Teacher S Book Science 5º Richmond PDF

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Teacher’s Book
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Essential Science
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• Essential Science teaches basic concepts of Science,

Geography and History through English.
• Content and language are carefully interwoven
in Essential Science.
• The syllabus covers all the scientific contents which Science, Geography and History
students require at this level.

• The language objectives correlate with those set out
in the Cambridge Young Learners suite.
Science, Geography and History
Código de pedido: S-0676X
• The Student’s Book guides students towards

curricular objectives.
Activity • A series of presentations explain key concepts
in clear and simple language.
Book
• Basic activities in the Student’s Book give students
the confidence to ask questions, and make
descriptive statements.
• The Activity Book provides reinforcement

and extension activities. 857356 CD.ai 3/5/02 16:51:17
• It includes projects and tasks to widen

the students’ horizons, and stimulate
reflection on work and progress.
• The Student’s CD gives an
extensive selection of recorded
texts.
• The students’ self-confidence
will grow, as their fluency
Student’s CD
and pronunciation improve.
• Learner autonomy is
www.indexnet.santillana.es www.richmondelt.com
encouraged.
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• Essential Science provides a wealth of material to

Teacher’s Book teachers and students. This gives teachers great
flexibility to choose. They can adapt their work in
view of the time the students spend on Science,
Geography and History in English.
• Richmond World Facts Readers provide a series of
stimulating and carefully graded texts on Geography,
Science, Culture and History. 58 readers at 6 levels
of proficiency are available.
• Internet resources are available for teachers and
students on our websites. Links encourage students
to go further in their research.
• Richmond Student’s Dictionary: a valuable reference
tool.
• Assessment, Extension and Reinforcement
worksheets provide teachers with additional
resources.
Science, Geography and History
• Posters and flashcards give teachers important visual
back-up.
• This Teacher’s Book offers page-by-page teaching

suggestions, solutions to the Activity Book activities, tic
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and a guide to other resources. 1

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Sea The Roman Empire
B R I TA N N I A GERMANIA
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A T L A N T I C GALLIA 10
© Richmond Publishing 2006. Richmond Publishing is an imprint of Santillana Educación, S.L.

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7 sarcophagus
1 Hadrian´s Wall 2 baths 3 theatre 4 aqueduct 5 temple 6 Appian Way
Roman Empire Boundaries
8 statue 9 road 10 sarcophagus 11 theatre 12 aqueduct 13 theatre 14 temple
Class CD1 Class CD2
• The Teacher’s CD contains a selection

of recorded texts as well as all
the Student’s CD recordings.
3
CONTENTS FOR SCIENCE, GEOGRAPHY AND HISTORY BOOK 5
UNIT CONCEPTS PROCEDURES CITIZENSHIP
01. Living things • Living and non-living things • Interpreting a diagram • Respect for all
• Characteristics of life • Studying photographs living things
processes
• Cells and the parts of a cell
• Unicellular and multicellular
organisms
02. Plants • Flowering and non-flowering • Observing parts of a plant • Fruit and health
plants • Describing the reproduction
• Classification of plants of plants
• Plants breathe, make food
and reproduce
03. Invertebrates • Characteristics • Classifying invertebrates • Protecting

of invertebrates • Studying labelled drawings animal habitats
• Invertebrate groups
• Characteristics
of arthropods
04. Vertebrates • Characteristics • Comparing vertebrates • Benefits of

of vertebrates • Associating groups with their a fish diet
• Vertebrate groups habitats
• Classification of reptiles,
fish and amphibians
05. Nutrition • The main organs in the • Interpreting anatomical • Healthy eating
digestive, respiratory, drawings habits
circulatory and excretory • Observing photographs
systems
Natural sciences
• The processes of nutrition,

digestion, respiration,
circulation and excretion
06. Matter • The properties of matter • Explaining events • Tetanus

• Differentiating physical scientifically
and chemical changes • Using personal experience
• Changes in matter to interpret a subject
• Changes in state
07. The atmosphere • The atmosphere • Sequencing information • Natural

• The hydrosphere • Extracting information from disasters
• The geosphere photographs, drawings
and diagrams
• Changes in the Earth’s
surface
4
UNIT CONCEPTS PROCEDURES CITIZENSHIP
18. The landscape • The concept of landscape • Interpreting maps • Rubbish

• Inland and coastal
landforms
• Mountains, plains
and coasts in Spain
19. Rivers • Rivers, lakes • Observing drawings and photos • The effects
and watersheds • Locating climate zones on a globe of human
• Climate and weather action on the
• Living things and their environment
habitats
10. Population • The concept of population • Interpreting a population bar • Respect for
• Causes and types • Doing a census people from
of migration other cultures
• Characteristics of the • Respect
population in Spain for senior
citizens
11. The economy • The concept of active • Identifying industries in own area • The
population • Using maps to locate services importance
• The agricultural, industrial of all types of
and service sectors work
• Tourism and transport • Road safety
in Spain
Geography and History
12. Prehistory • Periods of Prehistory and • Interpreting historical maps • Understanding

and Antiquity characteristics of prehistoric • Studying ancient monuments our cultural
life legacy from
• Early civilisations on the the past
Iberian peninsula
• The Roman legacy in Spain
13. The Middle Ages • The Germanic tribes • Putting historical events in order • Respect
and the Visigothic kingdom • Interpreting historical maps for historic
• The characteristics buildings
of Al Andalus
• The expansion of the
Christian kingdoms
• Society in Spain after 1492
5
The Student's Book

indicates Richmond
Title World Facts Readers.
• This is the Living things
number and
LOOK
title of the unit.
Look at this photo.
indicates an
• What living things
can you see?
Internet Activity.
• What non-living things
can you see?
indicates
a reading
activity.
Look
• The units begin
READ
with a LOOK or
1. Living and non-living things 1 2. Life processes
In nature, there are living things There are three basic life processes:
COMPARE
shows that it is
and non-living things.
• Nutrition section which
People, animals and plants are living things.
Living things eat food, which contains nutrients.
also recorded. Rocks, air and wind are non-living things. Nutrients are substances which provide energy.
focuses
Living things have the following characteristics:
• Sensitivity
attention on the
• They are born from other living things.
• They eat.
Living things react to their environment. theme of the
• They react to their environment.
• They grow.
• Reproduction
Living things have offspring.
unit.
• They reproduce. Many living things need a mate to reproduce.
• Finally, they die. New living things replace the ones which die.
indicates that the
activity should
Activities Make more sentences. Living things are born. Living things … first be done
What living things are there in your home?
orally.
• Activities at the bottom
of the page reinforce LIVING THINGS 5
basic concepts, and

practise structures and indicates that it
vocabulary. Read can also be used
as a writing
• Some are linked to
• Information is organised exercise.
citizenship themes. into numbered sections.
Rivers
EXPRESSING POSSESSION
A region’s characteristic temperature …
The Earth’s climate …
A river’s course and flow …
Essential language Population

DESCRIBING PEOPLE
• The Essential The population is the number of people

Urban populations are people who
live in a place.
live in cities.
Language section Rural populations are people

People
live in villages and towns.
leave a country are called emigrants.
summarises all the True or false? Make more sentences.

The population is the number of people who visit a place. True. / False.
key language used at TALKING ABOUT MANNER
The number of inhabitants in a place changes continually.
this level. The adult population is growing quickly.
Some countries are densely populated.
The population is not evenly distributed.
Some areas are sparsely populated.
6
The Activity Book

I can do it • Learner autonomy: Activities
the students assess
their own progress. • The Activity
Book offers
a wealth of
activities.
Contents Worksheet 2. Date Apply your knowledge
THE ORGANISATION OF LIVING THINGS
Read KINGDOMS
Read
and
and tick
tick
UNIT II CAN 1. Match and label.
UNIT CAN DO
DO IT
IT
Living I canI can compare
classify living living
thingsthings and kingdoms.
into three non-living things. A B
Living things
things 3I canI can identify animal and plant habitats. system tissue cell
3 describe a cell.
I canI can identifythe
distinguish ourdifferent
five senses.
parts of a plant. organ organism
Our senses
Plants
6 6I canI can
talk name
about the parts of the eye and the ear.
photosynthesis.
Our body I canI can name

classify some bones and muscles.
invertebrates.
Invertebrates
9 10I canI can say how
describe the we use our
different muscles.groups.
arthropod
Animals I canI can

nameclassify animals in different
the characteristics groups.groups.
of vertebrate
Vertebrates
12 13I canI can identify
classify what different
vertebrates animals eat.
into groups.
Vertebrates E D C
I canI can identify
locate vertebrates
the main and
organs of invertebrates.
nutrition.
Nutrition
and invertebrates 16 16I canI can namethe
describe theprocesses
characteristics of mammals.
involved in nutrition.
The Earth I canI can

talk identify
about thethegeneral
three parts of theof
properties Earth.
matter.
Matter
21 25I canI can compare
identify changessolids, liquids
of state and gases.
in matter.
Water I canI can

talk say
aboutwhere we find water.
the purpose of the atmosphere.
The atmosphere
25 27I canI can describe
explain the water
the water cycle.cycle.
Air I canI can

talk describe
about thethe characteristics
concept of air.
of landscape.
The landscape
28 30I canI can identify
identify someinland
the main atmospheric phenomena.
and coastal landforms.
Plants I canI can identify

describe stems,
rivers and leaves and roots.
watersheds.
Rivers
32 32I canI can compare
distinguish thetrees, bushes
Earth’s andzones.
climatic grasses. 2. Complete the sentences.
Flowering
Populationplants
I canI can
talk name
38 35I canI can
about some
describe
identify
of the parts
the concept
how plants
the causes
of a flower.
of population.
grow.of migration.
and types
a. Tiss¤efi are made up of which work together.
The I canI can identify

identify different
the three landscapes.
economic sectors. b. are made up of tiss¤efi which work together.
The landscape
economy
41 40I canI can namepublic
describe the parts
andof a mountain.
private service sectors. c. are made up of which work together.
Prehistory
Water and weather I canI can
talk describe
about thethe course
main of aofriver.
periods Prehistory. Many systems work together in an organism.
and Antiquity 44 44I canI can talk and
identify about the weather.
describe some Roman ruins.
Population I canI can compare

sequence cities,
events towns and
in Spanish villages.
history. 3. Classify the living things from Worksheet 1.
The Middle Ages
48 48I canI can
talk identify
about thesome means ofoftransport.
importance the Golden Age.
I can identify some types of work. KINGDOMS
Work
51 I can talk about the needs of industry.
Animal Plant Fungi
I can talk about the past.
Extra Past and present
53 I can make a family tree.
PROJECT 1: Classify plants 19
PROJECT
PROJECT 1: Animal
2: Observe index
and cardsa fungus
describe 20
19
PROJECT
PROJECT 2:
3: MakeMake
andainterpret
skeletonatoclimate
study bones
graph and joints 21-24
36
PROJECT
PROJECT 3: An experiment
4: Investigate changes in matter 37
37
PROJECTS
PROJECT 5:4-7:
TheMake
Roman objects to experiment
provinces with Peninsula
of the Iberian air 38-39
54-55
PROJECT
GLOSSARY8: Make a relief model of your autonomous community 56-57
56-63
GLOSSARY: 58-64
2 4
MAKE AND INTERPRET A CLIMATE GRAPH

Project 3
Use this information to construct a climate graph.

Temperature is in degrees centigrade (°C). stem worm
Precipitation is in millimetres (mm).
stolon
J F M A M J J A S O N D Glossary sunlight
Temperature 5 9 13 15 18 20 24 26 25 19 10 7 alligator
tuber
Precipitation 50 54 70 78 83 60 30 15 90 86 88 69
• Students use the amphibian
aquatic
1. Complete the temperature.
Put a point on each month using the information in the table. Then draw a red line
to connect the points from all twelve months. glossary to record abdomen
arachnid
beak
bony fish
2. Complete the precipitation.
Each month on the table is represented by a vertical blue bar at a different height
on the graph.
the vocabulary arthropod
cephalothorax
carnivore
cartilaginous fish
T (°C) P (mm) they have learned. cnidarian cetacean
50 100 crustacean cold-blooded
echinoderm crocodile
40 80 exoskeleton egg
insect feather
30 60 invertebrate fin
20 40
Projects and tasks mollusc
myriapod
fur
gill
oviparous habitat
10 20
• Projects and tasks parasite incubation
shell lizard
0
J F M A M J J A S O N D
0
lead the students to sponge lung
thorax mammal
36
reflect, and carry out 57
simple experiments.
Multicultural Peace Health Road safety Consumer Environmental Citizenship Sex

non-sexist education education education education education education
7
The Teacher's Book

Materials for reinforcement
and extension
UNIT 1 UNIT 0
Living things
UNIT CONTENT RESOURCES

Content objectives Resource folder
Contents for 1.
2.
Distinguishing living things and non-living things
Identifying the characteristics of living things and life processes PHOTOCOPIABLE RESOURCES SPECIAL PROGRAMMES*
3. Understanding what a cell is and the parts of a cell
Science skills 4.
5.
Understanding that there are unicellular organisms and multicellular organisms
Learning how living things are organised
• Reinforcement and extension
– Reinforcement: Worksheet 1
• Developing intelligence worksheets
• Working with recent immigrants
– Extension: Worksheet 1
Language objectives • Assessment

– Assessment: Worksheet 1
1. Describing the characteristics of living things: They are born …
are made up of …
2. Giving extra information: Food, which contains nutrients …
Tissues which work together
3. Expressing purpose: To keep a living thing healthy; to make their food Internet resources
4. Giving examples: for example, our skin cells … such as the heart
www.richmondelt.com
5. Describing position: around the cell … between the nucleus and the membrane
www.indexnet.santillana.es
6. Expressing ability: They can / cannot move.
Cells and life processes
http://lgfl.skool.co.uk/keystage4.aspx?id=315
Contents The structure of plant and animal cells and life
processes, along with other biology topics.
CONCEPTS PROCEDURES ATTITUDES For students and teachers.
Living things
Contents for • Living things and non-living
things
• The characteristics of living
• Interpreting a diagram about
the organisation of living things
• Studying photographs to learn
• Appreciating life and living
things
http://www.zephyrus.co.uk/biologytopics.html
A variety of biology topics including the kingdoms
of living things and human organ systems.
English skills things and life processes
• The cell and the parts of a cell:
about living things
• Classifying living things into
For students and teachers.
The fungi kingdom
cytoplasm, membrane three kingdoms
and nucleus • Identifying the characteristics http://www.wise-online.com/objects/index_tj.asp?
• The organisation of living of the three kingdoms of living objid=BIO304
things: cell, tissue, organ, things A closer look at the fungi kingdom.
system, organism For students and teachers. The Organisation of the Human Body
• The principal kingdoms
of living things: animal, plant Other resources
Cells
The cell is the basic unit of living things. All living things are
made up of cells. Some living things, such as bacteria, are made
up of a single cell. An adult human, in contrast, has about 100
trillion cells.
Bone Cells
Muscle Cells
nucleus
cytoplasm
and fungi
Every part of the body is made up of one kind of cell or another,
and each kind of cell has a special function. There are about two
hundred different kinds of cells in the human body, including bone
cells, muscle cells, heart cells, liver cells and so on. nucleus
The shape and size of a cell depend on its funtion. Muscle cells
• Richmond World Facts are long and thin—when they contract, they produce movement.
The three main parts of cells are the nucleus, the cytoplasm and
the cell membrane. The nucleus is the central part of a cell and
controls most of its functions. The cytoplasm is a jellylike
cytoplasm
cell
cell
membrane

substance that makes up most of the inside of a cell. The cell
membrane is the outside covering of a cell. It controls what can
enter and exit a cell. membrane
• Richmond Student’s Dictionary Bone Tissue

Muscle Tissue
Tissue
• Flashcards Tissue is made up of a group of cells that have the same function. For
example, bone tissue is made up of three types of bone cell—one to
make bones, one to repair bones and one to remove dead bone cells.
Humans have four types of tissue.
· Muscle tissue is made up of cells that contract and relax to produce
movement.
· Nervous tissue is found in the brain and spinal cord, as well as the
Assessment criteria • Posters sense organs.

· Connective tissue includes the bones and tendons.
· Epithelial tissue covers the body and lines some internal organs.
Bone tissue, despite its strength, is amazingly light; bones make up
only about one fifth of our weight.
There are two main types of muscle tissue: skeletal muscle tissue,
which is connected to the skeleton, and smooth muscle tissue, which
is found in the internal organs. Around 40% of a man’s weight and
20% of a woman’s weight is made up of skeletal muscle tissue.
Bone Muscle
• Distinguishing living things and non-living things Organs

An organ is a set of tissues that have the same function. Each organ is made
• Knowing that cells are the smallest living units in a living thing
up of several types of tissue. For example, there are three types of bone tissue
in bones: a hard outer tissue, a sponge-like tissue inside bones, and a smooth
tissue at the ends of bones. In the skin, which is also an organ, there is
epithelial tissue, muscle tissue, nervous tissue and connective tissue.
• Recognising the three parts of a cell Systems

A system is a set of organs that work together to perform a common
function. There are ten major systems in humans, including the
respiratory, nervous, circulatory, digestive, excretory, skeletal, muscular
Skeleton Muscular System
• Explaining how living things are organised and reproductory systems.
Musculoskeletal System
• Classifying living things into three kingdoms * Not yet available in English
16 17
Internet resources Other resources

38
Activity Book
Solutions Worksheet 8. Date Read and learn

AN INVERTEBRATE PARASITE
Worksheet 7. Date Apply your knowledge
WHAT ARE ANIMALS LIKE?
1. Read carefully. 1. Complete the word maps about animals.
• There are The tapeworm

The tapeworm (taenia) is an invertebrate animal.
Reproduction: animals are divided into
solutions to It is a parasite in humans, pigs and other animals.

For example, a pig eats food contaminated with tapeworm
eggs. The eggs hatch into larvae in the animal’s intestine.
Oviparoufi are born from eggs.
Then they travel into the bloodstream and the muscles.
all Activity Book If people eat undercooked meat from this infected pig,
the larva grows in their intestine. It becomes a tapeworm.
This parasite absorbs their food and causes weakness Viviparoufi are born from their
activities. and anaemia.

Contaminated animals have eggs in their faeces.
These can infect other animals.
mother’s womb.
Skeletons: animals are divided into
2. Tick () the true sentences about the tapeworm.

씲 It is an invertebrate.
씲 It is a parasite.
씲 It is oviparous.
Ver†ebra†efi are animals with a skeleton.
씲 It is an amphibian. 씲 It is viviparous. 씲 It is an herbivore.
In√±r†ebra†efi have no bones.

3. Order the information as it appears in the text.
1 What kind of animal a tapeworm is 4 How it lives inside a person
3 How it goes from animals to humans 2 How it lives inside an animal VOCABULARY
What organs do these animals use to breathe? Name them.
4. Investigate. Find the names of other human parasites. A B C

M. A. hookwarµ
flatworµ
ascarifi gillfi trac™eåæ lungfi
trichi>ellå
10 9
8
Language objectives
• A cross-reference
Content objectives to the language Hands on
• A cross-reference objectives. • A classroom experience
to the content which is motivating and
objectives Vocabulary simple to do.
on the previous • Presented in
double page. alphabetical order. Special attention
• It is recommended
that students • Points which may be
learn it. difficult for the students
in both Science and
English.
Vocabulary Vocabulary
Content objectives: 1, 2. are born, die, eat, grow, living things, non-living things, Content objectives: 3, 4. cell, cytoplasm, membrane, multicellular,
Language objectives: 1,2, 3. nutrients, nutrition, react, reproduce, sensitivity Language objectives: 1, 2, 3, 4. nucleus, unicellular
I Special attention
Living things Cells
I Special attention
LOOK READ
• Using the vocabulary correctly 1. What is a cell? • Understanding that cells are three-
• Relative clauses with which Look at this photo.
Living things are made up of tiny units
dimensional and not flat
can you see?
called cells.
• Understanding that humans are made up
Cells are the smallest living units
I Hands on • What non-living things
can you see?
in a living thing. of tiny cells
Some living things are made up of a single cell.
I Hands on
They are unicellular.
Other living things are made up of many cells.
Our pets These cells are amplified by a microscope.
They are multicellular.
• Encourage Ss to talk about their
2. What are cells like? Making yoghurt
experiences with pets.
Cells differ in shape and size. • Pour two litres of warm milk into
• Ask: Who has a pet? What is it? What They carry out different tasks.
a container. Add two plain yoghurts
does it do? (It sleeps, plays, eats…) For example, our skin cells
READ are different from our bone cells. and mix. Put a lid on the container
What does it need? (food, water …)
and cover it with a towel.
3. Parts of a cell 2
In nature, there are living things There are three basic life processes: • Ask: What do you think will happen
Cells have three parts:
I Presentation
• Nutrition We use microscopes to study small things. after twelve hours? (The milk will
People, animals and plants are living things. • The membrane is the covering
Living things eat food, which contains nutrients. around the cell. change to yoghurt.)
Rocks, air and wind are non-living things. Nutrients are substances which provide energy.
• LOOK Focus on the photo and questions. Living things have the following characteristics:
• The nucleus is the part
which controls the cell.
The parts of animal and plant cells 3 • Examine the mixture later. Explain that
• Sensitivity
Living things: grass, trees, cows, calves. • They are born from other living things. • Cytoplasm is between the nucleus membrane
the bacteria in the yoghurt caused
Living things react to their environment. and the membrane.
Non-living things: air, buildings … • They eat.
cytoplasm a chemical change. Bacteria are
Plant cells also have a hard cell wall Plant
• They react to their environment. • Reproduction unicellular living things.
• Ask: How do you know cows are living • They grow. Living things have offspring.
around the membrane. nucleus cell
This is why some plant stems are hard.
things? (They are born, eat, react, grow, • They reproduce. Many living things need a mate to reproduce.
reproduce and die.) What do cows need to • Finally, they die. New living things replace the ones which die.
live? (food, water, space) Animal nucleus

I Presentation
• READ Elicit examples of the characteristics cell cytoplasm
Make more sentences. Living things are born. Living things … Complete the sentence. membrane • READ Focus on the drawing of cells. Ask:
of living things. Ask: When are more calves
What living things are there in your home? Cells have three parts: … wall What are the parts of an animal cell?
born? (spring) What do cows eat? (grass)
(membrane, nucleus, cytoplasm)
When chickens grow, what do they
…react to their environment…grow…die…/ Open answers. …membrane, nucleus and cytoplasm What are the parts of a plant cell?
become? (hens, cockerels) What animal LIVING THINGS 5
6 LIVING THINGS
(nucleus, cytoplasm, membrane, wall)
does a cow need to reproduce? (a bull)
• Give examples of unicellular living things:
• Ss read 1 and 2 with 1 and 2 . They
bacteria, some algae, yeast, protozoa …
then do the activities at the bottom of the I CONTENT AND LANGUAGE DEVELOPMENT I CONTENT AND LANGUAGE DEVELOPMENT
page. • Point out that cells have three dimensions
1 Comprehension. Write the following phrases on the BB. 1 Comprehension. Write the following sentences on the BB. and are not flat. Cells can have different
R Activity Book, page 3. Ask Ss to match the sentence halves. Ask Ss to choose the correct option. shapes: cubes, octahedrons …
1. Living things a. provide energy. 1. Living things are made up of tiny / big units called cells. • Ask: Are cells small? (yes) How can we see
2. Cells are the smallest units in a living / non-living thing. cells? (with a microscope)
2. Non-living things b. basic life processes.
3. Nutrients c. are born and die. 3. Living things with a single cell are multicellular / unicellular. • Ss read 1-3 with 3 , 4 and 5 . They then
4. Living things made up of many cells are multicellular / do the activity at the bottom of the page.
4. Animals d. do not reproduce.
5. There are three e. are living things. unicellular.
5. Skin cells and bone cells are different / the same.
Answers: 1 – c. 2 – d. 3 – a. 4 – e. 5 – b.
Answers: 1. tiny. 2. living. 3. unicellular. 4. multicellular.
5. different. Bacteria and living things. Bacteria
Respecting all living things. can cause illnesses, such as pneumonia.
All living things, big or small, deserve Some bacteria are used to make food,
our respect. like yoghurt.
18 19
Presentation Activity Book Content and language

development Citizenship
• The suggestions include
➔ R This symbol • Citizenship themes
texts as well as graphic • These activities combine
indicates a revision are identified with
materials, such as Science and Language
activity. symbols.
photographs, drawings, skills.
diagrams and graphs. E ➔ This symbol
indicates an extension
activity.
9
Learning skills
Techniques • To extract information, it is important to study the
whole picture carefully as well as look at the details.
• The students study the accompanying texts, which
Various learning skills can help students to master the
give the names of the different parts or functions.
contents of Essential Science:
Memorisation Highlighted words

• These are printed in bold. They highlight key points
• To memorise new vocabulary, it is useful to associate
and vocabulary.
the words with mental pictures, and then revise them
in order.
• In order to teach the circulatory system, for example, Experiments
students touch the corresponding parts of their • Before an experiment begins, the students
bodies. are asked to predict how they think it will end.
• Students need to have a clear idea
Photographs of an experiment’s different stages.
• The photographs help students to obtain information. • Point out the following:
It can be helpful to ask the students to study – material they will need
a picture before they have read the caption – initial situation
or received any other external information.
– sequence of events
• Focus the students’ attention: What do you see
– final result
in the photo? Can you see …?
• Go on to analyse the picture systematically,
highlighting all the details. Enquiry questions
• Learning should never be a purely mechanical
Drawings process. Questions can be used to elicit prior
knowledge, and find out students’ ideas.
• These drawings represent parts of the human body,
plants, etc. Some are realistic, while others are • Students should be encouraged to predict what they
simplified. will learn: What do you know about volcanoes?
What do you think this unit / this page is going
to be about?
he digestive • Comparison questions encourage students to relate
ystem 26 information from different sections: In what ways are
... different from ... ?
mouth
pharynx • This type of question should be adapted to the
salivary language level of the class.
oesophagus
glands
Activities
• Initially, the activities at the bottom of the page
should be done orally with the whole class. Later,
liver
most can be written down, either as homework
stomach or as whole class activites. This will help students
pancreas to master the key concepts and language.
large
small
intestine • Some citizenship questions may be difficult
intestine rectum for the students in English. It is advisable to begin
by eliciting short, simple replies.
anus
10
Recorded Material Defining

• Prepositions of place: Students copy the texts,
Some sections of each Unit are recorded on the or use pencils to underline prepositions of place.
Student’s CD. There is a more complete selection In pairs they ask each other: Where is …?,
of texts on the Class CD. and answer using the correct preposition.
• The listening exercises can be used in the • Relative pronouns: Students identify examples
presentation stage of the Unit. of relative pronouns (who … which …). They write
• Students should listen to the recording at least True / False sentences to test their partners, using
twice before they check their answers. relative pronouns to give correct or incorrect
definitions.
• The exercises can be corrected on the board,
or by looking at the text in the book.
• For revision purposes, the listening exercises can Describing
be used at the end of the unit to recycle vocabulary • Properties: verb to have: The students write
or revise the content. affirmative and negative sentences.
• The recorded material will help students with the • Describing a process, using linking words: First,
pronunciation of new language and vocabulary. then, next, etc. The students find more examples
of processes using these linkers in other units.
• There is / there are + singular / plural nouns.
Students find and underline more examples
Essential Language of this structure.
The Essential Language section in the Student’s Book

(pages 51 - 56), summarises the main functions and
structures.
Here are some practical suggestions for using this
section: The atmospher
e
MAKING IMPE
Waves RSONAL STAT
EMENTS
Ocean currents
Expressing facts are caused by wind.

Earthquakes differences in
water temperatu
Water in liquid movements of re.
form the Earth’s crust
Water in solid .
form is found in / on oceans, seas,
Water vapour rivers and lakes
mountains. .
the atmosphe
• The Present Simple tense in the affirmative, Water can be

There are hund
GIVING EXAM
a liquid or a solid,
reds of minerals,
PLES
re.
ice or snow.
Precipitation is such as
negative, interrogative forms: Students underline water, diamonds.

rain, snow or hail.
examples of the structure in each unit, either copying

the texts, or using pencils.
• Passive verb forms: Students identify the structure:
verb to be + past participle, and write examples.
The landscape
Giving examples Coastal plains

A marsh is wet
Low-lying coast
land
INDICATING
are flat land
s are plains
LOCATION
near
near
the coast.
the mouth of a
river.
High coasts are by the sea.
high areas
There are high by the sea.
mountains
• Students ask questions related to examples from Central Spain

The Ebro depre
ssion is
MAKING IMPE
in
in
RSONAL STAT
some areas.
the north.
EMENTS
An island is dominated
the unit, for example: Are vegetables consumer The Central Plate
au
is completely
is divided
surrounded
by
a large plateau.
water.
the Central Moun
54
tain Chain.
products? ESSENTIAL LANG

UAGE
Talking about the past

• Students copy the table from Unit 12 into their
notebooks. They test each other with True / False
questions in pairs.
11
Contents
Linking units and contents
• Before students look at the Contents list, write a few
titles on the left of the board: The landscape; Living Contents
things; Population; The economy.
• On the right, write, in a different order, some of the
information about the titles: Migration; Mountains
and plains in Spain; Cells; The primary and secondary PAGE
sectors. 01 Cells
Living things ..................................................................5
The organisation of living things Kingdoms
• Students volunteer to go to the board and draw a line 02 Plant nutrition Plant reproduction
Plants .........................................................................9
between a title and its information. 03 Invertebrates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Invertebrate groups Arthropods
• The students now have the list of contents (page 2 04 Birds
Vertebrates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Reptiles Fish and amphibians
of the Student’s Book), open in front of them. Draw
something on the board to represent a title, for 05 The digestive system Respiration and excretion Blood circulation
Nutrition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
example, a dog (Unit 4), and a mountain (Unit 8). 06 Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

The properties of matter Changes in matter Changes of state
• Students guess which unit is referred to. Students 07 The

The atmosphere . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
hydrosphere The geosphere Volcanoes, earthquakes and weathering
then volunteer to draw other titles on the board, and
the activity continues. They may also do this activity
08 Mountains
The landscape . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
and plains in Spain The coast Spanish coasts
in pairs. 09 Climate Vegetation and fauna

Rivers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
10 Population . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Migration The population of Spain
Anagrams 11 The economy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
The primary and secondary sectors in Spain The service sector in Spain
• Write anagrams on board, for example CLIMATE 12 Prehistory and Antiquity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

The Iberian peninsula in pre-Roman times Roman Hispania
(TEMACLI) and ask the students to say which unit is
being referred to. The students could do this in pairs. 13 The Middle Ages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Al Andalus The Christian kingdoms Spain after 1492
Multicultural Peace Health Road safety Consumer Environmental Citizenship Sex

non-sexist education education education education education education
Notes:
12
General questions
• Ask general questions:
A B How many units are there in the book?
Learning to learn What is the first / last unit about?
What do you think you will study in Unit (5)?
ABOUT THIS BOOK
• Look at pictures A-M. What are Units 4, 8, 12 about? (These questions
Match them to Units 1-13 on page 2.
Then look at the book. Check your answers. can also be asked in pairs.)
Unit ......... Unit .........
Which unit is about animals / plants / the Earth?
C D E F
(These questions can also be asked in pairs.)
Which unit discusses reptiles?
Which unit do you like best / is most interesting
for you?
Unit 1 Unit 7 Unit ......... Unit .........
G H I J Pairwork activities
• In pairs, the students test each other:
A: Mountains?
B: Unit 8. Birds?
Unit 10 Unit 5 Unit ......... Unit .........

A: Unit 4. Population?
K L M B: Unit 10.
Answers: a – 2; b – 13; c – 1; d – 7; e – 12; f – 4; g –

10; h – 5; i – 8; j – 11; k – 3; l – 6; m – 9.
Unit ......... Unit ......... Unit 9
Notes:
13
You already know a lot!

