libro recursos

7/29/2019 Libro Recursos

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The World of Science

ACTIVITY BOOK

Francisco Jos Martnez Ruiz

J o s R a m n d el P i no R u iz

Minervina Silvn Muoz

Mara Mercedes Bautista Arnedo


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The World of Science

Activity Book

Autores:

Francisco Jos Martnez Ruiz

Jos Ramn del Pino Ruiz

Minervina Silvn Muoz

Mara Mercedes Bautista Arnedo


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Este trabajo se presenta siguiendo la bases de la ORDEN de 27 de febrero de 2007, por laque se establecen las bases reguladoras de la concesin de subvenciones para la elaboracinde materiales curriculares relacionados con el plurilingismo y se efecta la convocatoria parael ao 2007.


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Content Table

PREFACIO ..................................................................................................................... 51. THE UNIVERSE AND THE SOLAR SYSTEM........................................................ 7

ACTIVITIES.................................................................................................................7GAMES AND INTERACTIVES .................................................................................19

2. THE EARTH AND ITS MOVEMENTS ..................................................................25ACTIVITIES...............................................................................................................25GAMES AND INTERACTIVES .................................................................................35

3. PROPERTIES OF MATTER ................................................................................. 39ACTIVITIES...............................................................................................................39GAMES AND INTERACTIVES .................................................................................47

4. STATES OF MATTER ..........................................................................................49ACTIVITIES...............................................................................................................49GAMES AND INTERACTIVES .................................................................................53

5. PURE AND MIXED SUBSTANCES...................................................................... 55ACTIVITIES...............................................................................................................55GAMES AND INTERACTIVES .................................................................................63

6. ELEMENTS, COMPOUNDS OR MIXTURES? ..................................................... 65ACTIVITIES...............................................................................................................65GAMES AND INTERACTIVES .................................................................................75

7. THE ATMOSPHERE: GAS IN EARTH ................................................................77ACTIVITIES...............................................................................................................77GAMES AND INTERACTIVES .................................................................................93

8. THE HYDROSPHERE: LIQUID IN EARTH ......................................................... 99ACTIVITIES...............................................................................................................99GAMES AND INTERACTIVES ...............................................................................107

9. THE GEOSPHERE: THE SOLID PART OF EARTH. MINERALS AND ROCKS 111ACTIVITIES.............................................................................................................111GAMES AND INTERACTIVES ...............................................................................119

10. PROTECTING THE EARTH PLANET ............................................................123ACTIVITIES.............................................................................................................123GAMES AND INTERACTIVES ...............................................................................135

GLOSSARY................................................................................................................ 137


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PREFACIO

La enseanza bilinge de las ciencias naturales supone para muchos de losprofesores que se inician, un verdadero reto, ya que significa hacer frente aproblemas de muy diversa naturaleza en lo concerniente a aspectosmetodolgicos, de contenido, lingsticos y bsqueda de materiales. El poderdisponer de un material didctico adecuado suele convertirse en un problemapara el profesor. Se suele optar por la adaptacin del material existente enespaol o por la incorporacin de material en lengua extranjera procedente delpas de origen.

Resulta relativamente sencillo encontrar materiales didcticos de ciencias de lanaturaleza en ingls. Sin embargo, en la mayora de los casos, no son

apropiados para su uso en la clase, ya que los textos en la lengua originalposeen un nivel demasiado elevado para nuestros estudiantes en lenguaextranjera. Por esta razn, el profesor necesita trabajar en la adaptacin deestos materiales al nivel que tienen los estudiantes del idioma ingls.

Con estos materiales queremos proporcionar al profesorado que impartaenseanzas bilinges un material til y concreto en ingls, con modelos aseguir como punto de partida en la autoformacin para impartir cienciasnaturales a un nivel lingstico elemental en ingls, y que adems les posibiliteguiar al alumnado de forma clara, concisa y fcilmente entendible para elmismo.

Pretendemos que estos materiales sirvan de estmulo a los estudiantes deprimer curso de Enseanza Secundaria Obligatoria, para que tomen contactocon el excitante mundo de las Ciencias Naturales desde una perspectivadivertida y amena. Nos aproximamos a los conceptos de la asignaturamediante una coleccin de ejercicios variados y asequibles para el alumnado:de opcin mltiple, completar huecos, verdadero o falso, descubrir la opcinincorrecta, agrupacin de contenidos, etc, todo ello complementado conactividades para colorear, y que servirn a su vez para aprender vocabulario eningls de una manera autnoma, a la vez que adquieren los conocimientos deciencias correspondientes.

Este proyecto se presenta siguiendo las bases de la ORDEN de 27 de febrerode 2007, por la que se establecen las bases reguladoras de la concesin desubvenciones para la elaboracin de materiales curriculares relacionados conel plurilingismo y se efecta la convocatoria para el ao 2007.

Los autores.

Sevilla, marzo de 2008.


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1. THE UNIVERSE AND THE SOLAR SYSTEM

ACTIVITIES

1) Colour the International Space Station.

2) Whats your name? Are you .? Name your Shuttle crew for the

mission

Unit I


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3) Connect the dots on the Shuttle.

4) Connect the dots on the International Space Station.


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5) Connect the dots to find the constellation Orion (the

hunter). Orion, also known as "The Hunter," is a constellation in the

Northern Hemisphere.

6) Connect the dots to f ind the "The Great Bear"

7) Connect the dots to find the the scorpion .

Scorpius (the Scorpio) is a constellation of the zodiac. Connect the dots and see if you

can imagine a Scorpio. The brightest star in Scorpius is Antares, a red supergiant star.


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8) What do you remember? Choose the right option.

You already know about

How the Moon orbits the Earth

All the thing that make up the Solar System

a) The Earth is

flat

an asteroid

a planet

a star

b) The Moon is

an asteroid

a planet a satellite

made of cheese

c) What force keeps us on the Earth?

Atmospheric pressure

Glue

Magnetism

Gravity

d) Space is full of

Air

Alien life-forms

Gas

Nothing

9) Choose the right option.

a) Which word means Sun-centred? egocentric

geocentric

heliocentric

solarcentric

b) An object which orbit another objectis called a

bung

moon

satellite

spacecraft


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10) Filling. Orbit ing around TO ORBIT & TO SPIN .

The planets the Sun, the Moon orbits the Earth.

The Earth on its axis.

11) Color the Solar System.

12) Think about and answer the question.

a) What are the main differences between the Sun and the planets? Tick () the

correct answers.

The Sun orbits the planets

The Sun produces light, but planets do not.

Planets move, but stars don not.

b) How many planets are there in the Solar System?

c) What are the two movements the planets make?

d) What are the names of the planets in the Solar System? Make a list of the

planets, starting with the planet closest to the Sun.


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13) Colour the Asteroid Belt . Read the text slowly and

answer.

a) What are asteroids?

b) Where are asteroids located inthe Solar System?

14) Colour the Inner Planets.

The inner planets are those planets that orbit close to the sun. They are: Mercury,

Venus, Earth, and Mars. They are relatively small, and are composed mostly of rock.Mercury and Venus have no moons; the Earth has one moon, and Mars has two tiny

moons.


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15) Colour the Outer Planets.

The outer planets are those planets that orbit far from the Sun. They are: J upiter,

Saturn, Uranus, Neptune, and Pluto. They are mostly huge, mostly gaseous, ringed,

and have many moons (the exception is Pluto which is small and rocky, has one moon,

and it considered to be a dwarf planet).

16) Think about and answer.

a) What is at the centre of our Solar System?

b) Which planet is the biggest?

c) Which planet is called the "red planet"?

d) What is the name of the group of objects that orbit the Sun between Mars

and Jupiter?

e) Are the inner planets made of rock or gas?


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17) First, second, third, fourth, fifth

a) The Earth is the ............... planet from the Sun.

b) Mercury is the ............... planet from the Sun.

c) Pluto is the ............... planet from the Sun.

d) Mars is the ............... planet from the Sun.

e) J upiter is the ............... planet from the Sun.

f) Venus is the ............... planet from the Sun.

g) Saturn is the ............... planet from the Sun.

h) Neptune is the ............... planet from the Sun.

i) Uranus is the ............... planet from the Sun.

