Essential Natural Science 1eso

ESSENTIAL NATURAL SCIENCE 1

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CIENCIAS DE LA NATURALEZAPROGRAMACIN DE AULA

Essential Natural Science 1

EDUCACIN SECUNDARIA OBLIGATORIA

ndicePROGRAMACIN DE AULA3

- Unidad 1. The Universe 4- Unidad 2. Planet Earth 12- Unidad 3. Living things 20- Unidad 4. Invertebrates 29- Unidad 5. Vertebrates 37- Unidad 6. The plant and fungi kingdoms 45- Unidad 7. The simple living things53- Unidad 8. The Earths atmosphere 62- Unidad 9. The hydrosphere 70- Unidad 10. Minerals 78- Unidad 11. Rocks 86- Unidad 12. Matter and its properties 94- Unidad 13. Everything is matter 102- Unidad 14. Atoms and elements 110PROGRAMACIN DE AULA

CIENCIAS DE LA NATURALEZAEssential Natural Science 1EDUCACIN SECUNDARIA OBLIGATORIAEssential Natural Science 1

PROGRAMACIN DE AULA

UNIDAD DIDCTICA 1: The Universe

1.1. PRESENTACINEl primer trimestre se inicia con una unidad que introduce a los alumnos y alumnas en aspectos bsicos del conocimiento de la naturaleza como el origen y las caractersticas del Universo, el sistema solar, sus planetas, etc.1.2 OBJETIVOS

1.2.1. OBJETIVOS DE CONTENIDOS 1. Conocer cmo es el Universoy sus principales componentes.

2. Aprender a manejar las enormes distanciasdel Universo y a realizar sencillos clculoscon ellas.

3. Familiarizarse con los componentes del SistemaSolar, sus caractersticas y sus movimientos.

4. Desarrollar inters y capacidad de observacindel cielo nocturno, reconociendo en l diferentesobjetos.

5. Comprender las teoras cientficas del conocimientoastronmico.

1.2.2. OBJETIVOS DE LENGUAJE 1. Trabajar destrezas de escucha, lectura y produccin oral y escrita.2. Describing.3. Comparing.4. Giving instructions.1.3. CONTENIDOS (Conexin curricular Bloque 1: Contenidos Comunes. Bloque 2: La Tierra en el universo.)1.3.1. Conceptos cientficos Concepcin y componentes del Universo.

Tamaos y distancias en el Universo.

El Sistema Solar, astros que lo componen, caractersticas de los planetas, movimientos de los astros.

Conocimiento astronmico y evolucin histrica. 1.3.2. Procedimientos Interpretacin de esquemas e imgenes del Sistema Solar, sus componentes, caractersticas y movimientos.

Investigacin de las constelaciones y elaboracin de un pster sobre ellas.

Interpretacin de textos cientficos.

1.3.3. Actitudes Tomar conciencia de las enormes distancias del Universo y de que nuestro planeta es solo uno ms de los millones que probablemente existirn.

Mostrar inters por reconocer objetos en el cielo nocturno.

1.3.4. Contenidos lingsticos

(Conexin curricular Bloque 1. Escuchar, hablar y conversar. Bloque 2. Leer y escribir. Bloque 3. Conocimiento de la lengua. Bloque 4. Aspectos socio-culturales y consciencia intercultural.) VOCABULARIO: asteroids, astronomical unit, galaxies, geocentric theory, heliocentric theory, light-year, Milky Way, orbit, etc. KEY LANGUAGE:

Describing: Planets are spherical bodies which orbit the Sun. Asteroids are rocky objects which are irregular in shape.

Comparing: Dwarf planets are smaller than planets. The Earth is larger than Mercury.

Giving instructions: Study the constellations. Research more about them on the Internet.1.4. COMPETENCIAS BSICASCOMPETENCIAS BSICAS QUE SE TRABAJAN EN LA UNIDAD

1. COM.LINGSTICA2, MATEMTICA3. CONOC. E INTER. MUNDO FSICO4. T. INFORM. COMPETENCIA DIGITAL5. SOCIAL Y CIUDADANA6. CULTURAL Y ARTSTICA7. APRENDER A APRENDER8. AUTONOMA E INICIATIVA PERSONAL

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1.5. METODOLOGA

Presentacin de los contenidos de la Unidad didctica, y exploracin de los conocimientos previos y de las motivaciones, expectativas e intereses de los alumnos a travs de preguntas, experimentos sencillos, favoreciendo su participacin activa y desinhibida, procurando que queden conectados a la clase desde el primer momento.

Realizacin estructurada de las actividades y de los diversos bloques y programas que se recogen en el Students Book, teniendo en cuenta las sugerencias que ofrece el Teachers Resource Pack e introduciendo las modificaciones pertinentes que refuercen o amplen la adquisicin de los objetivos y contenidos programados.

El desarrollo de la Unidad 1 tiene un carcter introductorio, acercando al alumno a situaciones contextualizadas de su propia experiencia o de sus conocimientos previos sobre el universo, el sistema solar, los planetas, etc.; alternndose actividades de diversa naturaleza (observacin, comprensin, expresin, reflexin, valoracin, aplicacin, investigacin) a travs de la actuacin del profesor (motivacin, explicaciones, ejemplificaciones, preguntas, propuestas de tareas, etc.) y con la participacin activa de los alumnos y alumnas.

En el proceso de enseanza-aprendizaje se favorecer la atencin individualizada, que se complementar con actividades de refuerzo a fin de recuperar aquellos objetivos y contenidos bsicos no consolidados y con actividades de ampliacin cuando ello sea posible.

Los sistemas de agrupamiento se adecuarn al tipo de actividades que se pretende desarrollar, incluyendo el grupo de clase, el trabajo individual, los pequeos grupos y las parejas, as como el agrupamiento flexible para algunas actividades de refuerzo o de ampliacin.

El espacio habitual de la actividad docente es el aula, pudiendo utilizarse otros espacios del Centro como la biblioteca, el aula de usos mltiples, el aula de medios audiovisuales o el aula de informtica.

A lo largo del proceso educativo se estimular a travs del empleo del refuerzo positivo, valorando los xitos que vayan logrando cada alumno y cada alumna.

Se prestar especial atencin a las competencias bsicas que se integran en la Unidad didctica.

1.6. RECURSOS DIDCTICOS Y TIC

1.6.1. IMPRESOS Libro del alumno (Students Book): Essential Natural Science 1. Madrid: Richmond Publishing/Santillana Educacin.

UNIT 1: The Universe (pages 8-17). Vocabulary and Key Language sections Key Language (page 160...).

Gua del profesor (Teachers Resource Pack): Essential Natural Science 1. Madrid: Richmond Publishing/Santillana Educacin. UNIT 1: The Universe (pages 20-27) Objectives, contents, values, competences key and evaluation criteria.

Libros (Eyes on the Universe: A History of the Telescope. Isaac Asimov. Boston: Houghton Mifflin, 1975.) Work Sheets 1-5.

Test 1.1.6.2. TIC: AUDIOVISUALES E INFORMTICOS CD del alumno (Students CD-Rom): Essential Nature Science 1. Madrid: Richmond Publishing/Santillana Educacin. UNIT 1: Audio Tracks: Pista 1 (Students Book, page 17: What should you know?).

Web task 1: The Universe (ver Actividades). Activities sheet 1 (ver Actividades).

Gua del profesor (Teachers Resource Pack): Essential Natural Science 1. Madrid: Richmond Publishing/Santillana Educacin. UNIT 1:

Enlaces Web

NASA (North American Space Agency): http://www.nasa.gov

The Nine Planets: http://www.astrored.net one of the best web pages about the Solar system.

Views of the Solar system: http://www.solarviews.com a vast archive of photographs, scientific facts, text, graphics and videos. Discover the latest scientific information, or study the history of space exploration.

Pelculas

Space Odyssey. Journey to the planets. 2004.

Star Wars. 1977.