YOU ALREADY KNOW
• This section shows students that they already have YOU ALREADY KNOW
A LOT!
TITLE
TITLE
A LOT! What is the number of the unit?
considerable prior knowledge. PLANTS
What is the number of the unit?
What is the title?
ANIMALS
Name four things plants need. What is the title?
• Explain that this will help them throughout the year. Whatneed
Plants do animals eat?
the correct
Herbivores...eat plants.
temperature,
• This section can also be used as a diagnostic test at Carnivores eat…
Omnivores eat…
ANIMALS
the beginning of the year. How do animals breathe?
FOOD
• Choose how many words to include according to the FOOD
Can you name five types of food?
Do you know the names of three meals? What
Whatisisthe first
the section
first on on
section thethe
page?
page?
level of the class. What is a healthy diet?
LOOK AT THE PHOTO
THE BODY LOOK AT THE PHOTO
THE BODY What is the animal doing?
What can babies do when they are born? What is the animal doing?
Name fourtwo
parts of the digestive system. Can you see trees?
Name things. Can you see water?
Name three parts of the What else can you see in the photo?
What can't babies dorespiratory
when theysystem.
are born? What else can you see in the photo?
Name two parts of the excretory system. Think about what you see in photos.
Name two things. Think have
abouta what you see in photos.
Photos lot of information.
Photos have a lot of information.
PLANTS
THE ATMOSPHERE
What
Can you dotalkplants
about need? Name more two things.
the weather?
Today it is sunny;
Sunlight, … and…today it is raining; ...
THE UNIVERSE
MINERALS
Do isyou
What theknow the names
difference of any
between astronomical
minerals
bodies?
and rocks?
The Sun, planets,…
How many hours are there in a day? Whatisisthe
What the second
second section
section on on
thethe page?
page?
THE ECONOMY
Can you name six jobs in the service sector?
LIGHT EXPLANATIONS
EXPLANATIONS
Lawyers,
Do you...know the seven colours in a rainbow? These
Thesetexts give you important
paragraphs information.
have important information.
Red, … indigo and violet. Important
Importantwords
wordsappear likethis:
are like this:water,
react, food.
nutrients.
ROMAN TIMES SYMBOLS
AUTONOMOUS COMMUNITIES SYMBOLS
Describe Roman cities.
• •The
Thetext
textis is
onon
thethe
CDCD
In What
Romanis cities,
the namethereofwere
yourimportant buildings:
Autonomous
amphitheatres,
Community? ... • •Richmond
RichmondWorld
WorldFacts
Facts
Which other communities are close to your • •There
Thereis isanan
Internet activity
Internet activity
Autonomous Community?
MUSLIMS AND CHRISTIANS • Speak
Where did Muslims and Christians live? • Speak
OCEANS
Muslims livedAND CONTINENTS
in cities surrounded by ... • Read
• Read
Can you...name three continents?
Christians • Write
• Write
Can you name two oceans?
ACTIVITIES
ACTIVITIES
• These areare
• These topics youyou
topics will will
study Theseexercises
exercises give
this year.this year. These give youyou
study practiceininESSENTIAL
practice ESSENTIAL SCIENCE.
SCIENCE.
4 LIVING THINGS
Notes:
14
Focus on the page

Living things Use the text in the right-hand column of page 4 to show
the students how their textbook is organised.
LOOK
TITLE AND PHOTO
Look at this photo. • Ask the students to tell you the number and title
can you see? of the unit. Then ask them to look at the photo
• What non-living things
can you see?
and predict what they think the unit will be about:
What do you think this unit is going to be about?
• Explain that photos include a great deal of
information. Ask the students: What can you
see in the photo?
• If their language level allows it, suggest that they
compare this landscape with their own region:
READ
Is this landscape different from your region?
1. Living and non-living things 1 2. Life processes (It’s green …)
• Nutrition • Further suggestions for teaching page 5 are given
Rocks, air and wind are non-living things.
Living things eat food, which contains nutrients. on page 18 of this Teacher’s Book.
Nutrients are substances which provide energy.
Living things have the following characteristics:
• Sensitivity
• The use of photos is discussed in the Learning skills
• They are born from other living things.
Living things react to their environment. section on page 10 of this Teacher’s Book.
• They eat.
• They react to their environment. • Reproduction
• They grow. Living things have offspring.
• They reproduce. Many living things need a mate to reproduce. EXPLANATIONS AND SYMBOLS
• Finally, they die. New living things replace the ones which die.
• Explain that the students have their own
Student’s CD.
Make more sentences. Living things are born. Living things … • Students should listen to the recordings at home,
What living things are there in your home? which will help them to assimilate what they have
learned. It is helpful if they sometimes listen to the
LIVING THINGS 5 recordings without using the Student’s Book.
This sharpens their auditory capacity. The recordings
also help them to work on their pronunciation.
• Further suggestions for exploiting the recording
are given in the Learning skills section on page 11.
ACTIVITIES
• Some activities reinforce acquisition of the scientific
Notes: contents. Others focus on citizenship reflection.
Suggestions for exploitation are given in the
Learning skills section on page 10.
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UNIT 1
Living things
UNIT CONTENT
Content objectives
1. Distinguishing living things and non-living things
2. Identifying the characteristics of living things and life processes
3. Understanding what a cell is and the parts of a cell
4. Understanding that there are unicellular organisms and multicellular organisms
5. Learning how living things are organised
Language objectives
1. Describing the characteristics of living things: They are born …
are made up of …
2. Giving extra information: Food, which contains nutrients …
Tissues which work together
3. Expressing purpose: To keep a living thing healthy; to make their food
4. Giving examples: for example, our skin cells … such as the heart
5. Describing position: around the cell … between the nucleus and the membrane
6. Expressing ability: They can / cannot move.
Contents
CONCEPTS PROCEDURES ATTITUDES
• Living things and non-living • Interpreting a diagram about • Appreciating life and living
things the organisation of living things things
• The characteristics of living • Studying photographs to learn
things and life processes about living things
• The cell and the parts of a cell: • Classifying living things into
cytoplasm, membrane three kingdoms
and nucleus • Identifying the characteristics
• The organisation of living of the three kingdoms of living
things: cell, tissue, organ, things
system, organism
• The principal kingdoms
of living things: animal, plant
and fungi
Assessment criteria
• Distinguishing living things and non-living things
• Knowing that cells are the smallest living units in a living thing
• Recognising the three parts of a cell
• Explaining how living things are organised
• Classifying living things into three kingdoms
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UNIT 0
RESOURCES
Resource folder
PHOTOCOPIABLE RESOURCES SPECIAL PROGRAMMES*
• Reinforcement and extension • Developing intelligence worksheets

– Reinforcement: Worksheet 1 • Working with recent immigrants
• Assessment
Internet resources
www.richmondelt.com
Cells and life processes
The structure of plant and animal cells and life
processes, along with other biology topics.
Living things
http://www.zephyrus.co.uk/biologytopics.html
A variety of biology topics including the kingdoms
of living things and human organ systems.
The fungi kingdom
http://www.wise-online.com/objects/index_tj.asp?
objid=BIO304
A closer look at the fungi kingdom.
For students and teachers. The Organisation of the Human Body
Cells
Other resources The cell is the basic unit of living things. All living things are
made up of cells. Some living things, such as bacteria, are made
up of a single cell. An adult human, in contrast, has about 100
trillion cells.
Every part of the body is made up of one kind of cell or another,
Bone Cells
cytoplasm
Muscle Cells
nucleus
and each kind of cell has a special function. There are about two
hundred different kinds of cells in the human body, including bone
cells, muscle cells, heart cells, liver cells and so on. nucleus
The shape and size of a cell depend on its funtion. Muscle cells
• Richmond World Facts are long and thin—when they contract, they produce movement.
The three main parts of cells are the nucleus, the cytoplasm and
the cell membrane. The nucleus is the central part of a cell and
controls most of its functions. The cytoplasm is a jellylike
cytoplasm
cell
cell
membrane
substance that makes up most of the inside of a cell. The cell

membrane is the outside covering of a cell. It controls what can
enter and exit a cell. membrane
• Richmond Student’s Dictionary Bone Tissue

Muscle Tissue
Tissue
• Flashcards Tissue is made up of a group of cells that have the same function. For
example, bone tissue is made up of three types of bone cell—one to
make bones, one to repair bones and one to remove dead bone cells.
Humans have four types of tissue.
· Muscle tissue is made up of cells that contract and relax to produce
movement.
· Nervous tissue is found in the brain and spinal cord, as well as the
• Posters sense organs.

· Connective tissue includes the bones and tendons.
· Epithelial tissue covers the body and lines some internal organs.
Bone tissue, despite its strength, is amazingly light; bones make up
only about one fifth of our weight.
There are two main types of muscle tissue: skeletal muscle tissue,
which is connected to the skeleton, and smooth muscle tissue, which
is found in the internal organs. Around 40% of a man’s weight and
20% of a woman’s weight is made up of skeletal muscle tissue.
Bone Muscle
Organs
An organ is a set of tissues that have the same function. Each organ is made
up of several types of tissue. For example, there are three types of bone tissue
in bones: a hard outer tissue, a sponge-like tissue inside bones, and a smooth
tissue at the ends of bones. In the skin, which is also an organ, there is
epithelial tissue, muscle tissue, nervous tissue and connective tissue.
Systems
A system is a set of organs that work together to perform a common
function. There are ten major systems in humans, including the
respiratory, nervous, circulatory, digestive, excretory, skeletal, muscular
and reproductory systems.
Skeleton Muscular System
Musculoskeletal System
* Not yet available in English
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Vocabulary
Content objectives: 1, 2. are born, die, eat, grow, living things, non-living things,
Language objectives: 1,2, 3. nutrients, nutrition, react, reproduce, sensitivity
■ Special attention
Living things
LOOK
• Using the vocabulary correctly
Look at this photo.
• Relative clauses with which
can you see?
■ Hands on • What non-living things

can you see?
Our pets
• Encourage Ss to talk about their
experiences with pets.
• Ask: Who has a pet? What is it? What
does it do? (It sleeps, plays, eats…)
READ
What does it need? (food, water …)
■ Presentation
• Nutrition
Living things eat food, which contains nutrients.
Rocks, air and wind are non-living things. Nutrients are substances which provide energy.
• LOOK Focus on the photo and questions. Living things have the following characteristics:
• Sensitivity
Living things: grass, trees, cows, calves. • They are born from other living things.
Living things react to their environment.
Non-living things: air, buildings … • They eat.
• They react to their environment. • Reproduction
• Ask: How do you know cows are living • They grow. Living things have offspring.
things? (They are born, eat, react, grow, • They reproduce. Many living things need a mate to reproduce.
reproduce and die.) What do cows need to • Finally, they die. New living things replace the ones which die.
live? (food, water, space)

• READ Elicit examples of the characteristics
of living things. Ask: When are more calves Make more sentences. Living things are born. Living things …
What living things are there in your home?
born? (spring) What do cows eat? (grass)
When chickens grow, what do they
become? (hens, cockerels) What animal …react to their environment…grow…die…/ Open LIVING THINGS 5
does a cow need to reproduce? (a bull)

• Ss read 1 and 2 with 1 and 2 . They
then do the activities at the bottom of the ■ CONTENT AND LANGUAGE DEVELOPMENT
page.
1Comprehension. Write the following phrases on the BB.
➔ R Activity Book, page 3. Ask Ss to match the sentence halves.
1. Living things a. provide energy.
2. Non-living things b. basic life processes.
3. Nutrients c. are born and die.
4. Animals d. do not reproduce.
5. There are three e. are living things.
Answers: 1 – c. 2 – d. 3 – a. 4 – e. 5 – b.
Respecting all living things.

All living things, big or small, deserve
our respect.
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Vocabulary
Content objectives: 3, 4. cell, cytoplasm, membrane, multicellular,
Language objectives: 1, 2, 3, 4. nucleus, unicellular
Cells
READ
1. What is a cell? • Understanding that cells are three-

Living things are made up of tiny units
dimensional and not flat
called cells.
• Understanding that humans are made up
Cells are the smallest living units
in a living thing. of tiny cells
Some living things are made up of a single cell.
■ Hands on
They are unicellular.
Other living things are made up of many cells.
They are multicellular. These cells are amplified by a microscope.
2. What are cells like? Making yoghurt

Cells differ in shape and size. • Pour two litres of warm milk into
They carry out different tasks.
a container. Add two plain yoghurts
For example, our skin cells
are different from our bone cells. and mix. Put a lid on the container
and cover it with a towel.
3. Parts of a cell 2
• Ask: What do you think will happen
Cells have three parts:
We use microscopes to study small things. after twelve hours? (The milk will
• The membrane is the covering
around the cell. change to yoghurt.)
• The nucleus is the part
which controls the cell.
The parts of animal and plant cells 3 • Examine the mixture later. Explain that
• Cytoplasm is between the nucleus membrane
the bacteria in the yoghurt caused
and the membrane. a chemical change. Bacteria are
cytoplasm
Plant cells also have a hard cell wall Plant
around the membrane. nucleus cell unicellular living things.
This is why some plant stems are hard.
Animal nucleus
■ Presentation
cell cytoplasm
Complete the sentence. membrane • READ Focus on the drawing of cells. Ask:
Cells have three parts: … wall What are the parts of an animal cell?
(membrane, nucleus, cytoplasm)
6 LIVING THINGS …membrane, nucleus and What are the parts of a plant cell?
(nucleus, cytoplasm, membrane, wall)
• Give examples of unicellular living things:
bacteria, some algae, yeast, protozoa …
■ CONTENT AND LANGUAGE DEVELOPMENT
• Point out that cells have three dimensions
1 Comprehension. Write the following sentences on the BB. and are not flat. Cells can have different
Ask Ss to choose the correct option. shapes: cubes, octahedrons …
1. Living things are made up of tiny / big units called cells. • Ask: Are cells small? (yes) How can we see
2. Cells are the smallest units in a living / non-living thing. cells? (with a microscope)
3. Living things with a single cell are multicellular / unicellular. • Ss read 1-3 with 3 , 4 and 5 . They then
4. Living things made up of many cells are multicellular / do the activity at the bottom of the page.
unicellular.
5. Skin cells and bone cells are different / the same.
Answers: 1. tiny. 2. living. 3. unicellular. 4. multicellular.
5. different. Bacteria and living things. Bacteria
can cause illnesses, such as pneumonia.
Some bacteria are used to make food,
like yoghurt.
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Content objectives: 5. Vocabulary

Language objectives: 1, 2, 3, 4, 6. cell, organ, organism, system, tissue
The organisation of living things

LOOK AND READ
• Understanding new concepts
1. How are living things organised? 4
The organisation of living things 5
• Pronunciation of muscle, tissue Multicellular living things
have the following structure:
muscle
■ Hands on
• Cells form tissues: cell cell
Tissues, such as muscle tissue,
are made up of cells
which work together.
Atlas of human anatomy • Tissues form organs: tissue muscle

Organs, such as the heart, tissue
are made up of tissues
• Use an atlas of human anatomy, or the which work together.
Richmond poster of the human body, • Organs form systems:
to show different structures in the Systems, such as the digestive system,
are made up of organs
human body. which work together. organ
muscle
• Ask: What does the human body • An organism is a complete living thing:
consist of? (bones, organs, muscles ...) Many systems work together in an organism.
All living things are organisms.
What are the major organs in the
All the systems in an organism
digestive system? work together to keep
(mouth, oesophagus, stomach) a living thing healthy.
system
muscular
system
■ Presentation
• LOOK AND READ Explain that the human tissue organism
body is organised into systems which work cell organ system
Put the words in order from the simplest structure organism
together. to the most complex structure. human
being
• Draw concentric circles on the BB and write Make more sentences.
Change the underlined words.
these words from the centre outwards: Tissues, such as muscle tissue, are made up of
cells which work together.
cells, tissues, organs, systems, organism.
• Ask: What is the simplest unit in the
cell, tissue, organ, system, organism / Model Answer (M.A.) Systems…
human body? (a cell) Which is more the digestive system … organs. Organs…the heart…tissues…
LIVING THINGS 7
complex, an organ or a cell? (an organ)

Which is more complex, an organ or an
organism? (an organism)
• Use different colour chalk and write these
words inside the same concentric circles: 1 Vocabulary. Write these sentences on the BB.
muscle cell, muscle tissue, deltoid muscle, Ask Ss to write the jumbled words correctly.
muscular system, organism.
1. A human being is an NAGROMIS.
• Ss read 1 with 7 . They then do the 2. Human beings are ILTUMRALULELC.
activities at the bottom of the page.
3. One type of tissue is ELSCUM tissue.
➔ R Activity Book, page 4. 4. Tissues are made up of SELCL.
5. The heart is an AGRON.
6. One type of system is the VITESGIDE system.
Answers: 1. organism. 2. multicellular. 3. muscle. 4. cells.
Prevention. Periodic health check-ups 5. organ. 6. digestive.
can help prevent illness by detecting
health problems before they become
serious.
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Vocabulary
Content objectives: 4, 5. animal kingdom, fungi kingdom, kingdoms,
Language objectives: 1, 3, 4, 6. plant kingdom
Kingdoms
READ
• Understanding the concept of kingdom
1. Kingdoms
Living things are classified • Understanding that fungi are neither plants
into groups called kingdoms. nor animals
The three principal kingdoms are the animal
kingdom, the plant kingdom and the fungi kingdom.
■ Hands on
2. The animal kingdom 6
• Animals are multicellular.
Animals can move. • They eat other living things.
Mould
• They can move from one place to another. • Put a few drops of water on a slice
• They have a nervous system and sense organs.
of bread.
• They react to stimuli.
• Place inside a plastic bag. Put the bag
3. The plant kingdom 7 in a warm, dark place.
• Plants are multicellular. • Show Ss the bread after a few days.
• They use sunlight and substances Ask: What has happened?
from the soil and air to make their food.
• They cannot move. (The bread has developed mould.)
They have roots in the ground. Ask: What does the mould need to
• Plants do not have a nervous system
or sense organs. However, they react
grow? (moisture, warmth and nutrients)
Plants grow well when there is a lot of sunlight
and water. slowly to some stimuli. For example,
many plants grow towards the light.
4. The fungi kingdom

■ Presentation
• Most fungi are multicellular.
A few are unicellular. • READ Present with 9 and 10 . Ask: Can
• They depend on other organisms for food. animals move? (Yes) Can plants move?
They do not make their own food.
(No) Can mushrooms move? (No) How do
• They are fixed to something.
They cannot move. plants obtain food? (They make their food.)
A mushroom is the top part of a fungus.
Ask about plants and fungi.
Most of it is underground.
• Help Ss make a tree diagram. Title: The
8 LIVING THINGS
three kingdoms. Level 1: The animal
kingdom, The plant kingdom, The fungi
kingdom. Level 2: characteristics of each.
Level 3: examples.
• Read and listen to 11 and 12 . Ask: Can
you give some examples of fungi? (bread
1 Comprehension. Write these sentences on the BB.
and fruit mould, yeast) What do you know
Ss copy the sentences and circle the correct option.
about mushrooms? (many are poisonous)
1. Living things are classified into three / four kingdoms.
2. Animals can / cannot move from one place to another. E ➔ Activity Book, page 5.
3. Plants have / do not have a nervous system or sense organs.
4. Plants grow towards / away from the light.
5. Fungi depend on / do not depend on other organisms for food.
6. Fungi can / cannot move.
Answers: 1. three. 2. can. 3. do not have. 4. towards.
5. depend on. 6. cannot. Yeast and bread. Yeast is a
microscopic fungus used to make bread.
It feeds on sugar and produces carbon
dioxide, making the bread rise.
21
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22
Activity Book
2/10/06
Worksheet 2. Date Apply your knowledge Worksheet 1. Date Apply your knowledge
THE ORGANISATION OF LIVING THINGS CLASSIFICATION
KINGDOMS
20:25
1. Match and label. 1. Classify into living or non-living things.
A B
system tissue cell wind people cows chairs rocks air
organ organism trees snakes fungi glass flowers plastic
Página 22
©el¬ tiss¤æ
LIVING NON-LIVING
E D C πeop¬æ chairfi
cowfi glasfi
t®æefi plasti©
sna§efi ai®
organisµ sys†eµ orga> flo∑±rfi win∂
fung^ rockfi
2. Complete the sentences.
a. Tiss¤efi are made up of ©ellfi which work together.

b. Organfi are made up of tiss¤efi which work together.
c. Sys†emfi are made up of organfi which work together.
Many systems work together in an organism.
3. Classify the living things from Worksheet 1. VOCABULARY
Match and write.

KINGDOMS
Animal Plant Fungi sensitivity reproduction nutrition
πeop¬æ træefi fung^ nutritio> : living things eat food, which contains nutrients.
cowfi flo∑±rfi ßensitivit¥ : living things react to their environment.
sna§efi ®eproductio> : living things have offspring.
4 3
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Notes:
2/10/06
Worksheet 3. Date Read and learn
FUNGI
20:25
1. Read carefully.
cap What type of living things are fungi?
Página 23
Fungi are living things. They are born, grow, reproduce
and die, but they are not plants or animals.
They are not plants because they cannot make their
own food. They absorb nutrients from the remains of
other living things. They are not animals because they
stem do not have sense organs and they cannot move.
Some fungi, such as yeast, are too tiny to see.
Others, such as moulds, are also tiny, but you can
see them all together.
Some fungi are in the ground. In autumn,
they become mushrooms and grow above the ground.
mushroom There are many edible mushrooms.
2. Identify.
A B C
A
• mould 씲 C
• mushrooms 씲 B
• microscopic yeast 씲
VOCABULARY
Match.
Fungi are • • they do not have sense organs.

Fungi are not plants because • • born, grow, reproduce and die.
Fungi are not animals because • • they cannot make their own food.
Investigate. Which edible mushrooms are found in your region?

Model Answer (M. A.) Butto> mushroomfi a®æ foun∂ i> m¥ ®egio>.
5
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UNIT 2
Plants
UNIT CONTENT
Content objectives
1. Recognising the distinguishing features of flowering and non-flowering plants
2. Understanding how to classify plants and the main characteristics of each group
3. Identifying what plants need
4. Learning how plants breathe and make their own food
5. Understanding how plants reproduce
6. Appreciating the important role plants have in nature
Language objectives
1. Describing properties: Plants have …, angiosperms have …
2. Describing processes (passive, present simple): … are absorbed from the soil …
transported from the roots … Photosynthesis takes place …
3. Expressing quantity: almost all gymnosperms … some grasses …
4. Giving examples: such as pine trees
5. Giving additional information: small plants which live … stems which extend …
6. Describing movement (prepositions): through the roots … up the stem … from
the stamens to the ovary
Contents
• The parts of a plant and their • Observe the different parts • Appreciate the role of plants
functions of a plant and show an interest in
• Plant classification • Classify plants into two groups protecting them
• Plant nutrition: respiration • Describe the processes carried
and photosynthesis out in plant nutrition
• Flowers as organs of • Describe the processes carried
reproduction: the parts of out in the reproduction of
a flower, pollination, how flowering plants using the
seeds form and germinate correct sequence
• Types of special stems • Interpret drawings, photographs
involved in plant reproduction and diagrams correctly
Assessment criteria
• Distinguishing the different parts of a plant
• Understanding the processes carried out in plant reproduction
• Identifying the different groups of plants with their main characteristics
• Explaining the process of photosynthesis
• Understanding the difference between respiration and photosynthesis
• Knowing about different types of plant reproduction
• Interpreting diagrams, drawings and photographs correctly to obtain answers
• Respecting plants
24
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UNIT 0
RESOURCES
Resource folder

• Assessment
Internet resources
www.richmondelt.com
Plants
http://www.urbanext.uiuc.edu/gpe/
The Great Plant Escape combines facts, pictures
and activities. For students and teachers.
Plants and animals
http://www.saburchill.com/chapters/chapters.html
The Open Door Web Site has a wealth of material about
plants and animals, including how plants breathe, feed
and reproduce. For teachers.
How plants grow
http://www.kidport.com/RefLib/Science/
HowPlantsGrow/HowPlantsGrow.html
How Plants Grow includes information on pollination,
seeds and bulbs.
4
LEVEL
Other resources
• Richmond World Facts
• Richmond Student’s Dictionary C OCONUT :
• Flashcards S EED OR F RUIT ?
• Posters
* Not yet available in English www.richmondelt.com
25
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Vocabulary
Content objectives: 1, 2. angiosperms, cones, fungi, gymnosperms, leaves,
Language objectives: 1, 2, 3, 4, 5, 6. mosses, stem
Plants
LOOK
• Not all plants have flowers
• How many plants
• Pronunciation of breathe and moisture can you see
in this photo?
■ Hands on
• What are the plants like
where you live?
Cones
• Collect different gymnosperm cones. READ
• Get Ss to compare their shape, size
1. Plant groups
and colour. Gymnosperm
Plants have roots, a stem and leaves. cone
• Lift the pine cone scales to show where The roots are in the soil. Water and other substances
are absorbed from the soil through the roots.
the seeds are and what they are like. The stem supports the leaves. Angiosperm fruit
Water and nutrients are transported from the roots
to the leaves inside the stem.
The leaves breathe and make the plant’s food.
■ Presentation 2. Flowering plants 8

pine cone
Flowering plants are the biggest group of plants. grapes

• LOOK Establish that plants have different • Gymnosperms have small flowers, but no fruit. olives
shapes, sizes, colours, leaves … Focus on Their seeds are all together in cones.
Almost all gymnosperms are trees,
the photo and elicit answers. such as pine trees.
• Angiosperms have flowers and fruit.
• READ Draw a plant on the BB with the Chestnut trees and some grasses are angiosperms.
three main parts and a line to show the
3. Non-flowering plants
ground. Ask: What is the part in the soil?
Non-flowering plants are the smallest group
(the roots) What supports the leaves? of plants. They need shade and moisture.
(the stem) What makes the plant’s food? • Mosses are small plants which live
moss
(the leaves) Ss read 1-3 with 13 , 14 , 15 . on rocks, trees and the ground. Ferns and mosses
• Ferns are larger than mosses. are found in dark,
• Draw a table on the BB. Title: PLANT They have thick, underground stems and big leaves. ferns humid forests.
GROUPS. First level: Flowering plants –

PLANTS 9
Non-flowering plants. Second level:
Gymnosperms – Angiosperms.
Third level: examples.
• Examples: ■ CONTENT AND LANGUAGE DEVELOPMENT
Gymnosperms: cedar, cypress, fir
Angiosperms: wheat, poppy, oak, rosemary 1 Quiz. Ask Ss to close their books. Read out these questions.
Non-flowering plants: moss, fern Ss write the answers in their notebooks.
1. Which is the biggest group of plants?
➔ R Activity Book, pages 6, 7. 2. Which is the smallest?
3. Plants have roots, a stem and … what else?
4. What does the stem transport to the leaves?
5. What do the leaves make?
6. Where do we find ferns and mosses?
Answers: 1. flowering plants. 2. non-flowering plants. 3. leaves.
Ancient trees. Some trees live 4. water and nutrients. 5. food for the plant. 6. in forests /
for hundreds of years. They are part on rocks and trees.
of our natural heritage. We should respect
and protect them.
26
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Vocabulary: autotrophs, carbon dioxide,

Content objectives: 3, 4, 6. elaborated sap, nutrition, oxygen,
Language objectives: 2, 3, 6. photosynthesis, raw sap, respiration, sunlight
Plant nutrition
LOOK AND READ
• Plants, like all living things, breathe
1. Respiration The exchange of gases
continually
哭哭
Like all living things, plants breathe. Respiration
They take oxygen from the air, and release
carbon
• Distinguishing respiration and
carbon dioxide. This exchange of gases oxygen
is called respiration. It takes place dioxide photosynthesis
in leaves continually, day and night.
哭哭 ■ Hands on
Photosynthesis
2. Plant nutrition
carbon oxygen
Plants obtain food in a different way
dioxide
from animals. Plants are autotrophs:
they make their own food. To make food, Plants produce oxygen
plants need sunlight, carbon dioxide,
water, and minerals from the soil. • Put an aquatic plant in a jar full of
Plant nutrition 10
3. Water and minerals
water. Cover the plant with a short
sunlight inverted funnel and place an inverted
Water and minerals are important for plant carbon
test tube over the funnel.
哭
nutrition. In the soil, minerals dissolve in water.
哭
dioxide
Plants absorb this water through their roots.
These nutrients, called raw sap, • After several days, show Ss the
travel up the stem to the leaves. raw bubbles in the inverted test tube.
sap oxygen
4. Photosynthesis 9 Explain that the plant releases oxygen
Photosynthesis enables plants to make
when it makes food during photo-
food from sunlight, carbon dioxide, leaf
synthesis.
water and minerals. elaborated
Photosynthesis takes place in the leaves. sap stem
In the leaves, raw sap mixes with carbon raw sap
roots
dioxide and becomes elaborated sap.
This is the plant’s food. ■ Presentation
Sunlight is essential for photosynthesis,
so it only takes place during the day.
During photosynthesis, plants release oxygen. water and dissolved minerals • LOOK AND READ Ask: What happens to
plants in a room without light? (they die)
Do plants breathe? (yes)
Complete the sentence. To make food, plants need …
Do you have plants in your home? How do you take care of them? • Ss read 1-3 and listen to 16 , 17 , 18 .
Ask: What do plants need to survive?
…sunlight, carbon dioxide, water and minerals. M. A. I give them
(sunlight, carbon dioxide, water and minerals)
10 PLANTS
sunlight and water and replant when necessary. Where does respiration take place?
(in the leaves) How do plants obtain food?
(They make their own food.)
■ CONTENT AND LANGUAGE DEVELOPMENT Ask: What is raw sap? (a mixture of water
and minerals) Where does it form?
1 Comprehension. Write these words and sentences on the BB. (in the roots)
Ss copy the sentences and complete them with the correct words. • Ss read 4 with 19 . Ask: What is
oxygen food stem minerals gases leaves respiration elaborated sap? (the plant’s food)
1. Oxygen and carbon dioxide are … Where does it form? (in the leaves)
Ss do the activity at the bottom
2. Plants breathe through their …
of the page.
3. When they breathe, plants take … from the air and release
carbon dioxide.
4. The exchange of gases is called …
5. Plants make their own …
6. Water and … are important for plant nutrition.
7. In plants, nutrients travel up the … to the leaves.
Answers: 1. gases. 2. leaves. 3. oxygen. 4. respiration. 5. food.
6. minerals. 7. stem.
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Vocabulary: asexual reproduction, bulbs, germinate,

Content objectives: 5, 6. ovary, petal, pollen, pollination, seeds, sepal, sexual
Language objectives: 2, 3, 4, 5, 6. reproduction, stamens, stolons, tubers
Plant reproduction
READ
• The sequence in the reproductive The parts of a flower 11 1. Sexual reproduction
processes of angiosperms
Flowers are the reproductive organs of the plant.
• Fruit comes from flowers corolla pollen • The stamens are the male parts
which produce pollen.
• Tubers and bulbs are underground stems • The ovary is the female part which contains
stamens ovules. Ovules become seeds.
ovary
■ Hands on petal
2. Pollination
sepal
calyx Tiny pollen grains form on the stamens.
Pollination is the movement of pollen
from the stamens to the ovary.
Needs of seeds
Pollination usually takes place in the same plant.
However, wind and insects also carry pollen
• Soak some lentils in water. Then put a to other plants.
folded paper napkin and some lentils
on three soup plates. 3. Seeds and fruit
After pollination, the flower changes. Its petals fall.
• Wet the napkin in plate 1. Do not wet The ovary grows, and becomes a fruit with seeds
the napkin in plate 2. Cover the lentils Insect pollination inside. When the fruit is ripe, it falls to the ground.
Wind pollination The fruit opens, and its seeds fall out.
in plate 3 completely with water.
The seeds germinate: they open, and small roots
• Ask: What will happen to the lentils? A potato plant:
and tiny leaves grow. A new plant forms.
(The lentils in plate 1 germinate reproduction by tubers

4. Asexual reproduction
because they have air and water. stem
Some plants reproduce without flowers or seeds.
The lentils in plate 2 stay the same
• Tubers, such as potatoes, are underground stems.
because they have no water. The underground stem develops roots.
tubers A thin stem rises above the ground,
The lentils in plate 3 begin to germinate and develops leaves. A complete plant grows.
A strawberry plant:
but later die because they have no air.) reproduction by stolons
• Bulbs, such as onions, also grow underground.
• Some plants, such as strawberry plants, have
new stolons. These are stems which extend across
plant the ground. Roots grow, and a new plant begins.
■ Presentation stolon What is your favourite fruit?

What do the seeds look like?
• READ Ask: What are the male and female

parts of a flower? (stamens and ovary, PLANTS 11
respectively)
• Play 21 and ask Ss to point to the parts in
the drawing as they hear the names. ■ CONTENT AND LANGUAGE DEVELOPMENT
• SS read 1-4 and listen to 22 , 23 , 24 , 25 .
1 Comprehension. Write these sentences on the BB. Ask Ss to
• Ask: Why are stolons an example of
asexual reproduction? (New plants grow
write the numbers in the correct sequence. Number 1 is correct.
from the stems without flowers or seeds.) 1. The stamens produce pollen.
• Ask: Can you name any bulbs? (onions, 2. A new plant forms.
tulips, hyacinths …) 3. When the fruit is ripe, it falls to the ground.
• Discuss the questions at the bottom of the 4. The pollen moves from the stamens to the ovary.
page. 5. Tiny pollen grains form on the stamens.
6. The seeds germinate: they open and small roots and leaves
➔ R Activity Book, page 8. grow.
7. The ovary grows and becomes a fruit with seeds inside.
Fruit and health. Fruit helps us grow 8. The fruit opens and its seeds fall out.
strong and healthy. To get all the vitamins, 9. After pollination, the petals fall.
we should eat fresh fruit. Answers: 1 – 5 – 4 – 9 – 7 – 3 – 8 – 6 – 2.
28
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1. Decide if these sentences are true or false.
1. Gymnosperms have small flowers. True / False
2. Gymnosperms have fruit. True / False
3. The seeds of gymnosperms are in the leaves. True / False
4. Almost all gymnosperms are trees. True / False
5. Angiosperms have no flowers. True / False
6. Angiosperms have fruit. True / False
7. Some grasses are angiosperms. True / False
Answers: 1. True. 2. False. 3. False (in cones). 4. True. 5. False. 6. True. 7. True.
2. Circle the correct word.
1. Photosynthesis enables plants to make food / light.
2. Plants make food from sunlight, carbon dioxide, water and roots / minerals.
3. Photosynthesis takes place in the stems / leaves.
4. Raw sap mixes with carbon dioxide / oxygen in the leaves.
5. Photosynthesis takes place during the day / night.
6. During photosynthesis, plants release oxygen / carbon dioxide.
Answers: 1. food. 2. minerals. 3. leaves. 4. carbon dioxide. 5. day. 6. oxygen.
ESSENTIAL SCIENCE 5 • Photocopiable material © Richmond Publishing - Santillana Educación, S.L. 29

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30
Activity Book
2/10/06
Worksheet 5. Date Tasks Worksheet 4. Date Apply your knowledge
CLASSIFY PLANTS PLANTS
20:24
1. Use the words below to complete the word map. 1. Complete each sentence.
a. The stems of bushes are sof† an∂ f¬exib¬æ.
gymnosperms pine trees angiosperms soft and flexible hard
sunligh†.
chestnut trees ferns
Página 30
b. Plants need the correct temperature, water, soil and
sunlight salt
without
mosses
c. The reproductive organs of a plant are the flo∑±rfi.
flowers flowers leaves
ƒernfi d. Seeds are inside the frui†.
PLANTS fruit flowers
gymnosπermfi pi>æ t®æefi
(They do not have any fruit.)
e. Plants breathe and ma§æ t™ei® ow> foo∂.
with make their own food eat other living things
flowers
angiosπermfi c™estnu† t®æefi 2. Name the parts of the plant involved in the following processes.
(They have fruit.) production of pollen formation of fruit pollination
2. Gymnosperm or angiosperm? Decide and label the photos. staµenfi ovar¥ staµenfi, ovar¥
A B
angiosπerµ gymnosπerµ VOCABULARY
Match and write.

flower ovary stamens pollination fruit cone
C D E F
pollinatio> : movement of pollen from the stamens to the ovary.
co>æ : part of gymnosperms which contains the seeds.
frui† : part of angiosperms which contains the seeds.
ovar¥ : female part of the flower which turns into fruit.
staµenfi : male parts of the flower which produce pollen.
flo∑±® : reproductive organ of the plant.
gymnosπerµ angiosπerµ angiosπerµ gymnosπerµ
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Notes:
2/10/06
PLANT REPRODUCTION
20:24
1. Match and write. Then order the photos.
germination
Página 31
flowering
pollination
formation of fruits
and seeds
formatio> oƒ fruitfi an∂ ßæedfi @erminatio>
flo∑±rin@ pollinatio>
2. Complete the table.
Stage What happens?
1 @erminatio> Sæedfi oπe> an∂ smal¬ rootfi an∂ tin¥ ¬ea√±fi gro∑.
2 flo∑±rin@ Flo∑±rfi apπea®. T™ei® πetalfi attrac† inßectfi.
3 pollinatio> Pol¬e> mo√±fi froµ t™æ staµenfi tø t™æ ovar¥.
4
formatio> oƒ Af†e® pollinatio>, t™æ flo∑±® chan@efi. Itfi πetalfi fal¬.
fruitfi an∂ ßæedfi T™æ ovar¥ growfi an∂ ∫±coµefi å frui† wit™ ßæedfi.
31
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UNIT 3
Invertebrates
UNIT CONTENT
Content objectives
1. Identifying characteristics of invertebrates and where they live
2. Learning names of invertebrate animals
3. Understanding the main characteristics of invertebrate groups
4. Identifying the characteristics of arthropods and where they live
5. Understanding the different arthropod groups
6. Appreciating the importance of protecting animal habitats
Language objectives
1. Describing and classifying invertebrates and arthropods: Invertebrates are …
Arthropods are covered by … … have an external skeleton
2. Expressing contrast: Most are … but some … Many live in the sea … others live …
3. Giving examples: such as giant squids … such as medusas
4. Expressing ability: Most invertebrates can move … The arthropod can grow …
5. Describing sequence: At first …, then …
6. Expressing frequency: They are usually … and often have …
From time to time …
Contents
• The main characteristics • Recognise different types • Understand the importance

of invertebrate animals of invertebrates of protecting habitats in order
• Invertebrate groups • Classify invertebrates into groups to protect animal life
• Arthropods: characteristics, • Observe photographs and
groups, and anatomical drawings of invertebrates
differences • Distinguish body parts
of insects, arachnids
and arthropods
• Study labelled anatomical
drawings of invertebrate
animals
Assessment criteria
• Recognising characteristics of invertebrate animals
• Classifying invertebrates
• Using the main characteristics to identify arthropods
• Interpreting anatomical drawings
• Showing interest in protecting nature
32
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UNIT 0
RESOURCES
Resource folder

