaceous stems, trees, bushes and grasses.
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1 Talk about the text ●
Answer the questions.
UNIT 5 DIBUJO
– What did they use to make medicines? – What different plants did the chemist name? – Which parts of the plants did the chemist name? ●
• One way of helping students to remember what they have learned previously, is to ask each of them to go to the board and draw a different plant. They may be imaginary plants, but they can be used to illustrate the various parts of the plant and the different kinds of plants, for example, trees, bushes and grasses.
Why should we protect wild plants in the forests?
2 Think about the questions ●
Answer the questions. Read the texts.
Are plants living things? Plants do not move or show any feelings, so many people think they are not living things. But that is not true. Plants are living things! They grow, respire, reproduce and die.
Citizenship Health education Tell your students that they should not take medicine without a doctor’s prescription. Although some medicine, such as vitamins and other products, can be bought without a prescription, it is always a good idea to speak to your doctor before taking anything.
Can we live without plants? No. Plants are necessary for life. Human beings and animals need them for food. But we also use plants for many other things, for example, paper, clothes, and medicines.
3 Find out about the unit In this unit we are going to learn about: ✓ Plants and their different parts. ✓ How plants feed and grow. ✓ What we use plants for.
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• To help your students understand how useful plants are, encourage them to name objects in the classroom which are derived from plants. They should be able to identify, for example, wooden furniture and doors, pencils, paper in their notebooks and books, paper tissues, cotton T-shirts, and cotton trousers.
Answer key Talk about the text • Medicinal plants. • Olive and eucalytus leaves, camomile flowers, bay tree fruit. • Leaves, flowers and fruit. • M. A. Wild plants can provide food for animals and traditional medicines for us.
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Plants 1. Parts of a plant OBJECTIVES • To learn about plant diversity and the different parts of plants • To differentiate between trees, bushes and grasses • To learn about the role different parts of a plant play in its nutrition
■ Teaching suggestions Introduction • Ask your students to try to remember what they have learned previously about plants. Help them, by asking specific questions. For example: What are the different parts of a plant? What are the roots for? What are the roots like? What is the stem like? Are all plant stems the same? What are leaves? What shapes are they? • Ask: Do plants ‘eat’ like we do and if they do, what do they eat? When they have given their opinion, explain that plants are very special because they can make their own food and do not have to eat like we do.
Plants have roots, stems and leaves. The parts of the plant we can see are the stem and the leaves. Roots are underground, and we do not normally see them. Some plants have flowers and fruit.
2. Roots The roots are the part of the plant that is underground. The roots fix the plant to the ground. They absorb water and other substances from the soil.
poppy
wheat
1
Different types of roots. The poppy plant has a thick main root and smaller secondary roots. The wheat plant has lots of roots of the same size.
Some plants have one main root with many smaller roots growing out from it. Other plants have lots of roots of about the same size. 1
trees
3. Stems The stem is above the ground. The leaves grow from the stem. There are two types of stems, hard and soft. Hard stems are hard and rigid. Soft stems are soft and flexible.
olive pine
We classify plants into three groups depending on their stems. These groups are: trees, bushes and grasses. 2 ●
cork oak bushes
Trees have a hard, woody stem. They have one thick main stem called the trunk. The branches grow from the trunk.
●
Bushes have a hard, woody stem, but it is much shorter. The branches are very close to the ground.
●
Grasses have soft stems, and they don’t usually grow very tall. They do not have branches.
grasses
sloe gum plant
rosemary
broom
bermuda grass daisy
2
Different types of stems
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Explanation • Sometimes, students find it difficult to distinguish a bush from a tree. It is a good idea to illustrate these concepts with photos, drawings, or better still, real examples of plants that you can find near your school. • To explain the difference between evergreen plants and deciduous plants give specific examples that your students can see near their school.
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■ ADDITIONAL INFORMATION What plants need Plants use mineral salts from the soil and water and sunlight to make their food. When we want to grow plants, we give them these salts in the form of fertiliser. Manure is a natural form of fertiliser. Plants also use carbon dioxide, a gas that can be found in the air, which is produced by combustion and by people and animals when they breathe.
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5 UNIT 5 4. Leaves
palmate
serrated
Leaves are the green parts of plants that grow from the stem. They have two parts, the petiole and the leaf blade. ●
●
lobed
The petiole is the part of the leaf connected to the stem.
lance-shaped
The leaf blade is the widest part of the leaf. There are many different shapes of leaf blade. 3
Some plants lose their leaves in autumn. These plants are called deciduous. Other plants have green leaves all year. These are called evergreens.
swordshaped
oval
heart-shaped 3
Examples of different leaf shapes
sunlight
5. Plants make their own food Plants make their own food in their leaves with the help of sunlight. 4 2. Sap travels up the stem.
1. Plants absorb water and minerals from the soil through their roots. This makes a mixture called sap.
3. Food is made in the leaves.
2. Sap goes up the stem to the leaves. 3. Sunlight turns sap into food in the leaves.
1. Water and minerals are absorbed.
4. The sap then travels from the stem to the rest of the plant.
4. The food travels to different parts of the plant.
4
Plants make their own food. Food travels to the different parts of the plant.
Tasks
Understand • Ask questions about the definitions which appear in the unit. – What part of the plant is under the ground? – What is the name of the part of the plant that grows above the soil and from which the leaves grow? – What do we call the green parts of a plant which grow from the stem? – What do we call the mixture of water and other substances which plants absorb through their roots? – What does the sap become in the leaves with the help of sunlight? • Ask your students to draw some leaves they have seen on the board. Ask them to make the leaves different shapes from those given in picture 3. • Tell the students to look at picture 4. Ask them to explain what plants need to make food.
1. Name the three parts of a plant. 2. What are the roots for? Look at picture of roots.
1.
Citizenship Environmental education
Describe the two different types
3. Describe the different types of stems.
Make sure students realise that plants are living things and should be respected. 67
LEARNING SKILLS Process diagrams (I) Diagrams often include texts and drawings to explain a process. When interpreting a diagram of this kind, first read the title, then follow the order of the numbers or letters on the diagram.
◗ Analyse the diagram in picture 4 with your students. Let them interpret the diagram, emphasising the part of the plant in which each stage of the process takes place.
Answer key 1. The three parts of a plant are the roots, the stem and the leaves. 2. The roots fix the plant into the ground. The plant absorbs water and other substances through the roots. Picture 1 is a poppy. There is a main root and lots of smaller roots. Picture 2 is wheat. There is no main root. There are lots of small roots. 3. There are two types of stems, hard stems and soft stems.
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Flowers and fruit 1. Flowers OBJECTIVES • To know and identify the different parts of a flower • To know what fruit and seeds are • To understand the relationship between a flower, a fruit, a seed and plant reproduction
stamen
The reproductive organs of plants are in the flowers. There are four main parts: the calyx, the corolla, the stamen and the carpel.
petal
sepal
●
The calyx is made up of small green leaves, which protect the flower. These leaves are called sepals.
●
The corolla is the most beautiful part of the flower. It is made up of coloured leaves called petals.
●
The stamen and the carpel are in the middle of the flower. They are the reproductive organs of the plant.
carpel 1
1
2. Fruit
■ Teaching suggestions
The seeds of plants are inside the fruit.
Introduction
Plants have different types of fruit. Some fruit is soft and some is hard. 2
• Ask your students if they think a flower is an important part of a plant or not. They might concentrate on the aesthetic aspect of a flower, or how a flower can be used as decoration. Then explain to them that flowers are important because they contain the reproductive organs of the plant. Tell them that in this lesson they will learn many things about plant reproduction.
●
●
Parts of a flower
Soft fruit
peach melon
Soft fruit is juicy and contains a lot of water. For example, melons and oranges.
orange Hard fruit hazelnut
Hard fruit has very little water. For example, hazelnuts and acorns.
sunflower seeds peanut
chestnut
acorn
2
Explanation • The key content of this lesson can be seen schematically in picture 3. This summarises the role of flowers and fruit in plant reproduction. You can use this picture to help with your explanations. • The sequence given in the four pictures is the objective for this lesson: – The flower contains the sexual organs of the plant. – The fruit contains the seeds. – The fruit is formed by the flower. – The seeds germinate and make new plants.
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Types of fruit
68
■ ADDITIONAL INFORMATION Plants without flowers Some plants, such as some trees, cereals and conifers, appear not to have any flowers. In fact, they do have flowers, but they are not very obvious. Some do not have a corolla, others, such as conifers, produce pine cones. Pine cones do not look like flowers. The only plants which do not have flowers are mosses and ferns. They do not produce fruit or seeds either.
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5 UNIT 5 3. Plant reproduction
2
There are several stages in plant reproduction. ●
1
First, a plant produces flowers. Grains of pollen form on the stamen.
●
Then, the grains of pollen reach the carpel.
●
Next, the petals fall off and the carpel gets bigger.
●
After that, the carpel turns into fruit with seeds inside. 3
●
Finally, the ripe carpel falls to the ground and new plants grow from the seeds.
Understand
3
4
3
Diagram showing how fruit is formed. 1 Pollen is formed and reaches the carpel. 2 The petals fall off and the carpel gets bigger. 3 The carpel turns into fruit. 4 The fruit becomes ripe.
• Copy diagram 1, on the parts of a flower, on the board. Ask a student to label the diagram and describe each one of the parts. • Ask students to name different kinds of fruit, and to explain what the seeds are like. They will probably give you common fruit like those in picture 2.
Citizenship Health education
Germination happens when new plants grow from seeds. This happens when seeds fall on the ground. The ground must be wet and the air temperature must be right.
Explain to students that fruit is very healthy and should be included in their diet.
When seeds germinate, small roots grow down and a small stem grows up. There are two tiny leaves at the top of the stem. The plant continues growing. More roots grow down and the stem gets stronger. 4
▼
4. Germination of seeds
Ask your students what their favourite fruit is. 4
Germination of peas. First, the roots grow. Then, the stem grows.
Tasks 1. How many parts has a flower got? What job do flowers do? 2. Look at picture
3.
Explain how fruit is formed.
3. What do seeds need to germinate?
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Answer key
LEARNING SKILLS Process diagrams (II) Process diagrams are also used to describe what is happening over a period of time, in other words, to provide a time sequence. The information is given in a key, which is related to the diagram by numbers. Arrows indicate the order of the time sequence.
◗ Ask your students to look at picture 3 and to describe each one of the steps in the process. Then ask them to compare their answers with the text at the bottom of the picture.
1. A flower has got three parts. The three parts are: the calyx (with the sepals), the corolla (with the petals) and the stamen (with the carpel). Flowers are the reproductive organs of a plant. 2. Pollen forms in the flower. The pollen reaches the carpel. The carpel turns into fruit with seeds inside it. New plants grow from the seeds. 3. The seed must fall to the ground. The ground must be wet and the right temperature. (This might vary, depending on which plant the seeds come from.)
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A C T I V I T I E S UNDERSTAND
1. Copy the sentences that are true. UNDERSTAND 1. Characteristics of plants. In this activity students should notice some of the most important characteristics of plants.
❏ ❏ ❏ ❏ ❏
Roots hold plants in the soil. Stems can be hard or soft. Flowers are the reproductive organs of plants. Pollen is made in the corolla. The fruit contains the seeds.
2. Match the photos to the words. Explain your reasons. Answer key
A
• Roots hold plants in the soil. • Stems can be hard or soft. • Flowers are the reproductive organs of plants. • The fruit contains the seeds.
B grass bush
2. Trees, bushes and grasses. Your students should be able to identify a tree, a bush and grass. They should be able to explain how they have identified them, and give a definition for each word.
tree
C
EXAMPLE
Photo A is a ………… because …………
Answer key • Photo A is a tree because it has one thick, hard main stem. • Photo B is grass because it has a soft stem and it isn’t very tall. • Photo C is a bush because it has a hard stem and the branches grow near the ground.
3. How plants make their own food. This activity will help students to learn the concepts related to how plants feed.
3. Copy the sentences in the correct order. How plants make their own food ●
Sunlight turns sap into food in leaves.
●
Roots absorb water and other substances from the soil.
●
This food travels to the different parts of the plant.
●
Sap travels from the stem to the leaves.
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ADDITIONAL ACTIVITIES Answer key • Roots absorb water and other substances from the soil. • Sap travels from the stem to the leaves. • Sunlight turns sap into food in the leaves. • This food travels to the different parts of the plant.
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Plasticine flowers Ask the student to make model flowers using picture 1 on page 68. Materials: • • • • •
Plasticine, different colours Modelling sticks Toothpicks A wooden stick or piece of wire 20 cm long Green paper
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5 UNIT 5
I CAN DO IT
4. Draw pictures to complete the cycle. A cycle is a process which repeats itself again and again. You can draw a cycle using pictures. Join the pictures by arrows.
■
I CAN DO IT 4. Draw pictures to complete the cycle. This activity has two objectives. First, your students will work with sequences of drawings so as to learn this skill. Second, they will learn concepts related to plant reproduction.
Look at the pictures in the cycle. Read the sentences. In spring, the apple tree grows flowers.
The carpel of the flower starts to turn into an apple.
➤
➤
➤
The fruit gets ripe. The seeds are inside the fruit.
➤
Answer key
After a few years, a new apple tree grows.
• Students first draw a ripe apple. They can draw it cut in half in order to show the seeds. • Students draw a picture to show how the seeds germinate.
The seeds fall on the ground. They germinate and grow small roots and a tiny stem.
➤
■
Copy the cycle. Draw the two missing pictures.
WORK IT OUT WORK IT OUT
5. Plant food
5. Answer the questions. ●
What happens if we plant trees too close together?
Answer key
●
What happens if we cut the stem of a plant?
• If we plant them too close together, they will not grow properly because they will not have enough light. • If we cut the stem, the sap will not be able to reach the leaves.
Summary Plants Plants are living things. They have roots, a stem, and leaves. These are the organs of nutrition. Many plants have flowers and fruit. They use these for reproduction.
Language link 71
Brainstorm the names of fruit. Make a list on the board. Ask your students to draw a picture of some fruit and to label their pictures.
Instructions: • Ask your students to cover the stick or wire in green paper, and to make a small ball with a diameter of about 3 cm using green plasticine. • Then ask them to make each part of the flower with different coloured plasticine. The toothpicks will be used to make the stamens. Ask them to finish off the stamens by placing a small ball of yellow plasticine on the ends of the toothpicks. • Finally, put all the parts together on the green ball of plasticine, beginning with the calyx and ending with the sepals.
Resource folder
F Reinforcement and extension
Reinforcement: Worksheets 9 and 10
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We need plants
OBJECTIVES • To understand the difference between wild and cultivated plants • To recognise and value the usefulness of wild and cultivated plants for animals, people and the environment
1
Types of plants. Left: wild plants. Right: cultivated plants.
1. Wild and cultivated plants
■ Teaching suggestions
Some plants are wild plants. Others are cultivated. 1 ●
Wild plants germinate and grow without your help. They are found where there is water.
●
Cultivated plants are grown by people. They can be grown on farms or in gardens and houses.
Introduction • Ask your students to name objects that we would not have, if plants did not exist. Examples could include, furniture, paper, cork, or cotton clothing. Ask them to tell you things they can do but would not be able to do, if there were no plants. For example: breathe, eat fruit, or stand under the shade of a tree. • Divide the class into three groups. One group represents herbivores, another represents carnivores, and the third represents people. Ask them to imagine that one day they wake up and all the plants have disappeared. Each group should act out, and explain, what problems they would have. For example, what would they do for food?
Explanation • Students might find it difficult to understand the meaning of ‘useful for the environment’. Tell them that we mean that plants are important for conservation in general. For example, plants are food for some animals, which is good for both animals and plants, and positive for the environment as a whole.
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Animals, people and the environment need plants.
2. Animals need plants Herbivores eat plants. Carnivores eat herbivores. Plants are also used for protection. Many animals use plants for their homes, for example, a bird’s nest. 2 2
The nest of the Golden Oriole. The bird uses the tree for protection.
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■ INTERESTING INFORMATION Do plants allow themselves to be eaten? Many plants, especially in dry climates, defend themselves from herbivores. To do this, these plants have developed thorns and hard leaves or horrible-tasting oils. However, other plants, such as apples, blackberries or water melons, produce fruit which is tasty. This attracts different animals, which then eat the fruit. This is good for the plant because the animals swallow the seeds, and then expel them in their faeces. The seeds then find ‘fertilised soil’, and new plants will grow.
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5 UNIT 5 3. People need plants People eat plants. We eat different parts of plants. For example, fruit (oranges), seeds (chickpeas), leaves (spinach) and roots (carrots).
Understand • Ask the following questions: – Why are plants necessary for living things? – Which plants are more useful, wild plants or cultivated plants?
We get wood from trees. We use wood to build houses and make furniture. We also use wood for fuel. Many things come from plants, for example, medicines such as aspirin, textiles such as cotton, paper and cork. 3
• Ask your students to find out about the usefulness of one specific plant, for example, the tomato or the cotton plant. Ask them to find photos or drawings of the plant they have chosen and to glue the pictures onto a sheet of paper. They should also write a short text saying, for example, where and how the plant is cultivated, what parts of the plant are useful, and what they are used for. If there is a particularly important crop in your area, ask them to write about it. • Tell your students that when we make roads or railways, we often make large banks of earth. Explain that we try to plant different kinds of plants in these banks. Then ask them why it is important to plant there. This will help them to understand how plants help retain the soil.
3
Some useful things we get from plants: wood, cotton, textiles, paper, medicines and cork.
4. The environment needs plants
Vocabulary
Life on Earth needs plants. Plants produce oxygen. All living things need oxygen.
aspirin a medicine which helps stops pain
Plants help rainfall. They prevent water taking away the soil.
environment the natural things around us, for example, animals and plants, the sea and rivers
Without plants, animals would have no food or protection.
Tasks 1. What is the difference between wild and cultivated plants? 2. Why do animals need plants? 3. Look at picture 3 . Name something else that we can get from plants, which is not in the picture.
Citizenship Environmental education 73
Using the content of this lesson, ask your students to explain why they think plants can be beneficial to us. Encourage them to look after and respect both wild and cultivated plants.
LEARNING SKILLS Scanning Scanning a text before we read it in detail helps us to get an idea of what the text is about. This basically means reading the title, the subtitles and the words in bold. We also look at the pictures and read their titles.
◗ Ask your students to read the lesson in ten minutes. Then ask them questions. For example: What is the text about? What living beings need plants? What kinds of plants are there? What do plants give us?
Answer key 1. Wild plants grow and survive on their own. We need not look after them. Cultivated plants need people to plant and care for them. 2. Animals need plants for food, for shelter and for the oxygen they breathe. 3. M. A. Card, charcoal, flowers for decorating, perfume, resins and rubber.
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A C T I V I T I E S UNDERSTAND
1. Write two reasons why plants are useful for… UNDERSTAND
●
animals.
●
people.
●
the environment.
1. The usefulness of plants. This activity will help the students to respect and value both cultivated and wild plants.
EXAMPLE
Animals need plants for food and for …………
2. Match the food to the part of the plant.
Answer key • M. A. Animals need plants for food and shelter. • M. A. People need plants for food and other things such as wood, paper, textiles and medicines. • M. A. Plants are necessary for the environment because they provide oxygen and because they influence rainfall.
spinach plum bean lentil
– seed
carrot
– fruit
pepper
– leaf – stem
lettuce
– root
asparagus
WORK IT OUT
2. Plants as food for human beings. Give other examples, such as the artichoke (flower), palm hearts (stalk), or cucumber (fruit).
Answer key • • • •
spinach: leaf plum: fruit bean: seed lentil: seed
• carrot: root • pepper: fruit • lettuce: leaf • asparagus: stem
3. Answer the questions. ●
Why do animals need plants in order to breathe?
●
How do plants prevent water from taking away soil?
4. Write a letter to an important person in your country. ●
Explain why we should protect the forests.
●
Give three reasons.
WORK IT OUT 3. The usefulness of plants for the environment. The main objective of this activity is for students to understand that plants are useful for the whole environment and not just for living things.
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ADDITIONAL ACTIVITIES A ‘Save the forest’ poster
Answer key • Animals need plants to breathe because plants produce oxygen. • Leaves stop the water from hitting the ground too hard and taking the soil away. Roots hold the soil.
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Tell your students they are going to make ‘Save the forest’ posters. Explain the main things to include on the poster: • A short, catchy slogan • An interesting picture to catch the eye • A short text to explain why it is important to save our forests
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5 UNIT 5
LEARNING TO READ
5. Read the text. Answer the questions. A forest fire 4. The importance of forests. This activity is for working with conceptual and attitudinal content.
Forest fires affect the environment. Many living things die in forest fires. Trees, which are very important, burn down. They cannot be used for wood. They cannot influence rainfall, and they cannot produce oxygen. Animals are also affected in forest fires. Some escape, but many die, especially the young animals.
Answer key • M. A. Dear Mr. President, We should protect our forests. They produce oxygen, and are home to animals. We enjoy walking there, too.
Fortunately, when the first rain falls, new grass grows on the burnt ground. Some roots and seeds survive the fire, and these begin to grow. The forest will grow again. However, if there are too many fires, one day the forest will not recover. ●
What do we get from trees in a forest?
●
Can a forest grow again, after a fire?
●
What happens to the animals in a forest fire?
LEARNING TO READ 5. A forest fire. Students will discover the impact of a forest fire.
Answer key • Trees influence rainfall, produce oxygen and give us wood. • Yes, it can, but it takes a long time. • The animals have to run away from the fire. Many of the baby animals may die.
APPLY
6. Think about all the things we get from plants. ●
Think about the people who make these things.
●
Make a list of all the different jobs that use plants.
APPLY
Summary
6. Professions
We need plants There are wild and cultivated plants. Wild plants grow without our help. Cultivated plants need your help to grow.
Answer key
People, animals and the environment need wild and cultivated plants.
• M. A. Farmer, gardener, wood cutter, forest warden, carpenter, chemist, tailor.
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Language link
Divide the class into groups. Before starting, ask your students to think of posters or adverts they have seen that they might be able to use as models. Here are some suggestions: • Don’t take their home away (with a picture of animals in a forest) • We need the air (with a picture of trees and plants in a forest) • It’s not yours, it’s not mine. It belongs to everyone (with a picture of children shaking hands in a forest)
Ask your students to write a description of a forest. Tell them to start by making a list of words they need. For example: names of trees and plants, names of animals, and names of things they can find in the forest, such as a waterfall, a path or a river. Then use the words to write about a forest.
Resource folder
F Reinforcement and extension Reinforcement: Worksheet 11
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N O W
I
K N O W
Check what you know
1. Copy and complete the word map.
■ Unit review Before doing these activities, go over the main concepts in the unit with your students. You can dictate them and ask the students to write them down. Here are some examples:
Plants
are useful for
have 1
roots
2
4
3
• The flower contains the reproductive organs of the plant. • The calyx of the flower becomes the fruit. The fruit contains the seeds. • Wild plants grow without any help from us. • Cultivated plants need us to care for them. • Plants are useful for animals, humans and the environment.
Language link
6
5
reproduction
• The roots absorb water and other substances. This becomes sap.
■
animals
for
for making
• Plants have roots, a stem and leaves.
• The sap is converted into elaborated sap in the leaves with the help of the sunlight. This is the plant's food.
fruit
Copy and complete the sentences. Use words from the word map. ●
Plants have …
●
Plants are useful for …
●
Roots, stems and leaves are for … making …
●
Flowers and fruit are for …
2. Tick the correct words. 1. Hard stems are…
❏
rigid.
5. The corolla is part of the…
❏
flexible.
❏
a grass.
2. Wheat is…
❏
a bush.
3. What is made in leaves?
❏
Sap.
❏
Food.
4. The flowers and fruit are for…
❏ ❏
Teach the students this rhyme about the oak tree. Act out the rhyme.
making food. reproduction.
❏
root.
❏
flower.
6. When the seed starts to develop, we say it…
❏
germinates.
❏
grows.
7. Lettuce usually is a…
❏
wild plant.
❏
cultivated plant.
8. A product which comes from plants is…
❏
plastic.
❏
cotton.
• The oak tree's roots are very long. (sit on floor) • They travel underground. (stretch out arms and legs) • Its trunk is thick and very strong. (stand up) • With branches all around. (swing arms around)
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ADDITIONAL ACTIVITIES An album of leaves
• On autumn days the leaves turn brown, (drop arms)
Ask your students to visit a nearby park or garden to gather fallen leaves from different plants in order to make an album.
• And slowly start to drop. (shake hands down to floor)
Materials:
• The acorns then come tumbling down (click fingers and sit on floor) • And new trees will pop up! (jump up)
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• • • •
Card (approximately A5) Leaves Wool Coloured paints, photos, and drawings
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UNIT 5
My project
3. Make a plant collage. 1. Collect flowers, leaves, seeds, petals and other parts of wild plants. Do not pick plants in parks or protected areas.
Now I know
2. Put the things you have collected between sheets of newspaper.
1.
3. Put a heavy weight (books, for example) on top of the newspaper. Leave everything to dry for about two weeks.
➀ a stem; ➁ leaves; ➂ food; ➃ flowers; ➄ people; ➅ the environment. • Plants have roots, a stem, leaves, flowers and fruit. • Plants are useful for animals, people and the environment. • Roots, stems and leaves are for food. • Flowers and fruit are for reproduction.
4. Use the things you have dried to make a picture. Design a landscape or something else. 5. Stick the pieces of plant on the paper.
2. 1. 2. 3. 4.
CITIZENSHIP
5. 6.
4. Read the text. Do the task. Protected plants
7. 8.
Some animals are protected and we cannot hunt them. Some plants are protected, too. We must take special care of these plants. When you go to the countryside, make sure you do not damage any plants. They may be protected species. Even if they are not protected, animals may use the plants for protection or for food. Plants are valuable living things. We need to look after them.
■
Hard stems are rigid. Wheat is a grass. What is made in leaves? Food. The flowers and fruit are for reproduction. The corolla is part of the flower. When the seed starts to develop, we say it germinates. Lettuce is usually a cultivated plant. A product which comes from plants is cotton.
My project 3. M. A. See Student's Book.
Citizenship Protected plants. Explain that some plants may be in danger of extinction, if we do not protect them and look after them.
Make a list of things you should not do when you go to the countryside. Think about protecting plants.
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4. M. A. • We should not pick plants and take them home. • We should not go off designated footpaths. • We should not drive vehicles off designated roads.
Instructions: • Give each student a piece of card for each leaf the student has. Tell them to make holes on the left-hand side of the card. • Ask them to glue one leaf onto each piece of card and to write a short text about each one describing its shape, colour, and what plant it comes from. • Once all the leaves have been stuck on the card, ask them to make a cover for the album. Decorate it using coloured pencils, photos, drawing, leaves, etc. Ask them to give the album a title. • Finally, tell them to make their albums by tying the pieces of card together with the wool.
• We should not make fires except in designated areas. • We should not cut the bark of trees, or swing on the branches.
Resource folder
F Reinforcement and extension Extension: Worksheet 5
F Test and assessment Assessment: Worksheet 5 First term assessment
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UNIT 6
Water and air PRESENTATION This unit concentrates on the study of water and air, which are two fundamental elements for life on Earth. The first two lessons deal with the importance of water for all living things, where and in what states water can be found in nature, and what the water cycle is.
Your students will also study some of the most important characteristics of air, such as its composition and its main functions, which are vital for animal and plant life. Finally, the unit looks at water and air pollution and how they affect life on Earth.
UNIT CONTENT Objectives • To learn where water can be found in nature and the different states in which it is found • To learn about the water cycle and its main characteristics • To learn about air and its main characteristics • To appreciate the importance of water and air for all living things
Contents CONCEPTS
• Water in nature • The water cycle • Air, its composition and usefulness • Characteristics of air • The atmosphere
PROCEDURES
ATTITUDES
• Understanding simple scientific texts • Interpreting and making diagrams and graphs • Looking at photos
• Awareness of the potential damage to our planet that can be caused by air and water pollution
Assessment criteria • Understanding the importance of water for all living things • Knowing that water can be found in different states and that it can change from one state to another • Understanding how the water cycle works and knowing its importance • Knowing what air is and what its composition is • Knowing the main characteristics of air • Understanding the consequences of water and air pollution
Suggested timing for the unit September
78 A
October
November
December
January
February
March
April
May
June
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UNIT 0
RESOURCES Resource folder PHOTOCOPIABLE RESOURCES
• Reinforcement and extension – Reinforcement: Worksheets 12 and 13 – Extension: Worksheet 6
SPECIAL PROGRAMMES
• Worksheets for developing intelligence • Working with new immigrants
• Test and assessment – Assessment: Worksheet 6
Internet resources Search for key topics http://www.scienceyear.com/under11s/index.html Information and activities The environment http://www.environment-agency.gov.uk/fun/ Activities and games about the environment
Other resources • Natural Science Tasks – The Solar System and the Earth. – Nature: vocabulary. • School dictionary
78 B
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6 Water and air ■ Anticipating difficulties Keep the following questions in mind while working through this unit: • This unit introduces new words and concepts for students. For example, condensation, evaporation and fusion. Make sure they understand each change in state by giving them different examples.
• When studying air, the fact that air is invisible means it is quite difficult for students to understand its characteristics. Show your students a balloon filled with air to show that air takes up space. You could also mention polluted air which can often be seen over big cities.
■ Teaching suggestions • With regards to the first text, ask students if they have seen the film Titanic, directed by James Cameron. Ask one or two students to tell the class what they remember about the film, especially in relation to the accident and the iceberg. • Using a world globe, show students the route taken by the Titanic on its fatal journey. It left Southampton, in England, and was heading for New York, in the USA. • Ask students where they think icebergs are formed. They should answer that they are formed in the coldest regions on Earth, like the poles. Use this opportunity to mention the changes in the state of water. Explain that the water that falls from clouds as rain is the same water that forms icebergs. Explain that the water has passed from a liquid to a solid state due to the cold.
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Icebergs My big sister loves sailing. She knows a lot about the sea and ships. Yesterday, she told me the story of the Titanic. This was a very famous ship. There are films about it. The Titanic was built almost 100 years ago. It was the biggest ship in the world. People said that it was the safest ship ever built. However, on its first voyage, it hit an iceberg and sank. 1,513 people drowned. My sister told me that icebergs are enormous lumps of ice which float in the sea. Some icebergs are huge, like a building with 25 floors. But they are also very dangerous, because most of the ice is under the water, and you cannot see it. Some icebergs are the size of small islands. These are particularly dangerous for ships, even big ships like the Titanic! Mary, age 10
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ALTERNATIVE SUGGESTIONS • Ask your students what uses they can think of for water. Then ask them to mention daily activities which use water, such as brushing their teeth, having a shower, or watering plants. Tell them that there other activities, such as putting ice in drinks to make them cold, or steoming food, which also use water. In the first case, water is in the form of ice. In the second, it is in the form of vapour.
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1 Talk about the text ●
UNIT 6
Answer the questions. – What is an iceberg? What is it made of? – Why are icebergs dangerous for ships? – What can happen to a ship, if it hits an iceberg?
●
• Ask students if they can remember any disasters caused by water. Ask them to tell you about them.
Imagine you are in the middle of the ocean, a long way from land. Describe what you can see and how you feel.
Citizenship Environmental education
2 Think about the questions ●
Answer the questions. Read the texts. Is there always the same amount of water on the Earth? Yes, there is always the same amount. Sometimes, it rains a lot and everything gets wet. At other times, it is very dry. However, the amount of water on the Earth does not change. The water travels to different places; it never stays still. How do you know that air exists? We can feel air when it blows in the wind, and we can see bubbles of air under the water.
Point out to your students that the ships which sail across the seas and oceans cause water pollution. The risks connected with water pollution on Earth should be kept in mind throughout this lesson. Tell students that this is a problem which affects us directly. Ask them if they can remember an event when a ship caused pollution in the sea. Ask if they remember any oil tankers causing spillage into the sea. Discuss the damage that this kind of accident causes to wildlife, water and coastlines.
3 Find out about the unit In this unit we are going to learn about: ✓ Water and its place in nature. ✓ The water cycle. ✓ Air, and what it is made of.
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• Ask students to make a poster with photos and drawings showing the different uses of water. Tell them to label each different use, for example, washing, watering, cooking and cleaning.
Answer key Talk about the text • An iceberg is a big piece of ice. It floats in the sea. It is made of frozen water. • If a ship hits an iceberg, it could sink because icebergs are enormous. Some icebergs are bigger than ships. • M. A. I can see fish and dolphins. I feel cold and alone.
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Water in nature 1. We need water to live OBJECTIVES • To learn the importance and main uses of water • To learn that water can be found in nature in different states • To learn how something changes from one state to another and to identify some of the most important changes
■ Teaching suggestions Introduction • Ask students what water is like. They will probably say that water is white or blue. Explain that water is really colourless and that it takes its colour from the receptacle it is in. Water in swimming pools, for example, is blue because of the chlorine and other additives and because of the tiles on the bottom and sides of the pool. • Ask students to tell you when they use water during the day and what they use it for. Ask them if these are important activities or not.
All living things need water. Plants and animals die very quickly if they do not have water. 1 ●
Land animals and people drink water.
●
Land plants absorb water through their roots. If they do not have water, they dry up and die.
2. Where can we find water? Most of the water on the Earth is in the sea.
1
The Namibian desert. Deserts have very little water, so there is very little life there.
There is also water on land. This is the water you use for drinking and watering your gardens. Water is found in two different places: ●
Surface water. This water is found in rivers, lakes and streams.
●
Underground water. This water is found under the ground. Water falls on the land and then filters through the ground to underground deposits. These are like rivers or lakes under the ground. 2
There is also water in snow, and in clouds, and in the ice at the poles.
Vocabulary poles the most northerly and southerly points of the Earth, the North Pole and the South Pole, both covered with ice
2
The source of a river. In this picture, underground water comes to the surface and becomes the source of a river.
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Explanation • Sometimes students find it difficult to understand that water can be found in such different states as ice and vapour. Explain that snow, ice and vapour are all water and that if ice is heated or vapour is cooled, it will become liquid water again. • In relation to surface and underground water, explain that underground water has filtered down from the surface to under the ground. This water is brought to the surface again when we dig a well.
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■ ADDITIONAL INFORMATION Other uses of water Water is used by human beings for a lot of things, not just for drinking. In dams and reservoirs, for example, water is made to fall from a great height and with great force to produce electricity. Water is also used for watering plants and it is sometimes taken long distances to the driest areas. A system of pipelines and canals must be built so that we can take water to where it is most needed.
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6 UNIT 6 3. The states of water Water can be found in three different states: liquid, solid or gas. ●
Tap water, river water and sea water is water in its liquid state.
●
Ice and snow is water in its solid state.