18) Label the Aphelion-Perihelion.

Label the orbital diagram using the terms below.

Aphelion - the point in an orbit that is farthest from the sun.

Perihelion - the point in an orbit that is closest to the sun.

Sun - the star in our Solar System.

Planet - a large celestial body that orbits a star.


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19) Colour the Jupiter planet and answer.

J upiter is the fifth planet from the Sun. It is a gas giant and the biggest planet in the

Solar System. J upiter has a thick atmosphere, four large moons, and dozens of smaller

moons, and a barely-visible ring. The great red spot is an enormous storm.

a) Is J upiter the biggest

planet?

b) Does J upiter have a ring?

c) Is J upiters atmospherethick or thin?

d) What is the red spot?

20) Colour the Saturn planet and answer.

Saturn is the sixth planet from the Sun. It is a gas giant and the second biggest

planet in our Solar System. It has beautiful rings that are made mostly of ice (and some

rock). Saturn is made of hydrogen and helium gas. It has dozens of moons. Saturn is

visible without using a telescope, but a low-power telescope is needed to see its rings.

a) Is Saturn rocky or

gaseous?

b) Is Saturn the biggest

planet?

c) How many moons are there

in the Saturn planet?

d) Can you see Saturns rings

using your eyes alone?


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21) Space Word Chop.

22) Space Word Search.All words are positioned left to right, right to left, and diagonally.


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23) Write the name planets in the boxes.

24) Draw a line from the planet to its name.


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25) The planets are not all the same size.

Look at the planets, and then answer the questions below.

a) Which planet is the smallest?

b) Which planet is the biggest?

c) Is Earth 5th or 6th biggest?

d) Is Uranus bigger than Saturn?

e) Which planet is almost the same size as Earth?

26) Find the words in the puzzle.


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GAMES AND INTERACTIVES

27) Solar System Game

http://www.nasa.gov/audience/forkids/games/G_Solar_System_Game.html

28) Play the Earth System Game

Sort the cards into the correct pile -- living things, air, water or land.

http://www.cotf.edu/ete/modules/k4/online/Eonline1.html

29) How Old are You on Another Planet?

An Earth day is about 24 hours long. An Earth

year is about 365 days long. Days and years

on other planets are different. Some planets

have very long days. Some have very short

days. Some have very long years. Some have

very short years. Type your birthday below.

Click on a planet. You will see how old you

would be if you had been born there!

http://www.nasa.gov/audience/forkids/

games/age.html


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30) Connect the Stars!

Play connect the dots with the constellations!

http://www.nasa.gov/audience/forkids/games/connect.html

31) Solar System Trading Cards

Print out onto card stock or heavy paper. Cut out and fold in half along dotted line; glue

or tape each card together.

http://amazing-space.stsci.edu/resources/print/activities/solsyst_tradecards_jr.pdf


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32) Solar System Trading Cards ON LINE.

Choose an object from our Solar System to name it and collect the card

http://amazing-space.stsci.edu/resources/explorations/trading/game.htm

33) Planet size comparison.

http://www.sciencenetlinks.com/interactives/messenger/psc/PlanetSize.html


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2. THE EARTH AND ITS MOVEMENTS

ACTIVITIES

1) Join with arrows.

Lunar Roving Vehicle

Apol lo 11 - Flag

Lunar Eclipse

Footprint on the Moon

Earth from the Moon

Unit II


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2) The Moon.

a) The colour of the Moon is _______________________

b) The Moons surface is

rocky grassy

c) Is there air on the Moon? _______________________

3) The Earth.

a) Is Earth a rocky or gas planet? _______________

b) Is Earth the only planet in the solar system that supports life?_______________________________

c) Is Earth hotter or colder than Mars?

_______________________________

d) What colours are Earth? _______________________________

Colour it .


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4) Read the text and choose the right option:

Moon: A satellite that orbits a planet. Earth has one moon. Mars has two. Some

planets have no moons (Mercury and Venus). Some planets have a dozens

moons (Jupi ter and Saturn). Our moon orb its the Earth in about one month.

1. A moon orbits ...

a) another moon

b) a planet

c) a satellite

2. Do all planets have moons?

a) yes

b) no

c) sometimes

3. How many moons does Mars

have?

a) oneb) two

c) a dozen

4. How many moons does Jupiter

have?

a) oneb) two

c) a dozen

5) Remember and complete the paragraph. Use the words in

the box.

Earth moons planets rings

Solar system SunThe Solar system is very, very, big! The (1) ............is at the centre. There are

nine (2).............. in the Solar system. They travel round the Sun. Four of the

planets have got (3)............round them. And seven planets (for example, our

planet, (4).............) have got (5)................

6) Match the words to the movements.

day spring

summerrotation

year

night winter

spinorbit

autumn

7) Rotation: days and nights. Complete the sentences.

The Earth rotates on its own axis. This movement creates the

difference between day and night.


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The Earth takes .....hours (one day) to complete one rotation on its axis. It rotates

constantly without ever stopping. Rotation causes ....... and....... On the half of the

Earth facing the Sun, it is day. On the other half of the Earth facing away from the Sun,

it is night. When it is night in Spain it is day in ..........

8) Orbit: the seasons. Complete the sentences.

The Earth takes ..... days and .........hours (one ........) to complete one orbit of the Sun.

The amount of light and heat received from the Sun is not equal everywhere on Earth

because the Earth spins on its ............ . Its axis is tilted, and this has an important

effect.

This causes different climates in different areas of the world. It is also responsible for

the changes in season during the year: spring, ................., ..................... and................

The seasons happen at different times in the two hemispheres. When it is summer in

the Northern Hemisphere, it is winter in the ..................... Hemisphere.

The Earth orbits the Sun. This movement causes the different

seasons.

Axis of Rotation - An imaginary line

going from the north pole to the south

pole. The earth spins on this line.

Earths Tilt


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9) Think about. Summer or Winter?

10) Use the data to make a line graph.

a) What season has the most hours ofdaylight?

b) What causes the length of daylightto change?


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11) Lunar phases (Part One - easy). Join with arrows.

Phases of the Moon -The changes in the appearance of

the moons shape during a month.

New Moon. When the Moon

is not illuminated.

Waning Moon. When the

Moon is partially illuminated.

Waxing Moon. When the

Moon is partially illuminated.

Half Moon. When the Moon is

half illuminated.

Full Moon. When the Moon is

totally illuminated.

a) Name the phases of the Moon.

b) Which phase of the Moon are we in now?


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12) Lunar phases (Part two difficult ). Join with arrows.

What you see from Earth The phases of the Moon

1)

a) Firs t Quarter

2)

b) Third Quarter

3)

c) Waning Crescent

4)

d) New Moon

5)

e) Waxing Crescent

6)

f) Waning Gibbous

7)

g) Full Moon

8)

h) Waxing Gibbous


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13) Lunar phases (Part Three dif ficult ). Join with arrows.

The Moon takes about one month (28 days) to orbit the Earth. This is called a lunar

month.

1) days 1 and 29 a) First Quarter

2) 7th

- 8th

days b) Third Quarter

3) 16th- 21st days c) Waning Crescent

4) 24th

- 28th

d) New Moon

5) 15th

day e) Waxing Crescent

6) 9th- 14th days f) Waning Gibbous

7) 22nd- 23rd g) Full Moon

8) 2nd-6th days h) Waxing Gibbous

14) Label the Solar eclipse.

Earth: the planet on which we live.

Moon: the natural satellite of the Earth.

Penumbra: the area in which the shadow of an object (the moon on the Earth) is

partial.Sun: the star in our Solar System.

Umbra: the area in which the shadow of an object (the moon on the Earth) is total.

PENUMBRA: partial solar eclipse.

UMBRA: total solar eclipse.


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15) Label the Lunar Eclipse.

Penumbra: the area in which the shadow of an object (in this case, the Earth on

the moon) is partial.

Umbra: the area in which the shadow of an object (in this case, the Earth on the

moon) is total.

