Essential Natural Science 1eso-SECOND

ESSENTIAL NATURAL SCIENCE 1
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Activity Sheet 4: 1) Work in pairs. Take turns to read. Then classify

the sentences and write the numbers. 2) Draw a simple diagram to
explain plant nutrition.
Activity Sheet 5: 1) Find words in the text which mean the following
2) Investigate and find the names of some poisonous plants.
6.8. EVALUACIN
6.8.1. ACTIVIDADES DE EVALUACIN
Para trabajar contenidos lingsticos y cientficos:
Students Book: page 72.
Teachers Resource Pack (page 67) // Class CD-Rom 2 (Worksheets
answer key):
o
Test 6:
1) Circle the correct answer.

1. Plant cells are surrounded by (a) a cellulose wall (b) membranes (c)
organelles. 2. Ferns are (a) non-vascular plants (b) vascular plants (c)
flowering plants. 3. Instead of leaves, mosses have small laminas called
(a) rhizomes (b) sorus (c) phyllodes. 4. Most gymnosperms are (a)
evergreens (b) non-flowering (c) deciduous. 5. During photosynthesis,
plants absorb carbon dioxide through the (a) leaves (b) roots (c) flowers.
6. Leaves and branches are joined to the stem at (a) internodes (b)
apical buds (c) nodes. 7. There are main roots and secondary roots.
Each root ends in (a) capsules (b) root caps (c) hyphane. 8. After
fertilisation, the ovary of a flower (a) dries up (b) falls off the plant (c)
changes into the fruit. 9. The energy needed for photosynthesis is
provided by (a) elaborated sap (b) sunlight (c) raw sap. 10. There are two
types of heterotrophic fungi: saphrotrophs and (a) parasites (b)
eukaryotes (c) mycelium.
2) Read the text and answer the questions.
Plant reactions
There are two types of plant reaction: permanent related to growth and
temporary caused by stimuli in the habitat. For example, if you place a
plant horizontally, the stem will grow and curve towards the light and the
roots will grow down into the soil. This is a permanent reaction. In
temporary reactions, the plant returns to its initial state when the stimulus
stops. For example, the stems, leaves and flowers of sunflowers turn with
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the Sun as it moves across the sky. Plants also react to classical music:
they open their leaves and flowers and bend towards the source of the
music. They grow much faster if music is played to them every day.
However, they do not like rock music, and absolutely hate heavy metal!
They will bend away from this type of music, and if it does not stop, they
usually die within two weeks.
1. What is the difference between permanent and temporary reactions? 2.
Describe one temporary and one permanent reaction in plants. 3. What
kind of music do plants prefer?
6.8.2. CRITERIOS DE EVALUACIN
1. Reconocer y describir las caractersticas del reino Plantas y del reino
Hongos.
2. Clasificar plantas e identificar los rasgos ms relevantes que explican la
pertenencia a un grupo determinado.
3. Describir los rganos y partes de una planta y de un hongo y explicar su
funcin.
4. Describir el proceso de nutricin de las plantas, explicando el papel de la
fotosntesis.
5. Explicar cmo se reproducen las plantas y los hongos.
6. Elaborar un sistema de clasificacin tipo rbol.
6.8.3. PROCEDIMIENTOS DE EVALUACIN
Intercambios orales: preguntas y respuestas en clase, dilogos, coloquios,

debates y puestas en comn.
Ejercicios especficos que responden a los diversos objetivos programados
en la Unidad didctica.
Observacin sistemtica del trabajo y de la participacin del alumno en
clase.
Revisin, anlisis y comentario de las actividades y trabajos realizados.
Prueba especfica de evaluacin de la Unidad didctica. Para ello se
pueden utilizar las actividades correspondientes a esta unidad del Teachers
Resource Pack (Test, page 67).
Autoevaluacin.
Coevaluacin.
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Essential Natural Science 1

PROGRAMACIN DE AULA
UNIDAD DIDCTICA 7: The simplest living things
7.1. PRESENTACIN
Esta unidad n 7 es la ltima en la que se trabaja con las diferentes formas de
vida en la Tierra. En ella se presenta a los alumnos y alumnas los
microorganismos, es decir, las formas de vida ms simple y sus aspectos
bsicos: los reinos de la Monera, los Protozoos y las algas; as como los virus,
el proceso de infeccin y cmo luchar frente a ellos.
7.2 OBJETIVOS
7.2.1. OBJETIVOS DE CONTENIDOS
1. Identificar las caractersticas principales de los organismos.
2. Conocer la estructura de las bacterias, as como la forma en que realizan sus
funciones vitales.
3. Reconocer la estructura general de los virus
4. Conocer algunas enfermedades infecciosas, su forma de contagio y
prevencin.
5. Entender cmo funcionan las vacunas y los antibiticos.
6. Aprender sobre microorganismos beneficiosos y perjudiciales.
7. Aprender los pasos para tomar muestras y poder observar microorganismos
al microscopio.
7.2.2. OBJETIVOS DE LENGUAJE
1. Trabajar destrezas de escucha, lectura y produccin oral y escrita.
2. Expressing facts
3. Describing
4. Giving instructions
7.3. CONTENIDOS
(Conexin curricular Bloque 1: Contenidos Comunes. Bloque 4. Los seres vivos y su
diversidad.)
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7.3.1. Conceptos cientficos

Caractersticas generales de los microorganismos.
Caractersticas, estructuras y funciones vitales de los microorganismos que
pertenecen al reino Mneras y al reino Protoctistas.
Caractersticas, estructura y ciclo de infeccin de los virus.
Los microorganismos y su papel en la biosfera.
Las enfermedades infecciosas, su proceso infectivo, prevencin y curacin.
7.3.2. Procedimientos
Interpretacin y elaboracin de dibujos esquemticos.
Observacin e interpretacin de imgenes ampliadas, cortes de seres vivos y
esquemas.
Clasificacin de seres vivos aplicando un criterio cientfico.
Manejo del microscopio para reconocer y clasificar seres vivos.
Anlisis de textos cientficos.
7.3.3. Actitudes
Apreciar el valor y beneficio de la mayora de los microorganismos.
Mostrar inters por conocer los organismos que no se ven a simple vista.
Comprender la importancia de los hbitos de prevencin de enfermedades.
7.3.4. Contenidos lingsticos
(Conexin curricular Bloque 1. Escuchar, hablar y conversar. Bloque 2. Leer y escribir.

Bloque 3. Conocimiento de la lengua. Bloque 4. Aspectos socio-culturales y
consciencia intercultural.)
VOCABULARIO: algae, bacteria, ciliates, flagellates, protoctist, protozoa,

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

COMPETENCIAS BSICAS QUE SE TRABAJAN EN LA UNIDAD
1. COM.
LINGSTICA
2,
MATEMTIC
A
3. CONOC. E
INTER. MUNDO
FSICO
4. T. INFORM.
COMPETENCI
A DIGITAL
5. SOCIAL Y
CIUDADANA
6. CULTURAL
Y ARTSTICA
7. APRENDER
A APRENDER
8.
AUTONOMA
E INICIATIVA
PERSONAL
7.5. METODOLOGA
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Presentacin de los contenidos de la Unidad didctica, y exploracin de los

conocimientos previos y de las motivaciones, expectativas e intereses de los
alumnos a travs de preguntas, experimentos sencillos, favoreciendo su
participacin activa y desinhibida, procurando que queden conectados a la
clase desde el primer momento.
Realizacin estructurada de las actividades y de los diversos bloques y
programas que se recogen en el Students Book, teniendo en cuenta las
sugerencias que ofrece el Teachers Resource Pack e introduciendo las
modificaciones pertinentes que refuercen o amplen la adquisicin de los
objetivos y contenidos programados.
El desarrollo de la Unidad 7 acerca al alumno a situaciones contextualizadas de
su propia experiencia o de sus conocimientos previos sobre las formas de vida
ms simples de la Tierra, los microorganismos, los diferentes reinos, su
clasificacin y caractersticas, los virus, etc.; alternndose actividades de
diversa naturaleza (observacin, comprensin, expresin, reflexin, valoracin,
aplicacin, investigacin) a travs de la actuacin del profesor (motivacin,
explicaciones, ejemplificaciones, preguntas, propuestas de tareas, etc.) y con la
participacin activa de los alumnos y alumnas.
En el proceso de enseanza-aprendizaje se favorecer la atencin
individualizada, que se complementar con actividades de refuerzo a fin de
recuperar aquellos objetivos y contenidos bsicos no consolidados y con
actividades de ampliacin cuando ello sea posible.
Los sistemas de agrupamiento se adecuarn al tipo de actividades que se
pretende desarrollar, incluyendo el grupo de clase, el trabajo individual, los
pequeos grupos y las parejas, as como el agrupamiento flexible para algunas
actividades de refuerzo o de ampliacin.
El espacio habitual de la actividad docente es el aula, pudiendo utilizarse otros
espacios del Centro como la biblioteca, el aula de usos mltiples, el aula de
medios audiovisuales o el aula de informtica.
A lo largo del proceso educativo se estimular a travs del empleo del refuerzo
positivo, valorando los xitos que vayan logrando cada alumno y cada alumna.
Se prestar especial atencin a las competencias bsicas que se integran en
la Unidad didctica.
7.6. RECURSOS DIDCTICOS Y TIC