●
Steam is water in its gaseous state.
Understanding • Follow up questions in the Student's Book, with these: – What happens to animals if they do not drink water? And what happens to plants if they are not watered? – Is all the water on the Earth liquid? – What happens to water when we freeze it?
3
3
The North Pole. Water is in its solid state at the two Poles.
4. Changing states
1
2
A change in state takes place when water passes from one state to another. In order for this to happen, the water has to be cooled or heated. 4 ●
If we heat ice, it turns into water. This change is called melting.
●
If we cool water, it becomes ice. This change is called freezing.
●
If we heat water, it becomes water vapour. This change is called evaporation.
●
If we cool water vapour, it becomes water again. This change is called condensation.
3
4
4
Changing states. 1 Melting of ice. 2 Freezing of water. 3 Evaporation of water. 4 Condensation of water vapour.
Tasks 1. Look at photo
1.
• To explain the changes in the state of water, do the following activity with your students. Put three receptacles (a plate, a glass and a bottle) full of water on the window-sill in the classroom. Leave them in the open air all day. In the afternoon, show students the changes that have taken place. They will see that the plate shows the most water evaporation. Explain that the larger the surface exposed to the air, the greater the evaporation. Then ask why the bottle is the receptacle with the least evaporation.
Citizenship Environmental education
Describe what you see. Why is there very little vegetation?
2. How do animals take water into their bodies? What do plants do? 3. Where can you find water in its solid state, liquid state and gaseous state?
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LEARNING SKILLS
Explain that water is a scarce commodity and we should not waste it. If we change some of our daily habits, we can save a lot of water. For example: by turning the tap off when we are cleaning our teeth or when we are drinking, by having a shower instead of a bath, and by using dish-washers and washing machines only when they are full.
Different ways of underlining If we want to put things in a text in order of importance, it is a good idea to use a code so that we can see them at a glance. For example, underline the main idea of a text with a double red line, secondary ideas in blue, and details with a dotted blue line.
◗ Read Changing states out loud and ask students to use different colours to underline the main idea and secondary ideas. Ask them to show you their underlined texts and correct them with the class.
Answer key 1. There is very little vegetation because there is very little water. 2. Animals drink water. Plants absorb water through their roots. 3. M. A. I can find water in a solid state, ice, in the refrigerator. I can find water as a liquid in the bath. I can find water in a gaseous state in the kitchen when I make tea.
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The water cycle 1. Water moves around the Earth OBJECTIVES • To learn that water on the Earth is always moving and that it is continuously changing from one state to another • To understand the importance of the water cycle for life on Earth
■ Teaching suggestions Introduction • Ask your students: What rain is like? Then ask them to compare rain with snow or hail and to explain the differences. • Ask your students if they can remember the experiment about water evaportation that they did in the previous lesson. Then ask them where they think the evaporated water went.
Explanation • Students often think that clouds are made of water vapour and they give clouds as an example of water in its gaseous state. Explain that clouds are made up of tiny drops of water, and not vapour. • Explain the water cycle using picture 3, which shows the different stages of the cycle. It is important for your students to understand that this process is repeated time and time again. • Your students will probably think that water evaporates, forms clouds and then falls to the earth as rain, in the same place. It is a good idea, therefore, to explain that the water cycle is not a local phenomenon, but that it occurs all over the Earth.
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Water is always moving around the Earth. It moves from the sea to the sky, the sky to the land, and from the land back to the sea. It also changes state from one place to another. This movement and the changes in state are called the water cycle. 3 1
Storm clouds. Clouds are made up of tiny drops of water. These come from water vapour in the air.
2. Water moves from the sea to the sky The water in the sea, rivers, and lakes evaporates little by little. This is due to the heat from the Sun. The water vapour, which is produced during this process, rises and gets colder. When it gets cold, it condenses, and becomes liquid water again. The tiny drops water form clouds. 1
2
Hailstones. These are more common in Spring and Summer.
3. Water moves from the sky to the land The clouds are blown from one place to another by the wind. It rains when a cloud is very heavy with drops of water and these water drops get colder. If it gets very cold, or it gets colder very fast, then, instead of rain, we have snow or hailstones. This is how water moves from the sky to the land. 2
Vocabulary spring a place where underground water comes to the surface
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■ ADDITIONAL INFORMATION Uses of evaporation When explaining the changes in the state of water, tell your students that evaporation is a phenomenon that is well known and that human beings have been using it for centuries. A clear example is a salt pan. This is a place where the heat of the sun is used to produce salt. Water containing a large amount of dissolved salt is contained in shallow tanks which are exposed to the sun. The sun heats the water, and the water evaporates little by little. Finally, all that remains is crystallised salt.
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6 UNIT 6 2 3
Understanding • Follow up the questions in the Student's Book with these: – Where does the water go when it evaporates from the sea, rivers and lakes? – What happens to water vapour when it cools? – What are clouds?
5
1 4
• When explaining the changes in the state of water, ask students to draw diagrams to show the changes listed below. They should include the name of the corresponding change. – Water from the sea changing into clouds. – Water from the clouds falling to the Earth as snow. – Ice in the mountains melting and going into rivers. – Water vapour in the atmosphere becoming rain.
6 3
The water cycle. 1 Sea water evaporates. 2 Water vapour forms clouds. 3 The water in the clouds falls back to the land. 4 Streams and rivers carry the water back to the sea. 5 and 6 Underground water makes rivers in caves and dampens the lower layers of soil.
4. Water moves from the land to the sea
Tasks
Water from rain and snow (when it melts) follows two possible routes:
1. What are clouds made of? How are they formed?
●
Some of the water travels into streams, which flow into rivers and then the sea.
●
The rest of the water filters down to underground water deposits. When this water reaches the surface again, we call it a spring. This water then flows to the sea.
Citizenship Environmental education
2. Look at picture 3 . Explain the water cycle in your own words. 3. Name the three ways that water moves from the sky to the land.
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LEARNING SKILLS
Water is essential for life. However, there is not the same amount of water everywhere in the world. Some places have lots of rain and others very little. There are areas where it rains a lot at certain times of the year, and then it hardly rains at all for the rest of the year. To have drinking water all the year round, we build reservoirs, which are large artificial lakes, where we can store water to use when it does not rain.
Stimulating the memory (I) Memory is the capacity for remembering something. To memorise a lesson, use the following system: 1st Memorise the title of the lesson. 2nd Memorise the key words of the titles of the different sections and relate them to the main title. 3rd Memorise the most important things in each section.
◗ Ask students to try to memorise some of the sections in The water cycle using this system.
Answer key 1. Clouds are made of small drops of water. Water vapour in the atmosphere rises and cools. Condensed water forms clouds. 2. M. A. Water evaporates and makes clouds. This water becomes rain, and falls to Earth. Then it goes to the rivers. 3. Water moves in the form of rain, snow or hail.
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A C T I V I T I E S UNDERSTAND
1. Complete the cycle. melting – evaporation – condensation – freezing
UNDERSTAND THE CHANGES IN THE STATE OF WATER
1. Water changes state. Completing the following diagram will help students to understand how the three states of water are related and how the water cycle is an endless cycle in nature.
▼
melting ice
water
▼ ▼ water
▼
Answer key
water vapour
THE CHANGES IN THE STATE OF WATER melting G
ice
water
G evaporation G
freezing water G
water vapour
2. Draw a larger copy of the picture. Complete the sentences. Write them in the correct boxes. ●
Water moves from the sea to clouds in the form of …………
●
Water falls from clouds to the land in the form of …………, ………… and …………
●
Water moves from the land to the sea in the …………
condensation
2. The water cycle. The objective of this activity is to reinforce some of the basic concepts.
Answer key 1. Water falls from the clouds to the land in the form of rain, hail and snow. 2. Water moves from the land to the sea in rivers. 3. Water moves from the sea to the clouds in the form of water vapour.
WORK IT OUT 3. The importance of changes of state. The objective of this activity is to stimulate students’ reasoning skills. In order to answer the questions, they will have to make conclusions based on what they have learned in the unit.
Answer key • Clothes dry because the water evaporates. • We say that rain is good for the land because all living things need water.
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WORK IT OUT
3. Answer the questions. ●
Why do clothes dry when we hang them out?
●
Why do we say rain is good for the land?
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ADDITIONAL ACTIVITIES Ice Water becomes ice when it gets very cold. This is a simple experiment to show your students how this transformation occurs and what the effects are. Materials: • • • •
A receptacle Water Tin foil A freezer
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6 UNIT 6
LEARNING TO READ
4. Read the text. Answer the questions. Drinking water LEARNING TO READ
Not all water is good for drinking. We cannot drink sea water, dirty water or water with chemical products in it. Drinking water is water that is safe to drink.
4. Drinking water. This activity has two objectives. First, to make students realise that water is essential for life, and second, that not everybody has enough water, and we should therefore be careful not to waste it.
Normally, it is not very difficult to find drinking water. In most places, we just turn on the tap. However, some parts of the world have very little water. In many cases, the water is not safe to drink. There are a lot of places where people have to work very hard every day to get drinking water.
Answer key ●
Can people drink sea water? Why not?
●
Can everybody in the world get drinking water easily? Why not?
• People cannot drink seawater because it has too much salt in it and it is bad for us. • No. Lots of people in the world have difficulty finding drinking water. In some parts of the world there is not much water or the water is polluted.
APPLY
5. Look at the photos. Answer the question. ●
What sports can we do in these places?
APPLY 5. Uses of water. You could add to the activity by suggesting that students make a poster about the different uses of water.
Summary Water Living things need water. Water is found in three different states: liquid, solid and gas.
Answer key
The water cycle is the movement of water from one place to another. During this cycle, water changes its state again and again.
• M. A. Swimming, water skiing, sailing, surfing, water polo and diving.
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Instructions: • Tell your students to fill the receptacle up to the rim with water. • Then ask them to place the tin foil over the top of the receptable and put it into the freezer.
Language link Brainstorm with your students words that are connected with water, for example, drop, sea, tap, fountain, lake, swimming-pool, bath and bottle... Divide the class into groups. Tell them to make sentences about water using the words you have brainstormed. For example: The water in the swimming-pool looks blue.
• Tell them to wait one day for the water to turn into ice. • Finally, point out that the ice takes up more space than the liquid water, and that it is why the foil has been pushed up above the edges of the receptacle.
Resource folder
F Reinforcement and extension Reinforcement: Worksheet 12
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Air 1. What is air? OBJECTIVES • To learn what air is and to understand its composition • To identify certain characteristics and uses of air • To understand what the atmosphere is
■ Teaching suggestions Introduction • Take a hair dryer into school and switch it on. Explain to your students that a hair dryer does not create or produce air. It just makes the surrounding air move.
Air is a mixture of gases which surround the Earth. There are three main gases in the air: ●
Nitrogen. Most of the air is made up of nitrogen.
●
Oxygen. This is the second most important gas in the air. Plants produce oxygen and living things use oxygen for breathing. 1
●
Carbon dioxide. There is not much of this gas in the air. The air we breathe out contains this gas. It is also found in car and factory fumes, and when there is a fire.
1
The forests are the Earth’s lungs. Plants produce oxygen, which we need to breathe, and they absorb carbon dioxide.
2. What is air for? ●
We need air for combustion. Nothing can burn without air.
●
Sounds travel through the air. We would not be able to hear anything without air.
●
Planes and animals would not be able to fly without air. 2
This will help them to understand that it is easier to notice air when it is moving than when it is still. • Ask students if there is anything between them and the board. Point out that there is something, but they cannot see it or feel it. Explain that there are different gases all around them which make up the air. Explain that before learning more about these gases, they have to understand what the air is.
Vocabulary combustion the process of something burning, for example, things on a bonfire, or petrol in an engine
2
Hang-gliding. This device needs air to make it fly. The air supports it.
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Explanation • Explain to students that man has used air for different functions throughout history. The force of wind, for example, can be used to move the blades of a windmill and to move sailing ships. Energy produced by the wind is known as aeolic energy, and these days it is used to produce electricity. • With reference to picture 4, explain that astronauts wear space suits so that they can breathe, because in space, like under the sea, there is no air.
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■ ADDITIONAL INFORMATION The composition of air and living things We need oxygen to breathe. The oxygen that we breathe in the air is produced by plants. To be more exact, all the oxygen on the Earth has been produced by plants. Carbon dioxide, however, is produced by animals when they breathe, although this gas is also produced by volcanic eruptions and combustion.
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6 UNIT 6 3. Properties of air ●
Air has weight. If we weigh a deflated balloon, and then weigh it again when it is inflated, we will find that the inflated balloon is heavier. This is because air has weight.
●
Air occupies space. If we inflate a balloon, we can see it change shape. This is because there is air inside. This air occupies the space. 3
●
Air does not have its own shape. Air takes the shape of the thing it is inside. So the air inside the balloon has the shape of the balloon.
●
Understanding • In addition to the questions in the Student's Book, ask students the following questions: – Why is oxygen important? What produces oxygen? – Why can’t we hear without air? Explain that sound must travel through something in order for us to hear it. If there is no atmosphere, we cannot hear sounds. – Why can’t you breathe in the higher layers of the atmosphere?
3
An inflatable structure. The structure stays upright because it is full of air.
Air moves. When air moves, it is called wind.
4. The atmosphere The atmosphere is a layer of air that surrounds the Earth. It has two parts: ●
The lower part. This is where the oxygen we breathe is found. It is also where wind and rain are produced.
●
The upper part. This has hardly any oxygen in it. We would not be able to breathe in this part.
Beyond the atmosphere is outer space, where there is no air. 4
• Describe the following situation to your students: Somebody gives you a plant and tells you to look after it carefully. He tells you to put a plate of water underneath the flower pot and to cover the leaves with a plastic bag. He tells you that all the plant needs to survive is water and sunlight. Ask your students what they think of these instructions and whether they think the plant is going to be alright.
4
An astronaut walking in space. When astronauts go outside their space-ships, they have to use tanks of air to breathe.
Tasks 1. What is air made up of? Write the names of the gases in order. Start with the most abundant. 2. Look at photo
3.
Citizenship Health and hygiene
Does air have its own shape?
3. Name the four properties of air.
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Air pollution is a serious health problem for all living things. Many people living in big cities suffer from respiratory diseases. This is because of habits like smoking and air pollution from traffic and factories.
LEARNING SKILLS Stimulating memory (II). The chain technique This technique consists of creating an image for each word. You have to remember the words and make a chain out of them. For example, car, banana, book. Think of a car eating a banana, a banana reading a book...
◗ Ask students to use this technique to memorise these words: air, plant, fire, music, plane, ball, rubber ring, wind, rain.
Answer key 1. Nitrogen, oxygen and carbon dioxide. 2. No, it does not. Air is a gas so it has no shape. It takes its shape from the receptacle it is in. 3. Air has weight. It occupies a space. It does not have its own shape, and it moves.
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A C T I V I T I E S UNDERSTAND
1. Look at the picture. Write four sentences about how we use air. UNDERSTAND 1. How we use air. The objective of this activity is to help students understand, by looking at the drawing, how many things and daily activities involve using air.
2. Write examples about the properties of air. Answer key • M. A. – We blow air into instruments to make them sound. – Helicopters and birds fly through the air. – There are flames because there is air. – People breathe air.
●
Air has a weight. For example, …
●
Air occupies space. For example, …
●
Air does not have its own shape. For example, …
●
Air moves. For example, …
WORK IT OUT
3. Which graph shows the composition of air most clearly? Why? 2. The properties of air
A
B oxygen
Answer key • M. A. – Air has a weight. For example, when we blow up a balloon, it is heavier than it was before we blew it up. – Air occupies space. For example, when we breathe, our lungs fill with air. Our lungs get bigger. – Air does not have its own shape. For example, if we put air inside a rubber ring, the air takes the shape of the ring. – Air moves. For example, when air moves very fast, we feel the wind.
nitrogen carbon dioxide and other gases
APPLY
4. Answer the question. ●
Why does a candle go out when we cover it with a glass?
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WORK IT OUT 3. The composition of air. Graphs give us information in a different way. This kind of graph is especially useful for showing the proportions of the different components of an element.
Answer key • Graph B, because nitrogen is the most important component of air and graph B shows more nitrogen than other gases.
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ADDITIONAL ACTIVITIES Air takes up space Materials: • A large glass bowl • Half a page from a newspaper • A glass
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6 UNIT 6
I CAN DO IT
5. Do the experiments. Record the results. Answer the questions. When you do an experiment, first, you make a hypothesis. Then, you record what happens. Finally, you compare the results to your hypothesis and come to a conclusion.
4. Air and combustion. This activity is to help students to extrapolate information and to reach their own conclusions, using what they have learned about air in this lesson.
Experiment 1. ●
You need an empty, plastic water bottle. Put the lid on tightly. What do you think will happen, if we squeeze the bottle? Now, squeeze the bottle. What happened? Were your predictions right?
●
If we take the lid off and squeeze again, what do you think will happen? Try it. What happens now? Were you right?
Answer key • The candle goes out because there is no air left. For something to burn there must be air.
Experiment 2. ●
■
APPLY
Put the lid back on the bottle and put the bottle into a bowl or sink full of water. Now, what do you think will happen? Hold it lying down on the bottom and take off the lid. What do you think will happen? Were you right?
I CAN DO IT
Write a report or draw a labelled diagram. ●
Explain what you did in the first experiment and what happened. Answer these questions: – Did the bottle with the lid on squash down when you squeezed it? – Did the bottle with the lid off squash down when you squeezed it? Why?
●
Explain what you did in the second experiment and what happened. Answer this question: – Why did bubbles come out of the bottle when you filled it with water?
5. The characteristics of air. Students will discover through practical activities some of the characteristics of air, such as the fact that air takes up space.
Answer key • Experiment 1: When the lid is on, you cannot squeeze the bottle. When it is off, you can squash the bottle. • Experiment 2: When the lid is on, the bottle floats.
Summary Air Air is a mixture of gases. These surround the Earth and form the atmosphere. It contains nitrogen, oxygen and carbon dioxide. Air occupies a space. It has weight. It has no form of its own, and it moves.
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Art link Ask your students to make a drawing with different elements showing the presence of air. Tell them that the best way to do this is to use air which is moving, like wind, for example.
Instructions: • Place the bowl in a sink. Fill the bowl with water. • Screw up the newspaper and put it in the glass, pressing it well down to the bottom. • Hold the glass upside down and place it in the bowl of water. (The bowl should be deep enough for the water to cover the glass.) • Take the glass out. See if the paper is wet. The glass was full of air so the water could not get in and the paper is dry. • Put the glass in the bowl the right way up. What happens?
Resource folder
F Reinforcement and extension Reinforcement: Worksheet 13
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N O W
I
K N O W
Check what you know
1. Copy and complete the word map. The Earth
■ Unit review has
Before doing these activities, go over the main concepts in the unit with your students. You can dictate the main ideas so that they can write them down. For example:
water
is
• All living things need water. Water is found in a solid state, a liquid state and a gaseous state, and it can change from one state to another. • The water cycle shows all the movements and changes in the state of water on our planet. • Air is a mixture of gases. It contains nitrogen, oxygen and carbon dioxide. • Air takes up space; it has no shape of its own and it moves.
surrounded by 5
has
can be in
changes in state
three states
2
■
movement is called the 1
●
The Earth has ………… and is surrounded by …
●
The three states of water are …
●
The movement of water around the Earth is called the …
●
Air is a ………… It is made up of …
2. The change from a liquid to a solid is called…
5. Air is mostly made up of…
❏
solid state.
❏
condensation.
gaseous state.
freezing.
3. Clouds are made up of…
❏
water vapour.
❏
small drops of water.
4. In underground caves we find…
❏
is solid water. (ice)
•
are made of small drops of water. (clouds)
•
❏ ❏
•
8
2. Tick the correct words.
Language link
is found in three different states. (water)
7
6
Copy and complete the sentences. Use words from the word map.
1. Snow is water in a…
•
made up of
4
3
• The atmosphere is a layer of air that surrounds the Earth.
Write the following sentences on the board. Tell your students to copy and complete the sentences.
a mixture of gases
surface water.
❏
underground water.
❏
oxygen.
❏
nitrogen.
6. We need air in order to perceive…
❏
sound.
❏
light.
7. For combustion we need…
❏
nitrogen.
❏
oxygen.
8. The layer of air surrounding the Earth is called…
❏
the wind.
❏
the atmosphere.
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is all around us. (air)
• Water falls to the land in the form of , hail and snow. (rain) • When rain gets very cold it falls in the form of . (snow) • Sometimes, rain falls in the form of small balls of ice called . (hail) • All animals need (oxygen)
Air has weight Although we can’t see it, air is all around us. It takes up space, it moves and it has weight. This experiment will help your students to see this.
to breathe.
• When air moves we call it (wind) Ask volunteers to read their sentences out loud.
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ADDITIONAL ACTIVITIES
Materials: .
• • • •
Two balloons Sticky tape A hanger A piece of string or thread
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UNIT 6
My project
3. Make a poster of the water cycle. 1. Find different photos relating to the water cycle, for example, clouds, rain or snow, a stream or a river.
2. Glue the photos onto a large piece of paper. Join them with arrows to show the water cycle.
Now I know 1.
Rain and snow
Stream
• The Earth has water and is surrounded by air.
Clouds
• The three states of water are liquid, solid and gaseous.
River Sea
• The movement of water around the Earth is called the water cycle. • Air is a mixture of gases. It is made up of oxygen, nitrogen and carbon dioxide.
CITIZENSHIP
2. 1. Snow is water in a solid state. 2. The change from a liquid to a solid is called freezing. 3. Clouds are made up of small drops of water. 4. In underground caves we find underground water. 5. Air is mostly made up of nitrogen. 6. We need air in order to perceive sound. 7. For combustion we need oxygen. 8. The layer of air surrounding the Earth is called the atmosphere.
4. Read the text. Do the task. Fighting pollution Water and rivers get polluted. People throw rubbish into them. Factories expel water. This water is often polluted with chemical substances. Waste water from houses is not always cleaned before it goes back into rivers. Polluted water is not safe for drinking. It can cause disease. If river water becomes polluted, plant and animal life may die.
DIBUJO niños
Vehicles, factories and some power stations are the main contributors to air pollution. Polluted air is bad for our health. It may also cause the climate to change.
■
My project
What could you do to help prevent air and water pollution? What do your friends think? EJEMPLO EXAMPLE
➀ water cycle; ➁ liquid; ➂ solid; ➃ gaseous; ➄ air; ➅ nitrogen; ➆ oxygen; ➇ carbon dioxide.
3. M. A. Students make a poster similar to the one shown here.
Do not throw rubbish in rivers. Use unleaded petrol.
Citizenship 91
Fighting pollution. Remind your students that it is not only industry that is responsible for pollution. We must all help to keep the atmosphere clean. • M. A. I can clean up after my dog. I can put rubbish and used batteries in the proper bin.
Instructions: • Ask your students to blow up the balloons with the same amount of air and to tie a knot in them. • Then tell them to hang one balloon on each end of the hanger. Make sure the hanger is evenly balanced. • Ask them to burst one of the balloons. The hanger will tip down under the weight of the other balloon. This means that the balloon with air in weighs more than the burst one. Therefore, air has weight.
Resource folder
F Reinforcement and extension Extension: Worksheet 6 F Test and assessment Assessment: Worksheet 6
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UNIT 7
Rocks and soil PRESENTATION This is the first time the students will come across the study of geology. In this unit they learn about rocks and minerals. They will study the differences between them. They will learn some basic characteristics of minerals and what people use them for.
The students will also study the structure and composition of soil, and its importance for plant life. Finally, the unit explains the effects of erosion and deforestation on the planet.
UNIT CONTENT Objectives • To learn what minerals are and what they are used for • To understand what soil is. To learn about its composition and what the main kinds of soil are • To understand what soil erosion is • To recognise the importance of soil for the survival of plants and other living beings
Contents CONCEPTS
• Rocks and minerals • Uses of rocks and minerals • The composition of soil, and different kinds of soil
PROCEDURES
ATTITUDES
• Becoming aware of the effects of erosion • Showing respect for the environment
• Identifying and describing rocks and minerals using photographs • Interpreting and sequencing pictures
Assessment criteria • • • • •
Defining rocks and minerals and understanding the difference between them Identifying some of the uses of rocks and minerals Knowing what soil is and knowing its composition and different types Understanding the mechanisms of soil erosion Recognising the importance of soil for life and understanding why we must protect it
Suggested timing for the unit September
92 A
October
November
December
January
February
March
April
May
June
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UNIT 0
RESOURCES Resource folder PHOTOCOPIABLE RESOURCES
• Reinforcement and extension – Reinforcenment: Worksheets 14 and 15 – Extension: Worksheet 7
SPECIAL PROGRAMMES
• Worksheets for developing intelligence • Working with recent immigrants
• Test and assessment – Assessment: Worksheet 7
Internet resources Rocks and food http://www.planet-science.com/text_only/outthere/diner/ rocks/study-rocks.html Sci-teach offer-activities fun activities Soils http://www.environment-agency.gov.uk/ yourenv/ett/land/soil/?version1&lang_e In-depth information for teachers. Cooper http://www.schoolscience.co.uk/content/3/chemistry/ copper/copch32pg4.html Quizzes and activities about copper
Other resources • School dictionary
92 B
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7 Rocks and soil ■ Anticipating difficulties Keep the following questions in mind while working through this unit:
Land of fire
• Students may confuse the terms the Earth and earth. Explain that when we write the word with a capital letter we mean our planet. When we write it with a small letter, it is another word for soil.
My aunt is in Sicily on holiday. Sicily is an island in the Mediterranean Sea. Yesterday, we got a postcard from her. In the picture there is a volcano. The volcano is erupting.
• Young students may find it difficult to understand the concept of a mineral. What is important here is that the students have a clear idea that a mineral is a homogenous, natural substance which is part of rocks.
■ Teaching suggestions • Before beginning to read, ask the students the meaning of some of the words in the text, such as: eruption, island, volcano, crater and fertile. • Ask the students whether they have ever seen a volcano (a real volcano, on television or in a film). Ask them to tell you what they can remember. Ask them questions like: What shape was it? Was it at sea level or higher up? What was coming out of the volcano? The students will probably mention lava. Ask them to describe it. • Show the students photos of famous volcanoes in or near their own geographic location. Ask them to describe the volcanoes, and if they know when the volcanoes last erupted. Explain the difference between active, dormant and extinct.
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My Grandma told me that this volcano is called Mount Etna. It is enormous. It has been erupting for thousands of years. It is the highest, most active volcano in Europe. I thought that the whole island was destroyed by the lava. But only the part nearest the crater of the volcano was destroyed. Then, my father explained that the ash and rocks that come out of volcanoes are full of minerals. These minerals make the land very fertile, and good for cultivating plants. He also told me that around the edges of some volcanoes the land is still very hot. Sometimes it still smokes. I would love to see a volcano! Peter, age 10
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ALTERNATIVE SUGGESTIONS • Another way of presenting the subject of rocks and minerals is to take the students on a fieldtrip into the countryside. Here they can look for samples (stones, pebbles, pieces of rock...). Encourage the students to feel the samples. Then ask them to look at their shapes and notice the salient features and any similarities and differences between them. Remind the students that when they go to the countryside they should leave everything exactly as they found it.
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1 Talk about the text ●
UNIT 7
Answer the questions. – What comes out of the crater of a volcano? – Why is Sicily very fertile?
●
• The text is about a volcano, Mount Etna. Draw a sketch of a volcano on the board and label the main parts. For example:
Would you like to live near a volcano? Discuss the advantages and disadvantages with your friends.
Crater Lava and ash Chimney
2 Think about the questions ●
Answer the questions. Read the texts. Is a rock the same thing as a mineral? No, it isn’t. A rock is made up of minerals. However, some rocks are made up of only one type of mineral.
Citizenship Environmental education In this unit try to reinforce the fact that we should all respect the environment. Explain to students that soil is where plants live. It is very important that we protect and conserve soil, as plants depend on it for their survival.
Why don’t trees grow on rocks? Because there is no soil or water there. Trees need these to survive.
3 Find out about the unit In this unit we are going to learn about: ✓ Rocks and minerals and what they are for. ✓ Soil and why it is important.
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• If you can, show the students a collection of rocks and minerals. The objective is for the students to make comparisons between the different textures, to notice whether they all look the same or not, to notice the different weights, the variety of colours and the fact that some are shiny and others are not.
Answer key Talk about the text • Lava comes out of the crater of a volcano. • Sicily is very fertile because the ash and rocks that come out of a volcano form fertile soil. • M. A. Advantages could include fertile land; disadvantages could include the risk of the volcano erupting.
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Rocks and minerals A
B
C
OBJECTIVES • To know what rocks and minerals are • To learn about some of the characteristics of minerals • To identify some uses of rocks and minerals
1
Examples of rocks. A Granite is a rock. It is used for making statues. B Slate is a rock. It is used for making roofs. C Limestone is a rock. It is used for buildings. It is also used for making toothpaste!
1. What are rocks?
Introduction
Rocks make up the solid part of the Earth.
• Show students some photos of buildings, houses, a road, a large monument and a mountain landscape. Ask them to name the objects, and to tell you which of them are made of rock.
2. What are minerals?
• It is important that students realise that minerals are more than just the little pieces you can find in a collection. Emphasise the fact that minerals are not isolated in nature, but that they form part of rocks. Show them picture 2 where they can see the minerals that make up granite. • Explain that fossils are rocks which have the imprint of a plant or animal that lived millions of years ago.
If we look carefully at a piece of rock, we can see small grains of colour. Sometimes, there is only one colour. Sometimes, there are different colours. These are the different minerals in the rock.
granite ▼
Explanation
Minerals are the substances that rocks are made of.
Some rocks are made up of only one mineral. Marble, for example, is a rock made up of one mineral. This mineral is called calcite. Other rocks are made up of more than one type of mineral, for example, granite. Granite is made up of quartz, feldspar and mica. 2
quartz
▼
feldspar
▼
■ Teaching suggestions
There are different types of rocks on the Earth, for example, granite, slate and limestone. 1
mica
2
Granite. This rock is made up of the minerals quartz, feldspar and mica.
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■ ADDITIONAL INFORMATION
Understanding • Besides the questions in the Student’s Book, ask the students the following: – What are rocks made of? – How can we distinguish one mineral from another? – What is the difference between marble and granite?
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Mohs Scale of Hardness There are different ways of classifying minerals. One of the most well known is Mohs scale of hardness. This scale is used to establish the hardness of a mineral. In other words, it is used to establish whether the mineral can be scratched easily or not. Talc is number 1 on Mohs scale. It is so soft that you can scratch it with your fingernail. Calcite, which is the main ingredient in cement and salt, is number 3, and it can be scratched easily using a knife or a nail. Number 10 is a diamond, which is the hardest mineral. A diamond is so hard it can scratch glass.
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7 UNIT 7 3. The properties of minerals We can identify a mineral by its colour, and by how hard and shiny it is. 3 ●
●
●
Some minerals are very hard, for example, diamonds. Other minerals are very soft. For example, you can scratch chalk with your fingernails.
• Show your students some slides or photos of different rocks and minerals which have special characteristics, such as their colour or shininess. Ask them to describe what they see.
Diamond: This is the hardest mineral of all. It is used for making jewellery and tools.
Some minerals are recognised by their colour, for example, green copper ore. Others, can be different colours. Beryl, for example, can be green, blue, yellow or a different colour. Some minerals are shiny and metallic, for example, pyrite. Others are not shiny at all.
Many minerals have a geometric or crystallike shape, for example, aragonite. Malachite: This is used for making dyes and for jewellery.
4. Rocks and minerals are very useful People use rocks for lots of different things. ●
Slate, marble, granite and other rocks are used for building.
●
Coal is used as a fuel, for energy.
• Tell the students to write a short report on a specific mineral. They should begin with the information in the Student’s Book and then use encyclopaedias, magazines and the Internet. Assess how they make use of their different sources of information.
Minerals are also used in different ways. ●
Metals are made out of magnetic iron ore, copper pyrite, and other minerals.
●
Jewellery is made out of diamonds, emeralds, jade, and other minerals.
●
Very strong tools are made using small pieces of diamond.
Pyrite: This is a shiny golden colour. It is used for obtaining sulphuric acid. 3
Examples of minerals
Citizenship Environmental education
Tasks 1. Look at photo
2.
• Ask students to name some minerals that they can see in the classroom. Ask them to describe these minerals and talk about what they are used for. For example, the lead (graphite) in their pencils is soft and black, and is used for writing. The plaster on the walls is soft and white, and is used in building.
Explain what it means.
2. Name two things we use rocks for and two things we use minerals for.
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LEARNING SKILLS Notes Taking notes consists of writing down the main points of an explanation (definitions, examples, diagrams...). To take notes, you have to listen attentively so you understand the most important ideas and write them down in your own words. Notes are not dictated.
◗ Before explaining the section The properties of minerals,
Explain to your students that the rocks and minerals we find in the country are also part of the natural landscape, just as plants and animals are. Ask them what damage might be caused to the environment if we collect these rocks and minerals to make a collection.
Answer key 1. The photo shows a diagram which explains what granite is made of. It shows us that granite is made of three minerals: quartz, feldspar and mica. 2. M. A. Rocks: we use rocks for building and for energy. Minerals: we use minerals for making tools and jewellery.
ask students to write down what they think is the most important part of the explanation on a separate piece of paper. Then compare some of the students’ notes.
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A C T I V I T I E S UNDERSTAND
1. Copy the correct sentences. Rocks are made of minerals.
UNDERSTAND 1. Rocks. The aim of this activity is to help students to discriminate between correct and incorrect information, and then to write down the correct information. This reinforces some of the fundamental concepts of the lesson.
Rocks form the solid part of the Earth.
Minerals are made of rocks.
Rocks are the liquid part of the Earth.
2. Look at the minerals. Write one property (colour, shininess, shape) for each one, which makes it different from the rest.
Answer key • Rocks are made of minerals. • Rocks form the solid part of the Earth.
2. Characteristics of minerals. By looking at a series of photos, students should recognise some of the properties of minerals.
Azure is blue.
Copper pyrite …………
Jacinth …………
3. Match the words and the phrases. used for building.
Coal
Answer key • Copper pyrite is shiny and looks like metal. • Jacinth comes in different shapes.
Diamond
is a mineral
used for energy.
is a rock
used for making tools.
Marble
3. The use of minerals and rocks. Explain the importance of minerals and rocks and how we use them.
Iron ore
EXAMPLE
used for making metals.
Coal is a ………… used for …………
Answer key • Coal is a rock used for energy. • Diamond is a mineral used for making tools. • Marble is a rock used for building. • Iron ore is a mineral used for making metals.