• Assessment
Internet resources
www.richmondelt.com
Insects
http://www.ento.csiro.au/education/index.html
Everything you ever wanted to know about insects
and more. For teachers and students.
Invertebrate animals
http://www.pbs.org/kcet/shapeoflife/animals/index.html
The Shape of Life gives facts, photos
and activities on all the invertebrate groups.
Let's talk about insects
http://www.urbanext.uiuc.edu/insects/12.html
A clever ant explains about insects.
5
LEVEL
Other resources W E N EED

• Richmond World Facts I NSECTS !
• Richmond Student’s Dictionary
• Flashcards
• Posters
33
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Content objectives: 1, 6. Vocabulary: exoskeleton, invertebrates, oviparous,

Language objectives: 1, 2, 3, 4, 5. parasites, shells
Invertebrates
COMPARE
• Using the vocabulary correctly
Compare the photos.
■ Hands on
• How many different animals can you see?
• Think of other animals which live in,
or near, the sea.
Worms and light

• Ask: Where do worms live?
(underground)
• Cut off about one-third of the lid
of a shoebox.
• Place the earthworms on a wet paper
towel at one end of the box.
• Cover the box with the lid making sure READ
the worms are on the open side. Ask: 1. What are invertebrates? 12 2. How do invertebrates live?
What will the worms do? (move to the Invertebrates are animals which do not have Many invertebrates live in the sea,
dark side) a skeleton or a backbone. but some live in fresh water.
• Size: Others live on land.
• Place the box away from the light. Most invertebrates are very small, Most invertebrates can move,
but some, such as giant squids, but some attach themselves to rocks
• Wait 30 minutes and take off the lid. are enormous. or the sea floor.
Ask: Why do the earthworms move to • Body shape: Others, called parasites,
Most invertebrates are symmetrical, live inside other animals.
the dark side? (They avoid light but some have irregular bodies. Invertebrates are oviparous.
because they live underground.) • Body covering: A larva hatches from an egg.
Many invertebrate bodies are protected At first, it does not look like an adult.
by shells or exoskeletons, Then its physical appearance
but others have no covering. changes.
■ Presentation Describe invertebrates. Most invertebrates are very small, …

Why is it important to protect animals’ habitats?
• COMPARE Focus on the photos and
questions. M.A. …are symmetrical, are protected by shells or exoskeletons
12 INVERTEBRATES
• READ Present 1 and 2 with 26 and 27 . M.A. If an animal’s habitat is destroyed, it can die…
Ask Ss for examples of invertebrates:
Which are very small? (flies, ladybirds)
Which are a little larger? (snails, clams) ■ CONTENT AND LANGUAGE DEVELOPMENT
Which are even larger? (octopus, starfish,
crabs) 1 Comprehension. Write the words and sentences on the BB.
Ss copy and complete the sentences with the correct word.
• Ask: Which invertebrates … have shells?
(limpets, mussels, cockles, snails) … have parasites sea shells or exoskeletons skeleton oviparous
exoskeletons? (crabs, sea urchins, 1. Invertebrates do not have a …
starfish, scorpions) … have no body 2. Many invertebrates are protected by …
covering? (earthworms, squid, jellyfish) 3. Not all invertebrates live in the …
• Ss do the activity at the bottom of the 4. … live inside other animals.
page. 5. Invertebrates are …
➔ R and E ➔ Activity Book, page 9. Answers: 1. skeleton. 2. shells or exoskeletons. 3. sea.
4. Parasites. 5. oviparous.
The vocabulary activity is Extension.
Present the vocabulary on the BB before
Ss name the organs.
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Content objectives: 2, 3. Vocabulary: arthropods, cnidarians,

Language objectives: 1, 2, 3, 4, 6. echinoderms, molluscs, sponges, worms
Invertebrate groups
LOOK AND READ
• The fact that anemone and coral are
A SPONGES B CNIDARIANS C WORMS
planaria
animals
• Some vertebrates are protected by hard
body coverings, but do not have a skeleton
coral
■ Hands on
jellyfish
tapeworm
anemone earthworm
D ECHINODERMS
Draw and label
1. Invertebrate groups 13 • Ask: Which invertebrate animals
• Sponges have irregular bodies. ofiura can you name? Write suggestions
They cannot move. They attach themselves star
to rocks or the sea floor. They filter seawater, on the BB.
and retain nutritive substances for food.
• Cnidarians have jelly-like bodies.
starfish sea • Ss choose an invertebrate animal
urchin
They are marine animals. and draw it.
They have tentacles which can sting you.
Some, such as coral and sea anemone, E ARTHROPODS • They label the body parts.
attach themselves to rocks.
Others, such as medusas, can move about. • They write what they know about
• Worms have long, soft bodies. the invertebrate in the drawing.
Some are cylindrical, and others are flat.
Some are aquatic, and others are terrestrial.
Many are parasites.
beetle
scorpion
• Echinoderms are symmetrical:
they are usually in five parts.
river crab
■ Presentation
They are marine animals.
They have a skeleton made of hard plates, F MOLLUSCS
and often have spines. • LOOK AND READ Focus on the illustrations.
They are covered by a thin skin.
• Arthropods are covered by a hard
Ask: How many groups of animals are
snail
exoskeleton. Some are aquatic. Others there? (six) Which names are in big
are terrestrial. clam
letters? (names of the invertebrate groups)
• Molluscs have a soft body. octopus
Many are covered by one or two shells. Which group does (coral) belong to?
• Ask: How can we organise all the
INVERTEBRATES 13
information? (in a table) Ask: What type
of table should we use? Point out that in
this case, a double-entry table is useful.
■ CONTENT AND LANGUAGE DEVELOPMENT Write the names of the invertebrate groups
down the left side. At the top, write
1 Listening. Write these sentences on the BB. Ss decide if they these headings: Body, Habitat, Other
are true or false, then check by listening again to 28 . characteristics, Examples.
1. Sponges have symmetrical bodies. • Ss read 1 with 28 and complete the table.
2. Cnidarians have tentacles which can sting you. Some squares will be empty.
3. Medusas cannot move about.
➔ R Activity Book, page 10.
4. Many worms are parasites.
5. Echinoderms are usually in four parts.
6. Arthropods are covered by a hard exoskeleton.
7. Molluscs have a hard body.
Answers: 1. False (irregular). 2. True. 3. False (can). 4. True. Invertebrates and food. Many people
5. False (five). 6. True. 7. False (soft). include invertebrates in their diet,
for example, prawns, squid, mussels
and snails.
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Vocabulary: abdomen, arachnids, arthropods,

Content objectives: 4, 5. cephalothorax, crustaceans, exoskeleton, head,
Language objectives: 1, 4, 6. insects, myriapods, thorax
Arthropods
LOOK AND READ
• The fact that arachnids are not insects Insect: grasshopper 15
1. Arthropods
• Worms and myriapods are two different Arthropods have an external exoskeleton. wing
groups It is made up of many small plates, and covers
wing
thorax
the body, legs and antennae.
head
The exoskeleton is rigid. From time to time, eye
■ Hands on the arthropod sheds it, and grows a new, flexible one.
As a result, the arthropod can grow
leg
antenna
until its new exoskeleton becomes rigid.
abdomen leg mouth
Arthropod sense organs are well developed:
Making a spider they have antennae and eyes. The eyes can be simple or compound.
Compound eyes are made up of many smaller, simpler ‘eyes’.
• Ask: How can we make a spider out Insects, arachnids, crustaceans and myriapods are arthropods.
Arachnid: spider
of plasticine? 2. Arthropod groups 14 abdomen
• Elicit suggestions from Ss. First, • Insects: An insect’s body is divided into three parts: head, thorax
make a small ball and a large ball. and abdomen. The head has a mouth, two eyes and two antennae.
The thorax has six legs. Many insects also have wings on the thorax.
Then connect them. Ask: How many legs
Insects are the most numerous arthropod group.
cephalothorax
legs have spiders got? (eight) They are found in many different habitats.
Flies and butterflies are insects.
• Make four pairs of articulated legs • Arachnids: Arachnids have eight legs.
to place on the cephalothorax. The body is divided into two parts:
the abdomen and the cephalothorax. Crustacean: lobster
Spiders and scorpions are arachnids. pincher claws
• Crustaceans: Crustaceans have ten or more legs.
Many have long antennae. The body is divided into two parts:
■ Presentation the abdomen and the cephalothorax.
Lobsters, shrimps and crabs are crustaceans.
• Myriapods: Myriapods have long bodies with many legs.
• LOOK AND READ Ask: Which invertebrates The head has one pair of short antennae. legs legs
can we see in the drawings? (grasshopper, Centipedes and millipedes are myriapods. antenna
spider, lobster) Which group do they belong
Make more questions. Change the underlined words.
to? (insect, arachnid, crustacean) Which Do insects have six legs? Is an insect’s body divided into two parts? cephalothorax
abdomen
invertebrate has a head / thorax / Are there many insects or arachnids where you live?
Where do you see them?
abdomen? etc.
• Have Ss copy this sentence: Arthropods Yes. No, three. M.A. Do arachnids have eight legs?
14 INVERTEBRATES
are invertebrate animals which have Do crustaceans have ten legs? Is a crustacean’s body divided
exoskeletons made up of many small plates. into three parts? Is an arachnid’s body divided into three parts?
• Ss make a double entry chart for
arthropods. Down the left, they write ■ CONTENT AND LANGUAGE DEVELOPMENT
the arthropod groups. They write these
headings: Body, Habitat, Other 1 Pairwork testing. Ss use their tables and the information
characteristics, Examples. in their books to test each other on arthropods. They should
prepare a minimum of five questions for their partner and write
• Ss read 1 and 2 with 29 and 30 .
them down. Student A should ask all the questions first.
• They do the activity at the bottom of the Student B should not look at his / her book or notes.
page.
Then, the roles are reversed and Student B asks the questions.
Ask for feedback after a few minutes, e.g. How many questions
E ➔ Activity Book, page 11.
did you get right? Were any of your questions the same?
Cochineals. Cochineal insects live

on cactus plants. The females produce
a deep red dye used to colour cloth,
cosmetics and food.
36
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1. Match the sentence halves.
1. From time to time, the arthropod a. are crustaceans
2. Arthropod sense organs b. can be simple or compound
3. The eyes of arthropods c. into three parts
4. An insect's body is divided d. an arachnid
5. The spider is e. myriapods
6. Shrimps and crabs f. are well developed
7. Centipedes are g. sheds its skeleton
Answers: 1 – g. 2 – f. 3 – b. 4 – c. 5 – d. 6 – a. 7 – e.
2. Write the words below under the appropriate heading.
the sea shell symmetrical enormous fresh water irregular small on land
Body shape Body covering Size Habitat
Size: enormous, small. Habitat: the sea, fresh water, on land.

Answers: Body shape: symmetrical, irregular. Body covering: shell.

857415 _ 0032-0039.qxd
38
Activity Book
2/10/06
Worksheet 8. Date Read and learn Worksheet 7. Date Apply your knowledge
AN INVERTEBRATE PARASITE WHAT ARE ANIMALS LIKE?
20:27
1. Read carefully. 1. Complete the word maps about animals.
The tapeworm Reproduction: animals are divided into

The tapeworm (taenia) is an invertebrate animal.
Página 38
It is a parasite in humans, pigs and other animals.
For example, a pig eats food contaminated with tapeworm
Oviparoufi are born from eggs.
eggs. The eggs hatch into larvae in the animal’s intestine.
Then they travel into the bloodstream and the muscles.
If people eat undercooked meat from this infected pig,
the larva grows in their intestine. It becomes a tapeworm.
This parasite absorbs their food and causes weakness
and anaemia.
Viviparoufi are born from their
mother’s womb.
Contaminated animals have eggs in their faeces.
These can infect other animals.
Skeletons: animals are divided into
2. Tick () the true sentences about the tapeworm.

씲 It is an invertebrate.
씲 It is a parasite.
씲 It is oviparous.
Ver†ebra†efi are animals with a skeleton.
씲 It is an amphibian. 씲 It is viviparous. 씲 It is an herbivore.
In√±r†ebra†efi have no bones.

3. Order the information as it appears in the text.
1 What kind of animal a tapeworm is 4 How it lives inside a person
3 How it goes from animals to humans 2 How it lives inside an animal VOCABULARY
What organs do these animals use to breathe? Name them.
4. Investigate. Find the names of other human parasites. A B C

M. A. hookwarµ
flatworµ
ascarifi gillfi trac™eåæ lungfi
trichi>ellå
10 9
857415 _ 0032-0039.qxd
Notes:
2/10/06
Worksheet 9. Date Tasks
CLASSIFY INVERTEBRATE ANIMALS
20:27
1. Name the invertebrate groups. Give examples.
INVERTEBRATE ANIMALS
Página 39
Covered by a hard
exoskeleton
arthropodfi M. A. scorpio>
Soft bodies, usually
covered by shells
molluscfi M. A. snai¬
They cannot move
and live in the sea
spon@efi M. A. spon@æ
Jelly-like bodies
and tentacles
cnidarianfi M. A. ∆ellyfis™
Skeleton made of hard
plates; symmetrical
echino∂ermfi M. A. starfis™
Long, soft bodies wormfi M. A. earthworµ
2. Write the name of the group of arthropods in the correct space.
insects arachnids crustaceans myriapods
Arthropod groups
body divided into 2 parts body divided into more than 2 parts
8 legs 10 or more legs 6 legs many legs
arachnidfi crusta©eanfi inßectfi myriapodfi
11
39
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UNIT 4
Vertebrates
UNIT CONTENT
Content objectives
1. Recognising the characteristics of the main groups of vertebrates
2. Classifying vertebrates into mammals, birds, reptiles, fish and amphibians
3. Learning that there are various bird groups with distinctive characteristics
4. Understanding how reptiles are classified
5. Understanding how fish are classified
6. Understanding how amphibians are classified
7. Appreciating the importance of knowing about and protecting animals
Language objectives
1. Describing quantity: most; some; many; a few; others
2. Describing location: inside; on; on the front of; on the sides; underwater
3. Explaining how actions occur: They swim by moving … Using their wings …
4. Describing general and particular characteristics: All birds … Each bird species …
5. Providing additional information: … food which the bird eats
6. Expressing purpose: They come to the surface to breathe … use their fins to swim.
7. Describing progression: As young amphibians grow, they change …
Contents
• Physical appearance and • Describe the vertebrate groups • Appreciate the importance
structure of vertebrate groups • Classify vertebrates into groups of knowing about and
• Reproduction, habitats, how • Compare types of vertebrates protecting animals
they breathe, and main • Associate physical aspects of
characteristics of vertebrate the vertebrate groups with the
groups habitats where they live and
their habits
• Observe photographs of
vertebrate animals to obtain
information
Assessment criteria
• Recognising the distinctive characteristics which define each of the vertebrate groups
• Distinguishing reptiles, amphibians and fish
• Classifying vertebrates correctly using different criteria
• Associating characteristics of the different vertebrate groups with their way of life
• Recognising the variety of marine animals
• Associating the physical appearance and structure of certain animals with their
adaptation to life in the sea
• Observing photographs of vertebrates to obtain information
40
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UNIT 0
RESOURCES
Resource folder

• Assessment
Internet resources
www.richmondelt.com
Animal classification
http://www.kidport.com/RefLib/Science/
ScienceIndex.htm
Many interesting science topics are covered including
animal classification. For students and teachers.
Animal photo galleries
http://nationalzoo.si.edu/Animals/PhotoGallery/
default.cfm
Up close with a variety of reptiles, amphibians, birds and
mammals, including primates and giant pandas, at the
Smithsonian Zoological Park. For students and teachers.
Iberian Nature
http://www.iberianature.com/index.html
A guide to the wildlife, geography and nature of Spain.
5
LEVEL
Other resources
• Richmond World Facts IT’S A M AMMAL !
• Flashcards
• Posters
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Vocabulary: carnivores, cetaceans, fur, hair, lungs,

Content objectives: 1, 2, 7. mammals, milk, primates, ungulates, viviparous,
Language objectives: 1, 2, 3. warm-blooded
Vertebrates
LOOK
• Associating each mammal group with their
general and distinctive characteristics Look at the photo.
Think about these questions:
• Understanding that marine mammals • What do these animals
breathe through lungs look like?
They have …
• Do all mammals live
■ Hands on on land?
Then read the texts and
answer the questions.
Marine mammals and flotation

• Tie an elastic band to one end of a READ
large stone.
1. Mammals 2. Mammal groups 16
• Put the stone in a pail of water. Ask All mammals have a head, a trunk and limbs. • Primates have five fingers on their hands and feet.
Ss: When we pull the stone up, will it However, they differ in their limbs and bodies. Their eyes are on the front of the head,
Most mammals have legs, some have fins, not on the sides like many animals.
feel heavier or lighter? Ss take turns and bats have wings. Many mammals Human beings, monkeys and gorillas are primates.
to pull up the stone. have a body covered with hair or fur.
• Carnivores hunt for food.
Mammals can keep their body temperature They have sharp teeth and feet with claws.
• Ask: Does it feel heavier or lighter in constant when the outside temperature changes. Lions are carnivores.
For this reason, they are called warm-blooded
the water? (lighter) What is pushing it animals. They breathe air through their lungs. • Ungulates are herbivores.
They have feet with hooves.
up? (the water) This is the Archimedes Mammals are viviparous. The young grow
Zebras are ungulates.
Principle. How do marine mammals inside the female’s body, receiving oxygen
and nutrients. Baby mammals drink their • Cetaceans are marine mammals.
float? (because of their shape, density mother’s milk. They have no hair.
They swim by moving their tails and flippers.
and the upward push of the water) Mammals live in different habitats.
Whales and dolphins are cetaceans.
Most mammals are terrestrial.
However, some mammals, such as dolphins,
are aquatic. They breathe at the water’s surface.
■ Presentation Make more questions. Change the underlined words.

Do carnivores have sharp teeth? Are zebras carnivores?
• LOOK Ss compare and contrast the animals What do you think about fur coats and jackets?
in the picture. Which is the biggest?

What do they all have in common? M.A. Do primates have five fingers? Are gorillas primates? Do ungulates VERTEBRATES 15
(a head, a trunk and four limbs/legs.) have feet with hooves? Are dolphins ungulates? Open answers.
• READ Ss read 1 and 2 with 32 and 33 .

Write a list of the highlighted words in 1 on ■ CONTENT AND LANGUAGE DEVELOPMENT
the BB. Ask Ss: Which characteristics do
most mammals have? (They are viviparous, 1 Mammal Quiz. Ss read the information about mammals and
terrestrial, warm-blooded, breathe through mammal groups again and listen to 32 and 33 . Then they close
lungs, and have hair or fur. Baby mammals their books. Divide the class into two groups and read each of the
drink their mother’s milk.) following questions aloud twice. Ss put up their hand if they know
• Ask Ss: Name the mammal groups. What the answer. The first student to answer correctly wins a point for
group do dolphins belong to? What group their group.
has hooves?, etc. 1. Do all mammals have legs? (no)
• Ss do the activity at the bottom of the page. 2. Are mammals warm-blooded animals? (yes)
3. Do whales breathe air through their lungs? (yes)
4. Do mammals lay eggs? (no)
5. Do all baby mammals eat solid food? (no)
Wool. Wool is the hair from sheep and 6. Are human beings primates? (yes)
other animals. The animals are not hurt 7. Do zebras have feet with claws? (no)
when the wool is cut.
8. Do dolphins have hair? (no)
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Content objectives: 1, 3, 7. Vocabulary: beak, eggs, feathers, incubation, lungs,

Language objectives: 3, 4, 5. warm-blooded, wings
Birds
READ
• Associating bird groups with their
1. Birds 17 Female birds lay eggs on land.
Female birds, and sometimes male birds, distinctive characteristics
Birds have a head, a trunk, a tail and limbs. keep their eggs warm with their body heat.
The front limbs are wings, This process is called incubation.
and the back limbs are legs.
A bird’s skin is covered with feathers.
When baby birds are born, at least
one parent feeds and cares for them.
■ Hands on
Using their wings, most birds can fly. All birds are terrestrial, but some
Birds can keep their body temperature constant spend a lot of time in water.
when the outside temperature changes. Each bird species eats its own type of food Mobile of birds in flight
For this reason, they are called warm-blooded such as seeds, fruit, insects or other birds.
animals. They breathe through their lungs. A bird’s mouth is covered by a hard beak. • Draw silhouettes of various birds
The shape of the beak is appropriate
for the type of food which the bird eats. in flight on white card. Swallows,
seagulls, eagles, storks and vultures
LOOK
have distinctive silhouettes.
Bird groups 18
• Cut them out and tie a piece of thread
A PERCHING BIRDS B FOWL C SWIMMING BIRDS to each.
• Tie them at various lengths on coat
hangers to make a mobile.
canary pheasant duck

■ Presentation
D RUNNERS E BIRDS OF PREY F WADING BIRDS
• READ Ask Ss: What distinctive
characteristics do birds have that no other
animals have? (feathers and a beak)
• Ss read 1 with 34 .
• LOOK Ask Ss: What group does the

eagle heron
pheasant belong to? What group does
Describe birds. Birds are vertebrates. Their front limbs are … the ostrich belong to?
ostrich
• Ask Ss: Look at the beak of the canary, the
16 VERTEBRATES …wings. Their skin is covered with feathers. They are warm- heron and the duck: which is the shortest?
blooded animals. They breathe through lungs. (the canary’s) the longest? (the heron’s)
the flattest and widest? (the duck’s)
■ CONTENT AND LANGUAGE DEVELOPMENT • Tell Ss that some birds feed by themselves
as soon as they are born. For example,
1 Comprehension. Write the following sentences on the BB. ducks and chickens are born with feathers;
Ss copy them and choose the correct alternative. they walk and follow their mother around.
1. The front limbs of a bird are the wings / legs.
2. The back limbs of a bird are the wings / legs.
3. Most / all birds can fly.
4. Female / male birds lay eggs.
5. Incubation is when parent birds keep their eggs warm / cold
with their body heat.
6. All / some birds are terrestrial.
7. All / some birds spend a lot of time in water.
8. Birds have / do not have the same shape of beak.
Answers: 1. wings. 2. legs. 3. Most. 4. Female. 5. warm. 6. All.
7. Some. 8. do not have.
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Content objectives: 1, 4, 7. Vocabulary: alligators, cold-blooded, crawl, lungs,

Language objectives: 1, 6. oviparous, scales, slither, turtles
Reptiles
LOOK AND READ
• Not all reptiles crawl. Some slither, swim,
A CROCODILES 1. Reptiles 19
or walk or run on hind limbs.
Most reptiles have a head, a trunk, limbs and a tail.
Their body is covered with hard scales.
■ Hands on Most reptiles are terrestrial, but a few are aquatic.

Reptiles cannot keep their body temperature constant
when the outside temperature changes.
They need external heat, such as heat from the Sun.
For this reason, they are called cold-blooded animals.
Lizards lie in the sun Nile crocodile All reptiles breathe through their lungs.
Aquatic reptiles, such as crocodiles and alligators,
• Place an umbrella in the sun. B LIZARDS cannot remain underwater for long.
Put an outdoor thermometer in the They come to the surface to breathe.
Reptiles are oviparous.
shade of the umbrella and another The female reptile lays many eggs.
one in the sun. Write down the Most reptiles are carnivorous.
temperatures on both thermometers.

2. Reptile groups 20
• Wait several hours then compare iguana Reptiles can be classified into four groups:
the temperatures on the two • Crocodiles and alligators are very large reptiles.
thermometers. C SNAKES They have four legs, and a body covered with hard scales.
They use their large teeth to capture their prey.
• Ask: Which thermometer shows the They spend a lot of time in water.
• Lizards are small terrestrial reptiles.
higher temperature (the one in They have four very short legs.
the sun) Why do lizards spend a lot They crawl.
of time in the sun? (to keep warm) • Most snakes live on land.
They have long bodies with no limbs.
rattlesnake They slither.
• Turtles have a shell to protect their body.
D TURTLES They can extend their head, legs and tail
■ Presentation through openings in the shell.
Many turtles are aquatic.
However, they breathe air,
• LOOK AND READ Ask Ss: Name some and they lay their eggs on land.
reptiles you know. (crocodile, lizard, turtle, Make more questions. Change the underlined words.
snake) Name the reptile groups. Do reptiles breathe through gills? Are snakes warm-blooded?
sea turtle
(crocodiles, lizards, snakes, turtles)
M.A. Do snakes have legs? Are turtles aquatic? Do crocodiles
• Present 1 and 2 with 36 and 37 . VERTEBRATES 17
have large teeth?
• Ask: What is a cold-blooded animal?
(an animal whose body has the same
temperature as its surroundings) ■ CONTENT AND LANGUAGE DEVELOPMENT
What group does the iguana belong to?
(lizards) What group does the sea turtle 1 Comprehension. Ss read and listen to 36 and 37 . Then, without
belong to? (turtles) looking at their books, they copy and complete the sentences.
• Ask: What reptile group has a shell? (turtles) They check their answers by listening again to the CD recording.
What are the iguana’s scales like? (green) oviparous / shell / scales / lungs / cold / legs / terrestrial / no
What is a snake’s body like? (long with no
1. Reptiles are covered with hard …
limbs) What are a crocodile’s legs like?
(short) 2. Most reptiles are … but a few are aquatic.
3. Reptiles need external heat so they are … – blooded.
• Ss do the activity at the bottom of the
page. 4. Reptiles breathe through their …
5. Reptiles are … The female lays eggs.
E ➔ Activity Book, page 13. 6. Lizards have four short …
7. Snakes have … limbs.
8. Turtles have a … to protect their bodies.
Answers: 1. scales. 2. terrestrial. 3. cold. 4. lungs. 5. oviparous.
6. legs. 7. no. 8. shell.
44
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Content objectives: 1, 5, 6, 7. Vocabulary: bony fish, cartilaginous fish, eggs,

Language objectives: 1, 2, 5, 6, 7. fins, gills, oviparous, scales, tails
Fish and amphibians

LOOK AND READ
• Pronunciation of bony, cartilaginous
A BONY FISH 1. Fish
Fish have a head, a trunk and a tail. A fish’s body is covered
• Meaning of the word moist
with thin, shiny scales. Fish live in water, and use their fins to swim.
Fish breathe through gills located on the sides of the head.
They take in oxygen from water. ■ Hands on
Fish are oviparous. Female fish lay their eggs in the water.
salmon
Baby fish are born from the eggs.
B CARTILAGINOUS FISH 2. Fish groups 21 Scales

Fish can be classified into two groups: • Draw the silhouette of a fish on a
• Bony fish. They have skeletons made of bones. piece of paper. Cut out small circles for
Some live in the sea, but others live in rivers and lakes.
Sardines and salmon are bony fish. the scales and glue them onto the
• Cartilaginous fish. They have skeletons made of cartilage. fish, overlapping rows of circles.
shark They live in the sea. Sharks are cartilaginous fish.
• Ask Ss: Do the scales feel rough or
C AMPHIBIANS WITHOUT TAILS
3. Amphibians smooth if you pass your hand over the
Amphibians have a head, a trunk and limbs. fish from head to tail? (they feel
Some have tails. They can live on land, but they stay smooth) What do the scales feel like
in, or near, water to keep their skin moist.
Amphibians are oviparous. The female lays eggs in ponds or rivers. if you do it in the opposite direction
frog
As young amphibians grow, their appearance changes completely. from tail to head? (they feel rough)
D AMPHIBIANS WITH TAILS 4. Amphibian groups 22
Amphibians can be classified into two groups:
• Amphibians without tails, such as frogs, have a wide body.
■ Presentation
They have long, strong back legs which they use for jumping.
They catch their prey with their long tongue.
• LOOK AND READ Say: Look at the pictures.
• Amphibians with tails, such as salamanders, have a long body
salamander and four limbs. All four limbs are approximately the same length. Ask: How do fish move? (they swim) What
do they use to swim? (their fins and tails)
True or false? Make more sentences about fish and amphibians. Ask Ss to name some amphibians.
A fish’s body is covered with feathers. Fish breathe through gills.
• Present 1-4 with 38 , 39 , 40 and 41 , Show
Do you eat fish from fish farms? Do you eat tinned fish? Which is your favourite fish?
photographs of the metamorphosis of a
…M. A. …Fish are oviparous. Amphibians are oviparous. Female fish frog: egg – a tadpole with a tail and gills
18 VERTEBRATES
lay eggs in the water. Female amphibians lay eggs in ponds and rivers. which looks like a fish – tadpoles develop
legs and lungs and lose their tails and gills
– when the transformation is complete, the
■ CONTENT AND LANGUAGE DEVELOPMENT frogs come out of the water
• Explain that amphibians begin their lives in
Vocabulary. Write the following sentences on the BB. Ss copy
1 the water, where the females lay eggs.
them and rearrange the letters of the words in capitals to form Adult amphibians live on land, but depend
words related to fish and amphibians. on water.
1. A fish’s body is covered with thin, shiny S E C A L S.
2. Fish use their N F S I to swim. E ➔ Activity Book, pages 14, 15.
3. They breathe through their S L G I L.
4. Female fish lay S G E G in water.
5. Salmon are Y B N O fish.
6. R H S A K S are cartilaginous fish.
Health benefits of fish. Fish are
7. Amphibians live on land but stay in or near E A T W R. an important part of a healthy diet.
8. R F G O S use their back legs for jumping. White fish has protein and is low in fat.
Answers: 1. scales. 2. fins. 3. gills. 4. eggs. 5. bony. 6. sharks. Oily fish contains fatty acids which help
7. water. 8. frogs. control cholesterol.
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Activity Book
2/10/06
SCIENTIFIC NAMES BIRDS
20:26
1. Read carefully. 1. Write the name of the bird group.
Linnaeus and the names of living things
fowl swimming birds wading birds perching birds birds of prey
All living things have scientific names. The names
Página 46
which we use today are based on the system
developed by the Swedish naturalist Linnaeus in 1758. wadin@ birdfi
a. Big birds with long, thin legs:
Linnaeus went to Lapland to study plants. To study them
better, he decided to name and classify plants. b. Medium-size birds with webbed feet: swimmin@ birdfi
Later, he did the same for animals. c. Birds with sharp, hooked beaks and strong claws: birdfi oƒ p®e¥
In Linnaeus’ system, the scientific name of the plant
consists of two Latin words. The first word is the genus and d. Small birds with short beaks: πerchin@ birdfi
the second is the species. The genus is like our family name, e. Birds with plump bodies and short beaks: fow¬
and the species is like our first name. For example,
the dog is called Canis familiaris. This name distinguishes
the dog from the wolf, which is called Canis lupus. It also
2. Write the bird group.
shows that the dog and wolf belong to the same genus.
The advantage of this system is that it is universal. A B C
The common names which we use are different
Wolf: Canis lupus in every language.
2. Learn some scientific names.

• Lion: Panthera leo • Beech: Fagus sylvatica
• Rosemary: Rosmarinus officinalis • Brown bear: Ursus arctos canary partridge heron
• Cork oak: Quercus suber • Tiger: Panthera tigris
• Leopard: Panthera pardus • Jaguar: Panthera onca
πerchin@ bir∂ fow¬ wadin@ bir∂
3. In the above list, there are four living things which belong to the same genus D E
but to a different species. Which ones are they? Explain.
Pant™erå ¬eo, Pant™erå pardiufi, Pant™erå tigrifi, Pant™erå oncå.

Thæ @enufi ifi Pant™erå, an∂ eac™ anima¬ sπecêfi hafi itfi ow> naµæ.
duck hawk
4. Write the word dog in different languages. Consult a dictionary.
M. A. I> Spanis™ “πerro”; i> Germa> “hun∂”; i> F®enc™ “chê>” swimmin@ bir∂ bir∂ oƒ p®e¥
13 12
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Worksheet 13. Date Tasks Worksheet 12. Date Read and learn
ANALYSE ANIMAL FOOTPRINTS CLASSIFICATION KEYS
20:26
1. Read and answer. 1. What is a dichotomous key used for? Read and complete.
Animal footprints are also called tracks. If we study an animal’s tracks We use dichotomous keys to identify and classify living things.
Página 47
and other remains we can learn about these animals. We get information With a dichotomous key, we can find out the group a living thing belongs to.
about their anatomy, their habits, what they eat and how they reproduce. To use the key, you must answer questions about the characteristics
of an animal. Then follow the direction given after each answer.
a. Where can we find animal tracks? Tick ().

씲 In areas with mud or clay 씲 In areas with rocks or stones KEY TO IDENTIFY VERTEBRATES
b. What can you find out about an animal by observing its tracks? DoDothey have scales, fins, use gills to to
breathe and livelive in water?
they have scales, fins, use gills breathe and

씲 Its size
씲 How it walks in water? YES FISH

씲 If it has hoofs, claws, etc. 씲 What it eats NO
NO YES fis™
씲 Its colour
씲 If it lives in a pack or herd Do they stay in or near water to keep their skin moist?
Do they stay in or near water to keep their skin moist?
YES _____
c. Which animal left each track? Decide and write.
NO
NO
Do they have scales and use lungs to breathe?
YES amphibianfi
YES _____
Do they have scales and use lungs to breathe?
NO
lynx mouflon ®epti¬efi
NOthey have feathers and use lungs to breathe?
Do YES
YES _____
NO Do they have feathers and use lungs to breathe?
MAMMALS
NO YES birdfi
MAMMALS
bustard badger
VOCABULARY
Match and write.

A B C D carnivores cetaceans primates ungulates
Ungula†efi are herbivores and have feet with hooves.

