Essential Natural Science 1eso

CIENCIAS DE LA NATURALEZA
PROGRAMACIÓN DE AULA
Essential Natural Science 1

EDUCACIÓN SECUNDARIA OBLIGATORIA
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ESSENTIAL NATURAL SCIENCE 1
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ÍNDICE
PROGRAMACIÓN DE AULA 3
- Unidad 1. The Universe 4
- Unidad 2. Planet Earth 12
- Unidad 3. Living things 20
- Unidad 4. Invertebrates 29
- Unidad 5. Vertebrates 37
- Unidad 6. The plant and fungi kingdoms 45
- Unidad 7. The simple living things 53
- Unidad 8. The Earth’s atmosphere 62
- Unidad 9. The hydrosphere 70
- Unidad 10. Minerals 78
- Unidad 11. Rocks 86
- Unidad 12. Matter and its properties 94
- Unidad 13. Everything is matter 102
- Unidad 14. Atoms and elements 110
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CIENCIAS DE LA NATURALEZA
EDUCACIÓN SECUNDARIA OBLIGATORIA
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UNIDAD DIDÁCTICA 1: The Universe
1.1. PRESENTACIÓN
El primer trimestre se inicia con una unidad que introduce a los alumnos y
alumnas en aspectos básicos del conocimiento de la naturaleza como el origen
y las características del Universo, el sistema solar, sus planetas, etc.
1.2 OBJETIVOS
1.2.1. OBJETIVOS DE CONTENIDOS
1. Conocer cómo es el Universo y sus principales componentes.

2. Aprender a manejar las enormes distancias del Universo y a realizar
sencillos cálculos con ellas.
3. Familiarizarse con los componentes del Sistema Solar, sus características y
sus movimientos.
4. Desarrollar interés y capacidad de observación del cielo nocturno,
reconociendo en él diferentes objetos.
5. Comprender las teorías científicas del conocimiento astronómico.
1.2.2. OBJETIVOS DE LENGUAJE

1. Trabajar destrezas de escucha, lectura y producción oral y escrita.
2. Describing.
3. Comparing.
4. Giving instructions.
1.3. CONTENIDOS
(Conexión curricular Bloque 1: Contenidos Comunes. Bloque 2: La Tierra en el

universo.)
1.3.1. Conceptos científicos
• Concepción y componentes del Universo.

• Tamaños y distancias en el Universo.
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• El Sistema Solar, astros que lo componen, características de los planetas,

movimientos de los astros.
• Conocimiento astronómico y evolución histórica.
1.3.2. Procedimientos
• Interpretación de esquemas e imágenes del Sistema Solar, sus componentes,

características y movimientos.
• Investigación de las constelaciones y elaboración de un póster sobre ellas.
• Interpretación de textos científicos.
1.3.3. Actitudes
• Tomar conciencia de las enormes distancias del Universo y de que nuestro

planeta es solo uno más de los millones que probablemente existirán.
• Mostrar interés por reconocer objetos en el cielo nocturno.
1.3.4. Contenidos lingüísticos

(Conexión curricular Bloque 1. Escuchar, hablar y conversar. Bloque 2. Leer y escribir.
Bloque 3. Conocimiento de la lengua. Bloque 4. Aspectos socio-culturales y
consciencia intercultural.)
 VOCABULARIO: asteroids, astronomical unit, galaxies, geocentric
theory, heliocentric theory, light-year, Milky Way, orbit, etc.
 KEY LANGUAGE:
o Describing: Planets are spherical bodies which orbit the Sun.
Asteroids are rocky objects which are irregular in shape.
o Comparing: Dwarf planets are smaller than planets. The Earth is
larger than Mercury.
o Giving instructions: Study the constellations. Research more
about them on the Internet.
1.4. COMPETENCIAS BÁSICAS
COMPETENCIAS BÁSICAS QUE SE TRABAJAN EN LA UNIDAD

1. COM. 2, 3. CONOC. E 4. T. INFORM. 5. SOCIAL Y 6. CULTURAL 7. APRENDER 8.
LINGÜÍSTICA MATEMÁTICA INTER. COMPETENCI CIUDADANA Y ARTÍSTICA A APRENDER AUTONOMÍA E
MUNDO A DIGITAL INICIATIVA
FÍSICO PERSONAL
  
1.5. METODOLOGÍA
Presentación de los contenidos de la Unidad didáctica, y exploración de los

conocimientos previos y de las motivaciones, expectativas e intereses de los
alumnos a través de preguntas, experimentos sencillos…, favoreciendo su
participación activa y desinhibida, procurando que queden conectados a la
clase desde el primer momento.
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Realización estructurada de las actividades y de los diversos bloques y

programas que se recogen en el Student´s Book, teniendo en cuenta las
sugerencias que ofrece el Teacher´s Resource Pack e introduciendo las
modificaciones pertinentes que refuercen o amplíen la adquisición de los
objetivos y contenidos programados.
El desarrollo de la Unidad 1 tiene un carácter introductorio, acercando al

alumno a situaciones contextualizadas de su propia experiencia o de sus
conocimientos previos sobre el universo, el sistema solar, los planetas, etc.;
alternándose actividades de diversa naturaleza (observación, comprensión,
expresión, reflexión, valoración, aplicación, investigación) a través de la
actuación del profesor (motivación, explicaciones, ejemplificaciones,
preguntas, propuestas de tareas, etc.) y con la participación activa de los
alumnos y alumnas.
En el proceso de enseñanza-aprendizaje se favorecerá la atención

individualizada, que se complementará con actividades de refuerzo a fin de
recuperar aquellos objetivos y contenidos básicos no consolidados y con
actividades de ampliación cuando ello sea posible.
Los sistemas de agrupamiento se adecuarán al tipo de actividades que se

pretende desarrollar, incluyendo el grupo de clase, el trabajo individual, los
pequeños grupos y las parejas, así como el agrupamiento flexible para algunas
actividades de refuerzo o de ampliación.
El espacio habitual de la actividad docente es el aula, pudiendo utilizarse otros

espacios del Centro como la biblioteca, el aula de usos múltiples, el aula de
medios audiovisuales o el aula de informática.
A lo largo del proceso educativo se estimulará a través del empleo del refuerzo
positivo, valorando los éxitos que vayan logrando cada alumno y cada alumna.
Se prestará especial atención a las competencias básicas que se integran en

la Unidad didáctica.
1.6. RECURSOS DIDÁCTICOS Y TIC
1.6.1. IMPRESOS
 Libro del alumno (Student’s Book): Essential Natural Science 1. Madrid:

Richmond Publishing/Santillana Educación.
 UNIT 1: The Universe (pages 8-17). Vocabulary and Key Language
sections Key Language (page 160...).
 Guía del profesor (Teacher’s Resource Pack): Essential Natural Science

1. Madrid: Richmond Publishing/Santillana Educación.
 UNIT 1: The Universe (pages 20-27)
 Objectives, contents, values, competences key and evaluation
criteria.
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 Libros (Eyes on the Universe: A History of the Telescope.

Isaac Asimov. Boston: Houghton Mifflin, 1975.)
 Work Sheets 1-5.
 Test 1.
1.6.2. TIC: AUDIOVISUALES E INFORMÁTICOS
 CD del alumno (Student’s CD-Rom): Essential Nature Science 1. Madrid:

 UNIT 1:
o Audio Tracks:
 Pista 1 (Student’s Book, page 17: What should you
know?).
o Web task 1: The Universe (ver Actividades).
o Activities sheet 1 (ver Actividades).

 UNIT 1:
Enlaces Web
 NASA (North American Space Agency):
http://www.nasa.gov
 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.
Películas
 Space Odyssey. Journey to the planets. 2004.
 Star Wars. 1977.
 CD del profesor (Class CD-Rom 1 & 2): Essential Nature Science 1.

Madrid: Richmond Publishing/Santillana Educación.
 Class CD-Rom 1:
o PowerPoint, Unit 1: The Universe (Contents, Resources,
Interactive Activity and Links).
o Web Quest: Our future home.
 Class CD-Rom 2:
o Web task 1: The Universe (ver Actividades).
o Vocabulary organiser.
o Class Audio (ver Audio transcript: Unit 1):
 Pista 1 (Student’s Book, page 12-13: Activity)
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know?)
o Student’s book answer key (Student’s book: pages 9, 10,
11, 13, 14, 15 and 16).
o Worksheets answer key (Teacher’s Resource Pack,
pages 22-27)
 Acceso y explotación de determinadas páginas web a través de la red:

 Internet Resources: www.richmondelt.com, www.santillana.es,
etc.).
 Ver el apartado Actividades.
1.7. ACTIVIDADES
1.7.1. Actividades de introducción y motivación
 A través del intercambio de conocimientos previos y mediante pruebas

específicas de exploración inicial, se procurará constatar al inicio de la
unidad el grado de adquisición que tienen los alumnos de los objetivos y
contenidos programados.
 Mediante la evaluación de la información obtenida, se procurará adecuar la

enseñanza en el inicio de la unidad a las características y necesidades de
los alumnos y alumnas del grupo.
 Realización de un torbellino de ideas para que los alumnos expresen lo que

saben sobre los contenidos de la unidad que se integran en la Unidad
didáctica y lo que saben hacer en relación con los objetivos didácticos
programados.
 Presentación de los materiales y de los recursos didácticos que se van a

utilizar en el desarrollo de la Unidad, tanto del Student´s Book como del
Teacher´s Resource Pack y de otros materiales específicos, incluidos los
recursos audiovisuales e informáticos seleccionados.
 Realización de las actividades de introducción: What do you remember?

Se motivará a los alumnos para que participen activamente y sin
inhibiciones.
1.7.2. ACTIVIDADES DE DESARROLLO
Para trabajar contenidos lingüísticos y científicos:
 Student’s Book (page 9-15).
 Student’s CD-Rom:
- Listening and reading:
 Audio Track 1 (Student’s Book, page 17).
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Activities sheet 1: ECLIPTIC PLANE - THE SOLAR SYSTEM // Class CD 2.
1.7.3. ACTIVIDADES DE REFUERZO Y EXTENSIÓN
 Student’s Book:
- Hand on (page 15): Prepare a constellation poster.
- Projects (page 17):
o Investigate.
o Web Task 1 (Student’s CD-Rom // Class CD-Rom 2):
Task 1
It is the year 2050. You have won a ticket to a space station. You must
decide which station to visit: the one on Mercury, Mars, Jupiter or Saturn.
What are the best and the worst things about each planets?
Resources:
http://www.kidsastronomy.com/solar_system.htm
http://www.seasky.org/solarsystem/sky3.html
http://www.bbc.co.uk/science/space/solarsystem/mars/index.shtml
http://starryskies.com/solar_system/planets_top.html
http://www.onr.navy.mil/focus/spacesciences/solarsystem/default.htm
Task 2
Some people say Earth has a twin sister. Which planet is it? How is it
similar to Earth? How is it different?
Resources:
http://www.happynews.com/living/space/venus-information-kids.htm
http://www.extrasolar-planets.com/english/venus.php
http://coolcosmos.ipac.caltech.edu/cosmic_kids/AskKids/venus.shtml
http://astronomyspace.suite101.com/article.cfm/venus_sizzles
http://www.nineplanets.org/venus.html
http://www.onr.navy.mil/focus/spacesciences/solarsystem/venus2.asp
 Class CD-Rom 1:
- PowerPoint, Unit 1: Interactive Activity: Solar system bodies.
- Web Quest: Our future home.
 Teacher´s Resource Pack (Worksheets 1-5, pages 22-26) // Class CD-Rom

2 (Worksheets answer key):
- Activity Sheet 1: 1) Complete these words with the missing

vowels a, e, i, o, u or y. 2) Match each word to its
definition. 3) Put the words in order and write the
correct sentences.
- Activity Sheet 2: 1) Write the names of the planets. 2)

Complete these sentences using the words: elliptical,
eight, larger, Mars, outer, natural, Saturn, one, moons and inner.
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- Activity Sheet 3: 1) Use your Student’s Book to complete this chart.

2) Use your chart to answer these questions. 3) Now answer these
questions.
- Activity Sheet 4: 1) Jigsaw chart. Work in pairs. Take turns to read

and classify these sentences. Write each number in the correct
category. 2) Write a description of the four celestial objects. Use the
chart and your own knowledge!
- Activity Sheet 5: 1) Choose the best title for this reading passage and
write it on the line above. The two moons of Mars. The gods and the
moons. Two satellites. 2) Correct the information. 3) Match the words
to the fears they indicate.
1.8. EVALUACIÓN
1.8.1. ACTIVIDADES DE EVALUACIÓN
 Student’s Book: page 16.
 Teacher´s Resource Pack (page 27) // Class CD-Rom 2 (Worksheets

answer key):
o Test 1:
1) Circle the correct answer.

1. The universe is all the (a) space (b) energy (c) matter, space
and energy that exists. 2. A nebula is (a) a cluster of stars (b) a
cloud of gas and dust (c) a vast empty space. 3. Nebulas surround
(a) all the planets (b) the stars (c) the natural satellites. 4.
Astronomers use (a) Astronomical Units (b) International Units (c)
Universal Units. 5. Satellites orbit (a) the stars (b) the Sun (c)
planets and dwarf planets. 6. Mercury and Venus have (a) one
satellite each (b) no satellites (c) more than ten satellites each. 7.
Asteroids can form (a) belts (b) constellations (c) systems. 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. The orbit
of comets is (a) highly irregular (b) more or less regular (c) highly
elliptical. 10. An astronomical unit (AU) is the distance from the
Earth to (a) the Moon (b) the Milky Way (c) the Sun.
2) Read the text and answer the questions.

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
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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.
1. For how many centuries was the Geocentric theory used in
astronomy? 2. What did this theory suggest? 3. What was
Copernicus’ theory? 4. Who invented the telescope?
1.8.2. CRITERIOS DE EVALUACIÓN
1. Identificar y definir los principales componentes del Universo y describir

sus características.
2. Explicar por qué tenemos que utilizar unidades de medida especiales
para especificar las distancias en el Universo, cuáles son y a qué
equivalen.
3. Describir el Sistema Solar, realizar un esquema y localizarlo en el
Universo, identificando sus componentes y explicando características de
cada uno de ellos.
4. Conocer cómo utilizar un mapa del cielo para localizar algunas de las
constelaciones más importantes y enumerar algunos de los objetos o
astros visibles en el Universo a simple vista y cómo pueden ser
reconocidos.
5. Explicar en qué consisten algunas teorías científicas relacionadas con el
conocimiento astronómico.
1.8.3. PROCEDIMIENTOS DE EVALUACIÓN
 Intercambios orales: preguntas y respuestas en clase, diálogos, coloquios,

debates y puestas en común.
 Ejercicios específicos que responden a los diversos objetivos programados
en la Unidad didáctica.
 Observación sistemática del trabajo y de la participación del alumno en
clase.
 Revisión, análisis y comentario de las actividades y trabajos realizados.
 Prueba específica de evaluación de la Unidad didáctica. Para ello se
pueden utilizar las actividades correspondientes a esta unidad del Teacher’s
Resource Pack (Test, page 27).
 Autoevaluación.
 Coevaluación.
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UNIDAD DIDÁCTICA 2: Planet Earth
2.1. PRESENTACIÓN
Esta unidad presenta a los alumnos y alumnas contenidos relativos al planeta

Tierra: sus características y movimientos, las fases lunares, las diferentes
capas de la Tierra, la superficie terrestre, los eclipses solares y lunares, etc.
2.2 OBJETIVOS
1. Conocer las características que diferencian nuestro planeta de los otros

planetas rocosos.
2. Comprender la relación que hay entre el movimiento orbital de la Tierra, la
inclinación de su eje de rotación y la sucesión de las estaciones.
3. Estudiar algunos procesos que ocurren debido a los movimientos de la Luna:
las fases lunares, y los eclipses.
4. Aprender las formas de relieve características de los continentes y de los
fondos oceánicos.
5. Conocer las capas que componen el planeta Tierra, su composición y su
importancia.
6. Reproducir de forma experimental con sencillos elementos cómo se
producen los eclipses.