7.6.1. IMPRESOS
Libro del alumno (Students Book): Essential Natural Science 1. Madrid:
Richmond Publishing/Santillana Educacin.
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UNIT 7: The simplest living things (pages 74-83). Vocabulary and

Key Language sections Key Language (page 160...).
Gua del profesor (Teachers Resource Pack): Essential Natural Science
1. Madrid: Richmond Publishing/Santillana Educacin.
UNIT 7: The simplest living things (pages 68-75)
Objectives, contents, values, competences key and evaluation
criteria.
Libros (The pandas thumb. Stephen Jay Gould. Publisher:
Hermann Blune; Microbes in action. Illustrated advanced
biology. C.J. Clegg. Publisher: Hodder and Stoughton (2002);
Serendipia. Accidental discoveries in science. Royston M.
Roberts. Publisher: Wiley Science Editions.).
Work Sheets 1-5.
Test 7.
7.6.2. TIC: AUDIOVISUALES E INFORMTICOS
CD del alumno (Students CD-Rom): Essential Nature Science 1. Madrid:
UNIT 7:
o Audio Tracks:
Pista 7 (Students Book, page 83: What should you
know?).
o Web task 7: The simplest living things (ver Actividades).
o Activities sheet 7 (ver Actividades).
UNIT 7:
Enlaces Web
Searching
for
the
mysterious
microbe
http://www.microbeworld.org/ Web page of the American
Society for Microbiology. It includes amusing cases and
experiments with micro-organisms.
Microbe Zoo. Digital learning center for microbial ecology
http://www.commtechlab.msu.edu/sites/dlcme/zoo/index.html
Virtual zoo with exotic species. The zoo includes photos of
micro-organisms, classification, facts on size, and feeding.
Pelculas
Intimate strangers. Unseen life on Earth. PBS Home
Television series.
CD del profesor (Class CD-Rom 1 & 2): Essential Nature Science 1.
Madrid: Richmond Publishing/Santillana Educacin.
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Class CD-Rom 1:
o PowerPoint, Unit 7: The simplest living things (Contents,
Resources, Interactive Activity and Links).
Class CD-Rom 2:
o Web task 7: The simplest living things (ver Actividades).
o Vocabulary organiser.
o Class Audio (ver Audio transcript: Unit 7):
Pista 13 (Students Book, page 76: Activity)
know?)
o Students book answer key (Students book: pages 75,
77-80 and 82).
o Worksheets answer key (Teachers Resource Pack,
pages 68-75)
Acceso y explotacin de determinadas pginas web a travs de la red:
Internet Resources: www.richmondelt.com, www.santillana.es,
etc.).
Ver el apartado Actividades.
7.7. ACTIVIDADES
7.7.1. Actividades de introduccin y motivacin
A travs del intercambio de conocimientos previos y mediante pruebas

especficas de exploracin inicial, se procurar constatar al inicio de la
unidad el grado de adquisicin que tienen los alumnos de los objetivos y
contenidos programados.
Mediante la evaluacin de la informacin obtenida, se procurar adecuar la

enseanza en el inicio de la unidad a las caractersticas y necesidades de
los alumnos y alumnas del grupo.
Realizacin de un torbellino de ideas para que los alumnos expresen lo que

saben sobre los contenidos de la unidad que se integran en la Unidad
didctica y lo que saben hacer en relacin con los objetivos didcticos
programados.
Presentacin de los materiales y de los recursos didcticos que se van a

utilizar en el desarrollo de la Unidad, tanto del Students Book como del
Teachers Resource Pack y de otros materiales especficos, incluidos los
recursos audiovisuales e informticos seleccionados.
Realizacin de las actividades de introduccin: What do you remember?.

Se motivar a los alumnos para que participen activamente y sin
inhibiciones.
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7.7.2. ACTIVIDADES DE DESARROLLO

Students Book (pages 75 and 77-79).
Students CD-Rom:
- Listening and reading:
Audio Track 7 (Students Book, page 83).
- Activities sheet 7: GROUPS OF PROTOZOA BACTERIA VIRUS - VIRUS
INFECTION PROCESS - HOW MICROORGANISMS ENTER THE BODY - GROUPS
OF ALGAE - GROUPS OF BACTERIA // Class CD 2.
7.7.3. ACTIVIDADES DE REFUERZO Y EXTENSIN

Students Book:
- Hand on (page 80): Taking and classifying samples. Observing
microorganism.
- Projects (page 83):
o Experiment.
o Web Task 7 (Students CD-Rom // Class CD-Rom 2):
Task:
Choose to be a friendly or an unfriendly microbe. Where do you live?
What do you feed on? How do you move? What do you look like? Draw a
picture of yourself.
Resources:
http://www.microbeworld.org/microbes/types.aspx
http://resources.schoolscience.co.uk/SGM/sgmmicrobes1.html
http://www.edu.pe.ca/southernkings/microbe.htm
http://www.biology.arizona.edu/cell_bio/tutorials/pev/page2.html
Class CD-Rom 1:
- PowerPoint, Unit 7: Interactive Activity (Protoctics).
Teachers Resource Pack (Worksheets 1-5, pages 70-74) // Class CD-Rom
2 (Worksheets answer key):
-
Activity Sheet 1: 1) In English, a noun directly before another noun

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

Greek or Latin forms. Recognising these combinations will help you
58

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understand words more quickly! Match these Greek forms to their

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

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

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

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2) Answer the questions with information from the text and your own
knowledge.
Preventing diseases
You can protect yourself from infection in several ways. For example,
wash your hands after using the toilet and before eating. Wash fruit and
vegetables carefully, and cover all food to protect it from insects. Make
sure that everything you eat and drink tastes fresh. Throw away anything
that looks or tastes strange. Apart from personal and food hygiene,
vaccinations and antibiotics are other ways of fighting and preventing
diseases. Vaccines are given to people as preventive measures: they
contain dead or weakened microorganisms from specific illnesses. They
teach our bodies how to fight an infection without actually exposing it to
danger.
Antibiotics are curative measures: different antibiotics are prescribed to
fight different illnesses. They are produced by certain bacteria and fungi
which prevent specific harmful microorganisms growing in the body.
However, they cannot fight illnesses caused by viruses, and should never
be used without a doctors prescription.
1. List three ways of preventing diseases. 2. Explain the difference
between a vaccine and an antibiotic. 3. Can antibiotics kill viruses?
1. Reconocer, describir y clasificar los organismos que componen el reino
Protoctistas y el reino Mneras.
2. Describir las estructuras y las funciones vitales de las bacterias.
3. Reconocer la estructura y el ciclo de infeccin de los virus.
4. Explicar el origen, vas de contagio y curacin de enfermedades
infecciosas comunes.
5. Comprender la diferencia entre vacunas y antibiticos y las
enfermedades que tratan cada una de ellas.
6. Analizar y comprender el papel beneficioso y perjudicial en la biosfera de
los distintos microorganismos.
7. Realizar de forma adecuada los procesos de toma de muestras,
observacin y clasificacin de microorganismos observados al
microscopio.

clase.
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Autoevaluacin.
Coevaluacin.
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PROGRAMACIN DE AULA
UNIDAD DIDCTICA 8: The Earths atmosphere
8.1. PRESENTACIN
Con esta unidad se inicia un nuevo bloque de unidades dedicadas a los
fenmenos atmosfricos, las rocas, los minerales y los instrumentos que nos
permiten estudiarlos. En esta unidad, en concreto, se presenta a los alumnos y
alumnas el origen y la composicin de la atmsfera, los fenmenos que afectan
su composicin, cmo se forman el viento, las nubes y las precipitaciones, etc.
8.2 OBJETIVOS
1. Conocer los principales tipos de modelado del paisaje.
2. Estudiar cmo la erosin el transporte y la sedimentacin cambien el paisaje.
3. Comprender la forma en que el paisaje cambia por la accin de los
diferentes agentes moderadores del paisaje.
4. Estudiar cmo se forman las rocas sedimentarias.
5. Realizar un modelo experimental de la erosin de un acantilado.
2. Defining.
3. Expressing possibility.
4. Expressing cause and result.
8.3. CONTENIDOS
(Conexin curricular Bloque 1: Contenidos Comunes. Bloque 3. Materiales terrestres.)

