NAME: - CLASS: - 3 Term

NAME: ___________________________
CLASS: ___________________________
3rd TERM
3rd Term 2017 Version
4th Grade SCIENCE WORKBOOK
UNIT 4
Earth’s structure
Learning Goals:
Describe through models the layer structure of the
Earth (crust, mantle and core), its unique features in
terms of composition, rigidity, and temperature. (OA
15)
Explain the changes on the Earth's surface caused
by the interaction of its layers and the movement of
tectonic plates (earthquakes, tsunamis, and volcano
eruptions). (OA 16)
Propose preventive and safety measures against
natural disasters to be taken at school, at home, or in
the street in order to develop a preventive culture.
(OA 17)
3rd Term 2017 Version Page 2 of 45

Unit 4: Earth’s structure

Hour: 73-74
Learning Outcome: Identify the layers that make up the Earth (crust, mantle, and core).
Make a model of the Earth to explain the characteristics of the crust, mantle,
and core
Contents: Earth’s layers
Our planet Earth
How can we describe the Earth? What are its main parts?
The Earth is a rocky planet. From space you can

see it as a beautiful blue and white ball. It is the
third planet from the Sun and it is the biggest of
the inner planets. About 75% of the Earth is liquid
water but we can also find water as a solid and as
a gas.
From space, we can see the Earth as a sphere

flattened at the poles. We can see three parts: one solid, one liquid, and one gas.
These three parts of the Earth allow life on our planet.
Next, we will study the solid part of Earth.
Let’s talk!
• Imagine a journey to the centre of the Earth.

How do you think the Earth is inside?
Does it change as you move closer to the centre?
1 Imagine the inside of the Earth. Draw it in your science notebook. Do you
know the name of any parts? If you do so, label them.

Compare your drawing of the inside of the Earth with the one below.
1
2 Write two similarities and two differences between your drawing and the one
above.
Similarities
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Differences
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Earth’s layers
The Earth is made of four main layers /ˈleɪəz/: the crust /krʌst/, the
mantle, the outer core, and the inner core.


Hour: 75-76-77
Learning Outcome: Describe and compare through models the different layers that make up the
Earth (crust, mantle, and core) in terms of position, rigidity (stiffness) and
temperature.
Contents: Characteristics of the Earth’s layers
Characteristics of the layers of the Earth
The Earth is made of 4 main layers: the crust, the mantle, the outer core, and the
inner core.
The Crust
The crust is the outermost layer of the
earth.
Composition
It is made up of many different types
of rocks and minerals.
Thickness
The crust is 10 km thick, from the sea
floor to the mantle, and 60 km thick
from the top of the continents to the
mantle.
The Mantle
The mantle is the second layer of
the earth and makes up about 80%
of the Earth.
Composition
It is made up of hard dense rock
and a thick flowing fluid.
Thickness
The mantle is about 2890 km thick.

The Outer Core

The Outer Core is the third layer of the
Earth.
Composition
This layer is made up of liquid iron and
nickel.
Thickness
The outer core is about 2,300 km
thick.
The Inner Core

The inner core is the centre of the Earth.
The inner core is the hottest layer of the
Earth. It is solid because of all the weight
pushing down on it, forces it together to
be a solid.
Composition
The inner core is made of solid iron and
nickel.
Thickness
The inner core is approximately 2,550 km
thick.
For further learning, watch the following videos: http://goo.gl/ZFjWbA

“A journey inside the Earth” at http://goo.gl/LP03SN

1 Read the information on pages 5 and 6 and fill in the chart below.
Layer Composition Thickness (app.) Physical state
Crust
Mantle
Outer Core
Inner Core
2 On a sheet of white drawing paper:

• draw the layers of the Earth diagram;
• colour and label de layers;
• write the composition of each layer;
• write the thickness of each layer;
• write the physical state;
• write the temperature of each layer.

