Natural Science by its volume. For example, a cubic centimetre of water has a mass of 1 gram. This...

PR

IMA

RY

Richmond

Natural ScienceTEACHER’S BOOK

Natural Science 5 is a collective work, conceived, designed and created by the Primary Education department at Santillana, under the supervision of Antonio Brandi Fernández.

WRITER Cristina Quincy

MANAGING EDITOR Sheila Tourle

PROJECT EDITOR Geona Edwards

EDITOR Beatriz Bejarano del Palacio

PROOFREADING Sheila Klaiber

ContentsIntroduction

Key competences �� iv

Multiple intelligences �� v

Student’s materials �� vi

Teacher’s resources �� vii

Student’s Book �� viii

Teacher’s Book �� X

Student’s Book contents �� Xii

Student’s Book project �� 4

Lesson plans

TERM 1

Unit 1 �� 6

Unit 2 �� 16

Unit 3 �� 26

Term revision �� 34

TERM 2

Unit 4 �� 36

Unit 5 �� 44

Unit 6 �� 54


TERM 3

Unit 7 �� 66

Unit 8 �� 76

Unit 9 �� 86


My project �� 100

Audio transcripts �� 104

Answer key �� 109

ii

Student’s Book

7The false crown

King Hieron II of Syracuse hired a goldsmith to make a pure gold crown. However, he suspected the goldsmith had substituted some of the gold with silver.

The wisest man at the time was Archimedes, so Hieron II asked him to solve the problem without damaging the crown.

Archimedes knew that gold was heavier than silver, so a crown made up of both gold and silver would be lighter than a pure gold crown of the same volume. But how could he measure the volume of the crown? The answer came to him while he was bathing. He noticed that when he immersed himself in the water, the water level rose. And he realized that the volume of the displaced water was equivalent to the volume of his body.

Archimedes got so excited by this discovery that he ran naked through the street screaming: ‘Eureka!’ which means ‘I've found it!’ Now Archimedes could calculate the density of the crown and compare it to the density of pure gold.

In the end, King Hieron II was very pleased with Archimedes, but not with the goldsmith!

What was King Hieron’s suspicion?

What was the king’s only condition to solve the problem?

Why did Archimedes need to know the exact volume of the crown?

What discovery helped Archimedes to solve the problem?

Why do you think King Hieron II was very pleased with Archimedes, but not with the goldsmith?

SPEAKING. How do you think Archimedes solved the problem?

Matter

Read and understand

Talk about matter and its main properties.

Distinguish between the main states of matter.

FINAL TASK

Build a submarine and explain how it works.

KNOW HOW TO

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Matter

Everything around us is made up of matter. Books, tables, trees, water and air are all made up of matter.

Sound, light and thoughts are not made up of matter.

All objects have mass and volume. They also have other properties, like colour, hardness and transparency.

Matter exists in three different states: solid, liquid and gaseous.

1 Complete the chart about changes of state with condensation, melting, solidification and evaporation.

SOLID

LIQUID

GAS

WHAT DO YOU REMEMBER?

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Opening pages

High-quality illustrations capture students’ attention and introduce the theme of the unit

Number and topic of the unit

Know how to boxes include the unit objectives and introduce the final task

Activities to revise content from previous courses or units

An introduction to the main theme of the unit, to stimulate observational skills and to activate students’ prior knowledge

Comprehension questions and speaking activities about the introductory reading

Properties of matter II

Density

Density refers to the concentration of matter in a particular volume.

We calculate the density of an object by dividing its mass by its volume.

For example, a cubic centimetre of water has a mass of 1 gram. This means that the density of water is one gram per cubic centimetre (1 g/cm3).

Objects of the same size can have very different densities. For example, matter is more concentrated in a metal ball than in a wooden ball of the same size. This means that the metal ball has more mass in the same volume, so its density is higher. 1

Measuring density

To calculate the density of an object, we first need to know its mass and its volume.

Follow the steps to calculate the density of a steel nut and bolt.

1 An iron ball has a higher density than a wooden ball of the same size.

1. Use scales to measure the mass of the object.

2. Use a measuring cylinder to measure the volume of the object.

3. Divide the mass of the object by its volume:

78 g

10 cm3 = 7.8 g/cm3

The density of the nut and bolt is 7.8 g/cm3. Since the nut and bolt are made of steel, this is the density of steel. Any object made of steel, of any size, will have the same density.

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Does it sink or float?

Depending on their density, objects can sink or float when placed in a liquid. When the density of an object is higher than the density of the liquid, the object sinks. When the density of an object is lower than the density of the liquid, the object floats. 2

The density of water is 1g/cm3. If the density of an object is higher than 1g/cm3, it will sink in water. If it is lower, it will float.

1 A plastic object has a mass of 18 g and a volume of 20 cm3.

Calculate the density.

Will it sink or float in water? Explain your answer.

2 SPEAKING. Look at the picture on the right. Which cube has a higher density? Explain your answer.

ACTIVITIES

2 Does glass float? Glass is denser than water, so the marbles sink. Water is denser than air. The glass bottle is full of air, so it floats.

Steel ships

Why does a steel ship float, but a steel nail sink? The steel ship floats because it is full of air, so it has a lower density than the water around it. The steel nail sinks because the density of steel (7.8 g/cm3) is higher than the density of water (1 g/cm3).

LEArN morE

Why do the marbles sink? Why does the glass bottle float? If we fill the bottle with water, what will happen?

F The marbles sink because they are made of glass, and…

WorK WITH THE PICTUrE

7.6

7

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Information and practice pages

Each unit is clearly divided into sub-topics

Work with the picture sections include questions and activities to work with the illustrations and photographs

Graded activities practise the content through a variety of skills

Presentation texts follow a carefully-graded language progression

Learn More sections provide extension of the core content

viii

Know how toBuild a submarine and explain how it works

Explain how your submarine works.

1 Draw pictures of your submarine when it is submerged and when it is floating.

2 WRITING. Explain how your submarine works. When and why does it sink? When and why does it float?

Build your submarine.

Use the scissors to carefully make two holes in one side of the bottle.

Tape the heavy objects next to the holes in a straight line. This will make this side of the bottle weigh more and stay down.

Make another hole on the opposite side of the bottle for the plastic tube. Push the tube through the hole about half a centimetre. Seal the tube with glue and let it dry.

Gather the materials.

You need a 500 ml plastic bottle; a thin plastic tube about 1 metre long; strong glue for plastic; waterproof tape; some small and heavy objects, like steel nuts; a large container with water; and scissors.

Test your submarine.

Screw the bottle lid on tightly and place the bottle in a container with water. Keep the tube outside the water. Water will enter through the holes at the bottom of the bottle, air will leave through the tube and the submarine will submerge (picture A).

Then, blow through the tube so the bottle fills with air. The submarine will float (picture B). If you bend the tube, the air in the bottle will not come out and the submarine will not sink.

A B

KNOW HOW TO

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Term revision

At the end of each term, a double-page provides a variety of activity types for self-assessment that includes a list of the main vocabulary and a test.

Cooperative project

In compliance with the new National Curriculum, Natural Science features a project which students can work on throughout the school year.

In the Show your skills section, students choose the activity that best suits their learning style

Final activities

The final activities provide a variety of tasks that cover the key concepts learnt in the unit

A revision summary to be completed with key vocabulary

1 SUMMARY. Copy and complete the text in your notebook, using these words.

sinks - amount - density - matter - floats - gaseous - concentration - volume -

gases - compressed - space - liquids

All objects around us are made up of . Mass and are general properties of matter. Colour, hardness or are specific properties of matter.

Mass is the of matter in an object.

Volume is the that an object occupies.

Density refers to the of matter in a particular volume.

An object when its density is higher than the density of water, and it when its density is lower than the density of water.

Matter exists in three states: solid, liquid and . Solids and have a fixed volume.

Liquids and do not have a fixed shape and can flow. Only gases can be .

2 Compare the mass, volume and density of the balls. Then, answer the question.

Which ball will float in water? Explain your answer.