16) The Earth (II).

a) The Earth is covered with ________________________.

b) The Earth is the __________ planet from the Sun.

c) The length of one day on Earth is ____ hours.

d) The Earth has ____ moon.

TOTAL LUNAR ECLIPSE: when the entire moon is in the Earth's umbra.

PARTIAL LUNAR ECLIPSE: when part of the moon is in the Earth's umbra.


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17) Remember.

The biggest planet is named .......................( Colour ..............red and yellow).

The smallest planet is named ......................(Colour................brown and gray).


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18) Learn about the lunar phases.

http://aspire.cosmic-ray.org/

Part 1

Your job is to determine which half of the moon is receives sunlight, and which half of

the Earth receives sunlight.

Part 2

Look at the moon when it is at position (a). It looks like half of the moon is light and half

is dark. Find and click the picture that shows what the moon looks like in position (a).

Your job is to continue through all the phases.


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Part 3

You observe moon moving around the earth in it's orbit.

19) Its not the same. Nasa Kids c lub.

http://www.nasa.gov/audience/forkids/kidsclub/flash/games/levelone/KC_Not_Same.ht

ml


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20) Go to the head of the Solar system. Nasa Kids c lub. Help

to the comet get to the Sun!

http://www.nasa.gov/audience/forkids/kidsclub/flash/games/levelfive/KC_Solar_System

.html

21) Solar eclipses video.

http://www.teachersdomain.org/resources/ess05/sci/ess/eiu/eclipse/index.html


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3. PROPERTIES OF MATTERACTIVITIES

1) Metric System: Centimetres.

The metric system is a way to measure. Using the metric system, we use centimetres

to measure how long an object is.

Use a centimetre ruler to measure the follow ing objects:

2) Centimetres.

The prefix centi- means a hundredth part. This means that 100 centimetres is the same

as 1 meter.

100 centimetres = 1 meter

Use a tape measure to measure the heights of two classmates.

Unit III


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name

...................................................................

....................meter .................centimetres

name

...................................................................

....................meter .................centimetresTape measure

3) Meters and Centimetres.

Decide which unit of measurement to use for the following objects. Draw a line from

the object on the left to the word on the right.

Meters

Centimetres

Meters

Centimetres

Meters

Centimetres


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4) Height , Length, and Width.

The height of the chair is .............................

The width of the chair is ..............................

The length of the chair is .............................

5) Conversion Practice. The ladder method.


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Try these conversions, using the ladder method.

1000 mg = _______ g 1 L = _______ mL

160 cm = _______ mm 14 km = _______ m

109 g = _______ kg 250 m = _______ km

Compare using , or =.

6) Write the correct abbreviation for each metric unit.

1) Kilogram _____ 4) Millilitre _____ 7) Kilometre _____2) Meter _____ 5) Millimetre _____ 8) Centimetre _____3) Gram _____ 6) Litter _____ 9) Milligram _____

7) Try these conversions, using the ladder method.

1) 2000 mg = _______ g 6) 5 L = _______ mL 11) 16 cm = _______ mm2) 104 km = _______ m 7) 198 g = _______ kg 12) 2500 m = _______ km3) 480 cm = _____ m 8) 75 mL = _____ L 13) 65 g = _____ mg4) 5.6 kg = _____ g 9) 50 cm = _____ m 14) 6.3 cm = _____ mm5) 8 mm = _____ cm 10) 5.6 m = _____ cm 15) 120 mg = _____ g

Compare using , or =.

8) Convert each measure to mm.

1. 92 cm 1 mm = _______ mm 2. 61 cm = _______ mm

3. 51 cm = _______ mm 4. 2 mm 735 m = _______ mm


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9) Convert each measure to cm.

1. 70 mm = _______ cm 2. 73 cm 10 mm = _______ cm

3. 946 m 6 km = _______ cm 4. 317 m = _______ cm

10) Convert each measure to m.

1. 7 km = _______ m 2. 79 m 3,300 cm = _______ m

3. 12 km = _______ m 4. 9,800 cm 872 m = _______ m

11) Convert each measure to km.

1. 8,000 m = _______ km 2. 38 km 8,000 m = _______ km

3. 12,000 m = _______ km 4. 3,000 m 243 km = _______ km

12) Convert each measure to cm and m.

1.8,389 cm 9,000 mm =_______ m

_______ cm2. 1,109 cm =_______ m _______ cm

3.727 m 1,554 cm =_______ m _______cm

4. 2,238 cm =_______ m _______ cm

13) Metric Weight. Convert each measure to mg.

1. 76 cg 3 mg = _______ mg 2. 83 cg = _______ mg

3. 9 cg 976 g = _______ mg 4. 32 cg = _______ mg

14) Metric Weight. Convert each measure to cg.

1. 90 mg 34 cg = _______ cg 2. 80 mg = _______ cg

3. 266 g 9 kg = _______ cg 4. 3 kg = _______ cg


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15) Metric Weight . Convert each measure to g.

1. 8,000 mg = _______ g 2. 611 g 6,000 mg = _______ g

3. 696 g 8,000 mg = _______ g 4. 200 cg = _______ g

16) Metric Weight . Convert each measure to kg.

1. 3,000 g = _______ kg 2. 673 kg 9,000 g = _______ kg

3. 12,000 g = _______ kg 4. 567 kg 5,000 g = _______ kg

17) Metric Capacity. Convert each measure to mL.

1. 58 cl = _______ ml 2. 2 ml 75 cl = _______ ml

3. 21 cl = _______ ml 4. 3 ml 8 L = _______ ml

18) Metric Capacity.Convert each measure to cL.

1. 70 ml = _______ cl 2. 30 ml 6 cl = _______ cl

3. 1 kl 110 L = _______ cl 4. 80 ml = _______ cl

19) Metric Capacity. Convert each measure to L.

1. 6,100 cl 723 L = _______ L 2. 10,000 ml = _______ L

3. 10 kl = _______ L 4. 11 kl 11,000 ml = _______ L

20) Metric Capacity. Convert each measure to kL.

1. 12,000 L = _______ kl 2. 5,000 L 491 kl = _______ kl

3. 7,000 L = _______ kl 4. 2,000 L 70 kl = _______ kl


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Mass force of attraction between objects

Volume or Capacity amount of matter

Weight amount of space


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22) The Meter (Video).

http://www.metricamerica.com/SI-Metric/meter.wmv

23) The Kilogram (Video).

http://www.metricamerica.com/SI-Metric/kilogram.wmv

24) The Litre (Video).

http://www.metricamerica.com/SI-Metric/liter.wmv


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4. STATES OF MATTER

ACTIVITIES


Gas to Liquid Melting

Liquid to Solid Boiling

Solid to Gas Sublimating

Liquid to Gas Freezing

Solid to Liquid Condensing

2) Heating and cooling.

Complete the sentences with: heating, cooling, liquid , solid, gas.

a) .............. a solid can turn it into a liquid.

b) Cooling a liquid can turn it into a ..............

c) Heating a liquid can turn it into a ..............

d) .............. a liquid can turn it into a solid.

e) Cooling a gas can turn it into a ...............


A: gas, B: solid, C: liquid

A: gas, B: liquid, C: solid

A:solid, B: gas, C: liquid

A:solid, B: gas, C: liquid

Unit IV


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4) Melting, Boi ling, Freezing and Condensing. Complete.

5) Solids and liquids.

Look at the table of melting point of common materials. Using the information answer

the questions.

a) Which material has the highest melting point?

b) Which material has the lowest melting point?

c) Room temperature is 22C. Name three materials that are solids at room

temperature?

d) Which material are liquids at room temperature?

e) Which materials have a lower melting point than ice?

f) Which material requires the most heat to melt?


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6) Properties of solids, liquids an gas.

Solids Liquids Gases

7) Phases of matter. Complete.

The gaseous phase of water is called ...................

Another example of gas is .......................

The liquid phase of water is called ..................

Another example of liquid is .................

The solid phase of water is called ..................

Another example of solid is .................

