REPASO DE TEMAS
NATURAL SCIENCE.
UNIT 1: Human body and systems
In this unit we are going to learn how the 4 mayor systems work and the parts in which they are divided:
FOLDABLE 1: the body systems:
The digestive system
THE FOOD JOURNEY
Match the organ with the activity
The Respiratory system
FOLDABLE: THE AIR JOURNEY
FOLDABLE: AIR AROUND US
INHALATION:
AIR ENTERS THE BODY.
THE DIAPHRAGM GOES DOWN AND THE LUNGS ARE BIGGER
EXCHANGE OF GASES:
IN THE ALVEOLI THE OXYGEN MIX WITH THE BLOOD AND THE CARBON DIOXIDE LEAVES
AIR LEAVES THE BODY.
THE DIAPHRAGM GOES UP THE LUNGS ARE SMALLER
EXPERiMENTO:
No es obligatorio hacerlo, pero si lo haces y lo explicas en clase, indicando las partes, el viaje que hace el aire desde que entra y explicas el intercambio de gases, no tendrás que hacer esa pregunta el día del examen escrito!
En este video se explica como se hace:
https://www.youtube.com/watch?v=RO8QHYbXVesFOLDABLE: compare and contrast: INHALATION-EXHALATION
The Circulatory system
ESQUEMAS
BLOOD JOB
TYPES OF BLOOD VESSELS
BLOOD JOURNEY
Escribir y señalar: arteries, veins, heart, add the capillaries.
Complete these sentences using these words:
red, back, nutrients, organ, oxygen, body, carry, blood, away,
Unir las dos partes de la oración
TAREAS SUSPENSIÓN DE CLASE
Actividad semana del 30 de marzo al 3 de abril:
ACTIVIDAD:
Realizar un mural (póster) en el que se pueda observar, identificar y explicar 10 tipos de comportamientos individuales y colectivos para la correcta utilización de las fuentes de energía en CASA, a través de fotos y pequeños dibujos.
Muy importante:
- usar colores, rotuladores e incluso podéis hacerlo en versión digital (con word o power point).
- Podéis descargar imágenes e imprimir (quien tenga impresora) quien no, simplemente dibujar.
- También puede hacerse un video: explicando los 10 tipos de comportamientos para ahorrar fuentes de energía en casa. Y no se entregaría el mural.
Para realizar el mural es muy importante que veáis los siguientes videos:
Inglés:
______________________________________________________
Actividad semana del 23 al 27 de marzo, son 4 actividades:
¡Ánimo sois los mejores!
Actividad 1. Con los tipos de energía que hemos visto en el blog: mechanical energy, electrical energy, Chemical energy and luminous energy. Realiza un FOLDABLE . En el FOLDABLE el título debe ser TYPES OF ENERGY. Ya de ahí vais poniendo el resto de energías. Y de cada energía tenéis que escribir las definiciones de cada diapositiva en la que explica cada energía. Y finalmente terminar con un dibujo que represente esta energía. Lo podéis hacer en papel de folio, de libreta o una cartulina. Lo hacéis como mejor os venga. Poner en google, FOLDABLE TYPES OF ENERGY y os salen muchos ejemplos!
Actividad 2. Leer el texto sobre los motores y contestar a las 4 preguntas de abajo del texto:
Actividad 3. Completar este cuadro con la información (en español) sobre estos científicos e inventores: Arquímedes e Isaac Newton. Por favor copiar el esquema y completarlo en un folio, en la libreta o una cartulina en horizontal. Lo hacéis como mejor os venga. Para completar el cuadro lee los textos que pongo a continuación:
TAREA PARA ENTREGAR EL ANTES DEL DOMINGO 29 a las 23:59: Actividad 4. REALIZAR LA FINAL TASK (TAREA INDIVIDUAL)
TAREA FINAL INDIVIDUAL
1. Elige un tema entre
- Construcción
- Comunicación
- Transporte
- Iluminación
2. Elige un invento relacionado
con tu tema. (Construcción, Comunicación,
Transporte,Iluminación)
3. Explica para qué sirve este
invento.
(2 puntos)
4. Cómo ha facilitado la vida de los
humanos este invento.
(2 puntos)
5. Busca fotos o dibujos de tu invento y
de su evolución en los últimos siglos o
años (depende del tipo de maquina).
(2 puntos)
6. Explica qué tipo o tipos (si usa más de una)
de energía usa tu invento.
(2 puntos)
7. Normas de presentación
(2 puntos).
- El trabajo puede presentarse en español (no quita nota ni sube nota el hacerlo en inglés).
- El formato de entrega es tamaño folio, puede ser una cartulina de tamaño A4 que puedo daros yo de clase (me la pedis si la necesitáis). También lo podéis hacer tipo libro. Usando más de un folio.
- No se trata de escribir mucho. Ni de copiar párrafos de internet. Las frases para contestar a los puntos deben ser sencillas y concretas, sólo con la información que se pide.
- Se os pedirá que presentéis vuestro invento en clase, así que debéis de conocer la información para poder explicarla a los demás compañeros.
- Este trabajo contará como nota final de tareas en esta unidad y evaluación.
- Se os pedirá que presentéis vuestro invento en clase, así que debéis de conocer la información para poder explicarla a los demás compañeros.
- Este trabajo contará como nota final de tareas en esta unidad y evaluación.
Actividad EXTRA: quien tenga hecho algún experimento de este tipo que
NO ES OBLIGATORIO que me lo mande por favor cuando quiera no tiene FECHA DE ENTREGA.
Queridos alumnos, he visto en internet diferentes videos para crear experimentos caseros de forma muy divertida: podéis hacer pozos con poleas, columpios con rampas, tiovivos...incluso coches con botellas de plástico:
Os dejo aquí diferentes videos para que tengáis ideas, si decidís hacerlo en casa traedlos al cole y los expondremos en clase y en el pasillo para que todo el mundo pueda verlos y votar cual les gusta mas! ANIMAOS!
_______________________________________________________
Queridas familias, como sabéis a partir del lunes 16 recibiréis toda la información de science por aquí:
- Trabajaremos la asignatura de Natural.
- Estamos en el tema MACHINES AND ENERGY.
- Durante estas semanas realizaremos la final task más algunas actividades y así afianzar los contenidos de cara a la realización de la final task.
- También recordaros que tenéis la actividad extra no obligatoria que se puede realizar durante estas dos semanas. Si es así quien la haga que por favor me lo comunique. Recuerdo esta actividad NO ES OBLIGATORIA. También está explicada en el blog.
- Por supuesto entendería que apoyéis en casa la comprensión de los contenidos en español.
- Por supuesto entendería que apoyéis en casa la comprensión de los contenidos en español.
VIDEOS ESPAÑOL: (pinchar sobre el nombre que aparece en rojo) para ayudaros en casa con las compresión de los contenidos.
Este siguiente juego es en inglés, pero es divertido. Tendrán que superar pruebas eligiendo el tipo de máquina simple más apropiada:
TAREAS PARA LA SEMANA DEL 16 al 20 de marzo
ANTES DE NADA VER LOS VIDEOS EN ESPAÑOL PARA REPASAR TODO EL CONTENIDO EN CASA
1. Jugar al juego de las energías: (para ello es importante que miréis las diapositivas de cada tipo de energía que encontráis mas abajo.
Lo ideal sería jugar en familia. Usar un diccionario si lo necesitáis. Tirar un dado y poner la ficha en la casilla que corresponda. Debéis indicar el tipo de energía que corresponda en cada casilla. En ocasiones puede ser dos tipos. Gana el primero que complete todo el tablero. Las respuestas posibles son: energía mecánica, eléctrica, lumínica y química.
El objetivo de esta actividad es que el alumnado comience a pensar sobre los tipos de energía que se usan en el día a día en cada máquina o para cada máquina y se familiarice con ellos.
2. En esta actividad tendrán que identificar la fuente de energía que recibe cada una de mas maquinas que vemos: Por ejemplo ¿qué energía reciben los barcos para moverse con la vela? Y tendrán que unir las letras con los números de abajo. 
