Table of contents

Education today . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Biology and Geology 1: principal features. . . . . . . . . . . . . . . . . . . . . . 5
Key competences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Biology and Geology 1: organization
The Student’s Book: a new approach . . . . . . . . . . . . . . . . . . . . . 8
The Teacher’s Book: solutions for many needs . . . . . . . . . . . . . . 10
The Teacher’s Book: well-organized units . . . . . . . . . . . . . . . . . . 11
Learner-centred classroom techniques . . . . . . . . . . . . . . . . . . . . 12
Techniques for developing competences . . . . . . . . . . . . . . . . . . 14

Teaching resources

1 The universe and our planet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

2 The geosphere, minerals and rocks . . . . . . . . . . . . . . . . . . . . . . . 34
3 The atmosphere . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
4 The hydrosphere . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
5 The biosphere . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
6 The Animal kingdom: vertebrate animals . . . . . . . . . . . . . . . . . . . 82
7 The Animal kingdom: invertebrate animals . . . . . . . . . . . . . . . . . 94
8 Life functions in animals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
9 The Plant kingdom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
10 The Fungi, Protoctist and Monera kingdoms . . . . . . . . . . . . . . . . 130
11 The ecosphere . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
12 The dynamics of ecosystems . . . . . . . . . . . . . . . . . . . . . . . . . . . 154

Audio transcripts and answer keys

Student audio transcript and answer key . . . . . . . . . . . . . . . . . . 166
Class audio transcript and answer key . . . . . . . . . . . . . . . . . . . . 169
 EDUCATION TODAY
Today, in our information society, in a world that is more and more global and subject to
constant, rapid changes, education makes a difference. We live in a world that poses big
questions which deserve big answers. Today’s citizens need education to be able to build
tomorrow.
Traditionally, education has meant teaching content. It was about knowing. Today’s educators
realize that we have to take a big step forward: knowledge is not enough. We need to
KNOW HOW. Competence-based learning is the model that Santillana–Richmond has chosen
to achieve the objectives that society believes are necessary: know how to communicate,
interpret, deduce, hypothesize, evaluate, select, choose, decide and to make a commitment.
We need to work with ideas, be capable of solving problems and make decisions in changing
contexts. We need to be flexible, versatile, creative, and we need to be able to do this in more
than one language. Today's citizens need skills in their native language and at least one foreign
language.
To meet this great challenge, Santillana is offering its KNOW HOW and will stand beside
teachers and students providing materials, services and experience … to guarantee success in
an increasingly more global context.

4
 BIOLOGY AND GEOLOGY 1:
PRINCIPAL FEATURES
Content and Language Integrated Learning, CLIL, means learning a subject through English. This approach
enables students to acquire key academic competences while at the same time developing their language
skills. To achieve this goal, Biology and Geology 1 integrates these features:

LEARNER-CENTRED METHODOLOGY

• S
 tudents take an active role: they ask
questions, do research, develop
projects, etc.
 ctivities develop real-life competences,
• A
critical thinking and problem-solving
skills.
 ocus on cooperative learning: pair work,
• F
group work, projects.
• L earning situations that link study with
service to the community and social
commitment.
This variety of approaches turns the
classroom into a starting point for
experiences that are enriching and
meaningful for the student.

ADAPTED TO LEARNER NEEDS

To achieve this goal, the Student’s Book has sections that reinforce skills such as interactive
speaking, reading comprehension, writing and projects. The Teacher’s Book offers
worksheets that reinforce key vocabulary and concepts and others that extend
understanding and develop research and presentation skills.

ASSESSMENT OPTIONS

Continuous, formative assessment enables the teacher to detect difficulties that students
may be experiencing and select appropriate solutions. For example, answer keys to all
activities and unit tests serve as a reference for assessing achievement. A multimedia rubric
facilitates assessment of student products such as slide shows, oral or written reports,
posters or fact files, etc.

FOCUS ON TECHNOLOGY

Selected activities in the Student’s Book and the Teacher’s Book call for the use of
technology: Internet searches using key words, slide presentations, etc.
LibroMedia provides additional support for digital teaching.

DEVELOPMENT OF COMPETENCES

Learners are given many opportunities to develop competences. Activities that are
especially relevant for a specific competence are labeled with the corresponding icon.

BIOLOGY AND GEOLOGY 1. 5

 KEY COMPETENCES
Key competences are a combination of knowledge, skills and attitudes appropriate to
different contexts and situations. These competences have the following characteristics:
• T
 hey encourage the development of skills rather than the assimilation of theoretical
content: individuals become ‘competent’ when they learn how to solve problems
effectively.
• C
 ompetences develop progressively and can be acquired in different learning situations
and institutions.
• T
 hey are interdisciplinary because they integrate knowledge that originates in different
academic disciplines.
Biology and Geology 1 provides a well-organized CLIL learning environment that enables
students to develop these competences through English.

Linguistic competence Social and civic competence

This is the ability to interpret and use
language as a tool for oral and written
communication. Verbal communication is
fostered by the exchange of opinions, the
narration of personal experiences and oral
expositions on different topics. The ability
to search for and understand information is
reinforced.
This competence is developed by reading
simple texts, maps and graphics, and
writing descriptions or short texts
explaining experiments.
Digital competence
This is the ability to use computer
programs to obtain, process, exchange and
transmit information. Students learn how
to use lists, tables, graphics and graphs to
classify and present scientific information
in an accurate way. They develop
confidence in and an ability to use
Information and Communication
Technology (ICT).
Cultural awareness and expression
This competence involves the
interpretation of different cultural
manifestations as well as the appreciation
of the visual arts, music and literature. It
enables students to express themselves
through literature, art, music, etc.
This competence refers to the ability to
understand and participate successfully in
the society in which we live. Students learn
about different societies, their history and
culture.
This competence promotes debate,
negotiation and conflict resolution. There
are activities to promote civic and values
education: environmental awareness,
healthy habits, responsible use of ICT,
democratic principles, tolerance and
respect towards others, multiculturalism,
etc.
Competences in Mathematics,
Science and Technology
These competences include the ability to
use numbers, perform basic operations,
understand symbols and images related to
mathematical, scientific and technical
areas, and solve problems in order to
interpret the physical world. They include
capacities and attitudes related to
mathematical processes, logical thinking
and the use of new technologies. These
competences develop the ability to interact
with the physical world and to explain
natural phenomena by applying the
scientific method. This includes performing
simple experiments, working out solutions,
analysing results and communicating them
accurately.