Ceta©eanfi have no hair and move by moving their tails and flippers.
Prima†efi have five fingers and eyes are on the front of their head.
Carnivo®efi have sharp teeth and feet with claws.
lyn≈ mouflo> bustar∂ bad@e®
15 14
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UNIT 5
Nutrition
UNIT CONTENT
Content objectives
1. Recognising and locating the main organs in the digestive, respiratory,
circulatory and excretory systems and their functions
2. Describing the processes involved in nutrition, digestion, respiration,
circulation and excretion
3. Developing healthy eating habits and taking care of the whole body
Language objectives
1. Expressing obligation: … our diet must be complete
2. Describing stages in a process: First …, then …
3. Describing what occurs in the process (passive forms): … is chewed; is formed;
are absorbed
4. Making comparisons: Our heart works like a pump.
5. Explaining where blood circulates (prepositions of movement): between;
through; away from; throughout
Contents
• Nutrition: digestion, blood • Interpret anatomical drawings • Interest in acquiring healthy

circulation, respiration and of the organs in the human habits regarding food and for
excretion body taking care of the body
• The organs and systems • Interpret anatomical drawings
involved in nutrition of the processes involved in
• Anatomy and physiology of the nutrition
digestive, respiratory, • Observe photographs carefully
circulatory and excretory to obtain information
systems
Assessment criteria
• Understanding the processes involved in nutrition
• Identifying the organs of the digestive, respiratory, circulatory and excretory
systems
• Recognising the anatomy and physiology of the systems involved in nutrition
• Interpreting anatomical drawings correctly
• Acquiring healthy eating habits
• Showing interest in taking care of their own health
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UNIT 0
RESOURCES
Resource folder

• Assessment
Internet resources
www.richmondelt.com
The world of nutrition
http://www.nutritionexplorations.org/kids/links-
main.asp
Fun sites and games about nutrition. For students.
The Digestive System
http://www.naspghan.org/sub/For_Children/for_children.
asp#ImageTop
An interactive presentation with pictures and descriptive
text about the digestive organs.
For teachers and students.
The Digestive, Respiratory and Circulatory Systems
http://hes.ucf.k12.pa.us/gclaypo/health_index.html
Information on body systems with facts and quizzes.
3
LEVEL
Other resources
E AT Y OUR VEGETABLES!
• Flashcards
• Posters
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Content objectives: 1, 2, 3. Vocabulary: carbohydrates, diet, fats, fibre, minerals,

Language objectives: 1. nutrition, proteins, vitamins, water
Nutrition
LOOK
• Understanding that we need nutrients and
energy to live • What meal are these
children eating?
• What food can you see?
■ Hands on • Why do you think it is
important to have
a good breakfast?
Labels and nutrients

• Collect and read labels from packaged
foods, such as biscuits, butter, can of
READ
tuna, to find out the nutrients they
contain. 1. Nutrients 23 are good sources, but minerals
and vitamins are also found in other foods.
• Classify the food into carbohydrates, Nutrients are the substances which our body Milk gives us calcium for our bones.
needs to survive, grow and repair itself.
fats or proteins based on the most • Water. Most of our body is made up of
Nutrients also give us energy.
water, so it is essential. We drink water,
abundant nutrient. • Carbohydrates give us energy. There are two and our body also obtains water from food.
types of carbohydrate. Sugars are in foods
which taste sweet. Starches are in bread, • Fibre helps food to move through
potatoes and legumes. the digestive system. It is found in fruits,
vegetables and whole-grains.
• Fats also give us energy. We get some fats,
■ Presentation such as butter, from animals. We get other
fats, such as olive oil, from plants. 3. Diet
• Proteins help our body to grow The food which someone normally eats over
• LOOK Ss look at the photo and answer the and repair itself. Meat, fish and legumes a period of time is called their diet. For good, healthy
are good sources of protein.
questions. Ask: Do you eat a healthy nutrition, our diet must be complete and balanced.
breakfast? Why/why not? 2. Other nutritive substances
• A complete diet includes nutrients
from all the food groups.
• READ Present 1 , 2 and 3 with 42 , 43 , • Vitamins and minerals are essential for our • A balanced diet includes the right amount
bodies to function well. Fruits and vegetables of each nutrient.
44 . Say: Give me an example of food
classified as fat (butter), carbohydrate
Complete the sentences. We get some fats ... We get other fats ...
(bread) protein (fish). Do you eat a balanced diet? Do you know what anorexia is?
What can you and your classmates do to prevent it?
• Ask Ss to identify the different food
groups: meat, fish and eggs; bread, rice,
pasta, cereals and sugars; milk and dairy …from animals. …from plants. / Anorexia is an eating disorder. NUTRITION 19
products; fruits and vegetables. It can cause severe health problems and even death.
• Ask Ss: What advice would you give to

someone who wants a healthy diet? ■ CONTENT AND LANGUAGE DEVELOPMENT
(Eat foods with calcium and fibre; eat
vegetables and fruit every day, eat 1 Vocabulary Revision. Draw on the BB a vocabulary tree. The
very little animal fat …) «trunk» word is Food and the «branches» are Carbohydrates /
• Ss do the activity at the bottom of the Fats / Proteins / Vitamins and Minerals / Fibre. On each branch
page. the Ss write the corresponding words from page 19.
Answers: Carbohydrates: sugars, starches, bread, potatoes,
legumes; Fats: butter, olive oil; Proteins: meat, fish, legumes;
Vitamins and minerals: fruits, vegetables, milk; Fibre: fruits,
vegetables, whole grains.
2 A balanced lunch. Ss work in pairs and prepare a menu which

they consider to be balanced. Ask Ss for their menus and write
one or two examples on the board, correcting any difficulties if
they arise. Ss should be able to name different varieties of meat,
vegetables, fruit etc. in their menu
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Vocabulary: absorption, anus, chyme, digestive system,

Content objectives: 1, 2. faeces, large intestine, liver, oesophagus, pancreas,
Language objectives: 2, 3. pharynx, salivary glands, small intestine
The digestive system

LOOK AND READ
• Understanding that the substances we
1. The digestive system The stages of digestion 25
need from food pass from the small
We need to eat. Food gives us the energy
which we require for our daily activities. It also gives
Digestion in the mouth intestine into the blood
us the substances which we need to grow. Digestion in the stomach
The digestive system converts the food we eat
• Pronunciation: pharynx, oesophagus,
into nutrients which our body can absorb. Digestion in the intestine stomach, faeces
It carries out three important functions:
digestion, absorption and the elimination of waste. Absorption in the intestine
2. Digestion 24
Elimination of waste ■ Hands on
• First, food is chewed in the mouth, and mixed The digestive
with saliva produced by the salivary glands. system 26
Gradually, a mass of chewed, soft food is formed.
Saliva and digestion
• Then, this food moves down the pharynx and the mouth • Say: Hold a piece of bread in your
oesophagus, and passes into the stomach. pharynx
• Next, it mixes with gastric juices in the stomach. salivary
mouth for about five minutes.
This produces a thick liquid called chyme. oesophagus
glands • Ask: Does it taste sweet? (yes) Why?
• Finally, the chyme leaves the stomach
and reaches the small intestine. (Enzymes found in the saliva begin to
It mixes with juices from the intestine,
the pancreas and the liver. All the substances
break down starch into simple sugars
which we require have now been separated. in the mouth. That is why bread tastes
sweet even though most bread does
3. Absorption liver
stomach not contain sugar.)
In the small intestine, the substances which
pancreas
we need are absorbed into the blood. large
intestine
small
4. Elimination of waste
■ Presentation
intestine rectum
The chyle loses its nutritional value anus

as it passes through the small intestine.
Only undigested substances, like fibre, • Ask Ss: Why do we need to digest food?
remain and move to the large intestine.
The large intestine removes water from these small intestine anus pharynx mouth
(to convert it into substances our body can
substances, and forms solid waste called faeces. oesophagus stomach large intestine absorb) Where does digestion begin? (in
This is expelled through the anus.
Follow the path that food takes. Put the organs
of the digestive system in order: mouth …
the mouth) Where does the digestion
process end? (in the large intestine)
20 NUTRITION …, pharynx, oesophagus, stomach, • Point out the various stages in the
small intestine, large intestine, anus digestive process. First digestion, then
absorption, and finally the elimination of
waste.
• LOOK AND READ Present 1-4 with 45 , 46 ,
47 , 48 .
1 Sequencing. The Ss copy the sentences from the stages in
digestion onto a piece of paper. They cut the sentences into • Name the organs of the digestive system
strips, then turn them over and mix them up. With a partner, they and ask Ss to point to them in the drawing.
look at each sentence again and put them in the correct order. Ask: What organ is like a long, thin tube?
(the oesophagus) What organ is dark red
Vocabulary. Write on the BB the following list of words:
2 and triangular? (the liver) What organ is
large intestine / mouth / fibre / liver / anus / stomach / below the oesophagus and next to the
faeces / pancreas / pharynx / oesophagus / salivary glands / liver? (stomach)
substances absorbed into the blood / chyme / small intestine • Ss do the activity at the bottom of the
Write three headings: Digestion; Absorption; Elimination of waste. page.
Ss classify.
Answers: Digestion: mouth, salivary glands, pharynx, oesophagus,
stomach, small intestine, chyme, pancreas, liver. Absorption:
substances absorbed into the blood. Elimination of waste: fibre,
large intestine, faeces, anus.
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Vocabulary: air passageways, alveoli, bladder, bronchi,

Content objectives: 1, 2, 3. bronchioles, excretion, exhale, inhale, kidneys, larynx,
Language objectives: 2. lungs, pharynx, respiratory system, sweat glands,
trachea, ureters, urethra, urine
Respiration and excretion

LOOK AND READ
• Understanding that oxygen from the air The respiratory system 28
1. The respiratory system 27
passes into the blood in the lungs
In addition to nutrients, we need oxygen to live.
pharynx
• Understanding what excretion is We breathe to obtain oxygen from the air. nose
This function is carried out by the respiratory system.
and why it is necessary It is made up of the nose, air passageways (the tubes bronchi
larynx
which carry air in and out of the body), and the lungs.
bronchioles
• First, the air enters through the nose. Then it passes trachea
See air from our lungs through the pharynx, the larynx, and the trachea.
Next, it goes through the two main bronchi
and into each lung. In the lungs, the bronchi divide
• Prepare a small tub with about five cm into smaller bronchioles. There are tiny sacs of air
of water, a large water bottle and a at the end of the bronchioles called alveoli.
• In the alveoli, oxygen from the air passes into the blood.
flexible tube. The blood releases carbon dioxide which passes into the alveoli.
• Fill the bottle with water. Quickly It is toxic, and the body expels it. lung lung
Two movements, inhalation and exhalation,
invert it and hold it with the mouth cause the air to circulate. The excretory system 29
underwater in the tub. Put one When we inhale, our lungs fill with air.
When we exhale, air leaves the lungs.
end of the tube into the bottle. Tell
a student to blow through the tube. 2. The excretory system
• Ask: Where do the bubbles come Our body produces waste substances
which go into the blood, and can be dangerous. kidneys
from? (the air in our lungs) Why does Excretion is the elimination of these waste substances.
the water go out of the bottle? • The kidneys are the organs of the excretory system.
bladder
These two organs filter the blood and produce urine.
(The air displaces the water.) This is made up of water (95 %) and waste substances (5 %).
The urine leaves the kidneys and passes through the ureters,
two tubes which go to the bladder. kidney kidney
The urine accumulates there
until it is expelled through the urethra.
■ Presentation • The sweat glands in the skin also help in excretion.
They make sweat.
renal renal
• LOOK AND READ Ask Ss: Why do we need to vein artery
breathe? (to obtain oxygen from the air)

bladder
What are the two breathing movements we What is a major cause of lung cancer?
ureters
urethra
make? (inhalation and exhalation)
• Ask Ss: What do we call the process that …Smoking. Tobacco contains substances which cause cancer. NUTRITION 21
eliminates waste substances from the

blood? (excretion) What are the main
organs? (the kidneys) Point out that the
excretory system is below the digestive
system. Ask Ss to locate their own kidneys
1 Comprehension. Write the two halves of each sentence on the BB.
(in the middle of the back on both sides of
Ss copy them and join the correct halves.
the spinal column).
1. First the air a. air leaves the lungs.
• Present 1 and 2 with 51 and 52 .
2. Then it b. tiny sacs of air.
• Ss answer the question at the bottom of
3. Next it c. enters through the nose.
the page.
4. In the lungs d. oxygen passes into the blood.
E ➔ Activity Book, page 18. 5. Alveoli are e. our lungs fill with air.
6. In the alveoli f. the bronchi divide into smaller bronchioles.
7. When we inhale g. passes through the pharynx, larynx and
trachea.
8. When we exhale h. goes through the two main bronchi into
each lung.
Answers: 1 – c. 2 – g. 3 – h. 4 – f. 5 – b. 6 – d. 7 – e. 8 – a.
52
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Vocabulary: aorta, arteries, blood, blood vessels, capillaries,

Content objectives: 1, 2. carotid artery, circulation, circulatory system, femoral artery, heart,
Language objectives: 4, 5. humeral artery, jugular vein, pump, renal vein, veins, vena cava
Blood circulation
LOOK AND READ
• Understanding that blood is circulating
1. The circulatory system 30 The circulatory 32
system continually
Circulation is the movement of blood through
jugular vein carotid artery
the circulatory system. Circulation carries • Distinguishing the two circulatory systems
nutrients and oxygen to all parts of the body, heart
and collects waste substances, humeral
which can be dangerous. vena cava
■ Hands on
artery
Our heart works like a pump, aorta
and moves blood through the body.
It never stops beating. renal vein
Blood vessels are tubes which transport blood
through the circulatory system. There are three The heartbeat
kinds: arteries, veins and capillaries.
• Arteries are the blood vessels • Bring some long, thin balloons to class
which carry blood away from the heart. femoral and a pear-type balloon inflator.
artery
• Veins are the blood vessels
which carry blood into the heart. • Place a balloon on the mouth of the
• Capillaries are tiny blood vessels inflator.
which connect arteries to veins.
They reach every part of our body. • Squeeze the inflator. Ask: What
happens? (The balloon inflates.) Why?
2. Blood circulation 31
Blood circulation (air enters) What part of the body can
There are two circulatory systems:
• Pulmonary circulation is the movement of
we compare the heart to? (the inflator)
PULMONARY CIRCULATION
blood between the heart and the lungs. What is pushed along by each heart
Blood leaves the heart through
the pulmonary arteries and goes to the lungs.
beat? (blood)
In the lungs, the blood absorbs oxygen
and releases carbon dioxide. The blood then returns pulmonary
pulmonary
to the heart through the pulmonary veins. vein
artery
• Systemic circulation is the movement
of blood to the rest of the body.
vena
cava
aorta ■ Presentation
Blood with oxygen from the lungs
leaves the heart through the aorta.
It distributes nutritive substances • LOOK AND READ Point out that arteries and
right side left side of
and oxygen throughout the body.
of the heart the heart veins are different colours in the drawings
Finally, it returns to the heart
through the vena cava. so we can distinguish them.
SYSTEMIC CIRCULATION
• Ask Ss to look at the first drawing and ask:
Where is the carotid artery? (in the neck)
22 NUTRITION
Where is the femoral artery? (in the leg)
Where is the jugular vein? (in the neck)
• Ask them to look at the lower diagram and
■ CONTENT AND LANGUAGE DEVELOPMENT ask: What is the name of the artery which
carries the blood from the heart to all
1 Comprehension. Write the following sentences on the BB. Ss parts of the body? (aorta) What is the
copy them and choose the correct alternative. They then compare name of the vein which carries blood from
answers in pairs and listen to 55 to check their answers. all parts of the body to the heart? (vena
1. Digestion / circulation is the movement of blood through the cava) What carries the blood from the
circulatory system. heart to the lungs? (the pulmonary artery)
2. Our heart / stomach works like a pump. • Ss read 1 and 2 with 55 and 56 .
3. It never stops eating / beating.
4. There are three kinds of food / blood vessels ➔ R Activity Book, page 17.
5. Arteries carry blood into / away from the heart.
6. Veins carry blood away from / into the heart.
Fat and health. Too much fat in your
7. Capillaries connect arteries to veins. They reach / don’t reach diet is unhealthy. Deposits of fat can
every part of our body. accumulate in the blood vessels and
Answers: 1. circulation. 2. heart. 3. beating. 4. blood. block normal blood flow.
5. away from. 6. into. 7. reach.
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Activity Book
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Worksheet 15. Date Apply your knowledge Worksheet 14. Date Tasks
DIGESTION, RESPIRATION, MAKE UP A HEALTHY MENU
EXCRETION, CIRCULATION
20:29
1. Put the following words in order. 2. Write the name 1. Make up a healthy menu.
of each organ. Remember the conditions a diet must have to be healthy:
absorption digestion • stomach
pharyn≈ • A diet should be complete; it should have foods from all the groups.
elimination of waste øesophagufi
Página 54
• pharynx • A diet should be balanced; it should have the right amount of each food type.
• small
intestine spaghetti rice noodle soup custard
The stages of digestion
• large vegetable soup chicken with potatoes yoghurt banana
intestine lentils pear fish with salad beefsteak with salad
1 di@estio> • liver omelette with tuna and potatoes orange meatballs with vegetables
• oesophagus stomac™
2 absorptio> lar@æ in†esti>æ
li√±® Monday Tuesday Wednesday Thursday Friday
3 eliminatio> oƒ was†æ smal¬ in†esti>æ First √±@etab¬æ nood¬æ ¬entilfi ri©æ spag™ett^
course souπ souπ
3. Underline the words related to breathing. Second
chic§e> fis™ wit™ oµe¬et†æ wit™ µeatballfi ∫¶æfs†ea§
wit™ sala∂ tunå an∂ wit™
• inhalation • exhalation • intestine • expiration • bronchi course
potatøefi potatøefi √±@etab¬efi wit™ sala∂
• lungs • liver • kidney • trachea • oxygen
Dessert πea® oran@æ yoghur† bananå custar∂

4. Order the steps in the excretion process.
2 The kidneys filter the blood. Blood goes through the kidneys.
6 Urine is expelled through the urethra. 3 Urine is formed.
2. Write down what you eat for dinner for a week.
4 Urine is carried by the ureters. 5 Urine is stored in the bladder.
M. A.sala∂, √±@etab¬efi, souπ, oµe¬et†æ, fis™, chic§e>, ∫¶æfs†ea§,
por§, frui†, yoghur†, custar∂ an∂ c™æeßæ.
VOCABULARY
Match.
Capillaries • • are blood vessels which carry blood away from the heart. 3. Do you think you should change anything in your diet? Explain.
Veins • • are tiny blood vessels which connect arteries to veins.
Arteries • • are blood vessels which carry blood into the heart.
M. A. Yefi. I thin§ I shoul∂ ea† mo®æ frui† an∂ √±@etab¬efi an∂ I shoul∂
ea† ¬esfi suga®.
17 16
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Project 1 Worksheet 16. Date Read and learn
CLASSIFY PLANTS TEETH
M. A. @eraniuµ
20:29
Name of the plant
1. Read carefully.
Type of plant: angiosπerµ, flo∑±rin@ plan† 1 What are teeth like?
Página 55
Stem: g®æe>, sof† Teeth are part of the skeleton. Like bones, they are alive.
6 2
The outside of a tooth is covered with a hard, white
Leaves: g®æe> ¬eavefi, lo∫±∂ o® scalloπe∂ substance called enamel. Enamel is the hardest substance
5
in our body. Dentin, which is not very hard, is under the
Flowers: brigh† ®e∂, pin§ o® purp¬æ 3 enamel. Pulp is in the centre of the tooth. The pulp is the
4
living part of the tooth and contains blood vessels and nerve
Fruit: no frui† ∑¶ ca> ea† endings.
Grows in:
i> man¥ pla©efi, fo® examp¬æ, i> Africå, Euroπæ, The roots are fixed into the jawbone. But we cannot see
Sout™ Aµericå, Nort™ Aµericå them because they are below the gums. The part of the
tooth above the gums is called the crown.
Other information: πeop¬æ gro∑ @erianiumfi i> flo∑±® potfi
When babies are born, their teeth are inside the jawbone.
The milk teeth, or baby teeth, break through little by little.
At about six years old, milk teeth begin to fall out and
Project 2 permanent teeth appear.
OBSERVE AND DESCRIBE A FUNGUS
Material needed: a ruler and some mushrooms.
2. Underline the most important words in the text. Choose three and give their meanings.
1. What size is it? 5. What colour is the stem?
2. What colour is the cap? 6. What shape is the stem? Is it cylindrical M. A.Pulπ iß t™æ ©ent®æ oƒ t™æ toot™. Enaµe¬ ifi å har∂, whi†æ substan©æ
3. What shape is the cap? or does the thickness change?
7. Does the stem have rings?
whic™ co√±rfi t™æ outsi∂æ oƒ å toot™. T™æ crow> ifi t™æ toot™ abo√¶ t™æ gumfi.
4. What colour are the gills?
Complete the chart with the information you have gathered:

3. Name the numbered parts on the tooth drawing.
M. A. 10 cmfi.
Size
Height 1 enaµe¬ 4 jawbo>æ
Width 13 cmfi. 2 ∂enti> 5 gumfi
Colour dar§ brow> 3 pulπ 6 crow>
Cap Shape circula®
Gills √±r¥ dar§ brow> 4. Think and answer.
Colour ligh† brow> What can we do to keep our teeth healthy?
Stem Shape cylindrica¬ M. A. Brus™ ou® †æet™ th®ææ tiµefi å da¥. Do>ª† ea† å lo† oƒ s∑¶etfi.
Ring no>æ Visi† t™æ ∂entis† on©æ å ¥ea®.
19 18
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UNIT 6
Matter
UNIT CONTENT
Content objectives
1. Understanding the properties of matter
2. Differentiating between pure substances and mixtures
3. Identifying the general properties of matter
4. Learning how the properties of matter are measured and the units used
5. Identifying changes in matter
6. Differentiating physical changes and chemical changes in matter
7. Distinguishing the different states of matter and their properties
8. Identifying changes of state in matter
9. Understanding why water is important in our diet
10. Associating certain changes of state with temperature changes
Language objectives
1. Describing mass and unit nouns (uncountable and countable):
Matter is made up of … An element is matter …
2. Giving examples: like mass and volume; for example; such as plastic
3. Making comparisons: … have more mass than others … more matter than
a pencil … the football's mass is greater … the same volume … it weighs more
4. Measuring mass and volume: one litre is equal to … mass per volume
5. Contrasting facts and conditions: When the temperature increases …
If the temperature rises …
6. Describing changes: The balloon gets smaller … Iron changes into rust
7. Talking about ability: They can be transported … Gases can be compressed
Contents
• Matter and its main properties • Observe photographs to obtain • Appreciation of why water is
• The three states of matter: information important in our diet
solid, liquid and gaseous • Explain events around us • Association of certain changes
• Physical and chemical changes scientifically of state with temperature
in matter • Use personal experience to changes
• Changes of state comprehend the unit contents
Assessment criteria
• Defining matter • Identifying the properties of solids, liquids
• Understanding the properties of matter and gases
• Differentiating between physical and chemical • Identifying changes of state
changes in matter • Explaining events scientifically
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UNIT 0
RESOURCES
Resource folder

• Assessment
Internet resources
www.richmondelt.com
Matter
http://www.chem4kids.com/index.html
Rader's Chemkids provides a variety of material
about matter, changes in matter and changes of state.
Matter and energy
http://bengu-pc2.njit.edu/trp-chem/scism.html
Matter and energy and other fundamentals of chemistry
are explored. For teachers and students.
Solids, liquids, gases
Properties of solids, liquids and gases and changes
of state are addressed. For students and teachers.
4
LEVEL
Other resources
• Richmond World Facts B ALLOONS
• Flashcards
• Posters
57
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Content objectives: 1, 2, 3. Vocabulary: compound, element, mass, matter,

Language objectives: 2, 3, 4. mixtures, properties, pure substances, volume
Matter
LOOK
• Understanding the concept of matter
Look at the photo.
• Differentiating between pure substances
• Which things are solid?
and mixtures Liquid? Gaseous?
• Is there more water
• Identifying the properties of matter in the river at some times
of the year?
■ Hands on
Composition of drinking water

• Ask: Is drinking water a pure READ
substance or a mixture? (a mixture 1. Matter 33 2. Types of matter
of water and minerals) Everything in the universe is made of matter. Matter can be classified into two groups:
The Sun, rocks, plants, human beings and
• To prove it, bring in labels from bottled manufactured objects are all made of matter.
• Pure substances are made up of a single type
of element or compound. For example,
water and examine their composition. Matter is made up of tiny particles called atoms. gold, iron and salt are pure substances.
Atoms are extremely small.
Ask: What minerals can you see on the They are invisible to the human eye.
• Mixtures are made up of several pure substances.
For example, sea water is a mixture
labels? (chloride, calcium, magnesium, There are approximately one hundred different which is formed by water and salt.
silica, sodium …) types of atoms. When they are combined
in different ways, they make up
3. Properties of matter
all the substances in the world.
• An element is matter which consists We can classify properties into two types:
of only one type of atom.
■ Presentation
• General properties: All matter has
• A compound is matter which consists general properties like mass and volume.
of more than one kind of atom. Everything which is made of matter
has mass and takes up space.
• LOOK Ss look at the photo and answer the • Characteristic properties: Properties
questions. like odour, colour, shininess and density
are characteristic. They are different
True or false? for each substance.
• READ Present 1 , 2 , 3 with 58 , 59 , 60 . Make more sentences about matter.
Ask: Where can we find matter in the Human beings are not made of matter.
Sea water is a pure substance.
universe? (everywhere because everything
is made of matter) What are the tiny
Both sentences are false. M.A. The human body has mass and
particles called that matter is made of? MATTER 23
volume. Mayonnaise is a mixture of eggs, oil, salt and lemon juice.
(atoms)
• Ask: What matter can we find in a cup of
coffee with milk and sugar? (milk, sugar, ■ CONTENT AND LANGUAGE DEVELOPMENT
coffee) Is it a mixture of various
substances? (yes) Can you name other 1 Comprehension. Write the following sentences on the BB.
mixtures? (mayonnaise, soup, soft drinks, The Ss decide if they are true or false. If they are false,
perfume …) they correct them.
• Choose various objects or materials and 1. Matter is made up of tiny particles called atoms.
talk about their characteristic properties. 2. Atoms are visible to the human eye.
For example, show a fork. Ask: What colour 3. There are about 100 similar types of atoms.
is it? (silver) Does it have an odour? (no)
4. An element is matter which consists of only one type of atom.
Is it shiny? (yes)
5. Salt is a pure substance.
➔ R Activity Book, page 21. 6. Sea water is a pure substance.
7. All matter has mass and volume.
Answers: 1. True. 2. False. They are invisible to the human eye.
3. False. There are about 100 different types of atoms. 4. True.
5. True. 6. False. Sea water is a mixture. 7. True.
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Content objectives: 3, 4, 9. Vocabulary: density, kilogram,

Language objectives: 2, 3, 4. mass, volume
The properties of matter

READ
• Understanding the concept of density
1. Mass 34
Mass is the amount of matter in an object.
Some objects have more mass than others.
For example, a football has more matter
■ Hands on
than a pencil. The football’s mass is greater. Scales are
The unit of measure for mass is the kilogram (kg), used to
or kilo. One kilo is equal to 1,000 (one thousand) measure mass. Decantation
grams (g). 1,000 (one thousand) kilos are
equal to one ton (t). • Pour some oil into a container and add
water.
2. Volume 35
Volume is the amount of space • Quickly cover the container and shake
which an object occupies.
Measuring cups are
it to mix the liquids.
For example, a football has more volume than used to measure
a pencil. It takes up more space. the volume of a liquid. • Let the container stand and ask: What
The unit of measure for volume is the litre (l). is going to happen? (After some time,
One litre is equal to 1,000 (one thousand) cubic
centimetres (cm3). 1,000 (one thousand) litres the liquids will separate.) Which liquid
are equal to one cubic metre (m3). will be on top? (The oil will be on the
3. Density 36
top, and the water will be on the
bottom.) Which is less dense – the oil
Density is mass per volume. These two marbles have the same volume.
To calculate density, divide the mass However, the iron marble weighs more. or the water? (the oil, which is why it
of a substance by its volume: Iron has more density than glass. floats)
Mass
ᎏᎏ
Volume
Complete the sentences.
Each object or substance has its own density:
■ Presentation
Mass:
• Water has a density of one kilo per litre of water: One kilo ⫽ … grams.
1 kg/l. This means that one litre of water One thousand kilos ⫽ … ton.
has a mass of 1 kilo. Volume:
• Iron has a density of 7.9 kilos per litre of iron: One litre ⫽ … cubic centimetres. • READ Present 1 , 2 , 3 with 61 , 62 , 63 .
7.9 kg/l. This means that one litre of iron One thousand litres ⫽ … cubic metre.
has a mass of 7.9 kilos. How many litres of liquid do you drink in a day? • Ss role-play they are in a small shop and
Make a chart with the different kinds have to ask for different things. They
of liquid, and when you drink them.
should pay special attention to units of
measure. For example: I would like … a
24 MATTER …one thousand - one - one thousand - one kilo of rice … a litre of milk … a hundred
grams of sunflower seeds … a quarter
of a kilo of almonds.
■ CONTENT AND LANGUAGE DEVELOPMENT • Ask: Can we put five litres of water in a
two-litre bottle? (no) Why not? (because
Vocabulary. Write the words on the BB. Ss match them.
1 there is too much volume of water)
1. Mass a. mass per volume • Ask: How do we measure mass? (with
scales or balances) Give some examples.
2. Unit of measure for mass b. the kilogram
(bathroom scales, kitchen scales, food
3. Volume c. the litre scales, baby scales)
4. Unit of measure for volume d. the amount of matter in an
object
5. Density e. the amount of space which
an object occupies
Answers: 1–d. 2–b. 3–e. 4–c. 5–a.
2 Numbers. At home the Ss can observe different quantities

Water and health. Water is essential
of mass and volume, for example, bread, a small bottle of water, in our diet. Children should drink at least
or a packet of biscuits. They note down the results and report one and a half litres of water every day.
their findings to the class.
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Vocabulary: changes of state, chemical changes, contraction,

Content objectives: 5, 6. expansion, fragmentation, movement, oxidation, physical
Language objectives: 5, 6. changes, putrefaction
Changes in matter
READ
• Differentiating between physical and
1. Changes in matter
chemical changes in matter
There are two types of change in matter:
• Identifying chemical changes in matter • Physical changes: The object or substance changes, but the matter
remains the same. When water freezes, it is still water.
• Chemical changes: The original matter changes into a different
■ Hands on substance. When paper burns, it changes into ashes and gases.
2. Physical changes 37
A physical change: • Movement: The object changes position,
Inflate a balloon with a banana ice melts, and becomes water. but the matter remains the same.
• Expansion: When the temperature of an object increases, it gets
• Mash a ripe banana with a fork and bigger. If the temperature rises, mercury expands in a thermometer.
spoon it into a bottle with a small • Contraction: When the temperature of an object decreases,
it gets smaller. If a balloon filled with air is put in a refrigerator,
mouth. the air contracts: the balloon gets smaller.
• Put a balloon over the mouth of the • Changes of state: When the temperature rises,
the state changes. If water is heated, it changes into steam.
bottle and place it in a warm, sunny
• Fragmentation: The object is divided into small pieces.
place. If a glass breaks, the pieces are still made of glass.
• Ask: Why does the balloon inflate?

3. Chemical changes 38
(because it fills with gas) Where does
smoke • Oxidation: One substance changes into another
the gas come from? (from the when it reacts with oxygen. For example, iron changes into rust.
putrefaction of the banana) ashes • Combustion: When an object or substance is burned,
it changes into another substance. For example,
Putrefaction produces gas. when wood burns, it changes into ashes and gases.
• Putrefaction: This occurs when a living thing decomposes.
For example, when an apple decays, its appearance,
colour, smell and taste change.
■ Presentation A chemical change: Chemical industries use chemical reactions to manufacture
wood burns, and changes substances. Some substances, such as plastic, are artificial.
into ashes and gases. Plastic is made from petroleum.
• Look at the pictures. Ask: Is ice water?
(Yes, it is water in a solid state) What is Physical change or chemical change? Decide and make more sentences.
A glass breaks into pieces. (… change) Iron changes into rust. (… change)
happening to the wood? (It is burning.)
What does fire produce? (light, heat,
smoke) What does the wood change into M.A. …physical, chemical. M.A. Wood burns and changes into MATTER 25
when it burns? (ashes and gases) ashes and gases. (C). If water is heated, it changes into a gas. (P).
• READ Present 1 , 2 , 3 with 64 , 65 , 66 .

Ask: Are these physical changes or ■ CONTENT AND LANGUAGE DEVELOPMENT
chemical changes? a match burns (C)
butter melts (P) a basketball goes through 1 Write the following headings on the BB and ask Ss to copy them.
the hoop (P) we grate a carrot (P) food • Physical changes: Movement, Expansion, Contraction, Changes
decays (C) of state, Fragmentation
• Cut up an apple or banana and wait • Chemical changes: Oxidation, Combustion, Putrefaction
several minutes. The fruit will turn brown. Write the following list on the BB and tell Ss to classify them.
Ask: What type of change in matter has
an apple decays / water changes into steam / wood changes into
occurred? (chemical; fruit reacts with the
ashes and gases / an object changes position / iron changes into
oxygen in the air during oxidation)
rust / mercury expands in a thermometer / a glass breaks
Answers: Movement – an object changes position; Expansion –
mercury expands in a thermometer; Changes of state – water
changes into steam; Fragmentation – a glass breaks; Oxidation –
Tetanus. Cuts from rusty objects can iron changes into rust; Combustion – wood changes into ashes
cause tetanus. This illness can be and gases; Putrefaction – an apple decays.
prevented by vaccinations.
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Vocabulary: boiling, change of state, condensation,

Content objectives: 7, 8, 10. evaporation, fluid, gas, liquid, melting, solid,
Language objectives: 5, 6, 7. solidification, sublimation
Changes of state
READ
• Understanding the permanence of matter
1. The three states of matter 39
when there is a change of state
The states of matter are solid, liquid and gaseous.
Each state has different properties.
■ Hands on
• Solids have a fixed volume and shape. For example,
if we put a ball in a bag, the shape of the ball stays the same.
• Liquids have a fixed volume, but not a fixed shape.
Liquids take the shape of their container. For example,
if we pour water into a glass, the water takes the shape of the glass.
• Gases do not have a fixed volume or a fixed shape.
Making stalactites
For example, if a balloon bursts, the air escapes and expands
into the room. It acquires the volume and shape of the room.
If we move a solid, it still has • Fill two jars with warm water. Add
the same volume and shape.
Liquids and gases are fluid. They flow through openings magnesium sulphate until no more will
in solid bodies. They can be transported through pipes. dissolve.
2. Changes of state 40 • Tie a paper clip to each end of a string
Matter can change from one state to another. and put the ends in the jars. Put a
This change of state sometimes occurs plate between the two jars with the
when the temperature changes.
• Melting: A solid changes into a liquid.
string hanging over it. Wait several
For example, snow melts when it is warm. days.
• Solidification: A liquid changes into a solid. Liquids maintain their volume,
For example, water changes into ice when it is very cold. but change their shape. • The solution will wet the string.
• Boiling: A liquid changes into a gas. In the centre, drops will begin to fall.
For example, water boils when it is very hot:
one hundred degrees centigrade (100°C).
Gradually, a column of salt will form
• Evaporation: A liquid changes into a gas. and continue to grow.
For example, water in a pond evaporates.
• Condensation: A gas changes into a liquid.
For example, water vapour in the air forms
condensation on car windows when it is very cold.
• Sublimation: A solid changes into a gas.
■ Presentation
For example, solid air fresheners change
into a gas when they mix with air. • Draw attention to the upper illustration.
Ask: What happens to the ball? (It changes
Condensation and solidification sometimes make
it dangerous to drive. What happens? Gases can be compressed. place.) Does it change in any other way?
There is a lot of oxygen in this tank. (no)
…M. A. When it is cold outside, water vapour condenses inside the car • Tell Ss to imagine they untie the knot in an
26 MATTER
windows and we cannot see very well. Also water freezes on the roads inflated balloon. Ask: What happens to the
and makes them slippery.
balloon? (it deflates) Where does the air
from the balloon go? (into the room) (Air is
■ CONTENT AND LANGUAGE DEVELOPMENT a gas and tends to occupy all available
space.)
1 Comprehension. Distribute photocopies of page 62.
• Pour the water from a jar into containers
SS listen to 68 to complete the missing words.
with different shapes. Point out that water
1. … a solid changes into a liquid. takes the shape of each container. Ask.
2. … a liquid changes into a solid. Does liquid have a fixed shape? (no) What
3. … a liquid changes into a gas. shape does the liquid take? (the same as
4. … a liquid changes into a gas. the container).
5. … a gas changes into a liquid. • READ Present 1 and 2 with 67 and 68 .
6. … a solid changes into a gas.
➔ R and E ➔ Activity Book, pages 20, 22-24.
Answers: 1. melting. 2. solidification. 3. boiling. 4. evaporation.
5. condensation. 6. sublimination.
Slippery roads. More accidents
happen in bad weather. When roads are
wet or icy, good drivers drive carefully.
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1. Listen and complete the missing words.
1. a solid changes into a liquid.
2. a liquid changes into a solid.
3. a liquid changes into a gas.
4. a liquid changes into a gas.
5. a gas changes into a liquid.
6. a solid changes into a gas.
Answers: 1. melting. 2. solidification. 3. boiling. 4. evaporation. 5. condensation. 6. sublimination.
62 ESSENTIAL SCIENCE 5 • Photocopiable material © Richmond Publishing - Santillana Educación, S.L.