TAREA PARA ENTREGAR EL ANTES DEL DOMINGO 22 a las 23:59:
3. Aquí tenéis dos actividades. En la primera tendrán que elegir un lugar de los indicados abajo:
3. Aquí tenéis dos actividades. En la primera tendrán que elegir un lugar de los indicados abajo:
a) classroom
b)living room o sitting room
c) kitchen
d) street
Una vez que elijan un lugar indicar que fuente de energía es la que más se usa en esto lugares.
Sí es la eléctrica, la mecánica, la química o lumínica
4. FINAL TASK. Las fechas de entrega se podrán ver afectadas. Estamos a la espera de las posibles instrucciones. No obstante se ruega vaya realizándose esta final task. Las instrucciones de la final task están justo debajo de esta publicación.
NATURAL SCIENCE:
Machines and energy
TAREA FINAL INDIVIDUAL
1. Elige un tema entre
- Construcción
- Comunicación
- Transporte
- Iluminación
2. Elige un invento relacionado
con tu tema. (Construcción, Comunicación,
Transporte,Iluminación)
3. Explica para qué sirve este
invento.
(2 puntos)
4. Cómo ha facilitado la vida de los
humanos este invento.
(2 puntos)
5. Busca fotos o dibujos de tu invento y
de su evolución en los últimos siglos o
años (depende del tipo de maquina).
(2 puntos)
6. Explica qué tipo o tipos (si usa más de una)
de energía usa tu invento.
(2 puntos)
7. Normas de presentación
(2 puntos).
- Construcción
- Comunicación
- Transporte
- Iluminación
2. Elige un invento relacionado
con tu tema. (Construcción, Comunicación,
Transporte,Iluminación)
3. Explica para qué sirve este
invento.
(2 puntos)
4. Cómo ha facilitado la vida de los
humanos este invento.
(2 puntos)
5. Busca fotos o dibujos de tu invento y
de su evolución en los últimos siglos o
años (depende del tipo de maquina).
(2 puntos)
6. Explica qué tipo o tipos (si usa más de una)
de energía usa tu invento.
(2 puntos)
7. Normas de presentación
(2 puntos).
NORMAS DE PRESENTACIÓN;
- El día de la entrega es:
- Lunes 23 de marzo 4ºA,
- Martes 24 de marzo 4ºB
- Miércoles 25 de marzo 4ºC.
No se podrá entregar el trabajo ni antes ni después de la fecha.
- El trabajo puede presentarse en español (no quita nota ni sube nota el hacerlo en inglés).
- El formato de entrega es tamaño folio, puede ser una cartulina de tamaño A4 que puedo daros yo de clase (me la pedis si la necesitáis). También lo podéis hacer tipo libro. Usando más de un folio.
- No se trata de escribir mucho. Ni de copiar párrafos de internet. Las frases para contestar a los puntos deben ser sencillas y concretas, sólo con la información que se pide.
- Se os pedirá que presentéis vuestro invento en clase, así que debéis de conocer la información para poder explicarla a los demás compañeros.
- Este trabajo contará como nota final de tareas en esta unidad y evaluación.
- Se os pedirá que presentéis vuestro invento en clase, así que debéis de conocer la información para poder explicarla a los demás compañeros.
- Este trabajo contará como nota final de tareas en esta unidad y evaluación.
ACTIVIDAD EXTRA NO OBLIGATORIA
Queridos alumnos, he visto en internet diferentes videos para crear experimentos caseros de forma muy divertida: podéis hacer pozos con poleas, columpios con rampas, tiovivos...incluso coches con botellas de plástico:
Os dejo aquí diferentes videos para que tengáis ideas, si decidís hacerlo en casa traedlos al cole y los expondremos en clase y en el pasillo para que todo el mundo pueda verlos y votar cual les gusta mas! ANIMAOS!
https://www.youtube.com/watch?v=zDR8tcGPA3s
https://www.youtube.com/watch?v=7Vb92uRhDpU
https://www.youtube.com/watch?v=pt5SXkw1uh8
https://www.youtube.com/watch?v=hC8NEiwrLTg
https://www.youtube.com/watch?v=KH4HcxlpCn4
https://www.youtube.com/watch?v=hi51cwCFyqU
ENERGY
TYPES OF ENERGY
S
SOCIAL SCIENCE:
The hydrosphere
Queridos alumnos/as, como tarea individual de esta unidad tendréis que traer el siguiente trabajo, con todos estos aspectos en relación al río que os ha tocado:
¿Qué caudal tiene?
¿Qué vertiente tiene: Atlántica o
mediterránea?
¿Dónde nace?
¿Dónde desemboca?
¿Se práctica algún tipo de deporte en él? ¿Cuál?
¿Tiene afluentes? ¿Cuales?
¿Cuantos kilómetros tiene de largo?
Indica algún dato o característica
curiosa.
Foto o dibujo de su situación dentro del
mapa de Andalucía.
Presentación (cartulina o folio tamaño
A4)
TOTAL:
10 puntos
NORMAS DE PRESENTACIÓN;
- El trabajo tiene que estar acompañado de una foto o un dibujo del Mapa de Andalucía y la localización del río que te haya tocado en el mapa.
- El trabajo puede presentarse en español (no quita nota ni sube nota el hacerlo en inglés).
- El día de la entrega es el lunes 3 de febrero para 4ºA, el martes 4 de febrero para 4ºB y el miércoles 5 de febrero para 4ºC. No se podrá entregar el trabajo ni antes ni después de la fecha.
- El formato de entrega es tamaño folio, puede ser una cartulina de tamaño A4 que puedo daros yo de clase (me la pedis si la necesitáis).
- No se trata de escribir mucho. Ni de copiar párrafos de internet. Las frases para contestar a los puntos deben ser sencillas y concretas, sólo con la información que se pide.
- Se os pedirá que presentéis vuestro río en clase, así que debéis de conocer la información para poder explicarla a los demás compañeros. Ya que es sólo un rio os pido que os sepáis bien la información, contará como nota final de tareas en esta unidad y evaluación.
- Se os pedirá que presentéis vuestro río en clase, así que debéis de conocer la información para poder explicarla a los demás compañeros. Ya que es sólo un rio os pido que os sepáis bien la información, contará como nota final de tareas en esta unidad y evaluación.
UNIT 2: The hydrosphere
TAREA PARA CASA
EVAPORATION
CONDENSATION
PRECIPITATION
COLLECTION
HAREMOS ESTE FOLDABLE EN CLASE:
WATER CYCLE
CREAREMOS UN POSTER PARA DECORAR EL COLEGIO
BENEFICIOS DEL AGUA
SOCIAL SCIENCE.
UNIT 1: LITHOSPHERE. ROCKS AND MINERALS
Important info: Durante este tema tendreís que ir completando las "Rock Mineral Vocabulary Cards": Cada día os iré diciendo qué tarjetas debeis de ir añadiendo a vuestro "pocket".
Esta será una tarea evaluable al igual que todos los foldables que vayamos haciendo.
Ánimo Geologist!
TAREA FINAL SOCIAL:
Queridos alumnos/as, como tarea final de esta unidad tendréis que traer el siguiente trabajo, con todos estos aspectos:
1. Elegir una roca o un mineral. (2 puntos)
2. Explicar sus características. (2 puntos)
3. Decir de qué capa de la tierra ha sido extraído. (2 puntos)
4. Cómo lo han extraído. (2 puntos)
5. Para que se usa en nuestra vida diaria. (2 puntos)
TOTAL 10 puntos.
NORMAS DE PRESENTACIÓN;
- El trabajo tiene que estar acompañado de una foto o, del mineral o roca ,real.
- El trabajo debe estar presentado en inglés (yo puedo ayudaros con la traducción si lo necesitáis pero me lo debéis decir antes del día de la entrega)
- El día de la entrega es el jueves 5 de diciembre para 4ºA y 4ºC y el martes 3 de diciembre para 4ºB. No se podrá entregar el trabajo ni antes ni después de la fecha.
- El formato de entrega es tamaño folio, puede ser una cartulina de tamaño A4 que puedo daros yo de clase (me la pedis si la necesitáis)
- No se trata de escribir mucho. Ni de copiar párrafos de internet. Las frases para contestar a los 5 puntos deben ser sencillas y concretas, sólo con la información que se pide.