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ADDITIONAL ACTIVITIES Making rocks With this simple experiment, the students will be able to see that rocks are materials made up of minerals. Materials: • • • •
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Plaster (powder form) Sand Pebbles Water
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7 UNIT 7
LEARNING TO READ
4. Read the text. Answer the questions. Mines Mines are places where minerals are extracted from the Earth.
DIBUJO
LEARNING TO READ 4. Mines. Before doing this activity, ask the students to describe what they can see in the photograph. Ask them what kind of mine they think it is, and whether it is an underground mine or an open-cast mine.
In some places, we have to dig underground mines with tunnels and lifts to find the minerals. In other places, minerals are found near the surface of land, so you do not have to dig underground. In these places, mines are called open-cast mines. ●
What is a mine?
●
What is the difference between underground mines and open-cast mines?
●
What do we call the people who work in mines?
Answer key • A mine is a place where we extract minerals. • Underground mines go deep under the Earth. Open-cast mines are on the surface. • People who work in mines are called miners.
WORK IT OUT
5. Look at the photo. Answer the question. ●
What can you see in the photo, a rock or a mineral?
●
Explain your answer.
WORK IT OUT 5. Identifying rocks. Before doing this activity, ask students to read the definitions of rocks and minerals.
Summary Rocks and minerals
Answer key
Rocks make up the solid part of the Earth. They are made up of minerals. Minerals have different properties. Some are hard and others are soft. Some are shiny and others are not. They may be different colours.
• It’s a rock. • We can see that it is made up of small pieces of different minerals.
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Instructions: • Mix the different components into a paste. Remember you should not add too much water, just enough to make a thick paste.
Language link Tell your students to look at the photo on page 97 of their Student’s Book. Ask them about the miners’ clothes and equipment. They are wearing special trousers, boots and a helmet to protect their heads.
• Make a ball about the size of your fist with the paste. Leave it until it has dried out completely. • Once it is dry, ask your students to look carefully at this artificial rock. It will still be easy to distinguish the different components although it has set. You can break it in half to look at the inside.
Resource folder
F Reinforcement and extension Reinforcement: Worksheet 14
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Soil 1. What is soil? OBJECTIVES • To know what the ground is • To differentiate between the layers of the soil according to composition • To learn about different kinds of soil • To understand the importance of soil for plant life
Soil is a layer of earth mixed with water, air and plant remains. It covers the underlying rocks. This is where the roots of plants grow. 1 Some plants can grow on bare rock. But most plants only grow on good quality soil. Mountain tops, which are made up of rocks, and beaches, which are made up of sand, have no soil.
1
Forest soil. Trees would not be able to live and grow without soil.
2. Soil layers Soil is made up of three layers, each is composed of different materials. 2
■ Teaching suggestions
●
The top layer has water, air and leaf mould. Leaf mould consists of plant and animal remains, mineral particles and sand.
●
The middle layer has stones, sand and clay. There is less water in this layer than in the top layer.
●
The bottom layer is made up of rocks. It has hardly any water at all.
Introduction • Ask your students to think about the ground in a park, a garden or any other place near the school. Talk to them about what we can normally find in the soil, and write all the things they mention on the board. • Talk to students about the ground we walk on (the pavements and streets) and the soil in parks and gardens.
top layer
middle layer
Vocabulary particle a very small piece of something, for example, particles of rocks, minerals, and plants in soil
bottom layer 2
Layers of soil
Explanation • Take an empty, transparent, plastic bottle to class. Fill it with water, fine sand and stones of different sizes. Put the top on the bottle and shake it up to mix all the ingredients together. Leave it to settle for a day. After this time, your students will be able to notice that the biggest materials are at the bottom of the bottle and the smallest are at the top. The water is on top of everything else. Use this experiment to explain soil stratification.
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■ ADDITIONAL INFORMATION Forests Look at picture 1. Tell your students that the soil in a forest is fertile. The soil is rich in water, air and leaf mould and, therefore, a large number of plants can grow there (mainly trees and bushes). This richness in vegetable life means that forests are the habitat for many herbivores, animals which eat plants, and carnivores, animals which eat other animals.
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7 UNIT 7 3. Types of soil Soil can be fertile, poor, or arid (dry). ●
Fertile soil has enough water and food for plants. Many plants can grow in this type of soil. 3
●
Poor soil has very little food for plants. Only hardy plants, such as olive trees, can grow in this type of soil. 4
●
Arid soil has very little water and is made up of rocks or sand. Only plants that need very little water can grow in this type of soil. 5
Understanding
3
Fertile soil. Forests and meadows can grow in this type of soil.
• Ask the students the following questions: – Which layer of the soil do the roots of plants grow in? – What is the difference between fertile and arid soil? – What agents are involved in erosion?
Citizenship Environmental education
4. Soil erosion
Tell your students that it is very important to protect the soil. We must, therefore, look after the plants that live there. Explain that if we pull up plants, the soil is left unprotected. Then wind and rain gradually wear the surface layer away, and it becomes rocky soil. This soil is unable to retain water. When this happens, plants are unable to grow there.
Wind and water cause soil erosion. When plant cover disappears, the ground is left unprotected. Wind and water remove the top layers of soil and expose the rocks below. This is called erosion.
4
Poor soil. Juniper bushes can grow in poor soil.
Plant cover is very important to protect the ground from erosion.
Tasks 1. What is soil made of? 2. What is leaf mould? Where do we find leaf mould? 5
3. What causes erosion?
Arid (dry) soil. There is very little plant life in arid soil.
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LEARNING SKILLS Revision Revision means to study things again that you have already learned to make sure you remember them. The technique of revision is to re-read the lesson, to make a summary of it, and to try to explain the various elements in your own words. Ask your students to look at the summaries of the unit Water and air. Then ask them different questions to make sure that they remember the basic things learned in the previous lesson.
Answer key 1. Soil is made up of water, air and the remains of plants. 2. Leaf mould is a mixture of plant remains, dead animals, mineral particles and sand. We find leaf mould in the top layer of the ground. 3. Erosion is caused by wind and water.
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A C T I V I T I E S UNDERSTAND
1. Copy the picture. Complete the table. Layer
Materials
UNDERSTAND top layer
1. The layers of the soil. After doing this activity, ask your students what kind of soil it is, and what plants might grow there.
stones, sand, clay, very little water
Answer key
2. Copy this sequence. Complete the sentences.
stones, sand, clay and little water
bottom layer
rocks and hardly any water
2. Erosion. This is to help the students to understand the causes behind erosion.
EROSION
The causes of erosion are …………
Erosion is …………
CONSEQUENCES When there is soil erosion …………
APPLY
3. Look at this sequence of pictures. Explain what is happening. B
A
Answer key
▼
Causes The causes of erosion are wind and water.
C
D
▼
middle layer
CAUSES
▼
water, air and leaf mould
▼
top layer
Materials
▼
Layer
Erosion Erosion is when wind and water remove the soil.
EXAMPLE
A There is a forest. The soil is fertile. The water in the stream is clean. There are many plants. There is no erosion.
Consequences When there is soil erosion plants cannot grow.
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ADDITIONAL ACTIVITIES APPLY 3. Erosion and the loss of soil. This activity is to help the students use pictures to work out how the soil is affected by a fire. You can do the exercise orally first with the whole class.
100
The soil contains water and air This simple experiment will help the students to understand that water and air are two of the main components of soil, despite the fact that you cannot see them. Instructions: • Put a bit of earth in a pan (a uniform layer about 2.5 cm deep). Cover the pan with a lid and heat it up slowly. After a few minutes, take the lid off. Your students will be able to see that there are small drops of water on the sides of the pan.
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7 UNIT 7
I CAN DO IT
4. Describe a rock. Descriptions should be short but informative.
Answer key 1. Find a rock. Look at it carefully with a magnifying glass.
B There is a forest fire. All the plants are burning. C Because of the fire, all the plants have disappeared. The rain is falling directly on the soil and washing it away. D The soil has been degraded by erosion. No plants can grow here now.
2. Describe it. Use the questions below to help you. Composition
Is the rock made of one mineral or different minerals?
Texture
Are the grains small or large?
Colour
What colour is the rock?
Appearance
Is the rock a solid block or is it made up of layers?
Hardness
Can you scratch the rock with your fingernail, a piece of glass, or a nail?
I CAN DO IT 4. Describe a rock. You need to take different kinds of rock into class for this activity.
3. Draw a picture of the rock. Use your description to help you.
Answer key WORK IT OUT
A
• M. A. Composition: the rock is made up of different minerals. Texture: the grains are small. Colour: the rock is brown and white. Appearance: it is made up of layers. Hardness: I can scratch the rock with a nail
B
5. Explain which photo shows a landscape with soil.
Summary Soil Soil is a layer of earth made up of water, air, and plant remains. It covers rocks. Roots grow in soil.
WORK IT OUT
Soil can be fertile, poor, or arid. The most serious problem for soil is erosion.
5. Characteristics of soil
Answer key 101
• Fill a large glass jar half full with earth from a garden. Mark the level of the earth on the side of the jar. Then fill the jar with water, making sure you do not move it too much. Leave it to settle with the lid off for a few minutes. The students will see that air bubbles form on the surface and the level of earth goes down as the air escapes from between the particles.
• Picture B shows a landscape with soil. Picture A shows a beach with sand. No plants can grow in the sand.
Art link Ask the students to do three drawings or collages to show the three main kinds of soil: fertile, poor and arid.
Resource folder
F Reinforcement and extension Reinforcement: Worksheet 15
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N O W
I
K N O W
Check what you know
1. Copy and complete the word map. Rocks
■ Unit review are
Before doing these activities, go over the main concepts in the unit with your students. You can dictate them so that the students can write them down. For example:
the solid part of the Earth
made up of 1
covered by soil
made up of the top layer
lost as a result of
can be
2
3
• Rocks make up the solid part of the Earth.
4
erosion
5
poor
• Rocks are made of minerals. • All minerals are different. They have different colours and shapes. Some are harder than others. Some are shinier than others. • Soil is the layer of earth, water and air that covers the rocks. It is where the roots of plants grow. • Soil has three layers: top, middle and bottom. The top layer has leaf mould, which is made up of dead animals and the remains of plants.
■
Copy and complete the sentences. Use words from the word map. ●
Rocks are the ………… part of the Earth. They are made up of ………… and they are covered by …
●
Soil is made up of ………… It can be …
●
Soil is lost as a result of …………
2. Tick the correct words. 5. In soil, leaf mould is in the…
1. Which one is a rock?
❏
Granite.
❏
2. Minerals are parts of…
❏
• Soi can be fertile, poor and arid.
living things.
❏
rocks.
• Erosion wears away the soil, and plant life disappears.
3. Which type of rock is used for building?
Language link
4. To make very strong tools, we use small pieces of…
❏
Ask your students to write a story about a forest fire and the consequences. Write a story skeleton on the board, for example: • Once upon a time there was a beautiful forest. The trees were… • One day some people went for a picnic in the forest. They…
❏
Granite.
quartz.
❏
Green copper ore.
❏ ❏
Coal.
middle layer.
❏ top layer.
6. The layer of soil with most water is the…
❏
middle layer.
❏ top layer.
7. Which plants can survive in arid soil?
❏
Fruit trees.
❏
Cactus.
8. Soil is lost as a result of…
diamond.
❏
erosion.
❏
fertilization.
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ADDITIONAL ACTIVITIES
• Then all the forest began to burn. The plants… The animals…
A collection of minerals and rocks
• Several days later the forest…
Materials:
Ask students to read their stories out loud.
• A shoe box divided into compartments • Index cards Instructions: • Take your students out into the country. Ask them to collect some small rocks and minerals. Tell them to get more than one of each kind so that they can swap them with their classmates.
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UNIT 7
My project
3. Make a poster about soil protection. Make a poster about soil protection. Write short sentences and include a colourful picture.
Check what you know
1. Choose a sentence and find a picture. Draw your own picture or use photos.
1.
2. When you have planned your work, draw the picture or glue the photos onto a piece of paper. You can use a white or coloured background.
• Rocks are the solid part of the Earth. They are made up of minerals, and they are covered by soil. • Soil is made up of earth, water, air and plant remains. It can be fertile, poor or arid. • Soil is lost as a result of erosion. 2. 1. Which one is a rock? Granite. 2. Minerals are parts of rocks. 3. Which type of rock is used for building? Granite. 4. To make very strong tools we use small pieces of diamond. 5. In soil, leaf mould is in the top layer. 6. The layer of soil with most water is the top layer. 7. Which plants can survive in arid soil? Cactus. 8. Soil is lost as a result of erosion.
3. Write your sentence on a strip of paper. Glue it onto your poster.
CITIZENSHIP
4. Read the text. Do the task. Deforestation Forests protect the ground in two ways. Leaves and branches of trees stop raindrops from hitting the ground too hard. Grass and dried leaves on the ground stop water from taking away the soil. In these ways forests prevent soil erosion. When forests are cut down, deforestation occurs. This damages the Earth. If forests are destroyed, the ground will be eroded.
■
➀ minerals; ➁ middle layer; ➂ bottom layer; ➃ fertile; ➄ arid.
Read the sentences. Which ones describe the best way of lighting a fire outdoors?
My project
●
Only make fires in places that are specially designed for this.
3. M. A. Plant new trees. Keep to forest paths. Do not light fires in forests.
●
Always pour water on the fire after you have put it out.
Citizenship
●
Make fires anywhere you like.
Deforestation. This activity is to encourage students to realise the dangers of erosion and deforestation. The objective is not only to provide information, but to convince them that the problem is serious. Explain the repercussions of erosion and deforestation on all living things. They should also think about different kinds of behaviour that may endanger our forests.
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• When you get back to school, ask them to record the characteristics of the rock or mineral on the cards: appearance, colour, hardness, weight and shininess.
4. Only make fires in places that are specially designed for this.
• Then ask them to place each card next to the rock or mineral in the compartments of the shoebox. Resource folder
F Reinforcement and extension Extension: Worksheet 7 F Test and assessment Assessment: Worksheet 7
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North Pole
Maps of the Earth 1. A satellite photo of the Earth shows us its real OBJECTIVES
shape. We can also see the surface, the seas, and the land. This photo is taken from above the Earth.
• To know the different ways of mapping the Earth
th Nor e Pol South Pole
■ Teaching suggestions
the shape of the Earth.
th Sou le Po
North Pole ARCTIC OCEAN
ASIA EUROPE
A
PACIFIC
M ATLANTIC
R
I PACIFIC
A
OCEAN
OCEAN
A thin piece of board Clay Tracing paper An awl Poster paints A sheet of a flat map
AFRICA
C
Equator
INDIAN OCEAN OCEANIA
Materials: • • • • • •
OCEAN
E
• Take a globe into class and show it to your students. Explain that it is the most accurate way of mapping the Earth. Then encourage students to describe the globe: its shape, the colours used for the mountains, the seas and the oceans. • Ask students to explain what use the different ways of mapping the Earth might have. For example, to find places, to show physical features like rivers and seas... • Suggest to the students that they make a flat map using clay.
2. A globe is a sphere which represents
r Equato
RCTIC OCEAN ANTA ANTARCTIC South Pole
3. A flat map shows the Earth on a flat surface. We can see all of the Earth at once on a flat map.
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Instructions: • Tell students to spread the clay over the board and let it dry. Give them the flat map (you can copy it from an atlas) and ask them to put the tracing paper on top and to trace it. • Students place the tracing paper on top of the clay and mark the edges of the flat map using the awl. • Students remove the paper and cut away all the clay using the awl until they have the shape of the flat map. • Students can then paint the flat map using poster paints.
138 104
MAPS OF THE EARTH These four pages introduce the section of the book which is dedicated to Geography. The main objective is to give students the basic concepts and resources to help them understand their most immediate physical surroundings. We therefore begin with some of the procedures and techniques that students will have to use throughout the remaining lessons, such as reading and interpreting maps and plans.
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Maps show us what the Earth is like OBJECTIVES • To know what a plan is • To interpret a plan
■ Teaching suggestions
1. Maps show us the Earth from above, as you would see it from a hot air balloon.
3. The same town from a balloon
2. A town from a balloon 100 metres above the Earth.
4. A map of the town.
200 metres above the Earth.
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• Have students imagine they are birds and that they can see everything from above. Talk together about how you would see, for example, a table, a chair, a waste paper basket. Then, ask them to draw what they have been imagining. • As an extension to this activity, encourage students to imagine they are flying over the school. Help them by asking what the building looks like, what they can see in the playground, what they can see near the school. Finally, ask them to draw the school from above. • Prepare a treasure hunt. Hide different objects around the school. Divide the class into groups of five and give each group a plan of the school showing the places where the objects have been hidden. The students will have to read the plan to find them. The group which finds the most objects in the shortest time is the winner.
REPRESENTING PHYSICAL SPACES We can use a photo, a drawing, a plan or a map to represent a physical space. Drawings show things in a very similar way to how they are in reality. Photos give us an identical representation and aerial photos (taken from planes) are used to make plans and maps. A plan is a representation of reality as seen from above: a floor plan for a building. Lines and small geometrical symbols are used. A map is a flat representation of the Earth, a map of Spain, a street map of London. When it shows the entire planet, it is called a flat map or planisphere.
139 105
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Maps represent the height of the land OBJECTIVES
Maps show the Earth as seen from above. Maps tell us about the shape of mountains and plains. They also tell us how high they are.
• To know what a relief map is • To interpret the contour lines on a relief map
■ Teaching suggestions • Have students look at Picture 3. Explain that different colours have been used to represent the different heights of the island. Point out that in the right hand margin there are five small boxes. Each colour represents a different height. Ask them questions such as: Which colour represents the highest part of the island? Which colour represents the lowest parts? • Explain that when two contour lines are close to each other, the slope between them will be steep; when the contour lines are wide apart, the slope between them will be gentle. Get the students to look at picture 3 again. Ask them to find the parts of the island that have steep slopes and those that have gentle slopes. • If appropriate, draw the following pictures on the board so that students can match the contours with the outline of the mountain they represent.
1. A hot air balloon flies over an island with a lot of mountains.
2. The island as seen from the balloon: the dotted lines show us the parts of the island that are the same height, for example, 100 m, 200 m and 300 m.
From 800 to 1,000 m
From 600 to 800 m
From 400 to 600 m
From 200 to 400 m
From 0 to 200 m
3. The points on the island that have the same height are joined by a closed, curved line, called a contour line. The spaces between the contours are coloured in. Each colour represents a different height.
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RELIEF The crust of the Earth is not flat. It is full of ups and downs. This is what we call relief. Mountain ranges are the most well-known forms of relief, but they are not the only ones. The study of the characteristics of the relief of a region allows us to know, for example, what life is like for the people who live there. It is not the same thing to live on the top of a mountain as to live on a plain where people can move more easily and where communications are better.
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We find our way with maps The best way to find out where you are is to use the points of the compass: North, South, East and West.
OBJECTIVES North
West
East
• To recognise the points of the compass • To locate parts of the countryside
South
The sun rises in the East every morning. The sun sets in the West every evening. North is the direction of the North Pole and South is the direction of the South Pole.
■ Teaching suggestions N W
E S
• When you have read the texts on this page, ask your students to look at the picture at the top of the page and ask them questions like the following: Where is the Sun, in the North or the East? Which direction is the boy's shadow facing? Where is the tree? Which direction is the boy's right arm pointing? Where will the Sun set? • If you can, take your students into the playground and draw a large wind rose on the ground showing the points of the compass.
Maps always show the points of the compass. This makes it easier to find a place. For example, if we look at this picture, we can see that the river is in the South and the mountains are in the West. If we want to go from the city to the mountains, we have to travel West.
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Then, you can work on these concepts with the students. Ask them to go in different directions. For example: take four steps to the North, walk backwards to the South, jump to the East, walk on tiptoes to the West, etc. You can also ask them where different objects are in the playground.
THE WIND ROSE A star-shaped figure is often included on maps and plans. Each of the points of the star represents a point on the compass. This figure is known as a wind rose. The wind rose is not a modern invention. The system was thought up many centuries ago to help sailors know which direction they were going in. To make a wind rose, they took the point where the sun rose as a reference (the East or Orient) and the place where the sun set (the West or Occident). Using these two points, they could find the North and the South. To make navigating more accurate, the sailors divided the rose to mark the north-east, north-west, south-east and south-west.
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UNIT 8
Landscapes PRESENTATION This unit presents three kinds of natural landscapes. The objective is for students to recognise the differences and similarities between mountains, flat landscapes and coasts.
The unit focuses on how to read and interpret illustrations and relief maps. It also encourages students to recognise the importance of protecting nature and the environment.
UNIT CONTENT Objectives • To identify the characteristics and elements of mountain landscapes, flat landscapes and coastal landscapes • To recognise the differences among the three kinds of landscapes • To read and understand a scientific text • To interpret a simple relief map • To think about the importance of protecting the environment
Contents CONCEPTS
• Mountain landscapes • Flat landscapes • Coastal landscapes
PROCEDURES
ATTITUDES
• Protecting the environment
• Describing and comparing illustrations • Interpreting a relief map • Reading and understanding a scientific text
Assessment criteria • Recognising the characteristics and elements of mountain landscapes, flat landscapes, and coastal landscapes • Identifying similarities and differences among these three kinds of landscapes • Interpreting a simple relief map • Understanding a short scientific text • Recognising the importance of protecting the environment
Suggested timing for the unit September
108 A
October
November
December
January
February
March
April
May
June
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UNIDAD 0
RESOURCES Resource folder PHOTOCOPIABLE RESOURCES
• Reinforcement and extension – Reinforcement: Worksheets 16, 17 and 18 – Extension: Worksheet 8 • Test and assessment – Assessment: Worksheet 8
SPECIAL PROGRAMMES
• Worksheets for developing intelligence • Working with recent immigrants
Internet resources
INDIAN
Arafura Sea
Timor Sea
Gulf of Carpentaria
OCEAN
PAPUA NEW GUINEA
Gr
Relief maps http://www.atlapedia.com/online/map_index.htm Download relief maps of countries around the world
ea
Coral Sea
t B
World land areas and elevations http://www.factmonster.com/ipka/A0001763.html Facts about highest and lowest elevations
ar
ri
er
R ee f
A U S T R A L I A
Great Australian Bight
SOUTHERN OCEAN SCALE
0
207
Kilometres
Tasman Sea
Other resources • Natural Science Tasks – The Solar System and the Earth – Nature. Vocabulary • Activities with maps • Primary school atlas • School dictionary
108 B
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8 Landscapes ■ Anticipating difficulties • In this unit you may find that the students have difficulty differentiating between altitude (the height of a mountain from sea level to the summit) and height (the height of a mountain from its base to its summit). Explain the meaning of both concepts and draw the following diagram on the board. Summit
A mountain village The other day I read a strange advertisement in the newspaper. It said, ‘We are looking for people who want to live in a mountain village. We will give you a house and farm tools.’ My Dad said it would be a good idea to go and visit the village. So, last Saturday we drove there. First of all, we drove 50 kilometres along a flat plain. Then, we went up a narrow, winding road. We drove past lots of fields that had not been cultivated. Finally, we arrived at the village. A shepherd told us the story of the village. In the past, it was a very big village, with more than 300 inhabitants. It had a church and about eighty houses.
Height Altitude Foot Sea
The shepherd also said that in winter you could not get to the village because of the snow. There was no work in the village, so people left. They went to live in the valley where life was easier. Now everything is changing. The communications are much better. People are starting to live in the village again.
■ Teaching suggestions • After reading A mountain village, ask the students to talk about some of the characteristics of the place where they live: What is it like? Where is it? What are the houses like? How many people live there? What is the landscape like: mountainous, flat or coastal? How have people changed the landscape? • Ask the students if they have ever visited a mountain village. If they have, ask them to talk about the experience. Prompt them with questions, for example: Where were you? How did you get there? What did you see? Did many people live there? Was it like the village in the book?
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Now I understand that strange advertisement! Julie, age 9
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ALTERNATIVE SUGGESTIONS • Bring photos of different landscapes into class. Divide the class into groups, and ask each one to choose a photo. Tell the students to take an imaginary trip to the place in the photo. Ask them to explain specific details of their trip, such as: how they organised the trip, what they saw, what type of transport they used, what kind of clothes they wore, what kind of landscape they passed through: valleys, rivers, mountains, coasts; what kind of people, plants and animals they saw, etc.
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1 Talk about the text ●
UNIT 8
Answer the questions. – What is the landscape around the village like? Is it flat or mountainous? – Where did the people go to live when they left the village? – Do you know any villages with only a few inhabitants?
●
What would you do to encourage people to go back and live in a mountain village? Work out a plan with a friend. Explain it to the class.
• Encourage the students to talk about the advantages and disadvantages of living in a mountain village. Ask them to fill in a table: Advantages ✓ You are in contact with nature.
2 Think about the questions ●
Answer the questions. Read the texts.
Disadvantages ✓ It snows a lot, and you may get snowed in.
Citizenship
What is landscape? It is everything that we see around us. It can be natural or man-made. Natural features include mountains, rivers, plains and beaches. Man-made features include buildings, roads and bridges.
Tolerance and respect
Why are there different landscapes? Landscapes vary according to the type of land. Landscapes with steep slopes form mountain landscapes. Those with flat lands form plains. Landscapes near the sea are called coastal landscapes.
After students read the text, explain that when visiting new places, it is important to respect the ways and customs of the people who live there, even if those ways and customs are different from their own. Present several situations and ask the students what they would do in each one. For example: Imagine people offer you food you have never eaten before. What would you do?
3 Find out about the unit In this unit we are going to learn about: ✓ Mountain landscapes. ✓ Flat landscapes. ✓ Coastal landscapes.
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• If possible, take the students to a place near your school where they can look at a natural landscape (mountains, flat landscape or coast). Introduce some of the concepts they are going to study in this unit.
Answer Key Talk about the text • It is mountainous. • They went to live in the valley. • M. A. Students name villages they know. • M. A. We offer horse-riding tours of the mountains and campsites. This brings tourists to our mountain village.
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Mountain landscapes 1. Mountains and valleys
summit
Mountain landscapes are made up of mountains and valleys. 1
OBJECTIVES • To recognise the elements that make up a mountain landscape • To know how the distribution of the population can affect the landscape
side
mountain
In mountain areas, the land can be very high, and there are steep slopes. When the mountain is not very high, we call it a hill. Valleys are areas of low land between mountains. Many valleys were formed by rivers, which begin in the mountains.
foot
valley 1
Mountains and valleys
2. What are mountains like?
■ Teaching suggestions Introduction • Ask the students to look at picture 2. Remind them of the landscapes they studied the previous year, and have them associate those landscapes with the photo. Help them to describe the picture using words like summit, mountain range, hillside, etc. • If they know of any mountains near their home, encourage them to describe the mountain(s). Prompt them with the following questions: Are there trees? Is there any snow? Are the mountains very high? etc.
Mountains can be isolated, or together with other mountains. When they are together, it is called a mountain range. Sometimes, these mountain ranges form a long line, called a chain. 2 There are three main parts to a mountain: the summit, which is the highest part, the foot, which is the lowest part, and the sides or slopes, which go from the foot to the summit.
2
A mountain range
3. Rocks and forests Some mountains are rocky and bare. Others are covered with vegetation. tunnel
Mountain vegetation varies according to height. In the lower parts of the mountain, there are grasses and bushes. On the slopes, there are trees and meadows. At the top, there is hardly any vegetation at all.
3
Explanation
Mountain landscape
• Draw the following diagram on the board, and explain how vegetation is distributed on a mountain.
road
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Summit: pasture, fields
■ INTERESTING INFORMATION Hillside: forests. In wet areas there will be trees like oak and beech, and in dry areas trees such as fir and pine. In the area near the summit, there will be hardy species which are resistant to the cold like black pine or fir trees. Foot of the mountain: bushes
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Sherpas The Sherpas are a group of people who live in the highest area in the world. Their unique physical condition means they can live at heights where other human beings, unaccustomed to the altitude, find it difficult to breathe. Thanks to their strength and resistance to heights, the Sherpas have taken part in many mountain-climbing expeditions in the Himalayas. In 1953, Sherpa Tenzing Norgay and New Zealander Edmund Hillary became the first people to climb the highest mountain in the world, Mount Everest, which is 8,846 metres high.
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8 UNIT 8 4. Life in the mountains There are often villages on the sides of mountains. The inhabitants are livestock farmers. They earn a living from animal farming, cultivating crops, and from the forests. 4
Understanding
Many years ago, mountain life was very hard. Communications were bad. Many people went to live in the valleys. Today however, people who live in the cities often go to the mountains. They go there to rest, enjoy the landscape, and do different sports.
5. Landscape changes Mountain landscapes have changed. They are now much easier places to live in. 3 People have built roads, railways, and tunnels in mountain areas. They have also built houses and, in some areas, ski stations. Now, more mountain areas have electricity, and sometimes there are reservoirs in these areas.
4
Vines under cultivation on the side of a mountain. Terraces are made, so the vines can be cultivated on a slope.
Tasks 1. What is a mountain? How many parts does it have? What is a valley? 2. What is a mountain range? 3. Point to the following things in picture 3 below: a summit, a valley, a reservoir and a village.
summit aerial ski station
DIBUJO
• Follow up the questions in the Student's Book with these: – Are 'summit' and 'top' the same thing? – What other word do we use to describe the side of a mountain? – What jobs do people who live in the mountains usually do? • Ask the students to bring photos or magazine cut-outs of mountain landscapes into class. Tell them to glue the pictures onto pieces of paper, and to write a brief description of the landscape under each picture. For example, they should say whether the photo is of a mountain range or a single mountain, what parts of the mountain can be seen, what natural and man-made objects they can see, such as houses, snow, etc. Students can bind several pages to make a scrapbook, My Mountain Scrapbook.
Citizenship Environmental education
reservoir
valley
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Explain to the students that we can do different leisure activities in the mountains: camping, hiking, climbing, skiing... Remind them that there are a lot of plant and animal species in the mountains, and that we can enjoy these things if we treat our surroundings with respect.
LEARNING SKILLS Underlining Remind the students that underlining is used to emphasise the most important sentences or words in a text. Before underlining, they should read the text carefully and then underline only the most important things: titles, definitions, key words, etc.
◗ Read Life in the mountains with the class, one paragraph at a time. Then ask the students to tell you the main idea in each paragraph. When they identify it correctly, ask them to underline it in the text.
Answer key 1. A mountain is high land with steep slopes. The three main parts of a mountain are: the summit, the sides (or slopes) and the foot. A valley is the land between two mountains. 2. A mountain range is several mountains together. 3. Students point to parts of the illustration.
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A C T I V I T I E S UNDERSTAND
1. Circle the correct words. Copy the sentences. UNDERSTAND 1. Life in the mountains. Use this activity to check that the students can identify the ways of life in mountain areas.
Mountain villages are found on the sides / at the summits of mountains. People who live in these villages work in farming / industry. They also exploit the sea / forests. Many years ago, life in the mountains was very easy / difficult. Today, people have built roads, tunnels / airports, and railways in the mountains. Today, life in the mountains is much easier.
APPLY
Answer key People who live in these villages work in farming. They also exploit the forests. Many years ago, life in the mountains was very difficult. Today people have built roads, tunnels and railways in the mountains. Today, life in the mountains is much easier.
2. Draw a larger copy of the picture. Add the following features: snow on the summit a forest on a sunny slope
a village on the opposite slope
APPLY 2. The parts of a mountain. There are two objectives to this activity: to reinforce the unit content and to develop special skills. You can ask the students to include other elements in their drawings if you wish to broaden the activity.
a river in the valley
a road from the village to the valley
3. Match the phrases to the words.
Answer key • Check that students have positioned these elements properly.
3. Mountain landscape. This activity helps students to categorise vocabulary.
oak trees, ferns, and beech trees
mountain
roads, bridges, and villages
vegetation
summit, slope, and foot
changes in the landscape
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Answer key • oak trees, ferns and beech trees: vegetation • roads, bridges and villages: changes in the landscape • summit, slope and foot: mountain
ADDITIONAL ACTIVITIES Vocabulary index Ask the students to make a vocabulary index card for each new word in this lesson or for words which they have found difficult. Each word should be on a separate card, and they should include a definition and a sentence with the word. For example:
LEARNING TO READ 4. The Alps. This text introduces the students to a specific landscape. They will be able to identify some of the concepts they have studied in the previous lesson.
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RESERVOIR • An artificial lake where the water from a river is stored. Reservoirs are usually built in the mountains.
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8 UNIT 8
LEARNING TO READ
4. Read the text. Answer the questions. The Alps The Alps are one of the most important mountain ranges in Europe.
Answer key • It is about the Alps, the highest mountain range in Europe. • The highest mountain in the Alps is Mont Blanc. • Because when the snow melts, the water flows into the rivers.
The highest mountain in the Alps is Mont Blanc. The summit is always covered in snow. This is why the Alps are an important source of water. The rivers that have their source in the Alps flow down wide valleys. In these valleys, there are many farms and good communications. The Alps are also an important tourist destination.
GIVE YOUR OPINION
●
What is the text about?
●
Which is the highest mountain in the Alps?
●
Why do we say that the Alps are an important source of water? Tick the correct answer.
❏ ❏
Because there is a lot of water inside the mountains. Because when the snow melts, the water flows into the rivers.
5. The mountain landscapes I like. To introduce this activity, explain that not all transformations of a landscape are negative.
Answer key
GIVE YOUR OPINION
• M. A. I like the mountain landscape with snow because I like skiing.
5. Say which mountain landscape you prefer. Give your reasons.
Maths link Find information about mountains in your country or continent. Draw a chart on the board and fill in the information. Alternatively, give an example. Then ask questions like: Which is the highest mountain? Which is the lowest? What is the difference between the two?
Summary Mountain landscapes Mountain landscapes are made up of mountains and valleys. Mountains are areas of high land with steep slopes. Valleys are the low areas between the mountains.
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Sun and shade If you want to explain the concepts of sun and shade, all you will need is a lamp and your hands. Switch the lamp on, and put your hands together at the fingertips, making a triangle. Explain that the hand where the light shines directly is the sunny side of the mountain, and that the other side is in the shade. Then ask: Which hand receives more heat? Which hand is on the sunny side? Which hand is in the shade?
Height in metres
Mountain Teide (Tenerife)
3.718
Almanzor (Ávila)
2.592
Torre de Cerredo (Asturias)
2.648
Mulhacén (Granada)
3.478
Moncayo (Soria)
2.313
Aneto (Huesca)
3.404
Reinforcement and extension
F Reinforcement:
Worksheet 16
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Flat landscapes 1. Areas of flat lands Plains, moors and depressions are flat lands.
OBJECTIVES • To recognise the characteristics of a flat landscape • To identify and define the forms of relief in a flat landscape • To become familiar with the human activities that take place on a flat landscape
●
Plains are low, flat lands which are only slightly above sea level. When these lands are near the sea, we call them coastal plains. 1
●
Moors are high, flat lands. The land on a moor is higher than the surrounding land.