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Activity Book
2/10/06
Worksheet 18. Date Read and learn Worksheet 17. Date Tasks
OIL ORGANISE INFORMATION
ON WORD MAPS
20:28
1. Read carefully. 1. Complete the word map about matter.
Oil Matter
Página 63
Oil is a thick, black liquid which is extracted from soli∂
inside the Earth. It is formed from the remains
of living things which lived millions of years ago.
Crude oil is not very useful when it comes out of the
can be found in three states liqui∂
ground. It is a mixture of many different substances.
These substances are separated at a refinery gafi
by a process called fractional distillation.
This process involves physical and chemical changes.
We obtain useful products including petrol,
gas-oil, tar and butane gas. masfi
Today oil is a vital raw material of great economic has two kinds of properties
importance. After the refining process, it is used
as petrol and fuel for heating and transport. voluµæ
It is also used to make plastic, medicines, detergents, can go through two types of change
paint and lubricant oils.
physica¬ such as M. A. mo√±µen†
2. What does fractional distillation mean? Tick the correct answer.
A process for separating substances in a mixture.

씲
씲 The sum of fractions. 씲 A type of factory.
oxidatio>
3. Write two of the main ideas in the text. M. A.
c™emica¬ such as combustio>
Oi¬ ifi å thic§ blac§ liqui∂ forµe∂ froµ t™æ ®emainfi oƒ livin@
put®efactio>
thingfi millionfi oƒ ¥earfi ago. I† iß å vita¬ ra∑ ma†eria¬ oƒ g®ea†
economi© importan©æ. VOCABULARY
4. Answer the question. Match.
What will happen if our oil supply runs out? mass • • the ratio of the mass to the volume of an object
volume • • the amount of matter in an object
Wæ wil¬ no† ha√¶ πetro¬ an∂ f¤e¬ fo® ™eatin@ an∂ transpor†.
density • • the amount of space which an object occupies
Wæ wil¬ no† ∫¶ ab¬æ tø ma§æ plasti©, paintfi, µedici>efi o® ∂e†er@entfi.
21 20
63
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64
Activity Book
2/10/06
SOLIDS AND LIQUIDS MATTER: CHANGES OF STATE
20:28
1. Which of these liquids do you think is the thickest? Tick. 1. Give examples of changes of state.
씲 water 씲 oil 씲 alcohol
씲 honey 씲 milk • From solid into liquid: sno∑ µeltfi
• What experiment can you do to test your answer? • From gas into liquid: wa†e® vapou® i> t™æ ai® formfi con∂ensatio> o> ca® window
Página 64
M. A. I ca> ßææ ho∑ lon@ i† ta§efi fo® å droπ oƒ eac™ liqui∂ to fal¬. • From liquid into solid: wa†e® chan@efi into i©æ
• From liquid into gas: wa†e® i> å pon∂ evapora†efi
2. Name two properties of the solid that makes up each of these objects. M. A.
2. Complete the word map. Write the name of the changes of state in each space.
har∂ stron@ µeltin@ SOLIDS sublimatio>

durab¬æ f¬exib¬æ
gold coin metal wire solidificatio>
har∂ smoot™ con∂ensatio>
translu©en† wa†erprooƒ
LIQUIDS GASES
rubber
sapphire (precious stone) boots
evaporatio>
3. Compare the properties
of raw clay and baked clay. 3. Answer.
raw clay baked clay a. Is the ice cream in the photo in a solid, liquid
or gaseous state?
M. A. sof† har∂ I† ifi i> å soli∂ sta†æ.
b. What change of state is produced when ice

cream melts?
• What causes the change in the properties of this solid? I† ifi cal¬e∂ µeltin@.
M. A. I† drêfi; i† loßefi itfi wa†e®.
23 22
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Notes:
2/10/06
APPLY KNOWLEDGE TO DAILY LIFE
20:28
1. Apply what you have learned to daily life. Tick () and explain.
a. What happens when we put ice cubes
Página 65
in a full glass of water?
The glass overflows.
씲
씲 Nothing happens.
Why? M. A. Becaußæ t™æ voluµæ oƒ t™æ

wa†e® inc®eaßefi.
b. Imagine you have three inflated balloons in your hand.

You have inflated two by blowing. The other is full of helium gas.
If you let the balloons go, what will happen?
씲 The one with helium will rise. The others will fall to the ground.
씲 All of them will rise.
Why? M. A. Becaußæ ™eliuµ gafi ifi ligh†e® tha> ai®.
c. You are having noodle soup. How do you separate the liquid from the noodles with a strainer?
M. A. I pou® t™æ souπ throug™ t™æ strai>e®. Onl¥ t™æ liqui∂ pasßefi.
What property of liquids are you observing? Explain.
M. A. Liquidfi do no† ha√¶ å fi≈e∂ shaπæ.

24
65
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UNIT 7
The atmosphere
UNIT CONTENT
Content objectives
1. Understanding the composition of the atmosphere
2. Understanding the purpose of the atmosphere
3. Identifying weather phenomena
4. Learning the distribution and characteristics of the hydrosphere
5. Explaining the circulation of water and changes of state during the water cycle
6. Learning the characteristics and components of the geosphere
7. Identifying changes on the Earth’s surface due to natural causes
8. Protecting nature
9. Saving water
Language objectives
1. Defining and describing: The atmosphere is the air which … Waves are … Erosion is …
2. Classifying: The principal weather phenomena are … Rocks can be classified into …
3. Describing location: the lowest layer … It is found in …
4. Giving examples: such as rain; for example, the sea's waves …
5. Describing process: Liquid water evaporates … When a volcano erupts …
6. Describing conditions: As we travel higher … If it is very cold … Igneous rocks are formed
when water cools …
Contents
• The atmosphere: composition • Explain the stages of the water • Show interest in protecting
and layers cycle nature
• Precipitation and wind • Identify the movement of • Understand the importance of
• The hydrosphere water in the oceans saving water
• The water cycle • Recognise the effects of
• The layers of the geosphere: weathering
crust, mantle and core • Put the stages of weathering in
• Components of the crust: rocks the correct order: erosion,
and minerals transport and sedimentation
• Changes in the Earth’s crust: • Interpret photographs,
volcanoes, earthquakes, drawings and diagrams to
weathering extract information
Assessment criteria
• Knowing the Earth is made up of the atmosphere, • Associating volcanoes, earthquakes and
the hydrosphere and the geosphere weathering with changes on the Earth’s surface
• Knowing the purpose of the atmosphere • Interpreting photographs, drawings
• Explaining the water cycle and diagrams
66
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UNIT 0
RESOURCES
Resource folder

• Assessment
Internet resources
www.richmondelt.com
Geography
http://www.geography4kids.com/
The atmosphere, the hydrosphere and the Earth's
structure are explained using diagrams.
Weather
http://www.weatherwizkids.com/index.htm
The fascinating world of weather and weather
phenomena, including experiments.
Rocks
http://sln.fi.edu/fellows/payton/rocks/create/index.html
Discover how rocks are formed.
4
LEVEL
Other resources
• Flashcards L IVING
ON THE
• Posters
M OON
67
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Vocabulary: air, atmosphere, carbon dioxide,

layer, nitrogen, outer space, oxygen, ozone,
Content objectives: 1, 2, 3, 8.
precipitation, stratosphere, troposphere, water
Language objectives: 1, 2, 3, 4, 6.
vapour
The atmosphere
LOOK
• Understanding that the atmosphere filters
the Sun’s rays Look at this photo of the Earth.
• What do clouds look like
• Understanding that the atmosphere is from space?
made up of various layers • Can we see the atmosphere?
■ Hands on
Movement of the air

• Draw a spiral six cm in diameter on a READ
square of onion paper and cut it out. 1. What is the atmosphere? 41 As we travel higher, the gases become less dense.
In outer space there is no atmosphere.
• Glue or tape the end of a thread to the The atmosphere is the air which surrounds
the Earth.
centre of the paper spiral. 3. Weather phenomena
Air is a mixture of gases. It is mainly nitrogen
• Hold the spiral over a lamp by the and oxygen. There are also small quantities The principal weather phenomena
of carbon dioxide, ozone and water vapour. are precipitation and wind.
thread about ten cm from the light bulb. The atmosphere is essential to life on Earth: Precipitation is water, such as rain,
snow or hail, which falls from
• Ask: Why does the spiral spin? • It has the oxygen which all living things breathe.
the atmosphere to the Earth.
It also has carbon dioxide which plants
(The light bulb heats the air. The hot need for photosynthesis. Wind is the movement of air, and has different
names depending on how strongly it blows.
air rises and the cold air falls, forming • Carbon dioxide and other gases are like
Breezes are gentle winds.
a blanket which retains the Earth’s heat.
currents which make the spiral move.) • Ozone filters harmful ultraviolet rays.
Hurricanes are violent winds.
2. The layers of the atmosphere 42

■ Presentation The troposphere is the lowest layer.
Most gases are in this layer. What is happening to the ozone layer?
Plants and animals live in the troposphere.
• LOOK Focus attention on the photo and The stratosphere is the next layer. The air which surrounds the Earth contains
There is a thin layer of ozone five gases: …
questions. Clouds look like white masses in the upper stratosphere. This is called The atmosphere has three layers: …
from space. We cannot see the the ozone layer.
atmosphere because it is made up M.A. Certain gases are destroying the ozone layer. / nitrogen, THE ATMOSPHERE 27
of gases. oxygen, carbon dioxide, ozone, water vapour / the troposphere,
• READ Use a mirror to reflect the Sun’s the stratosphere and the ozone layer
rays. Ask: What happens when the rays
reach the mirror? (they bounce off) Explain ■ CONTENT AND LANGUAGE DEVELOPMENT
that the atmosphere also reflects the
Sun’s rays and protects us from harmful 1Comprehension. Write these sentences on the BB and ask
radiation. Ss to say if they are true or false. They correct the false
sentences.
• Draw a tall, thin rectangle. At the top, write
outer space. At the bottom write Earth’s 1. The main gases in the air are nitrogen and oxygen.
surface. Divide the rectangle into two parts 2. The atmosphere has large quantities of carbon dioxide,
and write troposhere in the bottom part ozone and water vapour.
and stratosphere in the top part. 3. The atmosphere is not essential to life on earth.
• Ask: Where do plants and animals live? 4. All living things breathe oxygen.
(troposphere) Where is the ozone layer? 5. Plants need carbon dioxide for photosynthesis.
(stratosphere) Ss read 1 , 2 and 3 with 6. Oxygen filters harmful ultraviolet rays.
69 , 70 and 71 and then do the activity at
the bottom of the page. Answers: 1. True. 2. False (small quantities).
3. False (is essential). 4. True. 5. True.
6. False (ozone filters).
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Content objectives: 4, 5, 9. Vocabulary: hydrosphere, ocean currents, tides,

Language objectives: 1, 3, 5, 6. water cycle, waves
The hydrosphere
LOOK AND READ
• Understanding that the water cycle is
1. The hydrosphere
continuous and takes place all over the
All the water on Earth makes up the hydrosphere.
Water is usually a liquid, but it can also be a solid
Earth
or a gas.
Water in liquid form covers most of the Earth’s
surface. It is found in oceans, seas, rivers and lakes.
Water in solid form (snow and ice) is found in the
■ Hands on
polar regions. It is also found on mountains.
Water vapour, a gas, is found in the atmosphere.
Water can be a liquid or a solid, such as ice or snow. Raindrops
Water vapour is in the atmosphere. 2. The water cycle 43
• Take a clear, plastic lid and eyedropper.
The water cycle The water cycle is the constant circulation of water
between the sea, the atmosphere and land. With the concave surface of the lid
1. Liquid water in the sea, rivers and lakes facing up, squeeze a few drops of
evaporates because of heat from the Sun.
It becomes water vapour.
water onto the inside of the lid.
condensation precipitation
2. Water vapour rises and condenses into drops Then, turn the lid over quickly.
of water. The water drops form clouds.
3. Water falls from clouds as rain: precipitation.
• Ask: What happens if you collect the
evaporation
clouds and If it is very cold, water solidifies and falls as snow. drops of water in one place with a
water vapour
4. Water flows over the land and filters into it. pencil point? (they form bigger drops,
It forms rivers and lakes.
Some water returns to the sea or evaporates. then fall) Demonstrate using a pencil.
The water cycle starts again.
Explain that in the water cycle drops of
3. The movement of water
water collect in cloud. Raindrops form
and fall to the ground.
• Waves are the rise and fall of the water’s surface.
They are caused by wind.
• Tides are the rise and fall of the sea level
river twice a day. They are caused by the gravitational
pull of the Moon and Sun.
• Ocean currents are the movement of large
■ Presentation
ocean
masses of ocean water in the same direction.
• LOOK AND READ Ask: What kinds of water
Why is it important to save water? What do you do to save water? are there in the photo? (liquid – the ocean;
solid – ice; water vapour) Ask: How much
M. A. Water is scarce in many parts of the Earth. To save water:
of the Earth is covered by water? (about
28 THE ATMOSPHERE
turn off the tap when you clean your teeth, take showers and three quarters) Explain that most of the
not baths… water is in the oceans and seas.
• Ss read 1 with 72 .
• Write on the BB the changes of state in the
1 Comprehension (reordering). Write the following sentences water cycle. Ss read 2 with 73 . Ask: What
about the water cycle on the BB. Ss write the sentences is … evaporation? … solidification? …
in the correct order in their notebooks. They check by listening condensation?
again to 73 . • Ask: What does the beach look like at high
1. Water filters into the land, returns to the sea or evaporates. tide? (Water covers most of the beach.)
What does it look like at low tide? (The
2. It becomes water vapour.
water recedes and the beach looks bigger.)
3. Water falls from clouds as rain or snow.
• Ss read 3 with 74 , and answer the
4. Water vapour rises and condenses into drops of water.
questions at the bottom of the page.
5. The water cycle starts again.
6. Liquid water evaporates because of heat from the sun. ➔ R Activity Book, page 25.
7. The water drops form clouds.
Answers: 6 – 2 – 4 – 7 – 3 – 1 – 5.
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Vocabulary: core, crust, geosphere, igneous

Content objectives: 6. rocks, magma, mantle, metamorphic rocks,
Language objectives: 1, 2, 3, 4, 6. minerals, sedimentary rocks
The geosphere
READ
• Distinguishing types of rocks Parts of the geosphere 1. The geosphere 44
• Distinguishing between outer, middle and mantle crust
The geosphere is made up of three layers:
inner • The crust is the Earth’s outer layer.
It is made up of solid materials.
• The mantle is the Earth’s middle layer.
■ Hands on It is extremely hot. In some parts,
there is magma (red-hot liquid rock).
• The core is the Earth’s inner layer.
It is also extremely hot. It is divided into
the liquid outer core and the solid inner core.
The shape of the Earth
• Put a stone in a plastic bottle top and 2. Rocks and minerals
then fill the top with oil. Put the bottle core Rocks are natural materials which make up
the Earth’s crust.
top in a glass and pour alcohol into the Rocks are made up of minerals. Minerals are pure.
crystal
glass until it is 1 cm above the bottle We cannot break them down into other substances.
There are hundreds of minerals, such as diamonds
top. Pour water slowly down the side of and other precious stones. We can identify each
the glass. The oil leaves the bottle top mineral by its density, colour, hardness and shine.
in the form of a bubble. Turn the
3. Types of rock 45
bubble gently without breaking it. There are several crystals bituminous coal
in this rock. (a sedimentary rock) Rocks can be classified into three types depending
If it rises to the top of the glass, on how they are formed:
add more alcohol letting it slide down • Sedimentary rocks are formed from pieces
of other rocks or pieces of living things.
the side of the glass. Coal and gypsum are sedimentary rocks.
• Ask: What shape is the bubble? (like • Igneous rocks are formed when magma cools and
solidifies. Granite and basalt are igneous rocks.
a rugby ball, not a sphere) The Earth is • Metamorphic rocks are formed when heat
not a perfect sphere but is flattened at basalt slate or pressure changes the original rocks.
(an igneous rock) (a metamorphic rock) Marble and slate are metamorphic rocks.
the poles.
True or false? Make more sentences.
The crust is the inner layer of the geosphere. Rocks are made up of minerals.
■ Presentation Where can you see granite and marble in your community?
• READ Look at the drawing of the Earth. The mantle is the Earth’s inner layer… / M. A.
THE ATMOSPHERE 29
Point out that the geosphere is the solid mountains, quarries, stairs, walls, kitchens, sculptures…
part of the Earth. Ss read 1 with 75 . Ask:
Which is the outer layer of the geosphere?
(the crust) Which is the inner layer? ■ CONTENT AND LANGUAGE DEVELOPMENT
(the core) Which layer is between the crust
and the core? (the mantle) 1 Comprehension. Write these sentences on the BB and
underline the different options. Ask Ss to write down
• Explain that the crust is made up of solid
the correct option in each sentence.
materials. Ask: Are rocks natural
materials? (yes) Are minerals natural 1. The geosphere is made up of three / four layers.
materials? (yes) What are rocks made of? 2. The crust is the Earth’s outer / inner layer.
(minerals) Ss read 2 and 3 with 76 and 3. The mantle, or middle layer, is very cold / hot.
77 and do the activity at the bottom 4. The core is the Earth’s outer / inner layer.
of the page.
5. Magma is red-hot solid / liquid rock.
➔ R Activity Book, page 27, exercise 1. Answers: 1. three. 2. outer. 3. hot. 4. inner. 5. liquid.
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Vocabulary: chimney, cone, crater, earthquakes, erosion,

Content objectives: 7. lava, magma, sedimentation, transport, volcanoes,
Language objectives: 1, 2, 3, 4, 5 weathering
Volcanoes, earthquakes and weathering

LOOK AND READ
• Associate volcanoes, earthquakes and
1. Volcanoes 46 The parts
of a volcano 47 crater weathering with their effects on the Earth’s
Volcanoes form in places where there is magma,
red-hot liquid rock, just under the surface. volcanic
chimney crust
When a volcano erupts, internal forces push cone
the magma up through a central pipe, lava
the volcanic chimney. It emerges through
a circular opening called a crater. magma
■ Hands on
Magma is called lava when it reaches
the surface.
Layers of lava and ash cool and solidify Volcanic eruptions
around the crater, and form a volcanic cone.
mantle
• Half fill a plastic bottle with sodium
2. Earthquakes bicarbonate and place on a tray.
Earthquakes are caused by movements of the • Put sand around the bottle.
Earth’s crust. They can destroy buildings and
bridges, divert rivers, and cause avalanches. • Mix vinegar and food colouring and
Earthquakes on the ocean floor produce
enormous, destructive waves called tsunamis.
pour it into the bottle. Observe the
eruption. The bubbles that are created
3. Weathering are filled with carbon dioxide gas which
The action of wind and water is called weathering:
pushes the vinegar to the surface.
• Erosion is the removal of soil and rocks • Ask: How is our experiment similar
by wind and water.
For example, the sea’s waves gradually
to a volcanic eruption? (Pressure from
Many islands were formed by underwater volcanic
erode a cliff. eruptions. gases pushes materials to surface.)
• Transport is the movement of eroded material.
For example, rivers, seas and the wind carry sand.
• Sedimentation is the accumulation
of eroded material from other places.
For example, mud settles at the bottom of a river. ■ Presentation
Describe what happens when a volcano • LOOK AND READ Present 1 and 2 with 78
erupts.
Internal forces push the magma … and 79 . Ask: Where does the magma
Rivers can carry mud or sand. go? (up through the chimney)
M. A. …up through the volcanic chimney. Magma emerges What emerges through the crater?
30 THE ATMOSPHERE
through the crater. (lava, gases, pieces of rock)
• Explain that earthquakes and volcanic
eruptions change the Earth’s surface.
• Focus on photo 2 and ask: What do you
see along the river banks? (rocks) Where
1 Comprehension. Comprehension. Write these half sentences on
do they come from? (the flow of the river
the BB. Ask Ss to match them and write the complete sentences.
moves them and leaves them in flat areas)
1. Volcanoes form in places a. eroded material
• The action of the wind and water
2. Earthquakes are caused by b. is called weathering continually affect the Earth’s surface.
3. Earthquakes on the ocean floor c. produce enormous Ss read 3 with 80 .
waves called tsunamis
4. The action of wind and water d. where there is magma E ➔ Activity Book, page 26.
5. Erosion is the removal of e. of eroded material ➔ R Activity Book, page 27, exercise 2.
from other places
6. Transport is the movement of f. movements of the
Earth’s crust Natural disasters. Volcanoes and
earthquakes can harm people and other
7. Sedimentation g. soil and rocks by living things. It is very difficult to predict
is the accumulation wind and weather when they will occur.
Answers: 1 – d. 2 – f. 3 – c. 4 – b. 5 – g. 6 – a. 7 – e.
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72
Activity Book
2/10/06
VOLCANIC FORMATIONS THE WATER CYCLE
20:31
1. Read carefully. 1. Label the diagram.
Volcanic landscapes
precipitation ocean
A volcanic eruption is when magma rises through condensation river
Página 72
cracks in the Earth’s surface. Eruptions can rapidly
clouds and water vapor 1 2
change the landscape for kilometres around.
evaporation
During eruptions, red-hot material is ejected.
This is called lava when it reaches the Earth’s surface.
Lava moves down, destroying everything in its path.
It turns the ground into a dry, stony landscape
where very little vegetation can grow. 3
The Canary Islands are a good example of volcanic
landscapes. On the islands of Lanzarote and Hierro,
1 con∂ensatio> 4
we find volcanic cones. These are cone-shaped mountains

built up by volcanic eruptions. There are also very large
2 p®ecipitatio>
craters called calderas on Tenerife and La Palma.
Other volcanic formations on the Canary Islands 3 evaporatio>
are fields of lava called badlands. A good example
is the Fire Mountains on the island of Lanzarote. 4 Cloudfi an∂ wa†e® vapou®
5 ri√±®
2. Answer the questions.
a. What are badlands? T™e¥ a®æ fêldfi oƒ lavå. 6 o©ea>

5
b. How are badlands formed? Lavå turnfi t™æ groun∂ into dr¥, ston¥ landscaπefi.
c. What are calderas? T™e¥ a®æ √±r¥ lar@æ cra†erfi.

6
d. Where can we find calderas? Wæ ca> fin∂ t™eµ o> Te>eriƒæ an∂ Lå Palmå.
VOCABULARY
3. Look for information. Write down the name of each area on the Iberian Peninsula
with volcanic formations. Match.
M. A.T™e®æ a®æ volcani© formationfi i> Cabo ∂æ Gatå i> Alµeriå, i> t™æ sunlight • • plants need this for photosynthesis
carbon dioxide • • it filters harmful ultraviolet rays
Errigoit^ formatio> i> t™æ Py®e>æefi, an∂, oƒ courßæ, o> t™æ Canar¥ Islandfi ozone • • it is like a blanket which retains the Earth’s heat
an∂ i> t™æ Azo®efi.
26 25
857415 _ 0066-0073.qxd
Notes:
2/10/06
ROCKS, WEATHERING
20:31
1. Name the type of rock.
slate coal marble granite
Página 73
A B
sla†æ grani†æ
C D
coa¬ marb¬æ
2. Complete each sentence.
a. Erosion is the removal of rocks by win∂ an∂ wa†e®.

• volcanic activity • wind and water
b. Transport is the mo√±µen† of eroded material.
• movement • eruption
c. Sedimentation is the accumulatio> of eroded material.
• destruction • accumulation
27
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UNIT 8
The landscape
UNIT CONTENT
Content objectives
1. Understanding the concept of landscape
2. Using the term altitude correctly
3. Learning the main inland landforms
4. Learning the main coastal landforms
5. Understanding information about the mountains and plains of Spain
6. Understanding information about Spanish coasts and their main landforms
7. Appreciating the importance of the landscape
Language objectives
1. Defining and describing landscape: Plains are … A cape is land which …
2. Classifying: Mountain landscapes are made up of … There are two types of coast ...
3. Describing features (adjectives): high; low; flat; raised; long; sandy
4. Comparing: lower than … the highest peaks
5. Describing location: near the coast … to the north … in the south … by the sea
Contents
• Main inland landforms: • Observe photographs and • Appreciate, respect, protect

mountains, plains, plateaus and drawings to obtain information and preserve natural
valleys about the landscape and landscapes
• The mountains, plains, landforms
plateaus and valleys of Spain • Locate the main landforms in
• Main coastal landforms: Spain on maps
archipelago, beach, cape, cliffs, • Use a map to learn about
coast, estuary, gulf, high coast, Spanish coasts
island, low-lying coast, marsh, • Interpret different types of
peninsula maps
• Spanish coasts
Assessment criteria
• Distinguishing the main coastal and inland landforms
• Using maps to learn about landscape
• Knowing about the Spanish landscape and its main landforms
• Observing photographs and drawings to obtain information about the landscape
• Appreciating the importance of the landscape
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UNIT 0
RESOURCES
Resource folder

• Assessment
Internet resources
www.richmondelt.com
Landforms
http://www.edu.pe.ca.southernkings/landforms.htm
A picture-filled website made by students of the Faces
of the Earth. In addition to landforms, processes like
weathering and erosion, as well as the rock cycle are
also covered.
Endangered species and landscapes
http://www.arkive.org/
Enter Arkive to visit the Globally Endangered Chapter
or visit the Planet Arkive to learn about landscapes
and habitats. For teachers and students.
Geography
http://www.iberianature.com/index.html
A guide to wildlife, geography and climate of Spain.
4
LEVEL
Other resources
• Richmond World Facts M AKING
• Richmond Student’s Dictionary M OUNTAINS
• Flashcards
• Posters
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Vocabulary: coastal plains, depression,

Content objectives: 1, 2, 3, 7. landscape, mountain chain, mountain
Language objectives: 1, 2, 3, 4, 5. range, plains, plateau, valley
The landscape
LOOK
• Using the new vocabulary correctly
Look at the photo.
• Distinguishing between long and large
• What can you see
in the landscape?
■ Hands on • Is everything natural,

or are some things
man-made?
Landscape features
• Ask: What natural features can you
see in the landscape around your
town? (trees, grass, plains, mountains, READ
rivers, lakes, waterfalls…)
1. The landscape 3. Plains 49
• Ask: Which things are man-made?
All the different features of the Earth’s Plains are large areas of flat land
(roads, pavements, buildings, bridges, surface make up the landscape. with no hills or slopes.
There are high mountains in some areas.
walls …) There is low flat land in other areas.
A plateau is a plain at a high altitude.
Depressions are plains which are lower
• Write suggestions on the BB in two There are mountain landscapes, than the surrounding land.
flat landscapes and coastal landscapes.
lists. Coastal plains are flat land near the coast.
2. Mountains 48
Mountain landscapes are made up
■ Presentation
of mountains and valleys.
• Mountains are raised parts of the Earth’s
surface. Hills have a lower altitude
than mountains. (Altitude is the height
• LOOK Ask Ss to look at the photo and of something above sea level,
compare natural and man-made features. or the Earth’s surface.)
True or false? Make more sentences
• Several mountains grouped together are called
Ask: Are trees/mountains natural a mountain range. A long line of mountain
about landscape features.
Mountains are low areas.
features? (yes) Are houses/roads ranges is called a mountain chain.
Mountains are raised parts of the Earth’s surface.
• Valleys are low areas between mountains.
man-made? (yes) Rivers are often found in valleys. Which mountains are closest
to your home? What is their altitude?
• READ Explain the difference between
height and altitude. Altitude is the height of
M. A. …Valleys are low areas between mountains. THE LANDSCAPE 31
something above sea level. Height is the A plateau is a plain at a high altitude. Coastal plains
vertical measurement of something. are flat land near the coast.
Ask Ss: Which has a higher altitude …
a hill or a mountain? (a mountain) … ■ CONTENT AND LANGUAGE DEVELOPMENT
a hill or a valley? (a hill)
• Ss read 1 , 2 and 3 with 82 , 83 , 84 . 1 Comprehension. Write these words and sentences on the BB.
They do the activity at the bottom of the Ask Ss to copy the sentences and complete them with the correct
page. word.

flat chain features plateau altitude low
1. Valleys and mountains are … of the landscape.
2. Hills have a lower … than mountains.
3. A mountain … is a long line of mountain ranges.
4. Valleys are … areas between mountains.
Excursions and rubbish. When we go
on excursions, we should always throw our 5. Plains are large areas of … land.
rubbish in the bins or take it home. This 6. A … is a plain at a high altitude.
way we protect nature and help prevent
Answers: 1. features. 2. altitude. 3. chain. 4. low. 5. flat.
fires.
6. plateau.
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Vocabulary: Betic Chain, Central Mountain

Content objectives: 5, 7. Chain, Central Plateau, Iberian Peninsula,
Language objectives: 1, 2, 3, 4, 5. mountains, plains, Pyrenees
Mountains and plains in Spain

LOOK AND READ
• Interpret a relief map
Mountains and plains in Spain
N Bay of Biscay
F R A N C E
• Adverbial phrases: to the north,
e
W E P
in the south etc.
ng
Ca nt ab ri Y
Ra
an M o u nt a i n C h a i n R
tai n
E N E E S
Moun licia
n
ANDORRA
Ga
S N
IN
O Aneto
L E NT
A
U
3,404
MO E
N
I
A
IB CH
B
ER O IN
R
DE TA
IA P
N
R
U
E MO
CENTRAL N S
SI AS
TAL
N CO
■ Hands on
ON
AI N
A TL A N T I C
C
CH
LA
H
A L
TA
L
A
CA
RA
IN
e
NT ng
CE Pico
Ra
U G
del Moro na
OCEAN Almanzor
un
ta
2,592 PLATEAU Tra m
R T
Balearic
GE
RA N Islands
IN
P O
TA
OUN
AM a
SI
ER
RA
MOR
EN
ESSI
ON
AI
N an
Se Relief maps
DEPR
CH ne
UI
VIR
rra
BET
I C Mulhacén
Medite
Q
SCALE
AL
0 127 3,478
• Show a simple relief map of the area

AD
GU
Kilometres metres
2,000
ATLANTIC OCEAN
Ceuta
1,000
where you live. Ask: How can you
Canary Islands Melilla 500
Teide
3,718 0 distinguish … the plains? … the
MOROCCO Peak
mountains? (by their colour and
The Teide, on the Canary Islands, with the map key)
is the highest mountain in Spain.
• Ask: How do we know where north is?
1. Mountains and plains in Spain
(the compass symbol) Where is it?
The Iberian peninsula has many different landscapes. The Iberian peninsula has narrow coastal plains.
The map shows the mountains and plains. There are two extensive depressions:
• Ask: Which is the highest mountain
Central Spain is dominated by a large plateau, • The Ebro depression is in the north. in Spain? Where is it?
called the Central Plateau.
This is divided into two parts • The Guadalquivir depression is in the south.
by the Central Mountain Chain.
■ Presentation
There are mountains to the north,
east and south of the Central Plateau:
• The Pyrenees is a mountain chain
to the north of the Central Plateau.
• The Betic Chain is a mountain chain
• LOOK AND READ Focus on the map. Ask:
to the south of the Central Plateau.
What colours do you see on the map?
The highest peaks on the peninsula The highest peaks on the Iberian peninsula What do these colours indicate?
are in these chains. are in …
The two extensive depressions on the Iberian
(different altitudes)
peninsula are …
• Ask: What do you see in the upper left
corner? (a compass) What is it for?
32 THE LANDSCAPE …the Pyrenees and the Betic Chain … The Ebro (to show north, south, east and west)
depression and the Guadalquivir depression.
• Ask: What is the name of the mountain
chain which separates the Iberian
■ CONTENT AND LANGUAGE DEVELOPMENT peninsula from France? (Pyrenees) Is the
Betic Chain in the south of the Iberian
1 Quiz. Ask the questions. Ss raise their hands if they can answer. peninsula? (yes) Which is further north,
1. Which countries make up the Iberian peninsula? the Ebro depression or the Guadalquivir
depression? (Ebro depression)
2. What is the highest mountain in Spain? Where is it?
3. Where are the Pyrenees? • Ask: What is the highest mountain
in Spain? (the Teide) Where is it?
4. Which mountains divide the Central Plateau into two parts?
(in the Canary Islands)
5. Where are the highest peaks on the Iberian peninsula?
• Ss read 1 and do the activity.
6. Where is the Betic mountain chain?
7. Where is the Ebro depression?
8. Where is the Guadalquivir depression?
Answers: 1. Spain and Portugal. 2. Teide, Canary Islands.
3. Between Spain and France. 4. Central Mountain Chain.
5. Pyrenees, Betic Chain. 6. To the south of the Central Plateau.
7. In the north. 8. In the south.
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Vocabulary: archipelago, beach, cape, cliffs,