What is the temperature of the Earth’s layers?
10 - 200ºC
650ºC- 3000ºC
4000ºC – 5000ºC
5000ºC -7000ºC
2 Read the information above and draw a bar graph.
Temperature ºC
Earth’s layers


Hour: 79-80-81
Learning Outcome: Illustrate /Draw the Nazca and South American tectonic plates.
Make models to explain the movement of tectonic plates.
Contents: Illustration and movement of the Nazca and South American tectonic plates.
Earth’s Moving Plates

Demonstration
Materials
• A boiled egg
Procedure
1. Crack the boiled egg.
2. What layer of the earth is represented by the egg’s shell?
3. Now that the egg is cracked, can you explain how tectonic plates could have
been formed?
Tectonic Plates
Let’s talk!
1. How are the tectonic plates formed?

2. Do tectonic plates move? Why?

The crust of the Earth looks like one solid shell but it is actually cracked into several
large pieces. These pieces are called tectonic plates, and they are about 80 km
thick.
These plates are not stationary but they are moving very slowly across the surface
of the planet. In some places they are sliding past each other, in some places they
are colliding and in others they are moving apart. This movement is known
as continental drift.
South America is located on a big continental

tectonic plate called South American Plate. This is
in contact with Nazca Plate.
The plates move at a rate of about 2.5 cm. to 7.5

cm. per year. As they move, pressures build up at
their boundaries, creating various types of
geological events such as volcano eruptions and
earthquakes.

Let’s watch a video about tectonic plates at http://goo.gl/MeQgcv
Answer.
1. What are tectonic plates?
_____________________________________________________________________________
_____________________________________________________________________________
__________________________________________________________________________
2. On what layer of the Earth are they?

_____________________________________________________________________________
_____________________________________________________________________________
__________________________________________________________________________
3. On what tectonic plate is Chile located? And the Pacific Ocean?

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. What do the arrows on the map show?

_____________________________________________________________________________
_____________________________________________________________________________
5. How is the movement of tectonic plates related to mountains?

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
6. How is the movement of tectonic plates related to earthquakes and tsunamis?

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Let’s experiment how tectonic plates move!

Materials
• A box (ice cream container or shoe box)
• Mud
• Styrofoam
Procedure
• Put mud in an empty box.
• Cover the mud with pieces of Styrofoam.
• Draw what you observe.
• What movements do the Styrofoam pieces produce?

_____________________________________________________________________________
_____________________________________________________________________________
___________________________________________________________________________
• Relate the model to the Earth’s tectonic plates

_____________________________________________________________________________
_____________________________________________________________________________

Homework
Label continents, seas, and oceans you know. Identify and colour Chile. Draw the
South American Plate and the Nazca Plate. Remember to draw the arrows.


Hour: 82-83
Learning Outcome: Compare causes, effects and magnitudes of earthquakes, tsunamis, and
volcano eruptions.
Contents: The movement of tectonic plates and its effects on the surface of the Earth.
Earthquakes
Let’s talk!
• What is an earthquake?
• What causes earthquakes?
San Andres Fault
Earthquakes occur when two tectonic plates move suddenly against each other.
They occur along a fault. A fault is a break or crack in rocks where Earth’s crust can
move suddenly. The sudden movement that causes Earth’s crust to shake is an
earthquake.
The place underground where the earthquake begins is the focus. The point on
Earth’s surface that is directly above the focus is the epicentre. Most earthquakes
are small. You may feel a slight shake. A few earthquakes are powerful enough to

damage buildings, roads and bridges. The damage is often greater near the
epicentre. Earthquakes sometimes cause tsunamis and landslides.
Let’s watch this video about earthquakes at http://goo.gl/kTtGTb
1 Study this diagram and

add labels;
circle the area where the earthquake would cause more damage.
_____________
_____________
_____________
Tsunamis
What are tsunamis?
Tsunamis are large and powerful ocean waves that grow in size as they reach the
shore. They can cause major damage as they go inland flooding cities and
destroying homes.
What can cause a tsunami?
Most tsunamis are caused by earthquakes. When this happens underwater, big
gaps may appear on the ocean floor. When water moves in to fill this gap, a
tsunami is born.

Observe the image and explain how a tsunami occurs.