FECHA DE EXAMEN:
Martes 3 de diciembre 4ºB
Jueves 5 de diciembre 4ºA y 4ºC
Important info: Durante este tema tendreís que ir completando las "Rock Mineral Vocabulary Cards": Cada día os iré diciendo qué tarjetas debeis de ir añadiendo a vuestro "pocket".
Esta será una tarea evaluable al igual que todos los foldables que vayamos haciendo.
Ánimo Geologist!
What is the lithosphere? The lithosphere is the solid and rigid outer layer of our planet.
LAYERS OF THE EARTH
What is the geosphere? The geosphere is the different layers of rock that form the Earth.
https://www.youtube.com/watch?v=faXNNHcyXXk
How many layers are there in the geosphere? There are 4 layers and the name of the layers are: crust, mantle, outer core and inner core.
What are the outer and inner core made up? The outer core is made up of liquid metals and inner core is made up of solid metals.
FOLDABLE: LAYERS OF THE EARTH (2)
CRUST: Is the first layer and is made up of rocks.
MANTLE: Is the second layer and is made up of rocks.
OUTER CORE: Is the third layer and is made up of liquid metals as lava.
INNER CORE: Is the forth layer and is made up of solid metals.
Activities
1. Name in order the different layers of the Earth (from the outer layer to the inner layer)
1. _____________
2. _____________
3. _____________
4. _____________
2. Complete the sentences with the correct options.
a. The crust and the mantle are made up of METALS/ROCKS.
b. The outer and inner core are made up of ROCKS/METALS.
3. Match the layers of the Earth with the correct sentences.
a. Crust 1. Is the second layer and is made up of rocks.
b. Mantle 2. Is the third layer and is made up of liquid metals as lava.
c. Outer Core 3. Is the forth layer and is made up of solid metals.
d. Inner Core 4. Is the first layer and is made up of rocks.
4. True or False:
a. The mantle is very thin.____
b. The inner core is solid._____
c. The humans live in the crust.____
d. The crust is the outer core of the Earth.____
e. The outer core is made of lava.____
ROCKS
What are rocks? Rocks are materials from the mixture of one or various solid substances called minerals.
FOLDABLE
How many types of rocks are there? There are three types of rocks:
Rocks that form from SAND, SHELLS,
and other materials being pushed together
Rocks from MAGMA
Rocks that have been change because of
HEAT and PRESSURE
FOLDABLE
Where are the rocks found? The rocks are found on the surface, on the seabed and covered by vegetation.
: ROCKS (TYPES AND PLACES)
How many characteristics are there in rocks? There are three characteristics of rocks.
Which are the different characteristics of rocks? The three characteristics can be distinguished by composition, texture and appearance in nature.
Characteristics of rocks:
Composition: The mixture of minerals that make up the rocks.
Texture: The kind of grains in the rocks.
Appearance in nature: In mountains ranges, volcanos and in parallel larges.
Activities
6. Complete the sentences with the correct words.
volcanic Sedimentary three Igneous solid minerals Metamorphic
a. Rocks are materials from the mixture of one or various _________ substances called minerals.
b. How many types of rocks are there? There are ________ types of rocks.
c. ________ rocks are found in the _________ regions.
d. ___________ rocks are formed with the mixture between igneous rocks and sedimentary rocks.
e. ___________ rocks are formed with a mixture of _________, pieces of plants and another organic matter.
7. Name the different types of rocks.
1. _____________
2. _____________
3. _____________
8. Complete the sentences with the correct options.
a. Where are the rocks found? Rocks on the SEA/SURFACE, rocks covered by VEGETATION/MOUNTAINS and rocks on the FLOOR/SEABED.
b. The characteristics of rocks are: MINERALS/COMPOSITION, texture and appearance in nature.
c. COMPOSITION/TEXTURE is the kind of grains in the rocks.
d. COMPOSITION/APPEARANCE IN NATURE are the mixture of ROCKS/MINERALS that make up the rocks.
e. Appearance in nature is in the SURFACES/MOUNTAINS ranges,
VOLCANOS/IGNEOUS and in parallel larges.
volcanic Sedimentary three Igneous solid minerals Metamorphic
a. Rocks are materials from the mixture of one or various _________ substances called minerals.
b. How many types of rocks are there? There are ________ types of rocks.
c. ________ rocks are found in the _________ regions.
d. ___________ rocks are formed with the mixture between igneous rocks and sedimentary rocks.
e. ___________ rocks are formed with a mixture of _________, pieces of plants and another organic matter.
7. Name the different types of rocks.
1. _____________
2. _____________
3. _____________
8. Complete the sentences with the correct options.
a. Where are the rocks found? Rocks on the SEA/SURFACE, rocks covered by VEGETATION/MOUNTAINS and rocks on the FLOOR/SEABED.
b. The characteristics of rocks are: MINERALS/COMPOSITION, texture and appearance in nature.
c. COMPOSITION/TEXTURE is the kind of grains in the rocks.
d. COMPOSITION/APPEARANCE IN NATURE are the mixture of ROCKS/MINERALS that make up the rocks.
e. Appearance in nature is in the SURFACES/MOUNTAINS ranges,
VOLCANOS/IGNEOUS and in parallel larges.
MINERALS
What are minerals? Minerals are solid substances that make up rocks.
What is the difference between a rock and a mineral? Rocks are a mixture of one or various minerals, and minerals make up rocks.
What kind of properties are used to identify minerals? The properties of minerals are: shape, lustre, color and streak, hardness, light, feel, smell and magnetism.
FOLDABLE: VOLCANO
How can we extract minerals? The extraction of minerals can be quarries or open pit mines, underground mines and drilling.
How do we use mined substances? We use mined substances for building materials, decorative materials, industrial materials and energy sources.
VOLCANO SCHOOL PROJECT
IMPORTANT SENTENCES FOR VOLCANOES PROJECT
Hello, we are ________, _________, _________ and ________. We have done a volcano school Project and we are going to explain our project.
The name “volcano” comes from the name of the Roman god of fire, VULCAN.
What is a volcano?
Volcano is usually a mountain where magma erupts through the crater cone and it gets rid of the lava and the ash and gas cloud.
Which are the different parts of a volcano?
Magma chamber
Vent
Crater Cone
Lava
Ash and gas cloud
Why is the eruption produced in a volcano?
The eruption is produced because the magma chamber takes too much high temperature and it goes up to the vent. Finally, goes out to the surface through the crater cone and get rid of the lava.
NATURAL SCIENCE.
UNIT 3: MATTER, FORCE AND ENERGY
ENERGY
Energy is the ability of matter to produce light, movements and changes.
Energy is all around you!
- You can hear energy as sound.
- You can see energy as light.
- And you can felle it as wind.
The wind has got energy and can move a boat or blow down a tree.
Food have got energy. The food we eat allows us to move, write, think and react.
There are many different forms of energy (light energy, electrical energy, thermal energy, mechanical energy, nuclear energy, chemical energy and sound energy).
FORMS OF ENERGY
Light energy comes from sources of light. The sun, a lamp or a candle are all examples of this type of energy.
Electrical energy is associated with electrical charges and their movement, such as electricity transmitted through cables. It comes from batteries, generators and power stations.
Thermal energy is the energy involved in transfering heat from one object to another. It is the energy that matter has depending on its temperature.
Mechanical energy is produced by movement. The planets spinning or an object falling are examples of mechanical.
Nuclear energy is energy stored in atoms. It can be found, for example, inside the sun.
Chemical energy is energy stored in matter. It is usually transformed into heat, light or movement during chemical reactions.
Sound energy is transmitted through sound waves, for example when we play a musical instrument.
Energy can be transformed from one form into another.
For example, ovens transform electrical power into thermal energy.
Electrical energy uses electricity -------- Thermal energy produces heat.
RENEWABLE & NON-RENEWABLE ENERGY
Renewable energy sources regenerate continually in a natural way (for example the sun or the wind).
Non-renewable energy sources can disappear.
MAGNETISM
2 north poles or 2 south poles repel.
North pole and south pole attract.
LIGHT
We also produce light artificially, through light bulbs, fluorescent and LED lights.
The separation of light is the separation of a ray of light into its monochromatic components.
BUOYANCY
Gravity is a distance force and provoque objects fall to the ground.
PURE SUBSTANCES AND MIXTURES
Pure substances are formed from just one type of matter, such as salt, water, oxygen and iron.