La atmsfera, su composicin, capas y cmo se form.
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Fsica atmosfrica: presin atmosfrica, altas y bajas presiones, humedad,

temperatura.
Fenmenos atmosfricos: precipitaciones, vientos, formacin de nubes.
La meteorologa, el clima, previsiones meteorolgicas, borrascas y
anticiclones.
Impacto de la actividad humana en la atmsfera, contaminacin, medidas
correctoras.
Presentacin de la informacin en tablas, mapas y grficos de sectores.
Interpretacin de mapas meteorolgicos, con datos de presin y lneas
isobaras.
Observacin y anlisis de informacin grfica y fotos de satlites
meteorolgicos.
Fabricacin de un aparato sencillo para medir una variable.
Toma de los datos que arroja este aparato de medida.
8.3.3. Actitudes
Tomar conciencia de los problemas ambientales que afectan a la atmsfera y
de la necesidad de actuar a nivel personal para evitarlos.
Mostrar inters por entender los fenmenos atmosfricos y por interpretar
mapas y pronsticos meteorolgicos.

VOCABULARIO: acid rain, climate, global warming, greenhouse effect,

ionosphere, mesosphere, meteorology, ozone (O3), stratosphere,
troposphere, weather.
KEY LANGUAGE:
o Expressing amounts: The Earths atmosphere is about 800 km
high. The density of air is about 1kg/m3.
o Comparing: The ionosphere is the highest and the thickest layer.
The higher the altitude, the lower the density of air. The higher a
place is, the colder and wetter it will be.

1. COM.
LINGSTICA
2,
MATEMTIC
A
3. CONOC. E
INTER. MUNDO
FSICO
4. T. INFORM.
COMPETENCI
A DIGITAL
5. SOCIAL Y
CIUDADANA
63
6. CULTURAL
Y ARTSTICA
7. APRENDER
A APRENDER
8.
AUTONOMA
E INICIATIVA
PERSONAL

____________________________________________________________________________
8.5. METODOLOGA
su propia experiencia o de sus conocimientos previos sobre la atmsfera, los
fenmenos asociados a ella (viento, nubes y precipitaciones) y los instrumentos
que nos permiten su observacin y estudio; alternndose actividades de
diversa naturaleza (observacin, comprensin, expresin, reflexin, valoracin,
la Unidad didctica.

8.6.1. IMPRESOS
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UNIT 8: The Earths atmosphere (pages 86-95). Vocabulary and Key
Language sections Key Language (page 160...).
UNIT 8: The Earths atmosphere (pages 76-83)
criteria.
Libros (Everyday weather and how it works. Herman Schneider;
Collins guide to the weather. Gunter D. Roth; Weather. Valerie
Wyatt).
Work Sheets 1-5.
Test 8.
UNIT 8:
o Audio Tracks:
know?).
o Web task 8: The Earths atmosphere (ver Actividades).
UNIT 8:
Enlaces Web
National
Geographic
for
kids.
http://kids.nationalgeographic.com Navigate to find information
about weather, the greenhouse effect, pollution, etc.
Pelculas
Biosphere. National Geographic, 2000.
The climate: cold & The climate: wind- Science and Nature
BBC (2003).
Twister Columbia Tristar Home Video (1996). Director: Jan de
Bon.
Cyclone. National Geographic (1997).
Class CD-Rom 1:
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o PowerPoint, Unit 8: The Earths atmosphere (Contents,

Class CD-Rom 2:
o Web task 8: The Earths atmosphere (ver Actividades).
know?)
o Students book answer key (Students book: pages 87-90
and 93-94).
pages 78-83)
etc.).
8.7. ACTIVIDADES



programados.


inhibiciones.

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

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

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

sentences. 2) Complete the chart with information about
atmospheric pollution.
Activity Sheet 5: 1) Find words in the text which mean the following.
2) How many basic cloud categories are there in Howards system
and what are they called? 3) Draw and label the three basic types of
clouds. Indicate the approximate altitude at which they are found.
8.8. EVALUACIN
answer key):
o
Test 8:

1. The present atmosphere is made up of nitrogen: (a) 1 % (b) 21 % (c) 78
%. 2. The ozone layer protects life from (a) harmful UV rays (b) X rays (c)
the greenhouse effect. 3. Cirrus clouds normally announce (a) fair weather
(b) stormy weather (c) precipitations. 4. Cumulus clouds form at about (a)
1,000 m. (b) 5,000 m. (c) 10,000 m. 5. Air pressure is measured in (a)
isobars (b) millibars (c) barometers. 6. To make weather predictions,
meteorologists collect (a) four variables (b) six variables (c) eight
variables. 7. To measure wind speed, you use (a) a hygrometer (b) a
pluviometer (c) an anemometer. 8. CFCs are used in aerosols, airconditioning and (a) refrigerators (b) microwave ovens (c) television sets.
9. CFCs eliminate from the atmosphere. (a) carbon dioxide (b) ozone (c)
oxygen. 10. Acid rain is caused by (a) CFCs (b) carbon dioxide (c) sulphur
and nitrate dioxides.
The greenhouse effect
The greenhouse effect is a natural phenomenon which is essential for
keeping the temperatures on Earth suitable for life. The atmosphere
absorbs a lot of solar radiation. CO2 in the atmosphere acts like the glass
walls of a greenhouse, trapping heat and preventing it from returning into
space. In this way, the Earth does not lose too much heat. However, the
amount of CO2 has increased over the last 200 years because more fossil
fuels are burned as the population of humans and domestic animals has
increased. Some CO2 is dissolved in the oceans and absorbed by plants.
68

____________________________________________________________________________
Unfortunately, we are destroying forests, the Earths green lungs, and not
doing much to reduce our consumption of coal, gas and oil. So more CO2
is produced, more heat is trapped in the atmosphere, and the average
temperature of the Earth is rising.
1. What is the greenhouse effect?
2. What are the positive and negative aspects of the greenhouse effect?
1. Describir la composicin y la estructura de la atmsfera.
2. Explicar el origen de la atmsfera, comparndola con la de otros
planetas.
3. Explicar los procesos fsicos que rigen los fenmenos atmosfricos.
4. Interpretar mapas meteorolgicos y tablas que permitan predecir el
tiempo.
5. Explicar cmo la actividad humana afecta la atmsfera y el clima.
6. Explicar en qu consiste el efecto invernadero y saber cmo evitar la
polucin del aire.
7. Hacer y usar un anemmetro, analizar interpretar los datos resultantes
de las observaciones con este aparato.

clase.
Autoevaluacin.
Coevaluacin.
69

____________________________________________________________________________

PROGRAMACIN DE AULA
UNIDAD DIDCTICA 9: The hydrosphere
9.1. PRESENTACIN
En esta unidad n 9 se presenta a los alumnos y alumnas los aspectos bsicos
de la hidrosfera: cmo se distribuye el agua en la Tierra, sus propiedades, el
movimiento de los ocanos, el ciclo del agua, las causas de la contaminacin
de las aguas, sus consecuencias, etc.
9.2 OBJETIVOS
1. Conocer la distribucin del agua que forma la hidrosfera.
2. Aprender las propiedades del agua.
3. Estudiar las caractersticas del agua dulce y del agua salada.
4. Aprender sobre los movimientos del agua de los ocanos: olas, corrientes y
mareas.
5. Describir el ciclo del agua.
6. Aprender los usos que se hacen del agua.
7. Estudiar los efectos de la temperatura en la condensacin.
8. Aprender a controlar las variables que afectan a un experimento.
2. Expressing amounts.
3. Describing.
4. Expressing direction.
9.3. CONTENIDOS

70

____________________________________________________________________________
Origen y distribucin del agua.

Las propiedades del agua y su importancia en los seres vivos.
Caractersticas del agua dulce y del agua salada.
El ciclo del agua.
El uso del agua y su calidad.
Contaminacin de las aguas.
Observacin e interpretacin de grficos de sectores, esquemas y diagramas.
Interpretacin de ciclos naturales.
Realizacin de experimentos sobre control de variables.
9.3.3. Actitudes
Valorar el agua como un recurso imprescindible para la vida.
Desarrollar actitud positiva frente a la necesidad de una gestin sostenible del
agua.
Valorar las actuaciones personales de reduccin en el consumo de agua.
Valorar la importancia del ciclo del agua considerando los problemas
causados por la actividad humana.