2
Volcanoes
Most volcanoes form near colliding plate boundaries. As one plate moves below
another plate, rock partially melts to make magma. Sometimes the magma is
forced to the surface through a weak spot in the crust.
Gases such as water vapour and carbon dioxide are

often mixed with the lava. Trapped gases can have
enough pressure to blow apart the side of a volcano in
a moment. These trapped gases can push lava high
into the air. While it is still in the air, this lava may cool
into gas or rocks.
Volcanoes can also build from the ocean floor. A

volcanic island forms when a volcano reaches the surface of water.
Answer the following questions in your science notebook.

3
• How do volcanoes and volcanic islands form?
• Write a paragraph describing the journey of a piece of rock that erupts
from a volcano.


Hour: 84
Learning Outcome: Plan, carry out, report in writing and using ICTs a research on earthquakes,
tsunamis and volcano eruptions in Chile.
Compare causes, effects and magnitudes of earthquakes, tsunamis, and
volcano eruptions in Chile by doing a research.
Contents: Formation, activity, and impact of volcanoes on the environment
Earthquakes, tsunamis and volcano eruptions in Chile
Let’s talk!
• What do you know about intensity and magnitude of earthquakes, tsunamis, or
volcano eruptions?
• What scales to measure the intensity and magnitude of an earthquake do you
know?
1 Let’s do some research!

Get in groups of three.
Research and identify Chile’s ten worst natural disasters –earthquakes,
tsunamis, volcano eruptions- during the past 100 years. Use the number of
victims as a measure.
Place Magnitude Effects on the environment

and people
Earthquake
1
2
Tsunamis
1
2
Volcano
eruption
1


Hour: 85
Learning Outcome: Identify safety measures, against natural disasters at school, at home, and in
the street.
Contents: Safety measures against natural disasters
Earthquake Safety Rules
Suggested safety rules before, during and after the earthquake are as follows:
Before the earthquake

Prepare a basic emergency supply kit with:
• Water, at least one litre of water per person per day for at least three days.
• Non-perishable food for at least three days
• Flashlight and extra batteries
• First aid kit
• Moist towelettes or wet wipes
• Cell phone with solar chargers
• Some cash money
During the earthquake
1. Do not panic, keep calm.
2. If you are indoors, stay indoors.

Take cover under a sturdy piece
of furniture.
3. Stay away from glass, or loose
hanging objects.
4. If you are outside, move away from buildings, steep slopes and utility wires.

After the earthquake
1. Turn off utilities such as electricity, natural gas, water.
2. Do not use the telephone except to report an emergency or to obtain

assistance. Stay out of damaged buildings because aftershocks may cause
them to collapse. Report any building damage to the authorities.
3. As a precaution against tsunamis, stay away from

shores, beaches and low-lying coastal areas. If you are
there, move inland or to higher grounds. The upper
floors of high, multi-storey, reinforced concrete building
can provide safe refuge if there is no time to quickly
move inland or to higher grounds.

UNIT 6
Human Body Systems
Learning Goals:
Identify and describe using models the structures of
the skeletal system and some of its functions e.g.
protection (rib cage and skull), support (vertebrae
and spinal column), and movement (pelvis and
femur). (OA 5)
Describe the benefits of physical activity for
musculoskeletal system. (OA 6)
Identify structures of the nervous system and
describe some of its functions such as transmission of
information (spinal cord and nerves), elaboration of
thought and control (brain). (OA 7)

Unit 6: Human Body Systems

Hour: 85- 86-87-88
Learning Outcome: Identify skeletal system structures such as the rib cage, skull, vertebrae, spinal
column, pelvis and femur.
Explain using models some functions of the skeletal system structures e.g.
protection (skull), support (vertebrae, spinal column), and movement (femur).
Contents: Identification of skeletal system structures and its functions
The skeletal system

Let’s talk
What system helps children move different parts of the body?
What’s the function of the skeletal and muscular system?