3 Look at the photograph and answer the questions.

Which object has a density of 7 g/cm3?

Which object has a density of 0.6 g/cm3?

How do you know?

4 GROUP WORK. Draw a Venn diagram and compare solids, liquids and gases.

5 CRITICAL THINKING. Divers wear diving cylinders so they can breathe underwater. One cylinder can hold as much air as there is in a small room.

Explain the property of gas that makes this possible.

7

Show your skills

Choose and carry out one of the following activities.

A. Gather several small objects from around the class. Arrange them from lightest to heaviest. Then, weigh them to check your predictions.

B. Design an experiment to test whether different objects will sink or float. First, make predictions. After the experiment, compare your predictions and results.

C. Find examples of matter at home. Classify them as solids, liquids and gases. Then, list some of their properties.

FINAL ACTIVITIES

golf ball, 45 g ping-pong ball, 2.7 g

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Clear, step-by-step instructions

The final task provides the opportunity to put into practice recently acquired skills and knowledge

Activities to personalize the final task

IX

This unit introduces the subject of matter. It explains what mass, volume and density are and how they are measured and calculated.

Unit outline

Unit contents

CONTENTS

• General and specific properties of matter

• Mass, volume and density

• How to measure matter

• Sinking and floating

• Properties of solids, liquids and gases

• Sublimation and reverse sublimation

VOCABULARY AND STRUCTURES

• matter: density, gas, liquid, mass, solid, volume; float, sink

• changes of state: reverse sublimation, sublimation; (Sublimation) happens when (a solid turns into a gas).

KNOW HOW TO

• Read and understand a story about Archimedes

• Define the general and specific properties of matter

• Measure mass and volume

• Calculate density

• Define properties of solids, liquids and gases

• Predict if objects will sink or float

WORK WITH THE PICTURE

• Explain how different scales are used

• State why the same material can sink or float

• Compare how atoms are arranged in solids, liquids and gases

SPEAKING

• Describe how Archimedes used displacement to resolve a problem

• Explain why one object has a higher density than another object

WRITING

• Explain why an object sinks or floats in water

• Compare solids, liquids and gases using a Venn diagram

FINAL TASK • Build a submarine and explain how it works

VALUES EDUCATION

• Appreciating the importance of properly caring for science equipment

• Understanding how oil tankers affect the environment when they sink

Matter7

Matter

Know how toTalk about matter and its main properties

Distinguish between the main states of matter

Final taskBuild a model submarine and explain how it works

Mass

Volume

Density

How to measure matter

Why objects sink or float

Properties of solids, liquids and gases

SUGGESTED TIMING FOR THE UNIT

April May June

66B66A

The Natural Science 5 Teacher’s Book reproduces all the sections of the Student’s Book in full colour. In addition, it contains step-by-step instructions for each lesson. The structure of each lesson is shown in clearly marked sections in the teaching notes:

• Objectives

• Key language

• Presentation

• Practice

• Work with the picture

• Learn more

• Reinforcement and Extension activities

• Values education activities

Each Teacher’s Book unit starts with a double-page programming spread.

Teacher’s Book

Unit programming

References to Know how to and Final task sections

A visual map providing an at-a-glance summary of the unit theme and topics

A calendar to help organize the school year

Values education activities in the unit

An overview of the content and language objectives and a summary of the main activities

List of contents for the unit

X

The main content objectives for each lesson

A summary of the vocabulary and key language structures

An introduction to the lesson

Ideas to introduce the topic and motivate students. Fun activities which students can relate to their personal experience

Key vocabulary and structures are presented in alphabetical order

References to key competences students are expected to develop in the lesson

Special sections such as Work with the picture are fully exploited Activities to stimulate values education

Full-colour reproductions of the Student’s Book pages

Audio tracks are clearly signposted

Teaching suggestions

A wide variety of optional reinforcement and extension activities

Opening pages

Information and practice pages

7The false crown

King Hieron II of Syracuse hired a goldsmith to make a pure gold crown. However, he suspected the goldsmith had substituted some of the gold with silver.

The wisest man at the time was Archimedes, so Hieron II asked him to solve the problem without damaging the crown.

Archimedes knew that gold was heavier than silver, so a crown made up of both gold and silver would be lighter than a pure gold crown of the same volume. But how could he measure the volume of the crown? The answer came to him while he was bathing. He noticed that when he immersed himself in the water, the water level rose. And he realized that the volume of the displaced water was equivalent to the volume of his body.

Archimedes got so excited by this discovery that he ran naked through the street screaming: ‘Eureka!’ which means ‘I've found it!’ Now Archimedes could calculate the density of the crown and compare it to the density of pure gold.

In the end, King Hieron II was very pleased with Archimedes, but not with the goldsmith!

What was King Hieron’s suspicion?

What was the king’s only condition to solve the problem?

Why did Archimedes need to know the exact volume of the crown?

What discovery helped Archimedes to solve the problem?

Why do you think King Hieron II was very pleased with Archimedes, but not with the goldsmith?

SPEAKING. How do you think Archimedes solved the problem?

Matter

Read and understand

Talk about matter and its main properties.

Distinguish between the main states of matter.

FINAL TASK

Build a submarine and explain how it works.

KNOW HOW TO

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Matter

Everything around us is made up of matter. Books, tables, trees, water and air are all made up of matter.

Sound, light and thoughts are not made up of matter.

All objects have mass and volume. They also have other properties, like colour, hardness and transparency.

Matter exists in three different states: solid, liquid and gaseous.

1 Complete the chart about changes of state with condensation, melting, solidification and evaporation.

SOLID

LIQUID

GAS

WHAT DO YOU REMEMBER?

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UNIT 7

Objectives• Tointroducethemaintheme

oftheunit

• Toactivatepreviousknowledgeaboutchangesofstate

• TolearnhowArchimedesdiscoveredawaytomeasurevolume

Key language• Keyvocabularyandstructures:

colour, condensation, discovery, evaporation, gas, goldsmith, hardness, liquid, mass,matter, melting, solid, solidification, transparency, volume; equivalent to, the wisest; be pleased with; displace, notice, substitute, suspect; Gold is heavier than silver.

Presentation• Ask:When you get into the bathtub,

what happens to the water level? Why do you think this happens?What happens when you get out? Ssbrainstormtheanswers.

Play track 7.1. Sslistenandread.

• Ask:Who was Hieron II? What did he ask a goldsmith to do? Was he happy with the goldsmith’s work? What did Hieron II ask Archimedes to do? What problem did Archimedes have? What does ‘Eureka’ mean?

Read and understand• Readthequestions.Elicitanswers

fromthewholeclass.Explaintheword suspicion.

• Ssdiscussthespeakingtaskfirstinsmallgroupsandthenasaclass.(We think he compared the water level of the crown with the water level of a similar crown of pure gold.)

Know how to• Explain:In this unit you will learn

about matter and its main properties.

• Explainthefinaltask:We will build a submarine to understand how it works.

7.1

Work with the picture• Sslookattheillustrationonpage

67oftheStudent’sBook.Ask:Who is the man in the picture? Can you describe him? What is he doing and why? How do the other people in the picture react?

What do you remember?• Readthetext.Nameexamplesof

matterindifferentstates.Sssayiftheyaresolids,liquidsorgases.

• Inpairs,Sscopyandcompletethechangesofstatechartintheirnotebooks.Tocheck,volunteerssharetheiranswerswiththeclass.

Reinforcement• Sswritethreetrueorfalsestatementsaboutthestory.Ingroupsofthree,

theytakeitinturnstoreadouttheirsentences.Theirpartnerssaytrueorfalse andexplainthefalsesentences.

Extension• Insmallgroups,SscollectinformationaboutArchimedesandprepareasmall

presentationincludingashortbiographyandillustrationsofhismostimportantinventions.Theysharetheirpresentationswiththeclass.

Reinforcement• Ssrevisethechangesofstatechartinpairs.S1:Condensation is when...

S2:...a gas becomes a liquid. Solidification is when... S2: ...a liquid becomes a solid.