Mixtures are formed from various components or various types of matter.
We can separate the different components in a mixture by using different methods, for example Filtration or Evaporation.
SOCIAL SCIENCE:
UNIT 3. HISTORY
WHAT IS HISTORY?
What is history?
History is a group of events tha happened in the past and should be remembered.
The passage of time
We can situate events in the past, present and future.
- Past: events that happened some time ago.
- Present: events that are happening right now.
- Future: events that will happen.
ACTIVITY TIME: En esta actividad tendremos que realizar una línea del tiempo con los acontecimientos más importantes de nuestras vidas (al menos diez), tanto en el pasado, presente y aquellos que veamos que vayan a ocurrir en el futuro, ya sea en una hoja, poster o foldable.
Ejemplos: fecha de nacimiento, la primera vez que andamos, nuestro primer día de colegio, el año que terminaremos el colegio, el año en que sacaré el carnet de conducir, etc.
Historical time
Historical time
The
Metal Ages
started
with
the
use of metals (6.500 years ago) and ended
with
the
invention
of writing (3.000 years ago).
We
use different
units
to measure
time: decade,
century
and millennium.
Decade is a period
of 10 years.
Century is a period of 100 years.
Millennium is a period of 1000 years.
Point of reference
Point of reference
Point of reference is the birth of Christ, so we classify the events happened before de Christ (BC) and after Christ (AD).
HISTORICAL SOURCES
Historians
are the
people
who
study
history
and use different
types
of documents
and objects
to learn
the
past.
Historical
sources
can be written
or
non-written.
- Written sources give
us
information
in writing,
such
as legal documents,
laws,
the
press,
newspaper,
diaries,
personal letters
and books.
- Non-written
sources give
us
information
on
things
which
aren´t
written,
such
as graphic
sources,
physical
sources
and oral sources.
Non-written sources are divided in three parts:
- Graphic sources: paintings, statues, photographs, films, maps...
- Physical sources: objects from daily life, fossils, builiding...
- Oral sources: songs, stories, expressions, legends...
HISTORICAL ERAS
Historians have divided the history in several
periods
called
historical
eras. These
periods
are: prehistory,
Classical
Antiquity,
the
Middle
Ages,
Modern history
and the
Contemporary
era.
Prehistory starts with the appearance of the first human being and ends with the appearance of writing.
Prehistory is divided into different periods: Palaeolithic period, Neolithic period and the Metal ages.
Paleolithic period: human being lived by hunting and gathering.
Neolithic period: human beings began the agriculture and animal husbandry.
The Metal ages: human beings started to use cooper, bronze, iron and the wheel was invented.
Classical Antiquity starts with the invention of writing and ends with the fall of Roman empire.
Middle ages starts with the fall of Roman empire and ends with the discovery of America.
Modern history starts with the discovery of America and ends with the French revolution.
Contemporary era starts with the French revolution and continues to today.
PREHISTORY
Prehistory
is
the
first
period
that
starts
with
the
appearance
of the
first
human being
(2millions year
BC) and ends
with
the
invention
of writing
(3.000 years
BC).
PALEOLITHIC PERIOD
PALEOLITHIC PERIOD
Paleolithic
period
started
with
the
appearance
of the
first
human being (4.4 millions years ago) and ended
with
the
discovery
of agriculture
and animal husbandry (12.000 years ago).
Paleolithic period = The Old Stone Age.
Human
being
were
nomads.
They
moved from
a place to another
place in search
of food.
Characteristics of Paleolithic period:
1. Human
being
were
nomads.
They
moved from
a place to another
place in search
of food.
2. They survived by hunting, fishing, and by gathering.
3. They lived outside or in natural caves to protect from the cold and the defense from wild animals.
4. They formed small tribes or family groups of 20-30 members called clans.
5. They
protected
themselves
from
the
cold
with
animal skins that they
hunted.
6. They
discovered
fire (1.5 million
years
ago). With
fire,
they
obtained
light, heat, a way
to keep
wild animals
away
and even
cook
their
food.
NEOLITHIC PERIOD
Neolithic
period
started
with
the
agriculture
and animal husbandry (12.000 years ago) and ended
with
the
use of metals (6.500 years ago).
Human
being
arrived
to Iberian
peninsula and Balearic
islands
from
the
Mediterranean
sea.
Characteristics of Neolithic period:
1. Human
being
started
to grow
cereals
and beans,
to
domesticate
some
animals
and to use ceramic.
2. They
become
sedentary,
so they
lived
in just one
place. This
is
the
start
of the
first
villages.
THE METAL AGES
Human
beings
started
to use the
cooper
to make
ornaments.
Later,
use the
bronze for
domestic
utensils and the
iron for farming
tools
and weapons.
Some
of the
most
important
inventions
are wheel,
the
lathe,
the
sail,
the
plough
and the
irrigation.
CLASSICAL ANTIQUITY
Classical Antiquity
is
the
second
period
that
starts
with
the
appearance
of writing
and ends
with
the
fall
of the
Roman
Empire
(476 AD).
The first important
civilations
appeared
in Iberian
peninsula
like
Iberians
and Celts.
The
first
people
to live
in Iberian
peninsulta
was
the
Iberians.
IBERIANS
The
first
people
to live
in Iberian
peninsulta
were
the
Iberians.
They
lived
in the
coastal
Mediterranean
regions
and and
in the
east
and south
since
the
Neolithic
Period.
The
Iberians
practised
farming
and animal husbandry.
The
had
their
own
writing
system
and made
sculptures.
They
lived
in fortified
villages.
CELTS
Celts
came
from
Europe
and ocuppied
the
noth
and the
central regions
of Iberian
península.
The
Celts
owned
livestock
but
were
also
skilled
metal-workers.
They
made
weapons,
tools
and ornaments
with
bronze
and iron.
They
lived
in Stone, adobe and reed
huts.
Together,
they
formed
fortified
villages
called
castros.
They
knew
how
to write
and make
the
sculptures.
With
the
time , the
Celts
and Iberians
mixed
and became
the
Celtiberians.
SOCIAL SCIENCE.
UNIT 2: POPULATION
INTRODUCTION
How many continents are there in our planet Earth?
There are seven continents in the Earth and these continents are: Asia, Africa, North America, South America, Europe, Antarctica and Oceania.
How many people are there in Earth?
There are seven billions people in the Earth.
POPULATION
What is population?
Population is the total numbers of people who live in a certain territory.
What is the world population?
World population is the total numbers of people who live in our planet.
What is territory?
Territory is the place where people live and there are different territories like:
- Neighbourhood (Parque Alcosa).
- Town (Carmona).
- City (Seville).
- Autonomous Community (Andalusia).
- Country (Spain).
- Continent (Europe).
- World (Earth).
How many types of population density are there?
There are two types of population density depending on the number of people who live in a certain territory:
- Sparsely populated: not many people living in a territory (they have lots of space) = LOW DENSITY
- Densely populated: lots of people living in a territory (they don't have lots of space) = HIGH DENSITY
FOLDABLE
What is natural changes?
Natural changes is the change produced by the number of births and deaths in one year.
There are two types of natural changes: Birth rate & Death rate.
- Birth rate: number of babies who are born in a year.
- Death rate: number of people who die in a year.
Increase VS Decrease
What is migration?
Migration is the change produced by the number of emigrants and immigrants in one year.
There are two types of migration: Emigrants & Immigrants.
- Emigrants: number of people who leave their country.
- Immigrants: number of people who come to live in a new country.
Natural changes is the change produced by the number of births and deaths in one year.
- Birth rate: number of babies who are born in a year.
- Death rate: number of people who die in a year.
Which are the reasons that produce an increase in a population?
The reasons that produces an increase in a population are advances in medicines, better diets, sanitation improve, birth rate and immigration.
The reasons that produces an increase in a population are advances in medicines, better diets, sanitation improve, birth rate and immigration.
Which are the reasons that produce a decrease in a population?
The reasons that produces a decrease in a population are war, epidemics, lack of food, polution, death rate and emmigration.
The reasons that produces a decrease in a population are war, epidemics, lack of food, polution, death rate and emmigration.
ACTIVITY (Acitivity Book. Page 38: 2, 3).
MigrationWhat is migration?