CD del profesor (Class CD-Rom 1 & 2): Essential Nature Science 1. Madrid: Richmond Publishing/Santillana Educacin. Class CD-Rom 1:

PowerPoint, Unit 1: The Universe (Contents, Resources, Interactive Activity and Links). Web Quest: Our future home. Class CD-Rom 2: Web task 1: The Universe (ver Actividades). Vocabulary organiser.

Class Audio (ver Audio transcript: Unit 1): Pista 1 (Students Book, page 12-13: Activity)

Pista 2 (Students Book, page 17: What should you know?)

Students book answer key (Students book: pages 9, 10, 11, 13, 14, 15 and 16). Worksheets answer key (Teachers Resource Pack, pages 22-27) Acceso y explotacin de determinadas pginas web a travs de la red:

Internet Resources: www.richmondelt.com, www.santillana.es, etc.). Ver el apartado Actividades.

1.7. ACTIVIDADES

1.7.1. Actividades de introduccin y motivacin A travs del intercambio de conocimientos previos y mediante pruebas especficas de exploracin inicial, se procurar constatar al inicio de la unidad el grado de adquisicin que tienen los alumnos de los objetivos y contenidos programados. Mediante la evaluacin de la informacin obtenida, se procurar adecuar la enseanza en el inicio de la unidad a las caractersticas y necesidades de los alumnos y alumnas del grupo.

Realizacin de un torbellino de ideas para que los alumnos expresen lo que saben sobre los contenidos de la unidad que se integran en la Unidad didctica y lo que saben hacer en relacin con los objetivos didcticos programados. Presentacin de los materiales y de los recursos didcticos que se van a utilizar en el desarrollo de la Unidad, tanto del Students Book como del Teachers Resource Pack y de otros materiales especficos, incluidos los recursos audiovisuales e informticos seleccionados.

Realizacin de las actividades de introduccin: What do you remember? Se motivar a los alumnos para que participen activamente y sin inhibiciones.

1.7.2. ACTIVIDADES DE DESARROLLO

Para trabajar contenidos lingsticos y cientficos: Students Book (page 9-15).

Students CD-Rom: Listening and reading:

Audio Track 1 (Students Book, page 17).

Activities sheet 1: ECLIPTIC PLANE - THE SOLAR SYSTEM // Class CD 2.1.7.3. ACTIVIDADES DE REFUERZO Y EXTENSIN Para trabajar contenidos lingsticos y cientficos: Students Book:

Hand on (page 15): Prepare a constellation poster. Projects (page 17): Investigate. Web Task 1 (Students CD-Rom // Class CD-Rom 2):Task 1

It is the year 2050. You have won a ticket to a space station. You must decide which station to visit: the one on Mercury, Mars, Jupiter or Saturn. What are the best and the worst things about each planets?

Resources:

http://www.kidsastronomy.com/solar_system.htmhttp://www.seasky.org/solarsystem/sky3.htmlhttp://www.bbc.co.uk/science/space/solarsystem/mars/index.shtmlhttp://starryskies.com/solar_system/planets_top.htmlhttp://www.onr.navy.mil/focus/spacesciences/solarsystem/default.htmTask 2

Some people say Earth has a twin sister. Which planet is it? How is it similar to Earth? How is it different?

Resources:

http://www.happynews.com/living/space/venus-information-kids.htmhttp://www.extrasolar-planets.com/english/venus.phphttp://coolcosmos.ipac.caltech.edu/cosmic_kids/AskKids/venus.shtmlhttp://astronomyspace.suite101.com/article.cfm/venus_sizzleshttp://www.nineplanets.org/venus.htmlhttp://www.onr.navy.mil/focus/spacesciences/solarsystem/venus2.asp Class CD-Rom 1:

PowerPoint, Unit 1: Interactive Activity: Solar system bodies.

Web Quest: Our future home. Teachers Resource Pack (Worksheets 1-5, pages 22-26) // Class CD-Rom 2 (Worksheets answer key):

Activity Sheet 1: 1) Complete these words with the missing vowels a, e, i, o, u or y. 2) Match each word to its definition. 3) Put the words in order and write the correct sentences. Activity Sheet 2: 1) Write the names of the planets. 2) Complete these sentences using the words: elliptical, eight, larger, Mars, outer, natural, Saturn, one, moons and inner. Activity Sheet 3: 1) Use your Students Book to complete this chart. 2) Use your chart to answer these questions. 3) Now answer these questions. Activity Sheet 4: 1) Jigsaw chart. Work in pairs. Take turns to read and classify these sentences. Write each number in the correct category. 2) Write a description of the four celestial objects. Use the chart and your own knowledge!

Activity Sheet 5: 1) Choose the best title for this reading passage and write it on the line above. The two moons of Mars. The gods and the moons. Two satellites. 2) Correct the information. 3) Match the words to the fears they indicate.1.8. EVALUACIN

1.8.1. ACTIVIDADES DE EVALUACIN

Para trabajar contenidos lingsticos y cientficos: Students Book: page 16. Teachers Resource Pack (page 27) // Class CD-Rom 2 (Worksheets answer key):

Test 1:1) Circle the correct answer.

1. The universe is all the (a) space (b) energy (c) matter, space and energy that exists. 2. A nebula is (a) a cluster of stars (b) a cloud of gas and dust (c) a vast empty space. 3. Nebulas surround (a) all the planets (b) the stars (c) the natural satellites. 4. Astronomers use (a) Astronomical Units (b) International Units (c) Universal Units. 5. Satellites orbit (a) the stars (b) the Sun (c) planets and dwarf planets. 6. Mercury and Venus have (a) one satellite each (b) no satellites (c) more than ten satellites each. 7. Asteroids can form (a) belts (b) constellations (c) systems. 8. The position of the constellations changes with (a) the seasons (b) the way we imagine them (c) the colour of the night sky. 9. The orbit of comets is (a) highly irregular (b) more or less regular (c) highly elliptical. 10. An astronomical unit (AU) is the distance from the Earth to (a) the Moon (b) the Milky Way (c) the Sun.

2) Read the text and answer the questions.

Theories of the Universe

In the second century BC, the astronomer Ptolemy proposed that the Earth was the centre of the Universe, and that the Sun, Moon and planets orbited the Earth. This was known as the Geocentric theory, or the Ptolemaic System. However, in 1542, Nicolas Copernicus proposed that the Sun was at the centre of the Universe. When Galileo Galilei invented the telescope in 1610, he was able to prove the Heliocentric theory (or Copernican System): the planets and stars revolve around the Sun.1. For how many centuries was the Geocentric theory used in astronomy? 2. What did this theory suggest? 3. What was Copernicus theory? 4. Who invented the telescope?1.8.2. CRITERIOS DE EVALUACIN

1. Identificar y definir los principales componentes del Universo y describir sus caractersticas.

2. Explicar por qu tenemos que utilizar unidades de medida especiales para especificar las distancias en el Universo, cules son y a qu equivalen.

3. Describir el Sistema Solar, realizar un esquema y localizarlo en el Universo, identificando sus componentes y explicando caractersticas de cada uno de ellos.

4. Conocer cmo utilizar un mapa del cielo para localizar algunas de las constelaciones ms importantes y enumerar algunos de los objetos o astros visibles en el Universo a simple vista y cmo pueden ser reconocidos.

5. Explicar en qu consisten algunas teoras cientficas relacionadas con el conocimiento astronmico.

1.8.3. PROCEDIMIENTOS DE EVALUACIN

Intercambios orales: preguntas y respuestas en clase, dilogos, coloquios, debates y puestas en comn.

Ejercicios especficos que responden a los diversos objetivos programados en la Unidad didctica.

Observacin sistemtica del trabajo y de la participacin del alumno en clase.

Revisin, anlisis y comentario de las actividades y trabajos realizados.

Prueba especfica de evaluacin de la Unidad didctica. Para ello se pueden utilizar las actividades correspondientes a esta unidad del Teachers Resource Pack (Test, page 27). Autoevaluacin.

