Science 1

www.santillana.es

TEACHER’S

RESOURCE PACK

1

INTRODUCTION

Student’s Book organisation...

4

Classroom techniques ...

5

Teacher’s Resource Pack... 12

PowerPoint presentations ... 14

Webquests... 15

Values and competencies... 17

ESSENTIAL NATURAL SCIENCE

PROGRAMMING AND RESOURCES

1 The Universe... 20

2 Planet Earth ... 28

3 Living things ... 36

4 Invertebrates ... 44

5 Vertebrates ... 52

6 The plant and fungi kingdoms ... 60

7 The simplest living things ... 68

8 The Earth’s atmosphere ... 76

9 The hydrosphere ... 84

10 Minerals ... 92

11 Rocks ... 100

12 Matter and its properties ... 108

13 Everything is matter ... 116

14 Atoms and elements ... 124

Contents

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Essential Natural Science

Essential Natural Science is a four-level course which teaches the core curricular objectives of Natural Science to students aged 12 to 16. Drawing on recent progress in the field of CLIL (Content and Language Integrated Learning), the course has been designed as an effective, user-friendly tool in the classroom. Its goal is to combine scientific accuracy with clarity of presentation and simplicity of language. Research tasks and stimulating activities help learners to develop valuable skills and to reflect on the learning process.

Every opportunity has been taken to personalise the contents so that young learners develop scientific curiosity, as well as responsibility for the world they live in. Special attention has been paid to the following aspects:

• Sequencing of contents • Level of difficulty in both

the explanations and the activities

• Quantity and diversity of the activities

• Quality of the illustrations and visual explanations • Level of English used

throughout the course

Student’s Book

GENERAL ORGANISATION

The fourteen units are structured into four learning blocks that take the student from the broadest concept - the Universe, to the smallest concept - the atom.

Learning to learn

Each of the four blocks is introduced by a double-page spread which gives students their first contact with scientific procedures. These pages provide initial training in study skills necessary for the young scientist, in preparation for the themes to be studied. The focus of these pages is on learning to learn - finding one’s way in the scientific world. The topics presented on these pages are:

• The telescope

• The optical microscope

• Other scientific instruments: the stereoscopic microscope, weather instruments • An introduction to the Periodic Table of Elements

UNIT ORGANISATION

The fourteen units are organised in the same way: Learning block I The Universe and the Solar System; the Earth

Learning block II Living beings: invertebrates, vertebrates, microorganisms

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

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

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

Content objectives: scientific learning objectives

Key language: a summary of the key language structures and functions used throughout the unit

Unit development The main theme is divided into sections

Each section answers the title question and develops the concepts in detail Activities on the page ensure reinforcement and extension practice of both scientific concepts and language

Hands on One page of practical activities to carry out in the classroom (or the laboratory if available)

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

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

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Language support

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

• Key language focuses attention on structures and functions that appear regularly in the unit.

• Activities are often accompanied by word or sentence prompts as guidance. • The Vocabulary appendix groups terms from each unit with a brief

definition. See pages 160 - 163.

• The Key language appendix offers more language models. See pages 164 - 167.

• Pronunciation can be practised by listening to the recording of the unit summary, What should you know? provided on the Student’s CD.

Classroom techniques

UNIT INTRODUCTORY PAGE

To take maximum advantage of this page, use some of these techniques: • Photographs and questions. Focus attention on the photo/s and ask:

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

• Read the title and ask: How is the photo related to the title? Make sure you rephrase all the answers in English.

• Help activate prior knowledge by creating a word map on the board. Elicit words or phrases directly related to the theme of the unit. • Introduce each of the three introductory sections separately.

What do you remember?

• Read the questions aloud, then students work in pairs or groups to answer. • Encourage students to share and compare their responses: Let’s share

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

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

Content objectives

• Read and explain the content objectives. Encourage learners to predict what they will learn: What do you think we will discover with regard to the first objective? Give priority to the content of the students’ predictions rather than the correctness of their English.

Key language

• Read the headings and examples aloud. Ask students if they can provide more examples: Can you make other sentences like these? • Turn to the Key language section at the end of

the book. Students will find new examples of language functions for each unit.

LEAD-INS

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

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

• Use simple ‘true or false’ statements to focus attention on a new topic, for example: Plants and fungi belong to the same kingdom. True or false? All rocks are solid. True or false?

• Do quick hand counts to assess how much practical experience students have: Put up your hand if you have ever seen an eclipse; visited a planetarium … Count the hands and present conclusions: Most students have (never) visited a planetarium.

• Carry out a demonstration or quick experiment and ask a question about it: What happens when I drop (a plastic bottle / a rubber ball) on the floor? What would happen if I dropped (a glass bottle)?

• Do ‘brain gym’: write the letters H I J K L M N O and tell students they represent the word ‘water’ (H to O or H2O); What is 2 and 2? (4 or 22). • Brainstorming: Find three scientific terms beginning with the letter ‘s’.

Say the names of the planets in alphabetical order, etc.

• Use the Vocabulary organiser, provided on the Student’s and Class CDs. Write a scientific term on the board and ask individual students what it means in L1, how to pronounce it and what visual and written association they might give it.

• Arouse students’ curiosity: cover a shoe box with attractive paper and keep it in the classroom. Put interesting specimens, related to the content of the day’s lesson, into the box (rocks, a leaf, an insect, etc.) Invite students to guess what the specimen might be: What’s in my mystery box today? Encourage students to provide specimens as well.

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UNIT DEVELOPMENT PAGES

Most units contain between 6 and 8 sections. Each section begins with a numbered scientific question to be answered and developed in various sub-sections. Highly effective visuals accompany the texts, and the key vocabulary is highlighted in bold.

Did you know that…? boxes provide interesting additional information related to some of the main texts.

The majority of the content pages feature an Activities box. Students carry out the tasks directly related to the content of the section, or do

supplementary research on the topic.

Before reading

Whenever introducing a new section, use some of these techniques to aid reading comprehension. Read Essential Natural Science, page 64, to follow this explanation.