Migration is the change produced by the number of emigrants and immigrants in one year.
- Emigrants: number of people who leave their country.
- Immigrants: number of people who come to live in a new country.
ACTIVITY (Acitivity Book. Page 36: 1, 2).
Why do people emigrate?
Because they have some reasons as: find a job, to improve an education, to improve life conditions or to run from war or natural disasters.
FOLDABLE
CLASSIFICATION OF POPULATION
What does a Population consist of?
Population can be classified in many different ways: by age, by gender, by work and place.
Population by age
Population by age is classified in three aspects:
- YOUNG population: under 17 years old.
- ADULT population: from 18 to 64 years old.
- OLDER population: over 65 years old.
Population by gender
Population by gender is classified in two aspects:
- MALE
- FEMALE
- ACTIVE POPULATION: People able to work.
Employed: People working.
Unemployed: People looking for a job.
- INACTIVE POPULATION: People not able to work.
Children.
Retired people.
People who can't work because of a disability.
Students.
People who don't want to work.
- YOUNG population: under 17 years old.
- ADULT population: from 18 to 64 years old.
- OLDER population: over 65 years old.
Population by gender
Population by gender is classified in two aspects:
- MALE
- FEMALE
Population and work
Employed: People working.
Unemployed: People looking for a job.
- INACTIVE POPULATION: People not able to work.
Children.
Retired people.
People who can't work because of a disability.
Students.
People who don't want to work.
Population and place
- URBAN population.
- RURAL population.
ACTIVITY
1. Complete the sentences using the words in the box.
planet death low
change densely population high
sparsely birth
a. __________ is the total numbers of people who live
in a
certain territory.
b. World population is the total numbers of people who
live in our __________.
c. __________ populated: lots of people living in a
territory (they don't have lots of space) = HIGH DENSITY
d. __________ populated: not many people living in a
territory (they have lots of space) = __________ DENSITY.
e. Natural change is the change produced by the number
of __________ and deaths in one year.
f. __________ rate: number of people who die in a year.
g. Migration is the __________ produced by the number
of emigrants and immigrants in one year.
2. Name the different territories from smallest to
biggest one.
a. ___________________
b. ___________________
c. ___________________
d. ___________________
e. ___________________
f. ___________________
g. ___________________
3. Draw and compare the population density
(Densely populated and sparsely populated).
4. Circle in green colour the things that make
a population increase and in red colour the things that make a population
decrease.
Better diet epidemics lack of food medicine natural disaster war
birth rate Polution death rate immigration sanitation emigrants
5. Match the sentence halves.
1
The birth rate is the number of people who… a) …when there are more births than
deaths.
2
The death rate is the number of people who… b) …when there are more deaths than
births.
3
A natural population increase is… c)
…are born in a place.
4
A natural population decrease is… d) …die in a place.
6. Explain the difference between immigration
and emigration.
a.
Immigration is _____________________________________________.
b.
Emigration is
_______________________________________________.
7. Explain the difference between birth rate
and death rate.
a.
Birth rate is
_____________________________________________.
b.
Death rate is
_____________________________________________.
CREATE A BOOK!!
The population in different territories in 2016/2017.
The population in 2016 was....
XXXXXXX
The population in 2017 was....
XXXXXXX
ACTIVE VS INNACTIVE
NATURAL SCIENCE.
UNIT 2: MACHINES AND TECHNOLOGY
Along
history,
humans
have
been
developing
technology.
Designing
and manufacturating
objets
to simplify
our
lives.
Many
of these
objects
are machines.
A
machine is
made
up of several
working
parts,
wich
work
together
to do a specific
function.
MACHINES AND ENERGY
Machines
can be of differents
types,
depending
on
the
energy
they
use.
Machines
that
use mechanical
energy
to set a force
or
body
in motion.
These
machines receive
the
energy
from:
- Our
muscles
when
we
use scissors
or
bicycles.
- Animals
for
carts
and ploughs.
- The
wind
for
turbines or
sailboats.
Machines
that use electrical
energy.
These
machines receive
the
energy
from:
The
electricity
and the
electricity
from
the
mains
supply
or
batteries
as:
- Light
bulb.
- Generator.
- Motor.
- Television.
- Computer.
Machines
that
use other
form
of energy.
These
machines receive
the
energy
from:
- Combustion
engine
from
chemical
energy
of fuel.
- Solar
panels
from
the
light energy
of sun.
- Toaster
from
termal energy.
FOLDABLE: MACHINES AND ENERGY
FOLDABLE: MACHINES AND ENERGY
ACTIVITY
COMPONENTS
SIMPLE MACHINE VS COMPOUND MACHINE
What do you think what are components?
All
machines are made up
of different
parts
or
components. A component
is
an
element
that
make
or
perform
a function
as part
of a machine.
What types of machines are there?
There are two types of machines, depending on the amount of components they have:
- Simple
machines have
just
a few
components (wheel barrow).
- Compound
machines have
a thousand
of components.
A combination
of all
the
individual components
and theis
functions
produce the
movements
in a machine (car).
Simple machines
FOLDABLE: SIMPLE MACHINES VS COMPUND MACHINE
Simple
machines
use
mechanical
energy
to produce a force or
movement
to complete a task.
The
most
common
mechanical
components
that
are part
of many
machines are inclined
planes, levers,
rollers,
wheels
and pulleys.
FOLDABLE: TITLE PAGE SIMPLE MACHINES
FOLDABLE: TITLE PAGE SIMPLE MACHINES
Simple machines: Inclined Planes
An inclined plane is
a ramp
placed between
two
areas
of different
heights.
The
ramp
reduce the
amount
of strength
needed
to lift
a heavy object. This
process
is
easier
when
the
incline of the
ramp
is
less
steep.
FOLDABLE: iNCLINED PLANES
FOLDABLE: iNCLINED PLANES
Simple machines: Levers
A
lever
is
a rigid bar that
moves
around
a fixed
support
point.
The
lever
have
a fulcrum/support
point
and produce a force/effort
on
a load.
With a lever, the
force
that
is
created
on
one
of the
extremes of the bar is
increased
and transferred
to the
other
extreme. Their
use depends
on
where
the
support
point
is
placed and where
the
force is
applied
to the
lever.
FOLDABLE: LEVERS
FOLDABLE: LEVERS
Simple machines: Rollers
A
roller is a block with
the
shape
of a cylinder or tube.
With
a roller is easier
to move
an
object
because
they
put
under
the
object
and reduce the
friction
between
the
object
and the
surface.
FOLDABLE: ROLLERS
FOLDABLE: ROLLERS
Simple machines: Wheels
A
wheel is
cylinder
with
an
axis that
passes
through
its
centre.
With
a wheel is easier
to move
an
object
because
they
put
under
the
object
and reduce the
friction
between
the
object
and the
surface.
FOLDABLE: WHEELS
FOLDABLE: WHEELS
Simple machines: Pulleys
A
pulley has grooved
wheels
over
wich
you
loop
a cable/rope
to lift
objects.
In
a pulley
appear
a cable/rope,
a wheel,
a pulley
and the
force/effort.
With
a pulley
is
easier
to lift
an
object
because
the
wheel
produce to make
less
effort
to pull
up or
down
the
cable attached
to the
object
on
the
other
extreme of the
cable.
FOLDABLE: PULLEYS
Compound machines
Compound
machines have
a thousand
of components.
A combination
of all
the
individual components
and their
functions
produce the
movements
in a machine (car).
Many
machines are a combination
of components
and all
of these
components
together
form
a mechanism.
For
example,
a scissors
are a combination
of two
levers,
or
a bicycle
combines levers,
gears
and wheels.
To
transmit
the
force
or
movement
between
two
parts,
it
needs
some
elements
called
transmissions.
Some
transmissions
are axles,
gears
and belts.
Axles are rigid rods that
connect
two
rottatory
components
or
wheels.
Gears
are a pair
of wheels
with
differents
size
that
contains
“teeth”
which
interlock
with
the
other
teeth
of the
another
gear.
Belts
transmit
the
force
through
the
belt
when
the
wheels
are moved.