Content objectives: 4, 7. coast, coastlines, estuary, gulf, island,
Language objectives: 1, 2, 3, 5. landforms, marsh, peninsula
The coast
LOOK AND READ
• Distinguish coastal landforms A coastline 52
1. The coast 50
• Vocabulary for types of coastline The coast is the place where the land
meets the sea.
There are two types of coast:
■ Hands on • Low-lying coasts are plains by the sea.
marsh
estuary
They often have sandy beaches.
• High coasts are mountains
or high areas by the sea.
Coastal relief map They often have rocky cliffs.
• Ask: Where is the nearest coast to 2. Types of coastline 51

where you live? Coastlines have different shapes.
• Show Ss a map of the coastline where • A cape is land which extends
into the sea.
you live or the nearest coastal area. • A gulf is a place where the sea extends
Point out different landforms and ask into the land.
Ss to say the names. • A peninsula is land which is almost

completely surrounded by water. cape
• Ask: What is the name of this cape? • An island is land which is completely
archipelago
surrounded by water.
What is the name of this beach?
• An archipelago is a group of islands.
What is the name of the gulf between • An estuary is the part of a river
… and …? which opens into the sea. island
• A marsh is wet land near the mouth of a river.
cliff
■ Presentation
beach
• LOOK AND READ Focus on the drawing. Say
the names of the landforms in jumbled gulf
Make more sentences to describe peninsula
order and ask Ss to point to them. coastal landforms. Change the underlined words.
A cape is land which extends into the sea.
• Ask: How are beaches and cliffs the same? An archipelago is a group of islands.
(they are by the sea) How are they
different? (beaches are flat and have sand;
M.A. … A marsh is wet land near the mouth of a river.
cliffs are high and rocky) THE LANDSCAPE 33
A peninsula is land which is almost completely surrounded by
• Use coastal landforms to play a guessing water.
game. It is completely surrounded by water.
(island) It is a group of islands. ■ CONTENT AND LANGUAGE DEVELOPMENT
(archipelago) It is the part of a river which
opens into the sea. (estuary) It is a place 1 Comprehension. Write these sentence halves on the BB and
where the sea extends into the land. (gulf) ask Ss to match them.
• Ss read 1 and 2 with 85 and 86 . Then 1. The coast is the place a. which opens into the sea
they do the activity. 2. A cape is land which b. extends into the sea
3. A gulf is a place c. where the land meets the sea
➔ R Activity Book, page 28. 4. A peninsula is land which d. which is completely
surrounded by water
5. An island is land e. where the sea extends
into the land
6. An archipelago is f. is almost completely
Water pollution. Rivers flow into the surrounded by water
sea. If rivers become contaminated, this 7. An estuary is the part of a river g. a group of islands
water will reach the sea and harm the
8. A marsh is wet land h. near the mouth of a river
living things near our coasts too.
Answers: 1 – c. 2 – b. 3 – e. 4 – f. 5 – d. 6 – g. 7 – a. 8 – h.
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Vocabulary: Atlantic coast, Balearic

Content objectives: 6, 7. Islands, Canary Islands, Cantabrian
Language objectives: 1, 2, 3, 5. coast, Mediterranean coast
Spanish coasts
LOOK AND READ
• Interpreting maps
1. Spanish coasts
Spain has more than 6,000 kilometres • The Mediterranean coast is low-lying
of coastline in the peninsula. and sandy. There are many
long beaches.
■ Hands on
There are five types of coast.
• The Cantabrian coast has rocky cliffs, • The coastline in the Canary Islands
estuaries and gulfs. varies greatly.
• In the Balearic Islands, high coasts Spanish coasts
• The Atlantic coast is very varied.
In the northwest, it is high and rocky. alternate with long beaches.
There are many estuaries.
• Hand out photocopies of a map of
In the south, it is low-lying and sandy. Spain and lengths of yarn in three
Cantabria Atlantic Canary Islands colours: red, green, orange.
• Ask Ss to glue the yarn on the coasts
according to the map in the book.
• Ss write Mediterranean Sea, Atlantic
Estaca de Bares Point Cape
Cape
Ocean and the name of each type of
Peñas Cape
Ajo F R A N C E
Cape Fisterra
Matxitxako
coastal area on the map. Ask: What
Cape
ANDORRA
Creus
Gulf
of
coastal area do the Canary Islands
ATLANTIC
Roses
belong to? (Atlantic) And the Balearic
A L
Islands? (Mediterranean)
U G
OCEAN
Gulf of
R T
Valencia
Balearic
Mediterranean Balearic Islands
P O
Cape Islands
La Nao
a
Se
■ Presentation
Cape n
Palos ea
N ran
Gulf iter
of Cadiz Cape Med
W E Gata SCALE
Tarifa Point 0 142
Ceuta
S Kilometres
Melilla
ATLANTIC OCEAN
Canary Islands Cantabrian coast • LOOK AND READ Focus on the map. Ask:
Mediterranean coast
Atlantic coast What do you notice about the coast of
Spain? (a lot of coast with different seas)
Ask Ss to look at the photos in pairs and
Complete the sentence. Spain has five different types of coastal areas: …
Describe each one. The Cantabrian coast has rocky cliffs.
to ask each other questions: In which
photo/s can you see … a high cliff?
…Cantabrian coast, Atlantic coast, Mediterranean coast, Canary (Atlantic) … a sandy beach?
34 THE LANDSCAPE
Islands coast, Balearic Islands coast/ The Atlantic coast is very (Mediterranean, Balearic Islands)
varied. The Mediterranean coast is low-lying and sandy… … rocks on the beach? (Canary Islands)
• Help Ss organise a tree diagram. Title:
■ CONTENT AND LANGUAGE DEVELOPMENT Spanish coasts. Level 1: Cantabrian coast /
Atlantic coast / Mediterranean coast. Level
1 Quiz. Books closed. Read out these questions and ask Ss 2: Iberian Peninsula / Iberian Peninsula,
to raise their hands if they know the answer. Canary Islands coast / Iberian Peninsula,
1. How long is the Spanish coastline? Balearic Islands coast.
2. How many types of coast are there? • Ss read 1 and do the activity.
3. What is the coast in the north called?
4. Which coast is very varied? ➔ R and E ➔ Activity Book, pages 30, 31.
5. Which coast is low-lying and sandy?
6. Which islands have coastlines?
Answers: 1. about 6.000 kilometres. 2. five. 3. Cantabrian and
Atlantic. 4. Atlantic / Canaries. 5. Mediterranean. 6. Canary Pollution in the Mediterranean Sea.
Islands, Balearic Islands. The Mediterranean is almost enclosed
and is surrounded by populated countries.
This causes a serious pollution problem.
79
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80
Activity Book
2/10/06
UNDERWATER LANDSCAPES LANDSCAPES
20:30
1. Read carefully. 1. Read the definition and write the word.
Oceanic landscapes a. Land which is almost completely surrounded by water: πeninsulå

The ocean floor, just like the Earth’s surface, b. Large area of flat land with no hills or slopes: plai>
Página 80
has different landscapes. There are mountain
ranges, flat lands and deep oceanic trenches. c. Several mountains grouped together: chai>
Underwater mountain ranges are known as
d. A low area between mountains: val¬e¥
oceanic ridges. Some are over 3,000 metres
high and more than 2,000 kilometres long. e. The wet land near the mouth of a river: ∂eltå
The longest mountain range extends from
the Arctic almost to Antarctica. In some cases, f. Where the sea extends into the land: estuar¥
underwater mountain peaks reach the surface
and form islands in the middle of the ocean.
2. Now classify these landscapes into coastal or inland.
Oceanic trenches are long, narrow and very
deep depressions. The most important ones are
found in the Pacific Ocean. The deepest ocean
trench is the Challenger Deep in the Pacific
Ocean. It is almost 11,000 metres deep.
2. Explain the difference between an oceanic ridge and a mountain.
A> o©eani© rid@æ ifi a> un∂erwa†e® mountai> ran@æ.

A mountai> ifi foun∂ abo√¶ wa†e®.
coasta¬ inlan∂
3. Complete the following text about the principal landscapes in your Autonomous Community.
VOCABULARY M. A.In my Autonomous Community, there are different landscapes including mountai>
Match. chainfi, ri√±rfi, plainfi an∂ val¬eyfi.
oceanic ridge • • deep, long, narrow depression on the ocean floor There are high areas, for example Nava©erradå an∂ t™æ Guadarramå
oceanic trench • • the highest point of a mountain mountainfi.
peak • • flat land which is lower than the surrounding land
There are flat areas, for example t™æ µeadowfi oƒ Aranj¤eΩ.
depression • • an underwater mountain range
29 28
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2/10/06
Tasks Worksheet 27. Date
INTERPRET A MAP
20:30
1. Look at the map on page 31 and answer.
Bay of Biscay N
F R A N C E W E a. Which mountain chain is the farthest north? T™æ Cantabria> mountai> chai>.
e
Página 81
ng
Ca n ta br
P
Y
S
b. Which mountain range is the farthest east? T™æ Tramuntanå ran@æ.
Ra
R
tai n
i an M ou nta i n Ch a i n E
Moun licia
N E E S
n
ANDORRA c. Where are the highest mountains? T™æ Canar¥ islandfi/B±ti© chai>.
Ga
N
IN
O Aneto
L E NT
A
MO
U
E
3,404
d. Where are the lowest areas of land? T™æ Ebro/Guadalquivi® ∂ep®essionfi.
N
IB AI
CH
B
ER O
R
N
DE AI
IA
T
P
N
N R O U
CENTRAL E
S TA
LM
SI AS
ON CO
C
N
AI
H
2. Look at the elevation and complete.
N
A
LA
CH
IN
TA
A L
R AL CA
NT dar§ brow>
CE Pico
e
Different colours represent different altitudes.The colour
U G
del Moro ng
Ra
Almanzor
2,592
PLATEAU Tr a m
u nt
a na
is used for the highest areas. The colour g®æe> is used
R T
for the lowest areas. The most important rivers flow through areas indicated by the colour
Balearic
g®æe> o® ligh† brow>
P O
ES
Islands . These areas are between
NG
RA
AIN
UNT
MOR
ENA
MO 0 and 1,000 metres
RA
ER
SI ION ea
R ESS N S in height. The highest mountain peak is located in an area indicated by the colour
VIR
DEP AI ea
n
UI CH an g®e¥
I C err .
Q
ET Mulhacén Medit
AL
B 3,478
AD
GU
3. Find where you live on the map and answer. Find additional information and write the names.
ATLANTIC Ceuta
a. Does it have any mountains? M. A. Yefi, i† dø±fi.

Melilla
OCEAN
A L G E R I A
b. Does it have any plains? M. A. Yefi, i† dø±fi.
M O R O C C O c. Does it have any depressions? M. A. No, i† dø±s>ª†.
d. Is there a coast? M. A. No, t™e®æ is>ª†.

ATLANTIC OCEAN
Canary Islands
metres
Teide 2,000
3,718 1,000 4. Which of these landforms are found near where you live? M. A.
500
0

씲 plain 씲 island 씲 marsh
씲 mountain
SCALE
0 254
Peak
Kilometres

씲 valley 씲 cape 씲 estuary
씲 hill
31 30
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UNIT 9
Rivers
UNIT CONTENT
Content objectives
1. Defining rivers, reservoirs, lakes and watersheds and identifying the watersheds
of Spain
2. Distinguishing weather and climate
3. Recognising the Earth’s climatic zones and understanding their characteristics
4. Describing and locating the main types of Spanish climate
5. Associating climate with type of landscape
6. Associating climate with the living things in the different zones
7. Associating destructive and protective human actions with their effects on
nature
6. Appreciating the importance of learning about and protecting nature
Language objectives
1. Defining: A river is … Reservoirs are … Climate is … Fauna is …
2. Describing (adjectives): greater; irregular; hot; cool; mild
3. Classifying: There are three watersheds … There are different types of climate
4. Expressing purpose: to irrigate fields; for urban consumption
5. Describing quantity: a lot; more than half; less water; abundant; many species
6. Describing time: in the summer; all year round; a few months of the year
Contents
• Rivers and watersheds • Observe drawings and photos • Appreciating the importance of
• Lakes and reservoirs to learn about rivers, climate learning about and protecting
• Climate, the Earth’s climate and landscape nature
zones, the climate of Spain • Locate the Earth’s climate • Appreciating and respecting
• Vegetation and fauna zones on a globe vegetation and fauna in the
place where we live
• Protecting nature
Assessment criteria
• Knowing what rivers and watersheds are
• Distinguishing the Earth’s climate zones
• Knowing the different types of climate in Spain
• Associating climate with the type of landscape
• Associating climate with the living things in each zone
• Observing drawings and photographs to learn about rivers, climate and landscape
• Appreciating the importance of learning about and protecting nature
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UNIT 0
RESOURCES
Resource folder

• Assessment
Internet resources
www.richmondelt.com
Rivers and coasts
http://www.bbc.co.uk/schools/riversandcoasts/
index.shtml
Animated drawings about rivers and coasts.
For students.
River features
http://www.kented.org.uk/ngfl/subjects/geography/
rivers/River Articles/rivart.htm
Different river features. Also offers teacher planning
and worksheets. Useful for students and teachers.
Dams
http://www.simscience.org/cracks/beginning/
dams1.html
All about dams. For teachers and students.
3
LEVEL
Other resources
FOLLOW A
• Richmond Student’s Dictionary RIVER
• Flashcards
• Posters
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Content objectives: 1. Vocabulary: course, flow, lakes, reservoirs, river,

Language objectives: 1, 2, 3, 4, 5, 6. watershed
Rivers
READ
• Understanding the concept of watershed
Look at the photo
• Adjectives and expressions of quantity of a reservoir.
• How do you think
■ Hands on
this water is used?
• Think of other places
where we find water.
Transport of materials
• Build a «mountain» out of sand on
a tray.
• Prepare to pour water over the LOOK AND READ
«mountain» so it goes down one side. 1. A river’s course and flow 53 3. The watersheds of Spain
Ask: What will happen when the water A river is a body of moving water. Watersheds are areas where all
moves down the mountain? (It will It starts high in the mountains. the rivers flow into the same sea.
It flows into a sea, a lake or another river. There are three watersheds in Spain.
carry sand with it to the bottom.)
• The course is the route which a river takes. • The Cantabrian watershed has short, rapid rivers.
• Make another «mountain» of sand • The flow is the amount of water which a river Their flow is abundant and regular.
carries. The flow is greater when it rains, • The Mediterranean watershed covers about
and place some little stones near or if snow melts in the mountains. one third of Spain. Except for the Ebro,
the surface. Ask: What will happen the rivers are short, and their flow is irregular.
They sometimes overflow when it rains a lot.
this time when the water moves down 2. Lakes and reservoirs 54
They are sometimes dry in the summer.
the side? (It will mostly carry the little Water can also be found in lakes and reservoirs. • The Atlantic watershed covers more than
• Lakes are large bodies of water half of Spain. The flow of these rivers
stones.) Why? (because they are larger) surrounded by land. is abundant and fairly regular, but they carry
• Reservoirs are artificial lakes. less water in the summer.
Water from reservoirs is used
■ Presentation
to irrigate fields, and for urban consumption.
Canals and irrigation channels
transport water away from reservoirs.
Make more sentences.
Reservoirs are also used to produce energy.
Change the underlined words.
• LOOK Focus on the photo. Ask: Is there a In the Cantabrian watershed, the river flow
lot of water? (yes) What holds the water is abundant and regular.
back? (a dam) Explain that reservoirs store

water for use in homes as drinking water, M.A. In the Mediterranean watershed, the river flow is irregular.
RIVERS 35
in agriculture, in industry, and to produce In the Atlantic watershed, the river flow is abundant and fairly
electricity. regular.
• READ Present 1 and 2 with 88 and 89 .

Ask: Can we produce electricity with the
water in a reservoir? (yes) How?
1 Comprehension: definitions Books closed. Write these sentence
(Hydroelectric plants capture the force of
halves on the BB. Ask Ss to match the halves and write complete
falling water to produce electrical energy.)
sentences.
• Ss read 3 with 90 . Write a word map on
1. A river is a. large bodies of water surrounded
the BB. Title: WATERSHEDS OF SPAIN Level
by land
1: Cantabrian watershed - Mediterranean
watershed - Atlantic watershed. 2. The course is b. the route which a river takes
Level 2: Characteristics of the rivers. 3. The flow is c. artificial lakes
Ss do the activity at the bottom of the 4. Lakes are d. a body of moving water
page. 5. Reservoirs are e. the amount of water which a river
carries
Answers: 1 – d. 2 – b. 3 – e. 4 – a. 5 – c.
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Content objectives: 2, 3, 4, 5 Vocabulary: climate, continental climate, polar

Language objectives: 1, 2, 3, 5, 6. zone, temperate zone, tropical zone, weather
Climate
LOOK AND READ
• Identifying the characteristics of the
World climatic zones 1. Climate
different types of climate in Spain
tropical North Pole Climate is not the same as weather.
polar
Weather can change in just a few minutes.
Northern
Hemisphere
Climate is a region’s characteristic temperature,
wind and precipitation over a very long time.
■ Hands on
Eq
Southern ua temperate
tor
Hemisphere 2. The Earth’s climate 55
A globe
temperate The distance of an area from the equator
determines how much heat it gets from the Sun. • Show the class a globe. Ask: What
South Pole polar • Tropical zone: It is very hot all year round
near the equator.
shape is the Earth? (a sphere which
• Temperate zone: There are warm summers is slightly flattened at the poles)
and cool winters. In some regions, Find the equator. What countries
it is rainy all year round. In other regions,
it is dry and sunny in the summer. does the equator pass through?
• Polar zone: It is very cold all year round (Ecuador, Brazil, Congo, Kenya …)
at the North and South Poles.
• Find the temperate zone and the
3. Climate in Spain tropical zone. Say: Name four countries
There are different types of climate in Spain. … in the temperate zone. (Spain,
• The Atlantic climate: This is the mild climate France, Germany, Great Britain …)
on the Cantabrian coast and in Galicia.
Atlantic climate Mediterranean climate
Rainfall is abundant all year round. … in the tropical zone. (Costa Rica,
• The Mediterranean climate: This is the climate Venezuela, Ethiopia …)
near the Mediterranean. Summers are hot,
and winters are mild. Rainfall is light.
• The subtropical climate: This is the climate
in the Canary Islands. It is hot all year round.
Rainfall is limited to a few months of the year. ■ Presentation
• The continental climate: This is the climate
of central Spain. Summers are hot
and winters are cold. Rainfall is irregular. • LOOK AND READ Focus on the photos. Ask
Ss to compare landscapes. Ask: What is
What zone do you live in? What kind the landscape like in the Atlantic climate?
of climate do you have where you live?
Subtropical climate Continental climate (wet, a lot of vegetation …) And in the
continental climate? (dry, few trees, low
36 RIVERS vegetation …)
• Ss read 1 and 2 and 3 with 91 , 92 , 93 .
• Draw a map of Spain on the BB. Ask.

■ CONTENT AND LANGUAGE DEVELOPMENT Where is there a subtropical climate?
(Canary Islands) A Mediterranean climate?
1 True or false? Write these questions on the BB and ask Ss (near the Mediterranean Sea) An Atlantic
to say if they are true or false. They should correct the false climate? (Galicia and Cantabrian coast)
sentences. A continental climate? (central Spain)
1. Weather and climate are the same thing. • Ss discuss the questions at the bottom of
2. Weather can change very quickly. the page.
3. Different regions have different temperatures.
4. It is very cold near the equator. ➔ R Activity Book, page 33.
5. In the temperate zone, there are warm summers
and cool winters. E ➔ Activity Book, page 34.
6. It is very warm in the Polar zone.
Answers: 1. False. They are different. 2. True. 3. True.
4. False. It is very hot. 5. True. 6. False. It is very cold.
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Content objectives: 5, 6, 7, 8. Vocabulary: fauna, flora, habitats, National Park,

Language objectives: 1, 2, 5. natural preserves, vegetation
Vegetation and fauna

READ
• Understanding that the growth of cities etc.,
1. Vegetation and fauna
are things which affect flora and fauna
Plant and animal life depend on the climate.
Each climate has its own flora and fauna.
■ Hands on Flora is all the plant life or vegetation in an area.

Fauna is all the animal life in an area.
In rainy areas, such as tropical rainforests,
there is abundant vegetation and fauna.
In very dry areas, such as deserts,
Our National Parks there is little vegetation or fauna.
• Ask: How does the government protect 2. Natural preserves 56

our flora and fauna? (for example, Flora and fauna are affected by many things.
There is abundant vegetation in tropical rainforests.
by creating National Parks) The growth of cities, pollution and

the exploitation of our natural resources
• Use an atlas to show where different all affect animal and plant habitats.
Many animal and plant species disappear,
National Parks are located. or are in danger of extinction.
• Ask: Is X in the north? Is Y on an Governments and regional authorities
create special areas where the environment
island? Is Z near the sea? is protected.
In Europe, four important National Parks
are the Teide in Spain, Snowdonia
in the United Kingdom, Vanoise in France
■ Presentation and Harz in Germany.
There is little vegetation in deserts.
• READ Focus on the photos. Ask:

Where can you find waterfalls? (tropical
rainforests) A lot of sand? (deserts)
Mountains with snow? (Snowdonia NP)
• Present 1 and 2 with 94 and 95 . Complete the sentences.
Many animal and plant habitats
• Explain that National Parks have rules and are in danger because of …
regulations to protect nature. Elicit some Do you know any plant or animal species
examples: bans on cars, hunting, taking in danger of extinction?
Snowdonia National Park, United Kingdom
plants, entering after visiting hours …
M. A. …the growth of cities, pollution, the exploitation of natural
RIVERS 37
• Ask Ss to form groups to make posters resources, hunting … / Iberian lynx, blue whale, white
about National Parks. They can include rhinoceros …
photos and information on the following:
What is the Park’s name? Where is it? ■ CONTENT AND LANGUAGE DEVELOPMENT
What kind of vegetation/fauna is found
there? What is the landscape/climate like? 1 Comprehension. Books closed. Write these sentences on the
• Ss do the activities at the bottom of the BB and ask Ss to choose the correct option. They then listen to
page. 95 to check their answers.
1. The growth of cities / countries affects animal and plant

➔ R Activity Book, page 35. habitats.
2. Many species disappear or are in danger of pollution /
Note: Project 4 (Activity Book, page 37), extinction.
should be carried out with a glass bottle.
3. Governments create special areas / species where the
environment is protected.
4. Two important National Parks are the Teide in Spain and
Species extinction. It is estimated that Snowdonia in Germany / the United Kingdom.
around one tenth of all species on Earth
could disappear by the year 2010. Many Answers: 1. cities. 2. extinction. 3. areas. 4. the United Kingdom.
extinctions will be caused by humans.
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1. Write the correct form of the jumbled adjective.
1. The Cantabrian watershed has short DAPIR rivers.
2. Their flow is abundant and ARLEGUR.
3. The Mediterranean watershed has TROSH rivers.
4. Their flow is GRELARIRU.
5. The Atlantic watershed has rivers with an NUDBATNA flow.
Answers: 1. rapid. 2. regular. 3. short. 4. irregular. 5. abundant.
2. Complete the sentences with the correct word.
rainy plant climate dry fauna animal
1. Plant and animal life depend on the .
2. Each climate has its own flora and .
3. Flora is all the life or vegetation in an area.
4. Fauna is all the life in an area.
5. In areas, there is abundant vegetation and fauna.
6. In very areas, there is little vegetation or fauna.
Answers: 1. climate. 2. fauna. 3. plant. 4. animal. 5. rainy. 6. dry.

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Activity Book
2/10/06
CLIMATE AND WEATHER WATER
20:34
1. Find the climates of Spain in the wordsearch. 1. Match.
A B C
A S D F G H J K L Q W E R
Página 88
P O K A T L A N T I C X C
M E D I T E R R A N E A N
M N B V C X Z P O S U Y T
Z S U B T R O P I C A L Q
S C O N T I N E N T A L M
river reservoir lake
2. Complete the paragraph. Use words from Activity 1.
The conti>enta¬ clima†æ is the climate in central Spain. Summers are hot 2. Read and tick () the true sentences.
and winters are cold.There is a Medi†erra>ea> clima†æ near the Mediterranean. a. A river is a body of moving water.
씲
Summers are not, but winters are mild. The Atlanti© clima†æ b. The course is the amount of water which a river carries. 씲
is in Galicia and in Cantabria. It rains all year round. The Canary Islands has c. The flow of a river is smaller when it rains. 씲
a subtropica¬ clima†æ . It is hot all year round. d. A lake is a large body of water surrounded by land.
씲
e. A reservoir is an artificial lake.
씲
f. Reservoirs are never used to produce energy. 씲
VOCABULARY g. Watersheds are areas where all the rivers flow into the same sea.
씲
Match and write. h. The Atlantic watershed is the smallest one in Spain. 씲
tropical zone polar zone temperate zone

3. Name the most important river in your Autonomous Community.
tropica¬ zo>æ : near the equator. It is hot all year round. Explain its principal characteristics.
pola® zo>æ : far from the equator. It is cold all year round. T™æ Ri√±® ifi t™æ mos† importan† ri√±® i> . I† hafi itfi
†emπera†æ zo>æ : between the other two zones. It is warm in the summer
and cool in the winter.
sour©æ i> t™æ mountai> ran@æ. I> i† formfi t™æ
®eßervoi®, o>æ oƒ t™æ mos† importan† wa†e® supplêfi fo® t™æ ®egio>.
I† flowfi into t™æ Ri√±®.
33 32
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INTERPRET A CLIMATE GRAPH DESERTS
20:34
1. Read carefully. 1. Read carefully.
Climate graphs Weather in the desert
Página 89
Climate graphs give us information about climates. They help us compare the climates Deserts are areas with very
in two different areas. little rain. Very few plants and
animals can survive in a desert.
The blue bars tell us the monthly precipitation. We can see if a climate is rainy or dry.
Deserts have a very dry climate.
The red line shows the monthly temperatures. We can see if it is a warm or a cold climate. Rain is scarce and usually irregular.
Months or years can go by without
rain and then torrential rains fall.
Because of the dry climate, rivers
2. Look at the climate graphs. Complete the following activities. in deserts only have water
Then you are ready to do project 3 on page 36. when it rains.
a. Read the data cards. There is always a big difference
b. Write Mountain or Desert below each climogram. between day and night
temperatures in deserts. During
the day, temperatures are very high.
DATA: DESERT DATA: MOUNTAIN At night it is very cold, and
temperatures fall below 0°.
• Temperatures: very high all year • Temperatures: very cold in winter and
round. Over 20° for six months. moderate in summer.
• Precipitation: very little rain all year • Precipitation: heavy rains all year 2. Circle the words in the text which you do not understand.
round. round, although in summer it rains less. Look up the meanings in a dictionary and write them down.
M. A. survi√¶ = li√¶
Temperature in °C Precipitation in l/m2 Temperature in °C Precipitation in l/m2 scar©æ = √±r¥ litt¬æ
200
180
160
220
200
180
tor®entia¬ = √±r¥ stron@
140 160
120 140
100 120 3. Think and explain.
40 80 100
30 60 40 80 Some people who live in the desert are nomads. They have no fixed home,
20 40 30 60
10 20 20 40
and move from place to place. Why?
Becaußæ t™e¥ >æe∂ to loo§ fo® foo∂ an∂ wa†e®.

0 0 10 20
⫺10 0 0 M. A.
J F M A M J J A S O N D J F M A M J J A S O N D
months months
mountai> ∂eßer†
35 34
89
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MAKE AND INTERPRET A CLIMATE GRAPH
Project 3
Use this information to construct a climate graph.
20:34
Temperature is in degrees centigrade (°C).
Precipitation is in millimetres (mm).
Página 90
Temperature 5 9 13 15 18 20 24 26 25 19 10 7
Precipitation 50 54 70 78 83 60 30 15 90 86 88 69
1. Complete the temperature.

Put a point on each month using the information in the table. Then draw a red line
to connect the points from all twelve months.
2. Complete the precipitation.
Each month on the table is represented by a vertical blue bar at a different height
on the graph.
T (°C) P (mm)
50 100
40 80
30 60
20 40
10 20
0 0
36
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INVESTIGATE CHANGES IN MATTER
Project 4
20:34
1 Pour vinegar 4 The balloon inflates
into a bottle. when the vinegar
and bicarbonate mix.
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2 Put some bicarbonate 5 The baloon inflates
into a balloon. more and more
as time passes.
balloon bicarbonate
3 Place the mouth of the balloon over

the mouth of the bottle.
Now think and answer these questions.

a. What happens inside the balloon?
M. A. T™æ vi>ega® an∂ bicarbona†æ mi≈ an∂ forµ å gafi.

b. Why does the volume of the balloon increase?
Becaußæ t™æ gafi expandfi.

c. Where did the gas that is now in the balloon come from?
Froµ t™æ c™emica¬ ®eactio> ∫et∑±e> vi>ega® an∂ bicarbona†æ.

d. What type of change has occurred inside the bottle?
What type of change has occurred inside the balloon?
Insi∂æ t™æ bott¬æ: å c™emical chan@æ. Insi∂æ t™æ balloo>: å physica¬ chan@æ
37
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UNIT 10
Population
UNIT CONTENT
Content objectives
1. Understanding the concept of population
2. Distinguishing between urban and rural population
3. Associating population changes with the number of people who are born and die
4. Understanding the concept of population density
5. Understanding what migration is, the causes and types
6. Distinguishing emigrants and immigrants
7. Understanding the characteristics of the population of Spain
8. Appreciating the role of immigrants in society
Language objectives
1. Providing additional information (relative clauses): People who live in cities … places where …
2. Explaining methods: Density is measured by dividing … … can be classified by gender
3. Making comparisons: more densely populated; better opportunities; is low compared to;
like other European populations; is getting older
4. Expressing quantity: some; others; many.
5. Expressing purpose: to live in another place; to find work; to escape
6. Describing part of a continuing process: The number is increasing … is getting older
7. Stating facts (present passive): … is not evenly distributed … are densely populated
Contents
• Population: concept, census, • Interpret a population bar • Appreciation of the role of

density, rural, urban, growth graph immigrants in society
• Migration: causes, types, • Study photographs to learn • Appreciation of senior citizens
emigrants, immigrants about population and their contribution to
• The population of Spain: society
number of inhabitants,
immigrants, density,
distribution, getting older
Assessment criteria
• Understanding concepts associated with population: density, growth, urban and rural
• Understanding what migration is, the causes and types
• Identifying the characteristics of the population of Spain
• Interpreting a bar graph about population
• Studying photographs to learn about population
• Appreciating the role of immigrants in society
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UNIT 0
RESOURCES
Resource folder

• Assessment
Internet resources
www.richmondelt.com
Population
http://www.geography.learnontheinternet.co.uk/
index.html
Internet geography with sections on population
and migration. For teachers.
Population comparisons
http://www.un.org/Pubs/CyberSchoolBus/
infonation3/basic.asp
View and compare country population, economic,
health, technology and environmental data.
Population statistics
http://www.nationmaster.com/country/sp/Age_distribution
Spain population pyramids for 1995-2005
5
LEVEL
and predictions. For students and teachers.
Other resources
• Flashcards
• Posters
N EW L ANGUAGE ,
F RIENDS
N EW
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Vocabulary: adults, age, census, density, gender,

Content objectives: 1, 2, 3, 4. inhabitants, natural increase, population, rural, senior
Language objectives: 1, 2, 3. citizens, urban, young people
Population
LOOK
• Understanding the term population density
• Do you live in a place
with many inhabitants?
■ Hands on • Do you know people
who come from
a different place?
School census
• Ask: How many students do you think
are in the school? Are there more boys
than girls? How many students of READ
different nationalities are there in the 1. Population 3. Population distribution
school? The population of an area is the number of people People like to live in places where there
• Create a questionnaire to find out who live there. It can be classified into two types. are job opportunities, a healthy climate
and good services. Many people live on
• Urban populations are people who live in cities.
the answers to the above questions. the coasts and plains in temperate zones.
• Rural populations are people
Distribute it to all the classes at who live in villages and towns. Population density is measured by dividing
the total number of inhabitants by the
school. A census measures the size of a population. surface area of the place where they live.
Some countries and regions are more densely
• Ss do the mathematical calculations 2. Natural increase 57 populated than others. In Australia there are
to obtain the answers for the whole Natural increase is the difference between huge, dry areas with no inhabitants, and there
the number of people who are born and are only 2 inhabitants per square kilometre.
school. the number of people who die in the same year.
The number of inhabitants in a place 4. Population groups
changes continually. Population can be classified by gender
■ Presentation
• There is a positive natural increase into male and female inhabitants,
when more people are born than die. and by age into three main groups:
The population grows. • Young people under the age of 18
• There is a negative natural increase • Adults between the ages of 18 and 64
• LOOK Ss look at the photo. Ask: Are there when more people die than are born.
The population decreases. • Senior citizens over the age of 65
many people? Is everybody alike? How are
they different? Discuss the questions Do a census of your class. What is the population?
together. Classify your classmates by gender and age.
• READ Ask: What is the difference between

rural populations and urban populations? 38 POPULATION
(Rural populations live in villages or towns

and urban populations live in cities.)
Present 1 , 2 , 3 and 4 with 96 , 97 , 98 ,
99 .
• Explain that population censuses are taken 1 Word order. Write the following sentences on the BB.
every ten years to find out the number Ss rewrite the sentences and check with 98 .
of inhabitants in a country and other
information such as age, gender, place 1. there are good job opportunities / a healthy climate / people /
of birth, etc. and good services / like to live / in places where
2. on / people / coasts / live / many / the
• Do the activity at the bottom of the page.
3. are / some countries and regions / than others / more
densely populated
4. per square km / there are / in Australia / only 2 inhabitants
Answers: 1. People like to live in places where there are good job
opportunities, a healthy climate and good services. 2. Many
Respect. Everybody deserves respect
people live on the coasts. 3. Some countries and regions are
and dignity. We are all important. For
more densely populated than others. 4. In Australia there are only
communities to function well, people of all
2 inhabitants per square kilometre.
ages, genders and races must take part.
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Content objectives: 5, 6, 8. Vocabulary: emigrants, immigrants, international

Language objectives: 1, 3, 4, 5. migration, internal migration
Migration
READ
1. Migration 58 • Distinguishing immigrants and emigrants

Many people leave their homes to live in another place.
This movement of population is called migration.
There are two main reasons: ■ Hands on
• Natural causes, for example floods, droughts
and earthquakes, can cause migration.
• Social factors, for example wars or political
and religious problems, can also cause migration. Role-play
Many people emigrate Also, people sometimes leave home to find work.
to find better jobs. • Ask Ss: Where do immigrants in Spain
2. Internal migration come from? Why do they come?
Internal migration is produced within the same country. • Some Ss play the parts of immigrants
For example, there are often migrations from rural areas
to cities. There are two main reasons: and the rest are the citizens of their
• The number of jobs in rural areas decreases. new community. Citizens ask questions
• Young people find better opportunities to study, to get to know the immigrants: What is
work and live in cities.
your home country? Why did you come
Young people often go 3. International migration here? Do you like it here?
to another country to study.
Migration from one country to another is called international migration. The immigrants invent answers.
People who leave a country are called emigrants.
When they arrive in the other country, they are called immigrants.
• Ss think about how they would like
People emigrate for many reasons. Some leave to find work, to be treated if they were immigrants.
or to join relatives in another country. Others leave to escape
from war and persecution in their own country. • Ask Ss from other countries to
In the past, many emigrants left Europe and went to other describe their experiences.
countries, such as the United States, to find better jobs.
Today, many immigrants come to the European Union from Africa,
Latin America and other European countries to find better jobs.
Senior citizens sometimes emigrate Today, many young European adults also emigrate
to live in a warmer climate. to study or work in a different country. ■ Presentation
• READ Ss look at the photographs. Ask:
True or false? Make more sentences about migration.
What are some of the reasons people
Droughts are a social factor which can cause migration. People who leave a country are called emigrants.
emigrate? (to study, find work/better jobs,
climate) Can you think of other reasons?
M. A. …Many people emigrate to find better jobs. Internal POPULATION 39
(wars, drought, better living conditions)
migration is produced within the same country. Young people
often go to another country to study.
Present Present 1 , 2 and 3 with 100 ,
101 , 102 .
■ CONTENT AND LANGUAGE DEVELOPMENT • Write a chart on the BB with the title
MIGRATION and the subtitles Internal and
1 Comprehension. Write the sentence halves on the BB. External. Ask Ss to write examples of each.
Ss copy them and draw a line to join the halves. • Ask: What are some of the advantages of
1. The movement of a. produced within the same living in a town or village? (peace and
population is called country quiet, clean air, contact with nature, safety)
2. Earthquakes are b. migration And in a city? (more opportunities for
culture, shopping, work, leisure, health
3. Finding work is c. people who leave a country
services)
4. Internal migration is d. migration from one country
to another • Ask: What are some of the disadvantages
of living in the country? (few shops, no
5. International migration is e. a natural cause of migration
hospitals) And in a city? (pollution, noise)
6. Emigrants are f. people who arrive in another
country ➔ R Activity Book, page 38.
7. Immigrants are g. a social factor of migration
Answers: 1 – b. 2 – e. 3 – g. 4 – a. 5 – d. 6 – c. 7 – f.
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Content objectives: 7. Vocabulary

Language objectives: 3, 4, 6, 7. densely, density, immigrants, inhabitants, sparsely
The population of Spain

LOOK AND READ
• Interpreting bar graphs 1. Population characteristics Spanish population since 1900
• Today the population of Spain is approximately Number of inhabitants in millions
■ Hands on 43 million inhabitants.