6 BIOLOGY AND GEOLOGY 1.

 Learning to learn
This competence is acquired by learning
how to apply different techniques aimed at
selecting, organizing, interpreting and
memorizing information. Students have the
opportunity to summarize what they have
learnt and put it into practice at the end of
the unit. They reflect on and evaluate their
own learning process and their classmates’
through group work and cooperative
learning techniques.
Initiative and entrepreneurship
Students are provided with the strategies
they need to plan, organize, communicate
and evaluate their own personal or social
projects. This competence develops
creativity, innovative thinking and the
ability to turn ideas into strategies to solve
specific problems.

These key competences are developed throughout Biology and Geology 1. Examples for
two competences may help to clarify how they are integrated into the study of biology and
geology in a CLIL context:
• L
 inguistic competence: students use English as a tool for oral and written
communication, exchanging opinions and presenting the results of their research.
• C
 ompetence in Mathematics, Science and Technology: students use astronomical units
to calculate the distances within the solar system; they carry out experiments such as one
that studies the effect of light on lentils; they do research on the Internet and prepare a
digital poster of vertebrates, all in English.

BIOLOGY AND GEOLOGY 1. 7

 BIOLOGY AND GEOLOGY 1:
ORGANIZATION
THE STUDENT’S BOOK: A NEW APPROACH

The CLIL teaching sequence proposed in Biology and Geology is learner-centred and
designed to foment the acquisition of competences and creative thinking. Most
activities develop content through the use of several language skills: reading, listening, etc.,
thus supporting simultaneous language and content development. Content is developed
through 12 units, each with these sections:
• U
 nit opener: a full-colour image that captures the student’s attention and stimulates
thinking about the unit topic.
–H
 ow do we know? Students are encouraged to express opinions on the unit topic.
– Starting points. Questions to activate prior knowledge.
–W
 ork with the image. Guided activities help students, in pairs, to discuss the images.
To do so, they use a variety of thinking skills: observing, comparing and giving opinions.

• Unit development: a well-coordinated combination of text plus image.

– Carefully written texts present content in English using grammar and syntax
comparable to level B1 of the Common European Framework of Reference (CEFR).
– Abundant visual input supports textual information, and makes it easier for students
to understand the concepts.

8 BIOLOGY AND GEOLOGY 1.

 Several innovative sections help students to work with the content. CLIL teachers are
encouraged to select the most appropriate ones for their goals and learners.
– Learning objectives. Simply stated objectives guide teaching and help students to
monitor their learning.
– Work with the image. Using the key language and prompts provided, students, usually
in pairs, develop content and language skills orally. For example, they formulate
questions, answers or statements, as they discuss visual input.
– Did you know? Curious facts that keep interest levels high.
– Think about it. Brief, thought-provoking nuggets of content stimulate higher order
thinking skills like hypothesis, analysis and creativity.
– Activities. A wide range of activities develops several levels of critical thinking, for
example, remembering, comparing, classifying, analysing, making models, drawing or
carrying out simple experiments. In addition, activities like the following offer valuable
opportunities for students to develop competences through English.
■ Scientific analysis. ■ Mathematical reasoning.
■ Ethical analysis. ■ Creative thinking.

– Listening activities. Each unit offers two recorded activities to develop pronunciation,
comprehension and note-taking skills in English.
■ S
 tudent audio tracks. Brief tracks that define or describe key terms which students
are probably meeting for the first time. Illustrations in the Student's Book serve as
visual support to focus attention on the description or definition of a key term. After a
brief pause, the answer is given. These activities reinforce meaning while also
providing reliable pronunciation models.
■ C
 lass audio tracks. Longer tracks that present aspects of unit content in real-life
contexts: interviews, podcasts, dialogues and quiz shows. Some tracks use the
illustrations in the Student's Book for visual support. Students carry out brief tasks for
each track: answer questions, take notes, make a table, etc. These tracks often provide
an extension of unit content.

BIOLOGY AND GEOLOGY 1. 9

 – ACTIVITY ROUND-UP. A bank of activities at the end of the unit provides additional
review of unit content, but in a different way.
– KNOW HOW TO. One or more activities per unit that develop scientific competence
through practical experiences: laboratory work, experiments and problem-solving
through research.
– COOPERATIVE PROJECT. Students working in groups create slide shows, videos, posters,
plays, radio spots, etc. around a topic from the unit. Each project develops several
content, language and digital skills. Two longer projects are offered on the final pages of
the Student's Book. Group presentations foster self-esteem and respect for others.

THE TEACHER'S BOOK: SPECIAL SOLUTIONS FOR MANY NEEDS

• Resources for every unit:

– Introduction and resources such as books,
websites, apps, etc.
–R
 einforcement worksheets to revise key
vocabulary and content.
–E
 xtension worksheets to extend knowledge
through research and projects.
– Assessment: a model test to use as a
starting point for adaptation to a specific
group of students.
• L
 anguage focus: examples of language
functions that appear in each unit are
summarized on pages 16 and 17. Awareness
of functions and language forms can help to
focus attention on how content is
communicated in English, and guide language
use in class, thus supporting the development
of linguistic competence.
• Audio transcripts and answer keys to audio tasks.
• Rubrics and templates:
–V
 ocabulary organizer to make vocabulary acquisition more comprehensive.
–P
 roject rubric to guide evaluation of student production: slide shows, reports, etc.

10 BIOLOGY AND GEOLOGY 1.

 THE TEACHER'S BOOK:
WELL-ORGANIZED UNITS
UNIT INTRODUCTION

• Introduction to unit content accompanied by unit objectives: Find out about, Know how
to, Be able to. This last section includes reference to the Language focus, pages 16 and 17.
• S
 pecial attention. Areas that may be challenging for students with suggestions on how to
deal with them.
• Digital resources. The audio tracks and LibroMedia resources for the unit.
• R
 ecommended resources in English. Websites, books, apps and documentary films with
content relevant to the unit. Using materials like these enhances the CLIL context.

REINFORCEMENT WORKSHEETS

• D
 iagrams and photos that revise unit content. Students complete
the labels using key terms from the unit.
• S
 ome worksheets include simple activities that reinforce
content and language through writing at the sentence level.
• P
 hotocopy and distribute the worksheets. Students can submit
them for grading or self-correct them using the Student's Book.

REINFORCEMENT AND EXTENSION WORKSHEET

• U
 nit summary. A short guided completion activity sometimes accompanied by questions.
Students work on the sheet provided. This activity revises content and stimulates writing skills.
• S
 cientific analysis. A short illustrated text that extends content from the Student's Book.
Unlike the unit summary, activities are done in a notebook, digital file, etc. Students can
work in pairs, small groups or individually. Work can be presented to the class to generate
discussion.