Extension• Ssmakeapropertieschartintheirnotebookswithfourcolumnheadings:

weight, colour, hardness and transparency.Insmallgroups,theychoosethreesmallclassroomitemsandfillintheirpropertiesundereachcolumn.Ssuseasimplefoodscaletoweightheiritems.

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UNIT 7

Objectives• Todefinethegeneralandspecific

propertiesofmatter

• Todifferentiatebetweenmassandvolume

• Tomeasuremassandvolume


cubic centimetre, cylinder, density, displacement, flexibility, hardness, (kilo)gram, litre, mass, millilitre, pillow, pineapple, property, scale, size, value, volume, weight; balanced,irregular-shaped; be calculated by, be common to, be equal to; contain, measure, occupy, rise, take up space; more... than; How much does it weigh?

Presentation• AskSstolistfivedifferent-sized

objectsintheirhomesfromsmallesttolargest.Then,askthemtolistthesameobjectsfromlightesttoheaviest.Ask:Are your two lists in the same order?

Practice

Play track 7.2. Ssreadandlistentothetextsaboutmatter.Saydifferentpropertiesofmatter.Ssanswergeneralorspecific.

• Continuewithtrack 7.2.Ssreadandlistentothetextsaboutmass.Ask:Do bigger objects always have more mass? Why or why not? Discusspicture1withtheclass.Ssthinkofotherexamplesofpairsofobjectswherethesmallerobjecthasmoremass.

Work with the picture• Ssanswerthequestionsasaclass.

• Ask: Are the two bigger weights equal in size and mass? How much do they weigh? If the wooden ball weighs 22 g, what is the mass of the smallest weight?

7.2

Reinforcement• Ssdrawanobjectintheclassroominasmuchdetailaspossible.Without

showingtheirpictures,Sstakeitinturnstodescribetheirobjectsbasedonproperties(colour,hardness,flexibilityandtransparency).Therestoftheclassguessestheobject.

Extension• Bringabalanceandelectronicscalestoclass.Volunteerscometothefront

tohelpweighdifferentclassroomobjects.Sswritedowntheirmassesanddrawabargraphintheirnotebookswiththedata.

Reinforcement• Bringindifferentcontainersformeasuring.Inpairs,Sspractisemeasuring

thevolumeofliquids.Then,theycanpractisefindingthevolumeofsmallclassroomobjectsusingthewaterdisplacementmethod,shownonpage69oftheStudent’sBook.

Values education• Discusstheimportanceofkeepingscienceequipmentclean.Ask:If there is

dried liquid at the bottom of the cylinder, will your measurements be accurate? If you pour a new liquid into a dirty cylinder, could this be dangerous?

KEY COMPETENCES

Ssmeasureandcalculatethemassandvolumeofliquidsandsolids.

Properties of matter I

Matter is everything around us that has mass and takes up space, for example, rocks, living things, water or the air we breathe.

Properties of matter

Matter has general and specific properties.

General properties are common to all matter. For example, all bodies have mass and volume.

Specific properties are different for each type of matter. For example, each type of matter has a particular colour, hardness, flexibility and density.

Mass

Mass is the amount of matter in an object.

For example, there is more matter in a table than in a pencil, so the table has more mass. However, mass is not always related to the size of the object. For example, a pineapple can have more mass than a pillow that is larger in size. 1

Measuring mass

Mass is measured in kilograms (kg) or grams (g). Different types of scales are used to measure mass.

What is the mass of the wooden ball? How is mass measured in the different scales?

F In the balance scales, the mass of the ball is equal to the mass of the three weights...


1 A. Pillow. B. Pineapple. Smaller objects can have more mass than larger ones.

Place weights on the other pan until the scales are balanced.

Place an object on one pan of the scales.

Electronic scales show the weight of the object on a screen.

A

B

7.2 7.3

A B C

7.4

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7

Volume

Volume is the amount of space that an object occupies.

Bigger objects have more volume than smaller objects. For example, a football has more volume than a tennis ball.

Measuring volume

Volume is measured in litres (l) or millilitres (ml). Cubic centimetres (cm3) can also be used to measure volume. 1 cm3 is equal to 1 ml. 2

Measuring cylinders can be used to measure the volume of liquids and solids.

Liquids

The volume of liquids is measured in measuring cylinders. The value of the measuring line on the cylinder is the volume.

Solids

The volume of regular-shaped solids is calculated with simple mathematical formulas. The volume of irregular-shaped solids is calculated by the water displacement method. When a solid is placed in a liquid, the liquid level rises. This allows us to calculate the volume of the solid. For example, if the liquid level rises 25 millilitres, the volume of the solid is 25 millilitres.

1 List these objects in order according to mass, and then volume.

2 Which has more mass: a kilogram of plastic or a kilogram of iron? Which has greater volume? Explain your answers.

3 How many millilitres are in 2 litres of water? How many cubic centimetres?

ACTIVITIES

1 litre (l)=

1,000 milliltres (ml) =

1,000 cubic centimetres (cm3)

1ℓ

2 1 litre carton of milk. This carton contains 1,000 cm3 of milk.

7.3

7.4

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Practice

Play track 7.3. Ssreadandlisten.Pauseoccasionallytocheckcomprehension.Ask:How do we measure liquids? How do we measure solids? What is the water displacement method? What units of measurement can we use to describe the volume of something?

Play track 7.4. Stoptherecordingaftereachobjectorsubstance.Sssaywhichmethodtheywouldusetomeasureitsvolume:measuring cylinders,mathematical formulasorthe water displacement method.

Activities

2 Ssanswerthequestionintheirnotebooksandthencompareinsmallgroups.Continuethediscussionasaclass.

7.3

7.4

Naturalist

intelligence

68 69

Questions to practise observation skills and create interest in the main theme of the unit

XI

Student’s Book 5 Contents

CONTENTS

two

Unit Natural Science syllabus Topics

1 The human bodyPeople and health

Cells in the human body

Tissues and organs

2 SensitivityPeople and health

Sensitivity

The sense organs

3 Health and health risks

People and health

Injuries to the nervous system

The effects of alcohol

TERM REVISION

4 Plant growth and nutrition

Living things

What plants need

How plants obtain nutrients

5 EcosystemsLiving things

The physical environment

Living things in ecosystems

6 People and the environment

Living things

Terrestrial ecosystems

Aquatic ecosystems

TERM REVISION

7 MatterMatter and energy


Mass and volume

8 EnergyMatter and energy

Forms of energy

Properties of energy

9 Forces and machines

Technology, objects and machines

Changes produced by force

Movement and friction

TERM REVISION

Cooperative project: Energy sources

2

6

16

26

36

44

54

66

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Unit Natural Science syllabus Topics