In 1900 it was 18 million inhabitants.
45
40
(See the chart.)
35
• The number of immigrants is increasing.
30
There are now about three million immigrants.
Bar graph Some come to work in Spain. 25
Others, such as senior citizens, 20

• Create a bar graph with the data come to retire here.
15
collected in the class census. • Population density is low compared
10
to population density in other European
(See Student Book, page 38). countries, such as Germany, Belgium 5
or France. It is 86 inhabitants per km2. 0

• On the vertical axis write: the numbers
• The population is not evenly distributed.
04
00
10
20
30
40
01
50
60
70
81
91
20
19
19
19
19
19
20
19
19
19
19
19
from zero to the maximum number of The coast and the Autonomous Community
students. of Madrid are densely populated.
In contrast, other inland areas
• On the horizontal axis write: girls, boys. are sparsely populated.
In many Autonomous Communities,
• Make two bars: one for the number of a high proportion of the population
is found in the provincial capital.
girls (b 1), the other for the number • Like other European populations,
of boys (b 2). the Spanish population is getting older.
This means that the adult and senior
population is growing more quickly
than the population of young people.
Some regions are densely populated.
■ Presentation
Complete the sentences to describe
• LOOK AND READ Ss look at the graph on the population of Spain.
The population of Spain is approximately …
page 40. Ask: What does the horizontal The number of immigrants is …
axis show? (years) What does the vertical The population density is …
The population is not evenly …
axis show? (number of inhabitants in The Spanish population is getting …
millions) What is the meaning of the bar’s Are there immigrants in your community?
Where do they come from?
height? (millions of inhabitants in that Some regions are sparsely populated.
year) What was the population in 1910?
(20 million inhabitants) And in 2004? 40 POPULATION …43 million inhabitants / …increasing / …
(43 million) low / …distributed / …older.
• Present 1 with 103 .
• Ask: What regions of Spain are densely ■ CONTENT AND LANGUAGE DEVELOPMENT
populated? (the coast and the Autonomous
Community of Madrid) What regions of 1 Comprehension. Write the following sentences on the BB.
Spain are sparsely populated? (some Ss copy them and choose the correct alternative in each
inland areas such as Extremadura) sentence.
• SS do the activity at the bottom of the 1. In Spain the number of emigrants / immigrants is increasing.
page.
2. Senior citizens come to work / retire here.
➔ R Activity Book, page 40. 3. Population density in Spain is low / high compared to other
European countries.
4. The population is / is not evenly distributed.
5. The Spanish population is getting younger / older.
Senior citizens. Have a discussion in Answers: 1. immigrants. 2. retire. 3. low. 4. is not. 5. older.
class about the importance of senior
citizens, their contribution to society and
their needs.
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1. What are urban populations?
2. What are rural populations?
3. What measures the size of a population?
4. What is a positive natural increase?
5. What is a negative natural increase?
4. when more people are born than die. 5. when more people die than are born.
Answers: 1. the people who live in cities. 2. the people who live in villages and towns. 3. a census.
2. Complete the sentences with the missing numbers.
1. Today the population of Spain is approximately million inhabitants.
2. In 1960 it was about million.
3. There are now about million immigrants.
4. Population density is inhabitants per square km.

Answers: 1 – 43. 2 – 30. 3 – three. 4 – 86.

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Activity Book
2/10/06
CITIES POPULATION
20:32
1. Read carefully. 1. Circle the correct word.
The growth of cities a. When people born in another country come to live in our country, the change
in population is due to natural increase / migration.
The first cities appeared between 6,000
Página 98
and 7,000 years ago in different parts b. If more people are born than die, the change is due to natural increase / migration.
of the world: the Middle East, India c. When people who live in villages move to cities, the population change is due to
and China. They were small settlements. natural increase / migration.
Most of the population was employed
in fishing, agriculture or livestock farming.
2. Explain what the population is like in your Autonomous Community.
Today, cities have almost nothing in common
with the first settlements. They are large urban M. A.Man¥ πeop¬æ froµ ot™e® countrêfi coµæ to li√¶ an∂ wor§ i> Madri∂
areas with tall buildings, leisure facilities,
and varied means of transport. inc®easin@ t™æ populatio> oƒ t™æ communit¥.
Two factors have influenced the growth of cities.
One is the increase in population, thanks 3. Look at the photo and answer.
to medical advances and better health and food
habits. The other is the opportunity they give a. Is this a rural or urban population?
people to work and the services they provide. Give your reasons.
This produces migration from rural areas.
M. A. T™e®æ a®æ ƒe∑ houßefi an∂ i† ifi
surroun∂e∂ b¥ mountainfi an∂ hillfi.
2. Find the most important words in each paragraph.
b. What means of transport do you think
M. A. fishin@, agricultu®æ, li√±stoc§ farmin@, urba> a®eafi, growt™, migratio> there are?
M. A. carfi, taxifi an∂ trainfi

3. Is there a relationship between the increase in population and the growth of cities?
Explain.
M. A. Yefi. W™e> t™e®æ ifi a> inc®eaßæ i> populatio>, t™æ num∫e® oƒ πeop¬æ VOCABULARY
livin@ i> citêfi also growfi. Complete the sentences.

population density a census
4. Do more people live today in villages or in cities? Why?

å ©ensufi : measures the size of a population.
M. A. I> citêfi, ∫±caußæ t™e®æ a®æ mo®æ jo∫ opportunitêfi an∂ ßervi©efi i> citêfi populatio> : is measured by dividing the number of inhabitants
by the surface area of a place.
∂ensit¥
tha> i> villa@efi.
39 38
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CALCULATE POPULATION DENSITY
1. Work with a partner. Look at the data, and calculate the population density of the following
20:32
European countries:
Country Population Area (km2) Population density
Página 99
Austria 8,100,000 83,900 96.5
Belgium 10,200,000 30,500 334.4
Denmark 5,300,000 43,100 122.9
Federal Republic of Germany 82,000,000 356,900 229.7
Finland 5,150,000 337,100 15.2
France 59,000,000 544,000 108.4
Greece 10,500,000 132,000 79.5
Ireland 3,740,000 70,300 53.2
Italy 57,600,000 301,300 191.1
Luxemburg 430,000 2,600 165.3
Netherlands 15,750,000 41,200 382.2
Poland 38,500,000 312,700 123.1
Portugal 10,000,000 92,400 108.2
Spain 43,000,000 506,000 84.9
Sweden 8,850,000 411,000 21.5
United Kingdom 59,400,000 244,100 243.3
2. Now answer these questions.
a. Which countries have a population density of less than 50 inhabitants per square kilometre?
S∑±∂e> an∂ Finlan∂

b. Which countries have a population density of between 50 and 150 inhabitants
per square kilometre?
Austriå, Denmar§, Fran©æ, G®æe©æ, I®elan∂, Polan∂, Portuga¬, an∂ Spai>
c. Which countries have a population density of between 150 and 400 inhabitants
per square kilometre?
Belgiuµ, Fe∂. Republi© oƒ German¥, Ital¥, Lu≈embur@, Net™erlandfi,
Uni†e∂ Kingdoµ
40
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UNIT 11
The economy
UNIT CONTENT
Content objectives
1. Understanding the concept of active population
2. Identifying the various types of economic activity i.e the agricultural,
industrial and service sectors
3. Identifying the work people do in each economic sector
4. Understanding how the active population in Spain is distributed by economic sector
5. Describing the activities in the primary sector and secondary sector in Spain
6. Understanding the main types of industries
7. Describing the types of activities in the public and private service sectors in Spain
8. Understanding the importance of the transport system in Spain
9. Appreciating the importance of tourism as part of the service sector in Spain
10. Appreciating that all the jobs people do are important
Language objectives
1. Stating facts (passive forms): Natural resources are obtained … are
transformed … are raised.
2. Describing ability: The money enables these people … People who cannot work …
3. Making comparisons: less than 5 %; the most important crop; the most important
industries
4. Expressing purpose: … aim to make money … to provide a service
Contents
• The active population • Distinguish crop and livestock • Appreciate the work people
• The economic sectors: primary, production from the do in all the economic sectors
secondary and service sectors transformation of these • Appreciate that tourism
• The activities in the three products in the agro-food is important for Spain
economic sectors industry
• Distribution by sectors of the • Associate a dominant service
active population in Spain sector with a society’s
prosperity
Assessment criteria
• Distinguishing the three economic sectors
• Distinguishing between obtaining products and their transformation
• Describing the activities in each economic sector in Spain
• Appreciating the work people do in all economic sectors and what they provide
to society
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UNIT 0
RESOURCES
Resource folder

• Assessment
Internet resources
www.richmondelt.com
Jobs
http://www.learnenglish.org.uk/kids/archive/
theme_jobs.html
Matching games and other activities about jobs.
Agriculture in Europe and Spain
http://www.ceja.educagri.fr/en/pays/espa.htm
Agricultural and livestock production in the past and
present. For teachers and students.
Careers and jobs
http://www.kidsnewsroom.org/careers/careers.asp
Interviews by Kidsnewsroom with people in a variety
of jobs. For teachers and students.
4
LEVEL
Employment structures
http://www.geography.learnontheinternet.co.uk/
topics/empstruct.html
Employment structure and how jobs are classified with
examples of pie charts. For teachers and students.
Other resources
• Flashcards
• Posters
ON THE FARM
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Vocabulary: active, consumer, inactive, manufacturing,

Content objectives: 1, 2, 3, 6, 10. primary, private services, public services, secondary,
Language objectives: 1, 2. service
The economy
LOOK
• Understanding the concept of service as
used in the field of economics Look at the photo.
• What is this woman’s job?
• Difference between manufacturing and • Does she make things
consumer industries or provide a service?
■ Hands on
Jobs
• Ask: What job do you want to have READ
when you are older? Write all the jobs 1. Work 3. The secondary sector 60
on the BB. Work refers to the many productive activities Natural resources are transformed into
which people do, usually for money. The money manufactured products in the secondary sector.
• Ask: How many different jobs have we enables these people, and their families, to buy • Manufacturing industries transform raw
written on the BB? Which job was food and clothing and enjoy leisure activities. materials into manufactured products,
• The active population includes people such as tools and machines.
chosen most? who work and receive money for their work. • Consumer industries manufacture products
It also includes unemployed people
• Ss classify the jobs by sectors. Ask: who are looking for work.
such as frozen vegetables.
Which of these jobs are in the primary • The inactive population includes people
4. The service sector 61
sector, secondary sector, service who cannot work, for example, some severely
disabled people. It also includes people Transport, schools, tourism and other
sector? who work but receive no money, businesses that provide services are in the service
for example children, retired people, sector (also called the tertiary sector).
and people with family responsibilities. • Private services, such as cinemas,
Work can be in the primary, secondary are privately controlled.
■ Presentation
or service sectors. • Public services, such as public transport, are
controlled by the state or by the local government.
2. The primary sector 59
• LOOK Ask Ss to look at the photo. Ask: Natural resources are obtained in the primary
sector. Agriculture, fishing, mining and forestry What examples of private services
What is the woman’s job? What does she are in the primary sector. and public services are there
in your town?
do in her job? Would you like to do her job?
Why/Why not?
THE ECONOMY 41
• READ Present 1-4 with 104 - 107 .
• Draw on the BB a chart with the title THE

ECONOMIC SECTORS. Write the following
sub-headings: Primary sector / Secondary ■ CONTENT AND LANGUAGE DEVELOPMENT
sector / Service sector. Under each sub-
heading write the corresponding industries: 1 Listening. Write the sentences on the BB. Ss listen again
Agriculture – Mining – Livestock farming – to 104 - 107 and decide if they are true or false.
Fishing / Manufacturing industries – 1. The active population only includes people who work.
Consumer industries / Private services – 2. The inactive population includes people who cannot work.
Public services. Ask Ss to write examples
3. Natural resources are obtained in the secondary sector.
of each.
4. Agriculture is in the primary sector.
• Ss answer the question at the bottom of
5. Consumer industries manufacture as tools and machines.
the page.
6. The service sector is also called the tertiary sector.
Answers: 1 – F. 2 – T. 3 – F. 4 – T. 5 – F. 6 – T.
2 Speaking In pairs Ss each think of a job. In turns they guess

each others job by asking yes/no questions. For example:
Do you work in the service sector? Do you work with people?
Do you wear a uniform? Do you work in a factory?
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Vocabulary: active population, agriculture,

Content objectives: 1, 3, 4, 5, 6, 10. construction, fishing, forestry, industry,
Language objectives: 1, 3, 4. livestock farming, mining
The primary and secondary sectors in Spain

READ
• Understanding percentages
1. The active population 62
The total active population in Spain is approximately • There is livestock farming. Sheep • Collective nouns: crops, livestock, cattle,
20 million people. There are 18 million employed and poultry are raised on the plains. poultry
people and 2 million unemployed people. Cattle are raised in mountain areas
The active population can be classified to obtain beef, milk and leather.
by economic sector:
• Less than 5 %, about one million people,
• Fishing is an important industry on the coast.
Other primary sector activities are mining
■ Hands on
work in the primary sector. and forestry.
• About 30 %, around 6 million people,
work in the secondary sector. 3. The secondary sector Making a pie chart
• About 60 %, around 12 million people,
work in the service sector. Many industries are near big cities. • Draw a circle and divide it into three
Industries often invest in new technology.
The most important industries are the metal,
parts.
2. The primary sector
chemical, food, telecommunications,
In Spain, the principal primary sector activities textile and car industries.
• Make each sector a different colour
are agriculture, livestock farming and fishing. The construction industry is also very important. and write: Primary sector (less than
• There is agriculture on the plains. There are many new houses and roads.
The most important crops are:
5 %), Secondary sector (around 30 %),
– wheat and barley Service sector (around 60 %)
– olives and grapes
– potatoes, vegetables and fruit
• Ask: Which sector has the most
workers? (the service sector)
Which sector has the least workers?
(the primary sector)
■ Presentation
Agriculture is in the primary sector. Manufacturing industries are in the secondary sector. • Ask Ss to look at the two pictures at the
bottom of page 42 and compare them. Ask:
Complete the sentences and name three activities for each sector. What is being produced? (In the first, plants,
Less than … %, about … millon people, work in the primary sector in Spain.
About … %, around … million people, work in the secondary sector in Spain.
maybe crops for food; in the second, cars)
• READ Present 1 , 2 and 3 with 108 , 109 ,
110 . Ask: Which of the following
42 THE ECONOMY M.A. …5…one… / 30 …6…
activities are in the primary sector?
1. working in the fields. 2. fumigating
crops. 3. driving lorries. 4. packaging
■ CONTENT AND LANGUAGE DEVELOPMENT shirts. 5. picking strawberries. 6. milking
cows. 7. building houses. (1, 2, 5, 6)
1 Listening. Write the following sentences on the BB.
• Ask: Name some products obtained from
Students copy them and try to complete them in pairs.
livestock farming. (wool, meat, milk)
They then listen to 108 to check their answers.
• Ask: Why are industries near big cities?
1. The total active population is approximately … million people.
(transport is easier; more workers) How
2. There are … million people employed. can factories manufacture many products
3. There are … million people unemployed. in a short time? (using machines)
4. Less than … %, about … million people work in the primary • Ss do the activity at the bottom of the page.
sector.
5. About … %, around … million people work in the secondary ➔ R Activity Book, page 41.
sector.
6. About … %, around … million people work in the service
sector. Prosperity. Prosperous countries
usually have many services, such as
Answers: 1 – 20. 2 – 18. 3 – 2. 4 – 5 … one. 5 – 30 … 6. hospitals, cinemas, banks, restaurants.
6 – 60 … 12.
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Vocabulary: airport, motorways, private sector,

Content objectives: 7, 8, 9, 10. public sector, railway, roads, suburban trains,
Language objectives: 1, 3, 4 tourism, transport, underground
The service sector in Spain

READ
• Identifying jobs in the service sector
1. The service sector 63
• Pronunciation of foreign There are many activities in this sector.
In general, there are two types of objective:
■ Hands on
• In the private sector, banks, insurance companies,
the entertainment industry, restaurants and shops
aim to make money.
• In the public sector, hospitals and schools aim to provide
a service. Many services are offered by the government.
Nearby services
2. Transport
• Ss use a map of the area near their
Transport is very important for trade and tourism.
school and mark the locations of the Education is in the service sector.
• All of Spain is connected by roads,
services offered. including many motorways.
• Major cities and towns are also connected by railway.
• Invent a code and write it on the BB.
• Suburban trains connect cities with the surrounding areas.
For example: SH – shop, K – kiosk, • Madrid, Barcelona, Valencia and Bilbao
P – park, Ph – Pharmacy, H – hospital, have underground transport systems.
ST – stationery shop, S – school, • There are airports in most major cities.
F – fire station … 3. Tourism

• Ask: What other services do we need in Tourism is one of the most important service activities in Spain.
our area? Where would you put them? It provides work for many people and makes a lot of money.
Motorways connect large cities.

Every year millions of foreign tourists come to Spain.
There are also many Spanish tourists.
They visit museums, and relax on beaches
■ Presentation or in the mountains.
• Ss look at the three photos on page 43.

Ask: Which services do the photos show? True or false? Make more sentences about the service
sector in Spain.
(education, transport, tourism) Banks and insurance companies are part of the service sector.
Tourism is not one of the most important service activities in Spain.
• READ Present 1 , 2 and 3 with 111 , 112 , 113 .
Why is it important to use public transport?
Tourism is an important industry in
• Ss discuss transport in their area. Ask: Spain.
Are there buses, taxis, trains, motorways?
Are the roads in good condition? M.A. …Tourism provides work for many people. There are
THE ECONOMY 43
airports in most major cities. / To reduce the amount of traffic
• Ask: What are some positive aspects of on the roads.
tourism? (Examples – economic benefits; it
creates jobs such as cooks, waiters, tour ■ CONTENT AND LANGUAGE DEVELOPMENT
guides; – traditional activities, such as
basket-making, embroidery, sweet-making, 1 Comprehension. Write the following sentences on the BB.
etc. continue because tourists buy these Ss decide if the sentences are true or false and then listen to 113
things…; – our heritage, such as the to check their answers.
natural parks and monuments are cared
for and appreciated.) 1. Tourism is one of the most important service activities
in Spain.
• Ss do the activities at the bottom of the
page.
2. Tourism provides work for many.
3. Tourism makes little money.
➔ R Activity Book, pages 42, 43. 4. Every year thousands of foreign tourists come to Spain.
5. There are also many Spanish tourists.
Road safety. Roads must be kept in 6. Tourists don’t visit museums.
good condition to avoid accidents.
Examples of road maintenance services: Answers: 1 – true. 2 – true. 3 – false. 4 – false. 5 – true.
fix holes, pave roads, paint lines, put up 6 – false.
road signs …
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1. Write the answers to these questions.
1. What is the aim of activities in the private sector?
2. What is the aim of activities in the public sector?
3. What organisation offers many of the services in the public sector?
4. Which cities in Spain have underground transport systems?
5. Where are there airports?
5. In most major cities.

Answers: 1. to make money. 2. to provide a service. 3. the government. 4. Madrid, Barcelona, Valencia, Bilbao.
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106
Activity Book
2/10/06
INDUSTRY IN ANTIQUITY WORK
20:34
1. Read carefully. 1. Look at the photos and name the jobs.
A B
An industry from Roman times
farmer miner
When the Romans occupied the Iberian
Página 106
shop assistant engineer
Peninsula, one of the most important industries
was the production of salted fish and fish sauce. taxi driver builder
Spain’s Atlantic coast was an ideal place for
these industries. There was a lot of fish, salt 1 farµe® 1 mi>e®
extraction was easy, and the fresh water
needed to clean the fish was also available. C D E F
The fish sauce which the Romans liked most
was garum. Garum was a paste made by
mixing parts of fish, such as tuna and
anchovies, with salt and herbs. The paste
was left in the Sun until it was ready.
The garum was then transported by ship to
Rome in large, pointed bottles called amphorae. 3 shoπ assistan† 3 tax^ dri√±® 2 buil∂e® 2 engi>æe®
It was very popular, and the Romans used
it in many dishes.
2. Now classify each job in the correct economic sector. Write the number.
2. Complete the index card. 1. Primary sector: agriculture, livestock farming, fishing, mining, forestry
2. Secondary sector: manufacturing: metal, chemical, food, telecommunications,
ROMAN SALTED-FISH INDUSTRY textile, car, construction
3. Service sector: transport, schools, tourism, banks, entertainment, restaurants,
a. What three characteristics did a place need for this type of industry?
shops, hospitals
Lotfi oƒ fis™, å pla©æ to @e† sal† an∂ f®es™ wa†e® to c¬ea> t™æ fis™.
VOCABULARY
Match and write.

b. What two products were produced?
service primary secondary
Sal†e∂ fis™ an∂ fis™ sau©æ. primar¥ : sector where natural resources are obtained
c. How were these products transported to Rome?
ßervi©æ : sector which provides services (transport, tourism)
B¥ shiπ i> lar@æ, poin†e∂ bott¬efi cal¬e∂ amphoråæ. ßecondar¥ : sector where natural resources are transformed into manufactured
products
42 41
857415 _ 0100-0107.qxd
Notes:
2/10/06
HOW IS A PRODUCT MANUFACTURED?
20:34
1. Choose a product manufactured in your Autonomous Community. Complete the word map.
M. A.
Página 107
A PRODUCT FROM MY AUTONOMOUS COMMUNITY
©eµen†
raw materials industrial process manufactured product
from stages packaging/bottling transport
liµesto>æ mixin@ paπe® bagfi railwa¥

calciuµ grindin@ truc§
aluminiuµ ™eatin@
iro> coolin@
cla¥ o® san∂
2. Tick ().
a. Where would you locate your industry?

씲 In a densely populated area with a good communication network.
씲 In a sparsely populated area with a poor communication network.
b. What types of transport do you need to distribute the product?

씲 air 씲 sea
씲 land
c. What is the product used for?

씲 For direct consumption.

씲 As a raw material for other industries.
43
107
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UNIT 12
Prehistory and Antiquity
UNIT CONTENT
Content objectives
1. Understanding the main periods of Prehistory and their characteristics
2. Learning how people lived in Prehistory
3. Recognising the tribes which inhabited the Iberian peninsula in pre-Roman times: Iberians and Celts
4. Recognising the ancient civilisations which established colonies on the Iberian peninsula
in pre-Roman times: the Phoenicians, the Greeks and the Carthaginians
5. Identifying Roman ruins in Hispania.
6. Understanding the meaning of «Romanisation» and its principal legacies
7. Appreciating ancient ruins and paintings from the past
8. Appreciating the Roman legacy in Spain
Language objectives
1. Past tenses to talk about historical events: began; moved; made; had …
2. Stating facts in the past (passive forms): were used; was inhabited; were divided …
3. Describing how things were made: by hitting …
4. Describing location: on the Iberian peninsula; in the east of the peninsula; on the Mediterranean coast …
5. Expressing time: at first; later; for 600 years; after …
Contents
• Prehistory: periods, utensils, • Interpret historical maps about • Appreciate ancient ruins and
works of art the cities of the Phoenicians, other works of art as a way of
• Tribes in pre-Roman times: Greeks and Carthaginians learning about the past
Iberians and Celts • Interpret maps about Roman • Appreciate the Roman legacy
• The arrival of the Phoenicians, Hispania in Spain and its influence on
Greeks and Carthaginians on • Observe photographs to learn our life
the Iberian peninsula about the past
• «Romanisation» and its legacies • Study ancient monuments to
learn about their significance
• Ancient architecture and
clothing
Assessment criteria
• Understanding how early men and women lived
• Understanding the basic divisions and chronology of Prehistory
• Understanding about the earliest inhabitants on the Iberian peninsula
• Identifying the typical characteristics of the historical periods studied
• Describing some artistic and cultural expressions of Roman times
• Appreciating why we study the past
108
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UNIT 0
RESOURCES
Resource folder

• Assessment
Internet resources
www.richmondelt.com
Atapuerca
http://www.atapuerca.com/
This official site contains a wealth of information about
the archaeological sites, early humans, as well as
survival games. For students and teachers.
The Stone Age
http://museums.ncl.ac.uk/flint/menu.html
The world of Late Stone Age hunter gatherers.
Primitive caves
http://www.creswell-crags.org.uk/virtuallytheiceage/
Activities/Explore/Cave.htm
Explore a primitive cave from 50,000 years ago.
Useful for students. tic
Se
a
Bal
North
1 Sea The Roman Empire
B R I TA N N I A GERMANIA
Other resources Black Sea
• Richmond World Facts A T L A N T I C GALLIA 10
• Richmond Dictionaries
O C E A N
5 I TA L I A ASIA 11 SYRIA
6
• Flashcards 7
8 9
• Posters 4
H I S PA N I A
12 J U D A E A
13
3 n e a
r a
e r n
i t
d 14 S e a
e
M AFRICA
7 sarcophagus
1 Hadrian´s Wall 2 baths 3 theatre 4 aqueduct 5 temple 6 Appian Way
Roman Empire Boundaries
8 statue 9 road 10 sarcophagus 11 theatre 12 aqueduct 13 theatre 14 temple
109
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Content objectives: 1, 2, 7. Vocabulary: cave painting, craftsmen, Metal Ages,

Language objectives: 1, 2, 3. Neolithic, Palaeolithic, Prehistory, Stone Age
Prehistory and Antiquity
LOOK
• Understanding that the invention of writing
marked the end of Prehistory • How do we know
what happened
many thousands
■ Hands on of years ago?
Discovering cave paintings

• Ask Ss to imagine they have entered a
cave and discover some cave
paintings.
• Ask: Is the cave big?
Is there water in the cave? READ
Where are the cave paintings?
1. Prehistory 64 2. The first craftsmen 65
What colours are the paintings?
Prehistory is the long period before the invention In the Palaeolithic period, craftsmen made tools
What animals are represented? of writing. It can be divided into the Stone Age and weapons by hitting one stone against another.
What did you feel when you discovered and the Metal Ages. In the Neolithic period, craftsmen made
the paintings? The Stone Age began two and a half million polished stone tools and weapons.
years ago. Stone tools were used. They also made pots and cloth.
What are you going to do • In the early Stone Age, called the Palaeolithic In the Metal Ages, craftsmen made metal tools,
about your discovery? period, people moved from place to place. weapons and jewellery.
They lived by hunting, fishing
and gathering wild plants.
3. The first artists 66
• Later, in the Neolithic period, people lived
■ Presentation permanently in one place. They were farmers,

had crops, learned to cultivate plants
Cave paintings, for example in the Altamira Cave
in Cantabria, are magnificent works of art.
and had domestic animals. They were painted on cave walls and ceilings.
The Metal Ages began about seven Early artists often painted animals
• LOOK Discuss the question together. thousand years ago. Metal tools were used. like bison and deer.
(Archaeological remains can tell us a lot The wheel and the plough were invented.
The first cities were built.
about the distant past) Ask: What do you
think the people are looking for? (bones,
pieces of ceramic, tools ...) What is in
the second photo? (a painting of a deer) 44 PREHISTORY AND ANTIQUITY
Where do you think it was painted?

(in a cave)
• READ Present 1 , 2 , 3 with 114 , 115 , 116 . ■ CONTENT AND LANGUAGE DEVELOPMENT
• Ask: How did people live in the Palaeolithic
period? (They moved from place to place. 1 Past tense. Write the following sentences on the BB.
They lived by hunting, fishing and gathering Ss copy them but write the verb in the past form.
wild plants.) How did they live in the They listen to 114 before checking their answers in the textbook.
Neolithic period? (They lived in one place 1. The Stone Age begins 2 and a half million years ago.
and grew crops and kept animals.) 2. Stone tools are used.
➔ R Activity Book, page 44, exercise 1. 3. In the Palaeolithic period, people move from place to place.
4. In the Neolithic period, people live permanently in one place.
5. They are farmers and have crops and domestic animals.
6. The Metal Ages begin about 7,000 years ago.
7. Metal tools are used.
8. The wheel and plough are invented.
Answers: 1. began. 2. were. 3. moved. 4. lived.
5. were … had. 6. began. 7. were. 8. were.
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Vocabulary: Carthaginians, Celts, colonies,

Content objectives: 3, 4, 7. Greeks, Iberians, Phoenicians, pre-Roman times,
Language objectives: 1, 2, 4. settlements
The Iberian peninsula in pre-Roman times

READ
• Understanding time and the historical
1. Pre-Roman times 67
sequence of events
In pre-Roman times, the peninsula was inhabited
by Iberian and Celtic tribes. Later, Phoenicians,
Greeks and Carthaginians sailed across
the Mediterranean Sea to the peninsula, ■ Hands on
and established colonies.
2. The Iberians and the Celts 68 The Lady of Elche

Iberians and Celts lived together
on the Iberian peninsula. • Ask Ss to look closely at the photo.
The Iberians lived in the east and south of the Ask: What can you see? (the face,
peninsula. They lived in walled settlements with
rectangular houses. The Iberians were divided into headdress, necklace, clothing …)
tribes. They were herders, farmers, traders and
craftsmen. Some of their works of art, such • Ss make their own personal version
as the famous Lady of Elche, have been preserved. of the figure. Tell them they can use
The Celts lived in the centre and north of the
The Lady of Elche: an Iberian masterpiece
peninsula. They lived in walled settlements with
crayons, paints, markers and decorate
round houses. The Celts were also divided it with sequins, rice, legumes, little bits
into tribes. They were herders, farmers
Ancient civilisations: colonies on the coast and expert metalworkers. of paper…
N Ba y of Biscay
W
S
E
Rosas
3. Colonies 69
■ Presentation
AN
Ampurias
Many ancient civilisations established colonies
OCE
on the Iberian peninsula.

Sagunto • The Phoenicians came from Asia, and settled
T IC
Denia on the southern coast. They founded the cities

Ibiza
• READ Write on the BB: Carthaginians,
ATLAN
Akra Leuke Alonis e

a
of Cadiz and Almunecar.
S
Mainake Adra
Cartagena
Baria rra
ne
an
• The Greeks came from Greece, and settled Phoenicians, Greeks. Ask Ss to number
Cadiz ite
Malaga Almunecar M e d on the Mediterranean coast. They founded them according to the order of their arrival
the cities of Denia and Ampurias.
ATLANTIC OCEAN
Canary Islands Phoenician Colonies
• The Carthaginians came from North Africa, on the Iberian Peninsula. (3, 1, 2)
Greek Colonies
Carthaginian Colonies and also settled on the Mediterranean coast.
They founded the city of Cartagena. • Write two columns. Left column:
Phoenicians, Greeks, Carthaginians.
Where did they live? Make sentences. Right column: Ampurias, Cartagena,
The Iberians lived in the east. The Greeks …
Cadiz, Denia, Almuñecar. Ss match each
civilisation with the cities they founded.
M.A. … settled on the Mediterranean coast. PREHISTORY AND ANTIQUITY 45 (Phoenicians – Cadiz, Almuñecar;
The Celts lived in the centre and north of the peninsula. Greeks – Denia, Ampurias;
The Carthaginians settled on the Mediterranean coast.
Carthaginians – Cartagena)
■ CONTENT AND LANGUAGE DEVELOPMENT • Tell Ss to look at the map. Ask: What
colour are the Carthaginian colonies?
1 Sentence completion. Write the following vocabulary and (blue) Which ones are shown on the map?
gapped sentences on the BB. Ss write in the missing word (Cartagena, Ibiza)…
and then listen to 118 to check their answers. • Ss read 1 , 2 and 3 with 117 , 118 , 119 .
tribes / metalworkers / east / round / rectangular / Celts / farmers • SS do the activity at the bottom of the
1. The Iberians lived in the … and south of the peninsula. page.
2. They lived in walled settlements with … houses.
➔ R Activity Book, pages 44, exercise 2,
3. They were divided into …
and 45.
4. They were herders, … traders and craftsmen.
5. The … lived in the centre and north of the peninsula.
6. They lived in walled settlements with … houses. The Lady of Elche’s return home. In
7. They were herders, farmers and expert … 2006, this national treasure was returned
to the place it was discovered: Elche.
Answers: 1. east. 2. rectangular. 3. tribes. 4. farmers. 5. Celts.
6. round. 7. metalworkers.
111
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Vocabulary: amphitheatres, aqueducts, circuses,

Content objectives: 5, 6, 8. forum, Hispania, Latin, public bath houses, roads,
Language objectives: 1, 2, 4, 5. Roman times, temples, theatres
Roman Hispania
READ
• Understanding that Spain was part of the
1. Roman times 70 The Roman provinces of the the Iberian peninsula
Roman Empire
More than two thousand years ago, the Romans Bay of Biscay
defeated the Carthaginians and conquered

Lugo
■ Hands on the Iberian peninsula. The peninsula became part TARRACONENSIS
of the Roman Empire. The Romans called it Hispania. GALLAETIA Zaragoza
N
At first, the conquered tribes did not participate Tarragona
ATLANTIC OCEA
in Roman government. Later, they adopted Roman LUSITANIA
Sagunto
customs and spoke Latin, the language CARTAGINENSIS
Making puzzles of the Romans. Many people from Hispania,
Lisboa Merida
such as the philosopher Seneca, BAETICA

Mediterranean
• Collect pictures of well-known Roman became important figures in the Roman Empire. Hispalis Sea
The emperors Trajan and Hadrian were also from N
monuments or ruins. Hispania. W E
• Glue them onto coloured card and cut Hispania was Roman for 600 years. S
ATLANTIC OCEAN
However, after about 400 A.D. the Roman Empire
them into several pieces. weakened. Visigothic invaders entered
Canary Islands
the peninsula from northern Europe. Roman cities

• Hand out puzzles so Ss can put them
together. 2. Roman cities 71
The Romans founded many cities in their empire.