EXTENSION WORKSHEETS

• R
 esearch activities and projects that lead to in-depth
exploration of topics covered briefly in the Student's Book.
• S
 tudents, usually working in pairs or groups, produce slide
shows, posters, murals, drawings, slides for use with
microscopes and models.
• Work is shared with the class to enhance language skills.
• Media rubrics can facilitate feedback and evaluation. See page 21.

ASSESSMENT MODEL AND RUBRIC

• A
 ssessment necessarily reflects teaching, so a two-page model of objective assessment
and a rubric for evaluating student work are provided as starting points for personalized
assessment tools.

BIOLOGY AND GEOLOGY 1. 11

 LEARNER-CENTRED
CLASSROOM TECHNIQUES
These techniques encourage students to observe, analyse, hypothesize, draw conclusions
and discuss content. These thinking skills foment the development of content and language
that is the essence of CLIL. As a result, students can take an active role in their learning.
Suggestions for applying these techniques with the Student's Book are offered below.

UNIT OPENER

• Title and learning objectives.

– Read the title. Ask students what they think the unit will be about.
– Have students read Find out about and Know how to sections. Have them rank the
topics by order of interest or familiarity.
• Work with the image.
– P
 oint out the symbol for linguistic competence and ask students how they think the
activity will develop language skills: ask questions, use language in italics, etc.
– Help students to describe the images and clarify doubts about any captions.
– P
 ut students in groups or pairs to do the activities. Call attention to any language
support provided in italics.
– Set a time limit. Afterwards, volunteers share their responses or questions.
• How do we know?
– Encourage students to share opinions in pairs or groups before class discussions.
• Starting points.
– T
 hese questions revise previous knowledge. Answers can be prepared in groups and
then a competition can be set up between groups.

CONTENT PAGES

• Learning objectives. Students read and relate each one to a section on the page.
• Images. Students observe and describe the images, even in their native language, as a
stress-free first contact with the page.
• S
 ection title. Encourage students to relate the title to the images on the page, sharing any
prior knowledge.
• The main text.
– Read text aloud or assign paragraphs to volunteers.
– The words in bold are key terms. They could be used to create a personalized or class
vocabulary list.
– Students first try to deduce the meaning of unfamiliar words from the context, and then
use dictionaries as needed.
– To check comprehension, students can provide examples of key concepts.
– Help students to find examples of the key language functions for the unit in the text. See
Language focus, pages 16 and 17.
– A
 fter reading a section, students can build up a mind map or outline to summarize
content on the IWB, blackboard or in notebooks.

12 BIOLOGY AND GEOLOGY 1.

 • Activities including Work with the image, Did you know? and Think about it.
– Select the activities that meet your goals and the aptitudes and interests of your class.
– F
 ocus activity objectives by calling attention to any competence symbols: digital
competence, linguistic competence, etc.
– Clarify activity procedure and call attention to any language support: terms in italics and
examples, etc.
– Put students in pairs or groups to enhance understanding and generate more language.
• Listening comprehension activities: Student audio and Class audio.
Student audio
– 
■  xplain the objective: reinforce key vocabulary, and the procedure: listen and say or
E
write the word(s) described.
■ Books should be open at the illustrations for visual support.
■ Use the 'pause' button to allow more time to respond.
■ Replay answers if needed, to reinforce pronunciation.
■  tudents, in groups, use the recorded descriptions and definitions as models to
S
produce others for additional revision.
Class audio
– 
■ Explain the objective: revision and extension of unit content.
■  ptional: use the transcript, see pages 169–173, to explain the specific task objective.
O
Put questions, tasks, table headings, etc. on the IWB or blackboard as support.
■ If the track includes visual support, students open their books and refer to this as
preparation and support for listening.
■ Group correction can lead to further discussion of the topic.
• KNOW HOW TO.
– A
 sk students to skim the text and
say what material, if any, is needed.
– P
 roceed as with other texts and
activities.
– Whenever possible, have students
give examples of how these
activities further scientific
understanding and how they can be
useful in real life.
• A
 CTIVITY ROUND-UP and
COOPERATIVE PROJECT. Although
situated at the end of the unit, these
activities can be used during the unit
as soon as content has been
presented.
– Students can work individually, in
pairs or in groups. Encourage
sharing of information and foment
language use.
– Students can present their work to
other groups or to the whole class.
Encourage constructive comments.
• Answer keys. Available on the Richmond webpage.

BIOLOGY AND GEOLOGY 1. 13

 TECHNIQUES FOR
DEVELOPING COMPETENCES
The following techniques are aimed especially at developing linguistic and digital
competence, initiative and entrepreneurship, and learning to learn.

TERMINOLOGY FOR DISCUSSING VISUAL INPUT

Photos, graphs, tables and diagrams enable students to do many things: grasp content
quickly, meet key vocabulary in context, develop observation skills, understand a process,
predict an outcome, etc. In general, they provide support and improve understanding of
content presented as text.
• F
 amiliarity with these terms will enable students to refer to visuals correctly: diagram,
photo, close-up, magnified image, cross-section, bar graph, pie chart, table, map, flow chart,
climograph. Students can prepare an illustrated class glossary of terms.
To discuss an image, students identify it first: This is a climograph.

50 90

80
Average temperature (°C)

40 70

Precipitation (mm)
60

30 50

40
20 30

20
10 10
J F M A M J J A S O N D

 Next, they describe its function, referring if necessary to captions or labels:

This climograph shows average temperatures and precipitation for one year.
• O
 nline dictionaries that include pronunciation of terms as an audio file and pronunciation
apps are helpful classroom tools. Many are available, so students can be given the URL of
those that are most appropriate for their needs.

LANGUAGE DEVELOPMENT USING TEXT IN THE STUDENT'S BOOK

• R
 efer to Language focus, pages 16 and 17 to see key functions and examples of language
in the unit.
– Ask students to find examples in the text for each function.
When several different language forms are provided for the same function, ask students
– 
to rephrase the information:
Although both organisms share the same habitat, they do not have the same ecological
niche.
Both organisms share the same habitat, but they do not have the same ecological niche.
Both organisms share the same habitat. However, they do not have the same ecological
niche.
• H
 elp students to understand that words can express different functions. For example,
through can express direction: Water is pulled through the pores into the central cavity. It
can also express manner or result: Metamorphosis occurs through a series of moults.
• S
 tudents, individually or as a class, can prepare a vocabulary file of key words from each
unit. The Vocabulary organizer, page 15, can be adapted to suit particular needs.

14 BIOLOGY AND GEOLOGY 1.

 Vocabulary organizer

BIOLOGY AND GEOLOGY 1. Photocopiable material © 2015 Santillana Educación, S. L.