Parts of the skeletal system
1
Look at the skeleton. Locate the following bones.
rib cage - spinal column - femur - skull - humerus -

radius - shoulder blade - hipbone - tibia -

The Human Skeletal System
The adult human skeletal system consists of 206 bones. The

skeletal system includes the bones of the skeleton and the
cartilages /ˈkɑrtəlɪdʒɪz/, ligaments, and other connective tissue
that stabilize or connect the bones.
What are the functions of the skeletal system?
The bones of the body perform five main functions.
Provide support for the body — the skeletal system provides

support for the entire body. The bones of the skeleton store
minerals like Calcium and lipids in areas filled with marrow
/ˈmeroʊˈ/.
Produce blood cells — red blood cells, white blood cells, and
other blood elements are produced in the marrow.
Protect body organs — many soft tissues and organs are surrounded by skeletal
elements. For example, the rib cage protects the heart and lungs, the skull
protects the brain, the vertebrae/ˈvɜrtəbri/ protect the spinal cord, and the
pelvis protects the reproductive organs.
Provide movement — many bones function as levers that can change the
magnitude and direction of the forces generated by muscles.
2 Complete the chart.
Bone Organ(s) it protects

Answer in your science notebook.

3
1. How many bones does an adult have?
2. What is the skeletal system made up of?
3. Do adults have more bones than children?
4. What can you do to keep your skeletal system healthy?
To learn more about the human skeleton visit the website at https://goo.gl/Gt7FGs
Let’s read!
Parts of a bone
1. The outer surface of bone is called the periosteum (pare-ee-OS-tee-um). It's a

thin membrane that contains nerves and blood vessels that carry nutrients to
the bone.
2. The next layer is made up of compact bone. This part is smooth and very hard.
It's the part you see when you look at a skeleton.
3. Within the compact bone are many layers of cancellous (KAN-sell-us) bone,
which looks like a sponge. Cancellous bone is not as hard as compact bone,
but it is still very strong.
4. The bone marrow is like thick jelly, and its job is to make blood cells.

Match.
4
The periosteum is is smooth and very hard.
Compact bone is in charge of making blood cells.
Cancellous bone looks like a thin membrane that contains

nerves and blood vessels that
carry nutrients to the bone.
The bone marrow is a sponge and it’s very strong.
5 Write (T) for True or (F) for False. Explain the false statements.
1. _______ The periosteum is the outer surface of a bone.
2. ________The periousteum contains nerves and blood vessels that carry

nutrients to the bone.
3. ________ Compact bone is smooth and very hard.
4. ________ When you look at a skeleton you see cancellous bone.
5. ________Cancellous bone looks like a sponge.
6. _______ There are many layers of cancellous bone inside the compact
bone.
7. ________ Cancellous bone is as hard as compact bone.
8. ________ Cancellous bone is very strong.
9. ________ The job of the bone marrow is to make blood cells.
10. ______ There are three types of bone barrow.


Hour: 89-90-91-92
Learning Outcome: Identify body structures (bones, joints, muscles) involved in movement.
Explain using simple models the function of different body structures (muscles,
bones and joints) involved in movement.
Contents: Muscle-Skeletal system structures and its role in body movement
What are joints?

Look at the picture and label.
Joints are places where bones meet. They make the skeleton flexible –without
them, movement would be impossible.
Joints allow our bodies to move in many ways. Some joints such as knees and
elbows open and close like a hinge. Others like a shoulder or hip joint allow for
more complicated movements, for example backward, forward, sideway, and
rotating movement.
One bone can have two or more joints. An example is your jaw
or mandible. It is connected to the temporal bones on the sides
of your skull. You can feel these joints when you place your
hands on the junction of your cheeks and your ears and
simulate a chewing motion.

1 Label the joints.
Examples of Joints
Knee
The knee joint is made up of the articulation of the femur
with the tibia and fibula.
The strong bones of the knees give these joints the strength
needed to support the weight of the body.

The shoulder
The shoulder joint is made up of the articulation of the

rounded head of the humerus, the shoulder blade or
scapula and the clavicle.
Systems working together
What body structures are you using?
• Touch your nose with your forefinger.

• Pick up a pencil
• Tap a soccer ball with your toe.
• Try to point to the bones and muscles that work together to allow you to do it.
What body structures are these people using?