2. Describing.
3. Expressing cause and result.
4. Comparing.
2.3. CONTENIDOS
(Conexión curricular Bloque 1: Contenidos Comunes. Bloque 2: La Tierra en el
universo.)
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• La Tierra: características, movimientos y formas de relieve.

• Las estaciones y sus causas.
• La Tierra y la Luna: fases lunares y eclipses.
• Capas de la Tierra: geosfera, hidrosfera, atmósfera y biosfera.
• Análisis de textos científicos.

• Observación e interpretación de imágenes y esquemas de distinta naturaleza
y escala.
• Uso de un sencillo equipo para reproducir eclipses.
2.3.3. Actitudes
• Valorar nuestro planeta por sus características únicas en el Sistema Solar.

• Mostrar interés por explicar fenómenos como las estaciones, las fases lunares
o la sucesión de los días y las noches.

 VOCABULARIO: atmosphere, biosphere, core, crust, equinox, geosphere,
hydrosphere, lithosphere, lunar eclipse, mantle, revolution, rotation, solar
eclipse, water cycle.
 KEY LANGUAGE:
o Describing: Water exists in three states. It takes 28 days to orbit
the Earth.
o Expressing cause and result: This causes the sequence of day
and night. This makes the seasons occur.
o Comparing: The days get shorter. Ocean trenches are the
deepest areas.

FÍSICO PERSONAL
  
2.5. METODOLOGÍA

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El desarrollo de la Unidad 2 acerca al alumno a situaciones contextualizadas de

su propia experiencia o de sus conocimientos previos sobre la Tierra:
características, movimientos, capas; sobre la superficie terrestre, la luna, los
eclipses, etc.; alternándose actividades de diversa naturaleza (observación,
comprensión, expresión, reflexión, valoración, aplicación, investigación) a
través de la actuación del profesor (motivación, explicaciones,
ejemplificaciones, preguntas, propuestas de tareas, etc.) y con la participación
activa de los alumnos y alumnas.




2.6.1. IMPRESOS
 Libro del alumno (Student’s Book): Essential Nature Science 1. Madrid:

 UNIT 2: Planet Earth (pages 18-27). Vocabulary and Key Language
sections (page 160...).
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 Guía del profesor (Teacher’s Resource Pack): Essential Nature Science

 UNIT 2: Planet Earth (pages 28-35)
criteria.
 Test 2.
 CD del alumno (Student’s CD-Rom): Essential Natural Science 1.

 UNIT 2:
o Audio Tracks:
know?).
o Web task 2: Planet Earth (ver Actividades).

 UNIT 2:
Enlaces Web
http://www.nasa.gov
Películas
 CD del profesor (Class CD-Rom 1 & 2): Essential Natural Science 1.

 Class CD-Rom 1:
o PowerPoint, Unit 2: Planet Earth (Contents, Resources,
and Links).
o Web Quest: Our future home.
 Class CD-Rom 2:
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o Web task 2: Planet Earth (ver Actividades).

 Pista 3 (Student’s Book, page 23: Activity)
know?)
o Student’s book answer key (Student’s book: pages 19,
21, 22, 23, 25 and 26).
pages 30-35)

etc.).
2.7. ACTIVIDADES



programados.


inhibiciones.
 Student’s Book: pages 19, 21, 22, 23, 25 and 26.

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 Audio Track 2 (Student’s Book, page 27: What should you know).
- Activities sheet 2: THE ROTATION OF THE EARTH - THE REVOLUTION OF THE
EARTH - THE PHASES OF THE MOON - ECLIPSES // Class CD 2.
- Hand on (page 22): Reproduction eclipses.
o Experiment.
Task
You must recommend a new type of artificial satellite to the President.
First, you must find out what an artificial satellite is, and the main types
that exist today.
Resources:
http://www.nasa.gov/worldbook/artificial_satellites_worldbook.html
http://encarta.msn.com/encyclopedia_761551926_1/Artificial_Satellite.ht
ml
http://www.smgaels.org/physics/97/LDEROSE.HTM
http://gatornet.chapin.edu/~KCC/astronomyKCC.html
 Class CD-Rom 1:
- Web Quest: Our future home.

- Activity Sheet 1: 1) Find eight words in the wordsearch and

then write them on the lines below. 2) Complete each
definition with a word from Activity 1. 3) Match the
answers to the questions.
- Activity Sheet 2: 1) Label the different parts of this cross-

section of the surface of the Earth. 2) Complete these
sentences using the words in the box. 3) True or False?
Write T or F.
- Activity Sheet 3: 1) Complete this table with the missing

information about the four ‘spheres’ of the Earth. 2) Do
you remember? Use these jumbled up numbers to
complete the three Facts Files.
- Activity Sheet 4: 1) Sentence loop. Work in pairs. Take turns to start

or finish the sentences.
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- Activity Sheet 5: 1) From the information in the text, which planet is

considered to be Earth’s twin? 2) Correct the information in the
following sentences.
2.8. EVALUACIÓN

answer key):
o Test 2:

1. The Earth’s magnetic field protects living beings from: (a) carbon
dioxide (b) solar radiations (c) earthquakes.
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. 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. The Moon rotates ____ it orbits the Earth: (a) at the same speed as (b)
faster than (c) more slowly than
5. As a result: (a) the same side of the Moon always faces the Earth (b)
tides occur (c) eclipses occur.
6. A lunar month lasts ____ a lunar day: (a) as long as (b) longer than (c)
less than
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. A lunar eclipse can only take place during the: (a) new Moon (b) first or
last quarter (c) full Moon.
9. The shadow projected by the Earth on the Moon during an eclipse is
called the: (a) penumbra (b) umbra (c) nebula.
10. 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.
2) Read this passage and fill in the gaps.

1
The Earth
Some specific characteristics make the Earth a unique planet in the Solar
System.
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In the first place, it has an atmosphere containing. 1. ____ which is

essential for plant and animal respiration. The Earth’s atmosphere also
contains carbon dioxide which is essential for 2. ____. It also has a 3.
____ cycle and an average temperature of 4. ____. The Earth’s 5. ____
field protects living beings from dangerous solar radiations. For all of these
reasons, the necessary conditions for life exist on our planet.
1. Describir las diferencias entre nuestro planeta y otros planetas rocosos.

2. Interpretar esquemas gráficos sencillos de los movimientos de la Tierra,
el Sol y la Luna.
3. Justificar algunos fenómenos naturales a través de la interpretación de
los movimientos relativos de la Tierra y la Luna: estaciones, día y noche
fases de la Luna.
4. Nombrar y describir las tres capas de la geosfera.
5. Describir las capas visibles de la Tierra: atmósfera, hidrosfera y biosfera.
6. Identificar las características del relieve de los continentes y los fondos
oceánicos.
7. Reproducir eclipses usando un sencillo equipo.

clase.
 Coevaluación.
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UNIDAD DIDÁCTICA 3: Living things
3.1. PRESENTACIÓN
Con esta unidad se inicia una serie de unidades didácticas dedicadas a la vida
en la Tierra: animales, plantas, etc. En esta unidad nº 3, se introduce a los
alumnos y alumnas en el concepto de biodiversidad y se trabajan aspectos
básicos como los factores que influyen en él, su composición, funciones,
clasificación, las clases de sustancias, las células, etc.
3.2 OBJETIVOS
1. Aprender las características que definen un ser vivo.

2. Conocer las principales sustancias químicas que componen los seres vivos.
3. Conocer la estructura de las células, sus tipos y sus funciones.
4. Distinguir entre células animales y vegetales.
5. Diferenciar los organismos unicelulares de los pluricelulares, así como los
niveles de organización de estos últimos.
6. Estudiar las características de los cinco reinos de los seres vivos.
7. Conocer qué es una especie y cómo se nombra científicamente.
8. Conocer la clasificación de nuestra especie
9. Aprender los pasos para utilizar un microscopio y realizar preparaciones para
su observación.

2. Expressing facts
3. Making impersonal statements
4. Expressing purpose
3.3. CONTENIDOS
20
____________________________________________________________________________
(Conexión curricular Bloque 1: Contenidos Comunes. Bloque 4. Los seres vivos y su

diversidad.)
• Los seres vivos, características, funciones vitales y composición.

• La célula, estructura, tipos y funciones.
• Células eucariotas animales y vegetales.
• Niveles de organización de los seres vivos.
• Los cinco reinos.
• Las especies y su nomenclatura.
• La biodiversidad y su conservación.
• La especie humana: características y clasificación.

• Observación e interpretación de fotografías, dibujos y esquemas.
•Formulación de hipótesis.
• Utilización del microscopio en una investigación científica.
• Aplicación de criterios científicos para la clasificación de diversos seres vivos.
3.3.3. Actitudes
• Desarrollar una actitud de interés por conocer y conservar la gran diversidad

de la vida en la Tierra.
• Valorar la diversidad en la especie humana, comprendiendo que somos una
especie más de vertebrados, que habitan nuestro planeta.

 VOCABULARIO: biodiversity, cell membrane, chloroplast, cytoplasm,
eukaryotic cells, heterotrophs, inorganic substances, organelles, organic
substances, nutrition, photosynthesis, prokaryotic cells, species, etc.
 KEY LANGUAGE:
1. Describing
o The central nervous system consists of the brain and the spinal
cord.
o The peripheral nervous system consists of nerves which originate
in the brain and in the spinal cord.
o Motor responses are controlled by the motor system.
3. Describing manner
o In plants, stimuli are processed and analysed slowly.
o The gazelle must run away from the cheetah quickly.
21
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FÍSICO PERSONAL
  
3.5. METODOLOGÍA



su propia experiencia o de sus conocimientos previos sobre la vida en la Tierra,
la biodiversidad, las células, etc.; alternándose actividades de diversa
naturaleza (observación, comprensión, expresión, reflexión, valoración,
aplicación, investigación) a través de la actuación del profesor (motivación,
explicaciones, ejemplificaciones, preguntas, propuestas de tareas, etc.) y con la
participación activa de los alumnos y alumnas.




22
____________________________________________________________________________
3.6.1. IMPRESOS

 UNIT 3: Living things (pages 30-41). Vocabulary and Key Language

 UNIT 3: Living things (pages 36-43)
criteria.
 Test 3.

 UNIT 3:
o Audio Tracks:
know?).
o Web task 3: Living things (ver Actividades).

 UNIT 3:
Enlaces Web
http://www.nasa.gov
Películas
23
____________________________________________________________________________


 Class CD-Rom 1:
o PowerPoint, Unit 3: Living things (Contents, Resources,
o Web Quest: Paradise Corner.
 Class CD-Rom 2:
o Web task 3: Living things (ver Actividades).
know?)
o Student’s book answer key (Student’s book: pages 31-
40).
pages 38-43)

etc.).
3.7. ACTIVIDADES



programados.

24
____________________________________________________________________________

 Realización de las actividades de introducción: What do you remember?.

inhibiciones.
- Para trabajar contenidos lingüísticos y científicos:
- Activities sheet 3: ANIMAL CELL - PLANT CELL - MUSCLE SYSTEM - CHEMICAL
COMPOSITION OF ANIMALS - CHEMICAL COMPOSITION OF PLANTS // Class CD
2.
- Hand on (page 36): Making a hypothesis. Using a microscope to study
cells.
o Investigate.
Task
You are the Minister of the Environment. First study, then prepare a list of
recommendations about conserving biodiversity and protecting living
things.
Resources:
http://investigate.conservation.org/xp/IB/savingbiodiversity/
http://internt.nhm.ac.uk/eb/biodsaving.shtml
http://www.amnh.org/nationalcenter/it_takes_all_kinds/i/i_print.html
http://www.biodiversityni.com/thingsyoucando.html
 Class CD-Rom 1:
- PowerPoint, Unit 3: Interactive Activity: Animal and plant cells.
- Web Quest: Paradise Corner.

- Activity Sheet 1: 1) Write the name of each chemical

substance. 2) Match each word to its definition. 3)
25
____________________________________________________________________________
Classify in the table the human actions which affect

biodiversity.
- Activity Sheet 2: 1) Reorder the letters and write the

substances which make up plants and animals. Tick the
ones that are inorganic. 1. Werat 2. Spidil 3. Relanims 4.
Tinserop 5. Desuglic. 2) Complete the sentences using the
words from Activity 1. Then finish labeling the pie
charts.
- Activity Sheet 3: 1) Tick the information about animal and

plant cells. 2) Complete the facts file below with
information about the parts of cells. 3) Rewrite the
sentences to compare facts. For example: The nucleus is
smaller than the cell.
- Activity Sheet 4: 1) Sexual Dimorphism game. The male and

female of many animals have different names. Put the
following words into the correct column: horse- cock- bull-
nanny- goat- cow- billy- goat- lioness- sow- hen-tigress- wild-
sow- lion- pig- ewe- tiger- wild- boar- sheep- mare. 2) Work in
pairs. How quickly can you match the concepts? Kingdom-
Phyllum- Sub phylum- Class- Order- Family- Genus- Species. 3)
Write True/False questions about the five animal
kingdoms to test your partner.
- Activity Sheet 5: 1) Think about and answer the questions.

1. Why did Linnaeus invent the system of classification? 2. In
your opinion, why was a scientific system of classification
necessary in the 18th century? 3. Which tools do modern
scientists have to classify living things that Linnaeus did not
have? 2) Invent and draw an imaginary living thing. Then
classify it according to the Linnaean system.
3.8. EVALUACIÓN

answer key):
o Test 3:
26
____________________________________________________________________________

1. Biodiversity is especially varied (a) in tropical rain forests (b) in
urban areas (c) in abyssal plains. 2. Animals, fungi and all protozoa
are (a) autotrophs (b) heterotrophs (c) prokaryotic. 3. When two sex
cells join, they form (a) buds (b) gametes (c) a zygote. 4. Shells,
bones and teeth contain (a) mineral salts (b) nucleic acid (c) glucose.
5. The cell membrane is like (a) a muscle (b) a skin (c) a blood vessel.
6. Plant cells are (a) round (b) polyhedral (c) star-shaped. 7. Plant cell
walls are made of (a) cellulose (b) chloroplasts (c) mitochondria. 8.
There are ________ levels of classification for living things. (a) eight (b)
seven (c) six. 9. A Linnaean Order is a subgroup of (a) Family (b) Class
(c) Genus. 10. There can be differences between the male and the
female of the same species. This is called (a) dimorphism (b) phylum
(c) reproduction.
Biodiversity
Biodiversity is the variety of life on Earth in all its forms. It is the result
of evolution, a slow process which began with the first life forms and
still continues today. Species change and adapt to the environment.
Biodiversity varies tremendously throughout the world. It is influenced
by climate and habitats, amongst other things. Polar regions generally
have fewer species, and so have less biological
diversity. The Atlantic Forest in Brazil has about 20,000 plant species,
1,350 vertebrates and millions of insects, and so has great biological
diversity. Some regions have lost some of their biodiversity because
plant and animal species have been severely reduced or even
destroyed by deforestation, uncontrolled hunting and fishing, pollution
and other factors.
1. Are rocks and minerals included in biodiversity? Explain your

answer. 2. What is the name of the process which began with the first
forms of life? 3. Why does biodiversity vary throughout the world? 4.
What factors can affect and reduce biodiversity?
1. Explicar qué es un ser vivo y en qué consisten las funciones vitales que
los diferencian de la materia inerte.
2. Conocer las sustancias químicas que componen los seres vivos.
3. entender cómo se organizan las células y describir tipos y funciones
celulares.
4. Diferenciar un organismo unicelular de uno pluricelular.
5. Explicar los niveles de organización de un organismo pluricelular.
6. Definir las características de los cinco reinos.
7. Entender la clasificación de los seres vivos y la nomenclatura que se
emplea para clasificarlos.
27
____________________________________________________________________________
8. definir el concepto de especie; explicar cómo se clasifica la especie

humana.
9. Usar un microscopio para observar células vegetales y animales.

clase.
 Coevaluación.
28
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UNIDAD DIDÁCTICA 4: Invertebrates
4.1. PRESENTACIÓN
En esta unidad se presenta a los alumnos y alumnas el mundo de los animales

invertebrados, sus principales características, su clasificación y sus funciones;
así como los aspectos básicos relacionados con los moluscos, los artrópodos y
los equinodermos.
4.2 OBJETIVOS
1. Conocer las características del reino animal.