BIOLOGY AND GEOLOGY 1. 15

 BIOLOGY AND GEOLOGY 1: LANGUAGE FOCUS
Language focus 1
1 Expressing amounts:
–55 ºC
... about 100 000 light years
13.7 billion years
30.6 AU
... takes about 28 days ...
2 Describing composition:
... is made up of ...
... is divided into ...
Its main component is ...
... consists essentially of ...
... contains ...
... are composed of ...
3 Expressing facts:
Present tenses
Clean air is essential for good
health.
The tiny particles can pass
into the lungs ...
4 Expressing possibility:
The level of water in a
reservoir can vary significantly.
If water ... freezes, it can break
the rock.
This may cause river flow to
fall below the minimum.
5 Making impersonal
statements:
450 new species have been
discovered.
Living things can be classified
into two groups.
The nosepiece is turned to ...
6 Describing manner:
... uses ... whiskers as sensors
... some vertebrate
populations can increase
uncontrollably.
They move by slithering.
Human babies are born fully
developed but helpless.
16
Language focus 2
Reporting past events:
Past tenses
In 1610 ...
Making comparisons:
the least dense of the layers
the more homogeneous
less dense / abundant
the most surprising
the simplest
faster
Defining:
Meteorology is the science
that studies the atmosphere
and its phenomena.
The boundary between two
different air masses is
called a front.
Expressing location and
direction:
It is found on, under, and
above the surface ...
... moves from one place to
another.
Water filters into the ground.
Expressing purpose:
Turn the fine focus to
improve the focus.
This system is used today
for scientific classification.
Expressing contrast:
However, all vertebrates
share many characteristics.
They always live in wet
places, but the adults are
terrestrial.
All birds have beaks or bills,
but no teeth.
Other language
Expressing result:
The universe is so huge that ...
Defining:
The solstices are the days when ...
Expressing location:
Towards the centre of the galaxy, the stars are close
together, but in the outer areas of the galaxy, they are
farther apart.
Classifying:
Minerals are classified ... into two groups ...
Defining:
Rocks which consist of only one ... mineral are called
monomineralic.
Giving instructions:
Test the hardness of the rock. Try to break it.
Expressing direction:
... winds rotate clockwise around a high pressure area
and anticlockwise ...
Expressing amounts:
The average pressure ... is 1013 mb or 760 mm Hg.
Expressing possibility:
... precipitation may occur as snow or hail.
Giving reasons:
Due to ... capillary action, water rises ...
For this reason, water ... evaporates ...
Expressing contrast:
Despite the aquifers and the horizontal rain, water is a
limited resource on the islands.
Unlike most liquids, water expands when it freezes.
Describing composition:
All organisms are made up of one cell, unicellular, or
multiple cells, multicellular.
Living things consist mainly of organic substances.
Expressing sequence:
... first choose one of the two options ... Then repeat the
process ...
Giving examples:
They include different species like trout ...
Expressing cause and result:
Thanks to biomimicry ... new technologies are being
developed.
As a result, the fish can remain still, rise or sink ...
This results in a lightweight body ...
BIOLOGY AND GEOLOGY 1.
 Language focus 1
7 Making generalizations
Some aquatic species are
free-living.
... others are free-living.
The head ... usually has two
pairs of tentacles.
Most are parasites.
8 Defining:
The behaviour ... that takes
place ... is called courtship.
Specialized cells called
choanocytes capture food.
Gills are thin extensions ...
9 Expressing direction:
... the seeds fall to the ground.
Raw sap travels up(wards).
... leave the plant through ...
They distribute substances
throughout the leaf ...
10 Expressing frequency:
Fungi are often used in fine
cuisine.
They usually have cilia ...
Brush your teeth regularly.
11 Describing temporal
relations:
Four times every day ...
The average temperature
during the year varies ...
... rain that falls in an area
over a certain period of time.
Many mammals spend the
summer ...
... high rainfall all year round ...
... its formation can take
thousands of years.
12 Expressing contrast /
concession
The bats fly at night, but swifts
fly during the day.
However, some whales are
toothless ...
Although both ... share the
same habitat, they do not ...
BIOLOGY AND GEOLOGY 1.
Language focus 2
Expressing quantity:
... colony can contain
between 60 000 and 70 000
bees.
... can be ... 10 m long.
One pair of antennae.
Each lens produces ...
Expressing direction:
... food is taken into the body.
Water is pulled through the
pores into the central cavity.
The impulses travel along
the branches ...
Describing a process:
When the spores mature,
... the spores are blown
around by the wind.
In this process gases enter
and leave the plant ...
Describing manner:
... algae reproduce rapidly.
Unicellular fungi reproduce
asexually by budding.
... cells can function
independently.
Reproduction: by spores..
Describing cause and
effect:
Rain washes away
sediments and causes soil
loss.
This results in loss of
porosity.
Fungi ... accelerate the
breakdown of rocks,
creating moist clay.
The main causes of soil
degradation include ...
Giving reasons:
This is because consumers
usually obtain ...
... monocultures reduce
diversity because only one
plant species is cultivated.
This is due to the presence
of organic matter ...
Other language
Expressing purpose:
It is used to break up food.
... back legs adapted for jumping.
Describing manner:
They move by contracting their bodies ...
They are joined by a shell ...
Making generalizations:
In general, the nervous system produces rapid responses ...
Hormones generally produce slow responses ...
Giving examples:
Receptors can be single cells, like the tactile hairs ...
This ... occurs in ... animals ... such as birds ...
Defining / naming:
Plants with seeds, also called spermatophytes, ...
Making comparisons:
As with other living things, there are keys to ...
... some as tall as trees.
Place the same amount of cotton in each jar.
Describing a process
When conditions ... are controlled, it is possible to ...
As they grow, the excess is ... processed ...
Expressing contrast:
Amanita phalloides is easy to recognize. Despite this, it
causes ... fatal poisonings ...
Some are edible; others are very poisonous.
Expressing contrast:
Although there is no light, there are ecosystems ...
Although aquatic ecosystems are much larger ... they
have less diversity ...
Describing a process:
As water moves, it carries materials with it.
Hypothesizing:
In which soil would you find a more varied biocenosis?
How will this affect the amount of ... in the water?
What organisms do you think could form part of the
benthos ...?
Expressing result:
Consequently, they have different ecological niches.
The result is a balance in ... each species.
Expressing condition:
If a catastrophe destroyed ... what would happen to the ...?
... if separated, the two organisms cannot survive.
Making comparisons:
Trophic pyramids are similar to food chains ...
17
 CLASSROOM LANGUAGE FOR TEACHERS AND STUDENTS

Interactive classrooms require considerable use of procedural language by teachers and

students alike: for example, how to direct attention, ask for help, express and request
opinions. The actual forms that are needed will vary depending on the language level of the
classroom and personal speaking style.
The following examples were inspired by Class Talk, created by the Universitat Politècnica de
Catalunya (CLIL Resources) and Teaching English through English by J. Willis (Longman, 1982).
More can be found online using key words such as CLIL classroom language.