• Presentation: Read the section number and question aloud. For example, Two. What are non-flowering plants like? Brainstorm possible answers. If reading out a yes / no question, for example, Can plants react?, students predict what the answer might be.

• Skimming: Ask a general question about the section: How many types of non-flowering plants are there? The bold words in the first paragraph, the headings of the two sub-sections that follow, as well as the drawings, provide an immediate answer: Two. Ask: What are they? and elicit the answer: Mosses and ferns. This helps students become familiar with how the information is structured and presented.

• Scanning: Copy an incomplete sentence or definition from a section on the board. Students complete it with the appropriate word, for example: Mosses produce inside capsules. Or, ask a question that students can answer by looking at the text more closely: Where do spores grow? This helps students focus on specific information.

• Focus on key vocabulary: Draw attention to the words in bold, then ask students to refer to the Key vocabulary on pages 160 -163 to find some definitions. Encourage them to complete the Vocabulary organiser for each unit. (See Vocabulary organiser, page 9.)

• Focus on Key language: Ask: Can you find any examples of the key language here? Students refer back to the introductory page, then scan the text again to find examples. They copy the functions in their notebooks and colour-code both the functions and the grammar points to improve recall:

Comparing – Ferns are bigger thanmosses.

Making generalisations – Most gymnosperms are evergreens.

While reading

• Specific task: Students read the page individually or in pairs to complete a task, for example, finding a definition or answering a specific question. • General task: Ask students to find the main idea in the text.

After reading

• Students can be asked to summarise the text orally, or in writing, especially if it describes a process or transmits an opinion.

• They can also read the text again and write down key facts in note form: Mosses: non-flowering, non-vascular plants. No true roots, stems or leaves…

ILLUSTRATIONS

The illustrations in Essential Natural Science include high-quality photographs, drawings, maps, charts and diagrams with captions which provide explanations and / or additional information. The drawings illustrate states or conditions that cannot be represented with photos, such as processes. They are labelled to provide students with essential key vocabulary.

The illustrations in the Student’s Book satisfy the following criteria: • Quality: chosen for their clarity and level of detail

• Representativeness: the best-known and most frequent examples are shown • Ease of identification: all the necessary references are provided

EXPLOITING THE ILLUSTRATIONS

Depending on the type, an illustration can be used to help students quickly grasp a complex idea or set of data, describe a situation or a process, predict an outcome, support an explanation or develop observation skills and attention to detail.

Do the following activities:

• Make sure students know the meaning of these terms: diagram, close-up, magnified image, cross-section, graph, bar graph, pie chart and table. They should use the correct term when describing an illustration.

eyes stomach shell body mass lung mouth foot

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• Identify the type of illustration and say what it represents:This is a (cross-section) of (a snail). This (pie chart) shows the percentages of organic

and inorganic substances in plants. •

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

•

• Read the labels that flag the different parts of the illustration and make sure students know how to pronounce the words. They may add new words to their Vocabulary organiser for the unit.

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

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• GGlloobbaall ccoommpprreehheennssiioonn aaccttiivviittiieess.. These include questions to help students clarify concepts, compare elements by describing similarities and differences, describe the outcome of experiments, draw inferences from known facts, or use logic to solve problems. These questions require a degree of linguistic competence on the student’s part. Encourage them to consult the Key language boxes and the Vocabulary and Key language sections at the end of the book.

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• AAccttiivviittiieess bbaasseedd oonn iilllluussttrraattiioonnss.. These involve observing or producing a drawing, a diagram, a graph or a chart. Remind students that clear,

uncluttered pages and neat labelling are essential, and spelling should always be double-checked.

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

Cross-section of a snail Pie chart of organic and inorganic substances Plants water 74 % lipids 0.8 % glucides 19 % proteins 3.2 % mineral salts 3.2 % 877310 _ 0001-0019.qxd 4/8/08 12:33 Página 9

HANDS ON

• One page per unit provides a practical activity designed to foster scientific skills. Some of these activities can substitute for work in a Science laboratory, or, indeed be carried out in a laboratory. The activities have been chosen so that students acquire scientific methodology and observational skills and become familiar with scientific procedures.

• The experiments are safe, easy to set up and do not require complicated, expensive materials. The methodology can be studied without performing the experiments at all.

• The Hands on activities encourage students to apply the knowledge they have acquired to the comprehension of the world around them.

WHAT SHOULD YOU KNOW?

• The end-of-unit summary synthesizes the most important concepts which have been taught, providing a concise overview. This summary is recorded on the Student’s CD and can be used for revision and additional oral and pronunciation practice.

• What should you know? pages are ideal as revision sheets, to be studied before the Unit test, or before main exams.

The track number is supplied on the CD icon:

PROJECTS

• Each unit summary is followed by one or two Projects in which students can relate science to technology, society, and the environment. If done in pairs or groups, the projects will ensure more varied input and help students develop strategies for successful team work, such as delegating, sharing and negotiating.

STUDENT’S CD

The Student’s CD provides the following resources:

• Audio tracks. The unit summaries What should you know? can be used either in class or by the students at home to revise the content of the unit and to practise the pronunciation of key vocabulary and expressions.

• Web tasks: one, sometimes two, per unit. Each task poses a question to solve, together with several pre-selected links to the Internet. Web tasks are mini-research tasks: students are instructed to go to selected web pages to find the information they need. They then represent the results in the form of reports, graphs, posters, etc. They can be done individually, in pairs or in groups. • Activity sheets. Blank diagrams for students to use to revise the key unit

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

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• Vocabulary organiser: Students can print out the template and complete it with key vocabulary as they work through a unit. Explain the layout at the beginning of the course:

– One organiser or more for each unit. Students print out as many as they need. – Each sheet is divided into five columns: students write the English word in

the first column; the translation in L1 in the second; the pronunciation in the third column. The fourth and fifth columns are optional: in Visual

association, students draw or doodle whatever helps them visually recall the word. In Written association, students can write anything that will help them memorise the word: a play on words, a word set, etc. Encourage them to use colour on these sheets to highlight important information or words they have difficulty remembering.