Definite shape

Definite volume

No definite shape

No definite volume

Can flow

Cannot flow

Can be compressed

Cannot be compressed


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a) When a liquid is cooled, it turns into a solid. This is called ...

dissolving

Freezing

Melting

b) Evaporation is when

a gas is cooled and changes to a liquid

a liquid is heated and changes to a gas

a solid is heated and changes to a liquid

c) Condensation happens when

a gas is cooled

a liquid is cooled a solid is cooled

d) When a solid is heated, it turns into a liquid. This is called ...

dissolving

freezing

melting

e) Which of the following are examples of liquids?

Wood and paper

Shampoo and oil

Shoes and socks

f) A gas condenses into a liquid when it is...

Cooled

Warmed

Boiled


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9) Changing state. Can you turn the ice to water?

http://www.bbc.co.uk/schools/ks2bitesize/science/activities/changing_state.shtml

10) Solid and liquid: melting point.

http://www.bbc.co.uk/schools/ks2bitesize/science/activities/solids_liquids.shtml

11) Three states of matter in action.

http://www.harcourtschool.com/activity/states_of_matter/index.html


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5. PURE AND MIXED SUBSTANCESACTIVITIES

1) What do you remember? solid, liquid or gas.

Solid, liquid and gas are called the three states of matter. The particles in a solid, liquid

are shown bellow. The arrows represent changes of states:

a) Which box contains:

a solid?

a liquid?

a gas?

b) Which state of matter is most easily compressed?

c) Identify the changes of state labelled D, E, F and G.D is called...............

E is called...............

F is called...............

G is called...............

d) Which changes of state require cooling to take place?

..................... and .....................

Unit V


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Milk

Water

Gold

Sugar

Air

Blood

Coke

PURE SUBSTANCE

MIXED SUBSTANCE (MIXTURE)

3) Separating mixtures. Complete the sentences.

Use the words in the box.

Chromatography Filtration Evaporation Distil lation

.................. is good for separating a liquid from a solution.

.................. is good for separating dissolved substances that have different colours

.................. is good for separating a soluble solid from a liquid.

.................. is good for separating an insoluble solid from a liquid.


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4) Use words from the box to label the diagrams.

solute solution solvent suspension sediment

5) Each verb in the table represents a separation process.

Write down the corresponding noun.

Verb evaporate distil filter crystallise

Noun

6) Experiment: Separating a sand and salt mixture.

In this experiment simple processes are used to separate salt from a sand and saltmixture.

1. Mix about 5 g of the mixture with 50 cm3 of water in a 250 cm3 beaker. Stir gently.2. Filter the mixture into a conical flask and pour the filtrate into an evaporating basin.3. Heat the salt solution gently until it starts to spit.4. Turn off the Bunsen burner.Safety: wear eye protection.

To spit: chisporrotear


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7) For each diagram, use words f rom the box to:

a) label the equipmentb) write the method of separation under the diagram.

beaker evaporationBunsen burner filtrationconical flask filter funnelcrystal filter papercrystallisation sedimentdecanting sievedelivery tube sievingdistillation test-tubeevaporating dish

8) Experiment: Extracting Iron from breakfast cereal.

Magnetism is good for separating magnetic solids from nonmagnetic solids.

Many breakfast cereals are forti fied wi th iron (such as Total, Special K, etc...).

What do I need?

breakfast cereal fortified with iron (cornflakes work, but check on the side of thepacket to see what the iron content is the higher, the better)

a plastic cup

a spoon

a blender

hot water

a very strong magnet


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Procedure

Place approximately one cup water and one cup of cereal in the blender, let

sit for a few minutes until the cereal is soft.

Hold the magnet to the outside of the blender while it is whirling. Stop the

blender.

Join with arrows.

Plastic cup

Blender

Magnet

Spoon

Breakfast cereal box

Draw the experiment in three step:

1) 2) 3)


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9) Experiment: Distilling mixtures.

Distillation is the separation of a liquid from a solution by boiling and condensing.

Use words from the box to label the diagram:

Thermometer Cold water out

Vapour Distillate

Solution Heat

Cold water in Condenser

a) What would be the temperature on the thermometer?

b) What is the function of3.?

c) What do we call this process?


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10) What happens when solids dissolve in liquids (Explaining

how solids dissolve) Sugar and water (Color ing particles).

The diagrams represent the particles present at the different stages when sugar isdissolved in water.

Coloring instructions

Sugar and sugar particles: red.

Water and water particles: cyan.

Use words from the box to label the diagram:

Solute particles Solvent particles Dissolving


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11) Filtering.

http://www.bbc.co.uk/schools/ks3bitesize/flash/7562.swf

12) Distillation.

http://www.bbc.co.uk/schools/ks3bitesize/flash/7564.swf


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6. ELEMENTS, COMPOUNDS OR MIXTURES?

ACTIVITIES

1) What do you remember? Separating components of a

heterogeneous mixtures. Join with arrows.

by magnetism sand and waterby filtration oil and waterby decanting sand and iron particles

Unit VI


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2) Classify each of the pictures. Each circle represents an

atom and each different colour (black and white)

represents a different kind of atom. If two atoms are

touching then they are bonded together.

A= Element D= Mixture of compoundsB= Compound E= Mixture of elements and compoundsC= Mixture of elements


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3) Link (Join with arrows) each diagram with its description.

Coloring instructions: Y= yellow, G= green, B= blue.

Diagram Description

a)

1) Atom

A single particle

b)

2) Molecule

1 particle made of 2 or more

atoms

Diagram Description

a)

1) ElementA collection of atoms that

are all the same

b)

2) Molecule

Two or more different

elements joined together

c)

3) Mixture

Different substances mixed

together but not joined

4) Study the diagrams, and decide which one each statement

bellow is describing.

Atoms of an element ...

Molecules of an element .... A mixture of 2 elements, both of which are made of atoms .....

A pure compound made of molecules .....


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5) Made up of f...

a) Which particle is a compound made up of two elements?

b) Which particle is a compound made up of three elements?

6) In the particle diagram, which substances are elementsand which substances are compounds?

7) Which particle diagram represents a sample containing

the compound CO (gas)?


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8) On the following pictures you will find six diagrams

showing the particles in some samples of materials.

The different particles are shown as:

Atoms color ing instructions

Ne (orange) O (blue)

Kr (pink) H (red)

Xe (white) Br (purple)

Cl (green) C (grey)

S (yellow)


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Decide whether each diagram represents an element, a compound, or a mixture.

Diagram 1 Diagram 2

This diagram shows particles in ............ This diagram shows particles in ............

Diagram 3 Diagram 4


Diagram 5 Diagram 6



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9) Different substances contain different molecules.

The three diagrams show two different substances. Which two diagrams show thesame substance?

Coloring instructions: N= orange, O= blue.

A) B) C)

10)A mixture contains more than one type of atom or

molecule. Single substance or mixture?

Look at the diagrams and label each of them as either a single substance, or amixture.Coloring instructions: C= grey, H= red.

1)......................

2)...................... 3)......................


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11) Complete the sentences. Single substance or mixture?

The following two diagrams show a single substance and a mixture.

Coloring instructions: S= yellow, O= blue, H= red, C= gray.

This diagram shows a ......................because there is more than one type of ...............

This diagram shows a ......................because there is more than one type of ...............

12) Complete the sentences. Molecule of an element and a

molecule of a compound.

The following two diagrams show a molecule of an element and a molecule of a

compound.

Coloring instructions: N= orange, H= red, P= purple.

a)

a) This diagram shows ..................................because there is more than one type of ....................

b)

b) This diagram shows ..................................because there is more than one type of ....................


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13) Complete the labels. Mixture, element and compound.

Coloring instructions: N= orange, H= red, Cl= green, Br= purple.

1) ..........................

2) ..........................

3) ..........................


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14) Elements, Mixtures and Compounds. Online quiz.

http://www.darvill.clara.net/hotpots/emc.htm


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7. THE ATMOSPHERE: GAS IN EARTHACTIVITIES

1) Lecture: PARTS OF THE EARTH THE ATMOSPHERE

On the surface of the Earth, there are three different parts.

The atmosphere

The hydrosphere

The lithosphere

The atmosphere is the gaseous layer that surrounds the Earth. Itis formed by

air, water, dust, etc. Life is impossible without atmosphere.

The atmosphere has several layers, but the most important ones are the

troposphere and the stratosphere because the air is there.