1 The human bodyPeople and health

Cells in the human body

Tissues and organs

2 SensitivityPeople and health

Sensitivity

The sense organs

3 Health and health risks

People and health

Injuries to the nervous system

The effects of alcohol

TERM REVISION

4 Plant growth and nutrition

Living things

What plants need

How plants obtain nutrients

5 EcosystemsLiving things

The physical environment

Living things in ecosystems

6 People and the environment

Living things


Aquatic ecosystems

TERM REVISION

7 MatterMatter and energy


Mass and volume

8 EnergyMatter and energy

Forms of energy

Properties of energy

9 Forces and machines

Technology, objects and machines

Changes produced by force

Movement and friction

TERM REVISION

Cooperative project: Energy sources

xII

Topics Know how to

Systems and organisms

The skeletal system

The muscular system

Movement

Perform basic first aid procedures

Nerves

The central nervous system

The peripheral nervous system Use sign language to communicate

Injuries to the locomotor system

Physical exercise

A healthy diet

Rest and leisure activities

Make good decisions

How plants obtain carbon dioxide

Photosynthesis

Xylem and phloem vessels

Plant respiration

Design an experiment on photosynthesis

Nutrition in ecosystems

Food chains and food webs

Mutualism and commensalism

Parasitism and competition

Build a food web

The environment

Dangers to the environment

Endangered species

Protecting the environment

Compare urban and rural ecosystems

Density

Floatability

Solids, liquids and gases Build a submarine and explain how it works

Energy transformations

Renewable and non-renewable energy sources

Power plants

Consequences of energy use

Draw an energy transformation diagram

Speed and gravity

Inside a machine

Operating parts

Technological advances

Build a model bridge

three

Topics Know how to

Systems and organisms

The skeletal system

The muscular system

Movement

Perform basic first aid procedures

Nerves

The central nervous system

The peripheral nervous system Use sign language to communicate

Injuries to the locomotor system

Physical exercise

A healthy diet

Rest and leisure activities

Make good decisions

How plants obtain carbon dioxide

Photosynthesis

Xylem and phloem vessels

Plant respiration

Design an experiment on photosynthesis

Nutrition in ecosystems

Food chains and food webs

Mutualism and commensalism

Parasitism and competition

Build a food web

The environment

Dangers to the environment

Endangered species



Density

Floatability

Solids, liquids and gases Build a submarine and explain how it works

Energy transformations

Renewable and non-renewable energy sources

Power plants

Consequences of energy use

Draw an energy transformation diagram

Speed and gravity

Inside a machine

Operating parts

Technological advances

Build a model bridge

3

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xIII

This unit examines different terrestrial and aquatic ecosystems. It helps students to understand how vital yet vulnerable our environment is, and how we need to respect and protect it.

Unit outline

People and the environment6

People and the environment

Know how toIdentify different types

of ecosystems

Talk about the effects of human activity on the

environment

Final taskCompare urban and rural

ecosystems


Aquatic ecosystems

The environment and human activity


Nature Reserves and National Parks

SUGGESTED TIMING FOR THE UNIT

January February March

54A

Unit contents

CONTENTS

• Terrestrial ecosystems

• Aquatic ecosystems

• The environment

• Effects of human activity on the environment

• Responsible governments and responsible citizens

• Nature Reserves and National Parks

VOCABULARY AND STRUCTURES

• citizens, countryside, deforestation, desertification, endangered species, environment, measure, pollution, population, salinity; diverse, extinct, fertile, harmful, rural, scarce, starry, unprotected, urban; chop down, collect, erode, graze, provide, recycle, save

KNOW HOW TO

• Read and understand a text about migration

• Identify different types of terrestrial and aquatic ecosystems

• Identify the flora and fauna of different ecosystems

• Describe the effects of human activity on the environment

• Act as a responsible citizen towards the environment

• Distinguish urban and rural ecosystems


• Name the components of an animal’s environment

• Write rules of behaviour when visiting natural areas

SPEAKING

• Discuss the advantages and disadvantages of urban and rural life

• Discuss ways to protect the environment

WRITING

• Compare the climates of terrestrial ecosystems

• Explain how food webs are affected by human activities

FINAL TASK • Compare urban and rural ecosystems

VALUES EDUCATION

• Understanding how people can participate in taking care of the environment

• Appreciating the importance of respecting the natural ecosystems we visit

54B

fifty-four54

6Back to the countryside

Over the last 100 years, many people have migrated from rural areas to big cities. As a result, over half of the world’s population now lives in cities.

The main reason for this migration is that urban life provides more opportunities than rural life. Cities offer more jobs, have more stores and shopping centres, and provide more options for entertainment.

However, life in big cities is often hurried and stressful. In addition, there are many environmental problems in cities which can harm the health of the people living there. Air pollution causes respiratory problems; noise pollution can result in ear damage; and light pollution prevents people from seeing the starry sky.

Rural areas do not usually have these environmental problems. For this reason, more and more people are deciding to move back to the countryside.

6.1

Why have people migrated from rural to urban areas over the last 100 years?

What types of pollution can you find in cities?

What problems do they cause?

Why are some people moving back to the countryside?

How are the two places in the photographs different?

SPEAKING. Discuss with your group the advantages and disadvantages of living in cities or in the countryside.

People and the environment

Read and understand KNOW HOW TO

Identify different types of ecosystems.

Talk about the effects of human activity on the environment.

FINAL TASK

Compare urban and rural ecosystems.

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Objectives • Tointroducethemaintheme

oftheunit

• Toactivatepreviousknowledgeaboutpopulationsandecosystems

• Tounderstandruralmigration

Key language • Keyvocabularyandstructures:

countryside, pollution, population; environmental, hurried, rural, starry, stressful, urban; cause, migrate, prevent, provide, recycle, reduce, reuse

Presentation• GiveSstwominutestowritealist

ofcharacteristicsthataretypicalofurbanorruralenvironments.Comparethelistsorallyasaclass: What words can you use to describe the city? And the countryside? Where do people prefer to live?

Play track 6.1. Ssreadandlistentothetextaboutruralmigration.Ask:How much of the world’s population lives in cities nowadays? Was this always the case?

Read and understand• Ssreadandanswerthequestions

intheirnotebooks.Then,theycomparetheiranswersinsmallgroups.

• Ssstayintheirgroupstodiscussthespeakingtask.Comparetheirlistsofadvantagesanddisadvantagesasaclass.

Know how to• Explain:In this unit you will learn

to identify different types of ecosystems. You will think about the effects of human activity on the environment.

• Explainthefinaltask:We will analyse and compare urban and rural ecosystems.

6.1

Reinforcement• Ontheboard,write:Air pollution causes…/Noise pollution causes…/Light

pollution prevents... Sscompletethesentencesintheirnotebooks.

Extension • Ifpossible,organizeanexcursiontoavillageinaruralenvironment.Ssask

thelocalpeopleabouttheadvantagesanddisadvantagesoflivingintheirlocality.Alternatively,Sscanaskfamilymemberswhomayliveinthecountryside.Inclass,Sssharewhattheyhavelearnt.

54

fifty-five 55

Environmental pollution

Our daily activity can affect the environment where we live. The effects can be positive or negative.

In order to reduce the effects of pollution, we can apply the three Rs rule: Reduce, Reuse and Recycle.

1 Look at the photographs and explain some of the effects human activity can have on the environment.

WHAT DO YOU REMEMBER?A

B

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UNIT 6

Work with the picture• Dividetheclassintotwogroups:

city andcountry.Eachgrouptakesitinturnstodescribetheirpicture.Countrygroup:The houses are low. Citygroup:There are many skyscrapers.

• Usethecitypicturetodiscussthetypesofpollutionmentionedinthetext:What type of noise pollution do people hear in this city? Do you think this city suffers from air or light pollution? Why?

What do you remember?• Ssreadthetextandcompletethe

activityasaclass:Which of these photographs shows a positive effect on the environment?Give examples of each of the three Rs. In what other ways do we benefit our environment? How do we affect the environment negatively?

Extension• Ssmakealistofthenumberofcans,plasticbottlesandglassbottlesthat

theirfamiliesuseinaweek.Then,theycalculatehowmuchenergytheywillhelptosaveiftheyrecyclethem,usingtheseratios:1 can = power a TV for 3 hours; 1 glass bottle = power a computer for 25 minutes; 1 plastic bottle = power a 60-watt light bulb for 3 hours.

Values education• DiscusswithSshoweveryonecanparticipateincaringfortheenvironment:

Even small efforts are important. One recycled aluminium can saves enough energy to power a television for three hours.

55

56 fifty-six

Terrestrial ecosystems are located on land and are surrounded by air.

There are different types of terrestrial ecosystems. Some examples are forests, mountain grasslands, deserts and steppes.

Forests

Forests are ecosystems with many trees. In forests, trees provide shelter and food for various animals, including birds, like owls, and small mammals, like squirrels and foxes.

There are different types of forests depending on the climate. For example:

Atlantic forests. These grow in regions with a humid climate and cool summers. They are home to animals like bullfinches, bears and wolves.

Mediterranean forests. These grow in regions with a dry climate and warm summers. They are home to animals like eagles, lynxes and rabbits. 1

Mountain grasslands

Plants in mountain grasslands are herbaceous, which means they have soft, flexible stems. These grasslands extend over large areas of fertile soil that can be used as pastures for cattle to graze. 2

Mountain grasslands consist of grasses, clovers and wildflowers. They grow in humid regions with cold winters and are home to animals like butterflies, grasshoppers, ladybirds and deer.