Let’s explore!
Get into groups of four
Materials
• A chicken leg (or foot) without skin
• A chicken wing without skin
• Two plastic plates
• A pair of disposable plastic or rubber gloves
• A plastic knife
• A plastic tablecloth
• A plastic bag (like a supermarket’s)
Procedure
1. Place the chicken wing and leg (or feet) on the plastic plates.
2. Dissect them carefully using the plastic knife.
3. Identify bones.
4. Identify joints and muscles.
5. Draw the dissected chicken wing and chicken leg (or foot) in your science
notebook. Label the parts you can see.
Answer in your science copybook
1. What characteristics do the bones, joints and muscles have?
2. What do you think is the difference between the chicken leg and wing in terms
of texture, size, hardness and colour?

Muscular System
What are the muscles?

Muscles are organs that work together to move
your body. Muscles move cows, snakes, worms and
humans.
Muscles move you!
You have over 630 muscles that move you. Without

muscles you couldn’t open your mouth, speak,
shake hands, walk, talk, or move your food through your digestive system. There
would be no smiling, blinking, breathing. You couldn’t move anything inside or
outside you. The fact is, without muscles, you wouldn’t be alive for very long!
The movements your muscles make are coordinated and controlled by the brain
and the nervous system. Muscles move body parts by contracting and then
relaxing.
How systems work together
One of the biggest jobs of your skeletal system and muscular system is to work
together to move your body. Many muscles work in pairs to move bones.
Let’s experiment
• Hold out your arm in front of you, and then bend your elbow.
• While you do this, the triceps muscle on the bottom of your arm relaxes and
stretches.
• At the same time, the biceps muscle on the top of your upper arm contracts
and shortens.
The opposite happens when you straighten your elbow.

Circle the muscles that contract.
Let’s watch and comment on the video Dr. Bones: Musculoskeletal System at
https://goo.gl/X2to6e to learn about the muscle system, the skeletal system and
the joints working together to allow us to move.


Hour: 93
Learning Outcome: Explain the benefits of daily physical activity for bones and muscles and
propose a physical activity routine.
Contents: The skeletal system and physical activity
The importance of daily physical activity and healthy habits
Let’s talk!
1. Why are muscles and bones necessary for the body movement?
2. What kind of things can you do you do to keep your bones and muscles
healthy?
3. What kind of food you eat to keep your bones healthy and strong?
Keeping your bones and muscles healthy
Your muscles are very strong. However they can become injured or develop other
problems. It is important to protect your muscles from overworking or
overstretching. Healthy food such as fruit and pasta provides your muscles with
energy they need to grow.
Bones grow while you are young. As you grow older your bones become weaker.
Food such as milk and spinach contain calcium that helps your bones grow and
stay strong.
It is very important to exercise to keep both muscles and bones healthy.


Hour: 95-96-97
Learning Outcome: Identify the brain, spinal cord, and nerves in a human body model.
Describe the functions of the brain, spinal cord, and nerves.
Contents: Identification and functions of nervous systems parts
What is the Nervous System?

Let’s talk!
How does your body know when it is hot or cold?

How does your body know if something is hurting you?
How can you know when you are hungry?

Let’s experience!
What is your reaction time?
Materials
• Metre stick
• Reaction time Graph
Procedure
1. Hold out your hand, slightly open. Have a partner hold a meter stick so that its
end is even with your thumb.
2. Watch the meter stick.
As soon as your partner lets it go, CATCH IT.
3. Read the number closest to the top of your thumb.
4. Put the data into the Reaction Time Graph below.
5. Repeat 9 more times.
6. Compare your results with the other groups.
Reaction Time Graph

Draw conclusions
7. How does practice affect reaction time?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Parts of the Nervous System
The nervous system is the highway along which

your brain sends and receives information about
what is happening in the body and around it. This
highway is made up of billions neurons which join
together to make nerves.
The nervous system is made up of your brain, your

spinal cord, and an enormous network of nerves
all throughout your body. It is the control center
for your entire body.
The Brain
The brain is the
control centre for your body and it is located in your
skull at the top of your spinal cord. Your brain is more
powerful and more complex than a computer. It gets
the messages from your senses – sight, hearing, tasting,
smelling, touching and moving. The messages travel
from nerve cells all over the body. They travel to the
brain.