2. Describir los animales invertebrados y clasificarlos en grupos.
3. Describir cómo llevan a cabo las funciones vitales los animales invertebrados
grupo de invertebrados.
4. Diferenciar animales invertebrados y animales vertebrados.
5. Diferenciar simetría bilateral y simetría radial.
6. Comprobar la utilidad de un modelo experimental para explicar
observaciones de la naturaleza.

2. Describing
4. Describing manner
4.3. CONTENIDOS

diversidad.)
29
____________________________________________________________________________
• Animales vertebrados: definición, características comunes y clasificación.

• Los cinco grupos de vertebrados: cómo son, cómo viven, características
específicas y subgrupos.
• Observación e interpretación de imágenes, muestras, fotografías y dibujos.

• Análisis e interpretación de esquemas anatómicos para comparar los distintos
grupos de vertebrados.
• Aplicación de diversos criterios para clasificar los vertebrados.
• Elaboración de esquemas científicos.
4.3.3. Actitudes
• Apreciar la diversidad de los vertebrados y mostrar una actitud favorable a su

protección y conservación.

 VOCABULARIO: amphibians, homeotherms, mammals, ovoviviparous,
poikilotherms, reptiles, viviparous.
 KEY LANGUAGE:
o Expressing purpose: Aquatic amphibians use lungs to breathe.
o Expressing cause and results: They undergo metamorphosis.
As a result, they lose their gills and develop lungs.
o Expressing contrast: A shark’s skin, however, has denticles. All
reptiles have legs. However, snakes do not.

FÍSICO PERSONAL
  
4.5. METODOLOGÍA

30
____________________________________________________________________________


su propia experiencia o de sus conocimientos previos sobre los animales
invertebrados, sus características, su clasificación, sus funciones, etc.;
alumnos y alumnas.




4.6.1. IMPRESOS

 UNIT 4: Invertebrates (pages 42-51). Vocabulary and Key Language

 UNIT 4: Invertebrates (pages 44-51)
criteria.
31
____________________________________________________________________________
 Libros (How and why wonder books: Ants & bees

(1962) Ronald Rood Publisher: Grosset and Dunlap. N.Y.;
Rookie read-about Science series: It’s a good thing
there are insects Allan Fowler Publisher: Children’s
Press; Insects are animals Judith Holloway & Clive
Harper Publisher: Modern Curriculum press The insect
world Norman Lobsenz Publisher: N.Y. Golden Press
(1959) A profusely illustrated reference to the insect
world.)
 Test 4.

 UNIT 4:
o Audio Tracks:
know?).
o Web task 4: Invertebrates (ver Actividades).

 UNIT 4:
Enlaces Web
 Insects on the Web http://www.insects.org/
Extremely exhaustive web page about insects. It has
an interesting section on macro-photographs, with
commentaries of a great number of insect species.
 Conchology: The art & science of nature
http://www.worldwideconchology.com/ One of the most
complete web pages about mollusks. Intended for shell
collectors, it has thousands of photographs of shells
from all over the world. They are classified by
environments.
Películas
 Phase IV Director: Saul Bass (1974) Paramount
Pictures
 Arac attack Director: Ellory Elkayem Warner Home
Video (2002)
 A bug’s life Disney Pixar (1998)

32
____________________________________________________________________________
 Class CD-Rom 1:
o PowerPoint, Unit 4: Invertebrates (Contents, Resources,
 Class CD-Rom 2:
o Web task 4: Invertebrates (ver Actividades).
know?)
44, 45, 46, 48, 49 and 50).
pages 46-51)

etc.).
4.7. ACTIVIDADES



programados.

33
____________________________________________________________________________

inhibiciones.
- Activities sheet 4: ANNELIDS – INSECTS – MOLLUSCS – ARACHNIDS –
ECHINODERMS - CRUSTACEAN – PORIFERA - ECHINODERMS // Class CD 2.
- Hand on (page 49): Carrying out an experiment.
o Investigate.
Task
A film director wants to know the name of the biggest spider to use in a
new film. What is this huge spider like? Where does it live? What does it
eat?
Resources:
http://www.blueplanetbiomes.org/goliath_bird_eating_spider.htm
http://www.thebigzoo.com/Animals/Goliath_Bird_Eating_Spider.asp
 Class CD-Rom 1:
- PowerPoint, Unit 4: Interactive Activity: What do you know
invertebrates?

- Activity Sheet 1: 1) Put a cross next to the two that are not
animals. 2) Find and write the names of the six groups of
invertebrates. Give an example of each. 3) Circle the
mistakes and rewrite the information.
- Activity Sheet 2: 1) Match the answers to the questions. 2)

Read the descriptions and identify the sub-group they
refer to. 3) Look at these two arthropods and write
sentences to compare and contrast them.
34
____________________________________________________________________________
- Activity Sheet 3: 1) Read the sentences and write the

invertebrate group they refer to. 2) True or False? Write
T or F and then correct the false sentences. 3) Write
down the three most interesting facts you have learnt
about invertebrates in this unit. Compare your list with a
partner.
- Activity Sheet 4: 1) Read your sentences with a partner and

add more information. Example: Movement – mollusks
and arthropods can move quite fast because they have
many legs, and some have wings. However, mollusks
have only one foot and for this reason they move more
slowly than arthropods.
- Activity Sheet 5: 1) Complete the table about palolo worms

with information from the text. 2) How often do palolos
reproduce? Describe their reproduction cycle. 3) 3 Name
some invertebrates that you have eaten. Were they
tasty?
4.8. EVALUACIÓN

answer key):
o Test 4:

1. Animals are eukaryotic and (a) heterotrophic (b) unicellular (c) autotrophic. 2.
Porifera feed by filtration. Water enters and then leaves through (a) the central
cavity (b) the channels (c) the osculum. 3. The body of cnidaria is surrounded
by (a) tentacles (b) pores (c) buds. 4. In the earthworm, eggs are deposited in a
large segment called the (a) clitellum (b) coelom (c) setae. 5. Most mollusks are
hermaphrodites and (a) viviparous (b) oviparous (c) ovoviviparous. 6. As they
grow, arthropods shed the old exoskeleton and grow a new one. This is called
(a) metamorphosis (b) multiplication (c) moulting. 7. The chelicerae help the
spider (a) eat (b) move (c) defend itself. 8. The internal skeleton of echinoderms
is made up of (a) pedipalps (b) plaque (c) segments. 9. The exoskeleton of
aquatic insects is protected by (a) a shell (b) a mantle (c) wax. 10. Most
echinoderms breathe through (a) lungs (b) the ambulacral apparatus (c) gills.
35
____________________________________________________________________________
Tapeworm
The taenia tapeworm is a parasite that lives in the intestines of
animals and humans. When cows or pigs eat vegetation that has been
contaminated with tapeworm eggs, they become infected.
Consequently, humans can become infected too if they eat meat from
these animals. Tapeworms absorb nutrients directly from their hosts.
Some taenia species are more than ten metres long. Their head,
called the scolex, has four suckers and pointed hooks. Then comes
the neck and many rings which get bigger as they get older and move
farther from the head. The body of a tapeworm is long, flat and soft,
with no respiratory or digestive system. Since they are
hermaphrodites, they can fertilise themselves. Tapeworms cause
great harm to their unfortunate hosts.
1. Where do tapeworms live? 2. When do humans become infected? 3. How do

tapeworms feed? 4. Describe the body of a tapeworm.
1. Describir las características del reino animal.

2. Describir las características de estructura, organización y funciones de
los distintos grupos de invertebrados.
3. Describir como realizan las funciones vitales los animales invertebrados
4. Clasificar invertebrados utilizando claves sencillas y técnicas de
observación.
5. Distinguir invertebrados de vertebrados.
6. Diferenciar simetría bilateral y simetría radial.
7. Comprender la utilidad de un modelo experimental en la observación.

clase.
 Coevaluación.
36
____________________________________________________________________________

UNIDAD DIDÁCTICA 5: Vertebrates
5.1. PRESENTACIÓN
Con esta unidad se presenta a los alumnos y alumnas el mundo de los

animales vertebrados, sus principales características, su clasificación y sus
funciones; así como los aspectos básicos relacionados con los mamíferos, las
aves, los reptiles y los anfibios.
5.2 OBJETIVOS
1. Conocer las características de los animales vertebrados.

2. Comparar animales vertebrados animales invertebrados.
3. Clasificar los animales vertebrados en grupos y reconocer las características
principales de cada grupo.
4. Aprender los pasos para realizar un esquema científico.

5.3. CONTENIDOS

diversidad.)
• Características del reino animal y diferencias entre vertebrados e

invertebrados.
• Características de estructura, organización y funciones de los invertebrados.
• Diversidad de los invertebrados: grupos más importantes y sus
características.
37
____________________________________________________________________________
• Identificación y descripción de fotografías, diagramas científicos e imágenes

de cortes transversales de animales.
• Aplicación de criterios para clasificar los invertebrados.
• Uso de la información del libro para clasificar invertebrados.
• Elaboración de modelos experimentales.
5.3.3. Actitudes
• Comprender y valorar la diversidad de los invertebrados.

• Tomar conciencia de la importancia de los invertebrados en la naturaleza y la
necesidad de su conservación.

 VOCABULARIO: Annelids, arthropods, cephalopods, cnidaria,
crustaceans, echinoderms, gastropods, mollusc, myriapods, oviparous,
platyhelminths, polyp, porifera, etc.
 KEY LANGUAGE:
1. Reporting facts
o The bud becomes a new living being.
o The fragments grow into new individuals.
2. Describing
o Green sepals; brightly coloured petals.
3. Describing sequences
o First, pollen grains land on the pistil. Then, pollen tubes develop
until they reach the ovary. Finally, …

FÍSICO PERSONAL
  
5.5. METODOLOGÍA

38
____________________________________________________________________________


su propia experiencia o de sus conocimientos previos sobre los animales
vertebrados, sus características, su clasificación, sus funciones, etc.;
alumnos y alumnas.




5.6.1. IMPRESOS

 UNIT 5: Vertebrates (pages 52-61). Vocabulary and Key Language

 UNIT 5: Vertebrates (pages 52-59)
criteria.
39
____________________________________________________________________________
 Libro (Art of birds. Pablo Neruda).

 Test 5.

 UNIT 5:
o Audio Tracks:
know?).
o Web task 5: Vertebrates (ver Actividades).
o Activity sheet 5 (ver Actividades).

 UNIT 5:
Enlaces Web
 National Geographic.com Kids
http://kids.nationalgeographic.com/Animals/ an animal
encyclopedia which includes all kinds of interesting facts and
fascinating information.
Películas
 Artic and Antarctic. BBC Nature Collection
 Tropical jungle. Interactive BBC collection
 Animals are beautiful people. Warner Bros Entertainment.
Director: Jaime Uys
 Jane Goodall’s wild chimpanzees. Director: David Lickley.
For forty years, the great zoologist.

 Class CD-Rom 1:
o PowerPoint, Unit 5: Vertebrates (Contents, Resources,
and Links).
 Class CD-Rom 2:
o Web task 5: Vertebrates (ver Actividades).
 Pista 9 (Student’s Book, page 54-55: Activity)
know?)
40
____________________________________________________________________________

60).
pages 54-59)

etc.).
5.7. ACTIVIDADES



programados.


inhibiciones.
41
____________________________________________________________________________
- Activities sheet 5: VERTEBRATES AND INVERTEBRATES - CHARACTERISTICS OF

MAMMALS – BIRD - PARTS -OF A FEATHER – REPTILE – AMPHIBIAN – FISH –
MAMMAL // Class CD 2.
- Hand on (page 59): Scientific diagrams.
o Hypothesis.
Task
Your best friend wants an Iberian lynx as a pet. You must find out if these
animals make good pets. Where do these animals live? What are they
like? What is their future?
Resources:
http://www.wwf.org.uk/core/wildlife/fs_0000000022.asp
http://www.iberianature.com/material/iberianlynx.htm
http://www.bbc.co.uk/nature/wildfacts/factfiles/29.shtml
http://www.sciencedaily.com/releases/2007/10/071023163901.htm
 Class CD-Rom 1:

- Activity Sheet 1: 1) Use the clues to solve the puzzle and find the
mystery word! 2) Put the words in the correct order and complete
the sentences. 3) Complete the sentences with words from the box:
metamorphosis – viviparous – bilateral – oviparous – interaction.
- Activity Sheet 2: 1) Prefixes are syllables or groups of syllables

before a word which change its meaning. Scientific prefixes usually
come from Greek (G) or Latin (L). Look up these prefixes in a
dictionary. Then, match each prefix with its English meaning. 2)
Find a word with each prefix in your Student’s Book, Unit 5. 3)
Complete each sentence with one word from the box: echinoderms -
cnidaria - terrestrial - mollusks - arthropods - worms - echinoderms –
mollusks.
- Activity Sheet 3: 1) Complete the chart about the five groups of

vertebrates. 2) Write two sentences in each case to compare and
contrast different groups of vertebrates. Example: Movement:
Terrestrial mammals have legs, aquatic mammals have fins and bats
have wings. All reptiles have four legs except snakes, which have none.
42
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- Activity Sheet 4: 1) Add information to the Venn diagram and write

sentences to compare and contrast bats and seagulls. Example:
Both seagulls and bats have wings. However, only seagulls are birds. 2)
Draw and label a bat.
- Activity Sheet 5: 1) Match the words and their definitions. 2) Choose

the best title for this reading passage and write it on the line above
the text: A practical joke The enigmatic platypus A scientific discovery. 3)
Correct the information in each sentence.
5.8. EVALUACIÓN

answer key):
o Test 5:

1. The main difference between invertebrates and vertebrates is that
vertebrates have (a) an endoskeleton (b) bilateral symmetry (c) a
backbone. 2. The main difference between mammals and other
vertebrates is that mammals (a) produce milk (b) have articulated limbs (c)
are homeothermal. 3. The bones of birds are (a) hollow (b) very long (c)
aerodynamic. 4. Birds have a horny mandible called a (a) keel (b) beak (c)
neck. 5. Snakes have no (a) teeth (b) limbs (c) scales. 6. Amphibians have
no (a) skin (b) scales (c) toxins. 7. Amphibians are the only vertebrates
which (a) undergo metamorphosis (b) moult (c) are oviparous. 8. In fish,
the gills are protected by a bony cover called the (a) caudal fin (b) lateral
line system (c) operculum. 9. The shell of turtles and tortoises is called the
(a) amnion (b) calamus (c) carapace 10. The skin of sharks is covered
with tooth like projections called (a) denticles (b) plaques (c) cartilage
oviparous.
From egg to frog
The female frog lays eggs in warm water and the male fertilises them.
Three days after it hatches, a tadpole develops gills, a tail and an open
mouth to feed on microscopic plants. After 12 weeks, the tadpole develops
legs and lungs: it can move and breathe outside water. At about 16 weeks,
43
____________________________________________________________________________
the tadpole has four legs and its tail disappears. It loses its many tiny
teeth, and its mouth grows larger. At this point the frog has achieved its
adult form, and it climbs out of the water to make its home on land.
1. What are the first body parts a tadpole develops? What does the
tadpole use them for? 2. What do tadpoles eat? 3. Draw the timeline of the
tadpole metamorphosis.
2
1. Reconocer y describir las características de estructura, organización y

función de los distintos grupos de vertebrados que sirven para
identificarlos y clasificarlos a partir de fotografías y dibujos.
2. Aplicar los criterios apropiados para comparar animales vertebrados
animales invertebrados. Aplicar los criterios adecuados para comparar
animales vertebrados animales invertebrados.
3. Clasificar vertebrados utilizando claves sencillas y técnicas de
observación.
4. Definir un esquema científico y describir los pasos necesarios para
elaborar uno.

clase.
 Coevaluación.
44
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UNIDAD DIDÁCTICA 6: The plant and fungi kingdoms
6.1. PRESENTACIÓN
En esta unidad se presenta a los alumnos y alumnas los reinos de las plantas
y de los hongos, sus principales características, su clasificación, sus funciones,
las partes u órganos de una planta, una flor, un hongo, etc.
6.2 OBJETIVOS
1. Conocer las características propias del reino Plantas y del reino Hongos
2. Clasificar plantas y partes de plantas.
3. Reconocer los órganos de las plantas y las partes de los hongos; identificar
sus formas y funciones.
4. Conocer las formas de nutrición y reproducción de las plantas.
5. Aprender los pasos necesarios para realizar una clasificación.