USE MACHINES SAFELY
FOLDABLE: COMBINATION OF COMPONENT
ENERGY SOURCES
Activities
1. Complete the sentences with the correct words.
electricity components light-energy mechanical-energy compound electrical-energy muscles simple belts teeth rottatory mechanism
a. Machines that use ___________________ to set a
force or body in motion. These machines receive the energy from: our
___________, animals and the wind.
b. Machines that use ___________________ receive
the energy from the ____________.
c. Machines that use ___________________ receive
the energy from solar panels.
d. All machines are made up of different parts or ______________.
e. ___________ machine have just a few components
(wheelbarrow).
f. ____________ machine have a thousand of
components (car).
g. Gears are a pair of wheels with different size that contains _________ which interlock with the other teeth of the another gear.
h. __________ transmit the force through the belt when the wheels are moved.
i. Axles are rigid rods that connect two ___________ components or wheels.
j. Many machines are a combination of components and all of these components together form a ____________.
g. Gears are a pair of wheels with different size that contains _________ which interlock with the other teeth of the another gear.
h. __________ transmit the force through the belt when the wheels are moved.
i. Axles are rigid rods that connect two ___________ components or wheels.
j. Many machines are a combination of components and all of these components together form a ____________.
2. Match the sentences with the correct option.
a. Lever 1. is a block with the shape of cylinder or tube.
b. Roller 2. is a rigid bar that moves around a support point.
c. Wheel 3. is a ramp placed between two areas of different height.
d. Inclined plane 4. Is a cylinder with an axle that passes trough its centre.
e. Pulley 5. has grooved wheels over which you loop a cable/rope to lift objects.
3. Draw an example of simple machine and compound machine.
4. Fill the following spaces in the next sentences.
The Earth´s natural resources are divided in two ________________ and _____________________.
Some renewables sources are ____________, ____________, ______________, ____________ and ______________.
Some non-renewables sources are _____________, _____________, _____________ and ______________.
a. Lever 1. is a block with the shape of cylinder or tube.
b. Roller 2. is a rigid bar that moves around a support point.
c. Wheel 3. is a ramp placed between two areas of different height.
d. Inclined plane 4. Is a cylinder with an axle that passes trough its centre.
e. Pulley 5. has grooved wheels over which you loop a cable/rope to lift objects.
3. Draw an example of simple machine and compound machine.
4. Fill the following spaces in the next sentences.
The Earth´s natural resources are divided in two ________________ and _____________________.
Some renewables sources are ____________, ____________, ______________, ____________ and ______________.
Some non-renewables sources are _____________, _____________, _____________ and ______________.
NATURAL SCIENCE.
UNIT 1: HUMAN NUTRITION
HEALTHT FOOD VS UNHEALTHY FOOD
How many types of food are there? There are five types of food.
Which are the different types of food? The different types of food are: Carbohydrates, fats, proteins, vitamins and minerals, and water.
Carbohydrates and fats give our body energy.
Fats are bad for you if you eat too much, but our body needs some.
Protein is necessary to grow and give you more strength in your muscles.
Vitamins and minerals protect our body from various diseases.
Water is the most important because we need it to survive and helps you to sweat and urinate.
HEALTHY WEEK DIET
What's the digestive system? The digestive system is a group of organs that work together to break down food and absorb the energy that help your body to work.
FOLDABLE: DIGESTIVE SYSTEM
Refuerzo
1. Complete the sentences.
What's the digestive system? The digestive system is a group of ________ that work together to break down food and _______ the energy that help your body to work.
FOLDABLE: RESPIRATORY SYSTEM
Refuerzo
1. Complete the sentences.
What's the respiratory system? The respiratory system is a group of organs that work together to __________, taking the__________ and __________ the carbon dioxide.
Diaphragm Oxygen Trachea Lungs Breath
a. When you ___________, you take the ________ present in the air.
b. ________________ is a very important muscle for breathing. It contracts when we inhale and extends when we exhale.
c. The air travels through the ____________.
d. The bronchi carry air into the ______________.
THE CIRCULATORY SYSTEM
Mouth: Food is chewed in the mouth.
Oesophagus: Food is moved into the throat/pharynx and go down into the oesophagus.
Stomach: In the stomach, food particles begin to mix with stomach acids and enzymes. This particles can be absorb by your body.
Intestines: Most of the digestive process takes places in the intestines.
- Small: Thanks to the small intestine the body absorb the rest of particles.
- Large: Water is removed and feces are formed in the large intestine.
FOLDABLE: DIGESTIVE SYSTEM
Refuerzo
1. Complete the sentences.
What's the digestive system? The digestive system is a group of ________ that work together to break down food and _______ the energy that help your body to work.
2. Name in order the differents organs of the digestive system.
1. ______________________
2. ______________________
3. ______________________
4. ______________________
5. ______________________
3. Match the sentences with the different words.
1. Small intestine a) Food particles begin to mix with stomach acids and enzymes. This particles can be absorb by your body.
2. Stomach b)Water is removed and feces are formed in the large intestine.
3. Oesophagus c) Food is chewed in the mouth.
4. Mouth d) Thanks to the small intestine the body absorb the rest of particles.
5. Large intestine e) Food moved into the throat and the down into the esophagus.
4. Write the sentences in the correct order.
Mouth: chewed / food / is / the / mouth / in.
Oesophagus: Is / moved / the / throat / food / into / go / and / down / the / into /eosophagus.
Stomach: The / food / in / stomach, / begin / particles / to / with / the / mix / enzymes / and / stomach / acids. Can / absorb / be / your / this / by / particles / body.
Small Intestine: To / intestine / absorb / thanks / the / body / small / the / of / particles / rest.
Large Intestine: Feces / in / water / and / formed / the / intestine / removed / is / large / are.
THE RESPIRATORY SYSTEM
What's the respiratory system? The respiratory system is a group of organs that work together to breathe, taking the oxygen and expeling carbon dioxide.
The respiratory system is formed by: The nose, the trachea, the bronchi, the lungs, the alveolis and the diaphragm.
1. Nose: When you breathe, you take in oxygen present in the air.
2. Trachea: The air travels through the trachea.
3. Bronchi: At the end, the trachea is dividided into two tubes, called bronchi.
4. Lungs: the bronchi carry air into the lungs.
5. Alveolis: The gas exchange take place. Oxygen passes into the blood and the carbon dioxide returns through the respiratory system.
6. Diaphragm: Is a very important muscle for breathing. The diaphragm contracts when we inhale and extends when you exhale. FOLDABLE: RESPIRATORY SYSTEM
Refuerzo
1. Complete the sentences.
What's the respiratory system? The respiratory system is a group of organs that work together to __________, taking the__________ and __________ the carbon dioxide.
2. Circle the differents organs of the respiratory system.
Trachea Pancreas Anus Nostrils Small Intestine Nose Bronchi
Oesophagus Larynx Stomach Alveolis Bronchioles Salivary glands
Lungs Diaphragm Liver Large Intestine Mouth Pharynx
Oesophagus Larynx Stomach Alveolis Bronchioles Salivary glands
Lungs Diaphragm Liver Large Intestine Mouth Pharynx
3. Fill in the missing letters to describe the parts that form the respiratory system.
a. N _ _ _ _ _ _ _
b. D _ _ _ _ _ _ _ _
c. L _ _ _ _
d. B _ _ _ _ _
4. Circle the correct words to complete the sentences.
a. When the diaphragm contracts we inhale/exhale.
b. When the diaphragm relaxes or extends we inhale/exhale.
5. Complete the sentences using the different words.Diaphragm Oxygen Trachea Lungs Breath
a. When you ___________, you take the ________ present in the air.
b. ________________ is a very important muscle for breathing. It contracts when we inhale and extends when we exhale.
c. The air travels through the ____________.
d. The bronchi carry air into the ______________.
What's the circulatory system? The circulatory system is a group of organs that work together to circulate the blood around our body.
The circulatory system is formed by: Blood, Blood vessels and heart.
1. Blood: Is the red liquid that circulates around the circulatory system. It contains oxygen, nutrients and waste.
2. Blood Vessels: Are the tubes where the blood circulates. There are three types of vessels: arteries, veins and capillaries.
3. Heart: Is a muscle about the size of your fist. It is divided in four parts: Right atrium, Right Ventricle, Left Atrium and Left Ventricle.
Atria is in both sides of the heart receive incoming blood first, and then the blood is sent down to the ventricles to be pumped out.