Coevaluacin.Essential Natural Science 1

PROGRAMACIN DE AULA

UNIDAD DIDCTICA 2: Planet Earth2.1. PRESENTACIN

Esta unidad presenta a los alumnos y alumnas contenidos relativos al planeta Tierra: sus caractersticas y movimientos, las fases lunares, las diferentes capas de la Tierra, la superficie terrestre, los eclipses solares y lunares, etc.2.2 OBJETIVOS

2.2.1. OBJETIVOS DE CONTENIDOS 1. Conocer las caractersticas que diferencian nuestroplaneta de los otros planetas rocosos.

2. Comprender la relacin que hay entre el movimientoorbital de la Tierra, la inclinacin de su ejede rotacin y la sucesin de las estaciones.

3. Estudiar algunos procesos que ocurren debidoa los movimientos de la Luna: las fases lunares,y los eclipses.

4. Aprender las formas de relieve caractersticasde los continentes y de los fondos ocenicos.

5. Conocer las capas que componen el planeta Tierra,su composicin y su importancia.

6. Reproducir de forma experimental con sencillos elementos cmo se producen los eclipses.2.2.2. OBJETIVOS DE LENGUAJE 1. Trabajar destrezas de escucha, lectura y produccin oral y escrita.2. Describing.

3. Expressing cause and result.

4. Comparing.

2.3. CONTENIDOS

(Conexin curricular Bloque 1: Contenidos Comunes. Bloque 2: La Tierra en el universo.)2.3.1. Conceptos cientficos La Tierra: caractersticas, movimientos y formas de relieve.

Las estaciones y sus causas.

La Tierra y la Luna: fases lunares y eclipses.

Capas de la Tierra: geosfera, hidrosfera, atmsfera y biosfera.

2.3.2. Procedimientos Anlisis de textos cientficos.

Observacin e interpretacin de imgenes y esquemas de distinta naturaleza y escala.

Uso de un sencillo equipo para reproducir eclipses.

2.3.3. Actitudes

Valorar nuestro planeta por sus caractersticas nicas en el Sistema Solar.

Mostrar inters por explicar fenmenos como las estaciones, las fases lunares o la sucesin de los das y las noches.


(Conexin curricular Bloque 1. Escuchar, hablar y conversar. Bloque 2. Leer y escribir. Bloque 3. Conocimiento de la lengua. Bloque 4. Aspectos socio-culturales y consciencia intercultural.) VOCABULARIO: atmosphere, biosphere, core, crust, equinox, geosphere, hydrosphere, lithosphere, lunar eclipse, mantle, revolution, rotation, solar eclipse, water cycle. KEY LANGUAGE:

Describing: Water exists in three states. It takes 28 days to orbit the Earth.

Expressing cause and result: This causes the sequence of day and night. This makes the seasons occur.

Comparing: The days get shorter. Ocean trenches are the deepest areas.2.4. COMPETENCIAS BSICAS

COMPETENCIAS BSICAS QUE SE TRABAJAN EN LA UNIDAD


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2.5. METODOLOGA



El desarrollo de la Unidad 2 acerca al alumno a situaciones contextualizadas de su propia experiencia o de sus conocimientos previos sobre la Tierra: caractersticas, movimientos, capas; sobre la superficie terrestre, la luna, los eclipses, etc.; alternndose actividades de diversa naturaleza (observacin, comprensin, expresin, reflexin, valoracin, aplicacin, investigacin) a travs de la actuacin del profesor (motivacin, explicaciones, ejemplificaciones, preguntas, propuestas de tareas, etc.) y con la participacin activa de los alumnos y alumnas.







2.6.1. IMPRESOS Libro del alumno (Students Book): Essential Nature Science 1. Madrid: Richmond Publishing/Santillana Educacin.

UNIT 2: Planet Earth (pages 18-27). Vocabulary and Key Language sections (page 160...).

Gua del profesor (Teachers Resource Pack): Essential Nature Science 1. Madrid: Richmond Publishing/Santillana Educacin. UNIT 2: Planet Earth (pages 28-35) Objectives, contents, values, competences key and evaluation criteria.


Test 2.2.6.2. TIC: AUDIOVISUALES E INFORMTICOS CD del alumno (Students CD-Rom): Essential Natural Science 1. Madrid: Richmond Publishing/Santillana Educacin. UNIT 2: Audio Tracks: Pista 2 (Students Book, page 27: What should you know?).

Web task 2: Planet Earth (ver Actividades). Activities sheet 2 (ver Actividades).


Enlaces Web




Pelculas


Star Wars. 1977.

CD del profesor (Class CD-Rom 1 & 2): Essential Natural Science 1. Madrid: Richmond Publishing/Santillana Educacin. Class CD-Rom 1:

PowerPoint, Unit 2: Planet Earth (Contents, Resources, and Links). Web Quest: Our future home. Class CD-Rom 2: Web task 2: Planet Earth (ver Actividades). Vocabulary organiser.

Class Audio (ver Audio transcript: Unit 2): Pista 3 (Students Book, page 23: Activity)


Students book answer key (Students book: pages 19, 21, 22, 23, 25 and 26). Worksheets answer key (Teachers Resource Pack, pages 30-35) Acceso y explotacin de determinadas pginas web a travs de la red:

Internet Resources: www.richmondelt.com, www.santillana.es, etc.). Ver el apartado Actividades.

2.7. ACTIVIDADES





Para trabajar contenidos lingsticos y cientficos: Students Book: pages 19, 21, 22, 23, 25 and 26.


Audio Track 2 (Students Book, page 27: What should you know). Activities sheet 2: THE ROTATION OF THE EARTH - THE REVOLUTION OF THE EARTH - THE PHASES OF THE MOON - ECLIPSES // Class CD 2.

2.7.3. ACTIVIDADES DE REFUERZO Y EXTENSIN Para trabajar contenidos lingsticos y cientficos: Students Book:

Hand on (page 22): Reproduction eclipses. Projects (page 27):

Experiment.

Web Task 2 (Students CD-Rom // Class CD-Rom 2):

Task

You must recommend a new type of artificial satellite to the President. First, you must find out what an artificial satellite is, and the main types that exist today.

Resources:

http://www.nasa.gov/worldbook/artificial_satellites_worldbook.htmlhttp://encarta.msn.com/encyclopedia_761551926_1/Artificial_Satellite.htmlhttp://www.smgaels.org/physics/97/LDEROSE.HTMhttp://gatornet.chapin.edu/~KCC/astronomyKCC.html Class CD-Rom 1: Web Quest: Our future home. Teachers Resource Pack (Worksheets 1-5, pages 30-34) // Class CD-Rom 2 (Worksheets answer key):

Activity Sheet 1: 1) Find eight words in the wordsearch and then write them on the lines below. 2) Complete each definition with a word from Activity 1. 3) Match the answers to the questions. Activity Sheet 2: 1) Label the different parts of this cross-section of the surface of the Earth. 2) Complete these sentences using the words in the box. 3) True or False? Write T or F. Activity Sheet 3: 1) Complete this table with the missing information about the four spheres of the Earth. 2) Do you remember? Use these jumbled up numbers to complete the three Facts Files. Activity Sheet 4: 1) Sentence loop. Work in pairs. Take turns to start or finish the sentences.

Activity Sheet 5: 1) From the information in the text, which planet is considered to be Earths twin? 2) Correct the information in the following sentences.2.8. EVALUACIN


Para trabajar contenidos lingsticos y cientficos: Students Book: page 26. Teachers Resource Pack (page 35) // Class CD-Rom 2 (Worksheets answer key):

Test 2:1) Circle the correct answer.

1. The Earths magnetic field protects living beings from: (a) carbon dioxide (b) solar radiations (c) earthquakes.

2. In summer, the Suns rays strike the Earths surface: (a) perpendicularly (b) at an oblique angle (c) at an angle of 135.