• Starting the class or a presentation • Expressing conditions

– Hello, everyone. – If you have done this correctly, your
– Good (morning), class. conclusions are true.

– It's time to start. Are you ready?
– Please pay attention.
• Setting objectives
– First, we are going to ... Next, we will ...
– Yesterday we looked at ... Today ...
– Today we are going to continue ...
– We are going to revise ...
– Today we start a new topic ...
– This presentation is about ...
Clarifying organization
– There are two parts to today's topic /
this presentation: infectious and non-
infectious diseases.
– If there had been more light, the plants
would have grown more.
– What will happen if we ...?
– Will the results be the same if we
change the variables?
• Expressing cause/effect, conclusions
– As a result, we can conclude that ...
– This experiment proves that ...
– Draw your conclusions.
• Giving additional information
– For more information, read ...
– In addition to this, consider ...
– Furthermore, we can see that ...

– First, we'll revise ..., • Making comparisons

and then we'll look at ... – Are all the results the same?
– We'll begin looking at the microscope – Which group is different?
and then we'll look at some slides. – These results are more complete.
– Towards the end of class, we'll – That example is better.
summarize our results.
• Rephrasing
– You can ask questions at the end.
– In other words, the Sun ...
• Signalling a new topic
– Let's say this a different way.
– We've finished part 2; let's go to part 3.
– We can look at the problem this way ...
– Let's look now at a new topic.
• Requesting or providing clarification
– Are you ready to continue with part 2?
– Could you explain that further, please?
• Giving examples
– 
I couldn't hear that: could you repeat it?
– Many invertebrates are aquatic, for
example, ... – Do you mean ... or ...?

– Vertebrates such as ... are aquatic. – I meant X, not Y.

– Monotremes are an example of ... – I didn't understand/hear your question.

• Expressing alternatives and options – Can you speak louder please?

– 
Although there are two options, this one ... • Thinking

– There are two options, ... – This contradicts your hypothesis.

– These results seem conclusive, however, ... – We can deduce X from Y.

– What other alternatives are there? – How do you know that is correct?

18 BIOLOGY AND GEOLOGY 1.

 • Directing attention to materials
– Please look at the screen/slide/diagram.
– We're going to watch a film about...
– Look at the first slide ...
– Look at the image at the top of the page.
– Let's read the paragraph at the bottom.
– In the centre of the screen, we can see...
• Expressing or requesting opinions
– In my opinion, ...
– What do you think about this issue?
– I agree with ... . I disagree with that.
• Encouraging feedback
– Do you understand what I'm saying?
– Can you follow the presentation?
– Can you add something to that?
– Do you have any questions?
– Am I going too fast?
– Can you hear/see me well?
– Does anyone have any questions?
– Would you like to make a suggestion?
– Who can answer this?
– Why do you think this is true?
– Why is this important?
– Can you see the screen?
– Can you all read this?
• Linking ideas or concepts
– There is a connection between the two
theories.
– This theory links to Wegener's work.
– Can you see how this relates to your
experiment?
• Postponing response or redirectling
– Can you save that question for later?
– Let's not talk about that now.
– I can't answer that now. I'll tell you later.
– Let's consider other alternatives to that.
– Group 2 answered that question. Can
you repeat your answer, Group 2?
BIOLOGY AND GEOLOGY 1.
• Organizing group work
– Get into groups of three.
– Work with a partner.
– Share with the person next to you.
• Managing group work
– You have ... minutes to do Activity 2.
– You can use your notes.
– Each group member has a specific role.
– Assign roles: recordkeeper, reporter...
– Work silently for 10 minutes, then share
your answers.
• Asking about group work
– 
How many people do we need in a group?
– Do we have to work individually?
– How much time do we have?
– Can we use the computer?
– How long should this be?
– Have you finished Activity 3?
• Discussing work
– Let's hear from group 1 first.
– Would anyone like to volunteer?
– How did you arrive at that conclusion?
– Did everyone get the same results?
– Can I make a suggestion?
– Can we look at Activity 2?
– I have a question on the presentation.
• Providing feedback
– Well done. That was very clear.
– That is correct. / correct in part.
– You are on the right track.
• Citing sources
– This theory was developed by Wegener.
– The map was made by NASA.
– Here are the sources for each photo.
– According to Darwin, ...
19
 THE INTERNET AS A RESEARCH TOOL

• B
 efore starting. Explain that activities with this
symbol require research on the Internet.
• Collecting information.
To locate relevant information, students can
– 
input the questions posed in the activity or
formulate their own: How many different
species of owls are there?
When key words are provided, they should be
typed into the browser using commas or the +
symbol to locate relevant results: owls +
species.
Students should keep a record of the sources
– 
of the information they collect (visual and print)
and include it as the bibliography for reports or
projects.
• Processing information.
Students will need to express content in their
– 
own words, so reference to dictionaries, key
language functions, etc. can be helpful.
It may be helpful to provide examples of how
– 
type size, headings, captions, correct spelling
and simple uncluttered layouts facilitate
understanding.
• Communicating information.
Rubrics can be used to clarify presentation goals and evaluation.
– 
Set time limits and encourage students to rehearse their presentations beforehand.
– 
Presenters should allow time to answer questions from the class after a presentation.
– 

RUBRICS TO GUIDE ASSESSMENT

• T
 he Project rubric, page 21, can be personalized to suit specific classroom needs. For
example, categories to be evaluated can be added or deleted; the requirements for
obtaining points can be edited to correlate more directly to the students' levels of
expertise and learning goals, etc.
• R
 ubrics can be used more successfully if students participate in elaborating them:
suggesting points, defining behaviours, etc.
• Providing students with the rubric before they carry out tasks will guide their work.
• For self-, class- or teacher-evaluation, distribute photocopies of the rubric.
• C
 lass-evaluation of student products can be done individually or in groups. Done in groups,
students need to explain their criteria and agree on points, which stimulates
self-expression.

20 BIOLOGY AND GEOLOGY 1.

 Project rubric

Project objective: Find and communicate information on

• Information to be communicated with slides, poster, pre-existing graphics,

original graphics, video, drawings, other:

Beginner: Novice: Junior expert: Expert: Class/Teacher

Self-evaluation
1 point 2 points 3 points 4 points evaluation

Little essential Some essential Sufficient essential Very complete

information: few information and information. coverage. Sources
Content

facts. basic facts. Some Elaboration well cited.

sources cited. sufficient to aid Stimulating
understanding. presentation.
Sources cited.