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

VOCABULARY ORGANISER UNIT

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

English My language Pronunciation Visual association Written association

Teacher’s Resource Pack

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

1. UNIT INTRODUCTION AND PROGRAMMING

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

2. REVISION, EXTENSION AND ASSESSMENT WORKSHEETS

There are five worksheets per unit.

• Worksheets 1 and 2. Word games and simple exercises recycle and revise the vocabulary, key language and structures of the unit.

• Worksheets 3 and 4. A variety of exercises: jigsaw tables and charts, word maps, question loops, etc., to revise both the scientific content and the key language of the unit. Worksheet 4 is designed as an interactive activity for pairs or groups.

• Worksheet 5. This provides an optional reading passage as an extension activity. More challenging in language level than in Essential Natural Science in general, it develops one of the central themes of the unit, followed by comprehension questions and exercises. Use Worksheet 5 essentially for the more advanced students.

Exploitation of worksheets

• A score box is included on each worksheet. Students can mark each other’s work in class. In this way, they will know immediately how well they have done and which areas they still need to work on. The answer key is provided on the Teacher’s CD.

• These worksheets are flexible and can be used at any point during the lesson, as a quick test of what has just been presented, as extra preparation for the Unit test or to be done as homework. They address the need for diversity in the classroom: to revise and / or extend both the scientific contents as well as the language structures. They are designed to be completed individually, but challenged students may gain from working with a partner.

• The worksheets should be photocopied as required. Hand them out and read out the instructions. Students may find coloured pencils or fluorescent markers useful to highlight details.

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

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3. RESOURCES FOR ASSESSMENT

Can-Do statements

The Can-Do statements provided in each unit introduction reflect the objectives expressed in terms of measurable achievements.

Unit tests

There is one photocopiable test per unit, divided into two parts: multiple choice questions followed by a reading / writing task. The answers are provided on the Class CD.

Class CD

The Class CD includes all the material on the Student’s CD and in addition: • Answer key: Answers for all the activities in the Student’s Book, as well as

the answers to the Worksheets and activity sheets.

• Audio material: One task listening per unit, usually identifying, saying True or False or classifying. This provides excellent aural practice for students and can be used in different ways, for example, asking students to summarise what they have heard in writing, take notes while they are listening or listen to all the questions before answering them rather than giving an answer after every question.

PowerPoints

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

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

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PowerPoint presentations are an excellent medium for imparting and receiving information in the classroom. Teachers and students alike benefit from the combination of texts, visuals and sound in interactive slideshows.

PowerPoint is a presentation software program, included as part of the Microsoft Office package. If your computer is pre-loaded with Microsoft Office, you probably already have PowerPoint installed. The program is designed to produce slideshows

which can incorporate text, graphics, video and animation. Just click Start and select Programs to find it. If you do not have PowerPoint installed, visit this link for

information: http://office.microsoft.com/es-es/powerpoint/default.aspx

PowerPoint presentations are easy to create. There are many good tutorials on the Internet. For example:

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

http://www.bcschools.net/staff/PowerPointHelp.htm

http://www.internet4classrooms.com/on-line_powerpoint.htm

For students, creating PowerPoint presentations can be highly stimulating and good fun. The research and analytical skills needed for the task are as important as the presentation itself.

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Webquests

Webquests are activities in which students must obtain most of the information they need from the Internet, in order to complete a task. The information is pre-selected so that the student does not get lost in the huge amount of information available, much of which is not reliable. The student’s main task is to analyse and synthesize the information.

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

• Motivation. Most students enjoy working with computers and find it motivating. Webquests pose problems which inspire curiosity and a desire to find answers. • Skills development. Finding and selecting information, synthesis

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

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

Organisation

The Webquests have five parts:

1. Introduction. This gives the student basic information about the proposed activity. It creates interest and curiosity about the subject to be researched. 2. The task. This section explains what the student is expected to do. Tasks can

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

3. The process. This stage describes the steps the student should follow in order to carry out the task successfully. All the links are provided in order to obtain the necessary information, and are clearly connected to the questions asked. The Webquests provide all the sources of information needed, such as web pages, documents…

4. Evaluation. This comes at the end of the process when the task has been completed. A table of assessment is supplied which can assess content, final outcome, and personal involvement of the student in carrying out the task. This type of assessment has its advantages: the students know what is expected of them at every stage which helps them to focus on their task. They can also assess themselves and so become aware of their own learning process.

5. The conclusion. The final stage of the task gives students the opportunity to reflect on their work and what they have learned. It also provides an opportunity to correct possible errors and improve the Webquest.

THE WEBQUESTS IN ESSENTIAL NATURAL SCIENCE

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

1. Our future home. The exploration of the planets and a comparison with Earth. To accompany Units 1 and 2 of the Student’s Book.

2. Paradise corner. Ways to preserve the animal and plant world. To accompany Units 3 - 6 of the Student’s Book.

3. A journey to the wonders of nature. The exploration of beautiful places on Earth. To accompany Units 9 and 11 of the Student’s Book.

All three Webquests require both group and individual work.

EXPLOITING THE WEBQUESTS

Before starting

• Explain the different sections and talk about the general organisation of the Webquest: the topic, group formation and the roles of its members, the time they have to do the task and the final outcome. If necessary, they can write down the purpose of the task so they can refer to it.

• Focus the students’ attention on the task and awaken their interest in the subject: read a fragment of a relevant book, show part of a film, etc.

Collecting information

• The students have a variety of sources at their disposal and they have to select those which are relevant. They should analyse the information and decide if it is useful. Advise them to print out only useful information.

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

• They may need to collect pictures or recorded material to finish their task. • Finally, explain the importance of communicating findings to the group.

Processing information

• Remind students that they should synthesize the information obtained, keeping in mind how they are going to communicate it later.

• Explain the importance of editing the information: they should write correctly and make any necessary corrections.

Communicating the information

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

• Explain that they should keep in mind their audience and the format they are required to use.