3. Seasons occur at different times of the year in the Northern and Southern Hemispheres because of: (a) the revolutions of the Earth (b) the rotation of the Earth (c) the tilt of the Earths axis.

4. The Moon rotates ____ it orbits the Earth: (a) at the same speed as (b) faster than (c) more slowly than

5. As a result: (a) the same side of the Moon always faces the Earth (b) tides occur (c) eclipses occur.

6. A lunar month lasts ____ a lunar day: (a) as long as (b) longer than (c) less than

7. When the Moon passes between the Sun and the Earth and blocks off the sunlight, it is called: (a) a solstice (b) a solar eclipse (c) a lunar eclipse.

8. A lunar eclipse can only take place during the: (a) new Moon (b) first or last quarter (c) full Moon.

9. The shadow projected by the Earth on the Moon during an eclipse is called the: (a) penumbra (b) umbra (c) nebula.

10. During the first quarter of its phase, the Moon: (a) rises at noon and sets at midnight (b) rises and sets with the Sun (c) rises at midnight and sets at noon.

2) Read this passage and fill in the gaps.

1The Earth

Some specific characteristics make the Earth a unique planet in the Solar System.

In the first place, it has an atmosphere containing. 1. ____ which is essential for plant and animal respiration. The Earths atmosphere also contains carbon dioxide which is essential for 2. ____. It also has a 3. ____ cycle and an average temperature of 4. ____. The Earths 5. ____ field protects living beings from dangerous solar radiations. For all of these reasons, the necessary conditions for life exist on our planet.

2.8.2. CRITERIOS DE EVALUACIN

1. Describir las diferencias entre nuestro planeta y otros planetas rocosos.

2. Interpretar esquemas grficos sencillos de los movimientos de la Tierra, el Sol y la Luna.

3. Justificar algunos fenmenos naturales a travs de la interpretacin de los movimientos relativos de la Tierra y la Luna: estaciones, da y noche fases de la Luna.

4. Nombrar y describir las tres capas de la geosfera.

5. Describir las capas visibles de la Tierra: atmsfera, hidrosfera y biosfera.

6. Identificar las caractersticas del relieve de los continentes y los fondos ocenicos.

7. Reproducir eclipses usando un sencillo equipo.







Coevaluacin.Essential Natural Science 1

PROGRAMACIN DE AULA

UNIDAD DIDCTICA 3: Living things3.1. PRESENTACIN

Con esta unidad se inicia una serie de unidades didcticas dedicadas a la vida en la Tierra: animales, plantas, etc. En esta unidad n 3, se introduce a los alumnos y alumnas en el concepto de biodiversidad y se trabajan aspectos bsicos como los factores que influyen en l, su composicin, funciones, clasificacin, las clases de sustancias, las clulas, etc.3.2 OBJETIVOS

3.2.1. OBJETIVOS DE CONTENIDOS 1. Aprender las caractersticas que definen un ser vivo.

2. Conocer las principales sustancias qumicasque componen los seres vivos.3. Conocer la estructura de las clulas, sus tiposy sus funciones.

4. Distinguir entre clulas animales y vegetales.

5. Diferenciar los organismos unicelulares de lospluricelulares, as como los niveles de organizacinde estos ltimos.

6. Estudiar las caractersticas de los cinco reinosde los seres vivos.

7. Conocer qu es una especie y cmo se nombracientficamente.

8. Conocer la clasificacin de nuestra especie

9. Aprender los pasos para utilizar un microscopioy realizar preparaciones para su observacin.

3.2.2. OBJETIVOS DE LENGUAJE 1. Trabajar destrezas de escucha, lectura y produccin oral y escrita.

2. Expressing facts

3. Making impersonal statements

4. Expressing purpose

3.3. CONTENIDOS

(Conexin curricular Bloque 1: Contenidos Comunes. Bloque 4. Los seres vivos y su diversidad.)3.3.1. Conceptos cientficos

Los seres vivos, caractersticas, funciones vitales y composicin.

La clula, estructura, tipos y funciones.

Clulas eucariotas animales y vegetales.

Niveles de organizacin de los seres vivos.

Los cinco reinos.

Las especies y su nomenclatura.

La biodiversidad y su conservacin.

La especie humana: caractersticas y clasificacin.

3.3.2. Procedimientos

Interpretacin de textos cientficos.

Observacin e interpretacin de fotografas, dibujos y esquemas.

Formulacin de hiptesis.

Utilizacin del microscopio en una investigacin cientfica.

Aplicacin de criterios cientficos para la clasificacin de diversos seres vivos.

3.3.3. Actitudes

Desarrollar una actitud de inters por conocer y conservar la gran diversidad de la vida en la Tierra.

Valorar la diversidad en la especie humana, comprendiendo que somos una especie ms de vertebrados, que habitan nuestro planeta.


(Conexin curricular Bloque 1. Escuchar, hablar y conversar. Bloque 2. Leer y escribir. Bloque 3. Conocimiento de la lengua. Bloque 4. Aspectos socio-culturales y consciencia intercultural.) VOCABULARIO: biodiversity, cell membrane, chloroplast, cytoplasm, eukaryotic cells, heterotrophs, inorganic substances, organelles, organic substances, nutrition, photosynthesis, prokaryotic cells, species, etc. KEY LANGUAGE:

1. Describing

The central nervous system consists of the brain and the spinal cord.

The peripheral nervous system consists of nerves which originate in the brain and in the spinal cord.


Motor responses are controlled by the motor system.

3. Describing manner

In plants, stimuli are processed and analysed slowly.

The gazelle must run away from the cheetah quickly.3.4. COMPETENCIAS BSICAS



(((

3.5. METODOLOGA



El desarrollo de la Unidad 3 acerca al alumno a situaciones contextualizadas de su propia experiencia o de sus conocimientos previos sobre la vida en la Tierra, la biodiversidad, las clulas, etc.; alternndose actividades de diversa naturaleza (observacin, comprensin, expresin, reflexin, valoracin, aplicacin, investigacin) a travs de la actuacin del profesor (motivacin, explicaciones, ejemplificaciones, preguntas, propuestas de tareas, etc.) y con la participacin activa de los alumnos y alumnas.








UNIT 3: Living things (pages 30-41). Vocabulary and Key Language sections Key Language (page 160...).

Gua del profesor (Teachers Resource Pack): Essential Natural Science 1. Madrid: Richmond Publishing/Santillana Educacin.

UNIT 3: Living things (pages 36-43)

Objectives, contents, values, competences key and evaluation criteria.


Test 3.

3.6.2. TIC: AUDIOVISUALES E INFORMTICOS CD del alumno (Students CD-Rom): Essential Nature Science 1. Madrid: Richmond Publishing/Santillana Educacin.

UNIT 3:

Audio Tracks: Pista 3 (Students Book, page 41: What should you know?).

Web task 3: Living things (ver Actividades). Activities sheet 3 (ver Actividades).


Enlaces Web




Pelculas


Star Wars. 1977.

CD del profesor (Class CD-Rom 1 & 2): Essential Nature Science 1. Madrid: Richmond Publishing/Santillana Educacin.

Class CD-Rom 1:

PowerPoint, Unit 3: Living things (Contents, Resources, Interactive Activity and Links).

Web Quest: Paradise Corner.

Class CD-Rom 2:

Web task 3: Living things (ver Actividades). Vocabulary organiser.



Students book answer key (Students book: pages 31-40). Worksheets answer key (Teachers Resource Pack, pages 38-43) Acceso y explotacin de determinadas pginas web a travs de la red:

Internet Resources: www.richmondelt.com, www.santillana.es, etc.).

Ver el apartado Actividades.

3.7. ACTIVIDADES



Realizacin de las actividades de introduccin: What do you remember?. Se motivar a los alumnos para que participen activamente y sin inhibiciones.


Para trabajar contenidos lingsticos y cientficos:

Students Book (page 31-37).