Includes Includes Includes at least Includes at least

slides, images, etc. slides, images, etc. slides, at slides, 5 or
or less. Few or less. Fewer least 3 graphics more graphics
Requirements

graphics: outside than 3 graphics, from outside from outside

sources or slides, etc. sources. Some sources. Has 5 or
original. Text size advanced features: more advanced
Text size and
and images not transitions, video, features. Well-
images may not
appropriate size, etc. sized images and
be appropriate
or hard to read. legible, attractive
size, or hard to Good sized images
text and layout.
read. and legible text.

More than 5 3–4 grammatical 2–3 grammatical No errors in

grammatical errors, misspelled errors, misspelled grammar, spelling,
Language

errors, misspelled words, words, capitalization or

words, capitalization or capitalization or punctuation.
capitalization or punctuation punctuation
punctuation errors. errors. errors.

In general, does Works with others, Works well with Works well with
Cooperative work

not work with but finds it difficult others. others. Can carry
others. Does not to share decisions Participates in out group role and
share decisions or or take decision-making. fulfill
take responsibility. responsibility. Contributes his/ responsibilities.
her share to group Motivates others
work. to work well.

Communicates Some difficulty Communicates Communicates

with difficulty. due to voice, reasonably well. very well. Good
Oral skills

Speaks too softly. incomplete work Can be heard. voice. Good

Work is or not prepared. Work is prepared. delivery skills:
incomplete or not pauses, gestures,
prepared. etc.

Points: 18–20 = Expert; 15–17 = Junior expert; 10–14= Novice; 6–9 = Beginner Total points

Adapted from: Multimedia Project Rubric. C. McMullen, SAS in School, Cary, N.C.

BIOLOGY AND GEOLOGY 1. 21

 1
INTRODUCTION AND RESOURCES

THE UNIVERSE AND OUR PLANET

INTRODUCTION TO THE UNIT

For centuries people thought that the Earth was the centre of
the universe. Later, it was proposed that the Sun was at the
centre of the universe. Now we know that we live on a tiny,
fragile planet in a vast and infinite cosmic sea. To better
understand the Earth's unique characteristics (the water
cycle, temperature, life, geological evolution, tides, etc.), we
must study its relationship to and interaction with the Sun and
the other planets in the solar system.
Today, research indicates that our existence is linked to
distant cosmic events and cycles of matter and energy in the
universe. From Galileo's telescope to the modern and
powerful radio telescopes and orbital telescopes, technology
has gradually made it possible to explore the most distant
regions of the universe.
Students generally find this subject matter very interesting.
The knowledge acquired in primary education and pre-school,
documentaries, science fiction films, horoscopes, myths,
stories, comics, TV news and satellite images can further
stimulate their imagination and interest in observing the sky.
The contents of this unit constitute an appropriate
introduction to scientific methods. This introduction will
enable learners to discover that sometimes our senses
deceive us and that observations can be interpreted in the
light of different theories. For this reason, it is important to
develop explanatory models of natural events.

CONTENTS

FIND OUT ABOUT • The universe.

• The solar system.
• The planets.
• The Earth – a unique planet.
• The movements of the Earth.
• The seasons.
• The Moon.

KNOW HOW TO • Observe and describe the constellations.

 xpress amounts and report past events. See Language focus, page 16 of this
• E
Teacher's Book.

BE ABLE TO • E
 njoy observing the day and night sky.
• E
 valuate theories about the Earth and the Sun in the universe and their influence
on scientific, social, political and religious thought throughout history.
• D
 ifferentiate the science of astronomy from astrology and its related hobbies, and
from unscientific superstitions.

22 BIOLOGY AND GEOLOGY 1. Photocopiable material © 2015 Santillana Educación, S. L.

SPECIAL ATTENTION
Content
• The enormous scale of the temporal and spatial concepts
studied in astronomy have no parallel in our everyday
experiences. The complexity of these concepts is
challenging for learners. Other difficulties are: using maths
skills to make calculations with huge numbers and
understanding three-dimensional models.
To facilitate understanding, explore the resources to enable
students to carry out experiments and develop the spatial
vision they need to grasp these concepts.
RECOMMENDED RESOURCES IN ENGLISH
INTERNET RESOURCES
WEBSITES
NASA (National Aeronautics and Space Administration).
Latest NASA news, missions, videos, image galleries and
many interactive links.
Keywords: nasa.
Instituto de Astrofísica de Canarias. An astrophysical
research institute with information from two observatories:
Teide (Tenerife) and Roque de los Muchachos (Island of La
Palma). For information on how to be an astrophysicist, click
on the tab labelled Grad Studies and Training.
Keywords: IAC, Canary Islands.
Solarviews. A multimedia adventure of the solar system and
its components. Some of the topics included are the history of
space exploration, people in astronomy and planetary data. A
glossary, lesson plans and activities are available for many
topics.
Keywords: solarviews.
GLORIA. (Global Robotic-telescopes Intelligent Array). The first
network of robotic telescopes in the world with free and open
access. Learners can carry out scientific experiments with
web-tools using previously collected data, or collect their own
data. Teachers can demonstrate a solar telescope live, or
access material prepared by GLORIA scientists.
Keywords: gloria project.
DOCUMENTARY FILMS
Cosmos. YouTube. A 13-part TV documentary presented by
astronomer Carl Sagan. Episodes cover topics such as the
origins of life, the composition of stars and galaxies, the
possibility of interstellar travel and extraterrestrial life.
BIOLOGY AND GEOLOGY 1. Photocopiable material © 2015 Santillana Educación, S. L.
• Prior knowledge of astrology and scientific inaccuracies in
many science fiction films and other media may prevent
the learner from acquiring a critical attitude towards
unscientific knowledge.
Digital resources
• A
 udio tracks. See transcripts on pages 166 and 169.
Reinforcement: Student audio. Unit 1. Page 9. Activity 8.
Extension: Class audio. Unit 1.
• LibroMedia. Unit 1. The universe and our planet.
FILMS
The dish. Warner Home Video. Director: Rob Sitch. An
Australian drama-comedy based on a true story. It chronicles
Australia’s role in broadcasting the historic moon landing of
the Apollo 11 in July 1969.
The Martian. 2015. Directed by Ridley Scott. Science fiction
film that describes how an astronaut survives on Mars with
very limited resources. By applying principles of chemistry,
botany, mathematics and physics, he eventually returns to the
spaceship he had travelled on.
APPS FOR TABLETS AND SMARTPHONES
Google sky map (Android). This app enables users to point
their phone or tablet at the sky and identify stars, planets,
constellations and other objects visible at night.
Star walk (IOS). An interactive astronomy guide to locate and
identify planets, stars, constellations and objects in the night
sky.
Solar system explorer (Neil Burlock). An interactive 3D
journey through the solar system to explore planets, moons
and asteroids. High definition graphics and atmospheric
music.
Moon phases lite (Omphalos Software). Moon phases day
by day, or by week or month.
NASA app. The latest NASA images, videos, news, tweets,
etc.
23
 SHEET REINFORCEMENT
1. THE UNIVERSE AND OUR PLANET
1