Spinal cord
This is an important part of the nervous system. It

runs down your back and is protected by your
spinal column.
The nervous system is the highway along which
your brain sends and receives information about
what is happening in the body and around it.
What are nerves?

Each nerve is made up of many cells
called neurons. They carry electrical
messages around your body. Nerve
cells don't look like other cells in your
body. Each neuron has three important
parts: the cell body, dendrites, and the
axon.
Neurons pass messages throughout the body. Most messages travel along neurons
to the brain. The brain interprets the message and responds by sending messages
through neurons to different parts of the body telling them to act.
1 Answer in your science notebook.
1. What is the function of the brain?
2. What is the function of the spinal cord?
3. What would happen if you have an accident and damage your brain?

What is the difference between voluntary and involuntary movement?
Let’s talk!
Do you tell your body to breathe?
Do you tell your heart to beat?
Do you tell your eyes to blink?
Movement can be voluntary or involuntary.
2 Write True or False.
1. I tell my body to breathe. _____________

2. Breathing is an involuntary action. _____________
3. I tell my heart to beat. _____________
4. I don’t tell my eyes to blink. _____________
5. Talking is an involuntary action. _____________
Voluntary movements are completely under the control of an organism. Examples

of voluntary movements are walking, jumping, chewing, walk, talk, etc.
Involuntary movement are completed without any conscious recognition and

effort of the organism. Examples of involuntary movements are heart beat and
reflex movements.
3 Look at the pictures and write voluntary or involuntary.
_____________________ ________________ ______________ ______________


Hour: 98-99
Learning Outcome: Identify the importance of senses and sense organs
Contents: Identification and functions of nervous systems parts
Senses and Sense Organs
Let’s talk!
How do you recognize the smell of your favourite food or the sound of your
favourite song?
Senses are a collection of sensory organs or cells in the body that respond to things
that happen around you. The Nervous System collects and receives all the
information that happens inside and outside of the body. This way the Nervous
System keeps your body balanced.
Senses allow us to observe and understand the world around us. There are five
main ways we can do this: through sight (with our eyes), touch (with our fingers),
smell (with our nose), taste (with our tongue) and hearing (with our ears).
1 In your science notebook, draw a graphic organizer of the senses and sense
organs.

2 Read and answer the questions.

1. Your alarm clock rings. Name the senses that are used
while turning it off. Tell how each of these senses helps you
turn it off.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
2. Read the description of an apple.
“This apple is red. It smells sweet. It’s small and round. It’s very soft. It
tastes delicious.”
What senses can you identify in the description above. Write the sense, the
sense organ and the corresponding word.
Sense Sense organs Words (adjectives)
3. Choose and object. Describe it using as many senses as possible. Write your
description in your science notebook.
4. Why do we need our five senses?
5. What can we do with our senses?

Let’s read!
When you touch something, your skin sends messages through nerve cells. The
messages travel through the spinal cord to the brain. The brain processes the
information, and sends messages back enabling the body to respond.
When you see shapes or colours, nerve cells in the eyes send information to the
brain and the brain interprets the information to recognize shape and colour.
When something makes a sound, sound waves travel to your ears and cause our
eardrums to vibrate, which help us hear. Nerve cells in the ear pick up those
vibrations and send messages to the brain. The brain can sense whether sounds
are soft, loud, high or low.
You use your tongue to taste. The tongue is covered by taste buds, which sense
salty, sweet, sour, and bitter things. Taste buds collect information about flavours
and send messages to the brain.
When you smell something, nerve cells inside the nose sense odors and transmit
information to the brain.
3
Explain the connection between sense organs and the nervous system.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

UNIT 6
Alcohol Consumption
Learning Goals:
Research in different sources and
communicate the effects produced by the
excessive consumption of alcohol on human
heath (e.g. lack of coordination, confusion,
bad balance, clumsiness, among others). (OA
8)

Unit 7: Alcohol Consumption

Hour: 100-101
Learning Outcome: Identify the effects of excessive alcohol consumption on the body.
Predict responses of a person’s organism to excessive alcohol consumption.
Contents: Effects of excessive alcohol consumption on the body
The Effects of Alcohol Abuse
Let’s talk!
What’s alcohol?
Which alcoholic drinks do you know?
Can children drink alcohol?