- Activities sheet 3: ANIMAL CELL - PLANT CELL - MUSCLE SYSTEM - CHEMICAL COMPOSITION OF ANIMALS - CHEMICAL COMPOSITION OF PLANTS // Class CD 2.3.7.3. ACTIVIDADES DE REFUERZO Y EXTENSIN Para trabajar contenidos lingsticos y cientficos:

Students Book:

Hand on (page 36): Making a hypothesis. Using a microscope to study cells. Projects (page 41):

Investigate.


Task

You are the Minister of the Environment. First study, then prepare a list of recommendations about conserving biodiversity and protecting living things.

Resources:

http://investigate.conservation.org/xp/IB/savingbiodiversity/http://internt.nhm.ac.uk/eb/biodsaving.shtmlhttp://www.amnh.org/nationalcenter/it_takes_all_kinds/i/i_print.htmlhttp://www.biodiversityni.com/thingsyoucando.html Class CD-Rom 1:

PowerPoint, Unit 3: Interactive Activity: Animal and plant cells.


Teachers Resource Pack (Worksheets 1-5, pages 38-42) // Class CD-Rom 2 (Worksheets answer key):

Activity Sheet 1: 1) Write the name of each chemical substance. 2) Match each word to its definition. 3) Classify in the table the human actions which affect biodiversity. Activity Sheet 2: 1) Reorder the letters and write the substances which make up plants and animals. Tick the ones that are inorganic. 1. Werat 2. Spidil 3. Relanims 4. Tinserop 5. Desuglic. 2) Complete the sentences using the words from Activity 1. Then finish labeling the pie charts. Activity Sheet 3: 1) Tick the information about animal and plant cells. 2) Complete the facts file below with information about the parts of cells. 3) Rewrite the sentences to compare facts. For example: The nucleus is smaller than the cell. Activity Sheet 4: 1) Sexual Dimorphism game. The male and female of many animals have different names. Put the following words into the correct column: horse- cock- bull- nanny- goat- cow- billy- goat- lioness- sow- hen-tigress- wild- sow- lion- pig- ewe- tiger- wild- boar- sheep- mare. 2) Work in pairs. How quickly can you match the concepts? Kingdom- Phyllum- Sub phylum- Class- Order- Family- Genus- Species. 3) Write True/False questions about the five animal kingdoms to test your partner.

Activity Sheet 5: 1) Think about and answer the questions. 1. Why did Linnaeus invent the system of classification? 2. In your opinion, why was a scientific system of classification necessary in the 18th century? 3. Which tools do modern scientists have to classify living things that Linnaeus did not have? 2) Invent and draw an imaginary living thing. Then classify it according to the Linnaean system.3.8. EVALUACIN



Students Book: page 40.

Teachers Resource Pack (page 43) // Class CD-Rom 2 (Worksheets answer key):

Test 3:

1) Circle the correct answer.

1. Biodiversity is especially varied (a) in tropical rain forests (b) in urban areas (c) in abyssal plains. 2. Animals, fungi and all protozoa are (a) autotrophs (b) heterotrophs (c) prokaryotic. 3. When two sex cells join, they form (a) buds (b) gametes (c) a zygote. 4. Shells, bones and teeth contain (a) mineral salts (b) nucleic acid (c) glucose. 5. The cell membrane is like (a) a muscle (b) a skin (c) a blood vessel. 6. Plant cells are (a) round (b) polyhedral (c) star-shaped. 7. Plant cell walls are made of (a) cellulose (b) chloroplasts (c) mitochondria. 8. There are ________ levels of classification for living things. (a) eight (b) seven (c) six. 9. A Linnaean Order is a subgroup of (a) Family (b) Class (c) Genus. 10. There can be differences between the male and the female of the same species. This is called (a) dimorphism (b) phylum (c) reproduction.


Biodiversity

Biodiversity is the variety of life on Earth in all its forms. It is the result of evolution, a slow process which began with the first life forms and still continues today. Species change and adapt to the environment. Biodiversity varies tremendously throughout the world. It is influenced by climate and habitats, amongst other things. Polar regions generally have fewer species, and so have less biological

diversity. The Atlantic Forest in Brazil has about 20,000 plant species, 1,350 vertebrates and millions of insects, and so has great biological diversity. Some regions have lost some of their biodiversity because plant and animal species have been severely reduced or even destroyed by deforestation, uncontrolled hunting and fishing, pollution and other factors.1. Are rocks and minerals included in biodiversity? Explain your answer. 2. What is the name of the process which began with the first forms of life? 3. Why does biodiversity vary throughout the world? 4. What factors can affect and reduce biodiversity?3.8.2. CRITERIOS DE EVALUACIN

1. Explicar qu es un ser vivo y en qu consisten las funciones vitales que los diferencian de la materia inerte.

2. Conocer las sustancias qumicas que componen los seres vivos.

3. entender cmo se organizan las clulas y describir tipos y funciones celulares.

4. Diferenciar un organismo unicelular de uno pluricelular.

5. Explicar los niveles de organizacin de un organismo pluricelular.

6. Definir las caractersticas de los cinco reinos.

7. Entender la clasificacin de los seres vivos y la nomenclatura que se emplea para clasificarlos.

8. definir el concepto de especie; explicar cmo se clasifica la especie humana.

9. Usar un microscopio para observar clulas vegetales y animales.







Coevaluacin.


PROGRAMACIN DE AULA

UNIDAD DIDCTICA 4: Invertebrates4.1. PRESENTACIN

En esta unidad se presenta a los alumnos y alumnas el mundo de los animales invertebrados, sus principales caractersticas, su clasificacin y sus funciones; as como los aspectos bsicos relacionados con los moluscos, los artrpodos y los equinodermos.4.2 OBJETIVOS

4.2.1. OBJETIVOS DE CONTENIDOS 1. Conocer las caractersticas del reino animal.

2. Describir los animales invertebrados y clasificarlos en grupos.

3. Describir cmo llevan a cabo las funciones vitales los animales invertebrados grupo de invertebrados.

4. Diferenciar animales invertebrados y animales vertebrados.

5. Diferenciar simetra bilateral y simetra radial.

6. Comprobar la utilidad de un modelo experimental para explicar observaciones de la naturaleza.


2. Describing


4. Describing manner

4.3. CONTENIDOS


Animales vertebrados: definicin, caractersticas comunes y clasificacin.

Los cinco grupos de vertebrados: cmo son, cmo viven, caractersticas especficas y subgrupos.


Observacin e interpretacin de imgenes, muestras, fotografas y dibujos.

Anlisis e interpretacin de esquemas anatmicos para comparar los distintos grupos de vertebrados.

Aplicacin de diversos criterios para clasificar los vertebrados.

Elaboracin de esquemas cientficos.

4.3.3. Actitudes

Apreciar la diversidad de los vertebrados y mostrar una actitud favorable a su proteccin y conservacin.


(Conexin curricular Bloque 1. Escuchar, hablar y conversar. Bloque 2. Leer y escribir. Bloque 3. Conocimiento de la lengua. Bloque 4. Aspectos socio-culturales y consciencia intercultural.) VOCABULARIO: amphibians, homeotherms, mammals, ovoviviparous, poikilotherms, reptiles, viviparous. KEY LANGUAGE:

Expressing purpose: Aquatic amphibians use lungs to breathe.

Expressing cause and results: They undergo metamorphosis. As a result, they lose their gills and develop lungs.

Expressing contrast: A sharks skin, however, has denticles. All reptiles have legs. However, snakes do not.4.4. COMPETENCIAS BSICAS



(((

4.5. METODOLOGA



El desarrollo de la Unidad 4 acerca al alumno a situaciones contextualizadas de su propia experiencia o de sus conocimientos previos sobre los animales invertebrados, sus caractersticas, su clasificacin, sus funciones, etc.; alternndose actividades de diversa naturaleza (observacin, comprensin, expresin, reflexin, valoracin, aplicacin, investigacin) a travs de la actuacin del profesor (motivacin, explicaciones, ejemplificaciones, preguntas, propuestas de tareas, etc.) y con la participacin activa de los alumnos y alumnas.