In Hispania, important Roman cities included
■ Presentation Tarraco (now Tarragona) and Sagunto in the east,

and Hispalis in the south.
Roman cities were modelled on Rome, the imperial
capital. They all had two main streets and a forum.
• Ask: What have we inherited from the The forum was a large public square where
Romans? (Latin, Roman law, bridges, important events were celebrated. Roman cities
were connected by excellent stone roads.
aqueducts …)
• READ Ss look at the map. Ask: How many 3. Roman architecture
The Roman theatre in Merida
Roman provinces were there in Hispania? The Romans built many different types
of monuments.
(five) How are they represented on the
Temples were used for religious purposes.
map? (in five different colours) Theatres, amphitheatres and circuses
Describe Roman cities and their monuments.
Roman cities were modelled on Rome.
What Roman cities are on the map? were used for entertainment.
They all had two …
(Lugo, Zaragoza, Tarragona, Sagunto, Aqueducts transported water to the cities.
Are there any Roman ruins near where you live?
Public bath houses used hot water.
Hispalis, Merida, Lisboa)
M.A. …main streets and a forum. Roman cities were
• Ss look at the photograph. Ask: What were 46 PREHISTORY AND ANTIQUITY
connected by stone roads. Aqueducts transported wa-
Roman theatres like? Where did the ter to the cities.
audience sit? (on stone steps) How was
the seating arranged? (in a semicircle)
Where did the actors stand? (on the stage)
What can you see at the back of the 1 Comprehension. Write the two halves of the following sentences
stage? (columns) on the BB. Ss match them and write out the whole sentences.
• Ss read 1 , 2 , 3 with 120 , 121 , 122 . 1. More than 2000 years ago a. Roman for 600 years.
the Romans b. water to the cities.
E ➔ Activity Book, pages 46, 47. 2. The Romans called it c. conquered the Iberian
3. The conquered tribes peninsula.
4. Seneca was d. a philosopher.
5. Hispania was e. Hispania.
6. The Visigoth invaders f. a large public square.
entered the peninsula g. spoke Latin.
7. Roman cities had h. from Northern Europe.
8. A forum was i. two main streets and
9. Aqueducts transported a forum.
Answers: 1 – c. 2 – e. 3 – g. 4 – d. 5 – a. 6 – h. 7 – i. 8 – f. 9 – b.
112
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1. Reorganise the letters of each word that is spelt incorrectly.
1. In the Palaeolithic period craftsmen made OLOTS

by hitting one stone against another.
2. In the Neolithic period craftsmen made polished stone NOPEWAS

.
3. They also made SPOT .
4. They also made THOCL .
5. In the Metal Ages craftsmen made metal RELELJEWY .
Answers: 1. tools. 2. weapons. 3. pots. 4. cloth. 5. jewellery.
2. Underline the correct word.
1. The Phoenicians came from ASIA / GREECE.
2. They settled on the EASTERN / SOUTHERN coast.
3. The Greeks settled on the SOUTHERN / MEDITERRANEAN coast.
4. They founded the city of DENIA / CADIZ.
5. The Carthaginians came from ASIA / NORTH AFRICA.
Answers: 1. Asia. 2. southern. 3. Mediterranean. 4. Denia. 5. North Africa.
857415 _ 0108-0115.qxd
114
Activity Book
2/10/06
ANCIENT HISTORY PREHISTORY
20:37
1. Complete the word map. 1. Match and write the period.
The Phoenicians The Greeks The Carthaginians Palaeolithic period Metal Ages
Neolithic period
Página 114
came from came from came from
a. Craftsmen made polished stone tools, pots and cloth.

Asiå G®æe©æ Nort™ Africå Neolithi© πerio∂
b. People used metal tools. The wheel was invented.
settled on the settled on the settled on the
Meta¬ A@efi
sout™er> coas† Medi†erra>ea> coas† Medi†erra>ea> coas† c. People moved from place to place. They hunted and fished.
Palåeolithi© πerio∂
founded the city / cities of founded the city / cities of founded the city / cities of d. People were farmers. They had domestic animals.
Neolithi© πerio∂
CadiΩ Deniå Carta@enå e. Craftsmen made metal weapons and jewelry.
Almu>eca® Ampuriafi Meta¬ A@efi
f. Craftsmen made tools by hitting one stone against another.
2. Circle the structures built by the Romans.

Palåeolithi© πerio∂
aqueducts television studios amphitheatres 2. Match and write Iberians or Celts.
universities theme parks stone roads

a. They lived in the east and south of the peninsula. I∫±rianfi
b. They lived in the centre and north of the peninsula. Celtfi
airports theatres railway stations
c. They lived in rectangular houses. I∫±rianfi
temples circuses public bath houses d. They lived in round houses. Celtfi
e. The Lady of Elche is one of their most famous works of art. I∫±rianfi
45 44
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2/10/06
MEASURE HISTORICAL TIME ROMAN CIRCUS GAMES
20:37
1. Read carefully. 1. Read carefully.
Measuring time Gladiators and charioteers
Página 115
Dates can be expressed as BC or AD. The birth of Christ, more Circus games were the Romans’ most popular form of
than 2,000 years ago, is used to make the first big division in historical entertainment. Games were held regularly, and lasted
time. Events that happened before the birth of Christ use the for many days. The events were advertised on signs
letters BC (before Christ) after the date. For example, and proclaimed throughout the city. People came from
the prehistoric paintings in the Caves of Altamira all over the Roman Empire to watch the games. Sometimes
are from the year 15,000 BC. they slept outdoors waiting for the games to begin.
Events taking place after the birth of Christ The gladiators’ fights and chariot races were
are identified with the letters AD after the most popular circus games.
the date, but most of the time we do not Most of the gladiators were slaves, prisoners of war,
use anything. For example, we could write or criminals, but some were volunteers. All gladiators went
that the Crown of Castile was formed to training schools to learn special fighting techniques.
in 1230 or 1230 AD. Both forms are correct. Many gladiators died in the fights. The president
A period of one hundred years is called a century. of the games decided if a gladiator lived or died.
The year 1492 was in the fifteenth century. Chariot races were held in the circuses. There were
four different chariot teams which had different colours.
The chariots were pulled by four horses and driven by the
2. Order the historical events in chronological order. charioteer. The races were very dangerous. Chariots crashed,
711 AD: Muslims invaded the Iberian Peninsula. a. T™æ Phø±nicia> alpha∫±† wafi in√±n†e∂. and men and horses were injured and killed.
b. Roµæ wafi foun∂e∂.

Some gladiators and chariot drivers became rich and famous.
753 BC (approximately): Rome was founded.
c. Muslimfi inva∂e∂ t™æ I∫eria> Peninsulå.

1492: Columbus’ expedition reached America.
1200 BC (approximately): the Phoenician 2. Tick the correct answer.
alphabet was invented. d. Columbufi ®eac™e∂ Aµericå. a. Where did gladiators learn their techniques?
씲 At home
씲 In training schools 씲 In wars
3. Write the century these dates are in.
b. How many horses pulled chariots?
a. 211: thir∂ ©entur¥ b. 536: sixt™ ©entur¥ c. 1359: four†æent™ ©entur¥ 씲 Two 씲 Three
씲 Four

3. Imagine you live in ancient Rome and you are going to see the circus games.
a. What year were you born in? M. A. 1997 Describe your day.
b. What century were you born in? t∑±ntêt™ ©entur¥ M. A. I wa§æ uπ earl¥ an∂ go to t™æ circufi earl¥ too. I go wit™ m¥
c. What century are we in now? t∑±nt¥-firs† ©entur¥ pa®entfi an∂ watc™ t™æ chario† ra©efi. I enjo¥ t™æ ra©efi å lo†.
47 46
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UNIT 13
The Middle Ages
UNIT CONTENT
Content objectives
1. Identifying the different people who invaded the 6. Understanding the expansion of the Christian
Iberian peninsula after the Roman Empire and kingdoms on the Iberian peninsula
placing them in the correct periods of time. 7. Understanding events in Spain after 1492
2. Identifying and describing the characteristics 8. Identifying the characteristics of the Spanish
of the Visigothic kingdom Empire
3. Identifying and describing the characteristics 9. Understanding the nature of an absolute
of Al Andalus monarchy
4. Identifying the location of the Christian kingdoms 10. Recognising the cultural importance
5. Learning what the Christian Reconquest was of the Golden Age
Language objectives
1. Talking about the past: adopted; spoke; became
2. Making impersonal statements (past passive): were created; was formed
3. Time sequence: first…, later…, next…, finally
4. Expressing purpose: to unify their new kingdom; to practise their religion
5. Making comparisons: their highest authority; the most important
6. Describing simultaneous events: Meanwhile, …
7. Expressing contrast: in contrast; however
Contents
• The invasion of Germanic • Putting historical events in • Show appreciation and respect
tribes: Vandals, Suevi, Visigoths order: historical sequence and for historic buildings and
• The Visigoths and Muslims: simultaneous development interest in preserving them
arrival in Hispania, customs, • Identifying buildings from • Show interest in learning about
way of life, religion, law different historical periods the past
• The Christian kingdoms and • Interpreting historical maps
the Christian Reconquest:
significance, events, dates
• The Catholic Monarchs
• The territories of the Spanish
Empire
• The Golden Age: important
artists and works of art
Assessment criteria
• Sequencing historical events in Spain after the fall • Identifying the Christian kingdoms on the
of the Roman Empire peninsula.
• Describing characteristics of the Visigothic • Describing characteristics of the Spanish
kingdom and of Al Andalus Empire.
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UNIT 0
RESOURCES
Resource folder

• Assessment
Internet resources
www.richmondelt.com
The Middle Ages
http://www.themiddleages.net/
Middle Ages art and lifestyle, weapons, and famous
medieval people. For teachers.
Romans
http://www.brims.co.uk/romans/index.html
All about the Romans, especially in Britain.
Columbus
http://www.columbusnavigation.com/
The Columbus Navigation homepage examines many
different areas including the history, voyages and ships
of Christopher Columbus. For teachers and students.
The history of chocolate
http://www.fieldmuseum.org/Chocolate/history.html
All about chocolate. For teachers.
Other resources
• Richmond Dictionaries
• Flashcards
• Posters
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Content objectives: 1, 2. Vocabulary: Christianity, Germanic tribes,

Language objectives: 1, 3, 4. metalworkers, Roman law, Vandals, Visigoths
The Middle Ages
LOOK
• Sequencing historical events
• Who lived in the Iberian
peninsula in the centuries
■ Hands on after the Roman Empire?
The Visigoths, the ...
Looking up information
• Ask: What do you know about St
Isidore of Seville? (He was a key figure
A Visigothic church
in the Visigothic period in Spain)
• Write on the BB: Why was he famous?
READ
What was his most important work?
• Ask: Where can you find this 1. The invasion of Germanic tribes 72 Finally, they extended Visigothic rule
over the entire peninsula.
information? (encyclopaedias, history Under the Roman Empire, Hispania adopted
The Visigoths changed their language, religion
Roman customs and laws. Its inhabitants
and laws to unify their new kingdom.
books, Internet) Explain how to spoke Latin. They became Christians.
They adopted the Hispano-Roman culture
investigate: first, look up information In 409 A.D., the Vandals and other Germanic and converted to Christianity.
tribes invaded Hispania. They based their laws on Roman law.
and read it; then, extract the main Later, the Visigoths established a kingdom The Visigoths lived in villages.
ideas; next, organise the ideas; on the Iberian peninsula. They did not build cities like the Romans.
Instead, they used the land for agriculture,
finally, write the report. livestock farming and pastures.
2. The Visigoths 73
They were expert metalworkers.
First, the Visigoths crossed the Pyrenees The Visigothic kingdom ended
into Hispania, and settled in the centre after the Muslim invasion in 711 A.D.
of the peninsula. Toledo became their capital.
■ Presentation Later, they conquered the territories occupied
by other Germanic tribes, such as the Suevs.
• LOOK Say: Describe the church in the

photo. (It’s small, made of stone, with long,
narrow windows.) Describe the invasion of the Visigoths.
First, the Visigoths … Later, … Finally, …
• READ Ask: What do you know about the
Visigoths? Elicit ideas. Present 1 and 2
with 123 and 124 . M.A …crossed the Pyrenees… Later, they conquered the territories THE MIDDLE AGES 47
… Finally, they extended Visigothic rule …

• Write on the BB: Visigoths, Romans,
Vandals. Ask Ss to number them in the
order they arrived on the Iberian peninsula. ■ CONTENT AND LANGUAGE DEVELOPMENT
(3, 1, 2)
• Ask: What was the capital of the Visigothic 1 True or False? Write the following sentences on the BB.
kingdom? (Toledo) Describe how they lived. Ss copy them and say if they are true or false.
(In villages; they were farmers and If they are false they re-write them correctly.
metalworkers.) How did they unify their 1. Under the Roman Empire the inhabitants of Hispania
kingdom? (They changed their language, spoke Latin.
religion and laws …) Why did the Visigothic 2. The Visigoths crossed the sea into Hispania.
kingdom end? (The Muslims invaded and
3. Madrid became their capital.
conquered the peninsula.)
4. The Visigoths lived in villages.
• Ss do the activity at the bottom of the
5. They used the land for agriculture.
page.
6. They were expert farmers.
Answers: 1 – true. 2 – false. They crossed the Pyrenees into
Hispania. 3 – false. Toledo became their capital. 4 – true.
5 – true. 6 – false. They were expert metalworkers.
118
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Vocabulary: Al Andalus, caliph, Christianity,

Content objectives: 3, 4. Christian kingdoms, Christians, Islam,
Language objectives: 1, 2, 3, 4, 5. mosques, Muslims, palaces
Al Andalus
READ
The Muslim conquest of the Iberian peninsula 1. Muslims and Christians 74
Battle of
In 711 A.D., a small army of Muslims from northern
■ Hands on
Covadonga
Oviedo
Astorga
Battle of
Roncesvalles
Africa invaded Visigothic Spain. In seven years,
they conquered most of the peninsula
N
Zaragoza
OCEA
and the Balearic Islands. Under the Muslims,

Hispania was called Al Andalus.
Merida
Toledo
The Muslims brought their customs, laws and Words of Arabic origin
ATLANTIC
religion to Al Andalus. Their highest authority

Cordoba
Mediterranean
Sea
was the caliph, and their religion was Islam. • Ask: What do you know about Al
Battle of Many Muslims lived in cities, and worked
Guadalete
as merchants and craftsmen. Andalus?
Ceuta Independent Christian
ATLANTIC OCEAN
Canary Islands
territories
Main Muslim
Christians continued to live in the north • Explain that many Spanish words are
expeditions of the peninsula. Their highest authority was
Main battles the king, and their religion was Christianity. Arabic in origin. Ask if Ss know any.
Most Christians lived in the countryside, Write a list on the BB: almohada
and were farmers.
(pillow), alcalde (mayor), alcachofa
2. Al Andalus 75 (artichoke), zanahoria (carrot), azafrán
For almost eight hundred years, the centre (saffron), aduana (customs), almacén
and south of the peninsula were Muslim. (warehouse), alcoba (bedroom),
The Muslims built cities, protected by walls,
on hills. They built palaces, such as the Aljaferia azulejo (glazed tile)…
in Zaragoza.They also built mosques,
such as the Great Mosque of Cordoba,
to practise their religion.
The Aljaferia palace in Zaragoza

The most important Muslim city was Cordoba,
the capital of Al Andalus. The great philosopher ■ Presentation
Averroes was born there.
• READ Focus on the photos. Ask: What can

3. The Christian kingdoms
you see? (columns and arches) Compare
After the Muslim conquest, small, independent
Christian kingdoms grew on the Cantabrian coast,
the arches: Which building has red and
and in the Pyrenees. The first was the Kingdom white arches? (the Great Mosque of
of Asturias, which later became the Kingdom of Leon.
Next, the Kingdoms of Aragon, Navarre, Cordoba) Which has more elaborate
and the Catalonian Counties were created. arches? (the Aljafería in Zaragoza)
Finally, the Kingdom of Castile was formed.
The Great Mosque of Cordoba • Ask: Where did the Muslims come from?
(northern Africa) Present 1 and 2 with 125
48 THE MIDDLE AGES
and 126 .
• Ask: Where did the Muslim invasion begin
in Spain? (in the south) What was the
■ CONTENT AND LANGUAGE DEVELOPMENT capital of Al Andalus? (Cordoba) What was
the highest Muslim authority called?
1 Comprehension. Ss copy and complete the sentences below (caliph) Describe how the Muslims lived in
with the correct word, then check by listening to 125 . Al Andalus. (Many lived in cities and were
Islam / Caliph / Africa / north / Hispania / king / seven merchants and craftsmen.) What did the
Muslims bring to Al Andalus? (customs,
1. In 711 a small army of Muslims from northern … invaded
laws and religion) What types of buildings
Visigothic Spain.
did they build in Spain? (mosques and
2. In … years the Muslims conquered most of the peninsula and palaces)
the Balearic Islands.
3. Under the Muslims … was called Al Andalus. • Ss read 3 .
4. Their highest authority was the … ➔ R and E ➔ Activity Book, pages 48, 49.
5. Their religion was …
6. Christians continued to live in the … of the peninsula.
7. Their highest authority was the …
Answers: 1. Africa. 2. seven. 3. Hispania. 4. caliph. 5. Islam.
6. north. 7. king.
119
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Vocabulary: Catholic Monarchs, Christian

Content objectives: 5, 6. Reconquest, Christian kingdoms, Gothic style,
Language objectives: 1, 2, 3, 6, 7. taifas
The Christian kingdoms

READ
• Sequencing historical events The Iberian peninsula in the fifteenth century 1. The Christian reconquest
Bay of Biscay
■ Hands on
Around the year 1000, Al Andalus weakened.
NAVARRE Finally, it broke up into small independent
kingdoms called taifas.
AN
Meanwhile, the Christian kingdoms expanded,
OCE
ARAGON
and formed alliances. Their populations grew,
AL
Create a stained glass window C A S T I L E
and their cities became prosperous.
UG
RT
In contrast, the taifas, weakened by their lack
ATLANTIC
• Ask: Where can you see stained glass
PO
of unity, lost many battles. The Christian
Reconquest was completed in 1492,
windows? (in churches and cathedrals) Mediterranean
when the Catholic Monarchs conquered Granada.
Sea
KINGDOM OF
• Ss cut rectangles out of black card. GRANADA
2. The Christian kingdoms 76

• They draw simple figures: stars, ATLANTIC OCEAN
Canary Islands
Around 1230, the Christian territory
circles, diamonds and cut them out. Christian territory
was divided into several large kingdoms.
Muslim territory
• They glue or tape coloured cellophane • The Kingdom of Navarre included Navarre
and part of La Rioja.
over the holes then turn the card over • The Crown of Aragon included the Kingdom
to admire their «stained glass of Aragon, Valencia and Majorca,
and the Catalonian Counties.
windows». • The Crown of Castile included the Kingdom
of Castile and the Kingdom of Leon.
Later, it included all Andalusia,
except for the Kingdom of Granada.
■ Presentation • Portugal was an independent kingdom.

In 1479, the Catholic Monarchs, Isabella I
of Castile and Ferdinand II of Aragon, married
and united the Crowns of Castile and Aragon.
• READ Focus on the map. Ask: Which was
larger in the 15th century, the Christian or 3. The Kingdom of Granada
the Muslim territories? (the Christian
The Kingdom of Granada was the last taifa kingdom.
territories) Its territory included Granada, Malaga and Almeria.
It was weakened by internal disputes, and was
• Present 1 , 2 , 3 with 127 , 128 , 129 . Ask: finally conquered by the Catholic Monarchs.
What happened around the year 1000? Burgos Cathedral was built in the Gothic style.
Gothic architecture is characterised by great height,
(Al Andalus broke up into small pointed arches and large windows.
independent kingdoms, called taifas.
The Christian kingdoms expanded THE MIDDLE AGES 49
and formed alliances.)

• Ask: How was the Christian territory divided
around 1230? (Kingdom of Navarra, Crown ■ CONTENT AND LANGUAGE DEVELOPMENT
of Aragon, Crown of Castile, Portugal)
• How and when was the Christian 1 Comprehension. Books closed. Write the following sentences
Reconquest completed? (In 1492, when on the BB and ask Ss to choose the correct option.
the Catholic Monarchs conquered the 1. Al Andalus weakened around the year 100 / 1000.
Kingdom of Granada.) 2. Al Andalus broke up into small / large independent kingdoms.
• Focus on the photo of Burgos Cathedral 3. The Muslim kingdoms were called cities / taifas.
and talk about the characteristics of Gothic 4. The Christian kingdoms became bigger / smaller and more
cathedrals. prosperous.
5. The taifas were weak and lost / won many battles.
➔ R and E ➔ Activity Book, pages 50-52.
6. The Christian reconquest was started / completed in 1492.
7. The Catholic Monarchs conquered the last Muslim kingdom,
Valencia / Granada.
Answers: 1. 1000. 2. small. 3. taifas. 4. bigger. 5. lost.
6. completed. 7. Granada.
120
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Content objectives: 7, 8, 9, 10. Vocabulary: absolute monarchy, Catholic

Language objectives: 1, 2, 5, 7. Monarchs, Golden Age, Spanish Empire
Spain after 1492

READ
The Spanish Empire

• Understanding that historical events can
occur at the same time
N OR TH
A MER I C A
ATLANTIC
EUROPE
A S I A
■ Hands on
P A CI F IC
OCEAN
AFRICA O CE A N
PACIF IC
OCE AN S OU TH OCEANIA
«Las Meninas«
A MER I C A INDIAN
OCEAN • Show Ss a copy of «Las Meninas»
(Maids of Honour) by Diego Velazquez.
The Spanish Empire Ask: What do you know about this
painting?
1 Spain after 1492 77 However, by the end of the 19th century, most • Ask: Do you think the painting is large
of these possessions no longer belonged to Spain.
Columbus’ expedition reached America in 1492. or small? Why? Describe the room /
In the same year, Ferdinand and Isabella, the people. Who do you think they are?
the Catholic Monarchs, unified the kingdoms 3. Writers and artists
of Spain. They began the conquest of America, In the 16th and 17th centuries, Spain Describe their clothes. What name
and Spain became the centre of a great empire.
Their successors, Charles I and Philip II, acquired
produced many great works of literature and art. would you give this painting?
This period is called the Golden Age.
many new possessions in the 16th century.
In literature, Miguel de Cervantes wrote
In the 18th century, the kings established Don Quijote de La Mancha. There were great poets,
an absolute monarchy. In this form of government, such as Francisco de Quevedo and Luis de
the monarch’s actions are not controlled by law.
The local laws of the old kingdoms were abolished,
Gongora. Lope de Vega and Pedro Calderon
de la Barca wrote many famous plays.
■ Presentation
except in Navarre and the Basque Country.
In painting, Diego Velazquez became the most
important artist of his time. • READ Explain to Ss that some historical
2. The territories of the Spanish empire events on this page occurred at the same
Between the 16th and the 19th centuries, Spain time as other events on the previous page.
had possessions in almost every part of the world.
Spanish armies conquered the Canary Islands, Make new questions. Change the date. Ask: What happened in Spain in 1492?
much of the Americas, the Philippines in Asia, What happened in 1492? What happened
and several small territories in North Africa. The kingsiiiii in the 16 th century ?
(The Catholic Monarchs completed the
also inherited territories in central and southern Europe. Christian Reconquest and unified the
kingdoms of Spain.) (Columbus’s
50 THE MIDDLE AGES M.A. …the 18th century? …between the 16th and the 19th expedition reached America.)
centuries?
• Focus on the map. Ask: What can you see?
(continents and oceans) On which
■ CONTENT AND LANGUAGE DEVELOPMENT continents did Spain have territories?
(America, Europe, Africa, Asia and Oceania)
1 Comprehension. Write the dates and events on the BB and ask
• Ss read 1 , 2 and 3 with 130 , 131 , 132 and
Ss to match them.
do the activity at the bottom of the page.
1. In 1492 a. Spain had possessions in almost
every part of the world.
2. In the 16th century b. the kings established an absolute
monarchy.
3. In the 18th century c. Columbus reached America.
4. Between the 16th d. was the Golden Age of Spanish
and 19th centuries literature and art.
5. By the end e. Charles 1 and Philip II acquired Chocolate. Cacao seeds were brought
of the 19th century many possessions for the empire. to Europe by Columbus. At first, it was
6. The 16th and f. Spain had lost most of its empire. only used as a drink. Later, they mixed the
17th centuries powder with sugar, milk and other things
to make chocolate.
Answers: 1 – c. 2 – e. 3 – b. 4 – a. 5 – f. 6 – d.
121
857415 _ 0116-0127.qxd 2/10/06 20:37 Página 122
1. Reorder the letters to make a correct word.
1. The Muslims built ASAPLEC.
2. The Muslims built SUMEOSQ.
3. They built SICETI on hills.
4. They occupied the centre and south of the peninsula for GETIH
hundred years.
5. The philosopher Averroes was born in ORCODBA.
Answers: 1. palaces. 2. mosques. 3. cities. 4. eight. 5. Cordoba.
1. The Kingdom of Navarre included Navarre and part of La .
2. The Crown of Aragon included the Kingdom of Aragon, Valencia, Majorca and
the Counties.
3. The Crown of Castile included the Kingdom of Castile and the Kingdom of
. Later, it included all Andalusia, except for the
Kingdom of .
4. Portugal was an independent kingdom. In 1479, the Catholic Monarchs,

Isabella 1 of Castile and of Aragon, married and
united the Crowns of Castile and Aragon.
Answers: 1. Rioja. 2. Catalonian. 3. Leon, Granada. 4. Ferdinand II.
122 ESSENTIAL SCIENCE 5 • Photocopiable material © Richmond Publishing - Santillana Educación, S.L.
857415 _ 0116-0127.qxd
2/10/06
MOSQUES BEGINNING OF THE MIDDLE AGES
20:37
1. Read carefully. 1. Does the event correspond to the Christian civilisation or the Islamic civilisation?
Write Christian or Islamic.
The place where Muslims pray
Islami©
Página 123
a. They arrived on the Iberian Peninsula in 711.
Muslims pray five times a day. On Fridays,
they meet in mosques for community b. Their religion was Islam. Islami©
prayer. The muezzin is responsible for
calling Muslims to pray. He calls them c. They created kingdoms in the north of Spain. Christia>
from a minaret, the mosque tower.
Inside the mosque, believers kneel and
d. They lived in the countryside. Christia>
pray towards the wall which faces in the
direction of Mecca. Mecca is the most
e. They built palaces and mosques. Islami©
sacred Muslim city. f. They lived in cities. Islami©
As well as being a place of prayer,
mosques are used as meeting places
and even schools. Mosques have a large 2. Name three Christian kingdoms at the beginning of the Middle Ages.
courtyard at the entrance, a prayer hall
inside, and one or more minarets, a. Arago>
depending on their size.
During the Middle Ages, Muslims built b. Casti¬æ
many mosques on the Iberian Peninsula.
The most important one is in Cordoba,
c. Navar®æ
the capital of Al-Andalus.
3. What parts of a medieval castle can you see in the photo. Tick ().
a. Mosques are used for pra¥e® an∂ afi µæetin@ pla©efi an∂ schoolfi.
b. The muezzin is responsible for callin@ Muslimfi to pra¥.
씲 battlements
씲 courtyard
VOCABULARY
씲 tower
Circle the words related to mosques. 씲 water
minaret courtyard bridge 씲 bridge
university wall school
49 48
123
857415 _ 0116-0127.qxd
124
Activity Book
2/10/06
THE INVENTION OF THE PRINTING PRESS THE MIDDLE AGES
20:37
1. Read carefully. 1. Complete the word map.
Johann Gutenberg, inventor of the printing press

CHRISTIAN KINGDOMS
Gutenberg was born in the German city of Mainz
Página 124
around the year 1400. He was trained as a goldsmith,
Kingdom of Navarre Crown of Aragon Crown of Castile
but he was always interested in printing,
and he experimented with printing machines.
Finally he completed his invention, and around Territories included Territories included Territories included
the year 1450, he formed a partnership with a German
merchant who lent him the money for his printing
business. He began to print his first books.
At that time, books were hand-written by scribes. Navar®æ Arago>, Va¬enciå Castilæ, Leo>,
Gutenberg designed the letters of his printing press
to imitate the original manuscripts. Lå Riojå Majorcå an∂ Andalusiå ex©ep†
The Gutenberg Bible is usually considered to be
the first printed book in the Western world.
Cataloniå fo® Granadå
Thanks to the invention of the printing press, news
such as the discovery of America spread rapidly
throughout Europe.
2. Answer.
2. Think and answer. a. Which was the last Muslim kingdom? Granadå
After the invention of the printing press, the price of books dropped.
Why do you think this happened? b. When was it conquered? 1492
M. A.Becaußæ i† wafi no† >e©essar¥ to wri†æ bookfi b¥ han∂ anymo®æ. c. Who conquered it? t™æ Catholi© Monarchfi
T™æ printin@ p®esfi ma∂æ bookfi mo®æ c™eapl¥. Usin@ scri∫±fi wafi exπensi√¶.
VOCABULARY
VOCABULARY Match.
Match. caliph • • a great philosopher
goldsmith • • a document written by hand Gothic style • • small, independent kingdoms
manuscript • • a person who copies manuscripts Averroes • • the highest authority of the Muslims
scribe • • a person who makes things of gold taifas • • It is characterised by great height, pointed arches and large windows.
51 50
857415 _ 0116-0127.qxd
Notes:
2/10/06
IDENTIFY MEDIEVAL BUILDINGS
20:38
1. Identify the buildings in the photos as Christian or Muslim.
A B
Página 125
Christia> Musliµ
2. Answer the question.
What differences are there between the two buildings?
M. A. T™æ Christia> buildin@ wafi uße∂ afi å houßæ an∂ fo® pro†ectio>. I† ifi å fort®esfi
T™æ Musliµ buildin@ ifi uße∂ fo® pra¥e®. I† hafi å mina®e†.
3. Choose a medieval building in your Autonomous Community.
Complete the index card.
Manzana®efi e¬ Rea¬ Cast¬æ BUILDING
Date built: ∫et∑ee> 1475 an∂ 1478
Who built it: t™æ Marquifi oƒ Santillanå, Inigo LopeΩ
What it was used for in the past: t™æ famil¥ ®esi∂en©æ
What it is used for today: touristfi ca> visi† t™æ cast¬æ. Cultura¬ e√±ntfi a®æ
™el∂ ™e®æ.
52
125
857415 _ 0116-0127.qxd
126
Notes:
Activity Book
2/10/06
THE ROMAN PROVINCES OF THE IBERIAN PENINSULA
1. Cut out the Roman provinces.
20:38
2. Stick them on the map.
3. Write the names of Roman cities.
Página 126
54
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55
Project 5
Can a r y Is la n ds
ATLANTIC OCEAN
Notes:
127
857415 _ 0128-0128.qxd 2/10/06 20:23 Página 128
Essential Science, Science, Geography and History, for Year 5 of Primary Education is a collective work,
conceived, designed and created by the Primary Education department at Santillana, under the supervision
of JOSÉ LUIS ALZU GOÑI, JOSÉ TOMAS HENAO and MICHELE C. GUERRINI
Contributing authors: Cristina Zarzuelo, Jane Kilner and Lesley Thompson
English language editors: Martin Minchom, Cathy Myers, Sheila Klaiber, Nancy Konvalinka, Nikki Strutt
English language specialist: Jeannette West
Art director: José Crespo

Design coordinator: Rosa Marín
Design Team:
Cover: Martín León-Barreto
Interior: Rosa Barriga
Artwork coordinator: Carlos Aguilera
Design development: Raúl de Andrés, José Luis García and Javier Tejeda
Technical director: Ángel García Encinar
Technical coordinator: Marisa Valbuena
Layout: Fernando Calonge and Miguel Á. Mora-Gil
Research and photographic selection: Amparo Rodríguez
Photographs: C. Jiménez; F. Ontañón; GARCÍA-PELAYO/Juancho; I. Rovira; J. Jaime; J. Lucas;
M. G. Vicente; S. Enríquez/Our thanks to the electrical appliances shop EXPERT;
HIGHRES PRESS STOCK/AbleStock.com; I. Preysler; STOCKBYTE; MATTON-BILD;
SERIDEC PHOTOIMAGENES CD; ARCHIVO SANTILLANA
Richmond Publishing
4 Kings Street Cloisters
Albion Place
London W6 0QT
United Kingdom
© 2006 by Santillana Educación, S. L./Richmond Publishing
Torrelaguna, 60. 28043 Madrid
Richmond Publishing is an imprint
of Santillana Educación, S. L.
PRINTED IN SPAIN
Printed in Spain
ISBN: 84-294-0963-7
CP: 857415
D.L.:
All rights reserved. No part of this book may be reproduced, sto-

red in a retrieval system or transmitted in any form or by any me-
ans, electronic, mechanical, photocopying, recording or otherwise,
without the prior permission in writing of the publisher.

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857415_IntroEssent0001-0015.

• Essential Science teaches basic concepts of Science,

students require at this level.

Science, Geography and History

Código de pedido: S-0676X

• The Student’s Book guides students towards

• The Activity Book provides reinforcement

• It includes projects and tasks to widen

• Essential Science provides a wealth of material to

• This Teacher’s Book offers page-by-page teaching

and a guide to other resources. 1

© Richmond Publishing 2006. Richmond Publishing is an imprint of Santillana Educación, S.L.

ndon, England ©2006 Richmon ndon, England ©2006 Richmond

1 Hadrian´s Wall 2 baths 3 theatre 4 aqueduct 5 temple 6 Appian Way

Roman Empire Boundaries

8 statue 9 road 10 sarcophagus 11 theatre 12 aqueduct 13 theatre 14 temple

Class CD1 Class CD2

• The Teacher’s CD contains a selection

CONTENTS FOR SCIENCE, GEOGRAPHY AND HISTORY BOOK 5

UNIT CONCEPTS PROCEDURES CITIZENSHIP

03. Invertebrates • Characteristics • Classifying invertebrates • Protecting

04. Vertebrates • Characteristics • Comparing vertebrates • Benefits of

• The processes of nutrition,

06. Matter • The properties of matter • Explaining events • Tetanus

07. The atmosphere • The atmosphere • Sequencing information • Natural

UNIT CONCEPTS PROCEDURES CITIZENSHIP

18. The landscape • The concept of landscape • Interpreting maps • Rubbish

12. Prehistory • Periods of Prehistory and • Interpreting historical maps • Understanding

The Student's Book

basic concepts, and

Essential language Population

• The Essential The population is the number of people

Language section Rural populations are people

summarises all the True or false? Make more sentences.

The Activity Book

Our body I canI can name

Animals I canI can

The Earth I canI can

Water I canI can

Air I canI can

Plants I canI can identify

The I canI can identify

Population I canI can compare

MAKE AND INTERPRET A CLIMATE GRAPH

Use this information to construct a climate graph.

• Students use the amphibian

T (°C) P (mm) they have learned. cnidarian cetacean

50 100 crustacean cold-blooded

Multicultural Peace Health Road safety Consumer Environmental Citizenship Sex

The Teacher's Book

UNIT CONTENT RESOURCES

Language objectives • Assessment

© Richmond Publishing 2006. Richmond Publishing is an imprint of Santillana Educación, S.L.

• Richmond Student’s Dictionary Bone Tissue

Assessment criteria • Posters sense organs.

• Distinguishing living things and non-living things Organs

• Recognising the three parts of a cell Systems

Internet resources Other resources

Solutions Worksheet 8. Date Read and learn

1. Read carefully. 1. Complete the word maps about animals.

• There are The tapeworm

solutions to It is a parasite in humans, pigs and other animals.

Then they travel into the bloodstream and the muscles.

2. Tick () the true sentences about the tapeworm.