The TROPOSPHERE. It is the closest layer to the Earth's surf ace. It can

be 15 km high. The weather phenomena (the rain, the wind, the snow, etc)

take place in this layer.

The STRATOSPHERE.This layer can be 50 km high. Ozone is in this layer.

Ozone is a variety of oxygen, and it is a solar protector because it eliminates

the dangerous radiations of the Sun.

2) Look.

Look at this photo of the Earth.

What do clouds look like from

space?

Can we see the atmosphere?

Unit VII


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3) Read. What is the atmosphere?

The atmosphere is the airwhich surrounds the Earth.

Air is a mixture of gases. It is mainly nitrogen and oxygen. There are also small

quantities ofcarbon dioxide, ozone and water vapour.

The atmosphere is essential to life on Earth:

It has the oxygen which all living things breathe. It also has carbon dioxide

which plants need for photosynthesis.

Carbon dioxide and other gases are like a blanket which retains the Earth's

heat.

Ozone filters harmful ultraviolet rays.

4) Read. The layers of the atmosphere.The troposphere is the lowest layer.

Most gases are in this layer.

Plants and animals live in the troposphere.

The stratosphere is the next layer.

There is a thin layer of ozone in the upper stratosphere. This is called the ozone

layer. This is called the ozone layer.

As we travel higher, the gases become less dense In outer space there is no

atmosphere.

5) Read. Weather phenomena.

The principal weather phenomena are precipitation and wind.

Precipitation is water, such as rain, snow or hail, which falls from the atmosphere to

the Earth.

Wind is the movement of air, and has different names depending on how strongly it

blows. Breezes are gentle winds. Hurricanes are violent winds.

6) Complete the sentences.

The air which surrounds the Earth contains five gases:

The atmosphere has three layers:


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7) Label the Earth's Atmosphere.

Label the layers of the Earth's atmosphere using the terms:

Exosphere: the outermost layer of the Earth's atmosphere, where atmospheric

pressure and temperature are low.

Ionosphere: the atmospheric layer between the mesosphere and the exosphere; it is

part of the thermosphere.

Mesosphere: the atmospheric layer between the stratosphere and the ionosphere.

Stratosphere: the atmospheric layer between the troposphere and the mesosphere.

The stratosphere is characterized by a slight temperature increase with altitude and by

the absence of clouds.

Thermosphere: the layer of the atmosphere located above part of the ionosphere(starting at the coldest part of the atmosphere) and below outer space; it consists of the

exosphere and part of the ionosphere.

Troposphere: the lowest layer of the Earth's atmosphere. The weather and clouds

occur in the troposphere.


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The percentages of the gases in the atmosphere today are:

10% Nitrogen, 50% Oxygen, 40% Carbon Dioxide

20% Nitrogen, 70% Oxygen, 10% Carbon Dioxide

58% Nitrogen, 31% Oxygen, 11% Argon

78% Nitrogen, 21% Oxygen, 1% Argon


A hole in the ozone layer increases the risk of:

Global warming

Global freezing Skin cancer

Chicken pox

10) What is the Temperature? Complete the sentences using

the most correct temperature word from the box.

cold hot warm cool chi lly

1. It is freezing outside.

2. It is__________ today.

3. It was___________ yesterday


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4. It is____________ outside.

5. It was_____________ yesterday.

11) How to Measure Air Temperature.

We use a thermometerto measure how HOT or COLD it is outside. This

measurement is known as the temperature!

Thermometers can help you decide what to wear before going outside.

Record the temperature for two weeks and see how the temperature can

change every day!

1. Put the thermometer in a place that is not too sunny or too shady.

2. Check and record the temperature at least three times (3x) a day

(once in the morning, once in the afternoon, and once in the evening).

3. Place a small dot on the chart to represent the temperature for each day and

record the time you measured the temperature. (See example below).

4. At the end of each day, draw a line to connect the dots. (See example below).

5. Record the highest and lowest temperature for each day. (See example below).


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12) Join with arrows. Prepare for the Weather.


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13) Join with arrows. Hows the weather? (I)

Its cloudy

Its snowy

Its windy

Its sunny

Its rainy


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14) Join with arrows. Hows the weather? (II)

Its warm

Its cool

Its hot

Its foggy

Its cold

Its stormy


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15) Layers of Earths Atmosphere.

The atmosphere isextremely thin here.

The upper part of thislayer is the beginningof true space. Somemanmade satellitesorbit the Earth withinthis layer.

The air is very thinhere, but very hot thousands of degrees

hot! It is heated by thesuns energy. Both thespace shuttle and theInternational SpaceStation orbit in themiddle-to-upper part ofthis layer. Also, theAurora Borealis(northern lights) occursin this layer.

This is the coldestlayer. Temperaturesare as low as 90C(-130F). Although theair is thin, it is still thickenough to burn upMeteoroids.Most of the ozone inour atmosphere isfound here. Someweather balloons canreach the lower part of

this layer.This is the layer closestto Earth, where allliving things are found.It is also the layerwhere weather occursand jets fly.


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Put these pictures into the correct layer of the atmosphere.

16) Main Ingredients of Ai r.

a) Use a periodic table to find the symbols for each of the gases in air. List the

ingredients and write the symbol below.

b) Which composition of air do you think is found below 72 km?

Above 800 km?


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17) Match the weather words and pictures.

18) Match the weather to the seasons.

19) Find the weather words!


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20) Cloud Key.

Cut out the wheel.

Cut out the two shaded areas inside the wheel.

This is the top wheel of your cloud key.


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21) Watching the weather quiz.

Complete the sentences (Use the words in the box).

air pressure temperature precipitation wind speed

satellite radar wind direction

a) A thermometer measures ......................

b) A barometer measures ......................

c) A rain gauge measures ......................

d) A weather vane measures ......................

e) An anemometer measures .....................

f) A ......................takes pictures of clouds from space.

g) A ...................... shows where and how much rain is falling.


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a)

1) barometer

b)

2) thermometer

c)

3) rain gauge

d)

4) weather vane

e)

5) anemometer

f)

6) satellite


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23) What Types of Clouds Can You Find in the Sky?

Scientists classify clouds into three main categories - stratus, cumulus, and stratus. In

this activity you will observe and learn how to identify these three types of clouds and

the type of weather they bring.

Stratus clouds are low, flat, gray clouds that look like sheets covering the sky.

They are the closest clouds to the ground. They can produce rain, drizzle, or mist.

Cumulus clouds are puffy and white like cotton balls. They usually indicate fair

weather. Sometimes they grow very large and become thunderheads. As these

clouds gather they create thunder and lightning and produce precipitation in the

form of rain and hail.

Cirrus clouds are thin, curly, wispy clouds. They are high in the atmosphere that

the water droplets freeze into ice crystals. They often indicate an incoming storm or

weather change.


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24) Observe seasonal changes in the amount of sunlight

reaching locations on Earth.http://www.classzone.com/books/earth_science/terc/content/visualizations/es1704/es1

704page01.cfm

25) Observe an animation of land and sea breezes.

http://www.classzone.com/books/earth_science/terc/content/visualizations/es1903/es1

903page01.cfm

26) Compare and contrast warm and cold fronts.


002page01.cfm


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27) Observe a visual model of Earth 's spheres.


102page01.cfm

28) Experiment: Make Lightning!

The purpose of this experiment is to observe lightning formation.

Stuff you need

Styrofoam plate

Thumbtack

Pencil with new eraser

Aluminum pie pan

Small piece of wool fabric


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Make it happen

1. Push the thumbtack through the centre of the

aluminium pie pan from the bottom.

2. Push the eraser end of the pencil into the

thumbtack. (The pencil becomes a handle to lift the

pan.)

4. Put the styrofoam plate upside-down on a table. Rub the underside of the plate with

the wool for one minute. Rub hard and fast.

4. Pick up the pie pan using the pencil "handle ", and place it on top of the upside-down

plate.

5. Touch the pie pan with your finger. If you don't feel anything when you touch the

pan, try rubbing the plate again.

Try turning the lights out before touching the pan. Do you see anything when

you touch the pan?