UNIT 4: Invertebrates (pages 42-51). Vocabulary and Key Language sections Key Language (page 160...).


UNIT 4: Invertebrates (pages 44-51)


Libros (How and why wonder books: Ants & bees (1962) Ronald Rood Publisher: Grosset and Dunlap. N.Y.; Rookie read-about Science series: Its a good thing there are insects Allan Fowler Publisher: Childrens Press; Insects are animals Judith Holloway & Clive Harper Publisher: Modern Curriculum press The insect world Norman Lobsenz Publisher: N.Y. Golden Press (1959) A profusely illustrated reference to the insect world.) Work Sheets 1-5.

Test 4.


UNIT 4:


Web task 4: Invertebrates (ver Actividades). Activities sheet 4 (ver Actividades).


Enlaces Web

Insects on the Web http://www.insects.org/ Extremely exhaustive web page about insects. It has an interesting section on macro-photographs, with commentaries of a great number of insect species.

Conchology: The art & science of nature http://www.worldwideconchology.com/ One of the most complete web pages about mollusks. Intended for shell collectors, it has thousands of photographs of shells from all over the world. They are classified by environments.

Pelculas

Phase IV Director: Saul Bass (1974) Paramount Pictures

Arac attack Director: Ellory Elkayem Warner Home Video (2002)

A bugs life Disney Pixar (1998)


Class CD-Rom 1:

PowerPoint, Unit 4: Invertebrates (Contents, Resources, Interactive Activity and Links).


Class CD-Rom 2:

Web task 4: Invertebrates (ver Actividades). Vocabulary organiser.



Students book answer key (Students book: pages 43, 44, 45, 46, 48, 49 and 50). Worksheets answer key (Teachers Resource Pack, pages 46-51) Acceso y explotacin de determinadas pginas web a travs de la red:



4.7. ACTIVIDADES









Activities sheet 4: ANNELIDS INSECTS MOLLUSCS ARACHNIDS ECHINODERMS - CRUSTACEAN PORIFERA - ECHINODERMS // Class CD 2.

4.7.3. ACTIVIDADES DE REFUERZO Y EXTENSIN Para trabajar contenidos lingsticos y cientficos:

Students Book:

Hand on (page 49): Carrying out an experiment. Projects (page 51):

Investigate.


Task

A film director wants to know the name of the biggest spider to use in a new film. What is this huge spider like? Where does it live? What does it eat?

Resources:

http://www.blueplanetbiomes.org/goliath_bird_eating_spider.htmhttp://www.thebigzoo.com/Animals/Goliath_Bird_Eating_Spider.asp Class CD-Rom 1:

PowerPoint, Unit 4: Interactive Activity: What do you know invertebrates?



Activity Sheet 1: 1) Put a cross next to the two that are not animals. 2) Find and write the names of the six groups of invertebrates. Give an example of each. 3) Circle the mistakes and rewrite the information.

Activity Sheet 2: 1) Match the answers to the questions. 2) Read the descriptions and identify the sub-group they refer to. 3) Look at these two arthropods and write sentences to compare and contrast them. Activity Sheet 3: 1) Read the sentences and write the invertebrate group they refer to. 2) True or False? Write T or F and then correct the false sentences. 3) Write down the three most interesting facts you have learnt about invertebrates in this unit. Compare your list with a partner. Activity Sheet 4: 1) Read your sentences with a partner and add more information. Example: Movement mollusks and arthropods can move quite fast because they have many legs, and some have wings. However, mollusks have only one foot and for this reason they move more slowly than arthropods.

Activity Sheet 5: 1) Complete the table about palolo worms with information from the text. 2) How often do palolos reproduce? Describe their reproduction cycle. 3) 3 Name some invertebrates that you have eaten. Were they tasty?4.8. EVALUACIN





Test 4:


1. Animals are eukaryotic and (a) heterotrophic (b) unicellular (c) autotrophic. 2. Porifera feed by filtration. Water enters and then leaves through (a) the central cavity (b) the channels (c) the osculum. 3. The body of cnidaria is surrounded by (a) tentacles (b) pores (c) buds. 4. In the earthworm, eggs are deposited in a large segment called the (a) clitellum (b) coelom (c) setae. 5. Most mollusks are hermaphrodites and (a) viviparous (b) oviparous (c) ovoviviparous. 6. As they grow, arthropods shed the old exoskeleton and grow a new one. This is called (a) metamorphosis (b) multiplication (c) moulting. 7. The chelicerae help the spider (a) eat (b) move (c) defend itself. 8. The internal skeleton of echinoderms is made up of (a) pedipalps (b) plaque (c) segments. 9. The exoskeleton of aquatic insects is protected by (a) a shell (b) a mantle (c) wax. 10. Most echinoderms breathe through (a) lungs (b) the ambulacral apparatus (c) gills.


Tapeworm

The taenia tapeworm is a parasite that lives in the intestines of animals and humans. When cows or pigs eat vegetation that has been contaminated with tapeworm eggs, they become infected. Consequently, humans can become infected too if they eat meat from these animals. Tapeworms absorb nutrients directly from their hosts. Some taenia species are more than ten metres long. Their head, called the scolex, has four suckers and pointed hooks. Then comes the neck and many rings which get bigger as they get older and move farther from the head. The body of a tapeworm is long, flat and soft, with no respiratory or digestive system. Since they are hermaphrodites, they can fertilise themselves. Tapeworms cause great harm to their unfortunate hosts.1. Where do tapeworms live? 2. When do humans become infected? 3. How do tapeworms feed? 4. Describe the body of a tapeworm. 4.8.2. CRITERIOS DE EVALUACIN

1. Describir las caractersticas del reino animal.

2. Describir las caractersticas de estructura, organizacin y funciones de los distintos grupos de invertebrados.

3. Describir como realizan las funciones vitales los animales invertebrados

4. Clasificar invertebrados utilizando claves sencillas y tcnicas de observacin.

5. Distinguir invertebrados de vertebrados.

6. Diferenciar simetra bilateral y simetra radial.

7. Comprender la utilidad de un modelo experimental en la observacin.







Coevaluacin.


PROGRAMACIN DE AULA

UNIDAD DIDCTICA 5: Vertebrates5.1. PRESENTACIN

Con esta unidad se presenta a los alumnos y alumnas el mundo de los animales vertebrados, sus principales caractersticas, su clasificacin y sus funciones; as como los aspectos bsicos relacionados con los mamferos, las aves, los reptiles y los anfibios.5.2 OBJETIVOS

5.2.1. OBJETIVOS DE CONTENIDOS 1. Conocer las caractersticas de los animales vertebrados.

2. Comparar animales vertebrados animales invertebrados.

3. Clasificar los animales vertebrados en grupos y reconocer las caractersticas principales de cada grupo.

4. Aprender los pasos para realizar un esquema cientfico.


5.3. CONTENIDOS


Caractersticas del reino animal y diferencias entre vertebrados e invertebrados.

Caractersticas de estructura, organizacin y funciones de los invertebrados.

Diversidad de los invertebrados: grupos ms importantes y sus caractersticas.


Identificacin y descripcin de fotografas, diagramas cientficos e imgenes de cortes transversales de animales.

Aplicacin de criterios para clasificar los invertebrados.

Uso de la informacin del libro para clasificar invertebrados.

Elaboracin de modelos experimentales.

5.3.3. Actitudes

Comprender y valorar la diversidad de los invertebrados.

Tomar conciencia de la importancia de los invertebrados en la naturaleza y la necesidad de su conservacin.