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Values and Competencies

VALUES

The area of Natural Science is the appropriate scientific context in which to help students reflect on issues related to the environment and to health. In Essential Natural Science, the topics presented for discussion include the need for adequate eye protection when observing eclipses, the dangers of antibiotics abuse, the dangers posed to health by certain industries, protection against harmful radiations (Health Education), as well as conservation of the Earth’s biological resources, the importance of invertebrates in the food chain, poaching and illegal animal trade, the control of pests by natural means, the development of responsible consumer habits, and the need to reduce water consumption (Protection of the Environment).

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

KEY COMPETENCES

Competence is the capacity to use one’s acquired knowledge, abilities and personal attitudes in different contexts and situations.

Key competences feature the following characteristics:

• They focus on the development of abilities rather than the assimilation of theoretical content: individuals become ‘competent’ when they learn how to solve problems effectively.

• They are dynamic because they develop progressively and can be acquired in different learning situations and institutions.

• They are interdisciplinary and transversal because they integrate knowledge that originates in different academic disciplines.

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

Reasons for including key competences in the

secondary curriculum

• They integrate formal and informal learning experiences.

• They allow students to use their skills in widely differing contexts. • They help clarify objectives, content and assessment criteria in all

the subjects.

• Each area can contribute to the development of key competences which are then applied to other areas or subjects.

THE EIGHT KEY COMPETENCES

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

Competence in linguistic communication

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

Mathematical competence

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

Knowledge and interaction with the physical world

The ability to interact with the physical world and apply the scientific method to explain its phenomena.

Processing information and digital competence

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

Social competence and citizenship

The ability to understand the social reality in which we live and the desire to contribute to its development.

Cultural and artistic competence

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

Competence in ‘learning to learn’

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

Autonomy and personal initiative

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

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THE CONTRIBUTION OF SCIENCE TO THE KEY COMPETENCES

• Linguistic communication

It includes the use of formal scientific terminology and the ability to use it with sufficient precision in both oral and written work.

• Mathematical competence

Mathematical competence enables students to elaborate mathematical models and solve problems in order to interpret the physical world.

• Knowledge and interaction with the physical world

Knowledge of the physical world is the basis of all Science. Scientific knowledge integrates strategies in order to learn how to define and solve problems, design experiments, analyse results and communicate them. Knowledge of one’s own body and caring for one’s health are also crucial in the acquisition of this competence, as are the interrelations of people and their environment.

• Digital competence: using new technologies

The ability to select and use information found in digital media involves text processing (copying, pasting, inserting images,…) and surfing the Internet. Students become familiar with the different codes and formats of scientific language (numerical and geometrical models, graphic representations, statistics, chemical symbols, etc.).

• Social competence and citizenship

This competence helps develop group cooperation, solidarity and satisfaction at completing given tasks. Scientific literacy constitutes a fundamental dimension of citizen culture, allowing students to form opinions based on solid data with regard to problems related to scientific and technological progress.

• Cultural and artistic competence

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

• ‘Learning to learn’

Operating with theoretical models helps develop imagination, powers of analysis and observation skills, creativity and a critical attitude, which in turn fosters autonomous learning.

• Personal initiative

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

The Universe

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1. To learn about the Universe and its major

components

2. To understand the enormous distances in the

Universe and do simple calculations involving them

3. To identify the components of the Solar System,

their characteristics and movements

4. To observe the night sky and recognise well-known

stars and constellations

5. To learn about the scientific theories

of astronomical knowledge

OBJECTIVES

Competence in linguistic communication: understanding descriptive texts

(sections 1-6, pp. 9-14); understanding instructions (Activities, p. 16); listening to the unit summary What should you know? (Student’s CD, track 1).

Processing information and digital competence: interpreting tables

(sections 4-6, pp. 12-14); researching the possibility of life on other planets (Investigate, p. 17; Web task, unit 1, Student’s CD).

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

and Content objectives (p. 8); organising and interpreting information (What should you know?, p. 17).

COMPETENCES

CONTENTS

CONCEPTS

• Characteristics of the planets and movements of celestial bodies • Astronomical knowledge and historical evolution

PROCEDURES

& KEY SKILLS

• Interpreting diagrams and images of the Solar System and its components • Researching constellations and producing a poster

• Interpreting scientific texts

ATTITUDES

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

EVALUATION CRITERIA

A look at astrology and its historic links with science and religion. Astrology asserts that the position of certain stars and planets influence our personality, important events in our lives and even our destiny. Astrology as we know it originated in Babylon over 5,000 years ago as a compound of religion and science. The scientific part was concerned with

the movement of stars, whilst the religious part attempted to determine the relationship between cosmic events and happenings on Earth. As human knowledge increased, astrology was separated from the science of astronomy and relegated by scientists as superstition.

Peace Studies

VALUES

1. Can identify, define and describe the major

components of the Universe

2. Can understand the use of special units

to measure distances in the Universe; can identify them and give their equivalents

3. Can describe the Solar System and draw a map

to locate it in the Universe; can identify and describe its components

4. Can observe the night sky and recognise

well-known stars and constellations in it

5. Can explain scientific theories of astronomical

knowledge

INTERNET, BOOKS AND FILMS

Web links

NASA (North Amercian Space Agency)

http://www.nasa.gov

NASA home page which includes numerous links.

The Nine Planets

http://www.astrored.net

One of the best web pages about the Solar System.

Views of the Solar System

http://www.solarviews.com

A vast archive of photographs, scientific facts, text, graphics and videos. Discover the latest scientific information, or study the history of space exploration.

Books

Eyes on the Universe: A History of the Telescope.

Isaac Asimov

Boston: Houghton Mifflin, 1975

This book relates the discoveries which lead up to modern-day reflector and radio telescopes. It begins describing the rudimentary lenses used by Galileo.

Films

Space Odyssey. Journey to the planets. 2004

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

Star Wars. 1977

George Lucas, creator of the most famous film trilogy ever, depicts a marvellous universe, a mixture of western and adventure. With a famous sound track and special effects which broke new ground.

THE UNIVERSE

WORKSHEET 1

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Maattcchh eeaacchh wwoorrdd ttoo iittss ddeeffiinniittiioonn..