●
Depressions are flat lands which are lower than the surrounding land. 1
A coastal plain
■ Teaching suggestions Introduction • Ask the students to open their books to page 115, and to look at picture 3. Direct the observation with questions: Can you see a river? Can you see a town? Is it big or small? What forms of transport can you see? Is this a mountain landscape? Why not? Explain that in this lesson they are going to learn about flat landscapes.
Explanation • Explain the meaning of any words or expressions that the students do not know. For example: – Coastal plains are the flat areas near the sea. Give some examples from your country or other continents. – An estuary is the place where a river joins the sea or a lake. – Fields of crops are fields which are dedicated to farming.
Understanding • Read definitions from the Student's Book, and ask the students to tell you which concept each one refers to. For example: What is the name we use for plains which are lower than the surrounding land?
2. Flat landscapes Flat landscapes are large areas of land with very little difference in height. Vegetation on flat landscapes is not as varied as on mountain landscapes. In many places, the land is used for agriculture. Flat lands have a lot of rivers. The source of the rivers is in the mountains. These rivers flow across the flat areas to the sea. 2
Vocabulary plough to turn over the soil and prepare it for cultivating crops
2
A plain. The river runs through this plain and is used to irrigate the crops.
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■ ADDITIONAL INFORMATION Biosphere Reserves Biosphere Reserves are large natural areas where the environment (animals, plants and soil) is protected, and where all human activities respect the environment. For an area to be declared a Biosphere Reserve, it must fulfil certain conditions: the area must be well preserved; it must be home to living beings which are characteristic of the area; and there must be activities for protecting and maintaining the environment. Find examples of Biosphere Reserves in your country or on other continents, and help the students locate them on a map.
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8 UNIT 8
moor
• Read out a series of sentences, and ask the students to say whether they are true or false. For example:
village
– Plains are very high extensions of land. – Depressions are plains that are lower than the surrounding land. – In flat areas, towns and cities are bigger than in mountainous areas. – Use Life on the plains as the basis for a debate: why do more people live on flat areas than in mountainous areas?
river
road fields
bridge
railway
Citizenship Environmental education 3
Life on the plains
3. Life on the plains
Tasks
Life is easier on the plains than in the mountains. This is why most towns and cities are on plains.
1. Explain the differences between a plain, a moor and a depression.
Flat landscapes have changed a lot. People have built towns and cities, roads, railways, and airports. 3
2. What is the vegetation like on the plains?
The fields have been ploughed and are ready for planting crops.
3. Look at picture 3 . What can you see in this landscape? How is it different from a mountain landscape?
After students have read Life on the plains, explain that although the building of roads, tunnels and bridges improves people's lives, these constructions may have negative effects on nature: the disappearance of plants and animals, for example. Ask the students to draw a natural landscape, and then ask them to draw the same landscape transformed by human activities. Make a class exhibit, and discuss the impact of the transformations.
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LEARNING SKILLS
Answer key
Comparing illustrations
1. The difference is in the altitude. A plain is a low, flat area of land only slightly above sea level. A moor is flat land that is higher than the land around it. A depression is an area of flat land that is lower than the land around it. 2. There is not much variety of vegetation on the plains because they are often used for agriculture. 3. M. A. I can see fields, railways, roads, towns… It is flat.
Comparing two or more illustrations involves looking at the features in each one in order to discover similarities and differences.
◗ Ask the students to look at illustration number 3, page 115. Encourage them to classify the things they can see as either artificial or natural. They should analyse features such as relief, the sizes and locations of the towns, the means of transport, etc.. Finally, have them share the similarities and differences that they have found.
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Coastal landscapes 1. The coast
island
The coast is where land meets the sea.
OBJECTIVES • To recognise the characteristics of a coastal landscape • To identify and define forms of coastal relief • To become familiar with the human activities that take place in a coastal landscape
cape
Coastal plains are low-lying coasts with lots of beaches. Mountains and coastal moors form high coasts with rocky cliffs.
cliff gulf
2. The shape of coastlines
■ Teaching suggestions Introduction • Ask the students to imagine the following situation: You are on holiday. You are taking a trip on a ship. Use your binoculars to look at the coast. There is a beach and it is full of people... Encourage them to tell you what they can see from the deck of the ship.
Explanation • If you like, describe the coastlines of Spain. Explain that it is part of the Iberian Peninsula. Show that it is surrounded by the Bay of Biscay in the north; the Atlantic Ocean in the west, the Mediterranean Sea on the east, the Straits of Gibraltar in the south, and that is it joined to the rest of Europe by the Pyrenees. • Describe and name any islands or archipelagos in your geographic area.
Understanding • Follow up the questions in the Student's Book with these: – What is the difference between an island and a peninsula? – What is a delta? – What difference is there between a gulf and a cape? – What kind of jobs do people who live on the coast have?
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Coastlines have different shapes: peninsulas, islands, gulfs, estuaries and capes. 1
delta
A peninsula is a piece of land that is surrounded by water on all sides except one, which is called the isthmus.
isthmus
An island is a piece of land surrounded by water on all sides. A group of islands is called an archipelago.
beach bay peninsula
A gulf is where the sea bites into the land. A small gulf is called a bay.
archipelago
An estuary is where the sea and the river meet. A cape is where a piece of land sticks out into the sea.
estuary
1
Coastal landscape
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■ ADDITIONAL INFORMATION Lagoons and marshes Lagoons and marshes are kinds of relief. • Lagoons are salt water. They are separated from the sea by a tongue or belt of sand. • Marshes are swampy ground. They are found near rivers when the sea and river waters mix. Give examples of lagoons and marshes in your geographical area.
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8 UNIT 8 3. Natural vegetation of coastal landscapes The natural vegetation of coastal landscapes often consists of bushes and pine forests.
• Write words related to each of the landscapes studied on the board, and ask the students to identify the ones that correspond to a coastal landscape. For example, mountain range, summit, gulf, plain, beach, valley, cliff and gulf… • Ask the students to make a poster about coasts. They should use magazines, travel brochures, and the Internet to find photos of natural and human elements typical of coastal landscapes: ports, beaches, hotels, cliffs, etc. Then they stick the photos on a piece of cardboard, and label each element in the poster.
Some coastal places are protected areas. Different plants and animals live in these areas. Rivers flow into the sea at the coast. If the river is very wide in this area, it is called an estuary. If it is a triangular shape, it is called a delta. 2
2
A river delta. The river forms a delta when it reaches the sea.
4. Life on the coast Coastlines are often very populated. When there is a large population, the landscape may have changed a lot. In the past, fishing was often an important occupation for people who lived on the coast. Today, in many countries, fishing is less important. Tourism has become one of the most important industries. In these places, there are often new apartment blocks, camp sites, marinas, roads and hotels. 3
Citizenship Environmental education 3
A yacht marina. A marina built on the coast.
Tasks 1. What is a coast? Explain the difference between low-lying coasts and high coasts. 2. Look at picture
1.
Write down the types of coastline you can find.
Ask the students what would happen if we did not take care of our beaches. Emphasise aspects like the following: the coast would become polluted; many animals and plants would die; people would become ill from eating polluted fish or from swimming in polluted water. Then divide the class in groups, and encourage them to write advice on how to take care of our beaches.
3. What has changed the natural vegetation of the landscape?
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TEACHING SKILLS Maps
Answer key
Symbols, lines, points and colours are used in maps to reflect reality. These symbols are explained in a key which we use to interpret the map correctly. ◗ Analyse the map on page 119 with the students. To check that they interpret the map correctly, ask the following questions: How do we know that Pine Valley is a town? Is Bear Lake on a moor or a plain? How do you know?
1. A coast is the part of the land that touches the sea. When the coast is at sea level, there are beaches. When it is high up, there are cliffs. 2. Island, cape, cliff, gulf, estuary, peninsula, beach, bay, archipelago. 3. Tourist facilities such as blocks of flats, camp sites, marinas, roads and hotels.
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A C T I V I T I E S UNDERSTAND
1. Copy and complete the crossword. 2
1
1. A part of land that sticks out into the sea.
UNDERSTAND
4
2. Land that is surrounded by water on all sides, except one.
1. Plains and coastal relief. In this activity, the students become familiar with vocabulary referring to plains and coasts. Make sure that they understand the difference between across and down in the crossword puzzle.
Answer key 1. cape 2. peninsula 3. estuary
3
4. island 5. moor 6. gulf
2. The objective of this activity is to distinguish correct sentences from incorrect ones.
3. Where the river and the sea meet. 4. A piece of land surrounded by water on all sides.
5
6
5. Flat land that is higher than the surrounding land. 6. Where the sea bites into the land.
2. Copy the correct sentences. ●
Coastal plains are depressions.
●
There are cliffs along low-lying coasts.
●
A bay is a small gulf.
●
Rivers flow slowly across the plains.
●
We can find deltas and estuaries on the coast.
WORK IT OUT
3. Trace and colour the two pictures. Answer the questions. A
B
Answer key • The correct sentences are: – A bay is a small gulf. – Rivers flow slowly across the plains. – We can find deltas and estuaries on the coast.
WORK IT OUT 3. This activity asks students to use logical reasoning.
●
Which place would be easier to live in? Why?
●
Which place would have more fields and agriculture?
●
Which place would have an airport?
●
Which place would have a ski station?
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Answer key • It would be easier to live in B because the land is flat, and communications would be better. The weather would also be better because the land is flat. • There could be more fields and agriculture in B. • There could be an airport in B. • There could be a ski station in A.
ADDITIONAL ACTIVITIES Different landscapes Materials: • White paper • Adhesive transparent paper
• Crayons • Transparencies
Instructions: • Divide the class into groups of four. Ask each group to draw one of the landscapes they have studied on a piece of paper. Tell them to make sure the characteristic forms of relief are well represented. They can use the illustrations in this unit as a model.
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8 UNIT 8
I CAN DO IT
4. Look at the map. Answer the questions. We have to know what the different colours represent to understand a map. In relief maps, the colours represent different heights of land.
I CAN DO IT 4. Reading a relief map. The goal of this activity is for the students to interpret a relief map.
Blue Sea
Pine Valley
Sea City
Gre e n R iv
r ive
Grand Riv er
nR Su
er
Key
Plains
Answer key Moors
Slopes
ive
Bear Lake
r
High summits Very high summits
C le
ar R
Eagles’ Nest
Tiny Town
Cloud Summit
●
What does red represent on the map? What does yellow represent?
●
What colour has been used for the highest mountains?
●
Which is higher, Eagles’ Nest or Cloud Summit?
●
What colour represents the sea, the rivers and the lake?
●
Is Pine Valley in the mountains or on the plain?
• Red represents the highest summits. Yellow represents the plains. • The highest mountains are white. • Cloud Summit is higher than Eagle's Nest. • Blue represents the sea, rivers and lakes. • Pine Valley is on the plain.
Towns and cities
Language link Ask the students to write a brief story about a day at the beach. They must use at least five words from picture 1, page 116 in their Student's Book.
Summary Plains and coastal landscapes Flat lands are plains, moors and depressions. The coast is where the land meets the sea. There are many different kinds of coastline: peninsulas, islands, gulfs and capes.
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• Once the students have done the drawings, tell them to cover the paper with the adhesive transparent paper. • Then give each group two transparencies. Tell the students to draw and colour the natural elements on one transparency. On the other, they draw and colour the artificial elements of their landscape: trains, ships, towns, cliffs, trees, etc. • Next, tell the students to position the transparencies on top of their drawing. Static electricity will stick them together. • Finally, ask each group to explain their work to the rest of the class, and discuss the characteristics of the landscape.
Resource folder
F Reinforcement and extension
Reinforcement: Worksheets 17 and 18
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N O W
I
K N O W
Check what you know
1. Copy and complete the word map. Landscapes
■ Unit review mountain landscapes
As an introduction to these activities, review the main concepts in the unit with the students. You can dictate them so that the students can copy them in their notebooks. For example: • A landscape is everything we can see from a distant vantage point. There are mountain landscapes, flat landscapes and coastal landscapes. • Mountain landscapes are formed by mountains and valleys. Mountains are large elevations of land with steep slopes. Valleys are flat land between mountains. • Flat landscapes are large, flat extensions of land without any great elevations. These landscapes include plains, moors and depressions. Big cities and large towns are located on flat landscapes. • The coast is that part of the land which is in contact with the sea. If it is a low coast, there are beaches; and if it is a high coast, there are cliffs. • The main forms of coastal relief are peninsulas, islands, archipelagos, gulfs, bays, estuaries and capes.
Language link Write the following words randomly on the board: cape, cliff, bay, island, beach, coast, tape, stiff, say, inland, toast, beech. Ask students to come to the board, and match the rhyming words. To help them, suggest they say the words out loud, and pay attention to the final sounds. Beach and beech are different spellings for the same sound. Island and inland rhyme with sand. Ask the students to copy the word pairs into their notebooks, and to think of a third word that will rhyme with each pair. Have volunteers to come to the board, and write their suggestions.
120
are made up of
3
7
can be
can be low-lying coast
mountains
1
form mountain ranges
■
4
5
6
8
with
with
beaches
9
2
Copy and complete the sentences. Use words from the word map. ●
Landscapes can be mountain landscapes, plains …
●
Mountain landscapes are made up of …
●
Flat landscapes can be …
●
Coastal landscapes can be …
2. Tick the correct words. 1. Several mountains together form a…
❏
mountain range.
❏
plain.
2. The highest part of a mountain is the…
❏
summit.
❏
slope.
3. In flat landscapes we can find plains, moors, and…
❏
ranges.
❏
depressions.
4. A high plain is called a…
❏
moor.
❏
depression.
5. Many rivers flow into the…
❏
sea.
❏
mountains.
6. Low-lying coasts have…
❏
cliffs.
❏
beaches.
7. When the sea bites into the land we call it a…
❏
gulf.
❏
cape.
8. A group of islands is called…
❏
a peninsula.
❏
an archipelago.
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ADDITIONAL ACTIVITIES A landscape game For this game you will need a glossary with unit vocabulary: mountain, mountain range, plain, depression, coast, estuary, etc. Divide the class in groups of five. Each group makes its own glossary, writing each word and its meaning on an index card. Write the same words on small pieces of paper. Fold them up, and put them into a bag. When the students have finished making their glossaries, ask one member of each group to come up to the board.
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UNIT 8
My project
3. Make a poster of the landscapes in your region. ●
Choose some interesting landscapes, for example:
Check what you know 1.
mountain landscape
flat landscape
river landscape
beach landscape
forest landscape
high coastal landscape
●
Find some photos of the landscapes or draw pictures. Glue the photos or pictures onto paper.
●
Write descriptions of your pictures. EXAMPLE
The river is called …………… It flows through a town called …………… There are lots of plants on the river banks.
• Landscapes can be mountain landscapes, flat landscapes or coastal landscapes. • Mountain landscapes are made up of mountains and valleys. • Flat landscapes can be plains, moors or depressions. • Coastal landscapes can be low-lying with beaches or high coastlines with cliffs. 2. Tick the correct words 1. Several mountains together form a mountain range. 2. The highest part of a mountain is the summit. 3. In flat landscapes we can find plains, moors and depressions. 4. A high plain is called a moor. 5. Many rivers flow into the sea. 6. Low-lying coasts have beaches. 7. When the sea bites into the land, we call it a gulf. 8. A group of islands is called an archipelago.
CITIZENSHIP
4. Read the text. Do the task. Taking care of the landscape The landscape has taken millions of years to form. Human beings have changed the landscape by building roads, bridges and buildings. Sometimes, people have been careful and have not damaged the natural landscape. However, there are times when the results have been disastrous. In these situations, forests, rivers, rocks and beaches have been destroyed.
■
➀ valleys; ➁ valleys/chains; ➂ flat landscapes; ➃ plains; ➄ moors; ➅ depressions; ➆ coastal landscapes; ➇ high coastlines; ➈ cliffs.
Why should we take care of our forests, rivers and beaches? Give your reasons.
My project
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3. M. A. The river is called The Thames. It flows through a city called London. There are lots of towns and villages on the river banks.
Citizenship
Take a word from the bag, and say it out loud. The students at the board write the meaning. The first one to finish reads out loud what he/she has written. If it is correct, he/she wins 5 points for his/her team. If the definition is incorrect, the other students at the board read their definitions. The student with the best definition wins 3 points for his/her team. Continue until all the students have come up to the board at least once. The team with the most points wins.
Taking care of the landscape. Explain to the students how important it is to respect the environment. One way to do this is by taking care of landscapes. We can protect them so that they continue to be a habitat for different species of animals and plants. This way we can enjoy them for a long time.
Resource folder
F Reinforcement and extension Extension: Worksheet 8 F Test and assessment: Assessment: Worksheet 8
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UNIT 9
Weather and rivers PRESENTATION In this unit we will continue to study landscapes. The students will analyse two elements which have an influence on landscapes: the weather and rivers. The unit focuses on the elements which determine the weather, and relate these to natural landscapes.
By studying rivers, it will also look at the different ways in which water is present in natural landscapes. At the same time, students will learn to respect and protect natural landscapes.
UNIT CONTENT Objectives • To look at factors that influence the weather • To know which instruments are used to measure the weather • To understand the importance of the weather as an influential factor on landscapes • To interpret a map showing vegetation • To know what a river is • To identify the parts or courses of a river • To understand the importance of rivers
Contents CONCEPTS
• The weather • The weather and landscapes • Rivers
PROCEDURES
ATTITUDES
• Protecting the environment • Using water carefully
• Observing and describing illustrations • Interpreting maps • Reading and understanding a scientific text
Assessment criteria • • • • • • •
Identifying the factors which determine the weather Understanding the instruments which are used to measure weather Understanding that weather influences landscapes Interpreting a vegetation map Knowing what a river is Identifying the parts or courses of a river Appreciating the importance of rivers
Suggested timing for the unit September
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October
November
December
January
February
March
April
May
June
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UNIDAD 0
RESOURCES Resource folder PHOTOCOPIABLE RESOURCES
• Reinforcement and extension – Reinforcement: Worksheets 19 and 20 – Extension: Worksheet 9
SPECIAL PROGRAMMES
• Worksheets for developing intelligence • Working with recent immigrants
• Test and assessment – Assessment: Worksheet 9
Internet resources Water http://www.epa.gov/safewater/kids/ Games and activities about water Climate and Weather http://www.dnr.state.sc.us/climate/sercc/education/ education.html Activities, games and resources
Other resources • Natural Science Tasks – The natural environment. Vocabulary • Activities with maps • Primary school atlas • School dictionary
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9 Weather and rivers ■ Anticipating difficulties In this unit you should bear in mind the following: • Some students may have difficulty understanding the relationship between temperature, precipitation and altitude. Help them to understand that the higher the altitude, the lower the temperature, and the greater the precipitation. • You may need to explain the difference between thermometers that measure air temperature and the ones we use to measure body temperature. • The students will need to understand the terminology used to describe the parts or courses of a river. The terms course, river bed and flow, may confuse them. You could give them different activities and vocabulary competitions to help them assimilate these terms.
■ Teaching suggestions • Ask your students if they have ever visited a national park where the environment is protected. Ask them about it. Include questions such as: Who did they go with? What was the landscape like? Which animals did they see? Which plants did they see? If there is a national park in your region, ask the students if they know the name of the park, and help them to describe some of the features. • Before reading the text, discuss the most common features of a national park with the class. Explain that when an area has special geographical and biological characteristics, the authorities designate the area a national or natural park. Then everything in the park is under protection: the rocks, fossils, plants and animals.
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The power of water Last weekend I visited a National Park. It was fantastic! The guide told us that in 1998 there was a terrible disaster. A dam broke near the park. The water in the reservoir contained toxic waste. This water reached the river. It carried a lot of toxic mud with it. Thousands of fish died. The plants on the river bank died, and the birds flew away. They immediately started cleaning up the river. They built walls to stop the toxic waste from doing even more damage. It was hard work. In some places, the layer of toxic mud was 80 cm thick. That would be up to my waist! Fortunately, that year it rained a lot. The heavy rain helped to get rid of the mud. Gradually, plants started to grow again. Now more than one million birds spend the winter there. The park is wonderful once again. James, age 11
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ALTERNATIVE SUGGESTIONS • Play What's the weather going to be like tomorrow? Write weather words on strips of paper, for example, rain, hail, snow, sunny, hot and cold. Fold the strips of paper and put them into a bag. Divide the class into groups of four. One student from each group takes a strip of paper from the bag, and mimes the weather word. The rest of the class guess what the weather is going to be like tomorrow.
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1 Talk about the text ●
UNIT 9
Answer the questions. – What was in the reservoir when the dam broke? – Why did the birds disappear? – How did they clean up the National Park?
●
Building is tightly controlled, and hunting and fishing are either forbidden or controlled very strictly. Explain that it is necessary to protect these places because human activity has destroyed a lot of the natural environment.
Imagine you are a journalist. Explain what happened in the National Park.
2 Think about the questions ●
Answer the questions. Read the texts. How do we forecast the weather? When we talk about the weather, we talk about how hot or cold it will be, whether it will rain or not, and whether it will be windy or calm. To forecast the weather, we need to think about the temperature, rainfall (or precipitation) and wind speed. Where do the rivers come from? Rivers start in mountains. The water comes from rain and snow. From the mountains, rivers flows down into valleys, and then to the sea.
• After answering the questions in the section Talk about the text, speak to the students about water and river pollution. Discuss the consequences of this type of pollution. Divide the class into groups and ask them to think of slogans for a campaign against river pollution, for example: Don't throw rubbish in the river. Fish like a clean home! Citizenship Environmental education Explain that in order to protect the flora and fauna of rivers, they must be kept clean and that they are also responsible for keeping rivers clean. Ask them how they can help to do this, for example: What shouldn't you do if you have a picnic by the river? Don't throw tins and paper into the river, etc.
3 Find out about the unit In this unit we are going to learn about: ✓ Weather forecasts. ✓ Weather and its effect on the landscape. ✓ Rivers, lakes, and reservoirs.
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• Write the following words on the board: river, mountain, fish, lake, reservoir, bridge and trees. Divide the class into groups, and ask them to draw a picture which relates to the words on the board. When they have finished the pictures, put them on the walls and discuss them with the class.
Answer key Talk about the text • The dam contained toxic waste. • The birds disappeared because thousands of fish died, and so there was no food for them. • They built walls to stop the toxic waste from spreading and doing more damage. • M. A. Students should include information like: the dam broke; toxic water got into the reservoir; much of the wildlife died; a big clean-up operation took place; walls were built to prevent more damage; heavy rain washed away toxic mud; the wildlife gradually started to return.
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Weather 1. Temperature Weather is about temperature, precipitation and wind speed. 1
OBJECTIVES • To identify the factors which influence the weather • To recognise variations in the weather • To understand and recognise the instruments that we use to measure the weather
Balearic Islands
We measure the temperature using a thermometer. ●
When the temperature is high, we say it is hot.
●
When the temperature is low, we say it is cold.
Sunny Cloudy Canary Islands
Rain
1
A weather map. This map shows the weather in different parts of Spain.
2. Precipitation Precipitation is the amount of water which falls onto the land in a specific place.
■ Teaching suggestions Introduction
There are three types of precipitation: rain, hail, and snow. ●
Rain is the water drops that fall from clouds. 2
●
Hail is when water falls from clouds in the form of small pieces of ice.
●
Snow is when water falls from clouds in the form of small frozen flakes.
• Ask the following questions: How do you measure the amount of rainfall in a day? How do you know which direction the wind is blowing? How do you measure the temperature? Explain that in this lesson they are going to learn about the instruments used to measure the weather.
We use a rain gauge to measure precipitation.
Explanation
Wind is the movement of air. Sometimes it is extremely strong. Sometimes there is no wind.
• You can extend the content of these pages by explaining other weather phenomenon, for example: – Dew: very small droplets of water which appear on plants or on the ground when it is cold at night. – Frost: water vapour which freezes at night and covers the ground and other surfaces. – Fog or mist: a cloud at ground level. If it is thick, we cannot see very far.
Understanding • Ask the following questions as a follow-up to those in the Student's Book: – When it is hot, is the temperature high or low? – Which instrument do we use to measure air temperature? – What is a rain gauge? – Does it tend to rain more in the spring or in the summer?
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2
Rain. In some places it rains in spring and autumn.
3. Wind
●
A breeze is a gentle wind.
●
A gale is a strong wind.
●
A hurricane is a storm with extremely strong wind. 3
3
Hurricanes. The wind causes a lot of damage. It is extremely strong.
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■ ADDITIONAL INFORMATION Meteorology Meteorology is the study of the processes in the Earth's atmosphere that cause different weather conditions. Meteorologists measure factors such as the humidity, temperature and cloud cover to forecast the weather. In order to measure this data, they use thermometers, rain gauges, anemometers and wind socks, which measure wind speed and direction, and barometers, which measure atmospheric pressure. Weather satellites are also used, for example, Meteosat. This satellite has a camera behind a telescope and takes images of the Earth's atmosphere every half hour.
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9 UNIT 9 4. Weather varies from place to place c
The sea and the altitude of land affect the weather. ●
Near the sea, temperatures are generally less extreme than inland. There also tends to be more precipitation.
●
On the tops of mountains, it is colder than at lower levels. There is more precipitation, often in the form of snow.
4
4
At the summit: it is cold, and it sometimes snows.
5. Weather changes from season to season The weather is not the same all year round. 5 ●
In Winter, the temperatures are lower than during the rest of the year. It is colder. It may be wetter, and it may snow.
●
In Summer, the temperature is higher than during the rest of the year. It may also be drier.
●
In Spring and Autumn, the temperatures are more moderate than during the rest of the year. There may be more precipitation.
5
• Take two thermometers to class. Place one of them in a shady place and the other one in full sunlight. Wait for ten minutes. Ask your students to note down the temperature on both thermometers. • Take some newspaper weather maps to class to show your students. Help them to interpret the symbols used on the maps. Then, ask them to work out what the weather is going to be like in their region. • Draw a map of your country on the board. Draw the weather symbols down one side of the map. Ask volunteers to come to the board and draw the symbols on the map according to your instructions. For example: It's going to be sunny in the north. It's going to be foggy in the south near the coast, etc.
The seasons always come in the same order: Spring, Summer, Autumn, Winter.
Citizenship Health and hygiene
Tasks
Remind your students that when it is cold it is important to protect yourself by wearing warm clothes. In summer, it is important to use sun cream to protect your skin from ultra-violet rays from the Sun.
1. What does the weather forecast tell us? 2. Look at map 1 . Which symbol do we use to show good weather? Where is the weather better, in the North or South of Spain? 3. Where is it colder in the winter, inland or near the sea? 4. Where does it rain more, on the tops of mountains or in the lower regions?
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LEARNING SKILLS Examples Help your students to understand what they are studying by giving them examples for new concepts. It is important that they be able to relate what they are learning to their own experiences.
◗ Read Weather varies from place to place with the class. Ask your students to say the names of places they know, for example, in the mountains and on the coast. Encourage them to describe the weather in these places. It is important that they be aware of differences in weather conditions. For example, on the coast it is cooler than inland.
Answer key 1. The weather forecast tells us the temperature, the precipitation and the wind speed. 2. We use a sun to show good weather. The weather is better in the south of Spain. 3. In winter, it is colder inland. 4. It rains more on the tops of mountains.
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Weather changes the landscape 1. Landscapes where there is a lot of rain
OBJECTIVES • To understand the relationship between the weather and natural landscapes
Water and heat provide good conditions for plants to grow. Places where it rains heavily have abundant vegetation. In wet places, we find deciduous forests, with trees such as beech, chestnut and oak. 1
2. Landscapes where there
1
A beech forest in the Autumn
is little rain
■ Teaching suggestions Introduction • Ask your students to describe the weather in the region: Does it rain much or only a little? Is it hot in the summer? Does it snow in the winter? Relate the answers to the type of vegetation.
Explanation • Explain that one way we can see weather or climatic changes that have occurred in the past is to look at the rings inside tree trunks. Each ring represents a year. If the ring is very wide, then that year was wet and humid. If the ring is very narrow, then that year was dry.
Understanding • Help the students to think about the topic: What is the vegetation like in photo 1. What colour are the tree leaves? In what season do leaves change colour? When do trees lose their leaves? Are these trees deciduous or evergreen? • In order to develop spatial awareness, ask your students to look at the map on page 127. Pose questions about the map. For example: Do chestnut trees grow in the north of Spain, or in the south? Where do palm trees grow, in the north or the south?
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In places where it does not rain very much, there is less vegetation. In these areas we find evergreen forests with pine trees, holm oak and cork oak. 2 Cactus and prickly pears grow in very hot, dry places. They need very little water to survive.
3. Weather can have disastrous effects 2
A meadow with holm oak trees in the Spring
If it does not rain for a long time, there is a drought. When there is a drought, many plants die. This is because most plants need water to survive. Torrential rain can cause floods. Floods can destroy fields, crops and buildings. Hail can also damage plants and crops.
3
The effects of a hurricane may be devastating because it destroys everything it its path.
Vocabulary torrential very heavy, a lot of
3
Floods. When it rains very heavily, the ground cannot absorb all the water, and there is a flood.
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■ INTERESTING INFORMATION The needles on a pine tree Pine trees are very strong and resistant. They protect themselves from extreme climatic conditions. In winter, pine trees are able to withstand the extreme cold. Their needles prevent the snow from accumulating and freezing on the branches. The pine needles also have a layer of wax. This protects the tree by preventing any water from evaporating.
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9 UNIT 9 Cantabrian
Vegetation in Spain
Sea
F R A N C E
N W
E
ANDORRA
S
P O R T U G A L
A T L A N T I C O C E A N
Balearic Islands
S
Canary Islands
Ceuta
t e d i M e
a r r
n
e
a
e
a
n
Melilla
• Divide the class into groups. Ask each group to write a question about the things they have learned in this lesson. A spokesperson from each group reads his/her question out loud. Give the other groups three minutes to write their answers. Then a spokesperson from each group reads the answers out loud. Award three points for each correct answer. The group with the highest score at the end of the activity is the winner.
A F R I C A
Citizenship Personal and social education AREAS
VEGETATION Wet
Oak
Chestnut
Cork oak
Palm
Dry
Beech
Holm oak
Pine
Cactus
Tasks 1. Which plants grow in landscapes where it rains a lot? Which plants grow where it does not rain very much? 2. Look at the map. Where do we find oak and beech trees, in the North or South? Where do these trees grow, where it is wet or dry? 3. Which plants grow in the South of Spain? Do these plants grow in dry or wet areas? 4. What happens to the land when there is a drought? What happens when it hails?
Talk to the students about the effects of extreme weather conditions on places in their country. For example, floods, droughts and storms. Explain that these conditions cause terrible problems for the people living in the areas which are affected. They suffer food shortages, and often there is no clean drinking water. Many people lose their homes and all their belongings. When there is a disaster caused by extreme weather conditions, we should all help the people who are affected.
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Answer key
LEARNING SKILLS Vegetation maps Vegetation maps show the natural vegetation of a specific area. In order to analyse a vegetation map, your students will need to look carefully at the key. This explains the symbols used on the map. They can describe the vegetation by interpreting these symbols. ◗ Ask them to look at the map on page 127. Pose questions about the map which relate to what they have learned in the unit. For example: Why are there no chestnut trees in the south? Why do palm trees grow in the south?
1. In areas where it rains a lot, there are deciduous trees, such as beech, chestnut, and oak. In areas where it does not rain very much, evergreen trees, such as pine, holm oak and cork oak grow. 2. We find oak and beech trees in the North. These trees grow in areas where it is wet. 3. Pine, holm oak and cork oak grow in the South of Spain. These trees grow in dry areas. 4. When there is a drought, plants and crops may die because they do not have enough water. Hail can damage plants and crops.
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A C T I V I T I E S UNDERSTAND
1. Copy and complete the table. thermometer – gale – hail – rain gauge – rain heat – breeze – snow – cold – hurricane
UNDERSTAND 1. The elements of weather. Review the elements that influence the weather. Ask your students to explain precipitation, the wind, the difference between a breeze and a gale, the use of a rain gauge and a thermometer, and the effects of a hurricane.
Temperature
Precipitation
Wind
Types of weather Instrument for measuring
WORK IT OUT
2. Answer the questions. Answer key Temperature Types of weather
heat cold
Instrument for measuring
thermometer Louise spends winter in a small town on the coast.
Precipitation Types
hail rain snow
Instrument for measuring
rain gauge
Instrument for measuring
Who will experience colder weather, Louise or Christopher? Why?
APPLY
3. Look at the photo. Circle the correct words. Wind
Types
●
Christopher spends winter in a small town in the mountains.
gale breeze hurricane wind sock* weather vane
*This is not given in the Student's Book, but has been included here for reference.
Copy the sentences. ●
There is a lot of / very little vegetation.
●
It rains a lot / very little in this place.
●
I can see beech and oak trees / a cactus.
●
This landscape is wet / dry.
●
It is / isn’t very hot here.
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WORK IT OUT 2. Winter weather. Before doing this activity, ask the students to describe the characteristics of the landscapes in each of the photos. They should relate the weather to the type of relief.
Answer key Christopher's winter weather is colder because he lives in the mountains. In the winter, the temperature in the mountains is much lower than it is in places near the sea. It rains more and sometimes it snows.
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ADDITIONAL ACTIVITIES Making a weather vane We use a weather vane to see which direction the wind is blowing. Materials: • Rectangular piece of construction paper 30 x 50 cm • Card • Thin plastic tube (for example, the outside of a ball point pen) • Sticky tape • Knitting needle • 5 litre plastic water bottle and a cork • Sand
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9 UNIT 9
I CAN DO IT
4. Take the outside temperature every day at the same time. You will need a thermometer.
APPLY
To measure the temperature, we need to read a thermometer, and record what it says. We measure temperature in degrees Celsius (ºC).
■
3. Landscapes with little rainfall. Students work out the characteristics of dry landscapes.
Copy the table. Record your data.
Day
Time (morning)
Answer key Temperature
Time (afternoon)
• very little • very little • a cactus
Temperature
• dry • is
Monday Tuesday Wednesday
I CAN DO IT
Thursday Friday
■
4. A weather station. Students apply their knowledge.
Answer the questions. ●
What was the temperature on Tuesday morning? What about in the afternoon?
●
Which was the hottest day?
●
Which was the coldest day?
Answer key • M. A. Day
Time Time Temperature Temperature (morning) (afternoon)
Monday 09:10
Summary
18
14:30
24
Weather affects the landscape The weather forecast tells us what the temperature, precipitation and wind strength will be. The weather changes from season to season. It also changes as a result of the distance from the sea, and the height of the land. The weather also affects the landscape.