2. Reporting facts.
3. Making impersonal statements.
4. Defining.
5. Referring to quantity.
6.3. CONTENIDOS

diversidad.)
• Las plantas, definición del reino, características comunes y clasificación.

• Las partes de las plantas: raíz, tallo y hojas. Estructuras y funciones.
45
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• La nutrición, la relación y la reproducción de las plantas.

• El reino Hongos: características y clasificación.
• Observación y clasificación de plantas.
• Análisis e interpretación de ilustraciones y dibujos que muestran ciclos o

secuencias de acontecimientos.
• Descripción de los rasgos estructurales, organizativos y funcionales de las
plantas a partir de fotografías y dibujos.
• Utilización de claves dicotómicas para clasificar hojas.
6.3.3. Actitudes
• Interés por conocer la gran diversidad de las plantas. También por encontrar
los rasgos comunes que definen el reino Plantas y los que definen el reino
Hongos.
• Desarrollo de una actitud favorable a la conservación de la biodiversidad.

 VOCABULARIO: angiosperm, dispersal, ferns, fertilisation, fungi,
germination, gymnosperm, mosses, pollination, stomata transpiration,
vascular, yeasts.
 KEY LANGUAGE:
o Comparing: Ferns are bigger than mosses. Conifers are the
largest group of gymnosperms.
o Describing a process: When minerals dissolve in water, raw sap
is produced.
o Making generalisations: Most gymnosperms are evergreens.
Many angiosperms are deciduous.

FÍSICO PERSONAL
  
6.5. METODOLOGÍA

46
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su propia experiencia o de sus conocimientos previos sobre el reino de las
plantas y los hongos, sus características, clasificación, funciones, órganos, etc.;
alumnos y alumnas.




6.6.1. IMPRESOS

 UNIT 6: The plant and fungi kingdoms (pages 62-73). Vocabulary
and Key Language sections Key Language (page 160...).

47
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 UNIT 6: The plant and fungi kingdoms (pages 60-67)

criteria.
 Libro (Introductory mycology. Alexopoulos & Mims.)
 Test 6.

 UNIT 6:
o Audio Tracks:
know?).
o Web task 6: The plant and fungi kingdoms (ver Actividades).

 UNIT 6:
Enlaces Web
 Photographic atlas of plant anatomy.
http://botweb.uwsp.edu/anatomy/ Photographs of parts of
plants.
Películas
 Amazon. Director: Keith Merril. A documentary about the
journey of an Indian shaman, Julio Mamani, and the scientist
Dr Mark Plotnick, through the river Amazon, to look for
medicinal plants.
 Emerald jungle. Director: John Boorman.

 Class CD-Rom 1:
o PowerPoint, Unit 6: The plant and fungi kingdoms
(Contents, Resources, Interactive Activity and Links).
 Class CD-Rom 2:
o Web task 6: The plant and fungi kingdoms (ver
Actividades).
48
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Pista 11 (Student’s Book, page 66: Activity)

Pista 12 (Student’s Book, page 73: What should you
know?)
72).
pages 62-67)

etc.).
6.7. ACTIVIDADES



programados.


inhibiciones.
 Student’s Book (page 63-66 and 68-71).
49
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- Activities sheet 6: FERN – MOSS - ANGIOSPERM – GYMNOSPERM - PARTS OF
A PLANT - PLANT – NUTRITION - DAYTIME PROCESSES - NIGHTTIME PROCESS //
Class CD 2.
- Hand on (page 67): Observation and classification of leaves.
o Hypothesis.
Task 1
Where is the tallest tree in the world? How tall is it? Where is the largest
tree in the world? What are their names?
Resources:
http://www.bolokids.com/2006/0189.htm
http://dev.smm.org/buzz/buzz_tags/hyperion
Task 2
Where can you find the tallest tree in Spain? How tall is it? What kind of
tree is it? Does it have a name?
Resources:
http://www.iberianature.com/material/monumental.htm
http://www.iberianature.com/material/guidee.htm
 Class CD-Rom 1:
- PowerPoint, Unit 6: Interactive Activity (Parts of a flower).

- Activity Sheet 1: 1) Combine the words in the columns to make new

words.2) Complete the sentences with words from the box. 3) Match
the questions and answers.
- Activity Sheet 2: 1) Complete the sentences with the words in the

box. 2) Match each prefix with its meaning in English. 3) Write other
words you know with the same prefixes. 4) Read the definitions.
What do they refer do?
- Activity Sheet 3: 1) Complete the word map with the main parts of the
flower’s reproductive organs. Use the words in the box. 2) Match
the words with the descriptions below. Then put the stages of
reproduction in the correct order. 3) Answer the questions in pairs.
50
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- Activity Sheet 4: 1) Work in pairs. Take turns to read. Then classify

the sentences and write the numbers. 2) Draw a simple diagram to
explain plant nutrition.
- Activity Sheet 5: 1) Find words in the text which mean the following…
2) Investigate and find the names of some poisonous plants.
6.8. EVALUACIÓN

answer key):
o Test 6:
1. Plant cells are surrounded by (a) a cellulose wall (b) membranes (c)
organelles. 2. Ferns are (a) non-vascular plants (b) vascular plants (c)
flowering plants. 3. Instead of leaves, mosses have small laminas called
(a) rhizomes (b) sorus (c) phyllodes. 4. Most gymnosperms are (a)
evergreens (b) non-flowering (c) deciduous. 5. During photosynthesis,
plants absorb carbon dioxide through the (a) leaves (b) roots (c) flowers.
6. Leaves and branches are joined to the stem at (a) internodes (b)
apical buds (c) nodes. 7. There are main roots and secondary roots.
Each root ends in (a) capsules (b) root caps (c) hyphane. 8. After
fertilisation, the ovary of a flower (a) dries up (b) falls off the plant (c)
changes into the fruit. 9. The energy needed for photosynthesis is
provided by (a) elaborated sap (b) sunlight (c) raw sap. 10. There are two
types of heterotrophic fungi: saphrotrophs and (a) parasites (b)
eukaryotes (c) mycelium.
Plant reactions
There are two types of plant reaction: permanent – related to growth and
temporary – caused by stimuli in the habitat. For example, if you place a
plant horizontally, the stem will grow and curve towards the light and the
roots will grow down into the soil. This is a permanent reaction. In
temporary reactions, the plant returns to its initial state when the stimulus
stops. For example, the stems, leaves and flowers of sunflowers turn with
51
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the Sun as it moves across the sky. Plants also react to classical music:
they open their leaves and flowers and bend towards the source of the
music. They grow much faster if music is played to them every day.
However, they do not like rock music, and absolutely hate heavy metal!
They will bend away from this type of music, and if it does not stop, they
usually die within two weeks.
1. What is the difference between permanent and temporary reactions? 2.

Describe one temporary and one permanent reaction in plants. 3. What
kind of music do plants prefer?
1. Reconocer y describir las características del reino Plantas y del reino

Hongos.
2. Clasificar plantas e identificar los rasgos más relevantes que explican la
pertenencia a un grupo determinado.
3. Describir los órganos y partes de una planta y de un hongo y explicar su
función.
4. Describir el proceso de nutrición de las plantas, explicando el papel de la
fotosíntesis.
5. Explicar cómo se reproducen las plantas y los hongos.
6. Elaborar un sistema de clasificación tipo árbol.

clase.
 Coevaluación.
52
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UNIDAD DIDÁCTICA 7: The simplest living things
7.1. PRESENTACIÓN
Esta unidad nº 7 es la última en la que se trabaja con las diferentes formas de

vida en la Tierra. En ella se presenta a los alumnos y alumnas los
microorganismos, es decir, las formas de vida más simple y sus aspectos
básicos: los reinos de la Monera, los Protozoos y las algas; así como los virus,
el proceso de infección y cómo luchar frente a ellos.
7.2 OBJETIVOS
1. Identificar las características principales de los organismos.

2. Conocer la estructura de las bacterias, así como la forma en que realizan sus
funciones vitales.
3. Reconocer la estructura general de los virus
4. Conocer algunas enfermedades infecciosas, su forma de contagio y
prevención.
5. Entender cómo funcionan las vacunas y los antibióticos.
6. Aprender sobre microorganismos beneficiosos y perjudiciales.
7. Aprender los pasos para tomar muestras y poder observar microorganismos
al microscopio.

2. Expressing facts
3. Describing
4. Giving instructions
7.3. CONTENIDOS

diversidad.)
53
____________________________________________________________________________
• Características generales de los microorganismos.

• Características, estructuras y funciones vitales de los microorganismos que
pertenecen al reino Móneras y al reino Protoctistas.
• Características, estructura y ciclo de infección de los virus.
• Los microorganismos y su papel en la biosfera.
• Las enfermedades infecciosas, su proceso infectivo, prevención y curación.
• Interpretación y elaboración de dibujos esquemáticos.

• Observación e interpretación de imágenes ampliadas, cortes de seres vivos y
esquemas.
• Clasificación de seres vivos aplicando un criterio científico.
• Manejo del microscopio para reconocer y clasificar seres vivos.
7.3.3. Actitudes
• Apreciar el valor y beneficio de la mayoría de los microorganismos.

• Mostrar interés por conocer los organismos que no se ven a simple vista.
• Comprender la importancia de los hábitos de prevención de enfermedades.

 VOCABULARIO: algae, bacteria, ciliates, flagellates, protoctist,
protozoa, rhizopods, saprophytes, sporozoa, vaccines.
 KEY LANGUAGE:
o Expressing facts: Parasites feed off living things. Saprophytes
live on decomposing matter.
o Describing: Viruses cannot live independently of their host. Algae
have no true tissues or organs.
o Giving instructions: Label each jar. Observe the samples.

LINGÜÍSTICA MATEMÁTIC INTER. MUNDO COMPETENCI CIUDADANA Y ARTÍSTICA A APRENDER AUTONOMÍA E
A FÍSICO A DIGITAL INICIATIVA
PERSONAL
  
7.5. METODOLOGÍA
54
____________________________________________________________________________



su propia experiencia o de sus conocimientos previos sobre las formas de vida
más simples de la Tierra, los microorganismos, los diferentes reinos, su
clasificación y características, los virus, etc.; alternándose actividades de
diversa naturaleza (observación, comprensión, expresión, reflexión, valoración,




7.6.1. IMPRESOS

55
____________________________________________________________________________
 UNIT 7: The simplest living things (pages 74-83). Vocabulary and

Key Language sections Key Language (page 160...).

 UNIT 7: The simplest living things (pages 68-75)
criteria.
 Libros (The panda’s thumb. Stephen Jay Gould. Publisher:
Hermann Blune; Microbes in action. Illustrated advanced
biology. C.J. Clegg. Publisher: Hodder and Stoughton (2002);
Serendipia. Accidental discoveries in science. Royston M.
Roberts. Publisher: Wiley Science Editions.).
 Test 7.

 UNIT 7:
o Audio Tracks:
know?).
o Web task 7: The simplest living things (ver Actividades).

 UNIT 7:
Enlaces Web
 Searching for the mysterious microbe
http://www.microbeworld.org/ Web page of the American
Society for Microbiology. It includes amusing cases and
experiments with micro-organisms.
 Microbe Zoo. Digital learning center for microbial ecology
http://www.commtechlab.msu.edu/sites/dlcme/zoo/index.html
Virtual zoo with exotic species. The zoo includes photos of
micro-organisms, classification, facts on size, and feeding.
Películas
 Intimate strangers. Unseen life on Earth. PBS Home
Television series.

56
____________________________________________________________________________
 Class CD-Rom 1:
o PowerPoint, Unit 7: The simplest living things (Contents,
Resources, Interactive Activity and Links).
 Class CD-Rom 2:
o Web task 7: The simplest living things (ver Actividades).
know?)
77-80 and 82).
pages 68-75)

etc.).
7.7. ACTIVIDADES



programados.


inhibiciones.
57
____________________________________________________________________________
 Student’s Book (pages 75 and 77-79).
- Activities sheet 7: GROUPS OF PROTOZOA – BACTERIA – VIRUS - VIRUS
INFECTION PROCESS - HOW MICROORGANISMS ENTER THE BODY - GROUPS
OF ALGAE - GROUPS OF BACTERIA // Class CD 2.
- Hand on (page 80): Taking and classifying samples. Observing
microorganism.
o Experiment.
Task:
Choose to be a friendly or an unfriendly microbe. Where do you live?
What do you feed on? How do you move? What do you look like? Draw a
picture of yourself.
Resources:
http://www.microbeworld.org/microbes/types.aspx
http://resources.schoolscience.co.uk/SGM/sgmmicrobes1.html
http://www.edu.pe.ca/southernkings/microbe.htm
http://www.biology.arizona.edu/cell_bio/tutorials/pev/page2.html
 Class CD-Rom 1:
- PowerPoint, Unit 7: Interactive Activity (Protoctics).

- Activity Sheet 1: 1) In English, a noun directly before another noun

makes the first noun function like an adjective. For example,
cellulose cells are cells (noun) which are made of cellulose (noun). Write
noun + noun combinations using one word from each column:
Monera - cycle - rabies - water - incubation - kingdom - life - vaccination -
puddle - cell - bacteria - period. 2) Complete the sentences with the
word combinations from activity 1. 3) Match the questions and
answers.
- Activity Sheet 2: 1) Many scientific terms are created by combining

Greek or Latin forms. Recognising these combinations will help you
58
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understand words more quickly! Match these Greek forms to their

English equivalent. 2) Find a word with each form in Unit 7 and
preceding units of your Student’s Book. 3) Complete the gaps with
words from activities 1 and 2.
- Activity Sheet 3: 1) Write the information below in the Venn diagram.