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29) Experiment: How far away is that storm?

The purpose of this experiment is to watch lightning and hear thunderto give you

clues about how far away you are from a storm.

Stuff you need

One thunderstorm

A s top watch (or the abili ty to say

"one-Mississippi")

Make it happen

1. After you see a flash of lightning, count the number of seconds until you hear the

thunder. (Use the stop watch or count "One-Mississippi, Two-Mississippi, Three-Mississippi," etc.)

2. For every 5 seconds the storm is one mile away. Divide the number of seconds you

count by 5 to get the number of miles (one mille = 1.6 km)

What travels more quickly, light or sound?

If you said light travels faster than sound, you're right!

30) Experiment: Make Fog in a Jar!

Fog is a cloud that touches the ground or the surface of a body of water.

Stuff you need

Black paper

Matches


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A jar (3 li tres)

A bag of ice

Make it happen

1. Tape the black paper on the back of the

jar, so you can't see through the jar.

2. Fill one third of the jar with coloured

warm water.

3. Light the match and hold it over the jaropening.

4. After a few seconds, drop the match

into the jar and cover the top of the jar with

the bag of ice.

5. Record your observations.

Can you see anything happening inside the jar?

You should see a little cloud form.

The warm water heats the layer of air that it touches. Some of the water evaporates

into the air forming water vapour. The warm air containing water vapour rises, and then

cools, as it comes in contact with the air cooled by the ice. When the water molecules

cool, they slow down and stick together more readily. The particles of smoke act as

nuclei for bunches of water molecules to collect on. This process is called

condensation.


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8. THE HYDROSPHERE: LIQUID IN EARTH

ACTIVITIES

1) Read.

The hydrosphere is the mass of water that covers the Earth. The water of the

hydrosphere forms:

OCEANS. They are big masses ofsalty water. The seas are parts of the oceans that

have their own name.

RIVERS. They are currents offresh water.LAKES. They are masses of fresh water.

SUBTERRANEAN CURRENTS. They go under the surface and come out at some

points, forming fountains, springs wells, etc.

ICE and SNOW. They form big deposits of water in the poles and on the summits of

the mountains.

2) Look and read. The hydrosphere.

All the water on Earth makes up the hydrosphere. Water is usually a liquid, but it can

also be a solid or a gas.

Water in liquid form covers most of the Earth's surface. It is found in oceans, seas,

rivers and lakes. Water in solid form (snow and ice) is found in the polar regions. It is

also found on mountains. Water vapour, a gas, is found in the atmosphere.

Water can be a liquid or a solid, such as ice or snow.

Water vapour is in the atmosphere.

Unit VIII


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3) Read and colour. The Water Cycle.

The sun heats up water on land and in the oceans, lakes, and seas. The water

changes from liquid to vapour in a process called evaporation. The water vapour cools

and in a process called condensation forms droplets in the atmosphere. These droplets

become clouds. The droplets (or ice crystals) gather and then fall from the sky in a

process called precipitation. This precipitation gathers in streams and rivers and flows

and becomes run off, flowing back down to the oceans, seas, and lakes.

4) Read. The Water Cycle.

The water cycle is the constant circulation of water between the sea, the

atmosphere and land.

1. Liquid water in the sea, rivers and lakes evaporates because of heat from the

Sun. It becomes water vapour.

2. Water vapour rises and condenses into drops of water. The water drops form

clouds.

3. Water falls from clouds as rain: precipitation. If it is very cold, water solidifies

and falls as snow.

4. Water flows over the land and filters into it. It forms rivers and lakes.

Some water returns to the sea or evaporates. The water cyc le starts again.


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5) Water Cycle mini-test.

1. What is the name for water in solid form?

2. What is the name for water in liquid form?

9. What is the name for water in gaseous form?

4. Water covers _________% of the earths surface and is vital to all living

things.

5. When it becomes very hot outside, raindrops (evaporate, condense,

precipitate).

6. When evaporated water forms into a cloud we call it (precipitation,

condensation).

7. When water falls from the sky in the form of rain, snow, or sleet it is called

(evaporation, condensation, precipitation).


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6) Water Cycle Word Search.

cloudcondensation

energyevaporationhail

ice crystallake

oceanprecipitation

rainriverrunoffsea

snow

streamsun

water cyclewater dropletwater vapor

wind

7) Use the diagram to identify the different parts of the water

cycle.

Precipitation

Evaporation

Clouds

The Sun

The Ocean


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8) Use the diagram to identify the different parts of the water

cycle (II).

Clouds

Sun

Evaporation

Transpiration

Ocean

Ground Water

Runoff

Lake

9) Unscramble the letters.


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10) Read and colour . The Drinking Water.

Drinking water comes from lakes, rivers, streams, or under the ground (ground water).

11) Because we need water to live, it is important to conserve

as much water as we can.

You can help turning off the water when youre not using.


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12) Think about.

1. How much water does it take to cook a Hamburger?

2. How long can a person live without food?

3. How long can a person live without water?

4. How much water is used to flush a toilet?

5. How much water is used to brush your teeth?

6. How much water does an individual use daily?


1. Where is most water found on Earth?

A. in glaciers

B. in lakes

C. in rivers

D. in oceans

2. What source of energy evaporates the most water from Earths surface?

A. volcanoes

B. the sun

C. lightning

D. wind

3. What is water doing when it is changed to water vapour?

A. evaporating

B. condensing

C. precipitating

D. freezing

4. What is water vapour doing when it changes to water?

A. evaporating

B. condensing

C. precipitating

D. freezing


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14) Use this model of the water cycle to answer the next three

questions.

1. Where is water evaporating into the air?A. from A to B

B. from B to C

C. from C to D

D. from D to A

2. Where is water condensing?

A. from A to B

B. from B to C

C. from C to D

D. from D to A

3. Where is precipitation occurring?

A. from A to B

B. from B to C

C. from C to D

D. from D to A


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15) The Water Cycle.

http://www.epa.gov/safewater/kids/flash/flash_watercycle.html

16) Learn about the Water Cycle.

http://www.sweetwater.org/education/watercycle.html

17) Interactive Word Scramble Game

http://www.epa.gov/safewater/kids/flash/flash_wordscramble.html


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18) Water cycle diagram.

http://earthguide.ucsd.edu/earthguide/diagrams/watercycle/index.html

19) Water cycle quiz.

http://earthguide.ucsd.edu/earthguide/diagrams/watercycle/watercycleq.html


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9. THE GEOSPHERE: THE SOLID PART OFEARTH. MINERALS AND ROCKS

ACTIVITIES

1) Read. The geosphere.

The geosphere is made up of three layers:

The crust is the Earth's outer layer. It is made up of solid materials.

The mantle is the Earth's middle layer. It is extremely hot. In some parts,there is magma (red-hot liquid rock).

The core is the Earth's inner layer. It is also extremely hot. It is divided into

the liquid outer core and the solid inner core.

2) Read the defini tions and label the Earth Diagram.

Definitions

Crust: the rigid, rocky outer surface of the Earth, composed mostly of

basalt and granite. The crust is thinner under the oceans.

Inner core: the solid iron-nickel centre of the Earth that is very hot and

under great pressure.

Mantle: a rocky layer located under the crust (it is composed of silicon,

oxygen, magnesium, iron, aluminium, and calcium). Convection (heat)

currents carry heat from the hot inner mantle to the cooler outer mantle.

Outer core: the molten iron-nickel layer that surrounds the inner core.

Colour it

Unit IX


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3) Layers of Earth.

Label the three layers of Earth. Then write 2 interesting facts about each layer.

4) Read. Rocks and minerals.

Rocks are natural materials which make up the Earth's crust.

Rocks are made up of minerals. Minerals are pure. We cannot break them down

into other substance. There are hundreds of minerals, such as diamond and

other precious stones. We can identify each mineral by its density, colour,

hardness and shine.

5) Read. Types of rock.

Rocks can be classified into three types depending on how they are formed:

Sedimentary rocks are formed from pieces of other rocks or pieces of living

things. Coal and gypsum are sedimentary rocks.

Igneous rocks are formed when magma cools are solidifies. Granite and

basalt are igneous rocks.