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Instructions: • Ask the students to draw an arrow 25 cm x 4 cm on the construction paper and to cut it out. • Use the sticky tape to attach the arrow to the centre of the plastic tube so that it can turn easily. • Put the kitting needle into the top of the plastic tube. • Fill the plastic bottle with sand and seal it with the cork. • Finally, attach the arrow by sticking the kitting needle into the cork and pushing it down until the plastic tube is touching the cork.
Language link Say: imagine you are standing in a forest. Suddenly, there is a strong gust of wind. What happens? What happens to the leaves on the trees? What can you hear? What happens to the dry leaves on the ground? Teach the following rhyme: The autumn wind blows through the trees. The branches bend and shake their leaves. Some leaves fall down and cover the ground. The wind lifts them up and swirls them around. The air is sharp and cold and clear. Now we know that autumn is here. Students copy the rhyme and illustrate it.
Resource folder
F Reinforcement and extension Reinforcement: Worksheet 19
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Water and landscape 1. Water in rivers OBJECTIVES • To define the characteristics of a river • To recognise the parts or courses of a river • To differentiate between the course of the river and the river bed
Water in rivers is always moving. Rivers start in the mountains and flow into the sea, a lake or another river. 1 Rivers which flow into other rivers are called tributaries. The course of a river is the route it follows from the source to the mouth. The river bed is the ground over which a river flows. The flow is the amount of water that a river carries.
tributary
upper course
lake
2. The journey of a river A river has three main parts or courses: ●
■ Teaching suggestions
●
Introduction • Ask your students to think about a river they know. Ask the following questions: Where does the water come from? Where does the river go to? What can you see along the river bank? • Fold a sheet of paper into a concertina. Stand it up on a table, and explain that this is like a mountain range. Tell your students to imagine that you are pouring water on the top. Ask the students: What would happen to the water? Where would it go?
The upper course of the river is near the source. Here, the river is narrow. It carries only a little water, and it moves very fast.
middle course
The middle course of the river flows through areas where there is not much change in altitude. This part of the river is wider, it carries more water, and it flows more gently.
meander
Sometimes the river bends and twists in this part. These bends are called meanders. ●
lower course
The lower course of the river is where the river meets the sea or a lake. This part of the river is very wide, and the water moves very slowly. estuary
Vocabulary dam a wall which is built to hold back water canal a man-made river
sea 1
The course of a river
Explanation • Explain that human beings have always settled along river banks, even in earliest times. This is because water is necessary for human beings and for their crops. People have built bridges, reservoirs, canals, dykes and mills in order to take advantage of a river or to cross it.
Understanding • Ask your students to explain the following concepts: – river – tributary – flow – course – meander – dam
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■ ADDITIONAL INFORMATION World rivers The three biggest rivers in the world are in Africa, South America and Asia. The Nile River is the longest. follow the course of the river with your finger on a map. Explain that the Nile River flows from south to north. The Amazon carries the most water. Follow the course with your finger and explain that this river flows from west to east. The Yangtze River is in China. It also flows from west to east. These rivers are very important for the countries they flow through. They provide electricity and water for people and for cultivation. They are also important for transporting people and goods by boat.
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9 UNIT 9 3. Rivers are very useful Rivers are very important for people for several reasons. 2 ●
Rivers provide us with water for drinking and for irrigating crops.
●
Water from a river can be used to make electricity.
●
Many fish live in rivers.
●
We can use rivers for water sports.
• Have your students to look at the picture on page 130 and ask the following questions: Where is the source of the main river? Is the river long or short? Does it carry a lot of water or only a little? What is the landscape like in the upper course of the river? What can you see on the river banks in the middle course of the river? What do people use the water for in the middle and lower courses?
2
The Nile River in Cairo
4. Lakes and reservoirs We can find water in rivers, lakes and reservoirs. Lakes are huge areas of water surrounded by land. Small lakes are called lagoons.
• Ask your students to look at photo 2. Which part of the river can they see in the photo? Ask them to give their reasons.
Reservoirs are man-made lakes. We make reservoirs by building a wall, called a dam, across a river. This creates a man-made lake and keeps the water in. 3 We store the water from rivers in reservoirs. This water is then transported from one place to another by canals. Canals are man-made rivers.
Citizenship Health and hygiene 3
Explain that substances which damage our health often find their way into rivers. This is why all river water has to be purified before it can be used for drinking water. Explain that they should never drink water straight from a river. Ask them to think about what happens to us if we drink water that is not safe.
A dam
Tasks 1. What is a river? What is a river bed? What do we call the amount of water in a river? 2. What is the course of a river? Name the three parts of a river. 3. Look at picture 1 . Which is the main river, and which is the tributary? Where does the main river finish? Where does the tributary finish? 4. What is a lake? What is a reservoir?
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Answer key
LEARNING SKILLS Sketches Sketches are hand-drawn pictures. The proportions and distances are not exact. We use sketches to show key features of a place. ◗ Ask the students to draw a sketch of a river and label their drawings with the following words: upper course, middle course, lower course, tributary, reservoir and estuary.
1. A river is a continuous flow of water. A river bed is the ground which a river flows over. The amount of water in a river is called the flow. 2. The course of the river is the route it takes. The three parts of a river are the upper course, the middle course and the lower course. 3. The main river flows into the sea. The tributary flows into the main river. 4. A lake is a mass of water surrounded by land on all sides. A reservoir is a man-made lake.
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A C T I V I T I E S UNDERSTAND
1. Copy the sentences. Tick the sentences which are true. Correct the false sentences.
❏ ❏ ❏ ❏ ❏
UNDERSTAND 1. The courses of a river. When your students answer the questions, check to see that they can differentiate between the courses of a river.
Answer key
The low-lying land next to a river is called the flow. The course of a river is the route it follows. Rivers always finish in the sea. Rivers are wider near the source than near the estuary. A lagoon is a small reservoir.
2. Explain the difference between the pairs of words.
The false statements should be corrected as follows: The low-lying land next to a river is called the bank. Rivers finish in lakes or in the sea. Rivers are wider at the estuary than at the source. A lagoon is a small lake.
river – tributary
course – flow
upper part – lower part
lake – reservoir
EXAMPLE
A river flows from the mountains to the sea or a lake. A tributary flows into another river.
APPLY White Summit
2. Pairs of words. This activity reinforces vocabulary in the unit.
3. Look at the picture. Copy and complete the sentences.
Soluciones – A river flows into a lake or the sea. A tributary flows into another river. – The course of the river is the route the river takes. The flow is the amount of water it carries. – The upper part is the source of the river. The lower part is where the river flows into the sea. – A lake is a mass of water surrounded by land on all sides. A reservoir is a man-made lake.
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The main river is ………… The tributary is …………
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Green River starts at ………… and flows into ………….
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The middle part of Green River flows through a place called …………
Golden River Green River
Townsville Portsville
Southern Sea
■
Draw a larger copy of the picture. Use these words to label the picture. upper course
middle course
lower course
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APPLY 3. A sketch of a river.
Answer key • The main river is Green River. The tributary is Golden River. • Green River starts at White Summit and flows into Southern Sea. • The middle part of Green River flows through a place called Townsville. • M. A. Make sure the river is narrower in the upper course and gradually widens as it reaches the lower course and the sea.
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ADDITIONAL ACTIVITIES A map of our region Materials: • Physical map of your region • Photocopies of a blank map of your region • Crayons Instructions: • Show your students a map of their region. Point out the most important geographical features and the main relief. Name the features and give the students any necessary information.
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9 UNIT 9
LEARNING TO READ
4. Read the text. Answer the questions. The Eyes of the Guadiana LEARNING TO READ
The Guadiana River is 800 kilometres long, from the source in the Lagunas de Riudera to the estuary in the Atlantic Ocean.
4. The Eyes of the Guadiana. The students will be able to relate the concepts they have learned to a real river and its main features.
Very near the source, the river filters down into the rocks and disappears. A few kilometres later, it appears again in several springs. These springs are called the Eyes of the Guadiana.
Answer key
The middle course of the river flows slowly across the plain to the estuary in Ayamonte, in Huelva. ●
What is the text about?
●
What are the ‘Eyes of the Guadiana’? Where are they located – in the lower, middle or upper course of the river?
●
• The text is about the Guadiana River. • The Eyes of the Guadiana is a place where the Guadiana River reappears after it has been underground. They are in the upper part of the river. • It disappears because the river water filters underground.
Why does the Guadiana disappear?
❏ ❏
Because the river water filters under ground. Because there are not many tributaries.
GIVE YOUR OPINION GIVE YOUR OPINION
5. River pollution.
5. Look at the picture.
Answer key
Make a list of the things that will pollute the river.
• M. A. The things that will pollute the river include: throwing food into it, leaving rubbish bags alongside it, and industrial waste…
Summary Water and landscape We find water in landscapes in the form of rivers, lakes and reservoirs. Rivers start in the mountains. Then they flow through valleys, and across plains to the sea. Rivers are an important source of water.
Maths link Copy the following table onto the board:
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• Divide the class into groups. Hand each group a blank map. Students reproduce the physical map of their region. They should colour in the map and label the main geographical features. • You can also ask them to label the vegetation and any protected areas in the region.
Rivers
Kilometres
Place
Yangtze Danube Nile Mississippi Amazon Mackenzie
6,378 2,858 6,693 3,998 6,436 4,241
China Europe Africa USA South America Canada
Students copy the table, but write the rivers in order, from the longest to the shortest. Ask the students to change kilometres to metres.
Resource folder
F Reinforcement and extension Reinforcement: Worksheet 20
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N O W
I
K N O W
Check what you know
1. Copy and complete the word map.
■ Unit review Before doing these activities, go over the main concepts in the unit. You can dictate these sentences so that the students can write them down. For example: • The main elements of the weather are temperature, precipitation and wind. • The weather changes with the seasons. It also changes depending on how near or far you are from the sea, and the altitude of the area where you are.
Things that affect the landscape
1
water
in the form of
we study the
temperature
2
is the amount of heat
■
6
3
is
lakes are
is
8
Copy and complete the sentences. Use words from the word map. ●
The landscape is affected by the weather and …
• A tributary is a river that flows into another, larger river.
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We study the weather by looking at the temperatures, …
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We find water in the form of …
2. Tick the correct words. 1. When it is cold, the temperature is…
❏
Language link Write the seasons on the board in four columns. Volunteers come to the board and write words they associate with each season in the respective column. The class copies the words. Finally, ask them to use the words to write a description of the weather in each season.
are 10
9
5
4
• A river is a continual flow of water.
• Rivers have three parts: the upper part, the middle part and the lower part.
are
7
low.
❏
high.
2. We use a thermometer to measure…
❏
the wind.
❏
the temperature.
3. The movement of air is called…
❏
wind.
❏
precipitation.
4. In wet landscapes there is…
❏ ❏
a lot of vegetation. little vegetation.
5. A river that flows into another river is called a…
❏
tributary.
❏
reservoir.
❏
lake.
6. Rivers flow along a…
❏
river bed.
7. The route of a river is called the…
❏
flow.
❏
course.
8. A river starts in the…
❏
lower course.
❏
upper course.
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ADDITIONAL ACTIVITIES The questions game Draw a game board with 30 boxes. Divide the class into five groups. Give one symbol to each group, for example, a star, a circle, a triangle, etc. Members of each group take turns to throw a dice and count up the number of boxes. They draw their symbol on the box they have landed on. Ask the group a question from the unit.
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UNIT 9
My project
3. Make your own rain gauge. Use it to measure the rainfall over a week. You need: A big, transparent, plastic bottle A felt tip pen for writing on plastic Scissors
1. Carefully cut off the top of the bottle.
Check what you know 1. 3. Mark the side of the bottle at equal distances.
➀ the weather; ➁ precipitation; ➂ the wind; ➃ the amount of water in the clouds that falls in a place;
➄ the movement of the air; ➅ rivers; ➆ reservoirs; ➇ a continuous flow of water; ➈ masses of water surrounded by land on all sides; ➉ man-made lakes.
2. Fit the part you have cut off into the bottle.
4. Leave the rain gauge outside. Record the amount of water you collect.
• … the weather and water. • … temperatures, precipitation and the wind. • … form of rivers, lakes and reservoirs. 2. 1. When it is cold, the temperature is low. 2. We use a thermometer to measure the temperature. 3. The movement of air is called wind. 4. In wet landscapes there is a lot of vegetation. 5. A river that flows into another river is called a tributary. 6. Rivers flow along a river bed. 7. The route of a river is called the course. 8. A river starts in the upper course.
CITIZENSHIP
4. Read the text. Do the task. Use water carefully Drinking water is a precious natural resource. When we flush the toilet, we use a lot of water. In some countries, this is equivalent to what a person drinks in one day. If we continue to use so much water, twenty years from now, there will not be enough for us to drink.
My project
■
3. M. A. Collect plastic bottles. Follow the instructions.
What can you do to save water at school?
Citizenship 135
If the students in the group answer the question correctly, they stay on this box until their next turn. If they answer incorrectly, they return to the box they started on. Continue asking questions related to the unit, until one of the groups reaches the end of the board. The first group to finish is the winner.
Water is precious. Life depends on water. Students need to be aware of the importance of using water carefully. We can save water in many ways. For example, by not leaving the tap running when we have a wash, by having showers instead of baths, and by keeping a bottle of water in the fridge for cold drinks. 4. M. A. Turn off the tap after using it.
Resource folder
F Reinforcement and extension Extension: Worksheet 9 F Test and assessment Assessment: Worksheet 9
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UNIT 10
Urban landscapes PRESENTATION In this unit your students are going to study urban landscapes. This will include towns and cities, and means of transport. Students will find out about the different ways of life in villages, towns and cities. They will analyse the characteristics of villages, towns and cities,
and they will find out about the different jobs people do depending on where they live. After completing this unit, your students should respect and value the different ways of life that people have in urban areas and in the country.
UNIT CONTENT Objectives • To recognise the characteristics of villages, towns and cities • To find out about the different types of work that people do in villages, towns and cities • To identify different means of transport • To classify means of transport depending on where they are used and the networks they need • To appreciate life in villages, towns and cities • To learn about road safety
Contents CONCEPTS
• • • •
PROCEDURES
ATTITUDES
• Respect for ways of life that are different from our own • Appreciating the importance of different kinds of jobs • Road safety
• Reading comprehension • Comparing and contrasting pictures • Interpreting a city map
Villages Towns Cities Means of transport
Assessment criteria • • • • •
Defining the characteristics of a village, a town and a city Knowing the different kinds of jobs that people do in villages, towns and cities Identifying and classifying different means of transport Appreciating the different ways of life in villages, towns and cities Understanding road safety
Suggested timing for the unit September
October
November
December
January
February
NB: The timing for each unit will vary depending on when major holidays fall.
136 A
March
April
May
June
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UNIDAD 0
RESOURCES Resource folder PHOTOCOPIABLE RESOURCES
• Reinforcement and extension – Reinforcement: Worksheets 21 and 22 – Extension: Worksheet 11
SPECIAL PROGRAMMES
• Worksheets for developing intelligence • Working with recent immigrants
• Control and assessment – Assessment: Worksheet 11
Internet resources City Planning http://www.kidsplan.com/ Activities to explore city planning and neighbourhoods The London underground http://www.ltmuseum.co.uk/play/index.html# Learn to use the underground with an on-line game
Other resources • Natural Science Tasks – The solar system and the Earth – The natural environment. Vocabulary • Primary school atlas • School dictionary
Comunidad de Madrid
136 B
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10 Urban landscapes ■ Anticipating difficulties Bear the following points in mind, while working through this unit. • Landscape does not just refer to the countryside. Make sure students know the difference. • In this unit you will be working with plans. Some students may find working with such spatial concepts more difficult than others. Try doing some practise exercises using these skills. • The difference between a plan and a map should be explained.
■ Teaching suggestions • To check that students know whether they live in a village, a town or a city, ask them questions such as the following: What is the name of the place where you live? Is it a village, a town or a city? How do you know whether it is a village, a town or a city? What kinds of jobs do people do in villages? In towns? In cities? • Find out if any of your students or their relatives (grandparents, uncles, cousins,…) have moved from a city or town to a village, or from a village to a city or town. If they have, encourage them to share their experiences with the class.
The past and the present The other day I went with my friend Albert to visit his grandma. She showed us some old black and white photos. It was fun. I really liked the photos of the girls and boys with their teacher. All the children wore old-fashioned clothes. Albert’s grandma was in the middle of the photo. She explained to us that she was eight years old when the photo was taken. In those days, she had to walk six kilometres to school everyday, because her village was so small that there was no school, and there were no buses to the next village or to the nearest town. Things have changed a lot since then. Her village is still very small, but now there is a school, shops and a health centre. There is a new road and a bus station. Today it is much easier to travel from one place to another. Now, lots of people come to the village for the weekend. Albert’s grandma is very happy with all the changes. Sometimes, she misses the times when it was more peaceful. Susan, age 10
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ALTERNATIVE SUGGESTIONS Play Where's Your Partner? • Divide the class into two groups. • Whisper a different job or activity, related to a village, a town or a city, or to means of transport to each person in one group. For example: a farmer, a bus driver, shop assistant,… Make sure the words are easy to mime.
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1 Talk about the text ●
UNIT 10
Answer the questions. – How did Albert’s grandma go to school? – Why was there no school or school bus in her village? – Has her village changed much? How has it changed?
●
Imagine you lived in a village many years ago. Tell your friend what it was like. Talk about the things you had in the village and the things you did not have.
2 Think about the questions ●
Answer the questions. Read the texts. Are landscapes always natural? Some landscapes are natural and others are man-made. Urban landscapes have been changed by the people who live there. There are towns, cities, villages, roads, ports, airports and railways in urban landscapes. What is the difference between a town and a village? There are several differences. They are different in size, the number of inhabitants, and the jobs the inhabitants do.
• Ask students to think how they could transform a natural landscape into a village, town or city. This means they will have to describe the buildings and constructions they would make (houses, roads, shops...) and how they would make them (felling trees, levelling land,…). • Have students name the means of transport their grandparents used and those that their parents used. Draw a table with two columns on the board, one for the grandparents and the other for the parents, and write down the means of transport as the students say them. Then ask these questions: Are they the same? Which do not exist anymore? Which do we still use? What differences are there between the two columns? Citizenship Tolerance and respect
3 Find out about the unit
Throughout the unit, remind students that we should respect each other, regardless of where we come from or where we live.
In this unit we are going to learn about: ✓ Villages and village life. ✓ Life in towns and cities. ✓ Means of transport.
Answer key 137
• Whisper the same jobs or activities to the members of the other group. There should now be two students, one in each group, with the same job or activity. • Students go round miming their job or activity, trying to find their partners.
Talk about the text • Albert's grandma walked to school. • There was no school or school bus because it was a very small village. • Her village is still very small but now there is a school, a health centre and shops. There is a new road and a bus station. • M. A. In my village we had many animals – horses, cows, sheep, and, of course, dogs. My cousins lived in my village too. We had only one shop. There was no school. We had to walk a long distance every day to go to school. I liked living in my village very much. Now I go back with my parents every summer. My grandparents still live there.
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Villages
fields
OBJECTIVES • To know what a village is • To identify the main characteristics of a village • To appreciate village life
town hall
church
main square
main street
■ Teaching suggestions Introduction • Ask: Do you live in a city, a town or a village? Have you visited another city, town or village? What is its name? Where is it? Is it big or small? What are the houses like? Do many people live there? Then ask your students to look at picture 1. Have them look for similarities and differences between this village and the one they visited.
Explanation • Use the section Village life to explain that an emigrant is a person who leaves the place where they have always lived to settle in a different place. An emigrant normally leaves their home country to go to a different country. However, sometimes an emigrant can refer to someone who moves from one town or village to another, within in his or her own country.
Understanding • Ask students if the following statements are True or False: – Villages have lots of people. – The most important buildings in a village are on the outskirts. – Most villagers work in agriculture, farming or fishing.
138
1
Villages have small populations.
1. Villages are small Villages are small and they have small populations. 1 Many of the inhabitants are farmers. In coastal villages, some of the inhabitants may work in the fishing industry. Other people may work in the tourist industry in hotels and restaurants.
Vocabulary town hall the building where the people who govern the town work services jobs which do not produce things, but cater for people’s needs
138
■ ADDITIONAL INFORMATION Different houses for different climates Explain that the style of housing is often determined by the climate, the vegetation and the relief of the area. Ask them to think about houses in hot sunny places where it does not rain very much. In these places, houses have flat roofs and are often painted white. Houses in places where it rains or snows a lot have sloping roofs. The materials that are used to build houses often tell us a lot about the vegetation in the area. In places where there are forests, many of the houses are made out of wood. Ask students to describe the characteristics of their houses and to point out how these reflect the climate of their region.
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10 UNIT 10 2. Streets and buildings in villages Village streets are short and narrow. In some places, they lead to a main square.
2
• To relate the subject of this unit with previous units, ask students to look at picture 1. Then ask: Where could this village be, on a plain or in the mountains? Why? Do many people live there? Are they farmers or industry workers? What are the roads and railways like? Try to help students work out their answers.
In many villages important buildings, like the town hall and the church, are in the main square. The main street leads off the main square. Most of the shops are on this street. In villages, houses are not high. They only have one or two floors. A different family lives in each house.
2
The main square
• Ask your students where we get milk, flour, vegetables and fish from and how we get them. Ask them who produces these things. Have them name and explain some jobs that are related to farming and fishing.
3. Village life Villages are not very big, so people do not need to use cars to get around. The inhabitants often know each other, and may meet quite often. 3 There isn’t as much work in villages as there is in towns. This is why a lot of young people leave the villages to look for work. There aren’t many services in villages. Sometimes, the nearest hospital, shopping centre, theatre or cinema is in the next town.
4. Some villages have changed Some villages have not changed very much. Others have changed a lot. Now they have shopping centres, sports centres and recreational areas. Rural tourism has become more popular. In some villages, there are hotels for tourists now.
Citizenship Non-sexist education
3
The inhabitants know each other and they stop to have a chat.
Tasks 1. Describe village streets. Describe village houses. 2. Name a village that you know in your region. Describe it. 3. Look at picture 1 . Point to the town hall and the main street.
As this unit examines various aspects of the workplace, try to encourage an attitude of respect towards all people regardless of their sex. Students should refrain from associating certain jobs with men and others with women. Explain that men and women work in all kinds of jobs. Ask students to talk about their mothers' jobs. If any of them say My mother doesn't work., point out that working at home is also work, and, in fact, very hard work.
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LEARNING SKILLS Questions One way of making sure students have understood a text is by asking questions about the main content of the text. The questions will generally be: What is it? What is it like? Where is it? And they will include specific details of the subject in question.
◗ Divide the class into groups and ask them to write two questions about this double page using Why…? and What ... like?
Answer key 1. Village streets are short and narrow. In some places, they lead to a main square. Village houses are not high, they have only one or two floors. 2. M. A. Should include: name, size of population, jobs, means of transport, and anything special. For example: rural tourism, people who return to spend the summer, etc. 3. M. A. Students point to the town hall and the main street.
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Towns and cities factories housing estates
suburbs
airport
OBJECTIVES • To know what a city is • To know what people who live in cities do • To identify the different parts of a city
new part of the town
office buildings
hospital
block of flats
town wall
■ Teaching suggestions
town church
Introduction • If your school is in a city, ask the students to describe the area where they live. Help them with the following questions: What is your neighbourhood like? Do you know the names of the streets and the parks? What are the houses like? Do many people live in them? Is your neighbourhood quiet or noisy? Is there a lot of traffic? • To introduce the activities in the tertiary sector, ask students about their surroundings. For example: What shops are their in your neighbourhood? What transport do you normally use? Have you ever been to a bank? Explain that the people who work in these places work in the tertiary sector.
convent 1
The inhabitants live in the centre, the new part of the town, and the suburbs.
1. Towns and cities have large populations Towns and cities are places with large populations. The people live and work in the same place. 1 There are small towns with a few thousand inhabitants, and large cities with several million inhabitants. The inhabitants tend to work in industry and services. There are several types of services in towns and cities, for example, museums, universities, banks, hospitals, and theatres.
Vocabulary block a group of houses which is surrounded by streets
140
Explanation • Explain that many of the problems in a city, such as the lack of space, are caused by the fact that so many people live there. That is why we have things like underground car-parks in cities. Gas and electricity mains are built underground. That is also why railways are often built underground in cities.
140
ADDITIONAL INFORMATION Spanish cities For a locality to be considered a city there has to be over 10,000 inhabitants. Among the capital cities of the Spanish provinces there are only two which have over one million inhabitants: Madrid and Barcelona. The main services relating to business, finance, means of transport, and administration are in these cities. The next largest cities are: Valencia, Seville, Zaragoza, and Malaga, all with more than half a million inhabitants. The smallest provincial capital cities are Teruel, Soria and Cuenca, which have less than 50,000 inhabitants.
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10 UNIDAD 10 2. Parts of a city The city centre is usually the oldest part of a city. The streets tend to be narrow. Communications are good and most of the historic monuments, like the town wall, the churches and the convents, are in this part of the city.
Understanding • Say some sentences aloud and ask students to finish them off. For example: – Places where lots of people live and work are called…
The new part of the city is around the centre. The streets are normally wider and straighter, and they make up blocks. Many people live and work in the new part of the city. 2 The suburbs are on the edge of the city. There are factories, housing estates, and shopping centres in the suburbs.
2
The new part of a city. The streets are laid out in blocks.
the landscape The urban population has grown a lot in the last few years. More buildings have appeared, and the landscape has changed. ●
Higher land is flattened and forests are cut down to build new towns, industrial estates, roads, and railways.
●
The coast is transformed in order to build ports, hotels, and sports centres for tourists. 3
●
We use the ground under cities and towns to build sewers and underground train systems.
1996
Citizenship Tolerance and respect 3
A changing coastal landscape. The coast has changed a lot over a short period of time.
Tasks 1. 2. 3. 4.
– Around the centre is… • Ask students to play Guess What... using the pictures on pages 138 and 140. Each student in turn chooses something and describes it. The other students try to guess what it is and find it in the village or the town.
1987
3. Towns and cities change
– The oldest part of a city is the…
What kind of jobs do people who live in cities do? Name the parts of a city. Look at photo 2 . Which part of the city can you see? Name an important town or city near where you live. Look at photo 3 . How has the coastline changed?
Explain that cities are places where many people live. If the people who live in cities did not behave responsibly and with consideration for others, life in cities would be very difficult. Explain that if we do not look after our buildings, if we make the streets dirty or if we let the parks deteriorate, everyone in the city loses out.
141
Answer key
LEARNING TECHNIQUES A town map
1. Most of the inhabitants in a city work in industry or services.
Maps are diagrams of drawings which show a city seen from above. Each element of the city is represented by a symbol. The meanings of the symbols are given in a key.
2. The parts of a city are: the city centre, the new part of the city and the suburbs. The photograph shows the new part of a city.
◗ Ask students to think about the area where their school is
3. M. A. Oxford
and ask them to try to make a map of this area. Tell them to use the map on page 143 as a model. Remind them that they have to write a key to explain the symbols and colours they use in their map.
4. In the photo from 1987, there were no towns and the road was very narrow. In the photo from 1996, there are several towns and villages and several roads.
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A C T I V I T I E S UNDERSTAND
1. Copy the sentences. Choose the word city or village to describe the place. UNDERSTAND 1. Village, or city. You can do this same activity showing the students photos and asking them to identify whether it is a village or a city.
●
Most of the inhabitants work in industry or services. _ _ _ _ _ _
●
The streets lead to the main square. _ _ _ _ _ _
●
In the new parts, the streets are wide and straight. _ _ _ _ _ _
WORK IT OUT
2. Look at the photos. Which one is a village and which one is a city? Explain your answer.
Answer key • Most of the inhabitants work in industry or services. city • The streets lead to the main square. village. • In the new part the streets are wide and straight. city
WORK IT OUT
APPLY
2. Recognising villages, towns and cities. Remind students that in English we use the words city, town and village in order of size.
3. Look at the pictures. Copy and complete the table.
Answer Key • M.A. The photo on the left is a village because the streets are narrow and lead to the main square. Also, there are not many houses and they are all low. The photo on the right is a city because there a lot of buildings and the streets are wide and straight.
wide – straight – narrow – small – old – new – big – industrial Type of building
Type of streets
The centre The new part The suburbs
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APPLY 3. The parts of a city
ADDITIONAL ACTIVITIES
Answer key
Archive of photographs
• The drawing on the left is the new part of the city, the one in the middle is the centre and the one on the right, the suburbs.
Ask students to form groups and suggest that they make an archive of photographs, in other words, a file with photographs which have been classified and put into a specific order. They should collect photos from magazines, brochures and post cards showing different aspects of villages, towns and cities. Students classify the photos and pictures in accordance with different criteria: village, town, city, monuments, jobs. They use folders to present this material with different coloured pages for different classifications. Each section is given a different title.
Type of building The centre The new part The suburbs
142
old new industrial
Type of building narrow straight wide
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10 UNIT 10
I CAN DO IT
4. Look at the street map. Answer the questions. A street map shows what a town or village looks like from above. A street map is often very detailed. We can find out how big a place is, where the streets are, and where specific buildings are.
I CAN DO IT 4. Street map of a city. You can use the street map to revise the points of the compass and street directions.
Grand Theatre Green Park
Buildings
Willow Street
Park Av enue
Historic monuments
New Square
Museum
Parks and gardens
et Stre ow d a Me
Answer key
Pine Street
Palace Road
Park Avenue
Beech Street
Tower Street
Square
Malham Palace
Poplar Street
un Ro d
Pedestrian areas
●
What colour represents parks and gardens? What colour represents historic monuments?
●
How many squares can you find? What is the name of the street that joins the two squares?
●
Which museums and historic monuments can you visit in this part of the town?
●
How do you get from the museum to Green Park?
• The parks and gardens are in green. Historic monuments are in purple. • There are two squares on the street map, Round Square and New Square. The street that joins the two squares is Park Avenue. • In this part of the town, you can visit the Grand Theatre, Malham Palace and the Museum. • M.A. To get from the museum to Green Park you go down Pine Street.
Language link Write the following sentences on the board and ask students to underline the adjective in each one and then to write down the opposite.
Summary Towns and villages Cities, towns and villages are different sizes. They have a different number of inhabitants, and the people have different types of jobs. In villages, the streets are shorter and narrower than in towns, and the buildings tend to be smaller. There are generally fewer services in a village, and life tends to be quieter.
– A small village.(big) – A wide street. (narrow) – A noisy city. (quiet) – An old building. (new)
143
My village, town or city Ask students to make a file about the place where they live. They can use photos or they can make a simple drawing of the town (village or city), which they should stick onto a piece of card. They write the name of the town (village or city) under the illustration, where it is, what the streets are like, how many inhabitants there are, what services there are (health centres, hospitals, bus stations, schools, shops...). If necessary, they can ask their parents to help them fill in all the information.
Resource folder
F Reinforcement and extension Reinforcement: Worksheet 21
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Means of transport 1. People and goods OBJECTIVES • To know the main means of transport • To distinguish between means of transport according to the space in which they move • To recognise the usefulness of transport
Means of transport are the different forms of transport that are used to move from one place to another. 1 There are two types of transport: private transport, for example, cars, and public transport, for example, trains. The different means of transport move around on communication networks. These include roads, railways, shipping routes, and flight paths.
1
Public and private transport in a city
2. Air transport
■ Teaching suggestions Introduction • Ask if any of your students has ever been on a plane, a ship or a train. If they have, ask other students to ask them questions about their experiences.
Explanation • Explain that there are many different kinds of roads, not just dual carriageways. – Dual carriageways are roads which have two lanes going each way. – 'A' roads join important cities and towns. They are called A plus a number, for example, A1, A10,... – 'B' roads join together villages and towns. They are called B plus a number, for example, B45, B451,...
fire station
Planes are used to transport people and goods by air. They take off and land at airports. Air traffic controllers control the planes from control towers. 2
terminal runway
In airports you can find boarding gates, passenger check-ins, storage warehouses, restaurants, and shops.
2
An airport
3. Land transport Land transport moves along a network of railways and roads. ●
Cars, coaches, buses, lorries, and motorbikes use roads. Roads with several lanes on each side are called motorways.
●
Trains use railways. Underground trains use underground railways.
Trains, underground trains, buses, and coaches, travel to and from stations.
3 3
A railway station
144
Understanding
ADDITIONAL INFORMATION
• Ask questions about the photos. – What means of transport can you see in the photos? – What are they carrying, people or goods? – Which means of transport are private? – How does each means of transport move around the country? – Why are means of transport necessary?
Airports
144
control tower
Airports are where we get on and off planes and where goods are taken when they are going to be transported by a plane. Long, wide runways are built at airports for the planes to take off and land. From the control tower, air traffic controllers give the pilots instructions, telling them what manoeuvres they have to make. Airports are located on the outskirts of big cities, and they are very accessible. They have big car-parks, taxi ranks and bus stops, and some of them even have underground stations.
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10 UNIT 10 4. Water transport Ships transport people and goods by sea or by river. ●
Boats travel up and down rivers, and to and from river ports, which are on river banks.
●
Ships travel on the sea and on the ocean. They travel to and from sea ports, which are on the coast. 4
5. The effect of transport
• Ask students to make a list of the means of transport used in the place where they live They should include the following information: – Classify each means of transport as air, land or water transport. – Say whether the means of transport is used to take people from one city to another or whether it is used within the city itself. – Say where each means of transport begins and ends its journey. – Say which means of transport they normally use.
4
A sea port
Transport improves business and creates jobs, for example, lorry drivers, delivery people, and pilots. Better transport means that products reach markets quicker and people can buy them. It also means that people can travel to visit their families or to go on holiday. Transport also changes the landscape. 5 In order to build roads, railways, and airports for transport, we need to clear the land. This may involve cutting down trees and knocking down buildings.
Citizenship Road safety 5
Talk to your students about road safety. Give them different situations and ask them if they are safe or not. For example: A person arrives at a station when the train is leaving and tries to get on while the train is moving. A group of children get on a bus and begin to throw balls of paper at the driver. Ask students to go through the correct routine for crossing the road. For example: Always cross at a pedestrian crossing. Wait for the pedestrian light to turn green. Look carefully. Walk, do not run across the road.
A motorway. A fly-over has been built across the valley. This has changed the landscape.
Tasks 1. What are the different means of transport? What type can you see in photo
1?
2. What are communication networks? Which network do cars use? Which network do trains use? What about ships and planes? 3. What are the positive consequences of transport? How do the different means of transport change the landscape?