VOCABULARIO: condensation, currents, evaporation, vapotranspiration,

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

1. COM.
LINGSTICA
2,
MATEMTIC
A
3. CONOC. E
INTER. MUNDO
FSICO
4. T. INFORM.
COMPETENCI
A DIGITAL
5. SOCIAL Y
CIUDADANA
6. CULTURAL
Y ARTSTICA
7. APRENDER
A APRENDER
8.
AUTONOMA
E INICIATIVA
PERSONAL
9.5. METODOLOGA
71

____________________________________________________________________________

su propia experiencia o de sus conocimientos previos sobre la hidrosfera, la
distribucin del agua en la Tierra, los movimientos de los ocanos, el ciclo del
agua, etc.; alternndose actividades de diversa naturaleza (observacin,
comprensin, expresin, reflexin, valoracin, aplicacin, investigacin) a
travs de la actuacin del profesor (motivacin, explicaciones,
ejemplificaciones, preguntas, propuestas de tareas, etc.) y con la participacin
activa de los alumnos y alumnas.
la Unidad didctica.

9.6.1. IMPRESOS

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

72

____________________________________________________________________________

UNIT 9: The hydrosphere (pages 84-91)
criteria.
Libros (The sea around us. Rachel Carson; Oceans and seas.
Incola Davies.).
Work Sheets 1-5.
Test 9.
UNIT 9:
o Audio Tracks:
know?).
o Web task 9: The hydrosphere (ver Actividades).
UNIT 9:
Enlaces Web
United States geological survey http://water.usgs.gov/ Web
page whose mission is to provide reliable, impartial information
about different aspects of water use in the States. It includes
factual maps, photos and an interactive section.
U.S.
geological
survey
http://ga.water.usgs.gov/edu/watercycle.html Very complete
and detailed explanation of the water cycle.
Pelculas
The climate: water. BBC Science and Nature.
Congo: the river that swallows all rivers. BBC Documentary.
The Endurance. Director: G. Butler.
Class CD-Rom 1:
o PowerPoint, Unit 9: The hydrosphere
Class CD-Rom 2:
o Web task 9: The hydrosphere (ver Actividades).
73
(Contents,

____________________________________________________________________________

know?)
o Students book answer key (Students book: pages 97,
99, 100 and 102-104).
pages 86-91)
etc.).
9.7. ACTIVIDADES



programados.


inhibiciones.

Students Book (pages 97, 99, 100 and 102).
Students CD-Rom:
74

____________________________________________________________________________

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

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

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

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

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

information. 2) Write a definition for the word syzygy. 3) Explain the
terms spring tide and neap tide.
9.8. EVALUACIN
answer key):
o
Test 9:
1. The largest amount of water on Earth is found (a) in the ground (b) at
the Poles (c) in the oceans. 2. Only (a) 11% (b) 2% (c) 09 % of surface
fresh water is found in rivers. 3. In swamps, the ground is (a) frozen all
year long (b) inundated all year (c) inundated during the summer months.
4. Water (a) absorbs heat in summer and emits heat in winter (b)
absorbs heat all year round (c) absorbs heat in winter and emits heat in
summer. 5. When water freezes (a) its mass increases (b) its weight
increases (c) its volume increases. 6. Ocean currents are produced by
wind, differences in temperature and (a) erosion (b) differences in salinity
(c) the gravitational attraction of the Moon. 7. During evaporation, water
passes from (a) the atmosphere to the hydrosphere (b) the hydrosphere
to the atmosphere (c) the surface of the Earth to under the ground. 8.
When water condenses it forms clouds and (a) dew (b) rain (c) hail. 9.
Sewage originates mainly in (a) towns and cities (b) the countryside (c)
industrial areas. 10. In an experiment, when the variables for the
participating elements are the same, we say that they are (a) dependent
(b) independent (c) controlled.
A precious resource
Water is a finite resource which cannot be created or synthesized. Your
body loses 1.5 to 2 litres of water through sweat, urine and respiration.
You need to drink at least an equivalent amount of fluids to replace it for
76

____________________________________________________________________________
the correct maintenance of the bodys systems. If there are six thousand
million people on Earth, twelve million cubic metres of fresh water are
needed every day just to provide enough drinking water for everyone!
So, we should all try to reduce water consumption by adopting simple
everyday habits. For example, take showers instead of baths, turn off the
tap when brushing your teeth, fill dishwashers and washing machines
before using them. You can install water-saving devices in the shower
head and lavatory cistern. If water in your town was suddenly rationed,
you would be amazed at how many things you can do with a small
amounts of it!
1. Why do we need to drink water? 2. How much water is needed on
Earth each day? 3. Write three ways of saving domestic water.
1. Conocer la distribucin del agua en la hidrosfera.
2. Describir las propiedades del agua.
3. Describir las principales caractersticas del agua dulce y del agua
salada.
4. Explicar los movimientos del agua de los ocanos.
5. Explicar e ilustrar el ciclo del agua.
6. Describir cmo se usa el agua y cmo reducir la contaminacin del agua.
7. Comprender los efectos de la temperatura en la condensacin.
8. Aprender a controlar variables en un experimento.

clase.
Autoevaluacin.
Coevaluacin.
77

____________________________________________________________________________

PROGRAMACIN DE AULA
UNIDAD DIDCTICA 10: Minerals
10.1. PRESENTACIN
En esta unidad n 10 se presenta a los alumnos y alumnas los aspectos
bsicos de los minerales, su definicin, propiedades, clasificacin, etc.
10.2 OBJETIVOS
1. Aprender la definicin de mineral.
2. Conocer la composicin de los minerales.
3. Saber cmo se extraen y se usan los minerales.
4. Clasificar los minerales.
5. Estudiar las principales propiedades de los minerales.
6. Aprender a usar la escala de dureza de Mohs.
7. Usar una clave para identificar minerales.
2. Comparing.
3. Describing.
4. Classifying.
10.3. CONTENIDOS

Los minerales: definicin, componentes, caractersticas.
Clasificacin de los minerales.
Extraccin y usos de los minerales.
78

____________________________________________________________________________
Observacin, interpretacin e identificacin de fotografas de minerales y de
su extraccin.
Elaboracin de tablas para identificar minerales.
10.3.3. Actitudes
Inters por conocer y diferenciar los minerales ms comunes.
Valorar los usos de los minerales.

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

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

1. COM.
LINGSTICA
2,
MATEMTIC
A
3. CONOC. E
INTER. MUNDO
FSICO
4. T. INFORM.
COMPETENCI
A DIGITAL
5. SOCIAL Y
CIUDADANA
6. CULTURAL
Y ARTSTICA
7. APRENDER
A APRENDER
8.
AUTONOMA
E INICIATIVA
PERSONAL
10.5. METODOLOGA
79

____________________________________________________________________________

El desarrollo de la Unidad 10 acerca al alumno a situaciones contextualizadas
de su propia experiencia o de sus conocimientos previos sobre los minerales:
qu son?, cmo se clasifican?, cules son sus propiedades?, etc.;
alternndose actividades de diversa naturaleza (observacin, comprensin,
expresin, reflexin, valoracin, aplicacin, investigacin) a travs de la
actuacin del profesor (motivacin, explicaciones, ejemplificaciones,
preguntas, propuestas de tareas, etc.) y con la participacin activa de los
alumnos y alumnas.
la Unidad didctica.

10.6.1. IMPRESOS

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

sections Key Language (page 160...).
UNIT 10: Minerals (pages 92-99)
criteria.
Libros (Gemstones of the world. Walter Schumann; Sutters
gold. Blaise Cendrars.)
Work Sheets 1-5.
80

____________________________________________________________________________
Test 10.
UNIT 10:
o Audio Tracks:
know?).
o Web task 10: Minerals (ver Actividades).
UNIT 10:
Enlaces Web
Introduction to gemology http://www.bwsmigel.info/ Free
web page. Lessons on how to study gems from a scientific
point of view.
Geologylink
http://www.college.hmco.com/geology/resources/geologylink/in
dex.html This web page includes a wealth of resources about
geology. It also has really interesting sections such as The
Earth Today and Geology in the News.
Pelculas
The Undersea World: Sunken treasure. Documentary SAV.
The dark cristal. Director: Jim Henson.
Mackennas gold. Director: J. Lee Thomson
Class CD-Rom 1:
o PowerPoint, Unit 10: Minerals (Contents, Resources,
Interactive Activity and Links).
Class CD-Rom 2:
o Web task 10: Minerals (ver Actividades).
Pista 19 (Students Book, page 112-113: Activity)
know?)
o Students book answer key (Students book: pages 107114).
81

____________________________________________________________________________

pages 94-99)
etc.).
10.7. ACTIVIDADES



programados.


inhibiciones.