Then, write sentences to compare and contrast protozoa and algae.
Example: Protozoa are heterotrophs, but algae are autotrophs. 2) Draw
and label a unicellular organism and a multicellular organism.
- Activity Sheet 4: 1) Work in pairs. Take turns to start and finish the
sentences. 2) True or False? Write T or F. 3) Write five true o false
sentences based on information from Unit 7. Then, test your
partner.
- Activity Sheet 5: 1) Find words in the text which mean the following.
2) Correct the information in each sentence. 3) Think and answer.
7.8. EVALUACIÓN

answer key):
o Test 7:
1. Symbionts live on the bodies of other living things and (a)

obtain food from their host (b) obtain food and provide a benefit
to their host (c) help their host with digestion. 2. The organisms
that belong to the Monera kingdom do not have (a) an organised
nucleus (b) tissues (c) cytoplasm. 3. Saprophytes transform
organic substances into (a) cyanobacteria (b) acid (c) inorganic
substances. 4. Organisms in the Protoctist kingdom do not have
(a) an organised nucleus (b) tissues (c) cytoplasm. 5. Flagellates
move using (a) a tail (b) hair-like organs (c) pseudopods.
6. All sporozoa are (a) bacteria (b) parasites (c) zooplankton. 7.
Algae are classified by (a) pigment (b) size (c) habitat. 8. Algae
sometimes form (a) families (b) patches (c) colonies. 9. The
59
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capsid of viruses is made of (a) nucleic acid (b) protein (c) live
pathogens. 10. Vaccination protects you by using (a) penicillin
(b) pathogens (c) symptoms.
2) Answer the questions with information from the text

and your own knowledge.
Preventing diseases
You can protect yourself from infection in several ways. For

example, wash your hands after using the toilet and before
eating. Wash fruit and vegetables carefully, and cover all food to
protect it from insects. Make sure that everything you eat and
drink tastes fresh. Throw away anything that looks or tastes
strange. Apart from personal and food hygiene, vaccinations and
antibiotics are other ways of fighting and preventing diseases.
Vaccines are given to people as preventive measures: they
contain dead or weakened microorganisms from specific
illnesses. They teach our bodies how to fight an infection without
actually exposing it to danger.
Antibiotics are curative measures: different antibiotics are
prescribed to fight different illnesses. They are produced by
certain bacteria and fungi which prevent specific harmful
microorganisms growing in the body. However, they cannot fight
illnesses caused by viruses, and should never be used without a
doctor’s prescription.
1. List three ways of preventing diseases. 2. Explain the

difference between a vaccine and an antibiotic. 3. Can antibiotics
kill viruses?
1. Reconocer, describir y clasificar los organismos que componen el reino

Protoctistas y el reino Móneras.
2. Describir las estructuras y las funciones vitales de las bacterias.
3. Reconocer la estructura y el ciclo de infección de los virus.
4. Explicar el origen, vías de contagio y curación de enfermedades
infecciosas comunes.
5. Comprender la diferencia entre vacunas y antibióticos y las
enfermedades que tratan cada una de ellas.
6. Analizar y comprender el papel beneficioso y perjudicial en la biosfera de
los distintos microorganismos.
7. Realizar de forma adecuada los procesos de toma de muestras,
observación y clasificación de microorganismos observados al
microscopio.
60
____________________________________________________________________________

clase.
 Coevaluación.
61
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UNIDAD DIDÁCTICA 8: The Earth’s atmosphere
8.1. PRESENTACIÓN
Con esta unidad se inicia un nuevo bloque de unidades dedicadas a los

fenómenos atmosféricos, las rocas, los minerales… y los instrumentos que nos
permiten estudiarlos. En esta unidad, en concreto, se presenta a los alumnos y
alumnas el origen y la composición de la atmósfera, los fenómenos que afectan
su composición, cómo se forman el viento, las nubes y las precipitaciones, etc.
8.2 OBJETIVOS
1. Conocer los principales tipos de modelado del paisaje.

2. Estudiar cómo la erosión el transporte y la sedimentación cambien el paisaje.
3. Comprender la forma en que el paisaje cambia por la acción de los
diferentes agentes moderadores del paisaje.
4. Estudiar cómo se forman las rocas sedimentarias.
5. Realizar un modelo experimental de la erosión de un acantilado.

2. Defining.
3. Expressing possibility.
4. Expressing cause and result.
8.3. CONTENIDOS
(Conexión curricular Bloque 1: Contenidos Comunes. Bloque 3. Materiales terrestres.)
• La atmósfera, su composición, capas y cómo se formó.
62
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• Física atmosférica: presión atmosférica, altas y bajas presiones, humedad,

temperatura.
• Fenómenos atmosféricos: precipitaciones, vientos, formación de nubes.
• La meteorología, el clima, previsiones meteorológicas, borrascas y
anticiclones.
• Impacto de la actividad humana en la atmósfera, contaminación, medidas
correctoras.
• Presentación de la información en tablas, mapas y gráficos de sectores.

• Interpretación de mapas meteorológicos, con datos de presión y líneas
isobaras.
• Observación y análisis de información gráfica y fotos de satélites
meteorológicos.
• Fabricación de un aparato sencillo para medir una variable.
•Toma de los datos que arroja este aparato de medida.
8.3.3. Actitudes
• Tomar conciencia de los problemas ambientales que afectan a la atmósfera y

de la necesidad de actuar a nivel personal para evitarlos.
• Mostrar interés por entender los fenómenos atmosféricos y por interpretar
mapas y pronósticos meteorológicos.

 VOCABULARIO: acid rain, climate, global warming, greenhouse effect,
ionosphere, mesosphere, meteorology, ozone (O3), stratosphere,
troposphere, weather.
 KEY LANGUAGE:
o Expressing amounts: The Earth’s atmosphere is about 800 km
high. The density of air is about 1kg/m3.
o Comparing: The ionosphere is the highest and the thickest layer.
The higher the altitude, the lower the density of air. The higher a
place is, the colder and wetter it will be.

PERSONAL
  
63
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8.5. METODOLOGÍA



su propia experiencia o de sus conocimientos previos sobre la atmósfera, los
fenómenos asociados a ella (viento, nubes y precipitaciones) y los
instrumentos que nos permiten su observación y estudio; alternándose
actividades de diversa naturaleza (observación, comprensión, expresión,
reflexión, valoración, aplicación, investigación) a través de la actuación del
profesor (motivación, explicaciones, ejemplificaciones, preguntas, propuestas
de tareas, etc.) y con la participación activa de los alumnos y alumnas.




8.6.1. IMPRESOS
64
____________________________________________________________________________

 UNIT 8: The Earth‘s atmosphere (pages 86-95). Vocabulary and Key
Language sections Key Language (page 160...).

 UNIT 8: The Earth‘s atmosphere (pages 76-83)
criteria.
 Libros (Everyday weather and how it works. Herman Schneider;
Collins guide to the weather. Gunter D. Roth; Weather. Valerie
Wyatt).
 Test 8.

 UNIT 8:
o Audio Tracks:
know?).
o Web task 8: The Earth‘s atmosphere (ver Actividades).

 UNIT 8:
Enlaces Web
 National Geographic for kids.
http://kids.nationalgeographic.com Navigate to find information
about weather, the greenhouse effect, pollution, etc.
Películas
 Biosphere. National Geographic, 2000.
 The climate: cold & The climate: wind- Science and Nature
BBC (2003).
 Twister Columbia Tristar Home Video (1996). Director: Jan de
Bon.
 Cyclone. National Geographic (1997).

 Class CD-Rom 1:
65
____________________________________________________________________________
o PowerPoint, Unit 8: The Earth‘s atmosphere (Contents,

 Class CD-Rom 2:
o Web task 8: The Earth‘s atmosphere (ver Actividades).
know?)
o Student’s book answer key (Student’s book: pages 87-90
and 93-94).
pages 78-83)

etc.).
8.7. ACTIVIDADES



programados.


inhibiciones.

66
____________________________________________________________________________
 Student’s Book (pages 87-90 and 93).
- Activities sheet 8: THE ATMOSPHERE – METEOROLOGY - METEOROLOGICAL
INSTRUMENTS // Class CD 2.
- Hand on (page 91): Observing the weather.
o Experiment.
Task
You are planning a trip to London. What is the weather like there today?
What is the forecast for tomorrow?
Resources:
http://www.bbc.co.uk/weather/ukweather/wind.shtml
http://weather.uk.msn.com/region.aspx?wealocations=United+Kingdom
http://www.metoffice.gov.uk/
 Class CD-Rom 1:
- PowerPoint, Unit 8: Interactive Activity (Environmentally friendly).

- Activity Sheet 1: 1) Match the words with their definitions. 2) Find

eight words connected to weather. 3) Complete each definition with
a word from activity 2. Use the plural where necessary.
- Activity Sheet 2: 1) Match each prefix, suffix or combining form with

its English meaning. 2) Find a word from Unit 8 with each form. 3)
Complete the sentences with words from activities 1 and 2.
- Activity Sheet 3: 1) Reorder the letters and write the names of the
four -spheres that make up the atmosphere. 2) Label the four
spheres in the illustration: THE ATMOSPHERE. 3) Read the
sentences and write the –sphere.
67
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- Activity Sheet 4: 1) True or False? Write T or F. Then correct the false

sentences. 2) Complete the chart with information about
atmospheric pollution.
- Activity Sheet 5: 1) Find words in the text which mean the following.
2) How many basic cloud categories are there in Howard’s system
and what are they called? 3) Draw and label the three basic types of
clouds. Indicate the approximate altitude at which they are found.
8.8. EVALUACIÓN

answer key):
o Test 8:

1. The present atmosphere is made up of nitrogen: (a) 1 % (b) 21 % (c) 78
%. 2. The ozone layer protects life from (a) harmful UV rays (b) X rays (c)
the greenhouse effect. 3. Cirrus clouds normally announce (a) fair weather
(b) stormy weather (c) precipitations. 4. Cumulus clouds form at about (a)
1,000 m. (b) 5,000 m. (c) 10,000 m. 5. Air pressure is measured in (a)
isobars (b) millibars (c) barometers. 6. To make weather predictions,
meteorologists collect (a) four variables (b) six variables (c) eight
variables. 7. To measure wind speed, you use (a) a hygrometer (b) a
pluviometer (c) an anemometer. 8. CFCs are used in aerosols, air-
conditioning and (a) refrigerators (b) microwave ovens (c) television sets.
9. CFCs eliminate from the atmosphere. (a) carbon dioxide (b) ozone (c)
oxygen. 10. Acid rain is caused by (a) CFCs (b) carbon dioxide (c) sulphur
and nitrate dioxides.
The greenhouse effect

The greenhouse effect is a natural phenomenon which is essential for
keeping the temperatures on Earth suitable for life. The atmosphere
absorbs a lot of solar radiation. CO2 in the atmosphere acts like the glass
walls of a greenhouse, trapping heat and preventing it from returning into
space. In this way, the Earth does not lose too much heat. However, the
amount of CO2 has increased over the last 200 years because more fossil
fuels are burned as the population of humans and domestic animals has
increased. Some CO2 is dissolved in the oceans and absorbed by plants.
68
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Unfortunately, we are destroying forests, the Earth’s ‘green lungs’, and not
doing much to reduce our consumption of coal, gas and oil. So more CO2
is produced, more heat is trapped in the atmosphere, and the average
temperature of the Earth is rising.
1. What is the greenhouse effect?

2. What are the positive and negative aspects of the greenhouse effect?
1. Describir la composición y la estructura de la atmósfera.

2. Explicar el origen de la atmósfera, comparándola con la de otros
planetas.
3. Explicar los procesos físicos que rigen los fenómenos atmosféricos.
4. Interpretar mapas meteorológicos y tablas que permitan predecir el
tiempo.
5. Explicar cómo la actividad humana afecta la atmósfera y el clima.
6. Explicar en qué consiste el efecto invernadero y saber cómo evitar la
polución del aire.
7. Hacer y usar un anemómetro, analizar interpretar los datos resultantes
de las observaciones con este aparato.

clase.
 Coevaluación.
69
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UNIDAD DIDÁCTICA 9: The hydrosphere
9.1. PRESENTACIÓN
En esta unidad nº 9 se presenta a los alumnos y alumnas los aspectos básicos

de la hidrosfera: cómo se distribuye el agua en la Tierra, sus propiedades, el
movimiento de los océanos, el ciclo del agua, las causas de la contaminación
de las aguas, sus consecuencias, etc.
9.2 OBJETIVOS
1. Conocer la distribución del agua que forma la hidrosfera.

2. Aprender las propiedades del agua.
3. Estudiar las características del agua dulce y del agua salada.
4. Aprender sobre los movimientos del agua de los océanos: olas, corrientes y
mareas.
5. Describir el ciclo del agua.
6. Aprender los usos que se hacen del agua.
7. Estudiar los efectos de la temperatura en la condensación.
8. Aprender a controlar las variables que afectan a un experimento.

2. Expressing amounts.
3. Describing.
4. Expressing direction.
9.3. CONTENIDOS
70
____________________________________________________________________________
• Origen y distribución del agua.

• Las propiedades del agua y su importancia en los seres vivos.
• Características del agua dulce y del agua salada.
• El ciclo del agua.
• El uso del agua y su calidad.
• Contaminación de las aguas.
• Observación e interpretación de gráficos de sectores, esquemas y diagramas.

• Interpretación de ciclos naturales.
• Realización de experimentos sobre control de variables.
9.3.3. Actitudes
• Valorar el agua como un recurso imprescindible para la vida.

• Desarrollar actitud positiva frente a la necesidad de una gestión sostenible del
agua.
• Valorar las actuaciones personales de reducción en el consumo de agua.
• Valorar la importancia del ciclo del agua considerando los problemas
causados por la actividad humana.

 VOCABULARIO: condensation, currents, evaporation, vapotranspiration,
groundwater, infiltration, surface runoff, tides, waves.
 KEY LANGUAGE:
o Expressing amounts: 68.7% occurs in the form of ice and snow.
o Describing: Water is attracted to other water. Water is a powerful
solvent.
o Expressing direction: Water filters into the ground. Currents
move through the sea. Waves transport sand along the coast.

PERSONAL
  
9.5. METODOLOGÍA
71
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su propia experiencia o de sus conocimientos previos sobre la hidrosfera, la
distribución del agua en la Tierra, los movimientos de los océanos, el ciclo del
agua, etc.; alternándose actividades de diversa naturaleza (observación,
comprensión, expresión, reflexión, valoración, aplicación, investigación) a
través de la actuación del profesor (motivación, explicaciones,




9.6.1. IMPRESOS

72
____________________________________________________________________________
 UNIT 9: The hydrosphere (pages 96-105). Vocabulary and Key


 UNIT 9: The hydrosphere (pages 84-91)
criteria.
 Libros (The sea around us. Rachel Carson; Oceans and seas.
Incola Davies.).
 Test 9.

 UNIT 9:
o Audio Tracks:
know?).
o Web task 9: The hydrosphere (ver Actividades).

 UNIT 9:
Enlaces Web
 United States geological survey http://water.usgs.gov/ Web
page whose mission is to provide reliable, impartial information
about different aspects of water use in the States. It includes
factual maps, photos and an interactive section.
 U.S. geological survey
http://ga.water.usgs.gov/edu/watercycle.html Very complete
and detailed explanation of the water cycle.
Películas
 The climate: water. BBC Science and Nature.
 Congo: the river that swallows all rivers. BBC Documentary.
 The Endurance. Director: G. Butler.

 Class CD-Rom 1:
o PowerPoint, Unit 9: The hydrosphere (Contents,
73
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 Class CD-Rom 2:
o Web task 9: The hydrosphere (ver Actividades).
know?)
99, 100 and 102-104).
pages 86-91)

etc.).
9.7. ACTIVIDADES



programados.


inhibiciones.
74
____________________________________________________________________________
 Student’s Book (pages 97, 99, 100 and 102).
- Activities sheet 9: THE WATER CYCLE // Class CD 2.
- Hand on (page 103): Studying the effects of temperature on
condensation.
o Experiment.
Task
Calculate how much water you use in one week to have showers or
baths. Use these resources to find amounts and rates. Do you think you
use a lot of water?
Resources:
http://www.bsc.qld.gov.au/council_information/Waterwise/Auditform.htm
http://www.thisplace.com.au/eco/tt_waterusage.htm
http://www.gough.com.au/tanks/size-selector.htm
 Class CD-Rom 1:
- PowerPoint, Unit 9: Interactive Activity (Water cycle).
- Web quest: A journey to the wonders of nature.