Deserts and steppes

Deserts and steppes are found in very dry regions with extreme temperatures. Living things in these ecosystems have adapted to severe conditions.

Typical plants include herbaceous plants, like grasses, and small shrubs, like thyme. Deserts and steppes are home to animals like hares, mice and lizards. 3

6.2

1 Different types of forests. A. Atlantic forest. B. Mediterranean forest.

2 Mountain grassland.

3 Desert.


A

B

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Objectives• Todistinguishbetweendifferent

terrestrialandaquaticecosystems

• Toidentifythelivingthingsintheseecosystems


algae, bullfinch, climate, clover, desert, eagle, forest, fox, grass, grasshopper, hare, jellyfish, ladybird, lagoon, lynx, moray eel, mountain grasslands, owl, oystercatcher, pasture, reed, salinity, sand flea, sandworm, seagull, shrub, squirrel, starfish, steppe, thyme, tide, water beetle, wave; freshwater, herbaceous, marine, saltwater; graze; depending on, due to

Presentation• ElicitwhatSsrememberabout

naturalandman-madelandscapes:What characteristics does a natural landscape have? How does it become a man-made landscape? Are rural and urban landscapes natural or man-made? Let’s look at different natural landscapes.

Practice

Play track 6.2. Ssreadandlistentothetextsaboutdifferentterrestrialecosystems.

• Pauseaftereachtypetoaskquestions:Why are Atlantic forests different from Mediterranean forests? Why do mountain grasslands have different plants and animals than deserts?

• Explainwhatasteppeis: A steppe is a very large area of plains, where no trees grow. Steppes can be in frozen, icy regions or in dry, hot regions.

6.2

Reinforcement• Ssmakeafour-columnchartintheirnotebooks:ecosystem, climate, flora

and fauna.Theycompletethechartswithinformationfromthetextaboutthedifferentterrestrialecosystems.

Extension• ShowSsphotographsofhowdifferentplantandanimalspecies(cactuses,

giraffes,polarbears,etc.)haveadaptedtotheirenvironmentsovertime.Sssuggestlikelyexplanationsfortheseadaptations.

56

6

Aquatic ecosystems are located in water environments.

Depending on salinity, which is the amount of salt dissolved in water, there are two types of aquatic ecosystems: marine ecosystems and freshwater ecosystems.

Marine ecosystems

Marine, or saltwater ecosystems have high salinity. Water in these ecosystems is in constant movement due to waves and currents. Some marine ecosystems are: 4

Sandy beaches. These are affected by tides and by waves. They are home to seagulls, oystercatchers, sand fleas and sandworms.

Rocky shores. These are shallow areas with sunlight, which allows algae to grow. They are home to starfish, octopuses, sea anemones and moray eels.

Open sea. This is the deep sea far from the coast. Sunlight reaches depths of about 100 m, so algae cannot grow below this point. The open sea is home to jellyfish, sea turtles, sardines, tuna, sharks, dolphins and whales.

Freshwater ecosystems

Water in freshwater ecosystems has very low salinity. Rivers and lagoons are freshwater ecosystems. 5

In rivers, the water is always moving, so living things need to adapt to the flow. Rivers are home to otters and trout, which live in the upper courses of rivers where the water is cold and flows fast.

In lagoons, the water barely moves, so some plants like reeds can grow. Vegetation provides shelter for birds like herons and ducks. Lagoons are also home to frogs, water snakes and water beetles.

6.3

6.4

57

6

fifty-seven

Aquatic ecosystems are located in water environments.

Depending on salinity, which is the amount of salt dissolved in water, there are two types of aquatic ecosystems: marine ecosystems and freshwater ecosystems.

Marine ecosystems

Marine, or saltwater ecosystems have high salinity. Water in these ecosystems is in constant movement due to waves and currents. Some marine ecosystems are: 4

Sandy beaches. These are affected by tides and by waves. They are home to seagulls, oystercatchers, sand fleas and sandworms.

Rocky shores. These are shallow areas with sunlight, which allows algae to grow. They are home to starfish, octopuses, sea anemones and moray eels.

Open sea. This is the deep sea far from the coast. Sunlight reaches depths of about 100 m, so algae cannot grow below this point. The open sea is home to jellyfish, sea turtles, sardines, tuna, sharks, dolphins and whales.

Freshwater ecosystems

Water in freshwater ecosystems has very low salinity. Rivers and lagoons are freshwater ecosystems. 5

In rivers, the water is always moving, so living things need to adapt to the flow. Rivers are home to otters and trout, which live in the upper courses of rivers where the water is cold and flows fast.

In lagoons, the water barely moves, so some plants like reeds can grow. Vegetation provides shelter for birds like herons and ducks. Lagoons are also home to frogs, water snakes and water beetles.

6.3

6.4

4 Marine ecosystems. A. Sandy beach. B. Rocky shore. C. Open sea.

Aquatic ecosystems

5 Freshwater ecosystems. A. River. B. Lagoon.

ACTIVITIES

1 WRITING. Compare the climates of the terrestrial ecosystems.

2 Draw and label a picture of a terrestrial ecosystem.

3 Find out about a local aquatic ecosystem. Make an index card including a picture and a description of the flora and fauna.

A

B

C

A

B

ES0000000003389 553139_Unit_06_12030.indd 57 17/06/2014 16:22:15

UNIT 6

Practice• Revisethetermssalt waterand

fresh water: Does the sea have salt water or fresh water? And a river? Is there more salt water or fresh water on Earth?(Saltwater.)Which one can you drink?

Play track 6.3. Ssreadandlistentothetextsaboutmarineandfreshwaterecosystems.Ask:Is the distance to the shore important in marine ecosystems? Why? Is it the same in freshwater ecosystems? How are rivers and lagoons different? How are they similar?

Play track 6.4. Sslistenandcompletetheactivity.

Activities

1 Sscanusetheinformationfromthechartsintheirnotebookstocomparetheclimatesofthedifferentterrestrialecosystems.

2 Dividetheclassinfourgroups,andassignadifferentterrestrialecosystemtoeachgroup.Ssdrawandlabeltheirecosystems.Displaythemintheclassroom.

3 Insmallgroups,Ssprepareanindexcardforalocalaquaticecosystem.Theyadddrawings,orcutandgluephotographsofthelocalfloraandfauna.

6.3

6.4

Reinforcement• Ssmakeanotherfour-columnchartintheirnotebooksforaquatic

ecosystems:ecosystem, climate, flora and fauna.Theycompletethechartswithinformationfromthetexts.

Extension• Bringinphotographsofaquaticecosystemsandthelivingthingsthatare

foundinthem.Dividetheclassintosmallgroupsandgiveaphotographtoeachgroup.Sswalkaround,matchingtheecosystemtoitscorrespondingfauna. KEY COMPETENCES

Ssclassifydifferentterrestrialandaquaticecosystems.

Linguistic

intelligence

57

58 fifty-eight

The environment

The environment of a living thing consists of everything that affects it.

For example, the environment of an oak tree is made up of the climate, the soil, the air, the herbivores that eat its acorns, and the people who may chop down the tree.

The environment of a mountain goat is made up of the climate, the rocks, the water it needs, the plants it eats, the wolves that may attack it, and any human activity on the mountain, such as the construction of roads and houses. 1

Human activity changes the environment

All human activity has an effect on the environment.

Some actions, such as collecting dry branches from a forest for your fireplace, have a small effect. Other actions, such as building a shopping centre where there was a forest, have a much larger impact.

Today, human activity has a greater impact on the environment than in the past. This is because of population growth and technological development.

6.5

1 Environment of a mountain goat.

Bare seafloors surrounding the Canary Islands

Large areas of the seafloor surrounding the Canary Islands have become a white desert, where few living things exist. These areas were once covered with algae and full of life. How did this environment change?