Students Book (pages 107-112).
Students CD-Rom:
- Activities sheet 10: MINERALS MOHS SCALE // Class CD 2.
82

____________________________________________________________________________

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

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

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

properties of minerals in the facts file. Then, write examples to
83

____________________________________________________________________________
demonstrate each property. 2) Read the text, then write the minerals
on the corresponding section of the Mohs scale below.
-
Activity Sheet 5: 1) Write all the adjectives that describe gold in the
text. 2) How does gold occur in nature? What are the main
properties of gold? What did the Ancient Egyptians think about
gold? Give two examples of treasures made of gold.
10.8. EVALUACIN
answer key):
o
Test 10:

1. All minerals have (a) a definite chemical composition (b) some liquid or
gas mixed in them (c) an organic component. 2. More than half the weight
of a rock is made up of (a) hydrogen (b) oxygen (c) helium. 3. The
chemical composition of a mineral (a) varies according to its colour (b)
varies according to the place where it is found (c) never varies. 4. The salt
we use in cooking generally comes from (a) graphite (b) halite (c) calcite.
5. Pencils are made of (a) graphite (b) halite (c) calcite. 6. Feldspar is used
(a) in the glass and ceramics industries (b) in electronic insulators and
paints (c) as an abrasive. 7. Muscovite is another name for (a) black mica
(b) white mica (c) olivine. 8. The second most abundant element on Earth
is (a) iron (b) calcium (c) silicon. 9. Minerals made up of a single element
are called (a) mineral elements (b) native elements (c) natural elements.
10. Diamonds and raphite are both made up of (a) pure oxides (b) pure
carbon (c) pure carbonates.
Mineral extraction
Minerals are found everywhere in the Earths crust. They are extracted in
different ways and each method has an impact on health and on the
environment. In surface mines, minerals are found in layers which are
relatively close to the surface. These minerals are removed by cutting into
the surface. This means that vegetation is destroyed and the surrounding
landscape is degraded. The local environment is also affected by noise,
84

____________________________________________________________________________
land, air and water pollution. In underground mining, the minerals are deep
in the Earths crust and are extracted in various ways, such as using
explosives, or by digging deep holes. This may cause flooding and
subsidence. Some governments are trying to limit health and
environmental damage while others think that extracting the minerals is
more important.
1. Summarise the two types of mining mentioned in the text. 2. List
two health and two environmental problems caused by mining.

1.
2.
3.
4.
Definir mineral.
Conocer componentes y caractersticas de los minerales.
Exponer las distintas formas de extraccin de minerales y sus usos.
Reconocer los dos grandes grupos de minerales y mencionar
representantes de cada grupo.
5. Explicar las propiedades de los minerales.
6. Utilizar la escala de dureza de Mohs para comparar la dureza de los
minerales.
7. Elaborar tablas basadas en una a clave de identificacin de minerales.

clase.
Autoevaluacin.
Coevaluacin.
85

____________________________________________________________________________

PROGRAMACIN DE AULA
UNIDAD DIDCTICA 11: Rocks
11.1. PRESENTACIN
La unidad n 11 es la ltima de su bloque. A travs de ella los alumnos y
alumnas conocen los diferentes usos de las rocas, las relaciones entre stas y
los minerales, su origen y tipologa, sus propiedades, su ciclo, etc.
11.2 OBJETIVOS
1. Explorar algunos usos de las rocas.
2. Comprender la relacin que hay entre los minerales y las rocas.
3. Identificar y reconocer las principales rocas.
4. Comprender cmo se forman las rocas.
5. Clasifica rocas segn sus propiedades.
6. Descubrir los procesos que intervienen en el ciclo de las rocas.
2. Expressing a purpose.
3. Making impersonal statements.
4. Describing a process.
11.3. CONTENIDOS

Rocas: definicin, clasificacin y origen.
Ciclo de las rocas.
86

____________________________________________________________________________
Usos de las rocas.

Observacin e interpretacin de esquemas, fotografas y tablas descriptivas.
Interpretacin de los resultados de experimentos.
Identificacin rocas usando fotografas.
11.3.3. Actitudes
Inters por conocer las rocas y sus utilidades.

VOCABULARIO: cementation, compaction, erosion igneous rocks,

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

1. COM.
LINGSTICA
2,
MATEMTIC
A
3. CONOC. E
INTER. MUNDO
FSICO
4. T. INFORM.
COMPETENCI
A DIGITAL
5. SOCIAL Y
CIUDADANA
6. CULTURAL
Y ARTSTICA
7. APRENDER
A APRENDER
8.
AUTONOMA
E INICIATIVA
PERSONAL
11.5. METODOLOGA
87

____________________________________________________________________________

de su propia experiencia o de sus conocimientos previos sobre las rocas: qu
son?, cmo se formaron?, cules son sus propiedades?, qu clase de
rocas conoces? etc.; alternndose actividades de diversa naturaleza
(observacin, comprensin, expresin, reflexin, valoracin, aplicacin,
investigacin) a travs de la actuacin del profesor (motivacin, explicaciones,
la Unidad didctica.

11.6.1. IMPRESOS

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

sections Key Language (page 160...).
UNIT 11: Rocks (pages 100-107)
criteria.
Libros (Rocks and fossils. Robert T. Coenraads; Guide to rocks
and minerals. Chris Pellant.)
88

____________________________________________________________________________
Work Sheets 1-5.

Test 11.
UNIT 11:
o Audio Tracks:
know?).
o Web task 11: Rocks (ver Actividades).
UNIT 11:
Enlaces Web
Web
geology.
University
of
Troms,
Norway
http://www.ig.uit.no/webgeology/ a really interesting web page
with information about geology, it includes excellent animations
of geologic processes.
Rocks for kids http://www.rocksforkids.com/ for kids
interested in rocks and collecting them.
Pelculas
The new explorers: mystery of the Andes. A&E Home video.
J. Flynn, from the Natural History Museum, Chicago, leads a
group of geologists and naturalists in an expedition through the
Andes to solve the mystery of how fossils of mammals of 32
million years ago appear in rocks formed 100 million years ago.
Volcano (1990). National Geographic Video.
Class CD-Rom 1:
o PowerPoint, Unit 11: Rocks (Contents, Resources,
Interactive Activity and Links).
Class CD-Rom 2:
o Web task 11: Rocks (ver Actividades).
know?)
89

____________________________________________________________________________
o Students book answer key (Students book: pages 117119, 121-123, and 125-126).
pages 102-106)
etc.).
11.7. ACTIVIDADES



programados.


inhibiciones.

Students Book (pages 117-119 and 121-123).
Students CD-Rom:
- Activities sheet 11: FORMATION OF SEDIMENTARY ROCKS - THE ROCK
CYCLE // Class CD 2.
90

____________________________________________________________________________

Students Book:
- Hand on (page 125): Investigation weathering and sedimentation.
o Investigate.
Task
For a project, you must find out how many active volcanoes there are on
the Earth. Does active mean that a volcano is erupting now? Why do
some websites give different numbers?
Resources:
http://pubs.usgs.gov/gip/monitor/intro.html
http://volcano.und.edu/vwdocs/frequent_questions/top_101/Interesting/Int
eresting2.html
http://vulcan.wr.usgs.gov/LivingWith/VolcanicFacts/misc_volcanic_facts.h
tml
http://www.volcanodiscovery.com/volcano
tours/volcanoes/faq/how_many_volcanoes.html
http://www.volcano.si.edu/faq/index.cfm?faq=03
Class CD-Rom 1:
- PowerPoint, Unit 11: Interactive Activity (Identifying rocks).
Teachers Resource Pack (Worksheets 1-5, pages 102-106) // Class CDRom 2 (Worksheets answer key):
-
Activity Sheet 1: 1) Find six rocks and six minerals in the wordsearch
and write them in the correct box. 2) Complete the definitions with
words from Activity 1. 3) Match the questions and answers.
Activity Sheet 2: 1) Label the photographs.2) Complete the text with