What happens when people drink?
When people get drunk, they do or say things they don't mean. They hurt
themselves or other people, especially if they drive a car.
Alcohol interferes with a person's ability to make good decisions. This can be
particularly hazardous for kids and teens that have less problem-solving and
decision-making experience.
Short-term effects of drinking include:
• Distorted vision, hearing, coordination and impaired judgment, which can lead
to accidents, drowning, and other risky behaviours.
• Unconsciousness.
• Blackouts (memory lapses, where the drinker cannot remember events that
occurred while under the influence of alcohol).
• Addiction: person needs alcohol every day.
Alcohol makes your nervous system slow down. It also alters vision, hearing and
coordination.

Many accidents are caused by those who decide to

drink and drive cars, boats, ships, planes or trains. Many
crimes are committed by those who are drunk and are
not thinking clearly.
1 Read and circle

Which of these behaviours show that a person has been drinking alcohol?
a. Walk with difficulty.
b. Loss of balance
c. Dance
d. Sudden mood changes
e. Vomiting
f. Increase in appetite
g. Blackouts

Unit 7: Alcohol Consumption

Hour: 102-103-104
Learning Outcome: Research, organize, read and interpret data in writing or using ICTs on the
evolution in the alcohol consumption of an individual during his/her lifetime
e.g. addiction, body damage, etc.
Contents: Alcohol addiction
Project
Let’s work
Get in groups of 4.
• Answer the following question in your science notebook and prepare a power
point presentation, one slide for each question.
a. What is alcohol?
b. What are the effects of drinking alcohol?
c. What are the consequences of drinking alcohol?
b. Why do you think we have to avoid drinking alcohol when driving?
• Include pictures.
• Present it to your class.

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3rd Term 2017 Version Page 2 of 45

Unit 4: Earth’s structure

Our planet Earth

The Earth is a rocky planet. From space you can

From space, we can see the Earth as a sphere

Next, we will study the solid part of Earth.

• Imagine a journey to the centre of the Earth.

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Unit 4: Earth’s structure

Characteristics of the layers of the Earth

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The Outer Core

The Inner Core

For further learning, watch the following videos: http://goo.gl/ZFjWbA

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Layer Composition Thickness (app.) Physical state

2 On a sheet of white drawing paper:

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What is the temperature of the Earth’s layers?

2 Read the information above and draw a bar graph.

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Unit 4: Earth’s structure

Earth’s Moving Plates

1. How are the tectonic plates formed?

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South America is located on a big continental

The plates move at a rate of about 2.5 cm. to 7.5

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Let’s watch a video about tectonic plates at http://goo.gl/MeQgcv

2. On what layer of the Earth are they?

3. On what tectonic plate is Chile located? And the Pacific Ocean?

4. What do the arrows on the map show?

5. How is the movement of tectonic plates related to mountains?

6. How is the movement of tectonic plates related to earthquakes and tsunamis?

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Let’s experiment how tectonic plates move!

• What movements do the Styrofoam pieces produce?

• Relate the model to the Earth’s tectonic plates

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Unit 4: Earth’s structure

San Andres Fault

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Let’s watch this video about earthquakes at http://goo.gl/kTtGTb

1 Study this diagram and

What can cause a tsunami?

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Observe the image and explain how a tsunami occurs.

Gases such as water vapour and carbon dioxide are

Volcanoes can also build from the ocean floor. A

Answer the following questions in your science notebook.

• Write a paragraph describing the journey of a piece of rock that erupts

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Unit 4: Earth’s structure

Earthquakes, tsunamis and volcano eruptions in Chile

1 Let’s do some research!

Place Magnitude Effects on the environment

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Unit 4: Earth’s structure

Earthquake Safety Rules

Before the earthquake