The algae were food for many fish and invertebrates, such as sea urchins, and the sea urchins were food for different types of fish. As a result of overfishing and pollution, the fish populations greatly decreased. This meant the sea urchins were free of natural predators, so their population increased dramatically. The sea urchins fed on the algae until no algae were left.

Without algae, these bare seafloors cannot support life.

LEARN MORE

Name the components of the goat’s environment. How do you think each component affects this animal?

The components of the goat’s environment are rock formations, water sources, different types of vegetation…


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Objectives• Toidentifycomponentsofthe

environmentoflivingthings

• Todescribedifferenteffectsofhumanactivityontheenvironment


acorn, climate, consequence, deforestation, desertification, development, endangered species, environment, global warming, human activity, overexploitation, pollution, seafloor; bare, extinct, fertile, harmful, unprotected; attack, chop down, collect, destroy, erode, impact, overfish

Presentation• Withtheirbooksclosed,Ss

brainstormdefinitionsforthewordenvironment:The environment is...Writetheirideasontheboard.

Practice

Play track 6.5.Ssreadandlistentothetexts.Pauseafterthefirstsectiontocomparetheideasontheboardtothedefinitioninthebook:Are your ideas similar to the definition? What should we add?

• Continuetrack 6.5.Ssreadandlisten.Ask:Do all human actions have the same impact on the environment?

Work with the picture• Inpairs,Ssdescribethegoat’s

environment.Theysharetheiranswerswithanotherpair.

Learn more• Readthetexttotheclassandask:

What was the first thing to disappear from the seafloors around the Canary Islands? How did this affect the balance of everything else in the ocean? What caused these changes?

6.5

Extension• SslookformoreinformationaboutoverfishingontheInternet:What is it?

How do fishermen overfish? What are the effects of overfishing?Comparetheirfindingsasaclass.

Values education• Discusstheimportanceofrespectingnaturalecosystemswhenwevisit

them:It is important to respect natural ecosystems. Our actions affect the balance of natural environments. Have you ever seen rubbish in the water when you were at the beach?

58

6

Effects of human activity on the environment

Some of the negative effects of human activity on the environment are:

Pollution. This is the accumulation of rubbish and harmful substances in air, water and soil. As a consequence of air pollution, the temperature of our planet is increasing. This is known as global warming.

Deforestation. This refers to the disappearance of forests. It can happen due to forest fires or because people cut down too many trees. Deforestation leaves the soil unprotected against erosion. It also threatens the animals that depend on trees.

Desertification. This is the slow transformation of fertile land into desert. It usually happens as a consequence of deforestation. Soil with no vegetation can be easily eroded. This means that water and wind carry away the fertile layer of soil. 2

Endangered species. These are living things at risk of becoming extinct. Pollution, global warming, deforestation and overexploitation are threats to many species of animals and plants. Overexploitation occurs when we use up plants or animals faster than they can reproduce.

6.6

59

6

fifty-nine

Effects of human activity on the environment

Some of the negative effects of human activity on the environment are:

Pollution. This is the accumulation of rubbish and harmful substances in air, water and soil. As a consequence of air pollution, the temperature of our planet is increasing. This is known as global warming.

Deforestation. This refers to the disappearance of forests. It can happen due to forest fires or because people cut down too many trees. Deforestation leaves the soil unprotected against erosion. It also threatens the animals that depend on trees.

Desertification. This is the slow transformation of fertile land into desert. It usually happens as a consequence of deforestation. Soil with no vegetation can be easily eroded. This means that water and wind carry away the fertile layer of soil. 2

Endangered species. These are living things at risk of becoming extinct. Pollution, global warming, deforestation and overexploitation are threats to many species of animals and plants. Overexploitation occurs when we use up plants or animals faster than they can reproduce.

6.6

ACTIVITIES

1 Look at the photographs to the right. Which are components of a rabbit’s environment? Explain.

2 WRITING. If the secondary consumers in an ecosystem disappear, how will the producers be affected? Explain with an example.

3 What negative effects have human activities had on the ecosystems in your area?

4 ICT. Search the Internet for information about an animal that has become extinct in Spain.

6.7

2 Example of desertification. Fire destroys the vegetation. Then, rain erodes the soil, and the area becomes a desert.

A

C

B

D

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UNIT 6

Practice

Play track 6.6. Ss read and listen to the text about the negative effects of human actions. Pause after each section to ask questions: What is global warming? How does erosion occur? How are deforestation, erosion and desertification connected? How do species become extinct?

Activities

1 Ss work in pairs. Check as a class. Discuss what environment the remaining photograph belongs to: The shark lives in an open-sea ecosystem.

2 Use the text in the Learn More section on page 58 as an example to revise the food chains. Then, Ss complete the activity individually.

Play track 6.7. Ss listen and check their answers.

3 For two minutes, Ss brainstorm ideas in pairs. Then, they share their answers with the class. Discuss how these negative effects can be avoided or reduced.

4 In groups, Ss investigate extinct animals on the Internet and look for illustrations. They share their findings with the class.

6.6

6.7

Reinforcement• Sscopydefinitionsofkeywordsfromthetextintotheirnotebooks:the

environment, pollution, global warming, deforestation, erosion, desertification, endangered species, overexploitation...

Extension• Insmallgroups,Sschooseoneofthenegativeeffectsfromthepage.They

look for examples and think about ways to correct the problem in the future. Then, they share their information with the class.

KEY COMPETENCES

Ss understand that all their actions can have a minor or significant impact on the environment.

59

60 sixty


Human activity affects the environment. This means that we are all responsible for protecting it. Governments and individuals can help look after the environment.

Responsible governments

National and local governments have an obligation to protect the environment.

Some government protection measures include:

Monitoring the conditions of natural areas. 1

Disposing of waste appropriately.

Providing water purification systems.

Studying the environmental effects of construction projects before approving them.

Establishing hunting and fishing restrictions.

Establishing animal protection laws.

Responsible citizens

As individuals, we can all look after the environment on a daily basis.

Some ways of protecting the environment are:

Recycling waste. For example, we should recycle plastics, paper and glass.

Saving energy. For example, we should turn off lights when we do not need them, use low energy light bulbs and travel by public transport.

Saving water. For example, we should turn off the tap while brushing our teeth, and we should have showers instead of baths. We should also run our dishwashers and washing machines with full loads.

Respecting nature. For example, we should keep our noise level down when we visit natural areas. At the end of our visit, we should take all our rubbish with us. 2

6.8

1 Governments are responsible for fighting wildfires.

Write out the rules in sentences.

Keep your dog on a lead.

Discuss the rules with a partner.


2 Rules to follow when visiting natural areas. These rules help to protect the flora and fauna in the area.

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Objectives• Toidentifywaysgovernmentsand

citizenscanprotecttheenvironment

• TolearnaboutNatureReservesandNationalParks


animal protection laws, biosphere, citizens, dishwasher, full load, hunting, measure, purification, reserve, restrictions; affect, protect, monitor, dispose, provide, establish, recycle, save; We should...

Presentation• Describeanenvironmentalproblem:

These living things are at risk of becoming extinct. Askwhattheyarecalled.(Endangeredspecies.)Discusswhatpeoplecando.(Theycanmakelawstoprotectthespecies.Theycancreateprogramstohelpitgrowandreproduce.)

Practice

Play track 6.8. Ssreadandlistentothetexts.Pauseaftereachsectiontoaskquestions:Why is it important to monitor the conditions of natural areas? What animal protection laws exist? How can we be responsible citizens? In what ways do you or your family help to protect the environment?

Work with the picture• Sswriteouttherulesforpicture2in

theirnotebooks.Then,theycomparetheiranswerswithapartner.

6.8

Reinforcement• Insmallgroups,Ssinventanicon(liketheonesinpicture2)toillustrateone

ofthewaysoflookingaftertheenvironmentmentionedinthetext:recycle plastics; recycle glass; use low energy light bulbs; turn off lights; turn off the tap...Theymakeasigntopromoteeco-friendlyhabits,featuringtheiriconandashortwrittenrule.Theyhangtheirsignsaroundtheschool.