- Activity Sheet 1: 1) Complete the text about water to find the

crossword answers. Find the hidden property of water____. 2)
Complete the sentences with compound nouns from the box: sea -
level – rock - erosion - water - courses - water - molecules - sea - water -
river – valleys.
- Activity Sheet 2: 1) Match the questions and answers. 2) Put the

words in order and write correct sentences.
- Activity Sheet 3: 1) Write these words associated with the processes

of the water cycle in the correct columns: rain clouds - hail -
groundwater - water vapour - from the hydrosphere to the atmosphere -
from the leaves and stems of plants - rivers and streams - porous ground
- snow – dew. 2) Read the descriptions and identify the stages of the
75
____________________________________________________________________________
water cycle. Then put them in order. 3) Answer the questions in

pairs.
- Activity Sheet 4: 1) Work in pairs. Take turns to read and classify the
sentences. 2) Draw a picture to illustrate one of the above
sentences.
- Activity Sheet 5: 1) Complete each sentence with the correct

information. 2) Write a definition for the word syzygy. 3) Explain the
terms ‘spring tide’ and ‘neap tide’.
9.8. EVALUACIÓN

answer key):
o Test 9:
1. The largest amount of water on Earth is found (a) in the

ground (b) at the Poles (c) in the oceans. 2. Only (a) 11% (b) 2%
(c) 0·9 % of surface fresh water is found in rivers. 3. In swamps,
the ground is (a) frozen all year long (b) inundated all year (c)
inundated during the summer months. 4. Water (a) absorbs
heat in summer and emits heat in winter (b) absorbs heat all
year round (c) absorbs heat in winter and emits heat in summer.
5. When water freezes (a) its mass increases (b) its weight
increases (c) its volume increases. 6. Ocean currents are
produced by wind, differences in temperature and (a) erosion
(b) differences in salinity (c) the gravitational attraction of the
Moon. 7. During evaporation, water passes from (a) the
atmosphere to the hydrosphere (b) the hydrosphere to the
atmosphere (c) the surface of the Earth to under the ground. 8.
When water condenses it forms clouds and (a) dew (b) rain (c)
hail. 9. Sewage originates mainly in (a) towns and cities (b) the
countryside (c) industrial areas. 10. In an experiment, when the
variables for the participating elements are the same, we say
that they are (a) dependent (b) independent (c) controlled.
76
____________________________________________________________________________
A precious resource
Water is a finite resource which cannot be created or

synthesized. Your body loses 1.5 to 2 litres of water through
sweat, urine and respiration. You need to drink at least an
equivalent amount of fluids to replace it for the correct
maintenance of the body’s systems. If there are six thousand
million people on Earth, twelve million cubic metres of fresh
water are needed every day just to provide enough drinking
water for everyone! So, we should all try to reduce water
consumption by adopting simple everyday habits. For example,
take showers instead of baths, turn off the tap when brushing
your teeth, fill dishwashers and washing machines before using
them. You can install water-saving devices in the shower head
and lavatory cistern. If water in your town was suddenly
rationed, you would be amazed at how many things you can do
with a small amounts of it!
1. Why do we need to drink water? 2. How much water is

needed on Earth each day? 3. Write three ways of saving
domestic water.
1. Conocer la distribución del agua en la hidrosfera.

2. Describir las propiedades del agua.
3. Describir las principales características del agua dulce y del agua
salada.
4. Explicar los movimientos del agua de los océanos.
5. Explicar e ilustrar el ciclo del agua.
6. Describir cómo se usa el agua y cómo reducir la contaminación del
agua.
7. Comprender los efectos de la temperatura en la condensación.
8. Aprender a controlar variables en un experimento.

clase.
77
____________________________________________________________________________
 Coevaluación.
78
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UNIDAD DIDÁCTICA 10: Minerals
10.1. PRESENTACIÓN
En esta unidad nº 10 se presenta a los alumnos y alumnas los aspectos

básicos de los minerales, su definición, propiedades, clasificación, etc.
10.2 OBJETIVOS
1. Aprender la definición de mineral.

2. Conocer la composición de los minerales.
3. Saber cómo se extraen y se usan los minerales.
4. Clasificar los minerales.
5. Estudiar las principales propiedades de los minerales.
6. Aprender a usar la escala de dureza de Mohs.
7. Usar una clave para identificar minerales.

2. Comparing.
3. Describing.
4. Classifying.
10.3. CONTENIDOS
• Los minerales: definición, componentes, características.

• Clasificación de los minerales.
79
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• Extracción y usos de los minerales.
• Observación, interpretación e identificación de fotografías de minerales y de

su extracción.
• Elaboración de tablas para identificar minerales.
10.3.3. Actitudes
• Interés por conocer y diferenciar los minerales más comunes.

• Valorar los usos de los minerales.

 VOCABULARIO: hardness, impurities, lustre, mixtures, Mohs Scale of

Hardness, non-silicates, silicates, streak.
 KEY LANGUAGE:
o Comparing
Diamonds are harder than talc.
o Describing
Some minerals have a metallic colour.
Mica can be scratched with a fingernail.
o Classifying
Non-silicates are classified into five groups.

PERSONAL
  
10.5. METODOLOGÍA

80
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El desarrollo de la Unidad 10 acerca al alumno a situaciones contextualizadas

de su propia experiencia o de sus conocimientos previos sobre los minerales:
¿qué son?, ¿cómo se clasifican?, ¿cuáles son sus propiedades?, etc.;
alumnos y alumnas.




10.6.1. IMPRESOS

 UNIT 10: Minerals (pages 106-115). Vocabulary and Key Language

 UNIT 10: Minerals (pages 92-99)
criteria.
81
____________________________________________________________________________
 Libros (Gemstones of the world. Walter Schumann;

Sutter’s gold. Blaise Cendrars.)
 Test 10.

 UNIT 10:
o Audio Tracks:
know?).
o Web task 10: Minerals (ver Actividades).

 UNIT 10:
Enlaces Web
 Introduction to gemology http://www.bwsmigel.info/
Free web page. Lessons on how to study gems from a
scientific point of view.
 Geologylink
http://www.college.hmco.com/geology/resources/geolo
gylink/index.html This web page includes a wealth of
resources about geology. It also has really interesting
sections such as The Earth Today and Geology in the
News.
Películas
 The Undersea World: Sunken treasure.
Documentary SAV.
 The dark cristal. Director: Jim Henson.
 Mackenna’s gold. Director: J. Lee Thomson

 Class CD-Rom 1:
o PowerPoint, Unit 10: Minerals (Contents, Resources,
 Class CD-Rom 2:
o Web task 10: Minerals (ver Actividades).
82
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Pista 19 (Student’s Book, page 112-113: Activity)

know?)
114).
pages 94-99)

etc.).
10.7. ACTIVIDADES



programados.


inhibiciones.
 Student’s Book (pages 107-112).
83
____________________________________________________________________________

- Activities sheet 10: MINERALS – MOHS SCALE // Class CD 2.
- Hand on (page 113): Using a mineral identification key. Classifying
minerals.
o Experiment and report.
o Project.
Task
You want to buy your best friend a birthstone for his/her birthday. Which
birthstone do you choose? What are some of its properties?
Resources:
http://www.washington.edu/burkemuseum/collections/geology/birthstones
http://mineral.galleries.com/minerals/birthsto.htm
http://library.thinkquest.org/J002744/adlm-birthstones.html
http://www.americangemsociety.org/birthstones.htm
 Class CD-Rom 1:
- PowerPoint, Unit 10: Interactive Activity (What do you know about
minerals?).

- Activity Sheet 1: 1) Reorder the words and write correct sentences. 2)

Use the clues to solve the puzzle and discover the mystery word. 3)
Circle the mistake in each sentence.
- Activity Sheet 2: 1) Write the adjective for each noun. 2) Read the text
and fill in the gaps with the missing information. List the names and
colours of three varieties of quartz. 3) The following sentence helps
to remember the names and order of the minerals on the Mohs
Scale of Hardness. Write them below.
- Activity Sheet 3: 1) Compare silicates and non-silicates in the Venn

diagram. Then write sentences to compare and contrast them. 2)
Name four silicates and four non-silicates. 3) Write the composition
of the following: Sulphide – oxide – carbonate – halide.
84
____________________________________________________________________________
- Activity Sheet 4: 1) In pairs, complete the names of the different

properties of minerals in the facts file. Then, write examples to
demonstrate each property. 2) Read the text, then write the minerals
on the corresponding section of the Mohs scale below.
- Activity Sheet 5: 1) Write all the adjectives that describe gold in the
text. 2) How does gold occur in nature? What are the main
properties of gold? What did the Ancient Egyptians think about
gold? Give two examples of treasures made of gold.
10.8. EVALUACIÓN

answer key):
o Test 10:
1. All minerals have (a) a definite chemical composition (b) some liquid or
gas mixed in them (c) an organic component. 2. More than half the weight
of a rock is made up of (a) hydrogen (b) oxygen (c) helium. 3. The
chemical composition of a mineral (a) varies according to its colour (b)
varies according to the place where it is found (c) never varies. 4. The salt
we use in cooking generally comes from (a) graphite (b) halite (c) calcite.
5. Pencils are made of (a) graphite (b) halite (c) calcite. 6. Feldspar is
used (a) in the glass and ceramics industries (b) in electronic insulators
and paints (c) as an abrasive. 7. Muscovite is another name for (a) black
mica (b) white mica (c) olivine. 8. The second most abundant element on
Earth is (a) iron (b) calcium (c) silicon. 9. Minerals made up of a single
element are called (a) mineral elements (b) native elements (c) natural
elements. 10. Diamonds and raphite are both made up of (a) pure oxides
(b) pure carbon (c) pure carbonates.
Mineral extraction
Minerals are found everywhere in the Earth’s crust. They are extracted in
different ways and each method has an impact on health and on the
environment. In surface mines, minerals are found in layers which are
85
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relatively close to the surface. These minerals are removed by cutting into
the surface. This means that vegetation is destroyed and the surrounding
landscape is degraded. The local environment is also affected by noise,
land, air and water pollution. In underground mining, the minerals are deep
in the Earth’s crust and are extracted in various ways, such as using
explosives, or by digging deep holes. This may cause flooding and
subsidence. Some governments are trying to limit health and
environmental damage while others think that extracting the minerals is
more important.
1. Summarise the two types of mining mentioned in the text. 2. List

two health and two environmental problems caused by mining.
4
1. Definir mineral.
2. Conocer componentes y características de los minerales.
3. Exponer las distintas formas de extracción de minerales y sus usos.
4. Reconocer los dos grandes grupos de minerales y mencionar
representantes de cada grupo.
5. Explicar las propiedades de los minerales.
6. Utilizar la escala de dureza de Mohs para comparar la dureza de los
minerales.
7. Elaborar tablas basadas en una a clave de identificación de minerales.

clase.
 Coevaluación.
86
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UNIDAD DIDÁCTICA 11: Rocks
11.1. PRESENTACIÓN
La unidad nº 11 es la última de su bloque. A través de ella los alumnos y

alumnas conocen los diferentes usos de las rocas, las relaciones entre éstas y
los minerales, su origen y tipología, sus propiedades, su ciclo, etc.
11.2 OBJETIVOS
1. Explorar algunos usos de las rocas.

2. Comprender la relación que hay entre los minerales y las rocas.
3. Identificar y reconocer las principales rocas.
4. Comprender cómo se forman las rocas.
5. Clasifica rocas según sus propiedades.
6. Descubrir los procesos que intervienen en el ciclo de las rocas.

2. Expressing a purpose.
4. Describing a process.
11.3. CONTENIDOS
• Rocas: definición, clasificación y origen.

• Ciclo de las rocas.
87
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• Usos de las rocas.
• Observación e interpretación de esquemas, fotografías y tablas descriptivas.

• Interpretación de los resultados de experimentos.
• Identificación rocas usando fotografías.
11.3.3. Actitudes
• Interés por conocer las rocas y sus utilidades.

 VOCABULARIO: cementation, compaction, erosion igneous rocks,

metamorphic rocks, metamorphism, organic sedimentary rocks, plutonic
(intrusive) rocks, rock cycle, sedimentary rocks, volcanic (extrusive)
rocks, weathering.
 KEY LANGUAGE:
o Expressing a purpose: Granite and marble are used for
sculptures.
o Making impersonal statements: Igneous rocks are formed from
cooled magma. Rocks are divided into three main classes.
o Describing a process: Plutonic rocks form as magma cools
slowly under the ground. Volcanic rocks form as lava cools rapidly
on the surface.

PERSONAL
  
11.5. METODOLOGÍA

88
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de su propia experiencia o de sus conocimientos previos sobre las rocas: ¿qué
son?, ¿cómo se formaron?, ¿cuáles son sus propiedades?, ¿qué clase de
rocas conoces? etc.; alternándose actividades de diversa naturaleza
(observación, comprensión, expresión, reflexión, valoración, aplicación,
investigación) a través de la actuación del profesor (motivación, explicaciones,




11.6.1. IMPRESOS

 UNIT 11: Rocks (pages 116-127). Vocabulary and Key Language

 UNIT 11: Rocks (pages 100-107)
criteria.
89
____________________________________________________________________________
 Libros (Rocks and fossils. Robert T. Coenraads; Guide to

rocks and minerals. Chris Pellant.)
 Test 11.

 UNIT 11:
o Audio Tracks:
know?).
o Web task 11: Rocks (ver Actividades).

 UNIT 11:
Enlaces Web
 Web geology. University of Tromsø, Norway
http://www.ig.uit.no/webgeology/ a really interesting
web page with information about geology, it includes
excellent animations of geologic processes.
 Rocks for kids http://www.rocksforkids.com/ for kids
interested in rocks and collecting them.
Películas
 The new explorers: mystery of the Andes. A&E
Home video. J. Flynn, from the Natural History Museum,
Chicago, leads a group of geologists and naturalists in
an expedition through the Andes to solve the mystery
of how fossils of mammals of 32 million years ago
appear in rocks formed 100 million years ago.
 Volcano (1990). National Geographic Video.