FOLDABLE: CIRCULATORY SYSTEM
Refuerzo
1. Complete the sentences
a. What´s the circulatory system? The circulatory system is a group of organs that work together to ____________________________________________.
b. There are three types of vessels: ______________, _________________ and ______________.
c. Blood is a red liquid that circulates around the circulatory system. It contains ____________, _______________ and _____________.
d. Heart is divided in four parts: ______________________, _____________________, ____________________ and _______________.
2. Fill in the missing letters to describe the parts that form the circulatory system.
B _ _ _ _
B _ _ _ _ V _ _ _ _ _ _
_ _ _ _ t
3. Circle the correct words to complete the sentences.
a. Heart is a muscle about the size of your head/fist.
b. Blood vessels are the tubes/places where the blood circulates.
4. Circle the different organs of the circulatory system.
Anus salivary glands nostrils heart pancreas larynx arteries stomach
diaphragm small intestine blood bronchi liver veins lungs right atrium
trachea mouth blood vessels oxygen oesophagus alveolis left ventricle
large intestine pharynx left atrium right ventricle nose brochioles
5. Match the sentences with the correct answers.
a. Blood is a red liquid 1. blood, blood vessels and heart.
b. The circulatory system is formed by 2. about the size of your fist.
c. Blood contains 3. oxygen, nutrients and waste.
d. Heart is a muscle 4. that circulates around of the circulatory system
THE EXCRETORY SYSTEM
What's the Excretory system? The excretory system is a group of organs that work together to get rid of some of liquid waste called urine.
The urine is formed with waste substances and water.
The excretory system is formed by: kidneys, ureters, bladder and urethra.
1. Kidneys: Are two dark brown organs that filters the blood and collect waste substances called urine .
2. Ureters: Are two tubes where the urine is pumped down and enters into the bladder.
3. Bladder: Is a sack where holds/contains the urine before the body gets rid of it.
4. Urethra: Is another tube where the urine is carried out of the body.
FOLDABLE: EXCRETORY SYSTEM
Refuerzo
1. Complete the sentences.
a. What´s the excretory system? The excretory system is a group of organs that work together to ____________________________________________.
b. The urine is formed with ______________ and _________________.
c. The excretory system is formed by: ______________, _______________, bladder and _______________.
2. Fill in the missing letters to describe the parts that form the excretory system.
_ _ _ T _ _ _
_ _ _ _ _ _ R
_ R _ _ _ _ _
_ _ _ N _ _ _
3. Circle the correct words to complete the sentences.
a. Bladder is a sack where hold or contains the blood/urine before the body get rid of it.
b. Ureters are two vessels/tubes where the urine is pumped down and enters into the kidneys/bladder.
c. Kidneys are two/one dark brown organs that filters the pee/blood and collect waste substances called urine.
d. Urethra is another tube where the nutrients/urine is carried out of the body.
4. Circle the different organs of the excretory system.
Anus salivary glands nostrils heart pancreas larynx bladder arteries
stomach diaphragm urethra small intestine blood bronchi liver veins
lungs right atrium trachea mouth ureters blood vessels kidneys
oesophagus alveolis left ventricle large intestine pharynx left atrium
5. Match the sentences with the correct answers.
a. Urethra is another tube 1. where the urine is pumped down.
b. The urine is formed 2. where the urine is carried out of the body.
c. Ureters are two tubes 3. with waste substances and water.
d. Kidneys are two dark brown organs 4. that filters the blood and collect the urine.
VOCABULARY
Refuerzo
1. Circle the correct words to complete the sentences.
a. When you breathe, you take oxygen/carbon dioxide
b. Most of the digestive process takes place in the mouth/intestine
c. The heart is a muscle about the size of your head/fist
d. The food is chewed in the mouth/stomach
e. Proteins is necessary to grow/protect and give you more strength in your muscles/bones
2. Circle in green colour four types of healthy food and circle in red colour four types of unhealthy food.
banana salad cake pasta chocolate cucumber bread pizza watermelon butter candy ice-cream meat rice lollipop legume olive-oil hamburguer potatoes oranges water coke juice lettuce milk egg chips biscuits
3. Match the sentences with the different words.
The _____________ system is a group of organs that work together to ___________
a. Respiratory system 1. circulate the blood around the body.
b. Excretory system 2. break down the food and absorb the energy that help your body to work.
c. Digestive system 3. to get rid of some of liquid waste called urine.
d. Circulatory system 4. breathe, taking the oxygen and expeling the carbon dioxide.
Esta unidad se evaluará con un trabajo individual, el trabajo consiste en crear un poster, libro, foldable o power point sobre un EVENTO HISTORICO en ingles, un evento histórico tiene que tener:
- titulo (1 point)
- fecha (1 point)
- personajes, ciudades... implicados (1 point)
- fotos (1 point)
- porqué ocurrió (1 point)
- consecuencias en el presente (1 point)
- Anno domini or before christ (1point)
- Historical sources (1 point)
- limpieza (1 point)
- Entrega ontime 8 junio (1 point)
TOTAL: 10 points
- Anno domini or before christ (1point)
- Historical sources (1 point)
- limpieza (1 point)
- Entrega ontime 8 junio (1 point)
TOTAL: 10 points
NO es necesario extenderse en palabras, con frases contestando a los puntos de arriba es suficiente e imágenes ilustrando el trabajo.
Lo importante es que uséis vuestras propias palabras no que copies directamente de internet!
fecha de entrega máximo 8 de junio, trabajos fuera de fecha estarán penalizados con falta de puntos para la nota
What is history?
Historical time and how it is measured
Historical sources
Historical Eras
VOCABULARY UNIT 4
historian
history
Historical time
century
decade
millennium
Historical sources
non-written:
• graphic
• oral
• physical
primary
secondary
written
Historical eras
Classical Antiquity
Contemporary era
Middle Ages
Modern history
prehistory:
• Palaeolithic
• Neolithic
• Metal Ages:
- bronze
- iron
NATURAL SCIENCE: UNIT 4.
HUMAN INTERACTION
The five senses
The five senses detect/received the information and send it to the brain through the nerves
The five senses organs VS the five senses
EYES= SIGHT
EARS = HEARING
SKIN = TOUCH
TONGUE = TASTE
NOSE = SMELL
Funcionamiento de los sentidos
Sight
Parts of the eye:
Iris. The iris is colored.
Pupil. The pupil is the opening in the iris.
Lens. In lens images are formed.
Retina. The retina is at the back of the eye. The retina turns images into signals.
Optic nerve. The optic nerve sends information to the brain.
Brain. The brain processes the information and we se colours, shapes, sizes and distances.
Refuerzo
Hearing
Part of the ear:
How many parts have our ears got? Our ears have got three parts: the outer ear, the middle ear and the inner ear.
The outer ear includes the ear and the ear canal. Vibrations travel down the ear canal to the inner ear.
The middle ear is inside the skull.
What is the eardrum? The eardrum is a membrane that receives the vibrations.
The inner ear contains the cochlea and the auditory nerve.
What does the cochlea do? The cochlea receives the vibrations and turns them into signals.
What does the auditory nerve do? The auditory nerve sends the information to the brain.
Refuerzo
Smell
Parts of nose:
What is the mucous membrane? The mucous membrane is our sense organ of smell.
How does sense of smell work? Air enters our nose through our nostrils. The mucous membrane send signals to the brain through the olfatory nerve.
Refuerzo
Taste
Parts of the tongue:
What are the taste buds? The taste buds are our organs senses of taste.
How does sense of taste work? Taste buds detect subtances and send signals to the brain through the gustatory nerve.
Which are the basic tastes? The basic tastes are: salty, sweet, bitter and sour.
What are the taste buds? The taste buds are our organs senses of taste.
How does sense of taste work? Taste buds detect subtances and send signals to the brain through the gustatory nerve.
Which are the basic tastes? The basic tastes are: salty, sweet, bitter and sour.
Refuerzo
Touch
Parts of the skin:
What is the skin? The skin is our sense organ of touch.
How does sense of touch work? Our skin has got thousands of tiny nerve endings. When nerve endings come into contact with something, they send information about it to the brain.
Locomotor system
Our locomotor system consist of:
Skeleton
Skeleton is a structure of hard rigid pieces called bones and is formed by: the bones, the group of bones and joints.