Name: Class: Date:

1 Label the parts of the solar system.

2 Complete these sentences using these words, elliptical, eight, larger, Mars,
gas, natural, Saturn, one, moons, rocky.

The solar system is made up of planets and

star, the Sun. It also includes comets, and asteroids. The Earth's

satellite is the Moon. The planets all move in

orbits. The planets are Mercury, Venus, Earth and

. The giants are Jupiter,

Uranus and Neptune. Mars is than

Mercury, and Jupiter is much larger than the Earth.

24 BIOLOGY AND GEOLOGY 1. Photocopiable material © 2015 Santillana Educación, S. L.

 SHEET REINFORCEMENT
1. THE UNIVERSE AND OUR PLANET
2

Name: Class: Date:

1 Label the diagram to explain the Earth's rotation.

Rotation refers to the movement of .

Revolution refers to the movement of .
2 Identify the two planes: equatorial and ecliptic.
Label and describe the equinoxes and the solstices

The seasons are caused by the movement of .

This movement causes .

BIOLOGY AND GEOLOGY 1. Photocopiable material © 2015 Santillana Educación, S. L. 25

 SHEET REINFORCEMENT
1. THE UNIVERSE AND OUR PLANET
3

Name: Class: Date:

1 Write the name of each phase of the Moon.

2 Label the eclipses and the tides: total, partial, solar

eclipse, lunar eclipse, high tide, low tide.

26 BIOLOGY AND GEOLOGY 1. Photocopiable material © 2015 Santillana Educación, S. L.

 SHEET REINFORCEMENT
1. THE UNIVERSE AND OUR PLANET
AND EXTENSION
4

Name: Class: Date:

1 Complete the summary. i. When the outline of the Moon looks like the letter D, it is

a. The model proposed that the in the phase.

Earth . j. In a solar eclipse, the is between

The model the Sun and the . In a lunar eclipse,

that the Sun . the is between the Sun and the

b. Today,scientists believes that the universe came into .

existence in a very rapid k. During the the length of day and

called the Big Bang. night are equal. During the

c. The average distance from the Earth to the Sun is the difference between day and night is greatest.

approximately 150 km, and is 2 Make a table about the planets with these headings.
equal to an • average distance from • orbital period in Earth years
the Sun in AU • atmospheric composition
. A light year is about
• mass (Earth = 1) • average surface
km. • size (radius or diameter) temperature
• rotation period in Earth days • number of satellites.
d. The universe is made up of which

are grouped into 3 Based on your table, what criteria are used to classify
planets as inner or outer?
.Our galaxy is called the

. SCIENTIFIC ANALYSIS
Nebulae
e. The inner solar system contains the rocky planets,
Nebulae are produced when stars explode. The explosion
which are comes when the fuel that made them shine is exhausted.
Initially, nebulae have a spherical shape, but soon they disperse
and , the
in space and mix with other clouds of gas.
belt, and the gas giants, which

are

and .
f. The four major systems of the Earth are the:

CARINA NEBULA.
Images taken by
the Hubble.
g. The Earth, like other planets, moves in two ways:
4 The Orion Nebula is the only nebula that is visible to
on its axis, which takes
the naked eye. It can be observed clearly with a pair of
hours, and revolution around the binoculars. It is located in the middle of the sword of
the Orion constellation. Find out how to locate this
which is completed in constellation in the sky.
days. 5 Describe what the pictures of nebula look like to you.
h. The Moon takes about days to They look like ... They seem … They make me feel ...

rotate once on its axis, and days 6 In groups of three or four, design a mural to explain
how a nebula is formed and how it evolves over time.
to orbit the Earth.
Illustrate the process with photos from the Internet.

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 SHEET REINFORCEMENT
1. THE UNIVERSE AND OUR PLANET
5

Name: Class: Date:

SUMMARY
The universe

• Components:

– galaxy clusters: 

– galaxies: 

– stars: 

• Units of measurement and approximate distance:

– light year: this is the distance 

– astronomical unit (AU): this is the distance 

The solar system

The solar system consists of:

.

The Earth

• Special characteristics:

•  The four major systems:

•  Movements:

– Rotation on its axis takes .

– Revolution around the Sun takes .

The Moon

• Rotation takes .

• Revolution takes  .

• The four most well-known phases: 

• A solar eclipse occurs when .

• A lunar eclipse occurs when 

28 BIOLOGY AND GEOLOGY 1. Photocopiable material © 2015 Santillana Educación, S. L.

 SHEET REINFORCEMENT
6
INSTRUMENTS FOR ASTRONOMICAL OBSERVATIONS
A B
1. The human eye. The Sun, the Moon and its phases,
eclipses, the Earth, five planets (Mercury, Venus, Mars,
Jupiter and Saturn), the stars, comets and our galaxy
were all discovered thanks to this instrument.
2. Binoculars. You can observe Jupiter's satellites,
lunar relief, many nebulae and some open clusters,
the Andromeda galaxy and many comets. Look at the
two numbers separated by an X on the binoculars.
The first number tells you the enlargement; the
second, the diameter of the lenses in millimetres.
3. Telescopes. Refractor telescopes use lenses to
focus light. Reflector telescopes use a mirror.
Catadioptric telescopes use a lens/mirror combination.
ACTIVITIES
D E
1 Answer the questions.
a. What instruments are shown in photos A–C?
b. Look at photos D–G. What does each show?
c. Which instrument do you think was used to capture each
object or phenomenon in photos D–G?
d. What difference is there between photo E and the rest?
e. Do you think it was easy to take photo F?
Why? / Why not?
BIOLOGY AND GEOLOGY 1. Photocopiable material © 2015 Santillana Educación, S. L.
1. THE UNIVERSE AND OUR PLANET
C
Reflector telescopes are the most economical. One
with a diameter of 20 cm enables you to see celestial
bodies in deep space (open clusters, nebulae and some
galaxies), details of the lunar surface and some planets.
4. Cameras. You can capture faint astronomical
images if you use a long exposure, which receives a
great amount of light. They are ideal for taking photos
of constellations (15- to 20-second exposure) or stellar
movements (exposures greater than 20 seconds).
5. Instruments on satellites. Like huge terrestrial
telescopes, these instruments are used for research.
Images from observatories or institutions like NASA
can be found on the Internet.
F G
2 Which binoculars provide the largest enlargement? And
the smallest? Which are the largest? And the smallest?
Peta: 20 x 80; Ganon: 8 x 30; Cegex: 10 x 20; Fujixi: 7 x 50.
3 What would you use to observe Saturn's rings, a nebula, a
constellation, stellar movement, lunar craters, a galaxy, a
distant comet and a solar eclipse?
4 Find Van Gogh's Starry night on the Internet. Describe how
he showed stars.
29
 SHEET EXTENSION
1. THE UNIVERSE AND OUR PLANET
7
ORIENTATION IN THE NIGHT SKY