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

the words in the box: conglomerate - rock salt -basalt - coal limestone - granite - slate - gypsum - pumice - marble - clay - obsidian oil sandstone. 2) Complete the sentences with the name of a rock.
91

____________________________________________________________________________
Activity Sheet 4: 1) Work in pairs. Complete the text with the words
below: cementation - coal - weathering metamorphic - oil - erosion compaction. 2) On a separate sheet of paper, draw and label the
stages of the rock cycle. 3) In pairs, think about and answer the
questions.
Activity Sheet 5: 1) Find words or expressions in the text which mean

the following: a. broken - peoples from Central
America- jewel
unusual shiny. 2) Would you expect to find fossils in obsidian?
Explain your answer. 3) Give one example of the use of obsidian in
the ancient world and one in the modern world. 4) What is the main
difference between an obsidian blade and a steel blade? How can
you see this difference? 5) Draw and label a macuahuitl as you
imagine it. Then check your answer in an encyclopedia or on the
Internet.
11.8. EVALUACIN
answer key):
o
Test 11:

1. Cement is made from (a) gypsum (b) limestone and clays (c) granite
fragments. 2. Rock salt and quartzite are (a) monomineralic rocks (b)
metamorphic rocks (c) sedimentary rocks. 3. Rocks formed from cooled
magma are called (a) conglomerate rocks (b) intrusive rocks (c) igneous
rocks. 4. Limestone is a ____________ (a) detrital (b) chemical (c) organic
rock. 5. Fossil fuels are (a) organic (b) detrital (c) chemical. 6. The first
step in the rock cycle is (a) weathering (b) compaction (c) cementation. 7.
Magma on the Earths surface is called (a) pumice (b) crust (c) lava. 8. In
plutonic rocks, the magma (a) cools rapidly, producing tiny crystals (b)
cools slowly, producing large crystals (c) cools rapidly, trapping gases
which produces bubble holes. 9. Metamorphism occurs (a) near the
Earths crust (b) deep within the Earth (c) near active volcanoes. 10.
Metamorphic rocks are formed when (a) sedimentary rocks melt (b)
metamorphic rocks lose their minerals (c) minerals inside rocks are
changed by heat and pressure.
92

____________________________________________________________________________

Fossils
Sedimentary rocks sometimes contain remains of living things that died
millions of years ago. These remains are called fossils. Fossils became
part of the rocks during the processes of compaction and cementation of
sediments, and they provide invaluable information about the history of life
on Earth. The first fossils date back to about 540 million years ago. They
were mollusks and trilobites. Trilobites had a head, a thorax and a tail. In
the nineteenth century, scientists established that trilobites were
arthropods, the group that includes modern insects and crustaceans. Later
fossils showed the first fish, and then the first vegetation that appeared on
Earth. And much, much later, of course, came those strange and
mysterious terrible lizards, the dinosaurs.
1. During which process were fossils created? How? 2. What is the
relationship between a trilobite and a modern lobster? 3. Find words or
expressions in the text which mean the following. a. important: c.
demostrated: b. proved: d. plants and trees: 4. Put these living things in
the order in which they appeared on Earth, starting with the earliest:
dinosaurs, molecules, mankind, plants and trees, mollusks and trilobites,
fish.
1. Reconocer los usos de las rocas en la construccin, decoracin y la
industria qumica.
2. Explicar las semejanzas y diferencias entre rocas y minerales.
3. Reconocer identificar rocas comunes.
4. Comprender los procesos que originan los diferentes tipos de rocas.
5. Clasificar rocas usando una tabla descriptiva.
6. Explicar los procesos del ciclo de las rocas.

clase.
Autoevaluacin.
Coevaluacin.
93

____________________________________________________________________________

PROGRAMACIN DE AULA
UNIDAD DIDCTICA 12: Matter and its properties
12.1. PRESENTACIN
Con esta unidad se inicia el ltimo bloque de unidades del curso, en ellas se
trabajan contenidos relativos a la materia, sus cambios, componentes, etc. La
unidad n 12 acerca a los alumnos y alumnas al estudio de la materia y sus
propiedades: la longitud, la superficie, el volumen, la masa, la densidad y la
temperatura.
12.2 OBJETIVOS
1. Conocer cules son las propiedades de la materia.
2. Reconocer las magnitudes fundamentales ms usuales.
3. Reconocer algunas magnitudes derivadas.
5. Expresar magnitudes empleando el Sistema Internacional de unidades.
6. Aprender a realizar cambios de unidades.
7. Aprender los pasos para realizar una representacin grfica.
2. Comparing.
3. Measuring.
4. Making impersonal statements.
12.3. CONTENIDOS
(Conexin curricular Bloque 1: Contenidos Comunes. Bloque 2. La Tierra en el
Universo.)

94

____________________________________________________________________________
La materia y sus propiedades generales y especficas.

Magnitudes fundamentales y derivadas.
Unidades: Sistema Internacional de unidades y unidades de uso comn.
Realizacin de conversiones y cambios de unidades.
Manejo de aparatos de medida sencillos que permitan verificar algunas de las
propiedades generales de la materia.
Interpretacin y elaboracin de grficas.
12.3.3. Actitudes
Mostrar inters por realizar mediciones precisas.

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

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

1. COM.
LINGSTICA
2,
MATEMTIC
A
3. CONOC. E
INTER. MUNDO
FSICO
4. T. INFORM.
COMPETENCI
A DIGITAL
5. SOCIAL Y
CIUDADANA
6. CULTURAL
Y ARTSTICA
7. APRENDER
A APRENDER
8.
AUTONOMA
E INICIATIVA
PERSONAL
12.5. METODOLOGA
95

____________________________________________________________________________

de su propia experiencia o de sus conocimientos previos sobre la materia y sus
propiedades (longitud, superficie, masa, masa y densidad), alternndose
actividades de diversa naturaleza (observacin, comprensin, expresin,
reflexin, valoracin, aplicacin, investigacin) a travs de la actuacin del
profesor (motivacin, explicaciones, ejemplificaciones, preguntas, propuestas
de tareas, etc.) y con la participacin activa de los alumnos y alumnas.
la Unidad didctica.

12.6.1. IMPRESOS

UNIT 12: Matter and its properties (pages 130-139). Vocabulary and
Key Language sections Key Language (page 160...).
UNIT 12: Matter and its properties (pages 108-115)
criteria.
96

____________________________________________________________________________
Libros (Biography of physics. George Gamow; Science for fun.

Janice Vancleave.)
Work Sheets 1-5.
Test 12.
UNIT 12:
o Audio Tracks:
know?).
o Web task 12: Matter and its properties (ver Actividades).
UNIT 12:
Enlaces Web
New
York
University.
What
is
matter?
http://www.nyu.edu/pages/mathmol/textbook/whatismatter.html
Web page of the New York University, which explains what
matter is, in simple language.
Pelculas
Life in the freezer. David Attenborough. BBC Warner.
Documentary about the Antarctic, an ecosystem with a frozen
mass which suffers cyclic expansions and contractions. These
changes determine the nutrition, life and behaviour of the
varied wildlife.
Class CD-Rom 1:
o PowerPoint, Unit 12: Matter and its properties (Contents,
Class CD-Rom 2:
o Web task 12: Matter and its properties (ver Actividades).
know?)
o Students book answer key (Students book: pages 131
and 133-138).
97

____________________________________________________________________________

pages 110-114)
etc.).
12.7. ACTIVIDADES



programados.


inhibiciones.

Students Book (pages 131 and 133-136).
Students CD-Rom:
- Activities sheet 12: BASE UNITS VOLUME - DENSITY - THERMOMETERS C
AND K // Class CD 2.
98

____________________________________________________________________________

Students Book:
o Experiment.
Task 1
Your parents bought a new television. It has a 30 inch screen. You want
to tell all your friends how big it is in centimetres and millimetres. Use
these resources to change inches to centimetres and to millimetres
online. (Remember: TV screens are measured diagonally.)
Task 2
You are going to visit an uncle in New York. He says the temperature is
about 50 degrees Fahrenheit. How warm is this? Should you take your
swimming costume or a coat? Use the resources to change Fahrenheit
temperatures to Celsius online.
Resources:
http://www.worldwidemetric.com/metcal.htm
http://www.naturalhandyman.com/iip/inffastener/infconversioncalc.html
http://digitaldutch.com/unitconverter/
http://www.asknumbers.com/
Class CD-Rom 1:
- PowerPoint, Unit 12: Interactive Activity (What unit of measure is
used?).
-
Activity Sheet 1: 1) Find eight properties of matter in the wordsearch.