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Answer key
LEARNING SKILLS Classification Remind students that to classify means to group things together which have the same characteristics. Explain that before you make a classification you must study the differences and similarities of a subject and make relationships between them: function, shape, etc. ◗ Name different means of transport and ask students to classify them using different criteria. For example: public and private, whether they are used for people or goods, whether they travel on land, in water or in the air,…
1. The different means of transport are: land, sea and air. In photo 1, I can see buses, lorries, cars and motorcycles. 2. The different means of transport move around on communication networks. Cars use roads. Trains use railways. Ships use shipping routes. Planes use flight paths. 3. Transport improves business and creates jobs. It also means that people can travel. Transport changes the landscape. In order to build roads, railways and airports we need to clear the land.
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A C T I V I T I E S UNDERSTAND
1. Copy and complete the chart. Use these words. motorway – plane – station – train – airport – ship – railway – port car – air – sea
UNDERSTAND 1. Characteristics of means of transport. As a follow-up activity, ask students where (in a town or in a city) they would find an airport, a port or a station. Make sure they realise that there are no airports in villages. Airports are located near big cities where many people live and where the transportation of goods is constant.
Means of transport
Travels to and from
APPLY
2. Look at the picture. Answer the questions. ●
Answer key
●
Means of transport • plane - air - airport • train - railway - station • ship - sea - port • car - motorway
Communication network
■
How can we get from Seaport to Long Island?
Bellville
How can we get from Bellville to Seaport?
Seaport
Read the text. Complete the chart. Long Island
It costs 4 euros and takes 1 hour to go from Bellville to Seaport by car. It costs 2 euros and takes 2 hours to go from Bellville to Seaport by train.
APPLY
●
2. Types of transport. To prepare for this activity, ask students to tell you what means of transport they can see in the picture and to say whether it is an example of travelling by land, by sea or by air.
Answer key
It takes 1 hour. It costs 2 euros.
146
Journey
Advantages
Disadvantages
By car
By train
146
• You can go from Seaport to Long Island by ship or by plane. • You can go from Bellville to Seaport by car, bus, train or plane.
Advantages
What are the advantages and disadvantages of travelling from Bellville to Seaport by car and by train?
Disadvantages It costs 4 euros. It takes 2 hours.
ADDITIONAL ACTIVITIES A different way of doing the activity in Give your opinion is the following: • Divide the class into two groups and ask one group to defend the idea that life is better in villages, while the other group defends the idea that life is better in cities. • Let them prepare their arguments for a few minutes. Ask them to note down their ideas on a piece of paper. • Each group should choose a spokesperson to begin the presentation, but anybody who wants to speak should be allowed to.
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10 UNIT 10
LEARNING TO READ
3. Read the text. Answer the questions. The oldest underground service in the world LEARNING TO READ
An underground railway is a very fast and practical way to travel around a city. The first underground service in the world was opened in London in 1863. It was called the Metropolitan Line. It went from Paddington (in the west of the city), to Farringdon Street (in the east). It was designed to help people get to the city centre quickly.
3. The underground. Tell students that the underground is a quick way of travelling in cities because it travels under the ground. Explain that it is uses electricity, and so it does not cause pollution.
Today, London Underground trains transport more than three million passengers every day. There are over 400 km of underground line. At peak times, there are around 500 underground trains running at the same time. ●
What type of transport is the text about? Does it move on land, in the air or in water?
●
Which was the first underground service? How long ago did it start?
●
Why is the underground service a practical way to travel?
❏ ❏
Answer key • The text is about the underground. It moves on land. • The first underground service was in London. It started in 1863. • The underground service is practical because it is fast and transports a lot of people at the same time.
Because it is fast and transports a lot of people at the same time. Because it transports goods under the ground.
GIVE YOUR OPINION
GIVE YOUR OPINION
4. Where would you prefer to live, in a big city or in a small village? Make a list of your reasons. EXAMPLE I would prefer to live in a village because you can see wildlife. I would prefer to live in a city because I like the cinema and the theatre.
Summary Means of transport Different means of transport carry people and goods from one place to another. They can move on land, in the air or in water.
4. Where I would prefer to live. When students decide where they would prefer to live, they should think about the following: work, life style (quiet or busy), services (hospitals, schools, cinemas…).
Answer Key
Transport is good for business and it creates jobs, but it also changes the landscape.
• M. A. See Student's Book
Language link 147
• Let the two groups take turns to speak so that the debate is dynamic and so that they can discuss their opinions. • Encourage your students not to all talk at the same time; try to make sure they take turns to speak.
Ask students to play Word Search. Give them three minutes to write down all the words they can using the letters from the word transport, for example: ant, port, sport, tap… Award 2 points for a two letter word, 3 for a three-letter word, 4 for a four-letter word etc. At the end of the time allocated, students call out words, write them on the board and add up their points. The student with the highest number of points is the winner.
Resource folder
F Reinforcement and extension Reinforcement: Worksheet 22
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N O W
I
K N O W
Check what you know
1. Copy and complete the word map.
■ Unit review
Urban landscapes
• Cities and villages are different sizes. They have a different number of inhabitants. The people who live in cities and vilages do different jobs and activities. • Villages are small. Only a few people live and work in villages. • Cities are big. Lots of people live and work in cities. They mainly work in industry and services. • Means of transport are vehicles which transport people and goods from one place to another.
narrow 2
Play Who Am I? Elicit names of jobs and places in a city. Write them on the board.For example: doctor/nurse-hospital /health centre; teacher/student/school; shop assistant/department store; policeman/woman-police station; etc. Write the jobs on slips of paper and hand one to each student. He/she stands up and describes where he/she works and what he/she does. The rest of the class guess his/her job.
means of transport
move
have three parts
small buildings
3
the new part
5 4
which is which is which is 8 7 9
■
in the air 6
like cars
like 10
like 11
Use the word map to complete the sentences. ●
In urban landscapes, there are …
●
Villages have narrow …
●
Towns and cities have three parts: …
●
Means of transport move on land, …
2. Tick the correct words. 1. Villages are…
❏ Language link
1
towns and villages have
To introduce these activities, go over the main ideas of the unit with your students. You can dictate them, so that students can write them down. For example:
small.
5. City life is very…
❏ large.
2. In villages the streets are…
❏
narrow.
❏
wide.
3. The oldest part of the city is…
❏
in the centre.
❏
in the suburbs.
4. Where can we find lots of services?
❏
In cities.
❏
In villages.
❏
quiet.
❏
busy.
❏
private.
6. Trains are…
❏
public.
7. Means of transport affect the…
❏
landscape.
❏
water cycle.
8. Ships load and unload their cargo in…
❏
stations.
❏
ports.
148
ADDITIONAL ACTIVITIES The good pedestrian test Check students' knowledge of road safety with the following test: • When you are at a zebra crossing you should… a) step into the road and hope the cars stop. b) wait at the side of the road and cross when the cars stop. • You should wait for a bus… a) on the street. b) at a bus-stop under the bus shelter.
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UNIT 10
My project
3. Organise a day trip in your city or village. Complete the information below. ▲
I live in…
❏ a city.
❏ a village.
▲
❏ near a river. ❏ on a plain.
1.
❏ on the coast. ❏ in the mountains.
▲
In my city / village there are…
❏ lots of buildings. ▲ ▲
The streets are…
• Villages have narrow streets.
❏ wide.
• Towns and cities have three parts: the centre, the new part and the suburbs.
Make a list of the main places in your city / village. For example, parks, markets and squares.
• Means of transport move on land, in water and in the air. 2. 1. Villages are small. 2. In villages the streets are narrow.
CITIZENSHIP
4. Read the text. Do the task.
■
ships.
• In urban landscapes, there are villages, towns, cities and means of transport.
❏ high.
❏ narrow.
➀ cities; ➁ streets; ➂ the old part; ➃ suburbs; ➄ on land; ➅ in water; ➆ in the centre; ➇ around the city; ➈ on the edge of the city; ➉ planes; 11
❏ only a few buildings.
Most of the buildings are…
❏ small.
●
Check what you know
My city / village is…
3. … is in the centre.
Pedestrians
4. Where can we find…? In cities.
Pedestrians should walk on the pavement and cross the road at a pedestrian crossing. You should cross when the green man is showing on the pedestrian traffic light. Before crossing the street, you should keep looking left and right until there are no cars.
5. City life is very busy.
7. Means… of transport landscape. 8. … unload their cargo in ports.
Look at the pictures. Which picture shows pedestrians crossing the road correctly? A
6. Trains are public transport.
B
My project 3. M. A. The main places in my city: the Municipal Art Museum, the Farmers' Market, the bus station and the train station, and the parks.
Citizenship 149
• When children travel in a car… a) they should be in the back seat wearing their seat belts. b) they should be in the front seat with no seat belts. • When you are in the street you should… a) walk in the road. b) walk along the pavement as far away from the road as you can. c) Walk facing in-coming traffic, as far as possible. • The road is for… a) cars. b) pedestrians.
Pedestrians. It is important for students to behave responsibly when they are walking along the street. As a follow-up to the text, tell them: You should always cross the road in a straight line. You should always be careful when cars are coming out of garages. You should not cross the road between parked cars. 4. Picture A shows pedestrians crossing the road correctly.
Resource folder
F Reinforcement and extension Extension: Worksheet 11 F Test and assessment Assessment: Worksheet 11
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UNIT 11
Farming PRESENTACIÓN In this unit, your students will have their first contact with the world of work. We will be describing jobs associated with obtaining food products: arable farming, animal farming, fishing and exploiting the forests. Focus particularly on any examples
of these activities in your region. The aim is that students should understand the main characteristics of these activities and appreciate their importance, because without food, we could not live.
UNIT CONTENT Objectives • • • • • • •
To define the concepts of agriculture, animal farming and fishing To differentiate between dry and irrigated crops To understand the difference between intensive and free-range animal farming To identify the main types of animal farming To distinguish between coastal and deep sea fishing To identify the resources available in forests To appreciate the importance of arable farming, animal farming and fishing in our region
Contents CONCEPTS
• • • •
Arable farming Animal farming Fishing Resources of the forest
PROCEDURES
ATTITUDES
• Appreciation of the importance of the work done by farmers and fishermen
• Drawing sketches • Observing and comparing different materials (photos, pictures, diagrams)
Assessment criteria • • • • • • • •
Defining arable farming, animal farming and fishing Distinguishing between dry and irrigated crops Differentiating between intensive and free-range animal farming Identifying the main types of animal farming Distinguishing between coastal and deep sea fishing Knowing the resources available in the forests Appreciating the importance of arable farming, animal farming and fishing in our region Appreciating the work done by arable farmers, animal farmers and fishermen
Suggested timing for the unit September
150 A
October
November
December
January
February
March
April
May
June
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UNIDAD 0
RESOURCES Resource folder PHOTOCOPIABLE RESOURCES
• Reinforcement and extension – Reinforcement: Worksheets 23 and 24 – Extension: Worksheet 12
SPECIAL PROGRAMMES
• Developing intelligence worksheets • Working with recent immigrants
• Test and assessment – Assessment: Worksheet 12
Internet resources Food http://www.fsa.usda.gov/ca/agforkids.htm Information and games about farming Fish and more http://interactive2.usgs.gov/learningweb/students/index.htm Data base of learning resources
Other resources • Natural Science Tasks – The Natural environment Vocabulary • Activities with maps • Primary School Atlas • School dictionary
150 B
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11 Farm landscapes ■ Anticipating difficulties Keep the following points in mind while working through this unit: • When you discuss dry crops, make sure students understand that although these crops do not need irrigating, they do need water. Reinforce the idea that all plants need water in order to survive. • It is important that students should understand that arable farmers, animal farmers and fishermen, are food producers. That is, they are responsible for preparing and harvesting food, but not for changing it into a manufactured product.
■ Teaching suggestions • Ask students questions in order to introduce them to the text, My grandad's farm. For example: – What is a farm? – Where are farms, in cities or in the countryside? – What kinds of jobs do people do on farms? – How do we get milk from cows? – Can we get milk from any other animals? – What do pigs eat? • After reading the text, ask students to say the names of other animals that we might find on a farm. • Ask students to read the fourth paragraph out loud. If anyone has ever had milk from a cow that has just been milked, have them describe the difference between this milk and the milk we buy in a supermarket. Explain that grandma boils the milk several times, in order to eliminate micro-organisms in it which can be dangerous for us.
150
My grandad’s farm During the holidays, I spent some time on my grandad’s farm. He taught me how to milk cows. I thought that you could always get milk from cows, but that’s not true. You can only get milk after the cow has had a calf. Grandad told me that when he was a boy, he used to get up very early to milk the cows. At that time, he milked them one by one. Now, he uses machines to milk the cows. Machines do the job much quicker. He keeps a small amount of the milk on the farm. The rest is collected every day by a big lorry, and taken to a nearby dairy. Every day we had fresh milk for breakfast. My grandma boiled the milk several times before we drank it. Grandma and Grandad also made cheese, butter and yoghurt. It was all delicious. I want to go back to the farm next year. Grandad promised to teach me how to feed the pigs! Charles, age 9
150
ALTERNATIVE SUGGESTIONS • Invite an arable farmer, animal farmer or fisherman to the class to speak to your students. This can be a relative of yours, or one of your student's relatives. • Ask the guest to explain what his/her work consists of, for example, how it is done, what tools are used and what products are obtained.
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1 Talk about the text ●
UNIT 11
Answer the questions. – What animals are there on the farm? – Why do they milk the cows? How do they do it? – What do they do with the milk?
●
• As an introduction to the theme of the unit, copy the following table onto the board. Ask your students to match the products to the workers.
Make a list of farm animals and the products we get from them.
Food
2 Think about the questions ●
Answer the questions. Read the texts. What can we see in the countryside? In the countryside there are fields of cultivated land and common land. Some of the fields belong to farms. On farms you can see a farmhouse and farm buildings. Farm buildings include stables for the animals, sheds for the machinery, and sheds for milking cows. What kinds of jobs do people do in the countryside? Some farmers are arable or crop farmers, others are stock or animal farmers. There are also fishermen and foresters. All these people work with the natural resources in the countryside.
eggs sardines lettuce chicken lentils mussels
Worker animal farmer arable farmer fisherman
Citizenship Consumer education Explain the basic food safety rules that they should think about when they buy food. For example, check the sell by date; make sure the wrapping is not broken; use gloves to handle fresh food and if you are buying frozen food, it should be put into a special bag so it does not defrost.
3 Find out about the unit
Tell your students to read food labels carefully. Prepared food contains many chemical additives which are not very good for us. It also contains a lot of sugar, salt and fat.
In this unit we are going to learn about: ✓ Arable farming and the jobs that a farmer does. ✓ Animal farming and types of animals. ✓ The resources we get from the sea and the forests.
Answer key 151
• Organise a visit to a nearby farm or farm school, so that your students can see life on a farm at first hand.
Talk about the text • There are cows, calves and pigs on the farm. • They milk the cows to get milk. They use machines. In the past they did it by hand. • They keep a small amount of the milk on the farm. They send the rest to a dairy. • M. A. – Sheep: meat, milk and wool – Goats: meat, milk and skin – Pigs: meat and skin – Cows: meat, milk and skin – Hens: meat and eggs – Horses: meat (Nowadays, horse meat is not popular in all countries)
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Arable farming 1. Working the land OBJECTIVES • To differentiate between dry and irrigated crops • To understand the kind of agriculture in your region • To find out about the advances in technology that have taken place in agriculture
■ Teaching suggestions Introduction • Ask students to make a list of the fruit and vegetables that they like. Check their knowledge, for example: Do these products come from plants? Which part of the plant are they? Where do they grow? Who grows these products? Where do these people usually live?
Explanation • Explain words which are related to farming, for example: – Ploughing: this is when the farmer makes trenches in the soil where she/he plants the seeds. In the past this job was done using a plough that was pulled by oxen or mules. These days it is done using a tractor. – Harvesting: this is when the farmer cuts the ripe crops. In the past farmers used to harvest cereal crops using a sickle. Now it is done using a combine harvester. – Threshing: this is when the farmer separates the cereal grains from the rest of the plant. It used to be done using a threshing table. This was a flat board with small, sharp stones pressed into it. The table was dragged over the cereals to loosen the grains. Today it is done using a combine harvester.
152
Farmers work the land in order to grow food and other products. There are various different types of crops. ●
Some crops are used as food for human beings, for example, vegetables, pulses, cereals, and fruit.
●
Some crops, for example, alfalfa, are used as food for animals.
●
Other plants, for example, cotton, are used to make different industrial products. These are called industrial crops. 1
1
A cotton field. Cotton plants provide a fibre which is used to make cloth.
2. Dry and irrigated crops Dry crops are not watered artificially. They get water from rainfall. Examples of dry crops are vines, olive trees and some cereals, such as wheat, barley and oats. Irrigated crops are watered by sprinklers or irrigation channels. 2 For example, vegetables, fruit, and some cereals, such as rice and corn.
2
Irrigating crops
3. Farmers Farmers cultivate the land in order to harvest the crop. ●
First, they prepare the land using a plough. Then they fertilise it.
●
Next, they sow seeds.
●
Finally, when the crops are ready, they harvest them.
Vocabulary harvest the products the farmer collects from the fields when they are ripe river valley flat, fertile land, with a river running through it
152
■ ADDITIONAL INFORMATION Agriculture in your region Describe the main agricultural activities in your region. Show students a map and label the types of crops. Say whether they are dry or irrigated. Describe the main animal farms and their products. Show your students pictures of modern and ancient farming equipment. Explain that new equipment means that the work is easier and does not take as long.
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11 UNIT 11 4. Agriculture and technology In the past, all farmers did their work by hand or with the help of animals. Today, in many countries, farmers use tractors and combine harvesters. These help them to work faster and more easily.
Understanding • After you have worked with the concepts in this lesson, ask your students to give examples of the following: – Plants which are grown for animal and human food. – Dry and irrigated crops.
3
They also use other new techniques. These include fertilisers, special seeds and watering systems. 3
Tractor. This tractor is towing a machine that makes bales of hay.
• Read the section, Additional Information. Draw a map of your region on the board and ask students to come and label the main farming areas. Tell them to make a list of the crops and types of farming in the region. Ask them to say which of these crops are dry crops and which are irrigated crops.
5. Agricultural lands Agricultural lands are often on flat land. Both dry and irrigated crops may be found here. ●
Dry crops include wheat and other cereals.
●
Irrigated crops tend to be in the river valleys. These crops include vegetables and fruit. 4 4
A river valley. The crops are irrigated with water from the river.
Citizenship Health and hygiene Explain that it is very important to eat fresh fruit and vegetables. They contain vitamins, fibre and other substances that we need in order to grow strong and healthy, and to prevent illnesses.
Tasks 1. What is farming? Name two different kinds of agriculture. 2. What is the difference between dry crops and irrigated crops? What are the crops in photo 2 ? 3. What jobs do farmers do to harvest crops? 4. What crops grow in your region?
153
Answer key
LEARNING SKILLS Main ideas Generally speaking, a piece of text is divided into paragraphs. Each paragraph explains one main idea, which is described in a few sentences. The rest of the text explains or clarifies the main ideas. Sometimes these main ideas are in bold so we can see them immediately.
◗ Ask your students to read Working the land. Then ask questions: What is the main idea in this paragraph? Where did you find the main idea, at the beginning or at the end of the paragraph? Is it in bold?
1. Farming is cultivating the land to obtain food and other products. Crops can be destined for human or animal consumption or used to manufacture other products. 2. Dry crops do not need to be irrigated. They get the water they need from rain and snow. Irrigated crops have to be watered. In photo 2 the crops are irrigated. 3. The farmer's jobs are ploughing the land, sowing seeds, pulling out the weeds and harvesting crops. 4. M. A. Answers could include: wheat, corn, barley, grapes, olives, oranges, tomatoes…
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A C T I V I T I E S UNDERSTAND
1. Copy the sentence that best defines arable farming. UNDERSTAND 1. What is arable farming? Tell your students to read the three sentences carefully before choosing the correct definition.
●
Arable farming is when a farmer sows and fertilises crops.
●
Arable farming is when a farmer cultivates the land to obtain food and other products.
●
Arable farming is when a farmer looks after trees.
2. Copy the table. Classify the products.
Answer key wheat
tomatoes
• Arable farming is when a farmer cultivates the land to obtain food and other products.
WORK IT OUT 2. Types of crops. You can extend the table and include other products. For example, Dry crops: almonds, hazelnuts, lentils, barley and chick peas; Irrigated crops: potatoes, apples, carrots, sugar beet, spinach and lettuce.
vines
Dry crops
corn
oranges
Irrigated crops
APPLY
3. Match the words with the pictures. Complete the sentences in the correct order. harvesting – sowing – ploughing – fertilising A
B
C
D
Answer key Dry crops wheat vines Irrigated crops tomatoes corn oranges
EXAMPLE
ploughing 1. Picture ………… is …………... 2. Picture ………… is …………... 3. Picture ………… is …………... 4. Picture ………… is …………...
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APPLY 3. A farmer's jobs. Once your students have put the jobs in the correct order, explain that there are many machines these days which the farmer uses to make his/her work easier, such as tractors, fertilisers, combine harvesters, and ploughs.
Answer key 1. 2. 3. 4.
Picture A is ploughing. Picture D is fertilising. Picture C is sowing. Picture B is harvesting.
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ADDITIONAL ACTIVITIES Making a vegetable garden Materials: • 4 white polystyrene boxes • Chick peas, lentils and dried beans • Soil and fertiliser
• Index cards • 12 toothpicks
Instructions: • Divide the class into four groups and give each group a set of materials: a box, soil, fertiliser, 15 chick peas, 15 lentils, 15 dried beans, 3 index cards and 3 toothpicks.
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11 UNIT 11
LEARNING TO READ
4. Read the text. Answer the questions. New ways of farming LEARNING TO READ
More crops can be grown with new farming techniques. The crops also tend to be of a better quality. For example, we can now grow crops in greenhouses. In greenhouses, farmers have more control. They can control the amount of water and light that the crops receive. They can also control the temperature.
4. New ways of farming.
Answer key • The three new types of farming are: growing crops in greenhouses, organic farming, and farming without any soil. Greenhouse cultivation: farmers can control the amount of water and light that the crops receive. Organic farming: crops are grown without any chemical products. Farming without soil: seeds are planted in water or on synthetic foam. • These new types of farming are better because we get more crops and they are better quality.
Some farmers have organic farms. On these farms, crops are grown without using any chemical products. Crops can also be grown without any soil. In this type of farming, seeds are planted in water or on synthetic foam. ●
Describe the three new ways of farming.
●
Why are these new ways of farming better?
❏ ❏ ❏
Because food is much cheaper than with traditional farming methods. Because we get more crops, and they are of a better quality. Because organic farming does not damage the environment with chemicals.
WORK IT OUT
5. Answer the question.
WORK IT OUT
Agriculture is essential for providing food for people. But today, there are fewer and fewer farmers. ●
5. The importance of agriculture. The aim of this activity is to encourage students to appreciate the importance of agriculture and to respect the work associated with this sector.
What would happen if all the farmers disappeared?
Summary Arable farming Arable farming means cultivating the land. Crops can be dry or irrigated. Farmers do many different jobs. These include ploughing, fertilising, sowing, and harvesting. They use machinery and new techniques to help them.
Answer key • M. A. If all the farmers disappeared, we would have no fresh food such as vegetables and fruit.
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Language link
• Ask your students to fill the boxes with soil and fertiliser. • Tell them to mix the soil and fertiliser well. Wet the soil and make three lines by pressing their fingers into the soil. • Students write the names of the seeds on the index cards and use sticky tape to attach the cards to a toothpick. They then stick each toothpick next to one of the lines in the soil. • Tell your students to make small holes for the seeds and sow them in the separate lines. They should then sprinkle a bit of soil over the seeds so they are covered. • Students should water their vegetable gardens once a week. They must only use a little water each time.
Ask your students to imagine they live and work on a farm. Tell them to write a diary showing what they do over the course of one week. Write a diary plan and words on the board for them to use as a model. For example: Monday: In the morning… in the afternoon… First… then… after that… finally…. Brainstorm farm activities.
Resource folder
F Reinforcement and extension Reinforcement: Worksheet 23
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Animal farming 1. The farmer OBJECTIVES • To recognise the types of animals that are kept and exploited on a farm • To distinguish between intensive and free-range animal farming • To find out about improvements in animal farming • To know about animal farming in our region
■ Teaching suggestions Introduction • Write the names of several farm animals on the board. Write the names of the products we obtain from these animals. Ask your students to say which products we obtain from which animals. Explain that during this lesson, we are going to learn about farm animals and the products we obtain from them.
Explanation • Tell your students that there are other types of farm animals apart from those mentioned in this text. For example, goats, and llamas. You can also explain that products like honey and bees' wax are obtained from bee keeping, which is considered to be a type of animal farming.
Animal farming involves breeding, buying and selling farm animals. The farmer breeds and cares for farm animals. He does this to obtain meat, milk, eggs, and skins. 1 Many animal farmers are also arable farmers. They combine the two types of farming. This is called mixed farming. 1
A shepherd shearing a sheep in order to obtain wool.
2. Types of farm animals We call farm animals livestock. There are several types of livestock: ●
Cattle. This includes cows and bulls.
●
Sheep.
●
Pigs.
●
Equine. This includes horses, asses and mules.
●
Poultry. This includes chickens, hens, turkeys and other birds. 2 2
A chicken farm. We get eggs from hens.
3. Intensive and free-range farming Farm animals live on farms. They live in barns and pens, or in the open air. There are two types of animal farming: ●
Intensive farming where animals live in pens and barns and are fed hay or animal feed.
●
Free-range farming where animals live in the open and eat grass.
Vocabulary animal feed dry pellets used to feed animals hay dry grass used to feed animals
156
■ ADDITIONAL INFORMATION Subsistence and commercial farming
Understanding • Ask your students to explain the meaning of the following words and expressions: – Intensive farming – Poultry – Cattle
156
Explain that many people who live in rural areas keep a small number of animals for their own use. For example, they may keep a few chickens and a pig or a cow. This is called subsistence farming. The farmer does not sell the products, he/she uses them for his/her own family needs. On the other hand, there are huge farms where thousands of animals are bred for commercial purposes. Some of the biggest animal farms are in North and South America and Australia. In some cases the farm is the same size as a small European country!
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11 UNIT 11 4. Animal farming and technology The work on animal farms is usually done using modern machines and new technologies. 3
5. Animal farming
• Tell students to look carefully at photo 3. Ask them to describe what they can see and to draw conclusions from their observations. Help them by asking questions. For example: Which animals can you see? What do we call this type of farming? Where are the cows? What is happening in the photo? Is this intensive or free-range farming? What does the farmer feed these animals on?
On intensive farms, animals are kept in pens and they are fed animal feed and hay.
Citizenship Tolerance and respect
On modern farms, the animals are specially selected. They are fed animal feed and they are cared for by a vet. 3
On modern dairy farms the cows are milked by machines.
On sheep farms, farmers obtain meat, milk for making cheese, wool and skin. Other types of farming include chicken farms and cattle farms. 4
Encourage your students to appreciate the importance of this type of work. Explain that work on a farm is very hard. The farmer has to start work very early in the morning and cows need milking every day. The milking shed has to be kept very clean so that the dairy produce reaches us in perfect condition.
4
Cattle farming. A cowhand driving cattle.
Tasks 1. What is animal farming? 2. Name the different livestock. Which ones can you see in photos
1
and
2?
3. What is the difference between intensive and free-range farming? Which type of farming can you see in photo 3 ? 4. What type of livestock can you find where you live?
157
Answer key
LEARNING SKILLS Revision Revision consists of reading through something that has already been studied, in order to remind ourselves of the content. ◗ The content of this unit is closely related to natural landscapes. If you think it might be useful, read through some of the texts in Unit 8 as a class activity, and review the content. Revise the characteristics of mountain, flat and coastal landscapes. Then ask volunteers to explain the concepts to the rest of the class.
1. Animal farming is breeding, buying, selling and looking after animals in order to obtain products from them. 2. Livestock: cattle, sheep, pigs, horses and poultry. In photo 1 we can see sheep. In photo 2 we can see hens. 3. Intensive farming is when the animals are kept in pens and barns. They are fed on hay and animal feed. Free-range farming is when the animals live and eat in open pastures. In photo 3 we can see intensive farming. 4. M. A. Answers could include: cattle, pigs, sheep, poultry…
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Resources from the sea and the forests
OBJECTIVES • To learn about the resources we obtain from the sea • To distinguish between sea and river fishing • To differentiate between different types of sea fishing • To learn about the resources we obtain from the forests
shipyard
dock fishing nets
■ Teaching suggestions
1
A fishing port
Introduction • Ask your students the following questions. Where does the fish that we eat come from? How many different types of fish can you name? What do we call the people who catch fish? Where do they work? Explain that all over the world many people earn a living by fishing. These people live on the coast. Thanks to their hard work we can eat fish, even if we live a long way from the sea.
1. Resources from the sea The sea provides us with a huge variety of resources. The most important ones are: ●
Fish and shellfish for food.
●
Salt, which is used for food and for making other products.
●
Seaweed, which is used for making fertilisers and animal feed. We also use it for making medicines. In some countries, people eat seaweed.
●
Seawater, which is sometimes turned into drinking water.
Vocabulary resin a sticky substance which is obtained from trees
Explanation • Tell your students that the work associated with exploiting forests is called forestry. The people who do this kind of work are called foresters.
Understanding • Play True or False? with your students. Say statements and ask students to call out true or false. Have them explain why a statement is false. For example: – River fishing is done in the Mediterranean. – We obtain wood and resin from the forests. – Deep sea fishing is done near the coast using small boats and nets.
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■ ADDITIONAL INFORMATION Forests and their treasures Forests are a constant source of resources. Tree branches are used for fire wood, and trunks for making furniture. Ground vegetation is used in animal stables and for animal feed. We can also find food like blackberries, chestnuts and wild mushrooms. Wild mushrooms grow in the damp ground of forests. The best time to collect wild mushrooms is in the spring and autumn, when it rains the most. People who collect wild mushrooms have to know a lot about them in order to know which ones are edible and which are poisonous.
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11 UNIT 11 2. Fishing Fishing means catching fish and shellfish. Some fish are caught in rivers, and the rest are caught in the sea. There are two types of sea fishing: 1 ● Coastal fishing is done near the coast. Small boats and hand-held nets are used. These are traditional methods. ●
Deep sea fishing is done out at sea. Larger boats are used. These boats have modern machinery and lots of refrigerators. The refrigerators keep the fish cold until they return to port. 2
2
Deep sea fishing. The boat is very big, and it has modern machinery.
3. Fish farms Today, the demand for fish is greater than the amount of fish caught. Some species are in danger of extinction. This is why fish farms and shellfish farms have been built. ●
Fish farms are near rivers or the sea. Trout and salmon are the most common fish farmed here. 3
●
Shellfish farms are found on the coast. They are used for breeding shellfish such as mussels and oysters.
4. Exploiting the forests We get wood and resin from trees in forests. Recently, new trees have been planted. These are to replace trees which have been cut down. This is an attempt to stop forests from being destroyed.
3
A fish farm. The man is using a net to collect the fish.
Tasks 1. What do we get from the sea? 2. What is the difference between coastal and deep sea fishing? Which type can you see in photo 2 ? 3. What resources do we get from forests?
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LEARNING SKILLS Skim reading Skim reading consists of reading quickly through a piece of text in order to obtain a general idea of what it is about. Often, it is enough just to focus on the key words or sentences which are in bold. ◗ Ask your students to close their books. Read the words in bold from Resources from the sea. Then ask, What do these words refer to? Finally, read the title of the section and explain that the words in bold are all resources from the sea.
• Tell your students to look carefully at photo 3. Then ask the following questions. What is the man doing? What is he using for his job? Where does he work? Which fish are bred on fish farms? • Write the following sentences on the board and read them out loud: – The fishermen reach their destination. They use huge cranes to put the nets in the water. (3) – The fishermen sail out of the port on a big fishing boat. (1) – The fishermen arrive back at the port after several months at sea. They have caught lots of fish. (4) – The fishermen travel for several days until they reach the fishing banks. (2) Ask your students to read the sentences and say which order they should be in. Explain that fishing banks are where fishermen go to catch fish. They are areas in the ocean where we can find a lot of fish.
Citizenship Tolerance and respect Remind your students that a balanced diet includes fish. Our bodies can obtain vitamins and above all proteins and minerals from fish. Tell them to think of a different type of fish they can eat every day of the week. Help them with the necessary vocabulary, for example, tuna fish, sardines, prawns, hake, squid, cod and plaice.
Answer key 1. We get fish, seafood, salt, seaweed and seawater from the sea. 2. Coastal fishing is near the coast and uses small boats and nets. Deep sea fishing is out at sea, far from the land. The fishermen use big boats and huge nets. Photo 2 shows deep sea fishing. 3. We get resin and wood from forests.
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A C T I V I T I E S UNDERSTAND
1. Write the word that corresponds to the definitions. Breeding and caring for farm animals:
UNDERSTAND 1. Definitions. Do this activity as a game, by playing Hangman. Draw lines on the board to represent each letter of the word. Ask students to call out letters. If the letter is in the word, write it in the correct position on the lines. If not, draw part of the body on the hangman's gallows.
Catching fish and shellfish:
F______
A product we get from the sea: A place for breeding fish:
A_____ _______
S______
F___ ____
A product we get from the forest:
W___
WORK IT OUT
2. Match the words with the pictures. Explain your reasons. C
A
Answer key
intensive farming
• Breeding and caring for farm animals: animal farming • Catching fish and shellfish: fishing • A product we get from the sea: seaweed • A place for breeding fish: fish farm • A product we get from the forest: wood
deep sea fishing free-range farming B
coastal fishing
EXAMPLE
WORK IT OUT 2. Types of animal farming and fishing. Before doing this activity, ask students to look carefully at the photos and describe them in detail. Ask them to explain the types of animal farming and fishing.
D
Picture A shows coastal fishing. I can see a small boat and the coast in the background.
APPLY
3. Match the animals to the livestock.
Answer key poultry – equine – cattle – pigs
• Picture A shows coastal fishing. I can see a small boat and the coast in the background. • Picture B shows free-range farming. The animals are in the open air, and they are eating plants which grow in open pasture. • Picture C shows intensive farming. The animals are in a barn, and they are eating hay and animal feed. • Picture D shows deep sea fishing. I can see a big boat and cranes for the nets. The boat is far from the land.
APPLY 3. Types of farm animals. Ask your students to help you make a list of farm animals on the board and discuss the kinds of products obtained from the animals.
160
160
ADDITIONAL ACTIVITIES A map of products Ask your students to make a map of the products from their region. Divide the class into groups of four. Encourage each group to bring pictures to class showing products from their region. If they cannot find photos or pictures, they can draw the products.