Metamorphic rocks are formed when heat.


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6) The rock cycle. turns in to .

It is similar to the water cycle, but uses rocks. When reading this chart the arrows are

read like turns in to. For example: Igneous rock turns in to sediment (because of

weathering and erosion).

7) Complete the table by ticking the appropriate statements.The three kinds of rocks.

statement igneous sedimentary metamorphic

a. formed from molten lava or magma b. formed by the action of heat and

pressure

c. formed when substances settle in waterand are compressed over millions of

years

d. sandstone is an example

e. basalt is an example

f. limestone is an example

g. granite is an example

h. slate is an example


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statement igneous sedimentary metamorphic

i. marble is an example

j. pumice is an example

k. often contain fossils

l. have small crystals when they cool

quickly

8) Complete the diagram by adding labels in the correct

place. The rock cycle.

Use words from this list:

grains compact and stick together

weathering & erosion (used twice)

heat & pressure

cooling & crystallisation

melting


1. A naturally occurring, nonliving solid with a definite structure a. rock

and composition

2. A mixture of minerals, mineraloids, glass, or organic matter b. mineral

3. Processes by which rocks form and change c. quartz

4. A hard silicate mineral d. granite

5. An igneous rock made up of mica, feldspar, quartz. e. rock cycle

10) Read. Weathering .

The action of wind and water is calledweathering:

Erosion is the removal of soil and rocks by wind and water. For example,

the sea's waves gradually erode a cliff.

Transport is the movement of eroded material. For example, rivers, seas

and the wind carry sand.

Sedimentation is the accumulation of eroded material from other places. Forexample, mud settles at the bottom of a river.


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11) Write each word in the box under the correct heading.

weathering igneous melting cooling

erosion sedimentary compaction cementation

deposition heating metamorphic

Processes in the rock cycle Kinds of rocks

12) Complete each sentence.

a) Erosion is the removal of rocks by ___________________

-volcanic activity -wind and water

b) Transport is the ______________________ of eroded material.

-movement -eruption

c) Sedimentation is the ______________________ of eroded material.

-destruction -accumulation

13) Read. Volcanoes .

VoIcanoes form in places where there is magma (red-hot liquid rock) just under the

surface. When a volcano erupts, internal forces push the magma up through a

central pipe, the volcanic chimney. It emerges through a circular opening called a

crater. Magma is called lava when it reaches the Earths surface. Lava moves

down, destroying everything in its path. Layers of lava form a volcanic cone.


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14) Read. Parts of a Volcano.

Volcanoes are mountains that have hot lava and magma inside. Below the Earth's

crust is a solid body of rock called the mantle. Pressure and extremely high

temperatures melt the rock. This melted rock is called magma. Magma is stored in a

magma chamber. The magma pushes up to the Earth's crust through a conduit or

pipe in the volcano. It can also branch off to side vents and create parasitic cones.

When the magma reaches the surface it is called lava.

Lava comes through the main vent when the volcano erupts. This can create a crater

at the top of the volcano. Lava flows down the side or flank of the volcano. When the

lava cools, it turns into rock. Each eruption creates another layer of rock that builds up

the volcano.


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15) Colour and label the Volcano Diagram. Use the words in

the box.

ash cloud conduit crust lavamagma chamber side vent vent

16) Read. Earthquakes .

Earthquakes are caused by movements of the firth's crust. They can destroy buildings

and edges, divert rivers, and cause avalanches. Earthquakes on the ocean floor

produce enormous, destructive waves called tsunamis.


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17) Colour the volcano.

18) Colour and label Earth.


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19) Observe how sediments are deposited.


604page01.cfm

20) Observe an animation of sedimentary rocks forming.http://www.classzone.com/books/earth_science/terc/content/visualizations/es0605/es0

605page01.cfm


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21)Animated guide: Volcanoes.

http://news.bbc.co.uk/2/hi/science/nature/4972366.stm

22) Tsunami explained.

http://news.bbc.co.uk/2/hi/asia-pacific/5194316.stm

23) Interactive Rock Cycle Animation.

http://www.classzone.com/books/earth_science/terc/content/investigations/es0602/es0

602page02.cfm


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24) Rock Cycle Diagram.

http://www.classzone.com/books/earth_science/terc/content/investigations/es0602/es0

602page03.cfm


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10. PROTECTING THE EARTH PLANET

ACTIVITIES

1) Human beings have an influence on the environment.

People are part of the biosphere. We don't usually use natural resources properly

and we don't care about the negative effects that we can produce.

ACTIONS AGAINST THE ENVIRONMENT

Air pol lution:

Cars and the industry pollute the air. This

pollution causes respiratory problems and

destroys plants.

Water pollution:

Water is polluted because we throw waste

substances into the rivers and the sea.

When this happens there is less drinkingwater, we cannot swim in the sea or in the

rivers, and some species die.

Deforestation:

We cut trees to have wood and lands to

grow vegetables. When we do this, we do

harm to the living creatures that live in the

forest and the climate changes. The land

becomes a desert and many plants andanimals disappear.

Destruction of the ozone layer:

The ozone layer is essential to live

because it protects us from the harmful

beams of the sun. Some chemical

products that we use destroy the ozone

layer and now there is a hole in the ozone

layer above the Antarctica.

Unit X


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DIFFERENT WAYS TO PROTECT THE ENVIRONMENT

Reduction of pollution

We have to use the public transports and use the energy correctly.Planting trees in deforested areas

We don't have to cut more trees and that is why we have to recycle paper.

Maintaining protected species and protected areas

We can do this if we don't buy ivory objects, fur coats, etc.

Reducing the quantity of rubbish and recycling things that we use.

2) Think about and answer the questions

1) Write three actions that you can do to protect an ecosystem.

2) Say whether these sentences are TRUE or FALSE.

Deforestation is the loss of forest and green areas.

Planting new trees is not good for the ecosystems.

The land becomes a desert when the fertile soil becomes sterile.

If you recycle rubbish you produce more rubbish.

3) Write the name of some animals and plants that are protected in Spain.

3) Read. The ozone Layer (I).

The ozone layer forms a thin shield high up in the sky. It protects life on Earth from the

sun's ultraviolet (UV) rays. In the 1980s, scientists began finding clues that the ozone

layer being depleted. This allows more UV radiation to reach the Earth's surface. Thiscan cause people to have a greater chance of getting too much UV radiation. Too

much UV can cause bad health effects like skin cancer or eye damage.

What is Stratospheric Ozone?

Ozone is a natural gas that is found in the stratosphere layer. Ozone protects life on

Earth by absorbing some of the sun's UV rays. Stratospheric ozone is found most often

between six to 30 miles above the Earth's surface.


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4) Read. The ozone Layer (II).

The ozone layeris very important because

it stops too many of the sun's 'ultra-violet

rays' (UV rays) getting through to the Earth

- these are the rays that cause our skin to

tan. Too much UV can cause skin cancer

and will also harm all plants and animals.

Life on Earth could not exist without the

protective shield of the ozone layer.

WHAT IS THE OZONE HOLE?

Every spring, a hole as big as the

USA develops in the ozone layer

over Antarctica, in the South Pole.

A smaller hole develops each year

over the Arctic, at the North Pole.

The loss of the ozone layer occurs

when more ozone is being

destroyed than nature is creating.

5) Read. What causes the ozone hole?

One group of gases is particularly likely to damage the ozone layer. These gases are

called CFCs, Chloro-Fluoro-Carbons.

CFCs are used in some spray. They are also used in refrigerators, air conditioning

systems and some fire extinguishers.


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6) Read. The ozone hole and our health.

The ozone layer is like a sunscreen. Too many UV rays would cause more sunburn,

and because sunburn causes skin cancer, this too would increase deaths.

These UV rays are also dangerous for our eyes. Sun cream and sunglasses are

very important.

7) Each of the following five questions has one correct

answer. Do you know what it is?

1. WHERE IS THE OZONE LAYER?

Between 5 and 10 km.



2. WHY IS THE OZONE LAYER CALLED A PROTECTIVE LAYER?

It protects the sun.

It protects the ozone.

It protects the Earth.