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

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

the chart with the missing information about properties and units.
3) Complete the facts file about the properties of matter.
99

____________________________________________________________________________
Activity Sheet 4: 1) Work in pairs. Take turns to start and finish the
sentences. 2) Work in pairs. Describe how you would measure the
following: 1. the volume of a pile of coins 2. the surface area of a
shoeprint 3. the volume of air in a measuring cylinder half full of water.
Activity Sheet 5: 1) Match the words and the definitions. 2) Think and
answer: 1. What is the English system based on? 2. Why did scientists
need to adopt a standard international system of measurements? 3)
Draw and label three objects that represent English measurements.
Add their equivalents in metric units.
12.8. EVALUACIN
answer key):
o
Test 12:

1. The general properties of matter include mass, volume, (a) capacity and
density (b) weight and density (c) size and density. 2. The formula used to
measure the surface area of irregular objects is called (a) p r2 (b) base x
height (c) estimation. 3. Capacity is measured in (a) litres (b) litre/dm3 (c)
dm3/litre. 4. Density is the relationship between (a) capacity and volume
(b) mass and capacity (c) mass and volume. 5. Solids have (a) a lower
density than gases (b) a higher density than gases (c) an equal density to
gases. 6. In the International System of Units, the unit for temperature is
the (a) Kelvin (b) Celsius (c) Fahrenheit. 7. Temperature is (a)
dependent on (b) independent of (c) somehow related to mass and
volume. 8. Time is (a) the difference between the rising and the setting of
the Sun (b) the length of the Earths rotation (c) the measure of passing
events. 9. Graphs show (a) the results of an experiment (b) the
relationship between two variables (c) coordinate axes. 10. On a graph,
the horizontal and vertical axes are called (a) x and y (b) y and x (c)
scales.
Matter
100

____________________________________________________________________________
Everything that takes up space and has mass is matter. Therefore,

everything around us is matter. Matter has general properties which are
common to all things. Specific properties, on the other hand, help us tell
one kind of matter apart from another. Colour, texture, hardness, shape,
etc. are used to identify, differentiate and describe matter. Although it may
appear that air is not matter, it does have mass and it does occupy space,
therefore it is matter. What we can say is that its density is smaller than
the density of solids because it has little mass for the volume of space it
occupies.
1. What is matter? 2. What properties enable us to distinguish between
different types of matter? 3. Why is air considered to be matter? 4. Find
words or expressions which mean the following. a. occupies: b. general: c.
distinguish between:
1. Explicar qu es la materia y distinguir entre propiedades generales y
especficas.
2. Reconocer magnitudes fundamentales como la longitud, la masa, el
tiempo y la temperatura.
3. Reconocer magnitudes derivadas como la superficie, el volumen y la
densidad.
4. Diferenciar las magnitudes fsicas fundamentales de las derivadas.
5. Comprender y expresar medidas de acuerdo con el Sistema
Internacional de unidades.
6. Realizar conversiones o cambios de unidades oportunos.
7. Realizar representaciones grficas para analizar los datos obtenidos en
un experimento.

clase.
Autoevaluacin.
Coevaluacin.
101

____________________________________________________________________________

PROGRAMACIN DE AULA
UNIDAD DIDCTICA 13: Everything is matter
13.1. PRESENTACIN
La unidad n 13 acerca a los alumnos y alumnas a los diferentes cambios de
estado de la materia, las condiciones en las que se producen esos cambios, las
diferencias entre sustancias y mezclas, etc.
13.2 OBJETIVOS
1. Identificar los estados de la materia.
2. Explicar cmo cambia de estado la materia.
3. Definir mezclas y sustancias puras.
4. Describir cambios fsicos y cambios qumicos.
5. Aprender algunos mtodos para separar los componentes de una mezcla.
6. Conocer las caractersticas de los principales materiales artificiales.
7. Comprender la necesidad de reciclar los residuos.
2. Describing a process.
3. Making generalisations.
4. Describing.
13.3. CONTENIDOS
(Conexin curricular Bloque 1: Contenidos Comunes. Bloque 2. La Tierra en el
Universo.)

102

____________________________________________________________________________
La materia: formas, estados y cambios.

Mezclas: definicin y mtodos de separacin.
Sustancias puras: compuestos y elementos.
Materiales artificiales.
Residuos y reciclado.
Aplicacin de tcnicas para la separacin de componentes de mezclas.
Observacin e interpretacin de esquemas y grficos de sectores.
Comprobacin de hiptesis.
Interpretacin de textos cientficos.
13.3.3. Actitudes
Comprender y valorar el proceso y necesidad del reciclaje.

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

1. COM.
LINGSTICA
2,
MATEMTIC
A
3. CONOC. E
INTER. MUNDO
FSICO
4. T. INFORM.
COMPETENCI
A DIGITAL
5. SOCIAL Y
CIUDADANA
6. CULTURAL
Y ARTSTICA
7. APRENDER
A APRENDER
8.
AUTONOMA
E INICIATIVA
PERSONAL
13.5. METODOLOGA
103

____________________________________________________________________________

de su propia experiencia o de sus conocimientos previos sobre los cambios de
estado de la materia: cuntos estados hay?, cmo se producen estos
cambios?, qu son las mezclas?, etc.; alternndose actividades de diversa
naturaleza (observacin, comprensin, expresin, reflexin, valoracin,
la Unidad didctica.

13.6.1. IMPRESOS

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

UNIT 13: Everything is matter (pages 116-123)
104

____________________________________________________________________________

criteria.
Libros (Chemical chaos. Nick Arnold and Tony Saulles.; Garbage
and recycling (Young discoverers: Environmental facts and
experiments). Rossie Harlow and Sally Morgan.)
Work Sheets 1-5.
Test 13.
UNIT 13:
o Audio Tracks:
know?).
o Web task 13: Everything is matter (ver Actividades).
UNIT 13:
Enlaces Web
The
international
boiling
point
project
http://www.k12science.org/curriculum/boilproj/
An interesting web page which sets up a collaboration between
centres to investigate the boiling point of water.
Chem4kids http://www.chem4kids.com/ Shows the basis of
chemistry in a clear and amusing way.
Recycle city http://www.epa.gov/recyclecity/ Entertaining web
page of the EPA, about recycling. It includes games and other
activities.
Pelculas
Ice age 2: The Meltdown. Director: Carlos Saldaa.
Class CD-Rom 1:
o PowerPoint, Unit 13: Everything is matter (Contents,
Class CD-Rom 2:
o Web task 13: Everything is matter (ver Actividades).
105

____________________________________________________________________________

know?)
o Students book answer key (Students book: pages 141148).
pages 118-123)
etc.).
13.7. ACTIVIDADES



programados.


inhibiciones.

Students Book (pages 141-143 and 146-147).
Students CD-Rom:
106

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

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

Students Book, write sentences to compare and contrast synthetic
materials and their uses: lastic Carbon fibre, Glass Fibre optics,
Fibreglass Plastic, Glass Carbon fibre, Fibreglass Fibre optics.
2)Think of an object or product made with synthetic materials.
Explain why the materials used are the right ones for the product.
107

____________________________________________________________________________
Activity Sheet 4: 1) Read the text and then label the pie chart. 2) Work
in pairs. Take turns to answer the questions.
Activity Sheet 5: 1) Find words or expressions in the text which mean

the following 2) Answer the questions. a. Why should glass be
recycled? b. Why should we avoid buying products with a lot of
packaging? 3) On a separate sheet of paper, design a poster to
encourage recycling. Use a catchy slogan to get your message
across!
13.8. EVALUACIN
answer key):
o
Test 13:

1. According to particle theory, the particles within matter are (a) static (b)
in constant attraction and repulsion (c) in constant motion. 2. Above its
boiling point, a substance is (a) a gas (b) a liquid (c) a solid. 3. Solutions
are usually (a) solid mixtures (b) liquid mixtures (c) gaseous mixtures. 4.
Chemical change involves (a) a chemical reaction (b) a physical change
(c) a breakdown into simpler substances. 5. Rocks are usually (a)
homogeneous mixtures (b) heterogeneous mixtures (c) chemical
compounds. 6. In a solution, the dissolved substance is called the (a)
solvent (b) solute (c) dissolution. 7. Chemical elements are (a) solutions
(b) compounds (c) pure substances. 8. Synthetic materials are obtained
from natural substances which are transformed by (a) chemical processes
(b) chemical reactions (c) chemical changes. 9. Fibre optic is a fibre made
from (a) carbon (b) petroleum (c) glass or plastic. 10. Batteries, old
medicines and paints must be disposed of in (a) a rubbish dump (b) a
waste collection area (c) a collection dump.
Particles
Particles of matter do not change from one state to another. They only
change their arrangement or their energy. When matter changes state, no
mass is lost and no mass is created. When a solid is heated, the particles
gain energy and move more and more rapidly. The forces of attraction
108

____________________________________________________________________________
between the particles are weakened, and at a certain temperature, they

have enough energy to break free from their positions. Then, the solid
changes into a liquid in a process called fusion.
1. Find the opposite of the following words in the text. a. gained: d. slowly:
b. destroyed: e. strengthened: c. cooled: f. solidification: 2. What two
changes can occur in particles of matter? 3. What happens when a solid is
heated? 4. What is fusion?
1.
2.
3.
4.
5.
6.
7.
Identificar y describir los diferentes estados de la materia.