(Conexin curricular Bloque 1. Escuchar, hablar y conversar. Bloque 2. Leer y escribir. Bloque 3. Conocimiento de la lengua. Bloque 4. Aspectos socio-culturales y consciencia intercultural.) VOCABULARIO: Annelids, arthropods, cephalopods, cnidaria, crustaceans, echinoderms, gastropods, mollusc, myriapods, oviparous, platyhelminths, polyp, porifera, etc. KEY LANGUAGE:

1. Reporting facts

The bud becomes a new living being.

The fragments grow into new individuals.

2. Describing

Green sepals; brightly coloured petals.

3. Describing sequences

First, pollen grains land on the pistil. Then, pollen tubes develop until they reach the ovary. Finally, 5.4. COMPETENCIAS BSICAS



(((

5.5. METODOLOGA



El desarrollo de la Unidad 5 acerca al alumno a situaciones contextualizadas de su propia experiencia o de sus conocimientos previos sobre los animales vertebrados, sus caractersticas, su clasificacin, sus funciones, etc.; alternndose actividades de diversa naturaleza (observacin, comprensin, expresin, reflexin, valoracin, aplicacin, investigacin) a travs de la actuacin del profesor (motivacin, explicaciones, ejemplificaciones, preguntas, propuestas de tareas, etc.) y con la participacin activa de los alumnos y alumnas.








UNIT 5: Vertebrates (pages 52-61). Vocabulary and Key Language sections Key Language (page 160...).


UNIT 5: Vertebrates (pages 52-59)


Libro (Art of birds. Pablo Neruda). Work Sheets 1-5.

Test 5.


UNIT 5:


Web task 5: Vertebrates (ver Actividades). Activity sheet 5 (ver Actividades).


Enlaces Web

National Geographic.com Kids http://kids.nationalgeographic.com/Animals/ an animal encyclopedia which includes all kinds of interesting facts and fascinating information.

Pelculas

Artic and Antarctic. BBC Nature Collection Tropical jungle. Interactive BBC collection Animals are beautiful people. Warner Bros Entertainment. Director: Jaime Uys

Jane Goodalls wild chimpanzees. Director: David Lickley. For forty years, the great zoologist.


Class CD-Rom 1:

PowerPoint, Unit 5: Vertebrates (Contents, Resources, and Links).


Class CD-Rom 2:

Web task 5: Vertebrates (ver Actividades). Vocabulary organiser.

Class Audio (ver Audio transcript: Unit 5): Pista 9 (Students Book, page 54-55: Activity)





5.7. ACTIVIDADES









Activities sheet 5: VERTEBRATES AND INVERTEBRATES - CHARACTERISTICS OF MAMMALS BIRD - PARTS -OF A FEATHER REPTILE AMPHIBIAN FISH MAMMAL // Class CD 2.

5.7.3. ACTIVIDADES DE REFUERZO Y EXTENSIN Para trabajar contenidos lingsticos y cientficos:

Students Book:

Hand on (page 59): Scientific diagrams. Projects (page 61):

Hypothesis.


Task

Your best friend wants an Iberian lynx as a pet. You must find out if these animals make good pets. Where do these animals live? What are they like? What is their future?

Resources:

http://www.wwf.org.uk/core/wildlife/fs_0000000022.asphttp://www.iberianature.com/material/iberianlynx.htmhttp://www.bbc.co.uk/nature/wildfacts/factfiles/29.shtmlhttp://www.sciencedaily.com/releases/2007/10/071023163901.htm Class CD-Rom 1: Web Quest: Paradise Corner.


Activity Sheet 1: 1) Use the clues to solve the puzzle and find the mystery word! 2) Put the words in the correct order and complete the sentences. 3) Complete the sentences with words from the box: metamorphosis viviparous bilateral oviparous interaction.

Activity Sheet 2: 1) Prefixes are syllables or groups of syllables before a word which change its meaning. Scientific prefixes usually come from Greek (G) or Latin (L). Look up these prefixes in a dictionary. Then, match each prefix with its English meaning. 2) Find a word with each prefix in your Students Book, Unit 5. 3) Complete each sentence with one word from the box: echinoderms - cnidaria - terrestrial - mollusks - arthropods - worms - echinoderms mollusks.

Activity Sheet 3: 1) Complete the chart about the five groups of vertebrates. 2) Write two sentences in each case to compare and contrast different groups of vertebrates. Example: Movement: Terrestrial mammals have legs, aquatic mammals have fins and bats have wings. All reptiles have four legs except snakes, which have none.

Activity Sheet 4: 1) Add information to the Venn diagram and write sentences to compare and contrast bats and seagulls. Example: Both seagulls and bats have wings. However, only seagulls are birds. 2) Draw and label a bat. Activity Sheet 5: 1) Match the words and their definitions. 2) Choose the best title for this reading passage and write it on the line above the text: A practical joke The enigmatic platypus A scientific discovery. 3) Correct the information in each sentence.5.8. EVALUACIN





Test 5:


1. The main difference between invertebrates and vertebrates is that vertebrates have (a) an endoskeleton (b) bilateral symmetry (c) a backbone. 2. The main difference between mammals and other vertebrates is that mammals (a) produce milk (b) have articulated limbs (c) are homeothermal. 3. The bones of birds are (a) hollow (b) very long (c) aerodynamic. 4. Birds have a horny mandible called a (a) keel (b) beak (c) neck. 5. Snakes have no (a) teeth (b) limbs (c) scales. 6. Amphibians have no (a) skin (b) scales (c) toxins. 7. Amphibians are the only vertebrates which (a) undergo metamorphosis (b) moult (c) are oviparous. 8. In fish, the gills are protected by a bony cover called the (a) caudal fin (b) lateral line system (c) operculum. 9. The shell of turtles and tortoises is called the (a) amnion (b) calamus (c) carapace 10. The skin of sharks is covered with tooth like projections called (a) denticles (b) plaques (c) cartilage oviparous.


From egg to frog

The female frog lays eggs in warm water and the male fertilises them. Three days after it hatches, a tadpole develops gills, a tail and an open mouth to feed on microscopic plants. After 12 weeks, the tadpole develops legs and lungs: it can move and breathe outside water. At about 16 weeks, the tadpole has four legs and its tail disappears. It loses its many tiny teeth, and its mouth grows larger. At this point the frog has achieved its adult form, and it climbs out of the water to make its home on land.

1. What are the first body parts a tadpole develops? What does the tadpole use them for? 2. What do tadpoles eat? 3. Draw the timeline of the tadpole metamorphosis.

2


1. Reconocer y describir las caractersticas de estructura, organizacin y funcin de los distintos grupos de vertebrados que sirven para identificarlos y clasificarlos a partir de fotografas y dibujos.

2. Aplicar los criterios apropiados para comparar animales vertebrados animales invertebrados. Aplicar los criterios adecuados para comparar animales vertebrados animales invertebrados.

3. Clasificar vertebrados utilizando claves sencillas y tcnicas de observacin.

4. Definir un esquema cientfico y describir los pasos necesarios para elaborar uno.







Coevaluacin.


PROGRAMACIN DE AULA

UNIDAD DIDCTICA 6: The plant and fungi kingdoms6.1. PRESENTACIN

En esta unidad se presenta a los alumnos y alumnas los reinos de las plantas y de los hongos, sus principales caractersticas, su clasificacin, sus funciones, las partes u rganos de una planta, una flor, un hongo, etc.6.2 OBJETIVOS

6.2.1. OBJETIVOS DE CONTENIDOS 1. Conocer las caractersticas propias del reino Plantas y del reino Hongos

2. Clasificar plantas y partes de plantas.

3. Reconocer los rganos de las plantas y las partes de los hongos; identificar sus formas y funciones.4. Conocer las formas de nutricin y reproduccin de las plantas.

5. Aprender los pasos necesarios para realizar una clasificacin.


2. Reporting facts.3. Making impersonal statements.4. Defining.5. Referring to quantity.6.3. CONTENIDOS


Las plantas, definicin del reino, caractersticas comunes y clasificacin.

Las partes de las plantas: raz, tallo y hojas. Estructuras y funciones.