 Class CD-Rom 1:
o PowerPoint, Unit 11: Rocks (Contents, Resources,
 Class CD-Rom 2:
o Web task 11: Rocks (ver Actividades).
90
____________________________________________________________________________
Pista 21 (Student’s Book, page 117: Activity)

know?)
119, 121-123, and 125-126).
pages 102-106)

etc.).
11.7. ACTIVIDADES



programados.


inhibiciones.
 Student’s Book (pages 117-119 and 121-123).
91
____________________________________________________________________________

- Activities sheet 11: FORMATION OF SEDIMENTARY ROCKS - THE ROCK CYCLE
// Class CD 2.
- Hand on (page 125): Investigation weathering and sedimentation.
o Investigate.
Task
For a project, you must find out how many active volcanoes there are on
the Earth. Does “active” mean that a volcano is erupting now? Why do
some websites give different numbers?
Resources:
http://pubs.usgs.gov/gip/monitor/intro.html
http://volcano.und.edu/vwdocs/frequent_questions/top_101/Interesting/Int
eresting2.html
http://vulcan.wr.usgs.gov/LivingWith/VolcanicFacts/misc_volcanic_facts.h
tml
http://www.volcanodiscovery.com/volcano
tours/volcanoes/faq/how_many_volcanoes.html
http://www.volcano.si.edu/faq/index.cfm?faq=03
 Class CD-Rom 1:
- PowerPoint, Unit 11: Interactive Activity (Identifying rocks).
 Teacher´s Resource Pack (Worksheets 1-5, pages 102-106) // Class CD-

Rom 2 (Worksheets answer key):
- Activity Sheet 1: 1) Find six rocks and six minerals in the wordsearch
and write them in the correct box. 2) Complete the definitions with
words from Activity 1. 3) Match the questions and answers.
- Activity Sheet 2: 1) Label the photographs.2) Complete the text with

words from the box: limestone - build - make - manufacture - sculptures
- clays oil - floors – minerals.3) Describe the rocks and materials
containing rock that are used in your house. Try to think of at least
four. Example: Granite is used for the hallway floor.
- Activity Sheet 3: 1) Complete the word map to classify rocks, using

the words in the box: conglomerate - rock – salt -basalt - coal -
limestone - granite - slate - gypsum - pumice - marble - clay - obsidian -
oil – sandstone. 2) Complete the sentences with the name of a rock.
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- Activity Sheet 4: 1) Work in pairs. Complete the text with the words
below: cementation - coal - weathering – metamorphic - oil - erosion -
compaction. 2) On a separate sheet of paper, draw and label the
stages of the rock cycle. 3) In pairs, think about and answer the
questions.
- Activity Sheet 5: 1) Find words or expressions in the text which mean

the following: a. broken - peoples from Central America- jewel –
unusual – shiny. 2) Would you expect to find fossils in obsidian?
Explain your answer. 3) Give one example of the use of obsidian in
the ancient world and one in the modern world. 4) What is the main
difference between an obsidian blade and a steel blade? How can
you see this difference? 5) Draw and label a ‘macuahuitl’ as you
imagine it. Then check your answer in an encyclopedia or on the
Internet.
11.8. EVALUACIÓN

answer key):
o Test 11:
1. Cement is made from (a) gypsum (b) limestone and clays (c) granite
fragments. 2. Rock salt and quartzite are (a) monomineralic rocks (b)
metamorphic rocks (c) sedimentary rocks. 3. Rocks formed from cooled
magma are called (a) conglomerate rocks (b) intrusive rocks (c) igneous
rocks. 4. Limestone is a ____________ (a) detrital (b) chemical (c) organic
rock. 5. Fossil fuels are (a) organic (b) detrital (c) chemical. 6. The first
step in the rock cycle is (a) weathering (b) compaction (c) cementation. 7.
Magma on the Earth’s surface is called (a) pumice (b) crust (c) lava. 8. In
plutonic rocks, the magma (a) cools rapidly, producing tiny crystals (b)
cools slowly, producing large crystals (c) cools rapidly, trapping gases
which produces bubble holes. 9. Metamorphism occurs (a) near the
Earth’s crust (b) deep within the Earth (c) near active volcanoes. 10.
Metamorphic rocks are formed when (a) sedimentary rocks melt (b)
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metamorphic rocks lose their minerals (c) minerals inside rocks are
changed by heat and pressure.
Fossils
Sedimentary rocks sometimes contain remains of living things that died

millions of years ago. These remains are called fossils. Fossils became
part of the rocks during the processes of compaction and cementation of
sediments, and they provide invaluable information about the history of life
on Earth. The first fossils date back to about 540 million years ago. They
were mollusks and trilobites. Trilobites had a head, a thorax and a tail. In
the nineteenth century, scientists established that trilobites were
arthropods, the group that includes modern insects and crustaceans. Later
fossils showed the first fish, and then the first vegetation that appeared on
Earth. And much, much later, of course, came those strange and
mysterious ‘terrible lizards’, the dinosaurs.
1. During which process were fossils created? How? 2. What is the

relationship between a trilobite and a modern lobster? 3. Find words or
expressions in the text which mean the following. a. important: c.
demostrated: b. proved: d. plants and trees: 4. Put these living things in
the order in which they appeared on Earth, starting with the earliest:
dinosaurs, molecules, mankind, plants and trees, mollusks and trilobites,
fish.
1. Reconocer los usos de las rocas en la construcción, decoración y la

industria química.
2. Explicar las semejanzas y diferencias entre rocas y minerales.
3. Reconocer identificar rocas comunes.
4. Comprender los procesos que originan los diferentes tipos de rocas.
5. Clasificar rocas usando una tabla descriptiva.
6. Explicar los procesos del ciclo de las rocas.

clase.
94
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 Coevaluación.

UNIDAD DIDÁCTICA 12: Matter and its properties
12.1. PRESENTACIÓN
Con esta unidad se inicia el último bloque de unidades del curso, en ellas se
trabajan contenidos relativos a la materia, sus cambios, componentes, etc. La
unidad nº 12 acerca a los alumnos y alumnas al estudio de la materia y sus
propiedades: la longitud, la superficie, el volumen, la masa, la densidad y la
temperatura.
12.2 OBJETIVOS
1. Conocer cuáles son las propiedades de la materia.

2. Reconocer las magnitudes fundamentales más usuales.
3. Reconocer algunas magnitudes derivadas.
5. Expresar magnitudes empleando el Sistema Internacional de unidades.
6. Aprender a realizar cambios de unidades.
7. Aprender los pasos para realizar una representación gráfica.

2. Comparing.
3. Measuring.
12.3. CONTENIDOS
95
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(Conexión curricular Bloque 1: Contenidos Comunes. Bloque 2. La Tierra en el

Universo.)
• La materia y sus propiedades generales y específicas.

• Magnitudes fundamentales y derivadas.
• Unidades: Sistema Internacional de unidades y unidades de uso común.
• Realización de conversiones y cambios de unidades.

• Manejo de aparatos de medida sencillos que permitan verificar algunas de las
propiedades generales de la materia.
• Interpretación y elaboración de gráficas.
12.3.3. Actitudes
• Mostrar interés por realizar mediciones precisas.

 VOCABULARIO: base units, capacity, degrees Celsius, density, derived

units, International System of Units (SI), Kelvin, mass, matter, surface
area, volume.
 KEY LANGUAGE:
o Comparing: Iron has more mass. It is denser than wood.
o 2 Measuring: 13.5 g per cubic centimetre. One milligram. Minus
459 degrees.
o Making impersonal statements: Two scales are used to
measure temperature. Time is measured in seconds.

PERSONAL
  
12.5. METODOLOGÍA
96
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de su propia experiencia o de sus conocimientos previos sobre la materia y sus
propiedades (longitud, superficie, masa, masa y densidad), alternándose
actividades de diversa naturaleza (observación, comprensión, expresión,
reflexión, valoración, aplicación, investigación) a través de la actuación del
profesor (motivación, explicaciones, ejemplificaciones, preguntas, propuestas
de tareas, etc.) y con la participación activa de los alumnos y alumnas.




12.6.1. IMPRESOS

 UNIT 12: Matter and its properties (pages 130-139). Vocabulary and
Key Language sections Key Language (page 160...).
97
____________________________________________________________________________

 UNIT 12: Matter and its properties (pages 108-115)
criteria.
 Libros (Biography of physics. George Gamow; Science
for fun. Janice Vancleave.)
 Test 12.

 UNIT 12:
o Audio Tracks:
know?).
o Web task 12: Matter and its properties (ver Actividades).

 UNIT 12:
Enlaces Web
 New York University. What is matter?
http://www.nyu.edu/pages/mathmol/textbook/whatisma
tter.html Web page of the New York University, which
explains what matter is, in simple language.
Películas
 Life in the freezer. David Attenborough. BBC Warner.
Documentary about the Antarctic, an ecosystem with a
frozen mass which suffers cyclic expansions and
contractions. These changes determine the nutrition,
life and behaviour of the varied wildlife.

 Class CD-Rom 1:
o PowerPoint, Unit 12: Matter and its properties (Contents,
 Class CD-Rom 2:
o Web task 12: Matter and its properties (ver Actividades).
98
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know?)
o Student’s book answer key (Student’s book: pages 131
and 133-138).
pages 110-114)

etc.).
12.7. ACTIVIDADES



programados.


inhibiciones.
 Student’s Book (pages 131 and 133-136).
99
____________________________________________________________________________
- Activities sheet 12: BASE UNITS – VOLUME - DENSITY - THERMOMETERS °C
AND K // Class CD 2.
o Experiment.
Task 1
Your parents bought a new television. It has a 30 inch screen. You want
to tell all your friends how big it is in centimetres and millimetres. Use
these resources to change inches to centimetres and to millimetres
online. (Remember: TV screens are measured diagonally.)
Task 2
You are going to visit an uncle in New York. He says the temperature is
about 50 degrees Fahrenheit. How warm is this? Should you take your
swimming costume or a coat? Use the resources to change Fahrenheit
temperatures to Celsius online.
Resources:
http://www.worldwidemetric.com/metcal.htm
http://www.naturalhandyman.com/iip/inffastener/infconversioncalc.html
http://digitaldutch.com/unitconverter/
http://www.asknumbers.com/
 Class CD-Rom 1:
- PowerPoint, Unit 12: Interactive Activity (What unit of measure is
used?).

- Activity Sheet 1: 1) Find eight properties of matter in the

wordsearch. Then, write them in the correct box. 2) Put
the words in order and write correct sentences. 3) True
or false? Write T or F. Circle the mistakes.
- Activity Sheet 2: 1) Match each prefix to its English meaning.

2) Express the following measures as multiples of a
metre. 3) Read the instructions, then solve the problems
below.
100
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- Activity Sheet 3: 1) Match the words to their definitions. 2)

Complete the chart with the missing information about
properties and units. 3) Complete the facts file about the
properties of matter.
- Activity Sheet 4: 1) Work in pairs. Take turns to start and

finish the sentences. 2) Work in pairs. Describe how you
would measure the following: 1. the volume of a pile of
coins 2. the surface area of a shoeprint 3. the volume of air in a
measuring cylinder half full of water.
- Activity Sheet 5: 1) Match the words and the definitions. 2)

Think and answer: 1. What is the English system based on?
2. Why did scientists need to adopt a standard international
system of measurements? 3) Draw and label three objects
that represent English measurements. Add their
equivalents in metric units.
12.8. EVALUACIÓN

answer key):
o Test 12:
1. The general properties of matter include mass, volume, (a) capacity and
density (b) weight and density (c) size and density. 2. The formula used to
measure the surface area of irregular objects is called (a) p r2 (b) base x
height (c) estimation. 3. Capacity is measured in (a) litres (b) litre/dm3 (c)
dm3/litre. 4. Density is the relationship between (a) capacity and volume
(b) mass and capacity (c) mass and volume. 5. Solids have (a) a lower
density than gases (b) a higher density than gases (c) an equal density to
gases. 6. In the International System of Units, the unit for temperature is
the (a) Kelvin (b) º Celsius (c) º Fahrenheit. 7. Temperature is (a)
dependent on (b) independent of (c) somehow related to mass and
volume. 8. Time is (a) the difference between the rising and the setting of
the Sun (b) the length of the Earth’s rotation (c) the measure of passing
101
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events. 9. Graphs show (a) the results of an experiment (b) the

relationship between two variables (c) coordinate axes. 10. On a graph,
the horizontal and vertical axes are called (a) x and y (b) y and x (c)
scales.
Matter
Everything that takes up space and has mass is matter. Therefore,

everything around us is matter. Matter has general properties which are
common to all things. Specific properties, on the other hand, help us tell
one kind of matter apart from another. Colour, texture, hardness, shape,
etc. are used to identify, differentiate and describe matter. Although it may
appear that air is not matter, it does have mass and it does occupy space,
therefore it is matter. What we can say is that its density is smaller than
the density of solids because it has little mass for the volume of space it
occupies.
1. What is matter? 2. What properties enable us to distinguish between

different types of matter? 3. Why is air considered to be matter? 4. Find
words or expressions which mean the following. a. occupies: b. general: c.
distinguish between:
1. Explicar qué es la materia y distinguir entre propiedades generales y

específicas.
2. Reconocer magnitudes fundamentales como la longitud, la masa, el
tiempo y la temperatura.
3. Reconocer magnitudes derivadas como la superficie, el volumen y la
densidad.
4. Diferenciar las magnitudes físicas fundamentales de las derivadas.
5. Comprender y expresar medidas de acuerdo con el Sistema
Internacional de unidades.
6. Realizar conversiones o cambios de unidades oportunos.
7. Realizar representaciones gráficas para analizar los datos obtenidos en
un experimento.

clase.
102
____________________________________________________________________________

 Coevaluación.
103
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UNIDAD DIDÁCTICA 13: Everything is matter
13.1. PRESENTACIÓN
La unidad nº 13 acerca a los alumnos y alumnas a los diferentes cambios de

estado de la materia, las condiciones en las que se producen esos cambios, las
diferencias entre sustancias y mezclas, etc.
13.2 OBJETIVOS
1. Identificar los estados de la materia.

2. Explicar cómo cambia de estado la materia.
3. Definir mezclas y sustancias puras.
4. Describir cambios físicos y cambios químicos.
5. Aprender algunos métodos para separar los componentes de una mezcla.
6. Conocer las características de los principales materiales artificiales.
7. Comprender la necesidad de reciclar los residuos.

2. Describing a process.
3. Making generalisations.
4. Describing.
13.3. CONTENIDOS
(Conexión curricular Bloque 1: Contenidos Comunes. Bloque 2. La Tierra en el

Universo.)
104
____________________________________________________________________________
• La materia: formas, estados y cambios.

• Mezclas: definición y métodos de separación.
• Sustancias puras: compuestos y elementos.
• Materiales artificiales.
• Residuos y reciclado.
• Aplicación de técnicas para la separación de componentes de mezclas.

• Observación e interpretación de esquemas y gráficos de sectores.
• Comprobación de hipótesis.
13.3.3. Actitudes
• Comprender y valorar el proceso y necesidad del reciclaje.

 VOCABULARIO: chemical compound, compressibility, fusion,

heterogeneous, homogeneous, recycle, regressive sublimation,
solidification, solute solution solvent, sublimation, vaporisation.
 KEY LANGUAGE:
o Describing a process: When a liquid is heated, it boils. When a
solid is heated, the particles gain energy.
o Making generalisations: Most common substances are
mixtures. Most plastics are made from petroleum.
o Describing: A pure substance has only one component. A
compound contains two or more elements.

PERSONAL
  
13.5. METODOLOGÍA

105
____________________________________________________________________________



de su propia experiencia o de sus conocimientos previos sobre los cambios de
estado de la materia: ¿cuántos estados hay?, ¿cómo se producen estos
cambios?, ¿qué son las mezclas?, etc.; alternándose actividades de diversa
naturaleza (observación, comprensión, expresión, reflexión, valoración,




13.6.1. IMPRESOS

 UNIT 13: Everything is matter (pages 140-149). Vocabulary and Key

106
____________________________________________________________________________
 UNIT 13: Everything is matter (pages 116-123)

criteria.
 Libros (Chemical chaos. Nick Arnold and Tony Saulles.;
Garbage and recycling (Young discoverers:
Environmental facts and experiments). Rossie Harlow
and Sally Morgan.)
 Test 13.

 UNIT 13:
o Audio Tracks:
know?).
o Web task 13: Everything is matter (ver Actividades).

 UNIT 13:
Enlaces Web
 The international boiling point project
http://www.k12science.org/curriculum/boilproj/
 An interesting web page which sets up a collaboration
between centres to investigate the boiling point of
water.
 Chem4kids http://www.chem4kids.com/ Shows the
basis of chemistry in a clear and amusing way.
 Recycle city http://www.epa.gov/recyclecity/
Entertaining web page of the EPA, about recycling. It
includes games and other activities.
Películas
 Ice age 2: The Meltdown. Director: Carlos Saldaña.

 Class CD-Rom 1:
o PowerPoint, Unit 13: Everything is matter (Contents,
 Class CD-Rom 2:
107
____________________________________________________________________________
o Web task 13: Everything is matter (ver Actividades).

know?)
148).
pages 118-123)

etc.).
13.7. ACTIVIDADES



programados.


inhibiciones.
 Student’s Book (pages 141-143 and 146-147).

108
____________________________________________________________________________
- Activities sheet 13: CHARACTERISTICS OF THE STATES OF MATTER -
CHANGES OF STATE - PARTICLE THEORY - CHANGES OF STATE AND
PARTICLE THEORY - PARTS OF A SOLUTION THE RECYCLING PROCESS //
Class CD 2.
o Investigate.
Task
You are going to give a speech at university about the fourth state of
matter. Is it a solid, liquid or gas? Name three places where it is found.
Resources:
http://www.open2.net/sciencetechnologynature/worldaroundus/may_neon
.html
http://education.jlab.org/qa/plasma_01.html
http://www.plasmas.org/what-are-plasmas.htm
 Class CD-Rom 1:
- PowerPoint, Unit 13: Interactive Activity (Solid, liquid and gases).