Explicar cmo cambie la materia de un estado a otro.
Definir mezcla, disolucin, sustancia pura, elemento y compuesto.
Describir cambios fsicos y cambios qumicos.
Usar diferentes mtodos para separar mezclas.
Describir las propiedades y usos de los materiales sintticos.
Explicar el proceso de reciclado de residuos y la necesidad de reciclar.

clase.
Autoevaluacin.
Coevaluacin.
109

____________________________________________________________________________

PROGRAMACIN DE AULA
UNIDAD DIDCTICA 14: Atoms and elements
14.1. PRESENTACIN
Esta ltima unidad permite a los alumnos y alumnas profundizar en el estudio
de la materia a travs del conocimiento de sus componentes bsicos y de su
estructura, la identificacin de los elementos de la tabla peridica, la
diferenciacin entre tomos, elementos, molculas and cristales, la
interpretacin de algunas frmulas qumicas, etc.
14.2 OBJETIVOS
1. Aprender a reconocer los tomos como componentes de la materia.
2. Saber cmo se clasifican los elementos.
3. Saber cmo se organizan los tomos.
4. Comprender el significado de las frmulas qumicas.
5. Conocer las propiedades de los elementos ms abundantes en la naturaleza.
6. Aprender a elaborar un registro de datos de un elemento qumico.
2. Describing.
3. Indicating location.
4. Comparing.
14.3. CONTENIDOS

Los tomos: definicin, estructura, nmero atmico.
110

____________________________________________________________________________
tomos, molculas y cristales.

Elementos qumicos: tabla peridica, smbolos y propiedades de los
elementos ms abundantes.
Utilizacin y anlisis de representaciones y modelos grficos.
Elaboracin de un registro de datos.
Comprensin del significado de las frmulas de sustancias.
Interpretacin de textos cientficos.
14.3.3. Actitudes
Mostrar inters por conocer la estructura de la materia.
Valorar las propiedades de elementos y sustancias y sus aplicaciones.

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

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

1. COM.
LINGSTICA
2,
MATEMTIC
A
3. CONOC. E
INTER. MUNDO
FSICO
4. T. INFORM.
COMPETENCI
A DIGITAL
5. SOCIAL Y
CIUDADANA
6. CULTURAL
Y ARTSTICA
7. APRENDER
A APRENDER
8.
AUTONOMA
E INICIATIVA
PERSONAL
14.5. METODOLOGA
111

____________________________________________________________________________

de su propia experiencia o de sus conocimientos previos sobre las rocas: qu
son?, cmo se formaron?, cules son sus propiedades?, qu clase de
rocas conoces? etc.; alternndose actividades de diversa naturaleza
(observacin, comprensin, expresin, reflexin, valoracin, aplicacin,
investigacin) a travs de la actuacin del profesor (motivacin, explicaciones,
la Unidad didctica.

14.6.1. IMPRESOS

UNIT 14: Atoms and elements (pages 150-159). Vocabulary and Key
UNIT 14: Atoms and elements (pages 124-131)
112

____________________________________________________________________________

criteria.
Libros (Mr. Tompkins explores the atom. George Gamow;
Atoms, quarks and the Periodic Table. M. Tweed.)
Work Sheets 1-5.
Test 14.
UNIT 14:
o Audio Tracks:
know?).
o Web task 14: Atoms and elements (ver Actividades).
UNIT 14:
Enlaces Web
The
science
centre
http://www.americanchemistry.com/s_chlorine/science_index.a
sp?CID=1210&DID=4580&CTYPEID=113 Helpful American
guide for science teachers.
Pelculas
Flubber. Director: Les Mayfield.
Class CD-Rom 1:
o PowerPoint, Unit 14: Atoms and elements (Contents,
Class CD-Rom 2:
o Web task 14: Atoms and elements (ver Actividades).
know?)
o Students book answer key (Students book: pages 151156 and 158).
pages 126-131)
113

____________________________________________________________________________

etc.).
14.7. ACTIVIDADES



programados.


inhibiciones.

Students Book (pages 151-156).
Students CD-Rom:
- Activities sheet 14: AN ATOM - THE PERIODIC TABLE - ELEMENTS IN THE
UNIVERSE - ELEMENTS IN LIVING THINGS - ELEMENTS IN THE EARTHS CRUST MOLECULES AND CRYSTALS - THE CHEMICAL FORMULA FOR WATER // Class
CD 2.
114

____________________________________________________________________________

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

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

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

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

sentences and write the numbers in the correct box. 2) Complete
and classify the sentences. Write the numbers in the correct box.
115

____________________________________________________________________________
Activity Sheet 5: 1) Correct the information in the following

sentences. 2) List the other scientists whose names appear on the
Periodic Table. 3) Think and answer. 1. What can the first part of
Mendeleevs life teach us?
14.8. EVALUACIN
answer key):
o
Test 14:

1. Atomic numbers indicate the number of: (a) electrons (b) neutrons (c)
protons in an atom. 2. The smallest part of an element is (a) an atom (b) a
molecule (c) a nucleus. 3. Noble gases always (a) form molecules (b) exist
as single atoms (c) combine among themselves. 4. The noble gases are
helium, neon, argon, krypton, radon and (a) boron (b) xenon (c) silicon. 5.
The most abundant element in the Universe is (a) helium (b) oxygen (c)
hydrogen. 6. The most abundant element in the Earths crust is (a) helium
(b) oxygen (c) hydrogen. 7. The basis of all organic compounds is (a)
carbon (b) nitrogen (c) hydrogen. 8. CaCO3 is the compound that is found
in sea shells and egg shells. It is (a) calcium oxide (b) calcium chloride (c)
calcium carbonate. 9. At room temperature, chlorine is a (a) gas (b) liquid
(c) solid. 10. This element is used in the composition of fireworks: (a)
sodium (b) magnesium (c) potassium.
Calcium
Calcium is a soft grey metal which does not occur as an element in nature,
where it exists only in compounds. It is found in sedimentary rocks like
gypsum and limestone. Limestone is often composed of the organic
remains of sea animals and for this reason it is rich in calcium.
Interestingly, when subjected to heat and pressure, limestone becomes
the metamorphic rock, marble, which of course also contains calcium.
Calcium is the fifth most abundant element in the Earths crust, and the
most common element in the human body. 99% of it is found in bones and
teeth. In this respect, it has been shown that cola drinks, which are rich in
caffeine, sugar and phosphorus, cause significant calcium loss through the
urine and could even lead to osteoporosis (brittle bones) in children and
adolescents.
116

____________________________________________________________________________
1. Briefly describe calcium. 2. What do cola drinks contain a lot of? Why is
it dangerous to drink excessive quantities of them? 3. Find the opposite of
the following words in the text a. hard: b. poor: c. cold: d. unimportant: e.
scarce: f. flexible:
2
1.
2.
3.
4.
5.
Explicar de qu est compuesta la materia.

Describir y explicar cmo se clasifican los elementos.
Explicar cmo estn organizados los tomos.
Explicar qu es una frmula qumica y qu informacin contiene.
Explicar las propiedades de elementos qumicos de la naturaleza y
relacionarlas con los usos que se hacen de ellos.
6. Investigar sobre un elemento y registrar los datos sobre l.

clase.
Autoevaluacin.
Coevaluacin.
117

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ESSENTIAL NATURAL SCIENCE 1

Activity Sheet 4: 1) Work in pairs. Take turns to read. Then classify

1) Circle the correct answer.