1

1.. They are smaller than planets and they orbit the Sun. 2

2.. They are rocky objects which are irregular in shape. 3

3.. It is the invisible line on which celestial objects spin or rotate. 4

4.. It is the distance light travels in one year. 5

5.. It is the curved path which a celestial object follows in its revolution around another

celestial object.

6

6.. It is a vast collection of stars, dust and gases, held together by gravitational attraction.

P

Puutt tthhee wwoorrddss iinn oorrddeerr aanndd wwrriittee tthhee ccoorrrreecctt sseenntteenncceess.. 1

1.. Scientists empty between spaces think there vast the galaxies are

2

2.. Planets larger are bodies much other celestial than

3

3.. Saturn’s mostly rings made ice of particles are

4

4.. The life is with planet the only Earth

5

5.. The Uranus is temperature of average -200º C surface

6

6.. The planets is crust of made inner the rock of

3 3 2 2 1 1

light year dwarf planets asteroids rotational axis orbit galaxy

23

쮿 EESSSSEENNTTIIAALL NNAATTUURRAALL SSCCIIEENNCCEE 11쮿 PHOTOCOPIABLE MATERIAL © 2008 Richmond Publishing / Santillana Educación, S.L. 쮿

THE UNIVERSE

WORKSHEET 2

1

NAME: CLASS: DATE:

W

Wrriittee tthhee nnaammeess ooff tthhee ppllaanneettss..

1 1 _ _____ // 2200 1 1.. 55.. 2 2.. 66.. 3 3.. 77.. 4 4.. 88.. C

Coommpplleettee tthheessee sseenntteenncceess uussiinngg tthhee wwoorrddss iinn tthhee bbooxx..

The Solar System is made up of 11.. planets and 22.. star, the Sun. It also includes comets, 33.. and asteroids. The Earth’s 44.. satellite is the Moon, but there are also many artificial ones orbiting it.

The planets all move in 55.. orbits. The 66.. planets, Mercury, Venus, Earth and 77.. are all rocky; the 88.. planets, Jupiter,

9

9.. , Uranus and Neptune are gaseous. Mars is 1100.. than Mercury,

and Jupiter is much larger than the Earth.

2 2

elliptical eight larger Mars outer natural Saturn one moons inner 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 877310 _ 0020-0027.qxd 4/8/08 12:34 Página 23

THE UNIVERSE

WORKSHEET 3

1

NAME: CLASS: DATE:

U

Ussee yyoouurr SSttuuddeenntt’’ss BBooookk ttoo ccoommpplleettee tthhiiss cchhaarrtt..

1 1

_ _____ // 3300 U

Ussee yyoouurr cchhaarrtt ttoo aannsswweerr tthheessee qquueessttiioonnss..

Which planet…

1

1.. … has the most satellites? 2

2.. … has the shortest period of rotation? 3

3.. … has the longest period of revolution? 4

4.. … is the greatest distance from the Sun? 5

5.. … is the hottest? 6

6.. … rotates faster, Venus or Neptune? 7

7.. Which planets are closer to the Sun, the rocky planets or the gaseous planets?

N

Nooww aannsswweerr tthheessee qquueessttiioonnss.. 1

1.. Which galaxy does our Solar System belong to? 2

2.. Which is the nearest star to our Solar System? 3

3.. Which celestial bodies are made up of ice, dust and gas, and have bright tails? 4

4.. What is the distance from the Earth to the Sun? 5

5.. How fast does light travel in one second?

3 3 2 2

P

Pllaanneett TTyyppee DDiissttaannccee ffrroomm tthhee SSuunn ((AAUU))

P Peerriioodd ooff

rroottaattiioonn

P Peerriioodd ooff rreevvoolluuttiioonn

A Avveerraaggee

ssuurrffaaccee tteemmppeerraattuurree

N Nuummbbeerr o

off ssaatteelllliitteess

M

Meerrccuurryy rocky 58.65 days 0

V

Veennuuss 0.72 224.6 days

E

Eaarrtthh 23 h 56 mins 365.25 days 1

JJuuppiitteerr gaseous - 150º C

N

Neeppttuunnee 30.06 - 210º C

W

Wrriittee aa ddeessccrriippttiioonn ooff tthhee ffoouurr cceelleessttiiaall oobbjjeeccttss.. U

Ussee tthhee cchhaarrtt aanndd yyoouurr oowwnn kknnoowwlleeddggee!!

2 2

25

쮿 EESSSSEENNTTIIAALL NNAATTUURRAALL SSCCIIEENNCCEE 11쮿 PHOTOCOPIABLE MATERIAL © 2008 Richmond Publishing / Santillana Educación, S.L. 쮿

THE UNIVERSE

WORKSHEET 4

1

NAME: CLASS: DATE:

JJiiggssaaww cchhaarrtt.. W

Woorrkk iinn ppaaiirrss.. TTaakkee ttuurrnnss ttoo rreeaadd aanndd ccllaassssiiffyy tthheessee sseenntteenncceess.. WWrriittee eeaacchh nnuummbbeerr iinn tthhee ccoorrrreecctt ccaatteeggoorryy..

1 1

1

1.. They are spherical bodies which orbit

the Sun.

2

2.. They are vast collections of stars, dust

and gases.

3

3.. They are imaginary patterns of bright

stars.

4

4.. There are eight of them. 5

5.. They contain thousands of millions

of stars.

6

6.. Ours is called the Milky Way. 7

7.. They are massive spherical bodies

of gases.

8

8.. They all move in elliptical orbits. 9

9.. They emit light and heat. 1

100.. Officially, there are eighty-eight. 1

111.. They form when clouds of gases are

pulled together by gravitational forces.

1

122.. Their position changes with the seasons

because of the movements of the Earth.

_ _____ // 2200 G GAALLAAXXIIEESS

2

THE UNIVERSE

WORKSHEET 5

1

NAME: CLASS: DATE:

C

Chhoooossee tthhee bbeesstt ttiittllee ffoorr tthhiiss rreeaaddiinngg ppaassssaaggee aanndd wwrriittee iitt oonn tthhee lliinnee aabboovvee..