Extension• Ssfindmoreinformationaboutlocalorganizationsthathelptolookafter

theenvironment.Theysharetheirfindingswiththeclass.

60

6


National and local governments can protect some natural areas by declaring them Nature Reserves or National Parks.

In Spain, protected natural areas include reserves and parks, as well as protected marine areas.

Other kinds of protected natural areas are called Biosphere Reserves. These areas are declared by international organizations. They are considered good examples of achieving a balance between human activity and nature. 3

Laws protect the flora, fauna and physical environments of all these places. For example, activities such as hunting, fishing or camping are restricted, and visitor access is limited.

6.9

61

6

sixty-one


National and local governments can protect some natural areas by declaring them Nature Reserves or National Parks.

In Spain, protected natural areas include reserves and parks, as well as protected marine areas.

Other kinds of protected natural areas are called Biosphere Reserves. These areas are declared by international organizations. They are considered good examples of achieving a balance between human activity and nature. 3

Laws protect the flora, fauna and physical environments of all these places. For example, activities such as hunting, fishing or camping are restricted, and visitor access is limited.

6.9

ACTIVITIES

1 Find out about the air pollution level in your city or a nearby city.

What are its main causes?

What effects can air pollution have on people and the environment?

What measures can the local government adopt to fight air pollution?

What can citizens do?

2 Make a list of things you do every day to protect the environment. What else can you do to care for the environment?

3 Search the Internet for information about a Biosphere Reserve in Spain. Write a brief description of its physical environment, flora and fauna, and include pictures.

3 Yellowstone National Park in the USA. It was declared a protected area in 1872, and is considered the first national park in the world. In 1976, Yellowstone was declared a Biosphere Reserve.

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Intrapersonal

intelligence

UNIT 6

Practice• Explain: A National Park belongs to

the government. Some tourism is allowed, but human activity is limited in order to protect the natural environment. A Nature Reserve can be owned by private organizations. It prohibits almost all human activity so that wildlife can grow, reproduce and migrate freely.

Play track 6.9. Ssreadandlisten.Ask:What laws protect Nature Reserves and National Parks? What is a biosphere? What is a Biosphere Reserve?

Activities

1 HelpSssearchforinformation.Dividetheclassintofourgroups.Eachgroupanswersoneofthequestions.Discusstheanswersasaclass.

2 Ssworkindividually.Volunteerssharetheirlistswiththeclass.

3 Ssworkinpairs.Theysharetheirwrittendescriptionswithanotherpair.

6.9

Reinforcement• Inpairs,SswritefivequestionsaboutNatureReservesandNationalParks.

Theyworkwithanotherpairandtakeitinturnstoaskandanswerthequestions.

Extension• Dividetheclassintogroups.Handoutcardswiththenameofone

AutonomousCommunitytoeachgroup.SslookforaNatureReserveorNationalParkinthatcommunity,andwriteashortdescriptionofitonapieceofpaper.HangamapofSpainintheclassroom.Sstapetheirdescriptionsaroundthemap,andmarkthecorrectplaceonthemapwithacoloursticker.Then,theyconnectthedescriptiontothestickerwithapieceofstring.

KEY COMPETENCES

Ssunderstandthat,ascitizens,theyhaveanimportantroletoplayinprotectingtheenvironment.

61

62 sixty-two

KNOW HOW TO


Analyse the ecosystems.

1 Copy this table in your notebook. Then, complete it with the items in the list below.

components of the ecosystemeffects of human activity

on the environmentphysical environment

living things

interrelationships

urban ecosystem

rural ecosystem

The vegetation is abundant and the fauna is very diverse.

Few people live here and almost everything is within walking distance.

Food webs are complex due to the abundance and diversity of living things.

There are many buildings and paved areas.

Lots of rubbish is produced, mainly plastics.

Soil can be rich and fertile.

The vegetation is scarce and the fauna is limited.

Food webs are simple and depend on human activity.

Plant products can be used as food for animals, and animal waste can be used as fertilizer.

Many people live here. They often use cars, buses and trains to move around.

Compare both ecosystems.

2 What are the main differences between the components of both ecosystems?

3 In which ecosystem are the effects of human activity more negative? Why?

People can live in urban and rural ecosystems. We are going to analyse these two ecosystems in order to compare them.

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Objectives• Toapplyknowledgeacquiredin

theunittocarryoutatask

• Tocompareurbanandruralecosystems


abundance, ecosystem, fertilizer, food web, interrelationships, physical environment, rubbish; diverse, rural, scarce, urban; analyse; within walking distance

Presentation• Readtheintroductorytext.Sslook

atthepicturesandnamethreethingsthataretypicalofeachenvironment.

• ReadActivity1.AskSstocopyandcompletethetableintheirnotebooks.

• Insmallgroups,SscomparetheirtablesanddoActivities2and3.Checkasaclass.

Reinforcement• Insmallgroups,SsplayHangmanwithwordsfromthetable.ThefirstSto

guessthewordchoosesthenextwordforthegame.

Extension• DisplayphotographsfromtheInternetshowingurbanandruralecosystems.

Ssmakeamodelofoneurbanorruralecosystemusingplasticineorpapier-mâché.

62

Show your skills

Choose and carry out one of the following activities.

A. Search the Internet for information about creatures of the deep sea and prepare a computer presentation.

B. Choose an animal and describe and illustrate its environment. Use the example on page 58 to help you.

C. Make a poster illustrating proper behaviour in a natural area.

FINAL ACTIVITIES6

1 SUMMARY. Copy and complete the text in your notebook, using these words.

desertification - steppes - environment - Nature Reserves - marine - citizens - shelter - lagoons - human activity -

herbaceous - terrestrial - governments - grasslands - shores - pollution

ecosystems are located on land. Forests provide food and for animals. In mountain , all plants are . Deserts and are dry with extreme temperatures.

ecosystems, such as rocky , have high salinity. Freshwater ecosystems, such as , have very low salinity.

The of a living thing consists of everything that affects it. has negative effects on the environment, such as , deforestation, and an increase in endangered species.

National and local have an obligation to protect the environment. Responsible

can also look after the environment. National Parks and are protected natural areas.

2 Copy and complete the table. Then, add two columns: mountain grasslands and deserts and steppes.

Atlantic forests

Mediterranean forests

flora

fauna

3 Answer the questions.

What is salinity?

What is the main difference between rivers and lagoons?

4 What problem is shown in the photo? What are its consequences?

5 ICT. Search the Internet for information about an endangered species in your region.

What are the threats to this species?

What measures have been taken to help avoid its extinction?

6 GROUP WORK. Divide your group into government and citizens. For each item, discuss what you can do to protect the environment. Then, share your ideas.

water

waste

natural areas

7 CRITICAL THINKING. How does reusing or recycling paper help to protect forests?

sixty-three 63

6.10

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Interpersonal

intelligence

UNIT 6

Objectives• Torevisekeyvocabularyand

conceptsfromtheunit

• Togivestudentstheopportunitytoevaluatetheirownlearning


revisionofUnit6

Presentation• Writeascrambledwordfromthe

unitontheboard:ertidetiosfican.(Desertification.)ThefirstStocorrectlyunscramblethewordgoestotheboardandwritesanotherscrambledword.

Practice

1 Sscopyandcompletethesummaryintheirnotebooks.

Play track 6.10. Sslistenandchecktheiranswers.

5 Ssworkinpairstochooseaspeciesandanswerthequestions.Avolunteerfromeachpairpresentstheinformationtotheclass.

6 Ingroups,Sswritealistofideasfromthepointofviewoftheirowngroup:governmentorcitizens.Startaclassdiscussion.

7 UsethequestiontocontinuetheclassdiscussionstartedinActivity6.

Show your skills• Readtheoptions.MakesureSs

understandtheactivitiesandallthevocabulary.

• PutSsintogroupsaccordingtotheactivitytheywishtodo.