3. WHICH OF THE FOLLOWING PRODUCTS CONTAIN CFCs?

Televisions.

Ovens.

Refrigerators.4. SKIN CANCER, EYE CATARACTS AND CROP DAMAGE MAY ALL BE

CAUSED BY WHAT?

The tides.

An expanding ozone layer.

A thinning ozone layer.

6. COUNTRIES NOT PRODUCING CFCs WILL NOT BE AFFECTED BY

HOLES IN THE OZONE LAYER.

True | False


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8) The Earth's atmosphere and i ts layers.

Ozone in the ozone layer protects us against the dangerous ultra-violet radiation from

the Sun. Ozone absorbs the ultra-violet radiation.

a) Fill in the white boxes with the words: mesosphere, troposphere, sea level,

stratosphere, stratopause, thermosphere, mesopause, tropopause.

b) Draw on the position of the ozone layer.

9) Read. The Greenhouse Effect .

The greenhouse effect is the rise in temperature that the Earth experiences because

certain gases in the atmosphere (water vapour, carbon dioxide, nitrous oxide, and

methane) trap energy from the sun.

Greenhouses are used to grow plants, especially in the winter. Greenhouses work by

trapping heat from the sun.

The Earths atmosphere is all around us. It is the air that we breathe. Greenhousegases in the atmosphere behave much like the glass panes in a greenhouse.


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10) What causes the greenhouse effect?

Have you ever been ins ide a greenhouse?

Greenhouse gases:

Water vapour

Carbon dioxide

Methane

Nitrous oxide

The Earth's atmosphere naturally contains these greenhouse gases, over the past few

decades their presence has increased, causing the temperature of the earth to

increase. The following human activities are the biggest contributors to the increase of

greenhouse gases:

burning gasoline to drive cars and trucks

burning oil, coal or wood to produce electricity for

heating, cooling and other purposes

burning forests to clear land


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1. Greenhouses are used to help plants grow, generally in which season?

Spring

Summer

Autumn

Winter

2. There is only one gas that causes the greenhouse effect.

True

False

3. What's the name of the lower atmosphere that contains the greenhouse

gases?

Stratosphere It doesn't have a name.

It's just called the "atmosphere".

Troposphere

4. The greenhouse effect and ozone hole are not the same.

True

False

5. Which of these is NOT a greenhouse gas?

Methane Water vapour

Carbon monoxide

Carbon dioxide

12) What is Global Warming?

Global warming means that the average

temperature of earth is raising either

naturally or through an increase in

greenhouse gases.


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13) How can we stop global warming?

There are even some things that you can do to help slow this process:

Walk, ride your bicycle, or take the bus instead of alwaysgoing by car.

Don't waste electricity (turn off the lights, the radio, the TV and

the computer when you're not using them).

Remember the 3R's: reduce, reuse, and/or recycle all kinds of

items.

Plant trees to help absorb excess CO2, and to provide shade.

14) Switch off!

For my health

For your health

For the planets health

For the health of your bank account


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15) Colouring. Dont pollute!

16) Draw a line between each object and the appropriate bin

where it should be placed.


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17) Colour. Recycling.

18) Colour. Composting.


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19) The signing of my contract.

Every day we hear about problems with our environment.

We hear about pollution, acid rain, global warming, the destruction of rainforests,

or the decline and extinction of plants and animals, there is one clear message: our

environment is in trouble, and we need to do anything.

Most of the problems with our environment occur as a direct result ofhuman activity.

Protecting the Earth Planet

I ,_________________________________________________,

pledge to do my part to take good care of our planet.

I will try to help by not wasting water, keeping our air clean,

and protecting our trees and plants.


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20) Can or Cannot / Cant: Recycle, Compost or Garbage?

Look at the pictures and fill in the blanks with can or cannot/cant to complete each

sentence.

Solutions. can: 1,4,5,7,9,10. cant: 2,3,6,8.


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21)Animated diagram of the greenhouse effect.

http://earthguide.ucsd.edu/earthguide/diagrams/greenhouse/

22) The Recycl ing Game.

http://www.bbc.co.uk/schools/barnabybear/games/recycle.shtml


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23) Recycle Fun Game.

http://www.durham.gov.uk/kids/usp.nsf/pws/DCC+Kids+-+Games+-+Recycle+Fun


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GLOSSARY

already: adverb. Ya

amount: noun. Cantidadaround: preposition. Aproximadamente, alrededor de

call: regular verb. Llamar. Past participle: called Llamado/a

composed:adjective. Compuesto

cover: regular verb. Cubrir. Past participle: covered Cubierto/a

barely-visible ring: compound word. Anillo apenas visible

between: preposition. Entre

belt: noun. Cinturn

below: preposition. Abajo, debajo, en la parte inferiorblanket: noun. Manta, colcha

breathe: regular verb. Respirar

bung: noun. Tapn

bright:adjective. Brillante

brightest: superlative of the adjective bright. El o la ms brillante

cliff: noun. Acantilado

closest: superlative of the adjective close. El, la, lo ms cercano

chart:noun. Grfico, grfica

chop:noun. Corte

curly: adjective. Rizado

divert: regular verb. Desviar

dot:noun. Punto

dozen:noun. Docena

drizzle:noun. Llovizna

droplet:noun. Gota, gotita

dwarf planet: planeta enano

eroded: past participle. Erosionado

everywhere: adverb. En cualquier sitio, en todos lados.

extremely: adverb. Extremadamente, muy

far: adjective. Lejos

farthest: superlative of the adjective far. El, la, lo ms lejos o lejano

floor:noun. Suelo, planta (de un edificio)

full: adjective. Lleno

gather: verb. Reunir, juntar


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half: quantifier. Medio, mitad

harmful: adjective. Daino

hold:as a noun asidero, asa.As a verb (irregular) hold, held, held sujetar, agarrar

huge: adjective. Grande, enorme

inner:adjective. Interno, interior

ivory:noun. Marfil

jo in: regular verb. Unir. Past participle joined. Unido

ladder:noun. Escalera

low-power: compound word. (de) Baja energa

locate: regular verb. Localizar. Past participle located. Localizado

make up: as a noun Maquillaje. As a verb (regular) fabricar, producir

melt: regular verb. Fundir(se)

mist: noun. Neblina

mixed: regular verb. mezclar. Past participlemixed. Mezclado

mud settles: compound word. Asentamientos de material (barro), sedimentos

outer:adjective. Externo, exterior

pipe: noun. Tubera

pledge:noun. Compromiso, garanta, promesa

properly: adverbio. Adecuadamente

reach: regular verb. Alcanzar

ringed: adjective. Anillado

rocky: adjective. Rocoso

rubbish: noun. Basura, desecho, desperdicios

shape: noun. Forma

shield: noun. Escudo, proteccin

sleet: noun. Aguanieve

spacecraft: noun. Nave espacial

storm:noun. Tormentastuff: noun. Material, cosa, objeto

summit: noun. Cumbre

sunlight: noun. Luz solar

surround: regular verb. Rodear

take place: irregular verb. Take, took taken. Tener lugar.

through: preposition. A travs de

thin: adjective. Delgado

tide: noun. Mareatilt:noun. Inclinacin


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tilted: adjective. Inclinado

tiny: adjective. Pequeo, diminuto

together:adverb. J unto(s)

waning: adjective. Menguante

waste: regular verb. Gastar, malgastar

wax:regular verb. Encerar

way: noun. Camino, forma, manera, modo

wheel:noun. Rueda

whirling:adjective. Que gira, que da vueltas

wispy:adjective. Fino


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Este trabajo se presenta siguiendo la bases de la ORDEN de 27 de febrero de 2007, por la que ses t ab l e c en l a s b a s es r e g ul a d o ra s d e l a c o n c e s i n d e s u b v e nc i o n es p a r a l a e l a bo r a c i n d e m a t e r ia l e s

urriculares relacionados con el plurilingismo y se efecta la convocatoria para el ao 2007.

p r e s e n t a s i g u ie n d o l a b a s e s d e l a O R D E N d e 2 7 d e f e b r e r o d e 2 0 0 7 , p o r l a q u e s e

libro recursos

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