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

C

Coorrrreecctt tthhee iinnffoorrmmaattiioonn.. 1

1.. Mars was the Greek god of war.

2

2.. According to the text, war evokes feelings of anger and despair.

3

3.. Claustrophobia refers to the fear of going to war.

4

4.. We must learn to live with our fears.

M

Maattcchh tthhee wwoorrddss ttoo tthhee ffeeaarrss tthheeyy iinnddiiccaattee.. 1

1.. hydrophobia aa.. fear of spiders

2

2.. ablutophobia bb.. fear of books

3

3.. agoraphobia cc.. fear of water

4

4.. arachnophobia dd.. fear of open spaces

5

5.. bibliophobia ee.. fear of washing yourself

3 3 2 2 1 1 _ _____ // 1100 Martian moon Mars

Do you know why the moons of Mars are called Phobos and Deimos? Mars was the Roman god of war (Ares in Greek) and his symbol is a, which represents a spear and a shield. For some strange reason, the moons of Mars received Greek names rather than Latin ones, Phobos meaning ‘panic’ and Deimos meaning ‘terror’, because these two feelings are always related to war.

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

a person who suffers from claustrophobia feels terribly afraid when enclosed in a small space. Think also about other similar words such as hydrophobia, arachnophobia or agoraphobia. There are all kinds of fears! Fortunately, as rational human beings, we can also use different strategies to overcome these fears.

1

1.. For how many centuries was the Geocentric theory used in astronomy?

2

2.. What did this theory suggest?

3

3.. What was Copernicus’ theory?

4

4.. Who invented the telescope?

27

쮿 EESSSSEENNTTIIAALL NNAATTUURRAALL SSCCIIEENNCCEE 11쮿 PHOTOCOPIABLE MATERIAL © 2008 Richmond Publishing / Santillana Educación, S.L. 쮿

THE UNIVERSE

TEST 1

1

NAME: CLASS: DATE:

C

Ciirrccllee tthhee ccoorrrreecctt aannsswweerr.. 1

1.. The universe is all the (a) space (b) energy (c) matter, space and energy that exists. 2

2.. A nebula is (a) a cluster of stars (b) a cloud of gas and dust (c) a vast empty space. 3

3.. Nebulas surround (a) all the planets (b) the stars (c) the natural satellites. 4

4.. Astronomers use (a) Astronomical Units (b) International Units (c) Universal Units. 5

5.. Satellites orbit (a) the stars (b) the Sun (c) planets and dwarf planets. 6

6.. Mercury and Venus have (a) one satellite each (b) no satellites (c) more than ten satellites each. 7

7.. Asteroids can form (a) belts (b) constellations (c) systems. 8

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

(c) the colour of the night sky.

9

9.. The orbit of comets is (a) highly irregular (b) more or less regular (c) highly elliptical. 1

100.. An astronomical unit (AU) is the distance from the Earth to (a) the Moon (b) the Milky Way

(c) the Sun.

R

Reeaadd tthhee tteexxtt aanndd aannsswweerr tthhee qquueessttiioonnss..

2 2 1 1 _ _____ // 1155 Theories of the Universe

In the second century BC, the astronomer Ptolemy proposed that the Earth was the centre of the Universe, and that the Sun, Moon and planets orbited the Earth. This was known as the Geocentric theory, or the Ptolemaic System. However, in 1542, Nicolas Copernicus proposed that the Sun was at the centre of the Universe. When Galileo Galilei invented the telescope in 1610, he was able to prove the Heliocentric theory (or Copernican System): the planets and stars revolve around the Sun.

Planet Earth

1

1.. To describe the differences between our planet

and other rocky planets

2

2.. To explain the relationship between the orbital

movement of the Earth, the tilt of its rotation axis and the recurrence of the seasons

3

3.. To learn about phenomena caused by the

movements of the Moon: lunar phases and eclipses

4

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

about their composition and importance

5

5.. To identify the relief features of the continents

and of the ocean floor

6

6.. To experiment reproducing eclipses, using simple

equipment

O

OB

BJJE

EC

CT

TIIV

VE

ES

S

P

Prroocceessssiinngg iinnffoorrmmaattiioonn aanndd ddiiggiittaall ccoommppeetteennccee:: understanding scale diagrams,

cross-sections and aerial photographs (sections 1-6, pp. 19-25); Hands on (p. 22); Activities (p. 26); finding out about artificial satellites (Web task, unit 2, Student’s CD).

C

Cuullttuurraall aanndd aarrttiissttiicc ccoommppeetteennccee:: elaborating a simple model (Hands on, p. 22).

C

Coommppeetteennccee iinn ‘‘lleeaarrnniinngg ttoo lleeaarrnn’’:: acquiring language skills (Key language, p. 18); consulting the Vocabulary and Key language sections (pp. 160-167).

C

CO

OM

MP

PE

ET

TE

EN

NC

CE

ES

S

2

C

CO

ON

NT

TE

EN

NT

TS

S

CONCEPTS

• The Earth and the Moon: lunar phases and eclipses

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

PROCEDURES

& KEY SKILLS

• Analysing scientific texts

• Interpreting different types of images and producing scale diagrams • Using simple equipment to reproduce eclipses

ATTITUDES

of the Moon, and the succession of day and night

29

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

EVALUATION CRITERIA

1. Can describe the differences between our planet

and other rocky planets

2. Can interpret diagrams representing the movements

of the Earth, the Sun and the Moon

3. Can explain phenomena caused by the movements

of the Earth and Moon: the seasons, the succession of day and night, the phases of the Moon

4. Can name and describe the three layers of the

geosphere

5. Can describe the characteristics of the atmosphere,

hydrosphere and biosphere

6. Can identify the relief features of the continents

and of the ocean floor

7. Can reproduce eclipses using simple equipment

INTERNET, BOOKS AND FILMS

Web links

Earth from Space

http://earth.jsc.nasa.gov

Web page showing photos of the Earth taken by NASA astronauts. The images are processed from the International Space Station on a daily basis.