6.10

Reinforcement• Dividetheclassintotwoteams:noughts andcrosses.Displaynine

photographsofecosystems,foodwebs,environmentalfeaturesandenvironmentalproblemsontheboardinthreerowsofthree.Drawanoughtsandcrossesgrid.Theteamstakeitinturnstoselectaphotographandanswerquestionsaboutit.Iftheyanswercorrectly,putanoughtoracrossinthecorrespondingsquareonthegrid.Thefirstteamtomakearowwins.

Extension• PlanaclassexcursiontoaNatureReserveorNationalParktolearnabout

theirenvironmentalprotectionprograms.

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Objectives• Torevisekeyvocabularyand

conceptsfromUnits4to6

• Togivestudentstheopportunitytocompleteaself-assessmenttest


revisionofUnits4to6

Presentation• Revisethefollowingtopics:plant

growthandnutrition;differenttypesofecosystems;therelationshipsinecosystemsandhowtheyareaffectedbypeople.

Check your vocabulary• Inpairs,Sswritetheheadings

plantsandecosystemsontwosheetsofpaper.

• Withtheirpartners,Ssdiscusswhethereachtermbelongstothetopicplantsorecosystems.

• Ssthendiscusswhattermscanbeclassifiedtogether,forexample:commensalism, mutualism, parasitism…; elaborated sap, phloem vessels…; food web, food chain…

• Ssorganizeandcopythevocabularyunderthecorrectheading.

1 Writethewordgrassontheboard.Withthehelpofthewholeclass,buildupafoodchain.Ssidentifytheprimary,secondaryandtertiaryconsumers.Inpairs,Sswritethedefinitionofeachterm.

2 Sscheckthevocabularylistandfindtermsthatwillbeusefultodiscussthephotograph.Compareideasasaclass.

Reinforcement

• Inpairs,SsplayHangmanwiththewordsfromtheirvocabularylists.Theytakeitinturnstoguessthewordwithoutlookingattheirbooksornotes.

Extension

• Individually,Sschoosethreevocabularyitemsfromthepage.Theylookforexamplesofeachterm,forexample,typesofpollutionortwospeciesthatsharearelationshipofmutualism,etc.

• Sssharetheirinformationinsmallgroups.

TEST YOURSELF

Check your vocabulary

carbon dioxide one of the gases in air. Plants need it to make their food.

chlorophyll the green substance in plants that traps sunlight.

commensalism a relationship when one species benefits and the other remains unaffected.

community all the populations in an ecosystem.

competition a relationship between different species that have the same needs.

consumers living things that obtain their food from other living things.

decomposers microorganisms and fungi that break down dead animal and plant materials.

deforestation the disappearance of forests, which leads to erosion.

desertification the slow transformation of fertile land into desert.

ecosystem all the organisms living in one place, as well as the physical environment they live in.

elaborated sap the food that plants make. It is distributed through phloem vessels.

endangered species living things that are at risk of becoming extinct.

environment everything that affects a living thing.

food chain the representation of how living things feed on other living things.

food web many food chains joined together and interconnected form a food web.

herbaceous herbaceous plants have soft flexible stems.

mutualism a relationship between two species when both benefit.

parasitism a relationship when one species benefits while the other suffers.

phloem vessels tubes that transport elaborated sap to all parts of the plant.

photosynthesis the process by which plants make their own food.

pollution the accumulation of rubbish and harmful substances in air, water and soil.

population all the organisms of one species in an ecosystem.

producers living things that make their own food.

raw sap the mixture of water and mineral salts that plants absorb through their roots.

salinity the amount of salt dissolved in water.

scavengers animals that feed on the remains of dead animals.

xylem vessels tubes which transport raw sap up the stem of a plant to the leaves.

1 Define these types of consumers:

Primary consumers. Secondary consumers. Tertiary consumers.

2 Observe the photograph and answer these questions.

What type of ecosystem is it? Describe the physical environment. What animals and plants can you find here?

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Check your progressCopy and write the correct answers in your notebook.

1 Carbon dioxide is…a. a mineral salt.b. one of the gases in air. c. part of the function of sensitivity.

2 Raw sap is a mixture of water and…a. nutrients that is found in the phloem

vessels.b. mineral salts.c. sunlight.

3 A physical environment does not include…a. animals and plants.b. rocks and water.c. temperature and humidity.

4 All living things are grouped into…a. communities.b. populations.c. species.

5 Carnivores can be…a. producers.b. secondary consumers.c. decomposers.

6 Fauna refers to… a. all the animals in an ecosystem.b. all the plants in an ecosystem.c. the physical environment.

7 The type of relationship in which neither of the species benefits is…a. commensalism.b. mutualism.c. competition.

8 Chlorophyll is mainly found in the…a. leaves and the roots of plants.b. roots and the stem of plants.c. leaves and the stem of plants.

9 Herbaceous plants are mainly found...a. on sandy beaches.b. in mountain grasslands.c. in forests.

10 Stomata...a. absorb mineral salts.b. take in carbon dioxide.c. carry out photosynthesis.

Check your answers

Correct the wrong answers. Write in your notebook which lessons you need to practise more.

Imagine you are a biologist. You are going to take a group of students on an excursion to learn about the ecosystem of a Mediterranean forest.

Explain to them:

what type of vegetation is most common.

the characteristics of the climate in Mediterranean forests.

what animals are the most common there and what type of relationships they have.

Think like a biologist

SECOND TERM

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64

TERM REVISION 2

KEY COMPETENCES

Ss evaluate their own learning and take responsibility for improving those areas in which they have difficulties.

Check your progress • Ssanswerthequestionsintheir

notebooks.

• TheychecktheAnswerKeyonpage 104 of the Student’s Book.

1 b. one of the gases in air.

2 b. mineral salts.

3 a. animals and plants.

4 c. species.

5 b. secondary consumers.

6 a. all the animals in an ecosystem.

7 c. competition.

8 c. leaves and the stem of plants.

9 b. in mountain grasslands.

10 b. take in carbon dioxide.

• SslookthroughUnits4to6torevisethequestionstheyansweredincorrectly.

Think like a biologist• Sspreparetheirdialoguesingroups

of three.

• OneStakestheroleofthebiologistand the other two are students on theexcursion.Theypractisetheirdialogues, then act them out in front of the class.

Extension• Dividetheclassintotwoteams.Sslookthroughthebookandwrite

questionsaboutdifferenttopicsfromthesecondterm.Theyexchangequestionswiththeotherteamandfindtheanswerstotheirquestions.

Values education• Discusstheimportanceofprotectingourforests:Forest fires threaten our

forests. What problems do they cause? How can people help prevent them?

Check your progressCopy and write the correct answers in your notebook.

1 Carbon dioxide is…a. a mineral salt.b. one of the gases in air. c. part of the function of sensitivity.

2 Raw sap is a mixture of water and…a. nutrients that is found in the phloem

vessels.b. mineral salts.c. sunlight.

3 A physical environment does not include…a. animals and plants.b. rocks and water.c. temperature and humidity.

4 All living things are grouped into…a. communities.b. populations.c. species.

5 Carnivores can be…a. producers.b. secondary consumers.c. decomposers.

6 Fauna refers to… a. all the animals in an ecosystem.b. all the plants in an ecosystem.c. the physical environment.

7 The type of relationship in which neither of the species benefits is…a. commensalism.b. mutualism.c. competition.

8 Chlorophyll is mainly found in the…a. leaves and the roots of plants.b. roots and the stem of plants.c. leaves and the stem of plants.

9 Herbaceous plants are mainly found...a. on sandy beaches.b. in mountain grasslands.c. in forests.

10 Stomata...a. absorb mineral salts.b. take in carbon dioxide.c. carry out photosynthesis.

Check your answers

Correct the wrong answers. Write in your notebook which lessons you need to practise more.

Imagine you are a biologist. You are going to take a group of students on an excursion to learn about the ecosystem of a Mediterranean forest.

Explain to them:

what type of vegetation is most common.

the characteristics of the climate in Mediterranean forests.

what animals are the most common there and what type of relationships they have.

Think like a biologist

SECOND TERM

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65

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