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11 UNIt 11
I CAN DO IT
4. Look at the photo and the sketch. Do the tasks. The sketch is a drawing of the photo. We can see both the natural and man-made features that are in the photo.
Answer key • The cow: cattle • The pig: pigs • The donkey: equine • The duck: poultry
I CAN DO IT
■
1. village
■
4. Sketch of a landscape. Take this opportunity to review the characteristics of mountain and flat landscapes before your students do this activity.
Trace the sketch. Number the following features. 2. crops
3. mountain
Copy the table. Classify the features from the landscape. village – natural vegetation – crops – mountain Natural features
■
Answer key
Man-made features
• M.A. Students trace the sketch and number the features. • Natural features: natural vegetation and mountain. • Man-made features: village and crops. • M. A. There is a mountain and a small village. There is a lot of natural vegetation. There is a field of dry crops.
Use the words to describe the landscape. Are the crops dry or irrigated?
Summary Animal farming, fishing, and resources from the forest Animal farming involves breeding, buying, and selling animals. It can be intensive or extensive. Fishing involves catching fish and shellfish. Fish and shellfish come from rivers and the sea. Sea fishing can be coastal or deep sea.
Language link
We get wood and resin from trees.
161
Give each group a sheet of construction paper for them to draw a map of their region on. Once they have drawn the outline, they can divide the region up into its different areas. Students glue the pictures onto the map to show where the products come from. They write the names of the products under the pictures. Ask students to think about typical food from their region and write a recipe on one side of their sheet of construction paper. The recipe should contain products from their region.
Divide your class into eight groups. Assign a job related to agriculture or fishing to each group, for example: sheep farmer, arable farmer, deep sea fisherman/woman, coastal fisherman/woman, fish farm worker, forester… Each group decides on the following, and makes lists. For example, clothes we wear, jobs we do, where we work, products we provide, a typical day's work. Students discuss their jobs and prepare an oral presentation for the rest of the class. Make sure all the members of the group take turns to speak.
Resource folder.
F Reinforcement and extension Reinforcement: Worksheet 24
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N O W
I
K N O W
Check what you know
1. Copy and complete the word map.
■ Unit review
Types of agriculture and fishing
To begin the review, go over the main concepts in the unit with your students. For example: • Arable farmers sow and harvest crops to provide food. Crops can be dry crops or irrigated crops. • Animal farmers breed, buy and sell animals. They obtain products from these animals. Animal farming can be intensive or free-range.
arable farming
animal farming
can be
can be
dry crops
3
which are 7
which are 8
■
4
intensive
2
can be 5
deep sea
to obtain 6
resin
the animals the boats the boats the are are animals are are 10 11 12 9
Copy and complete the sentences. Use words from the word map. ●
Types of agriculture and fishing are …
●
Arable farming can be dry …
– cattle
●
Animal farming can be …
– sheep
●
Fishing can be …
• There are different types of animal livestock:
1
– poultry – equine – pigs • Fishermen catch fish and shell fish. We can obtain fish from the sea or from rivers. • Sea fishing can be coastal or deep sea. • We obtain wood and resin from forests.
2. Tick the correct words. 1. A person who works the land is a / an…
❏
162
fisherman.
2. The olive is…
❏
a dry crop.
❏
plough.
❏
an irrigated crop.
❏
harvest.
4. Cattle farming, involves…
❏
cows.
❏
in pens.
❏
outdoors.
6. Catching fish and shellfish is called…
3. Before sowing, the farmer must…
Art and craft link Divide the class into two groups. Give each group some thick cardboard and plasticine. Group 1 makes a model of an animal farm, and Group 2 makes a model of a forest. They label their model using construction paper and toothpicks. Provide a list of words on the board for students to use. For example: Animal Farm: Forest: cows trees sheep bushes barn path pen river farmhouse bridge milking shed mushrooms berries nuts
❏
farmer.
5. On intensive farms the animals are…
❏
sheep.
❏
farming.
❏
fishing.
7. Coastal fishing is done in…
❏
big boats.
❏
small boats.
8. From the forest we get wood and…
❏
resin.
❏
salt.
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ADDITIONAL ACTIVITIES Festivals and traditions Explain that many festivals and traditions are connected to farming, fishing and forestry. These festivals often coincide with spring or autumn. Spring time is when farmers plant their crops and baby animals are born. Autumn is when farmers harvest the crops. Ask your students if they know of any festivals from their region which celebrate something to do with fishing, farming or forestry. Have them describe what the tradition is, and how local people celebrate.
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UNIT 11
My project
3. Choose a farm animal or crop. Complete the fact sheet. FARM ANIMAL
CROP
Check what you know 1.
Name of crop:
Name of animal:
……………………………………………
……………………………………………
Type of agriculture:
Type of livestock:
❏ ❏
❏ ❏
Dry Irrigated
Sheep Pigs
❏ ❏
Cattle
❏
Equine
Poultry
It is used for: ....................................
They are used for: .............................
……………………………………………
……………………………………………
11
near the coast;
12
out at sea.
• Types of agriculture and fishing are arable farming, animal farming, fishing and forestry. • Arable farming can be dry or irrigated. • Animal farming can be intensive or free-range. • Fishing can be deep sea or coastal. 2. 1. A person who works the land is an arable farmer. 2. The olive is a dry crop. 3. Before sowing the farmer must plough. 4. Cattle farming involves cows. 5. On intensive farms the animals are in pens. 6. Catching fish and shellfish is called fishing. 7. Coastal fishing is done in small boats. 8. From the forest we get wood and resin.
CITIZENSHIP
4. Read the text. Do the task. Protecting small fish There are many campaigns asking people not to buy small fish. This is an attempt to stop fishermen catching fish before they are fully grown. However, many restaurants and bars still sell small fish because customers ask for them.
My project
If this continues, soon there will be no more fish left in the sea.
■
➀ fishing; ➁ forestry; ➂ irrigated crops; ➃ free-range; ➄ coastal; ➅ wood; ➆ not watered; ➇ watered; ➈ in the open; ➉ in pens or barns;
3. M. A. Tomato: irrigated crop; used as food for people. Chicken: poultry; used for meat and eggs.
Make a poster asking people not to buy baby fish.
Citizenship 163
Tables and charts We can use tables and charts to summarise the content of this unit. Ask your students to copy and complete the following table: Arable farming Types Products obtained
Protecting small fish. Explain that we must respect the times when fish reproduce and grow. This means that there are certain times of the year when we should not catch fish, and we should not catch very small fish. If we do not protect fish, many species may soon die out. 4. M.A. Students draw a poster to show the harm done by catching fish at certain times of the year, or catching very small fish.
Animal farming Fishing
dry
Resource folder fish
F Reinforcement and extension Extension: worksheet 12
F Test and assessment Assessment: worksheet 12
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UNIT 12
Industrial landscapes PRESENTATION This unit looks at industry, the activity which transforms raw materials into manufactured products.
in the landscape, and it therefore links this unit to those which are about geography.
It is important to study industry because of its impact on society. Industry also produces great changes
We will also be examining sources of energy and the ways we obtain electricity, which is fundamental for powering our factories.
UNIT CONTENT Objectives • • • • • •
To understand the process of industrial transformation To differentiate between raw materials and manufactured products To know the main types of industry To differentiate between source of energy and energy To recognise the main sources of energy To distinguish between renewable energy sources and non-renewable energy sources • To know how we get electricity • To understand the need for recycling
Contents CONCEPTS
• Industry • Types of industry • Production of electricity
PROCEDURES
ATTITUDES
• Looking at and describing pictures • Interpreting sequences • Completing diagrams and tables
• Saving energy • Not wasting raw materials
Assessment criteria • • • • • • • •
Understanding the process of industrial transformation Differentiating between raw materials and manufactured products Knowing the main types of industry Differentiating between the source of energy and energy Identifying the main sources of energy Distinguishing between renewable and non-renewable sources of energy Knowing how we obtain electricity Recognising the importance of recycling
Suggested timing for the unit September
164 A
October
November
December
January
February
March
April
May
June
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UNIDAD 0
RESOURCES Resource folder PHOTOCOPIABLE RESOURCES
• Reinforcement and extension – Reinforcement: Worksheets 25 and 26 – Extension: Worksheet 13 • Test and assessment – Assessment: Worksheet 13
SPECIAL PROGRAMMES
• Developing intelligence worksheets • Working with recent immigrants
Internet resources Raw Materials http://www.schoolscience.co.uk/petroleum/ Information about energy and fossil fuels Electrical energy http://www.energyquest.ca.gov/ Information about electrical energy Glass recycling http://www.glassforever.co.uk/ Information and games about glass and recycling
Other resources • Natural Science Tasks – The natural environment. Vocabulary • Activities with maps • School dictionary
España
164 B
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12 Industrial landscapes ■ Anticipating difficulties Keep the following issues in mind while working through this unit: • Some students may identify raw materials with natural products. Explain that all industries require raw materials to manufacture products. However, not all raw materials are natural. For example, oil is the raw material used to make plastic and plastic is a raw material for making toys. • Make sure your students do not confuse source of energy with energy.
■ Teaching suggestions • Read the title of the unit out loud. Then ask questions: What do you think this unit is about? What can you see in an industrial landscape? Where can you see an industrial landscape? Is an industrial landscape a natural landscape or a transformed landscape? • To introduce the text, Modern factories, ask your students if any of them have visited a factory. If they have, ask them to tell the class: what is was like, what kind of factory it was, what they were making there. If no one has been to a factory, ask them to describe what they imagine a factory is like inside and outside. • When you have read the text, ask students to explain how the factory they visited or imagined was different from, or similar to, the one described in the text. • Ask questions to elicit the names of different types of factories. For example: Where are yoghurt and cheese made? (dairy factories) Where are tables and chairs made? (furniture factories) etc.
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Modern factories Last week we went to visit my cousins. There was a terrible traffic jam, and I was bored. I looked out of the window to see if there was anything interesting. We drove past a huge car park. It was full of cars. They were shiny and new, and all different colours. “I wonder who they belong to?” I thought. Behind the cars, there was a massive white building. It was very long and not very tall. I didn’t know what the building was, so I asked my dad. He explained to me that it was a car factory. That was why there were so many new cars outside. I thought that all factories had huge chimneys with lots of black smoke. Then our car moved forward a little. A train went past very quickly. “Those people are going to arrive a long time before us!” I thought to myself. Mary, age 10
164
ALTERNATIVE SUGGESTIONS • Ask the students to act out how plum jam is made. Divide the classroom into three areas (the orchard, the road and the jam factory). Give your students different roles (farmers, lorry drivers and factory workers). Make sure they follow the correct order for the process in their dramatisation.
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1 Talk about the text ●
UNIT 12
Answer the questions. – Describe the factory. – What did Mary think factories were like?
●
Imagine a factory in the future. Describe it to your friend.
• Ask the students to play Pelmanism. Make sets of twelve cards 8x8 cm (one set per pair of students). Write the names of raw materials on six cards and the names of products made with these raw materials on the other six. Tell the students to work in pairs. Give each pair a set of cards. They should place all the cards face down on a table. Then they turn two cards over. If they can make a pair, they keep the cards and continue playing. If not, their partner plays. The student with the most pairs wins.
2 Think about the questions ●
Answer the questions. Read the texts. How do factories affect the landscape? When we build factories, we affect the natural landscape. Factories are usually big buildings. There is usually a communication network nearby, so that products can be transported to and from the factory. What is it like working in a factory? Lots of people work in a factory. They start work at the same time every day and they work a shift. They finish work at the same time. In some factories, work never stops. Different groups of people work different shifts.
3 Find out about the unit In this unit we are going to learn about:
Citizenship Environmental education Talk to your students about the pollution caused by many factories. Explain that factories must take steps to make sure they pollute the environment as little as possible. For example, they should not dump waste into rivers or in the countryside; they should place filters on their chimneys so that the smoke is not so dirty, etc.
✓ Industry. ✓ Industrial products. ✓ Power stations.
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• If you can, take your students to visit a nearby factory. Prepare them before they go, so that they can relate what they see to what they are studying in the unit. For example, ask them: What do you think the factory will look like? What do you think is made in the factory we are going to visit? What raw materials do you think are used? etc.
Answer key Talk about the text • The factory is a massive white building. It is very long and not very tall. • Mary thought that all factories had huge chimneys with lots of black smoke. • M. A. Students should talk about the size, shape, and colour of the factories of the future, and if there is any pollution.
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Industry 1. Industrial processes OBJECTIVES • To understand what industry is • To differentiate between raw materials and manufactured products • To know the different kinds of sources of energy • To know what it is like to work in a factory
Raw materials are transformed into products through industrial processes. Machines are used to do this. ●
Raw materials are products that we get from nature, for example, wood.
●
Manufactured products are things we obtain by transforming raw materials, for example, furniture.
This process of transformation is called the industrial process. 1 Industrial processes take place in factories.
●
■ Teaching suggestions
• It is important that students relate the industrial process with the activities which transform raw materials into manufactured products. Use picture 1 to explain this process in detail. Explain that the arrows show the path taken by the raw materials. In this case, the raw material is wood which will be made into a chair.
Understanding • Follow up the questions in the Student's Book with these questions: – What are raw materials? – What kinds of raw materials are there? – What is a manufactured product? – What is a production line? • Ask your students to look at picture 1 and to point out the picture or pictures which show the raw material and the manufactured product.
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RAW MATERIALS 2
Vegetable. These come from plants, for example, wheat, which is made into bread.
●
Animal. These come from animals, for example, leather, which is used for making shoes.
●
Mineral. These come from mines, for example, iron, which is used to make steel.
Introduction
Explanation
An industrial process. The wood from trees is made into furniture in factories.
2. Types of raw materials There are three types of raw materials.
• Ask if any of your students know someone who works in a factory. For example: Which factory do they work in? What does the factory make? What do they do? Is the factory big or small? How many people work there? etc.
1
olive
oil
cotton
jumper
gold
ring
MANUFACTURED PRODUCTS
3. Machines and energy People in factories work with machines. Many of these machines are programmed to do different tasks. For example, bending, welding and painting. Machines need energy. The sources of energy are the raw materials that we use. The most common are electricity, gas, and oil.
2
Raw materials of vegetable, animal, and mineral origin, and their manufactured products.
Vocabulary welding joining two pieces of metal together by melting the edges, for example, two pieces of iron
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■ ADDITIONAL INFORMATION How bricks are made Bricks are made using clay, which is a raw material. This is the process: 1. First a mixture of clay and water is made 2. This mixture is then cut and moulded into the shape of bricks 3. The bricks are dried out in a drying machine 4. The bricks are fired in a kiln. The heat makes the clay hard and resistant
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12 UNIT 12 4. Sources of energy There are two types of energy sources, renewable and non-renewable. ●
Renewable sources never run out. For example, the Sun, wind or water.
●
Non-renewable sources will eventually run out. For example, coal, gas, oil and a mineral called uranium. 3
• Tell the students you are going to play a guessing game. One student chooses a raw material (they can use the raw materials shown in picture 2) and gives clues so that the rest of the class can try to guess what it is. For example: It's a liquid. It's white. It comes from cows. (milk)…
3
An oil well. Oil is found under the ground. It is only found in some parts of the world.
• Ask students to tell you five manufactured products which use raw materials from forests, the sea and the countryside.
5. Working in a factory Lots of people work in factories. Each person is specialised in one job. This could be designing, producing, assembling, or transporting something.
Citizenship
In factories work is usually done on an assembly line. This means that each worker only does one part of the work. Together they make the final product. 4
Environmental education Point out that gaseous, solid and liquid waste produced by industry is one of the main causes of pollution.
4
An assembly line in a factory
Answer key
Tasks 1. Look at picture products?
2.
What are the raw materials? What are the manufactured
2. What are sources of energy? Why are they important for industry? 3. What is the difference between renewable and non-renewable sources of energy? Give examples of each type. 4. What is an industrial process? Where do industrial processes take place? Describe how people work in a factory.
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LEARNING SKILLS The description of a process A process is an ordered succession of different steps. To describe a process, we use words or numbers to indicate the order of the different steps.
1. The raw materials are: olives, cotton and gold. The manufactured products are: oil, a jumper and a ring. 2. Sources of energy are the raw materials we use for energy. They are important for industry because machines in factories need energy to work. 3. Renewable sources never run out but non-renewable sources will eventually run out. The Sun, wind and water are renewable sources. Coal, gas and oil are non-renewable sources. 4. An industrial process is the process of transforming raw materials into manufactured products. Industrial processes take place in factories. People work on an assembly line. Each worker works on one part of the final product.
◗ Write the different steps in the manufacturing process described in Additional information on the board, but not in the correct order. Ask students to put the steps into the correct order. They can then describe the process, using words to indicate the order of the steps: First, then, after that, later, finally...
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Industrial products 1. Heavy industries OBJECTIVES • To know and identify types of industry • To understand how industry changes the landscape • To know the most important types of industry in your region
Heavy industries transform raw materials into other materials. These other materials are then used by other industries to manufacture new products. For example, the steel industry transforms iron into steel. The steel is then used in other industries, like the car industry. It is also used in factories where domestic appliances are made, for example washing machines. 1
1
The most common heavy industries produce steel, aluminium, plastic, glass, chemical products, and cement.
The steel industry. Iron is heated in huge furnaces to obtain steel.
2. Consumer industries
■ Teaching suggestions Introduction • Read the title of the lesson out loud and ask students what factories make. Then ask them to name different objects. Tell them they are going to learn about different types of industry and what each type of industry produces.
Explanation • Show students a map of their region and show them where the main factories are.
Understanding • Ask students to explain the difference between the following terms: – steel industry - metal industry – factory - industrial estate – heavy industry - consumer industry • Give your students a list of raw materials and manufactured products. Ask them to classify them using a table as follows: – Raw materials: iron, cotton, oil, milk, steel – Manufactured products: jumper, plastic, yoghurt, tractor, car
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Consumer industries make products which we use every day. The most important consumer industries are: ●
●
●
●
The metal industry. This produces cars, trains, ships, bikes, and electrical appliances. The food industry. This produces preserves, oil, wine, and other types of food. 2 The chemical industry. This produces medicines, cleaning products, and fertilisers. The textile industry. This produces cloth, clothes, and shoes.
2
A fish cannery
3. Technological industries Technological industries are relatively new. They use modern machinery in order to create new products. The most important technological industries include the computer industry and the telecommunications industry, which makes telephones and satellites.
Vocabulary satellite a device which is sent into space to transmit radio and TV signals industrial waste rubbish produced by factories during the industrial process
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■ ADDITIONAL INFORMATION Raw materials Our world and our lives have been transformed over the years by the discovery and invention of different materials. • Steel was first made in India in about 200 AD. It is now used to make vehicles, structures like bridges and buildings, and household objects. It is also used for generating energy. • Polythene was first discovered by accident in 1933. It is the most commonly used plastic. Packaging, toys, bags, pens, pipes and containers are all made using polythene. • Glass was first made about 5000 years ago. It is used for containers, windows, light bulbs and glasses.
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12 UNIT 12 4. Industry changes the landscape Factories change the landscape. For example: ●
Factories need good communication networks to bring raw materials to the factory, and to take the finished products away to be sold. Communication networks include roads and railways. ● The smoke from factory chimneys and industrial waste pollute the air, land and water. Factories are often found close together. This is called an industrial estate. 3
Industries
Raw materials
Manufactured products
Steel works Metal works Chemical industry Textile industry Food industry
3
An industrial estate. The factories and roads have changed the landscape.
Citizenship
5. Industry
Consumer education
Industry is very important all over the world.
Use photo 2 to explain the importance of hygiene when handling food. Suggest that your students observe the people who handle food the next time they go shopping. They should be wearing gloves.
Industries include the chemical industry, the food industry, the electronics industry (which makes computers and telephones), and the construction industry (which makes buildings), and the steel industry. 4 4
Heavy industry. In this factory they cut metals.
Answer key 1. Heavy industries transform raw materials into other materials. The most common heavy industries produce steel, aluminium, plastic, glass, chemical products and cement.
Tasks 1. What are heavy industries? What do the main heavy industries produce? 2. What do consumer industries produce? What type of consumer industry can you see in photo 2 ? Give some other examples.
2. Consumer industries make products which we use every day. Photo 2 shows an example of the food industry. The metal industry, the chemical industry and the textile industry are other consumer industries.
3. How does industry change the landscape? What is an industrial estate? 4. What industries are important where you live?
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LEARNING SKILLS A diagram Remind students that diagrams are used to synthesise information. To make a good diagram you have to read the text carefully, underline the main ideas and put them in their order of importance. The main ideas must be associated with the secondary ideas.
3. Factories change the landscape because they need good communication networks like roads and railways. The smoke from factory chimneys and industrial waste pollutes the air, land and water. An industrial estate is a place where there are lots of factories. 4. M. A. Students give examples of local industries.
◗ Ask them to read page 168 and to make a diagram about the different kinds of industry.
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A C T I V I T I E S UNDERSTAND
1. Find three mistakes in the text. Copy the correct text. Industrial processes
UNDERSTAND 1. Industrial processes. To introduce this activity, ask your students to describe picture 1 on page 168. This way, students will be thinking of an industrial process and it will be easier to identify the errors in the text.
Manufactured products are made into raw materials in factories. Machines are used in this process. Machines need energy in order to work. Energy is obtained from sources of energy. There are three sources of energy: animal, vegetable and mineral. The people who work in factories normally work on an assembly line.
2. Copy the table. Classify the raw materials. wheat – cork – silver – resin – copper – silk – iron – wool RAW MATERIALS
Answer key Animal
• The text should read as follows: Raw materials are made into manufactured products in factories. Machines are used in this process. Machines need energy in order to work. Energy is obtained from sources of energy. There are two sources of energy: renewable and non-renewable. The people who work in factories normally work on an assembly line.
Vegetable
Mineral
3. Match the words to the pictures. Write sentences. ●
Food industry steel
●
Chemical industry telephone
2. Raw materials. To extend this activity, ask students to name manufactured products made using the raw materials in the table.
●
Textile industry bread
●
Telecommunications industry soap
●
Steel industry
Answer key
scarf
RAW MATERIALS EXAMPLE
Vegetable
Animal
Mineral
wheat cork resin
silk wool
silver copper iron
3. Raw materials and manufactured products. Using the students' answers, look at the difference between raw materials and manufactured products.
Answer key • • • •
Food industry: bread Chemical industry: soap Textile industry: scarf Telecommunications industry: telephone • Steel industry: steel
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………… is made in the food industry.
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ADDITIONAL ACTIVITIES Everyday objects Ask your students to complete a chart with five things that they have at home. Ask them to identify the industry which makes them, and what raw materials are needed. For example: Object
Industry
Raw materials
fridge
metal industry
metal, plastic, glass...
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12 UNIDAD 12
LEARNING TO READ
4. Read the text. Answer the questions. Transforming an industrial landscape in Spain
LEARNING TO READ
There used to be factories along the river bank in Bilbao, in the north of Spain. Smoke from these factories polluted the air. It destroyed the city landscape. A few years ago, they started to clean up this part of the city.
4. Transforming an industrial landscape in Spain. Encourage students to talk about a nearby factory or industrial estate.
The river is now much cleaner. The old docks along the river bank have been replaced with new buildings. One of these is the Guggenheim Museum. ●
Why did the river bank destroy the city landscape?
●
What did they do to improve the area?
●
What do we mean by ‘transforming an industrial landscape’?
Answer key • Smoke from the factories along the river bank in Bilbao polluted the air and destroyed the city landscape. • They started to clean up this part of the city. The river is now much cleaner. The old docks have been replaced with new buildings, like the Guggenheim Museum. • 'Transforming an industrial landscape' means changing an industrial landscape into a different type of landscape.
WORK IT OUT
5. Look at the picture. They are going to build a factory between the road and the river. ●
Draw a picture to show what the landscape might look like in a few years.
●
Compare the two drawings. What new features might there be in ten years?
WORK IT OUT 5. Transforming a natural landscape into an industrial landscape.
Summary Industry
Answer key.
Raw materials are transformed into manufactured products through the industrial process. Machines are used. These machines need energy to work.
• M. A. Students' drawings could include: a factory, a road, no/few trees... • M. A. New features: roads, a railway, an industrial estate, pollution...
There are different types of industry, depending on the raw materials used, and the product manufactured.
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A factory in my town Divide your students into groups. Ask them to have a debate about the affects of building a factory in their town. To prepare for the debate, ask them to make a list of the negative and positive consequences of building the factory.
Language link Students classify the words in sets. iron computer sponge cake washing machine steel works glass metal works wheat computer science Raw materials
Industries
Manufactured products
Encourage students to let each other speak and take turns. Make sure they realise that everyone's opinion is valid. Resource folder
F Reinforcement and extension Reinforcement: Worksheet 25
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Electricity
OBJECTVES • To know how we get electricity • To identify types of electric power stations
■ Teaching suggestions Introduction • Ask your students to think about how important electricity is: What would happen if there were no electricity? Would we have computers? How would factories work? How would we keep our food from going bad? etc.
Explanation • To help students to understand what a power station is, tell them that the dynamo on a bicycle is like a miniature power station. With a bicycle we get the electricity through the movement of the wheels, and in a hydroelectric power station water falls onto the blades of a turbine and makes them go round.
1
A wind farm. The wind moves the blades on the windmills. This generates electricity.
1. How do we get electrical energy?
water heater
microwave
Nearly all factory machinery and devices we use at home need electrical energy to work. 2 Electrical energy is produced in power stations. It is then transported by cables. There are different types of power stations, depending on the source of energy they use. For example, hydroelectric stations, thermal stations, nuclear power stations, wind farms, and solar power stations.
cooker
toaster blender sandwich maker
washing machine 2
Electrical devices need electricity.
Understanding • Ask your students to explain the differences between these three types of power stations: hydroelectric stations, thermal stations and wind farms. Then ask: Which of these power stations causes the least pollution? How can we get electricity without polluting the atmosphere? • Students look at photo 2 and name appliances different from those in the photo that they use every day. For example, fridge, dishwasher, mixer...
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■ ADDITIONAL INFORMATION The distribution of electricity The electricity that is produced in power stations is very powerful and cannot be used straight away. So, near cities, towns and industries there are plants which transform this electricity into the electric current that we can use. Electricity is distributed from these plants to the electricity grid and then on to the places where it is needed.
power station
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transformer plant
users
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12 UNIT 12 2. Hydroelectric power stations Hydroelectric power stations use water power to make electricity. In hydroelectric stations, electrical energy is obtained when water falls from a great height. The power of the water as it falls turns the turbine. 3 Hydroelectric power stations do not pollute the air very much. However, they are built in areas where there are mountains or reservoirs.
• Ask the students to fill in the following table: Non-polluting power stations
3
A hydroelectric power station. Hydroelectric power stations are found next to dams.
3. Thermal and nuclear power
Citizenship Environmental education
stations
Point out that the production and use of electricity has some negative effects on the environment. Explain the importance of saving energy and not wasting it. Ask students to think of some ways of doing this. Help them by making suggestions: We could save electricity by switching off lights. To save water, we should fill the washing machine and dishwasher. If we are not using an electrical appliance, we should switch it off.
Thermal and nuclear power stations use the power from water vapour to produce electricity. ●
Thermal power stations burn coal, gas, or oil to heat water and produce steam.
●
Nuclear power stations use a mineral called uranium to produce steam. 4
These power stations produce a lot of energy. They can also pollute the environment, sometimes to dangerous levels.
4. Wind farms and solar power
4
A nuclear power station
Tasks
Wind farms use the force of the wind to produce electricity. 1 The windmills are placed in windy places. The wind moves the blades on the windmills. Electricity is generated by turning a turbine.
1. Why do we need electrical energy?
Solar power uses sunlight to produce electricity. Solar panels receive sunlight and transform the light into electricity.
3. What are the advantages and disadvantages of solar power? What about wind farms and nuclear power stations?
Wind farms and solar power stations do not pollute the air.
Polluting power stations
2. Name some of the different types of power stations. Which type can you see in photo 1 ?
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LEARNING SKILLS A summary
Answer key 1. We need electrical energy because nearly all factory machinery and appliances we use at home need electrical energy to work. 2. There are hydroelectric stations, thermal stations, nuclear power stations, wind farms and solar power stations. Photo 1 shows a wind farm. 3. Wind farms and solar power stations do not pollute the environment. However, they only produce a small amount of electricity. Nuclear power stations produce a lot of electricity, but they can pollute the environment.
Remind students that to summarise a text they have to read it carefully, underline the basic ideas and try to summarise them, using their own words. Emphasise that a summary is not a copy of the text. ◗ Ask students make a summary of one of the texts in this unit. Have some of them read their summaries out loud. Help the class to choose the summary which best summarises the information in the text.
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A C T I V I T I E S UNDERSTAND
1. Match the power stations to their source of energy. Power station
UNDERSTAND 1. How we get electricity. To introduce this activity, ask your students what different kinds of sources of electricity there are. Help them to classify the sources of electricity into groups of renewable and non-renewable sources.
Source of energy
●
hydroelectric
●
sunlight
●
thermal
●
wind
●
solar
●
water
●
nuclear
●
oil
●
wind farm
●
uranium
WORK IT OUT
Answer key • • • • •
hydroelectric - water thermal - oil solar - sunlight nuclear - uranium wind farm - wind
2. Answer the questions. Harry and his family live in a village. It rains most days of the year and there is always a strong wind. ●
Would it be a good idea to build a solar power station there?
●
What about a wind farm? Give reasons for your answer.
WORK IT OUT 2. Using natural resources for producing electricity. As an introduction, ask students to tell you what a wind farm and a solar power station are.
APPLY
3. Look at the photos. Name the power stations you can see.
Answer key • It would not be a good idea to build a solar power station in Harry's village. It rains most days of the year so there isn't much sun. • It would be a good idea to build a wind farm because there is always a strong wind.
APPLY 3. Types of electric power station. After you have done the activity, have students explain how electricity is produced in each one of the power stations.
Answer key • The first photo is a solar power station. • The second photo is a hydroelectric power station. • The third photo is a wind farm.
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ADDITIONAL ACTIVITIES A report on a type of industry Divide the class into groups of four. Explain that each group is going to do a report on a type of industry (basic, textile, food, etc.). Each group should make a poster with the information and a summary table as follows:
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12 UNIT 12
I CAN DO IT
4. Look at the map. Do the tasks. Thematic maps use symbols to give us information. They do not show the relief of the land.
Cantabrian
Power stations in Spain
I CAN DO IT
Sea
F R A N C E N ANDORRA
O C E A N
E S
P O R T U G A L
A T L A N T I C
W
4. A thematic map. Explain that most hydroelectric power stations are located close to rivers. Then ask: Why are they there? Students should realise that hydroelectric power stations need the force of water to produce electricity.
Answer key Balearic Islands
Canary Islands Ceuta
M
e
d
i t
e
r
r
a
n
e
a
S
e
a
n
Hydroelectric power station Nuclear power station
Melilla
AFRICA
Thermal power station
●
Look at the title and the key. What does this map show?
●
Which symbol represents hydroelectric power stations? What about nuclear power stations and thermal power stations?
●
Where are most of the power stations in Spain?
• The map shows the position of different types of power stations in Spain. • Hydroelectric power stations are represented by a pylon. Nuclear power stations are represented by a green power station. Thermal power stations are represented by an orange power station. • Most of the power stations are in the north of Spain.
Art link (Dramatisation). Ask some of your students to mime different electrical devices. The rest try to guess what they are.
Summary Electrical energy We need electrical energy for machines to work. Electrical energy is obtained from power stations. There are several different types of power stations: hydroelectric, thermal, nuclear, solar power stations, and wind farms.
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Industry Raw material Machines and tools Energy used Manufactured products
Have each group present their work to the rest of the class. Resource folder
F Reinforcement and extension Reinforcement: Worksheet 26
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N O W
I
K N O W
Check what you know
1. Copy and complete the word map. Industry
■ Unit review Revise the main ideas in the unit. Dictate the main ideas.
transforms
needs
raw materials
electrical energy
can be
• Industry transforms raw materials into manufactured products. Raw materials may be vegetable, animal or mineral.
animal
1
moves 2
3
4
■
thermal
Industry transforms…
• Energy sources can be renewable, like sun, wind and water; or non-renewable, like oil, coal and uranium.
●
In order to work, industries need …
●
There are three different types of industry: …
1. We get raw materials from…
❏ ❏
Language link Explain that the industrial revolution refers to the time when people began leaving the countryside and moving to towns and cities to work in the first factories. This happened in the 18th century.
Steam engine Machinery for the textile industry Telegraph Electric light Combustion engine
Divide the class into groups to make a poster. Assign a machine or type of machinery to each group. Encourage them to find out as much as they can about their subject. They should find pictures and descriptions, the names of famous inventors and discoveries related to their subject.
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like 11
like 12
5
6
7
2. Tick the correct words. industry.
❏
nature.
2. What kind of raw material is milk?
• • • • •
like 10
Copy and complete the sentences. Use words from the word map. ●
Some of the most important inventions made it possible to manufacture and transport goods on a large scale:
9
can be
• Machines need energy.
• Electricity is produced in power stations. They can be thermal stations, hydroelectric stations, nuclear stations, wind farms and solar power stations.
8
heavy
produced in
machines
• Industries can be classified as basic, consumer or technological industries. • Many people work in factories. They use machines.
can be
Vegetable.
❏
Animal.
3. Steel manufacturing is a…
❏ ❏
consumer industry.
factory.
❏
❏
Renewable.
❏
Non-renewable.
6. Industrial processes take place in…
❏
factories.
❏
mines.
7. What is made in the chemical industry?
heavy industry.
4. The power which moves machines is called…
❏
5. What kind of energy source is the wind?
electrical energy.
❏
A car.
❏
Soap.
8. What do nuclear power stations use to produce electricity?
❏
Uranium.
❏
Wind.
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ADDITIONAL ACTIVITIES Locating and describing the landscape of the region. Divide the class into groups of five. Give each group a map of your region, photos and postcards showing landscapes in the region. In their groups, the students should: • Mark on the map the places where there are animal and arable farms and the main fishing areas (if appropriate). Students should also label the main industrial areas, and name the manufactured products. If your region produces raw materials, they should also label these. Remind students that they should use symbols and a key to label their maps.
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UNIT 12
My project
3. Choose a product you use at home. Analyse the label. ■ ■
Choose a food product. Read the label.
Check what you know
Copy and complete the table. Use data from the label.
Name of product
1.
Ingredients
Made in…
➀ vegetable; ➁ mineral; ➂ power stations; ➃ hydroelectric; ➄ nuclear; ➅ wind; ➆ solar; ➇ consumer; ➈ technological; ➉ steel; 11 metal, food, chemical, textile; 12 computer and telecommunications. • Industry transforms raw materials. • In order to work, industries need electrical energy.