The most important requirement for finding your Remember:

way with the stars is a clear night sky with little or – Some celestial bodies are only visible at certain
no light pollution. times during the year.
This will make it possible to locate some of the most – Use sky maps to find objects in the night sky and
important constellations and stars. a compass to locate north.

FINDING POLARIS, THE NORTH STAR FINDING POLARIS (IN AUTUMN–WINTER)

To find north without a compass, find the Big Dipper and In autumn and winter, the constellation shaped like a W,
then the Little Dipper. Polaris, the North Star, is located at Cassiopeia, can orient your search. Cassiopeia and the
the end of the handle of the Little Dipper. Big Dipper are equidistant from Polaris.

Big Dipper
Polaris
Polaris

Big Dipper Cassiopeia

Little Dipper Little Dipper

FINDING CEPHEUS FINDING LEO

Polaris

Leo
Cepheus Little Dipper

Big Dipper
Big Dipper

ACTIVITIES

1 If you cannot distinguish a star with the naked eye or you 3 The distance between Alcor and Mizar, two stars in the
want to see it more clearly, what instruments can you handle of the Big Dipper, is one quarter of a light year.
use to observe the night sky? Calculate this distance in kilometres.

2 Find the names of the two outer stars in the bowl of the 4 The constellation Leo is visible in the skies of the
Big Dipper. northern hemisphere from December to May. What is
the name of the brightest star in this constellation? What
part of the lion is marked by the brightest star?

30 BIOLOGY AND GEOLOGY 1. Photocopiable material © 2015 Santillana Educación, S. L.

 SHEET EXTENSION
1. THE UNIVERSE AND OUR PLANET
8
BUILD AN EARTH–MOON MODEL

PROJECT OBJECTIVE Materials

Build a model of the Earth–Moon system to • Two

 balls made of wood, Styrofoam or modelling clay. One
observe how eclipses occur. should be 1 cm in diameter. Calculate the diameter of the
other ball according to the directions below.
• A wooden strip.
• Nails, screws or glue.

PROCEDURE

Perform the calculations Build the model

1  The diameter of the Moon and the Earth have a ratio of
1:4. That is, the Earth has a diameter four times that of
the Moon.
2  The distance between the Earth and the Moon is 30
times the diameter of the Earth.
3  If you have a ball 1 cm in diameter representing the
Moon, calculate the diameter of the ball that will
represent the Earth, and the length of the strip of wood
you need to situate the two bodies at the proper
distance.
1  Take two balls, one that is 1 cm in diameter and the
other the size based on the calculations you have
made. Paint or colour the ball representing the Earth
blue.
2  Mark two points on the strip of wood separated by the
distance you have calculated. Hold the balls at those
points. Attach one of the balls at each point. Use nails,
screws, strong glue like superglue or contact adhesive.

A ball to represent
A ball 1 cm in diameter to the Earth
represent the Moon A strip of wood

G FG FG F
5 cm

ACTIVITIES

1 Calculate the diameter of the large ball and the distance
between the two balls.
2 The same model can be used to simulate solar and lunar
eclipses. Take the model outside on a sunny day. One end
of the strip of wood should face in the direction of the
Sun. To do this, observe the shadow of the model on the
ground. The shadows of the two balls should coincide.
a. T o reproduce a solar eclipse, the shadow of the Moon
should be on the Earth. The shadow produces a small dark
spot on the ball of the Earth, where the eclipse is occurring.
b. T o reproduce a lunar eclipse, turn the strip around and
make the ball of the Moon fall within the shadow of the
ball of the Earth.
3 Think of other phenomena that could be reproduced
with the model using a flashlight to change the direction
of the sunlight more easily. For example, try to
reproduce the phases of the Moon.

BIOLOGY AND GEOLOGY 1. Photocopiable material © 2015 Santillana Educación, S. L. 31

 1 ASSESSMENT

Name: Class: Date:

1 Identify the planets in the picture. Name the planet between Mars and Saturn and list its main characteristics.

 

2 What two types of movement do all planets have? What natural phenomena do they cause?

3 What are asteroids? Where are they found?

4 Which planet does each sentence refer to? Write the name.

a. It has the most satellites. 

b. Its surface is covered with impact craters. 

c. It has living things. 

d. It had oceans in the distant past. 

e. It rotates in the opposite direction of the other planets. 

5 Tick the false sentences. Then correct them.

a. The Earth revolves around the Sun along the ecliptic plane.
b. Venus and Neptune are gas giants.
c. Equinoxes are the dates when the length of day and night are equal: 12 hours.
d. The Kuiper Belt is made up primarily of asteroids.
e. The astronomer Hubble proposed the heliocentric model of the universe.

32 BIOLOGY AND GEOLOGY 1. Photocopiable material © 2015 Santillana Educación, S. L.

 1. THE UNIVERSE AND OUR PLANET

Name: Class: Date:

6 Answer the questions.

a. Why did the ancient Greeks believe that the Earth was the centre of the universe?

b. Direct observation shows that the Sun rises in the east and sets in the west. How can
you use this information to explain that the Earth rotates around the Sun and not vice versa?

7 On 3 July, would it be day or night at the North Pole? And at the South Pole?
Why do the Poles have six months of night and six months of day?

8 Label the two types of eclipses. Write solar or lunar. Explain what causes each one.

A.  B. 

 

             

 

 

9 If you made a model of the solar system, what size would Mars be if the Earth were a ball
with a radius of 5 cm? Facts: The radius of the Earth is 6 370 km; the radius of Mars is 3 397 km.

10 Answer the questions.

a. What is a constellation?

b. What significance did some ancient cultures give to constellations?

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