La nutricin, la relacin y la reproduccin de las plantas.

El reino Hongos: caractersticas y clasificacin.

Observacin y clasificacin de plantas.


Anlisis e interpretacin de ilustraciones y dibujos que muestran ciclos o secuencias de acontecimientos.

Descripcin de los rasgos estructurales, organizativos y funcionales de las plantas a partir de fotografas y dibujos.

Utilizacin de claves dicotmicas para clasificar hojas.

6.3.3. Actitudes

Inters por conocer la gran diversidad de las plantas. Tambin por encontrar los rasgos comunes que definen el reino Plantas y los que definen el reino Hongos.

Desarrollo de una actitud favorable a la conservacin de la biodiversidad.


(Conexin curricular Bloque 1. Escuchar, hablar y conversar. Bloque 2. Leer y escribir. Bloque 3. Conocimiento de la lengua. Bloque 4. Aspectos socio-culturales y consciencia intercultural.) VOCABULARIO: angiosperm, dispersal, ferns, fertilisation, fungi, germination, gymnosperm, mosses, pollination, stomata transpiration, vascular, yeasts. KEY LANGUAGE:

Comparing: Ferns are bigger than mosses. Conifers are the largest group of gymnosperms.

Describing a process: When minerals dissolve in water, raw sap is produced.

Making generalisations: Most gymnosperms are evergreens. Many angiosperms are deciduous.6.4. COMPETENCIAS BSICAS



(((

6.5. METODOLOGA



El desarrollo de la Unidad 6 acerca al alumno a situaciones contextualizadas de su propia experiencia o de sus conocimientos previos sobre el reino de las plantas y los hongos, sus caractersticas, clasificacin, funciones, rganos, etc.; alternndose actividades de diversa naturaleza (observacin, comprensin, expresin, reflexin, valoracin, aplicacin, investigacin) a travs de la actuacin del profesor (motivacin, explicaciones, ejemplificaciones, preguntas, propuestas de tareas, etc.) y con la participacin activa de los alumnos y alumnas.








UNIT 6: The plant and fungi kingdoms (pages 62-73). Vocabulary and Key Language sections Key Language (page 160...).


UNIT 6: The plant and fungi kingdoms (pages 60-67) Objectives, contents, values, competences key and evaluation criteria.

Libro (Introductory mycology. Alexopoulos & Mims.) Work Sheets 1-5.

Test 6.


UNIT 6:


Web task 6: The plant and fungi kingdoms (ver Actividades). Activities sheet 6 (ver Actividades).


Enlaces Web

Photographic atlas of plant anatomy. http://botweb.uwsp.edu/anatomy/ Photographs of parts of plants.

Pelculas

Amazon. Director: Keith Merril. A documentary about the journey of an Indian shaman, Julio Mamani, and the scientist Dr Mark Plotnick, through the river Amazon, to look for medicinal plants.

Emerald jungle. Director: John Boorman.


Class CD-Rom 1:

PowerPoint, Unit 6: The plant and fungi kingdoms (Contents, Resources, Interactive Activity and Links).


Class CD-Rom 2:

Web task 6: The plant and fungi kingdoms (ver Actividades). Vocabulary organiser.






6.7. ACTIVIDADES



Realizacin de las actividades de introduccin: What do you remember?. Se motivar a los alumnos para que participen activamente y sin inhibiciones.



Students Book (page 63-66 and 68-71).



Activities sheet 6: FERN MOSS - ANGIOSPERM GYMNOSPERM - PARTS OF A PLANT - PLANT NUTRITION - DAYTIME PROCESSES - NIGHTTIME PROCESS // Class CD 2.6.7.3. ACTIVIDADES DE REFUERZO Y EXTENSIN Para trabajar contenidos lingsticos y cientficos:

Students Book:

Hand on (page 67): Observation and classification of leaves. Projects (page 73):

Hypothesis.


Task 1

Where is the tallest tree in the world? How tall is it? Where is the largest tree in the world? What are their names?

Resources:

http://www.bolokids.com/2006/0189.htmhttp://dev.smm.org/buzz/buzz_tags/hyperionTask 2

Where can you find the tallest tree in Spain? How tall is it? What kind of tree is it? Does it have a name?

Resources:

http://www.iberianature.com/material/monumental.htmhttp://www.iberianature.com/material/guidee.htm Class CD-Rom 1: PowerPoint, Unit 6: Interactive Activity (Parts of a flower). Web Quest: Paradise Corner. Teachers Resource Pack (Worksheets 1-5, pages 62-66) // Class CD-Rom 2 (Worksheets answer key):

Activity Sheet 1: 1) Combine the words in the columns to make new words.2) Complete the sentences with words from the box. 3) Match the questions and answers. Activity Sheet 2: 1) Complete the sentences with the words in the box. 2) Match each prefix with its meaning in English. 3) Write other words you know with the same prefixes. 4) Read the definitions. What do they refer do? Activity Sheet 3: 1) Complete the word map with the main parts of the flowers reproductive organs. Use the words in the box. 2) Match the words with the descriptions below. Then put the stages of reproduction in the correct order. 3) Answer the questions in pairs. Activity Sheet 4: 1) Work in pairs. Take turns to read. Then classify the sentences and write the numbers. 2) Draw a simple diagram to explain plant nutrition. Activity Sheet 5: 1) Find words in the text which mean the following 2) Investigate and find the names of some poisonous plants.6.8. EVALUACIN





Test 6:


1. Plant cells are surrounded by (a) a cellulose wall (b) membranes (c) organelles. 2. Ferns are (a) non-vascular plants (b) vascular plants (c) flowering plants. 3. Instead of leaves, mosses have small laminas called (a) rhizomes (b) sorus (c) phyllodes. 4. Most gymnosperms are (a) evergreens (b) non-flowering (c) deciduous. 5. During photosynthesis, plants absorb carbon dioxide through the (a) leaves (b) roots (c) flowers. 6. Leaves and branches are joined to the stem at (a) internodes (b) apical buds (c) nodes. 7. There are main roots and secondary roots. Each root ends in (a) capsules (b) root caps (c) hyphane. 8. After fertilisation, the ovary of a flower (a) dries up (b) falls off the plant (c) changes into the fruit. 9. The energy needed for photosynthesis is provided by (a) elaborated sap (b) sunlight (c) raw sap. 10. There are two types of heterotrophic fungi: saphrotrophs and (a) parasites (b) eukaryotes (c) mycelium.


Plant reactionsThere are two types of plant reaction: permanent related to growth and temporary caused by stimuli in the habitat. For example, if you place a plant horizontally, the stem will grow and curve towards the light and the roots will grow down into the soil. This is a permanent reaction. In temporary reactions, the plant returns to its initial state when the stimulus stops. For example, the stems, leaves and flowers of sunflowers turn with the Sun as it moves across the sky. Plants also react to classical music: they open their leaves and flowers and bend towards the source of the music. They grow much faster if music is played to them every day. However, they do not like rock music, and absolutely hate heavy metal! They will bend away from this type of music, and if it does not stop, they usually die within two weeks.

1. What is the difference between permanent and temporary reactions? 2. Describe one temporary and one permanent reaction in plants. 3. What kind of music do plants prefer?


1. Reconocer y describir las caractersticas del reino Plantas y del reino Hongos.

2. Clasificar plantas e identificar los rasgos ms relevantes que explican la pertenencia a un grupo determinado.

3. Describir los rganos y partes de una planta y de un hongo y explicar su funcin.

4. Describir el proceso de nutricin de las plantas, explicando el papel de la fotosntesis.

5. Explicar cmo se reproducen las plantas y los hongos.

6. Elaborar un sistema de clasificacin tipo rbol.







Coevaluacin.

Essential

Essential Natural Science 1eso

Documents

the universe

the hydrosphere

study the constellations

the earths atmosphere

which orbit the sun

the simple living things53

objetivos de contenidos

the plant and fungi