Visible Earth

http://visibleearth.nasa.gov

A catalogue of images and animations of Earth. Some of them can be downloaded although the files are very large.

Earth and Moon viewer

http://www.fourmilab.ch/earthview

View the Earth and Moon from many vantage points and in multiple ways.

Books

Discover the Moon

Jean Lacroux & Christian Legrand Cambridge University Press

An ideal introduction to lunar observing. Includes more than 300 lunar sites to observe through your telescope.

Films

The Dish Warner Home Video

Director: Robert Sitch

This Australian film presents a behind-the-scenes look at the contributions of a handful of Australians to the Apollo XI mission to the Moon in July 1969.

Apollo 13 1995. Columbia Tristar Home Video

Director: Ron Howard

Film about the Apollo 13 Space Mission, a year after man first walked on the Moon. At first it seemed it would be the perfect mission, until those famous words from space: “Houston, we have a problem.”

The living planet. A portrait of the Earth

BBC

David Attenborough examines the ecology and biodiversity of the most important ecosystems of the Earth. A warning about the dangerous caused by our industrial society.

Students should understand that it is vital to protect their eyes while observing solar eclipses. Looking at the Sun without adequate protection can result in serious, irreversible ocular lesions and even

blindness. Protection must be used from the beginning to the end of the eclipse and eyes averted from the Sun frequently.

Eclipses can be observed through special glasses available in pharmacies or at an optician’s, or using

welding glass nº 14 as a filter. Special filters can be used in telescopes.

Eclipses can also be observed through a camera obscura or by projecting solar light through a telescope and focusing the image on a screen. The Sun must never be observed through optical instruments without appropriate filters. The following should not be used as filters: smoked lenses, developed film, strips of semi-transparent plastic, sunglasses or binoculars with solar observation glasses.

Health Education

VALUES

PLANET EARTH

WORKSHEET 1

2

NAME: CLASS: DATE:

_ _____ // 2200 F

Fiinndd eeiigghhtt wwoorrddss iinn tthhee wwoorrddsseeaarrcchh aanndd tthheenn wwrriittee tthheemm oonn tthhee lliinneess bbeellooww..

Write (MM) if a word refers to the Moon, (EE) if it refers to the Earth or (MMEE) if it refers to both.

1 1 1 1.. ( ) 33.. ( ) 55.. ( ) 77.. ( ) 2 2.. ( ) 44.. ( ) 66.. ( ) 88.. ( ) C

Coommpplleettee eeaacchh ddeeffiinniittiioonn wwiitthh aa wwoorrdd ffrroomm AAccttiivviittyy 11.. 1

1.. It is the movement that causes the sequence of day and night. 2

2.. One of the elements that makes life on Earth possible is .

3

3.. This one begins on 21st_March. 4

4.. The Earth rotates around this imaginary line. 5

5.. One of the Moon’s is the last quarter.

6

6.. The moment of the year when day and night are exactly the same length. 7

7.. The winter one is the shortest day of the year and the summer one is the longest. 8

8.. It is caused by the Moon passing between the Sun and the Earth, or by the Moon passing directly behind

the Earth.

M

Maattcchh tthhee aannsswweerrss ttoo tthhee qquueessttiioonnss.. 1

1.. How many ‘spheres’ make up the Earth? aa.. The biosphere.

2

2.. Which ‘sphere’ includes all the living things on Earth? bb.. The crust and the upper mantle. 3

3.. What is the geosphere? cc.. Four.

4

4.. What makes up the lithosphere? dd.. The solid part of the Earth.

3 3 2 2 W P H A S E S W E A P I R F Q L H C B S P W E U G M L R O T A T I O N I T L C T S N R Y P R S K E D O A V S G T Q R A X I S E O I D F S T E Z T N C G M N U L L A S E A S O N W M S 877310 _ 0028-0035.qxd 4/8/08 14:24 Página 30

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쮿 EESSSSEENNTTIIAALL NNAATTUURRAALL SSCCIIEENNCCEE 11쮿 PHOTOCOPIABLE MATERIAL © 2008 Richmond Publishing / Santillana Educación, S.L. 쮿

PLANET EARTH

WORKSHEET 2

2

NAME: CLASS: DATE:

L

Laabbeell tthhee ddiiffffeerreenntt ppaarrttss ooff tthhiiss ccrroossss--sseeccttiioonn ooff tthhee ssuurrffaaccee ooff tthhee EEaarrtthh..

1 1

_ _____ // 2200 C

Coommpplleettee tthheessee sseenntteenncceess uussiinngg tthhee wwoorrddss iinn tthhee bbooxx..

The Earth is the only known planet which contains water and 11.. . The distribution of materials which makes up the Earth’s crust forms the different types of 22.. .

The 33.. relief features include mountain 44.. , great plains and continental

5

5.. . The ocean floor 66.. features include mid-oceanic

7

7.. , oceanic trenches and 88.. plains. Submarine 99..

may create volcanic archipelagos.

T

Trruuee oorr FFaallssee?? WWrriittee T oorr F.. 1

1.. The Earth is the only planet with an atmosphere which contains oxygen. 2

2.. Hydrogen is the most abundant gas in the Earth’s atmosphere. 3

3.. The average temperature on the Earth’s surface is 18 ºC. 4

4.. The gravitational attraction of the Moon produces ocean tides. 5

5.. Earthquakes and volcanoes are the result of geological activity.

3 3 2 2

relief volcanoes living things abyssal land relief ranges shelves ridges continental

6 6.. 7 7.. 8 8.. 4 4.. 3 3.. 2 2.. 1 1.. 5 5..

mountain range

PLANET EARTH

WORKSHEET 3

2

NAME: CLASS: DATE:

C

Coommpplleettee tthhiiss ttaabbllee wwiitthh tthhee mmiissssiinngg iinnffoorrmmaattiioonn aabboouutt tthhee ffoouurr ‘‘sspphheerreess’’ ooff tthhee EEaarrtthh..