- Activity Sheet 1: 1) Find eight words related to the states of matter.

Then complete the text with the words. 2) Match the words and their
definitions. 3) Correct the incorrect words in the following
sentences.
- Activity Sheet 2: 1) Unscramble the letters and find the names of the
different combinations of matter: TURMIXE - ILOSUTON - PERU –
STANBUCES - POUNCOND METELEN 2) Put the following information
in the correct place in the facts file. 3) Complete the following
definitions…
- Activity Sheet 3: 1) Using the information on page 146 of your

Student’s Book, write sentences to compare and contrast synthetic
materials and their uses: lastic – Carbon fibre, Glass – Fibre optics,
Fibreglass – Plastic, Glass – Carbon fibre, Fibreglass – Fibre optics.
109
____________________________________________________________________________
2)Think of an object or product made with synthetic materials.

Explain why the materials used are the right ones for the product.
- Activity Sheet 4: 1) Read the text and then label the pie chart. 2) Work
in pairs. Take turns to answer the questions.
- Activity Sheet 5: 1) Find words or expressions in the text which mean

the following… 2) Answer the questions. a. Why should glass be
recycled? b. Why should we avoid buying products with a lot of
packaging? 3) On a separate sheet of paper, design a poster to
encourage recycling. Use a catchy slogan to get your message
across!
13.8. EVALUACIÓN

answer key):
o Test 13:

1. According to particle theory, the particles within matter are (a) static (b)
in constant attraction and repulsion (c) in constant motion. 2. Above its
boiling point, a substance is (a) a gas (b) a liquid (c) a solid. 3. Solutions
are usually (a) solid mixtures (b) liquid mixtures (c) gaseous mixtures. 4.
Chemical change involves (a) a chemical reaction (b) a physical change
(c) a breakdown into simpler substances. 5. Rocks are usually (a)
homogeneous mixtures (b) heterogeneous mixtures (c) chemical
compounds. 6. In a solution, the dissolved substance is called the (a)
solvent (b) solute (c) dissolution. 7. Chemical elements are (a) solutions
(b) compounds (c) pure substances. 8. Synthetic materials are obtained
from natural substances which are transformed by (a) chemical processes
(b) chemical reactions (c) chemical changes. 9. Fibre optic is a fibre made
from (a) carbon (b) petroleum (c) glass or plastic. 10. Batteries, old
medicines and paints must be disposed of in (a) a rubbish dump (b) a
waste collection area (c) a collection dump.
Particles
110
____________________________________________________________________________
Particles of matter do not change from one state to another. They only
change their arrangement or their energy. When matter changes state, no
mass is lost and no mass is created. When a solid is heated, the particles
gain energy and move more and more rapidly. The forces of attraction
between the particles are weakened, and at a certain temperature, they
have enough energy to break free from their positions. Then, the solid
changes into a liquid in a process called fusion.
1. Find the opposite of the following words in the text. a. gained: d. slowly:
b. destroyed: e. strengthened: c. cooled: f. solidification: 2. What two
changes can occur in particles of matter? 3. What happens when a solid is
heated? 4. What is fusion?
1. Identificar y describir los diferentes estados de la materia.

2. Explicar cómo cambie la materia de un estado a otro.
3. Definir mezcla, disolución, sustancia pura, elemento y compuesto.
4. Describir cambios físicos y cambios químicos.
5. Usar diferentes métodos para separar mezclas.
6. Describir las propiedades y usos de los materiales sintéticos.
7. Explicar el proceso de reciclado de residuos y la necesidad de reciclar.

clase.
 Coevaluación.
111
____________________________________________________________________________

UNIDAD DIDÁCTICA 14: Atoms and elements
14.1. PRESENTACIÓN
Esta última unidad permite a los alumnos y alumnas profundizar en el estudio

de la materia a través del conocimiento de sus componentes básicos y de su
estructura, la identificación de los elementos de la tabla periódica, la
diferenciación entre átomos, elementos, moléculas and cristales, la
interpretación de algunas fórmulas químicas, etc.
14.2 OBJETIVOS
1. Aprender a reconocer los átomos como componentes de la materia.

2. Saber cómo se clasifican los elementos.
3. Saber cómo se organizan los átomos.
4. Comprender el significado de las fórmulas químicas.
5. Conocer las propiedades de los elementos más abundantes en la naturaleza.
6. Aprender a elaborar un registro de datos de un elemento químico.

2. Describing.
3. Indicating location.
4. Comparing.
14.3. CONTENIDOS
• Los átomos: definición, estructura, número atómico.
112
____________________________________________________________________________
• Átomos, moléculas y cristales.

• Elementos químicos: tabla periódica, símbolos y propiedades de los
elementos más abundantes.
• Utilización y análisis de representaciones y modelos gráficos.

• Elaboración de un registro de datos.
• Comprensión del significado de las fórmulas de sustancias.
14.3.3. Actitudes
• Mostrar interés por conocer la estructura de la materia.

• Valorar las propiedades de elementos y sustancias y sus aplicaciones.

 VOCABULARIO: atom, atomic number, chemical formula, crystals,

electrons, element, molecules neutrons periodic table of elements,
protons.
 KEY LANGUAGE:
o Describing: Magnesium is a silvery white metal. Silicon is a solid,
non-metal substance.
o Indicating location: Magnesium is found in minerals. Carbon is
found on the Earth´s crust.
o Comparing: Hydrogen is the most abundant gas in the Universe.
Oxygen is the most abundant element on Earth.

PERSONAL
  
14.5. METODOLOGÍA

113
____________________________________________________________________________



de su propia experiencia o de sus conocimientos previos sobre las rocas: ¿qué
son?, ¿cómo se formaron?, ¿cuáles son sus propiedades?, ¿qué clase de
rocas conoces? etc.; alternándose actividades de diversa naturaleza
(observación, comprensión, expresión, reflexión, valoración, aplicación,
investigación) a través de la actuación del profesor (motivación, explicaciones,




14.6.1. IMPRESOS

UNIT 14: Atoms and elements (pages 150-159). Vocabulary and Key

114
____________________________________________________________________________
 UNIT 14: Atoms and elements (pages 124-131)

criteria.
 Libros (Mr. Tompkins explores the atom. George
Gamow; Atoms, quarks and the Periodic Table. M.
Tweed.)
 Test 14.

 UNIT 14:
o Audio Tracks:
know?).
o Web task 14: Atoms and elements (ver Actividades).

 UNIT 14:
Enlaces Web
 The science centre
http://www.americanchemistry.com/s_chlorine/science_i
ndex.asp?CID=1210&DID=4580&CTYPEID=113 Helpful
American guide for science teachers.
Películas
 Flubber. Director: Les Mayfield.

 Class CD-Rom 1:
o PowerPoint, Unit 14: Atoms and elements (Contents,
 Class CD-Rom 2:
o Web task 14: Atoms and elements (ver Actividades).
know?)
115
____________________________________________________________________________

156 and 158).
pages 126-131)

etc.).
14.7. ACTIVIDADES



programados.


inhibiciones.
 Student’s Book (pages 151-156).
- Activities sheet 14: AN ATOM - THE PERIODIC TABLE - ELEMENTS IN THE
UNIVERSE - ELEMENTS IN LIVING THINGS - ELEMENTS IN THE EARTH’S CRUST
116
____________________________________________________________________________
- MOLECULES AND CRYSTALS - THE CHEMICAL FORMULA FOR WATER // Class

CD 2.
- Hand on (page 157): Writing a fact file: Elements.
o Investigate.
Task
You read a newspaper article which says “Viruses are a few
nanometres”. You have no idea how small this is. Use the resources to
find out the size of a nanometre. What does “nano” mean in Greek?
Name some products that use nanotechnology.
Resources:
http://www.nanooze.org/english/nanotechnologyprimer.html
http://www.canon.com/technology/s_labo/nano/001/01.html
http://www.sciencedaily.com/releases/2007/05/070523075416.htm
http://www.nano.gov/html/facts/appsprod.html
 Class CD-Rom 1:
- PowerPoint, Unit 14: Interactive Activity (Atoms and elements).

- Activity Sheet 1: 1) Put the words in order and write correct

sentences. 2) Use the clues to solve the puzzle and discover the
mystery word. 3) Write the atomic number of each element in the
shaded squares of the puzzle. Correct the information in these
sentences.
- Activity Sheet 2: 1) Match each chemical suffix to its meaning. 2)

Complete the sentences with the words in the box: ethanol - oxides -
protein - nitrites/nitrates - salt - sugars. 3) Answer the questions using
the Periodic Table of Elements on page 152 of your Student’s Book:
How many …
- Activity Sheet 3: 1) In pairs, guess the elements referred to in the

column on the left. Write the chemical name, the atomic symbol and
number for each. 2) Complete the definitions about the organisation
of atoms. Look at page 153 of your Student’s Book.
117
____________________________________________________________________________
- Activity Sheet 4: 1) Work in pairs. Take turns to read. Classify the

sentences and write the numbers in the correct box. 2) Complete
and classify the sentences. Write the numbers in the correct box.
- Activity Sheet 5: 1) Correct the information in the following

sentences. 2) List the other scientists whose names appear on the
Periodic Table. 3) Think and answer. 1. What can the first part of
Mendeleev’s life teach us?
14.8. EVALUACIÓN

answer key):
o Test 14:

1. Atomic numbers indicate the number of: (a) electrons (b) neutrons (c)
protons in an atom. 2. The smallest part of an element is (a) an atom (b) a
molecule (c) a nucleus. 3. Noble gases always (a) form molecules (b) exist
as single atoms (c) combine among themselves. 4. The noble gases are
helium, neon, argon, krypton, radon and (a) boron (b) xenon (c) silicon. 5.
The most abundant element in the Universe is (a) helium (b) oxygen (c)
hydrogen. 6. The most abundant element in the Earth’s crust is (a) helium
(b) oxygen (c) hydrogen. 7. The basis of all organic compounds is (a)
carbon (b) nitrogen (c) hydrogen. 8. CaCO3 is the compound that is found
in sea shells and egg shells. It is (a) calcium oxide (b) calcium chloride (c)
calcium carbonate. 9. At room temperature, chlorine is a (a) gas (b) liquid
(c) solid. 10. This element is used in the composition of fireworks: (a)
sodium (b) magnesium (c) potassium.
Calcium
Calcium is a soft grey metal which does not occur as an element in nature,
where it exists only in compounds. It is found in sedimentary rocks like
gypsum and limestone. Limestone is often composed of the organic
remains of sea animals and for this reason it is rich in calcium.
Interestingly, when subjected to heat and pressure, limestone becomes
the metamorphic rock, marble, which of course also contains calcium.
118
____________________________________________________________________________
Calcium is the fifth most abundant element in the Earth’s crust, and the
most common element in the human body. 99% of it is found in bones and
teeth. In this respect, it has been shown that cola drinks, which are rich in
caffeine, sugar and phosphorus, cause significant calcium loss through the
urine and could even lead to osteoporosis (brittle bones) in children and
adolescents.
1. Briefly describe calcium. 2. What do cola drinks contain a lot of? Why is
it dangerous to drink excessive quantities of them? 3. Find the opposite of
the following words in the text a. hard: b. poor: c. cold: d. unimportant: e.
scarce: f. flexible:
2
1. Explicar de qué está compuesta la materia.

2. Describir y explicar cómo se clasifican los elementos.
3. Explicar cómo están organizados los átomos.
4. Explicar qué es una fórmula química y qué información contiene.
5. Explicar las propiedades de elementos químicos de la naturaleza y
relacionarlas con los usos que se hacen de ellos.
6. Investigar sobre un elemento y registrar los datos sobre él.

clase.
 Coevaluación.
119

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CIENCIAS DE LA NATURALEZA

Essential Natural Science 1

- Unidad 1. The Universe 4

- Unidad 2. Planet Earth 12

- Unidad 3. Living things 20

- Unidad 6. The plant and fungi kingdoms 45

- Unidad 7. The simple living things 53

- Unidad 8. The Earth’s atmosphere 62

- Unidad 9. The hydrosphere 70

- Unidad 10. Minerals 78

- Unidad 11. Rocks 86

- Unidad 12. Matter and its properties 94

- Unidad 13. Everything is matter 102

- Unidad 14. Atoms and elements 110

Essential Natural Science 1

EDUCACIÓN SECUNDARIA OBLIGATORIA

Essential Natural Science 1

UNIDAD DIDÁCTICA 1: The Universe

1.2.1. OBJETIVOS DE CONTENIDOS

1. Conocer cómo es el Universo y sus principales componentes.

1.2.2. OBJETIVOS DE LENGUAJE

(Conexión curricular Bloque 1: Contenidos Comunes. Bloque 2: La Tierra en el

1.3.1. Conceptos científicos

• Concepción y componentes del Universo.

• El Sistema Solar, astros que lo componen, características de los planetas,

• Interpretación de esquemas e imágenes del Sistema Solar, sus componentes,

• Tomar conciencia de las enormes distancias del Universo y de que nuestro

1.3.4. Contenidos lingüísticos

1.4. COMPETENCIAS BÁSICAS

COMPETENCIAS BÁSICAS QUE SE TRABAJAN EN LA UNIDAD

Presentación de los contenidos de la Unidad didáctica, y exploración de los

Realización estructurada de las actividades y de los diversos bloques y

El desarrollo de la Unidad 1 tiene un carácter introductorio, acercando al

En el proceso de enseñanza-aprendizaje se favorecerá la atención

Los sistemas de agrupamiento se adecuarán al tipo de actividades que se

El espacio habitual de la actividad docente es el aula, pudiendo utilizarse otros

Se prestará especial atención a las competencias básicas que se integran en

1.6. RECURSOS DIDÁCTICOS Y TIC

 Libro del alumno (Student’s Book): Essential Natural Science 1. Madrid:

 Guía del profesor (Teacher’s Resource Pack): Essential Natural Science

 Libros (Eyes on the Universe: A History of the Telescope.

1.6.2. TIC: AUDIOVISUALES E INFORMÁTICOS

 CD del alumno (Student’s CD-Rom): Essential Nature Science 1. Madrid:

 Guía del profesor (Teacher’s Resource Pack): Essential Natural Science

 CD del profesor (Class CD-Rom 1 & 2): Essential Nature Science 1.

 Pista 2 (Student’s Book, page 17: What should you

 Acceso y explotación de determinadas páginas web a través de la red:

1.7.1. Actividades de introducción y motivación

 A través del intercambio de conocimientos previos y mediante pruebas

 Mediante la evaluación de la información obtenida, se procurará adecuar la

 Realización de un torbellino de ideas para que los alumnos expresen lo que

 Presentación de los materiales y de los recursos didácticos que se van a

 Realización de las actividades de introducción: What do you remember?

1.7.2. ACTIVIDADES DE DESARROLLO

Para trabajar contenidos lingüísticos y científicos:

 Student’s Book (page 9-15).

Activities sheet 1: ECLIPTIC PLANE - THE SOLAR SYSTEM // Class CD 2.

1.7.3. ACTIVIDADES DE REFUERZO Y EXTENSIÓN

Para trabajar contenidos lingüísticos y científicos:

 Teacher´s Resource Pack (Worksheets 1-5, pages 22-26) // Class CD-Rom

- Activity Sheet 1: 1) Complete these words with the missing

- Activity Sheet 2: 1) Write the names of the planets. 2)

- Activity Sheet 3: 1) Use your Student’s Book to complete this chart.

- Activity Sheet 4: 1) Jigsaw chart. Work in pairs. Take turns to read