■
• There are three different types of industry: heavy, consumer and technological.
Answer the questions. ●
What raw materials were used to manufacture this product?
●
What kind of raw materials were they – animal, vegetable or mineral?
2. Tick the correct words. 1. We get raw materials from nature. 2. What kind… is milk? Animal. 3. Steel… is a heavy industry. 4. The power… is called electrical energy. 5. What kind… the wind? Renewable. 6. Industrial… in factories. 7. What is made in… industry? Soap. 8. What do nuclear… produce electricity? Uranium.
CITIZENSHIP
4. Answer the questions. Rubbish is a raw material Every day enormous quantities of rubbish are produced. There are lots of different types of rubbish. This includes: food leftovers, plastic bottles, tins, glass bottles and jars. You can recycle many of these things. This means that they can be used again. New glass bottles and jars can be made from the ones we throw away. Recycled paper can be made from paper and cardboard. ● ●
My Project 3. M. A. Name of product: cream cheese. Ingredients: milk, cream, salt. Made in: Spain
Do you think it is important to recycle our rubbish? What things can you recycle at school?
Citizenship
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• Each group should write a short description of the photos and postcards you have given them and relate them to the map. • Finally, the groups present their work to the rest of the class.
Rubbish is a raw material. Explain that recycling reduces waste, saves energy and natural resources, decreases pollution levels and improves the quality of the environment. Tell students that we can all improve the environment by recycling what we do not use. M. A. • I think it is important to recycle rubbish because it saves energy and natural resources and the environment will be better. • We can recycle paper, card, glass jars used in art class... 4. R. L.
Resource folder
F Reinforcement and extension Extension: Worksheet 13
F Test and assessment Assessment: Worksheet 13
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UNIT 13
The history of my hometown PRESENTATION In previous years, students studied basic concepts of time (before, after, present, past, etc.). In this unit, they will look at these concepts in more detail. They will use their own experiences and their understanding that people and places
change over time. This is a basic introduction to history. History is the study of important events in the past. They will also study culture in its broadest sense through traditions, festivals, historic monuments and famous historical characters.
UNIT CONTENT Objectives • • • •
To recognise the changes that take place over time in people and places To know what history is To identify historical records To discover what cities and villages were like in Roman and medieval times, and what they are like in contemporary times • To learn about and appreciate cultural traditions • To respect and protect historical monuments
Contents CONCEPTS
PROCEDURES
• The changes that take place in people and objects over time • History and historical records • The history of people and cities • Cultural traditions
• • • •
ATTITUDES
• Appreciating the importance of historical records and buildings • Appreciating cultural traditions
Classifying historical records Drawing timelines Comparing pictures Writing index cards about historical characters
Assessment criteria • Recognising the changes which take place in people and objects over time • Knowing what history is and understanding the difference between history and personal history • Identifying and classifying historical records according to a given criteria • Appreciating traditions and customs • Respecting historical monuments
Suggested timing for the unit September
178 A
October
November
December
January
February
March
April
May
June
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UNIDAD 0
RESOURCES Resource folder PHOTOCOPIABLE RESOURCES
• Reinforcement and extension – Reinforcement: Worksheets 27 and 28 – Extension: Worksheet 14 • Test and assessment – Assessment: Worksheet 14
SPECIAL PROGRAMMES
• Worksheets for developing intelligence • Working with recent immigrants
Internet resources History of urban development http://www.un.org/cyberschoolbus/habitat/units/ un02pg01.asp In-depth information for teachers and activities for learners The Romans http://www.historyforkids.org/teachers/guides/ romeguide.htm Activities about many aspects of Roman life
Other resources • History Tasks – Discovering time 1 • School dictionary España
178 B
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13 The story of my hometown ■ Anticipating difficulties In this unit you should bear in mind the following: • Some students may have difficulty differentiating concepts of time such as before, after, past, present and future. Use timelines to show them how to sequence events over a period of time. • It is important that students understand that historic records are not just written documents. • Make sure that students understand the difference between history and legend. • Make sure students understand that traditions and festivals are manifestations of history.
■ Teaching suggestions • Read the section Find out about the unit out loud. Then ask questions, for example: Who can tell me what history is? Does the word 'history' mean the same in the phrases 'the history of my neighbourhood' and 'my history'? What is the difference? Who can tell me what the word 'past' means? Is it important to know about the past? Why? How do people change over time? How do cities change over time? • Ask a volunteer to read the title of the text out loud. Then ask students if they know anything about the history of their home town. Encourage students to tell the rest of the class what they know. Suggest that they can ask members of their family or neighbours about important events in their home town's history.
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The story of my neighbourhood Near my house there is an old building. It is always closed. Over the door there is an old sign which says Cinema. The other day, I was walking back from school with my friends. We noticed some holes in the door. We looked inside. What a surprise! Part of the roof was missing. We could see the rows of seats. They were broken and dirty. There were paintings on the walls, but we didn’t recognise the people in them. When I got home, I told my mum. She did not remember the old cinema well. She told me to ask my grandma because she used to go a lot. My grandma told me that many years ago it was the best cinema in the neighbourhood. Then, she showed me a scrapbook. In the scrapbook there were photos from magazines and old newspapers. They showed the cinema when it was new. I could see the paintings on the walls. They were clean and new. They were pictures of famous actors and actresses. She also had some old tickets in her scrapbook. She bought them the day she met my grandad. I thought that the cinema was just an old, derelict building, but there’s a lot more to it than that! Peter, age 10
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ALTERNATIVE SUGGESTIONS • Make a class photo album. Ask students to bring in two photos of themselves, one recent photo and one taken a few years ago. Students glue their photos on white A4 construction paper. Then ask them to write a caption under each photo, for example: This is (name) … years ago. This is (name) in the year…
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1 Talk about the text ●
UNIT 13
Answer the questions. – What did Peter’s grandma say about the cinema? What did she show him? – Why does the writer think the building has a lot of history?
●
• Play Aliens. Tell students that you are an alien who has just arrived on planet Earth. The students should explain to you the meaning of words from the text. For example, cinema, roof, seats, rows, scrapbook.
How would you find out about your neighbourhood?
2 Think about the questions ●
Citizenship Tolerance and respect
Answer the questions. Read the texts. How can we find out about things that happened a long time ago? History is about things that happened a long time ago. To find out about history, we need to find things that tell us about the past. We can find these things in books, buildings, and photos. What was your home town like in the past? Several things have changed over the years, for example, the houses, the streets, and the shops. Other things have not changed, for example, festivals, famous buildings, and traditions.
Tell students that recently there have been many initiatives to restore and preserve the old centres of cities. For example: traffic is forbidden or restricted, and old buildings have been restored. Encourage students to offer other suggestions as to how me might protect the old centres of our cities.
3 Find out about the unit In this unit we are going to learn about: ✓ Finding out about the past. ✓ The past and the present of cities, towns, and villages. ✓ Things that do not change over time.
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• If you have the opportunity, organise a visit to an archaeological museum so that your students can observe remains from the past. If you cannot visit a museum, take your students to the IT room and visit the web sites of some museums in your country.
Answer key Talk about the text • She said that it was the best cinema in the neighbourhood. She showed him a scrapbook with old tickets and photos. • M. A. He thinks it has a lot of history because it has a lot of memories for the people who used to go there to see films. • M. A. To find out about the history of my neighbourhood, I could ask the old people who still live here. I could also go to the town hall and ask or information like maps, old photos and plans of the city. I could go to the library and ask for a book about the history of my home town.
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Time goes by
OBJECTIVES • To differentiate between the past, present and future • To identify documents which help us learn about events in our lives • To identify different types of historical records
■ Teaching suggestions
1
A house in 1970 and 2005. Over time, the way houses are decorated changes.
Introduction • Students tell the class about things which happened to them a week, month or a year ago. Ask them why they remember those events, and what they could do to ensure they never forget them. Explain that events which happen to us form part of our personal history.
Explanation • Explain that museums are places where historical documents are kept such as books, paintings, archaeological remains, etc. • Give students other words we use to indicate periods of time, for example: term, decade, century and millennium.
Understanding • Follow up the questions in the Student's Book with these: – What can you see in the drawings? – Are the drawings the same? What differences can you see? – Which picture has an air conditioner in it? Which picture has a fan in it? – Which picture do you relate with the past? Why? – What records from the past can you see in the top picture?
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1. Watching time pass Time passes. 1 The present refers to what is happening now. The past refers to what has already happened. The future refers to what will happen. We change over time. We grow and get older. We make friends and learn things.
2
We all like to remember how we were years ago and the things we did. We like to know about our past. 2
A birthday party. Each year we celebrate the day we were born.
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■ ADDITIONAL INFORMATION The calendar There are different ways of counting the years, as seen in the many religious and cultural calendars that have existed throughout history, for example, the Hebrew, Muslim, Chinese and Gregorian calendars. The Europeans number the years by taking the date of the birth of Christ as a reference point. If something happened before the birth of Christ, we say it happened “before Christ”, and we write B.C. If it happened after the birth of Christ we say use “anno domini”, which means the year of our Lord, and we write A.D.
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13 UNIT 13 2. Knowing about the past ➦
To find out about the past we need to collect information. A lot of information can be found in records. There are different types of records. Family photos and videos.
●
Objects, for example, clothes, or books we used when we were younger. 3
●
Stories which members of our families or friends tell us.
➦
●
➦
3
The development of the telephone. Things tell us about the past.
• Have students find the Easter, summer and Christmas holidays on a calendar.
3. Everybody has a past History is about events that happened in the past. Our personal history is about things that happened to us in the past.
Citizenship Tolerance and respect
Cities, towns and villages also have a history. We can find out about this history by looking at records. ●
Written records, for example, books.
●
Pictorial records, for example, paintings. 4
●
Physical records, for example, famous buildings or coins.
4. Measuring time Different units are used to measure time days, weeks, months and years. Calendars are used to find out which day, week and month it is. To measure bigger units of time, decades and centuries are used. ●
A decade is a period of ten years.
●
A century is a period of a hundred years.
• Students look at photo number 3 and talk with the class about how the telephone has changed. Then ask them to choose one of the objects in the top picture in illustration 1 and illustrate how it has changed over time.
Taking advantage of the fact that this lesson is about the passing of time, remind your students how important elderly people are. Their experience can help us to learn and improve. Encourage students to talk about things they have learned from the older members of their families.
4
A cake shop in 1900. This painting shows a cake shop, and how people dressed over a hundred years ago.
Tasks 1. Look at picture 1 . How many differences can you find between the two pictures? What are they? 2. What records are used to find out about the past? 3. What is history? 4. What is a decade? What is a century?
Answer key 181
LEARNING SKILLS Comparing illustrations Comparing illustrations from different time periods highlights the changes that have occurred over time. To do this, look at the common elements in the pictures and see how they have changed. Note the new things and those that have disappeared.
◗ Ask students to look at the pictures on page 180 and to make two lists. In one list, they note the objects they can see in the top picture and explain what those objects have become in the bottom picture. In the other list, they note the objects in the bottom picture that did not exist at the time of the top picture.
1. I found eleven differences. The house in the bottom picture is more modern. Objects like the television, fridge and telephone have changed and look different. There are objects in the bottom picture which did not exist in the past, for example, the computer, air conditioning, the microwave, the video, the lighting system, the stereo system, the DVD and the fax. 2. We use records like photos, videos, books and clothes. We also use the stories that our relatives tell us. 3. History is about events that happened in the past. 4. A decade is a period of ten years. A century is a period of a hundred years.
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The past and present of cities, towns and villages 1. The period of the Romans OBJECTIVES • To acquire chronological reference points • To know how cities and towns have evolved over time • To encourage an interest in history
More than 2,000 years ago, the Romans built many towns. Roman towns had wide, straight streets. There were houses, temples and theatres. There were also walls around the towns and aqueducts. Roman towns were joined by roads made of stones. 1 The Romans built bridges over the rivers.
1
A Roman road. These roads were used for walking and driving wagons.
2. The period of castles
■ Teaching suggestions Introduction • Ask students to talk about an old building. Explain what the building was, what it was like, what period it was from, what is was used for in the past, what it is used for now, etc.
Explanation • Explain the meanings of some of the words used in the lesson, for example: – Aqueduct: a construction used for taking water from one place to another – Monastery: a place where a religious community lives – Cathedral: a large church
Understanding • Ask the following: – What kinds of things did the Romans build? – What was the function of a castle? When were castles first built? – What happened about 500 years ago? – When was the train invented? When was the steamship invented? When was the aeroplane invented? • Have students look at the pictures on the double page. Ask them: Which pictures show farmers? Which picture shows a factory? What means of transport can you see?
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More than 1,000 years ago, people in towns and cities were afraid of being attacked by enemies. They moved to small villages. 2 Noblemen built castles for their families. The people from the villages lived inside the castle walls when there was a war. Huge monasteries, churches and cathedrals, were also built during this time. 2
A village and a castle. Castles were built on top of hills. From there, it was easier to see enemies coming.
3. The period of palaces About 500 years ago, towns and cities became important again. Noblemen and merchants lived there. They built beautiful, luxurious palaces. The ports in the towns on the coast were made bigger. This made it easier to transport goods to and from the towns. 3 This was when geographic discoveries were made, for example, the discovery of the Americas by Europeans. New towns were also built in these places.
3
Merchants at a port. Merchants also lent money to their customers.
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■ INTERESTING INFORMATION The Romans The Romans are famous for their building and engineering. They built incredible buildings using blocks of stone, clay bricks and concrete. They built buildings for the people to spend their leisure time in, such as: • Thermal baths, which were public baths • Amphitheatres, where gladiators fought wild animals • Circuses, where races were held
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13 UNIT 13 4. The period of factories and transport About 150 years ago, factories were built near towns. 4 People moved from the countryside to the towns to work in factories. This is how towns started to grow. Trains, steamships and cars were invented at this time. Roads and railways were built. People could travel faster, more comfortably, and more often, from one place to another.
• After looking at and talking about the pictures, follow up by asking the students to make a comparative table as follows: 4
Houses were built for the workers near the factories. Towns did not have electricity. Roads did not have tarmac, and there were no drains.
5. Cities, towns and villages today Today, most people live in towns and cities. These places have grown considerably. Many towns and cities have skyscrapers, and many new areas. 5
About... years ago
5
A modern city. Today, cities have skyscrapers and wide streets.
Tasks
The Middle Ages
People lived in People worked as People travelled in About... years ago
There are many services, for example, gas, electricity, running water, telephone lines, and hospitals.
Roman Times
The Renaissance
The Industrial Revolution
People lived in People worked as People travelled in
Citizenship Tolerance and respect
1. Describe the towns in Roman times. 2. Who lived in castles? 3. Who built luxurious palaces in towns? 4. Look at picture 4 . Describe the area where factory workers lived 150 years ago.
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Talk to your students about the importance of preserving things from the past. Explain that, without these remains, we would not know anything about how people lived centuries ago and we would have no idea about our origins.
Answer key
LEARNING SKILLS Putting things into chronological order When we are studying history it is very important for things to be in the right order. It is important, therefore, to use terms which measure time correctly. ◗ Ask students to put the following words in the correct order, from the most ancient to the most recent: century, month, year, day, week, decade.
1. Towns in Roman times had wide, straight streets. They had houses, temples, theatres, city walls and aqueducts. 2. Noblemen and their families lived in castles. People from the villages moved inside the castles when there was a war. 3. Noblemen and merchants built palaces in towns. 4. M. A. One hundred and fifty years ago, factory workers lived near the factories where they worked. They lived in areas where there was a lot of pollution. Their homes were not very nice.
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A C T I V I T I E S UNDERSTAND
1. Copy the table. Classify the things. UNDERSTAND 1. Historical documents. Follow up the activity by pointing out other historical records like films, identity cards, sculptures, books, newspapers, coins, etc.
Written records
Pictorial records
Physical records
Answer key Written records
Pictorial records
Physical records
diary
portrait painting
chair ring
2. Think about yourself in the past, present, and future. Copy and complete the table. When I was 3… ✓ I couldn’t read
At school
Now I am… ✓ I can…
When I am 12… ✓ I will…
On holiday
2. Past, present and future. Encourage students to compare their past experiences with their vision of the future. This will help them become aware of how time will affect them.
At home
WORK IT OUT
Answer key • M. A. • At school: I couldn't read; I can read English; I will begin to study German • On holiday: I always had to stay with my parents; I can ride my bicycle by myself; I will go to a tennis camp • At home: I spent a lot of time with my grandmother; I can use the computer; I will have my own bedroom
3. Look at these pictures. What do they tell us about the past?
EXAMPLE
The sword tells us about the weapons they used in the past.
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WORK IT OUT 3. Analysing documents. Make sure students make logical connections between the different records and the information we can get from each one.
Answer key • The coin shows us the money they used in the past. • The shoe shows us about the kinds of shoes people wore. • The plane tells us about their means of transport. • The gramophone tells us about their household objects.
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ADDITIONAL ACTIVITIES My timeline Materials: • A piece of construction paper • Glue
• Coloured felt-tip pens • Old newspapers
Instructions: • Ask students to cut the construction paper in two and to glue the halves end to end to make a long strip. • Tell them to draw a thick black line from one end of the strip to the other.
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13 UNIT 13
I CAN DO IT
4. Look at the timeline. Answer the questions. A timeline tells us the order that events happened in.
I CAN DO IT 4. Timelines. Make sure students understand what a timeline is and how to interpret one. You can put other years at the beginning or at the end of the line.
Claire’s Timeline
M¥ firs† da¥ a† schoo¬
I wafi bor> 1995
1997
1998
1999
2000
2001
2002
Answer key 2003
2004
●
Where do you write the events that happened first, on the left or on the right of a timeline? What about the most recent events?
●
What happened in 1995? What happened in 1998?
●
When did Claire learn to swim?
●
What do we use a timeline for?
❏ ❏ ■
1996
I ¬earn† to swiµ 2005
For showing the order events happened in. For showing how events happened in a mixed-up order.
Make your own timeline. Indicate the most important events in your life.
Summary
• The events that happened first are on the left. The most recent events are on the right. • Claire was born in 1995. In 1998 she had her first day at school. • Claire learned to swim in 2002. • A timeline is used for showing the order events happened in. • M. A. Events which students may want to include in their timelines: I was born, my brother/sister was born; I went to … during my holidays; my team won a prize for …; I learned to play the piano/tennis; my family moved to a new house/flat; I met my best friend, etc.
History Everybody has a history. To find out about our history we can collect photos, videos, objects, and listen to stories people tell us.
Language link
Cities, towns and villages also have a history. We can find out about this by looking at written, pictorial, and physical records.
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• Then ask them to use a red felt-tip pen to divide the line into the same number of years as their age. • When they have done the timeline, ask them to write something that happened to them in the space provided for each year. If there is enough room, they can draw a picture or stick a photograph to illustrate the year. • To complete the timeline, ask students to find out some important world events that happened in these years and to write them underneath the black line. • Finally, hold an exhibition using all the timelines.
As a follow-up, ask students to write their biography. Tell them to go chronologically, beginning with their date of birth and going on to include the most recent events. Provide them with the linking words and expressions, for example: When I was… At the age of… Before I was… After I was… Recently…
Resource folder
F Reinforcement and extension Reinforcement: Worksheet 27
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Memories from the past 1. Traditions OBJECTIVES • To understand that traditions and customs are a part of our history • To understand why monuments and buildings are important • To understand the importance of certain historical characters • To value our artistic and cultural heritage
■ Teaching suggestions Introduction • Take a CD or cassette into class with traditional dance music from your region.
Explanation • Explain the difference between a legend and a historical event. Tell the students that legends tell stories which are half true and half fiction. History, though, is a science which studies and analyses documents and remains of the past to help us find out what happened.
Understanding
Traditions are the customs that people follow in a particular place. Children learn traditions from adults. This is how traditions continue from one generation to the next. Important traditions include songs, dances, costumes, typical food, and legends. 1 Legends are stories about people who lived many years ago. Part of the story is true and part of the story was invented by the people who told the story.
1
Christmas traditions. In many countries, people eat special cakes and sweet things at Christmas.
2. Local festivals Local festivals take place all over the world. Most towns and countries have their own festivals. These festivals include traditions that have not changed for centuries. Some festivals remind us of important events, for example, a battle, or the signing of an agreement. Other festivals celebrate important religious figures, for example, Patron Saints. These are the Patron Saints’ Days. 2
2
The Festival of San Pedro Chenalho, Mexico. This celebration is held in the town of Chenalho on the 29th June.
3. Historic monuments Historic monuments are very old. They have great artistic value. There are different types of historic monuments. ●
Buildings such as castles, palaces and cathedrals. 3
●
Other constructions such as arches, statues, and fountains.
3
A castle. This castle was built more than 200 years ago. An important family lived here.
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• Ask students the following questions: – Are traditions and customs the same thing?
■ ADDITIONAL INFORMATION
– Is every building a monument? Why not?
Museums
– What kinds of historical monuments are there? – What are local festivals? – Who are the most famous historical characters from your region?
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We go to a museum if we want to see sculptures, paintings, ceramics and other old, historical objects. In museums, things are usually grouped together according to the age or civilisation they belong to. A lot of people work in museums. They have to identify each object, analyse what it might have been used for, decide a date for it, etc. Each piece has an index card with this information on it to inform visitors to the museum.
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13 UNIT 13 Miguel de Cervantes Miguel de Cervantes is a very famous Spanish writer. He was born in 1547. He died when he was 69 years old. When he was young, he joined the army as a soldier. He fought against the Turks in a battle, and was wounded.
• Bring a map of your region into class and ask students to name the places they know, the local festivals, food products, folklore and traditions. Write their ideas on the board.
Don Quixote and Sancho
On his way back to Spain, he was captured by pirates. He was a prisoner for five years. When he got back to Spain, he worked as a tax collector. He wrote some of his most famous stories at the same time.
Don Quixote caught on a sail of a windmill
Cervantes’ most important work is Don Quixote.
• Tell students to work in groups of 4. Give each group a map of the region. Students label the maps with the text from the board and any other ideas they have. Remind students that they will need to use symbols and a key to label their maps. For example: typical food, crafts, local festivals, monuments… Students present their maps to the rest of the class.
Citizenship Tolerance and respect
4
Miguel de Cervantes is one of the most important writers in the world.
Talk to your students about how they should behave at local festivals. For example, explain that they should make sure that when they are enjoying themselves they are not bothering other people by shouting and running around.
4. Famous local people Local people become famous because they did something important for their hometown or country. 4 Many famous people were soldiers, religious people, great scientists, musicians, writers, or painters. Every town or country has famous people. There may be statues in their honour. Sometimes, streets and squares are named after them.
Tasks 1. What are traditions? What are the most important traditions?
Answer key
2. What is a legend? Do you know any legends?
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LEARNING SKILLS An oral presentation An oral presentation is a very useful technique. It combines the use of comprehension skills and verbal expression. To make an oral presentation, you have to read the text carefully, make a summary of it, learn it and then say it out loud. ◗ Ask students to work in pairs to prepare an oral presentation of one of the lessons in this unit. After each presentation, have other students ask the presenters questions. In this way, it will be clear they have understood what they heard and also that the students who gave the presentation did not just memorise it.
1. Traditions are the customs that people follow in a particular place. The most important traditions include songs, dances, costumes, typical food and legends. 2. A legend is a story about people who lived many years ago. Part of the story is true and part of the story is not true. M. A. There is a famous legend about King Arthur. He was a brave king. He had a magic sword called Excalibur. A magician called Merlin helped King Arthur. King Arthur won many battles. His favourite castle was called Camelot.
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A C T I V I T I E S UNDERSTAND
1. Copy and complete the chart. Write two examples in each row. Examples
UNDERSTAND 1. Traditions. As a follow-up to this activity, tell students that traditions have been maintained because they are passed on from one generation to the next.
Seasonal traditions
✓ Putting up the Christmas tree at Christmas. ✓
Festivals
✓ ✓
Historic buildings
✓ ✓
Answer key Examples Seasonal traditions Festivals Historic buildings
Eating lamb at Easter. Carnival. St. Patrick's Day. A Roman acqueduct. A castle.
WORK IT OUT 2. Historic buildings and monuments. Explain to students that buildings can also be records. Before doing the activity, ask the students if the monument in the photo is a historical record or not and ask them why.
WORK IT OUT
2. Look at the Great Wall of China. What does it tell you about the past? ●
Describe the wall.
●
What was it used for in the past?
●
What do you think it is used for now?
APPLY
3. Choose a historical person. Complete the information. ✓ (Year) He / she was born in …
Answer key
✓ (Place) He / she was born in …
• The Great Wall of China is very long. It is made of stone. It has watchtowers. • It was used for protection. • It is used for studying the past and as a tourist attraction.
✓ (Job) He / She was a … ✓ (Important things he / she did) He / she …
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APPLY 3. Characters from history. For this activity, it is best if students choose a character from their home town.
Answer key • M. A. My historical person: Queen Elizabeth I She was born in 1533. She was born in London. She was a queen. She ruled England for a long time. Life in England improved a lot. She was a very popular queen.
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ADDITIONAL ACTIVITIES A mural of the historical monuments in my region Divide the class into groups. Have students make a mural showing the historical monuments in their region. Ask them to find the different historical buildings in the region. Tell them to get brochures from the local tourist board or from a travel agent.
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13 UNIDAD 13
LEARNING TO READ
4. Read the text. Answer the questions. An archaeological site LEARNING TO READ
Very old things are found on an archaeological site. These things are often inside caves or buried under the ground. You can find bones, pots, swords, and jewellery on an archaeological site.
4. An archaeological site. Explain that archaeologists study the remains of things from thousands of years ago.
Archaeologists decide where they are going to dig. They supervise the work. Lots of different people work on the site. Scientists calculate how old the things are. Computer specialists catalogue the objects, and restorers repair objects that are broken.
●
What is an archaeological site? What can we find there?
●
What do the objects tell us about people who lived thousands of years ago?
●
What does an archaeologist do? What other people work on the site?
●
Why are archaeological sites historic documents?
Answer key • An archaeological site is a place where very old things are found. We can find bones, pots, swords and jewellery on an archaeological site. • The objects tell us how people lived thousands of years ago. • Archaeologists decide where they are going to dig and they supervise the work. Scientists, computer specialists and restorers work on the site. • They are historic documents because we find things from the past.
GIVE YOUR OPINION
5. Answer the questions. ●
GIVE YOUR OPINION
Is it important to know what happened in the past? Why?
5. The importance of the past. Check that students value and respect the ways of life in other periods.
Summary Memories of the past
Answer key
Traditions, festivals, historic buildings, famous people, and characters tend to stay the same throughout history.
• M. A. Yes. It is important to know what happened in the past because we can understand the present better. We can use the experiences of people who lived in the past to make better decisions.
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Maths link Students draw a map of the region on a piece of construction paper and mark the towns with historical buildings on the map. They can stick photos of the buildings onto the map. Under each photo they should write the name of the building and draw an arrow to the town where it is located. Hold an exhibition of all the posters.
Pose the following problem: Miguel de Cervantes was born in 1547 and died when he was 69. When did he die? How long ago was Cervantes born?
Resource folder
F Reinforcement and extension Reinforcement: Worksheet 28
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N O W
I
K N O W
Check what you know
1. Copy and complete the word map. History
■ Unit review Before doing these activities, go over the main concepts in the unit with your students. You can dictate them so that students can write them down in their notebooks. For example:
can be
1
personal history
history of cities, towns, and villages
we find out using
we find out using
videos
• Traditions are the customs of a place. The most important traditions are songs, dances, clothes, typical food and the legends from each place. • Historical monuments are buildings that were made in the past and that have an artistic value. • Historical characters from a place are the men and women we remember because they did something important for the place or for the country.
3
traditions
■
6
7
5
people and characters
●
History can be our personal history or …
●
We find out about our personal history from photos, …
●
We find out about the history of cities, towns and villages from memories of the past, …
2. Tick the correct words. 1. What comes before the present?
❏
The past.
❏
The future.
2. Which one is a record about our life?
❏
A photo.
❏
A castle.
3. How many years are there in a decade?
❏
100 years.
❏
10 years.
4. Which one is a pictorial record?
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pictorial records
Copy and complete the sentences. Use words from the word map.
❏
Language link Ask students if they have read or seen a film about Robin Hood. Ask them to tell you some of the events from the story/film. Explain that the story of Robin Hood is a legend: some of it is true and some of it has been invented over the years, though the main characters were real. Choose five mini stories from the story of Robin Hood. Read the stories to the class. Divide the class into groups. Assign a mini story to each group. Students act out the story in their groups. They can either mime as you read the stories or make a short script.
memories from the past 4
are
• Everything changes with the passing of time: people, cities and towns. The past is history. • History is the narration of the important facts that have happened in the past. We know what happened thanks to written, graphic and material documents.
2
A portrait.
❏
A diary.
5. In Roman times there were…
❏
castles.
❏
roads.
6. What were built 500 years ago?
❏
Factories.
❏
Palaces.
7. The customs of a place are called…
❏
decades.
❏
traditions.
8. What are important traditions?
❏
Legends.
❏
Coins.
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ADDITIONAL ACTIVITIES A hundred questions As this is the last unit in the book, play a quiz game to test everything the students have learned in the course. • Write each question of the quiz (questions from the last page of each unit) on a slip of paper. You can have students help you so that you get it done more quickly. • When you have prepared all the questions, fold the slips of papers and put them in a bag.
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UNIT 13
My project
3. Find out about the history of your hometown. The history of my hometown ●
Name a person who is well remembered:
Check what you know 1.
✓ Give a reason why he / she is still remembered:
●
• History can be our personal history or the history of cities, towns, and villages. • We find out about our personal history from photos, videos, objects and stories we are told. • We find out about the history of cities, towns and villages from memories of the past, and from written, pictorial and physical records.
Name a historic building:
✓ In the past, it was used for: ✓ Now it is used for: ●
Write about a legend or an important event that took place in your town or country.
2. 1. 2. 3. 4. 5. 6. 7. 8.
CITIZENSHIP
4. Read the text. Answer the questions. Caring for our heritage ●
●
➀ photos; ➁ objects; ➂ stories we are told; ➃ written records; ➄ physical records; ➅ popular festivals; ➆ historical buildings.
What comes before…? The past. Which one is a record… A photo. How many years… 10 years. Which one is… A portrait. In Roman times there were roads. What were built…? Palaces. The customs … are called traditions. What are…? Legends.
My project
What do you think about what the boys in the picture are doing?
3. M. A. Emily West is well remembered. She is remembered because… An important event took place near my town. There was an important battle… Every year we celebrate the victory on 6 September.
Make a list of reasons why it is important to care for historic buildings.
Citizenship 191
• Divide the class into groups of five and give them a few days to review the book. – After the students have reviewed, you can start the quiz. A representative from each group will take a question from the bag for his or her team to answer. If they answer correctly, they get 2 points. Each team must answer 10 questions. • The team with the most points wins.
Caring for our heritage. Tell students that we keep photos of our family so that we have a record of our personal history. We should care for and preserve our heritage in the same way because this helps us to build our memory of history. 4. M. A. It is important to care for historic buildings because… …they cannot be replaced. …we want to know about our past.
Resource folder
F Reinforcement and extension Extension: Worksheet 13 F Test and assessment Test: Worksheet 13 Assessment: Worksheet 13 Assessment: third term
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GLOSSARY UNIT 1 bitter blister bone build cheek eyebrow eyelash height hearing limb nostril pain pupil rough salty scratch sense organ sight skull smell smooth sound sour strength surface sweet taste tongue touch vibrate weight wound UNIT 2 backbone biceps bone broken
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calcium cartilage fixed joint flexible hard involuntary ligament mend musculoskeletal moveable muscle quadriceps radius ribs rigid skeleton soft spine system tendon thorax triceps vertebra voluntary x-ray UNIT 3 anus bladder blood blood vessel breathe in /out chew circulation cutting deflate digestion excretion healthy
heart heartbeat inflate intestine kidney lung molar nutrition oxygen pulse pump respiration snorkelling stomach thumb urine vein waste wobble UNIT 4 abdomen amphibian antennae aquatic backbone bare skin bug carnivore cocoon exoskeleton feather feed fin fur gill herbivore invertebrate larva (larvae)
lung mammal omnivore oviparous pupa (pupae) reptile scale shell table thorax vertebrate viviparous waterproof wing UNIT 5 absorb aspirin bush calyx carpel chemist corolla cultivated deciduous environment evergreen forest germination grain grass grow hard / soft stem leaf (leaves) pollen rainfall reproduction root sap
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seed soil stamen sunlight textile tree underground wild UNIT 6 atmosphere carbon dioxide chemical climate cloud combustion condensation cool drinking water Earth evaporation freezing graph hailstone heat ice iceberg lake layer melting nitrogen oxygen pollution river snow source spring stream surface water cycle
UNIT 7 arid building clay deforestation diamond energy erosion fertile grain granite ground hard iron ore jewellery layer leaf mould lift limestone malachite marble metal mine mineral open-cast mine poor pyrite remains rock sand shiny slate soil tool MAPS OF THE EARTH above below compass
contour line dotted line east flat globe height high north over plan satellite south sunrise sunset west UNIT 8 agriculture archipelago bay bridge cape coast communications crop delta depression estuary field foot gulf hill island isthmus landscape livestock farmer moor mountain range
peninsula plain railway reservoir road side slope source summit valley village UNIT 9 breeze canal climate course of a river dam drought extreme flood flow forecast gale hail hurricane inland irrigating lagoon man-made mud precipitation rainfall rain gauge river bed season snow temperature
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thermometer torrential toxic waste tributaries weather wind UNIT 10 airport block cathedral city communication convent factory fishing industry flight path goods historic building housing estate inhabitant main square means of transport motorway network pedestrian population port (sea / river) railway rural tourism service sewer shipping route station straight street map suburb
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tourist industry town town hall village wide / narrow UNIT 11 animal farming animal feed arable farming cattle coastal fishing combine harvester crops cultivate dairy farm deep sea fishing dry crop features fertiliser fish farm free-range farming greenhouse harvest hay industrial crops intensive farming irrigated crops livestock farming organic farm plough poultry resin seaweed shellfish sow tractor
vet
UNIT 13
wood
aqueduct
UNIT 12 assembly line chemical coal consumer electricity energy factory gas heavy hydroelectric industrial estate industrial process industrial waste industry machine manufactured product non-renewable source nuclear power oil power station raw material renewable source solar power steel industry smoke technological telecommunications textile thematic map thermal power turbine uranium wind farm windmill
archaeological site building calendar cathedral century church costume custom decade discovery event festival fountain future generation historic history legend monastery neighbourhood palace past patron saint present record religious figure statue steamship telephone line temple timeline tradition
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