1 1

_ _____ // 2200 D

Doo yyoouu rreemmeemmbbeerr?? UUssee tthheessee jjuummbblleedd uupp nnuummbbeerrss ttoo ccoommpplleettee tthhee tthhrreeee FFaaccttss FFiilleess..

2 2

2,900 km

11,034 m

21%

over 4,000ºC

3

a.. - the thickness of the continental crust

b

b.. - the thickness of the oceanic crust

c

c.. - the distance the mantle lies below the crust

d

d.. the temperature of the cores

T

Thhee hhyyddrroosspphheerree a

a.. - the number of years ago that Thales described the water cycle

b

b.. - the number of states in which water exists

c

c.. - the average depth of the ocean

d

d.. - the depth of the Mariana trench

T

Thhee aattmmoosspphheerree a

a.. - the percentage of nitrogen in the air

b

b.. - the percentage of oxygen in the air

c

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

S

Spphheerree IIss mmaaddee uupp ooff CCoonnttaaiinnss G

Geeoosspphheerree three concentric layers

nitrogen, oxygen and carbon dioxide

H

Hyyddrroosspphheerree liquid water, snow and ice

land and water

33

쮿 EESSSSEENNTTIIAALL NNAATTUURRAALL SSCCIIEENNCCEE 11쮿 PHOTOCOPIABLE MATERIAL © 2008 Richmond Publishing / Santillana Educación, S.L. 쮿

PLANET EARTH

WORKSHEET 4

2

NAME: CLASS: DATE:

S

Seenntteennccee lloooopp.. WWoorrkk iinn ppaaiirrss.. TTaakkee ttuurrnnss ttoo ssttaarrtt oorr ffiinniisshh tthhee sseenntteenncceess..

1

1.. The Earth revolves … 2

2.. The Earth rotates … 3

3.. The Moon revolves … 4

4.. Solar eclipses occur … 5

5.. Lunar eclipses occur … 6

6.. The orbit of the Earth … 7

7.. The full Moon occurs … 8

8.. The new Moon occurs … 9

9.. The Moon orbits the Earth … 1

100.. The axis of the Earth … 1

111.. At any time, one half of the Earth … 1

122.. When a hemisphere is tilted towards the Sun, …

a

a.. … when the Earth is between the Sun and the Moon. b

b.. … when the Earth blocks sunlight from the Moon. c

c.. … is facing the Sun. d

d.. … on its own axis. e

e.. … when the Moon blocks sunlight from the Earth. ff.. .… it is summer.

g

g.. … in approximately 29.5 days. h

h.. … an elongated circle called an ellipse. ii.. … around the Earth.

jj.. … around the Sun. k

k.. … when the Moon is between the Sun and the Earth. ll.. … is slightly tilted. 1 1 _ _____ // 2244 877310 _ 0028-0035.qxd 4/8/08 14:24 Página 33

PLANET EARTH

WORKSHEET 5

2

NAME: CLASS: DATE:

F

Frroomm tthhee iinnffoorrmmaattiioonn iinn tthhee tteexxtt,, wwhhiicchh ppllaanneett iiss ccoonnssiiddeerreedd ttoo bbee EEaarrtthh’’ss ttwwiinn??

C

Coorrrreecctt tthhee iinnffoorrmmaattiioonn iinn tthhee ffoolllloowwiinngg sseenntteenncceess.. 1

1.. The clouds on Earth contain sulphuric acid.

2

2.. The Earth is smaller than this planet.

3

3.. At the beginning, this planet was desert-like.

4

4.. Then water appeared on it.

5

5.. This planet is named after the Roman god of war.

6

6.. Mountains form most of the surface of this planet.

2 2 1 1 _ _____ // 1155 Does Earth have a twin?

There is a planet in the Solar System which is completely covered in thick clouds. It has a volcanic surface and a poisonous atmosphere. Its average temperature is 480 ºC, while on Earth the average

temperature is 15 ºC. Its clouds contain sulphuric acid rather than water. It cannot possibly support life! Yet for years scientists have considered this planet as Earth’s twin.

Why?

Firstly, it is similar in size and mass to Earth. Both planets are very close to each other, much closer than any other pair of planets. Both are quite young

geologically. (They have very few craters caused by meteorite impacts on their surfaces). In the beginning, the Earth’s twin probably had oceans. Then, the oceans

turned into desert land as the water disappeared. This was due to the accumulation of carbon dioxide in its atmosphere. (On Earth, this is known as the greenhouse effect!)

Finally this planet, named after the Roman goddess of love and beauty, has a variety of geographical features similar to those on Earth. These include plains (about 65 % of the surface), mountains, canyons, and valleys.

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

35

쮿 EESSSSEENNTTIIAALL NNAATTUURRAALL SSCCIIEENNCCEE 11쮿 PHOTOCOPIABLE MATERIAL © 2008 Richmond Publishing / Santillana Educación, S.L. 쮿

PLANET EARTH

TEST 2

2

NAME: CLASS: DATE:

C

Ciirrccllee tthhee ccoorrrreecctt aannsswweerr.. 1

1.. The Earth’s magnetic field protects living beings from

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

2

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

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

3

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

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

4

4.. The Moon rotates it orbits the Earth.

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

5

5.. As a result,

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

6

6.. A lunar month lasts a lunar day.

(a) as long as (b) longer than (c) less than

7

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

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

8

8.. A lunar eclipse can only take place during the

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

9

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

(a) penumbra (b) umbra (c) nebula.

1

100.. During the first quarter of its phase, the Moon

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

R

Reeaadd tthhiiss ppaassssaaggee aanndd ffiillll iinn tthhee ggaappss..

2 2 1 1 _ _____ // 1155 The Earth

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

In the first place, it has an atmosphere containing 11.. which is essential for plant and animal respiration. The Earth’s atmosphere also contains carbon dioxide which is essential for 22.. . It also has a 33.. cycle and an average temperature of 44.. . The Earth’s 55.. field protects living beings from dangerous solar radiations. For all of these reasons, the necessary conditions for life exist on our planet.