Refuerzo
Muscles
VOCABULARY AND BINGO WORDS
eyebrow eyelid
eyelash iris
pupil lens
retina optic nerve
ear ear canal
eardrum small bones
cochlea auditory nerve
olfactory nerve mucous membrane
nostrils nasal cavity
gustatory nerve tongue
taste buds skin
nerve endings
Actividades para practicar
Ademas de estas actividades en las paginas 70 y 71 del libro hay actividades de repaso para que las estudien.
tarea 4ºB foldable
SOCIAL SCIENCE
unit 2
The atmosphere and the climate
Queridas familias, espero que hayáis pasado unas navidades estupendas.
Volvemos al curso con muchas ganas y con nuevo tema de Social, unit 2.
Empezamos con este video, en el que explicamos qué es la atmósfera, las capas que la componen y en qué consiste cada cada.
Es muy importante que conozcan las características de cada capa. Con estas frases estaremos trabajando en clase para que lo aprendan.
What is the atmosphere?
The atmosphere is the layer of air that surrounds the Earth.
The atmosphere has got 5 layers.
- The troposphere is the layer next to the Earth. Humans can breathe.
- The stratosphere contains the ozone layer. The ozone layer protects us from the radiation from the sun. Humans can breathe.
- The mesosphere is where the shooting stars are created. Human can´t breathe.
- The thermosphere is where aurora borealis occurs. Human can´t breathe.
- The exosphere is the outermost layer, is where the satellites are. Human can´t breathe.
Con estas actividades estamos repasando la unidad:
1) Match the words
Exosphere shooting stars
Thermosphere Ozone layer
Troposphere Satellites
Stratosphere Aurora borealis
Mesosphere humans
2) True or false. Correct the false ones
- The greenhouse gases are: methane, oxygen and water vapor.
- The greenhouse gases are bad for our planet.
- Without the green house gases the Earth would be too cold for humans.
- The sun rays enter in the atmosphere and heat the Earth
- The greenhouse effect is a natural phenomenon caused by gases in the atmosphere
Continuamos nuestra unidad con The greenhouse Effect!
Con este video empezamos la sesión.
Con este video empezamos la sesión.
Los estudiantes deberán conocer
In the greehouse effect there are 3 steps:
Step 1: the sun rays enter in the atmosphere and heat the Earth
Step 2: the heat is trapped into the atmosphere by the greenhouse gases: water vapor, carbon dioxide and methane.
Step 3: the Earth is warm and we (humans) can survive
Hemos creado en clase un libro para explicar cada paso con una imagen:
También hemos hecho en pequeño teatro para comprender como los gases atrapan el calor:
Meteorological instruments
Comenzamos esta semana estudiando los objetos que se usan para medir las características de nuestra atmósfera y así conocer el clima y el tiempo.
The anemometer is used to measure the wind speed
The thermometer is used to measure the temperature of the atmosphere
The rain gauge is used to measure the amount of precipitation that falls from the clouds to the Earth
The hygrometer is used to measure the amount of water vapor in the Earth
The wind vane indicates the direction of the wind: north, south, east and west.
The barometer is used to measure the weight of the air.
Global Warming
How can we reduce global warming?
We can reduce global warming through four steps:
1- Plant more trees.
2- Reduce, reuse and recycle.
3- Use less hot water.
4- Turn off electronic devices when not in use.
WEATHER VS CLIMATE
Muchos de los estudiantes siguen teniendo dificultad para entender la diferencia. Básicamente, weather se refiere a un periodo corto de tiempo y climate se refiere a el tiempo atmosférico en un periodo largo, en temporadas.
En las siguientes frases podemos ver la diferencia entre lo que seria uno y otro.
- Summers in Sevilla are hot (CLIMATE)
- Today it´s sunny (WEATHER)
- This morning It was foggy (WEATHER)
- It is normally very cold in England (CLIMATE)
Espero que este post os ayude a ver la diferencia con claridad.
Actividades de repaso
1) Weather or Climate:
- Today I play outside is sunny W C
- The summers in Almeria are very hot W C
- This morning the weather was foggy W C
2 ) True or False: correct the false ones.
- The thermometer is used to measure the precipitation of the atmosphere
- The anemomenter is used to measure the water speed.
- The rain gauge is used to measure the amount of wind that falls from the clouds.
- The wind vane indicates the direcction of the wind: north, south, east, west.
- The hygrometer is used to measure the amount of water vapour in the air.
3) Draw the greenhouse effect and explain the steps.
NATURAL SCIENCE
AVISO:
durante la semana del 4 al 8 de diciembre será el examen de Natural de la unidad 2.
UNIT 2. LIVING ORGANISMS AND ECOSYSTEMS
ESTUDIAR
HERVIVORES: consumers that only feed on plants.
CARNIVORES: consumers that only feed on meat.
OMNIVORES: consumers that feed on both mear and plants.
Ya tenemos en clase algunos Dioramas y aquí os dejo una imagen de nuestros compañeros explicándoselo a otros compañeros:
CONTINUAMOS CON EL TEMA 2, PERO AHORA PASAMOS A:
FOOD CHAIN
Hemos hecho en clase estos posters para aprender la lección y saber que hay que estudiar para el examen:
Online games to practice and learn more about the new unit:
Watch this video to learn more about the new unit:
¡¡YOUR ATTENTION PLEASE!!
Para esta unidad cada estudiantes (o por parejas) tendrá que realizar un proyecto OBLIGATORIO y presentarlo en clase. El proyecto consiste en la realización de un habitat: desert, ocean, arctic, grassland, forest.
Para ello tendrá que usar la técnica del shoebox o del diorama (Si ponéis en google imágenes: ocean/desert/arctic/grassland/forest seguido de habitat diorama salen muchos ejemplos).
Aquí os dejo unos ejemplos para que veáis la idea.
La fecha de entrega limite es el 11 de diciembre. CAMBIO!
Types of Habitat DIORAMA OR SHOEBOX PROJECT:
Para que vayáis conociendo y estudiando los contenidos que estamos aprendiendo en las clases de science son:
Adaptation: is a CHANGE, in the living organisms to live in a specific habitat. Examples of habitats: arctic, desert, ocean, grassland and jungle.
Habitat: is a PLACE, with different physical conditions: temperature, air, light, rocks, fauna, flora and humans.
Living organisms: fauna, flora and humans who interact in their habitat.
What is the fauna? the animals who live in the habitat
What is the flora? the plants who live in the habitat
Este es el poster que usamos en clase para aprenderlo:
Gracias a la técnica del Diagrama de Venn hemos hecho en clase este poster que claramente nos enseña cómo los animales se adaptan al habitat.
La pregunta mas importante aquí es:
En grupos han creado sus propios "habitats":
A habitat is a PLACE with different physical conditions: temperature, air, light....
Ahora individualmente van a crear su propio "habitat":
IMPORTANTE:
HAY QUE ESCRIBIR EL TIPO DE HABITAT LAS CONDICIONES Y EL ANIMAL O PLANTA ADAPATADO, EXPLICARLO.
Para esta unidad cada estudiantes (o por parejas) tendrá que realizar un proyecto OBLIGATORIO y presentarlo en clase. El proyecto consiste en la realización de un habitat: desert, ocean, arctic, grassland, forest.
Para ello tendrá que usar la técnica del shoebox o del diorama (Si ponéis en google imágenes: ocean/desert/arctic/grassland/forest seguido de habitat diorama salen muchos ejemplos).
Aquí os dejo unos ejemplos para que veáis la idea.
La fecha de entrega limite es el 11 de diciembre. CAMBIO!
Types of Habitat DIORAMA OR SHOEBOX PROJECT:
Hola a todos!
Os enseño el trabajo que nos ha traído nuestro compañero Isaac de 4ºA. Igual que él ustedes solo tenéis que elegir vuestro "Habitat" y manos a la obra:
Para que vayáis conociendo y estudiando los contenidos que estamos aprendiendo en las clases de science son:
Adaptation: is a CHANGE, in the living organisms to live in a specific habitat. Examples of habitats: arctic, desert, ocean, grassland and jungle.
Habitat: is a PLACE, with different physical conditions: temperature, air, light, rocks, fauna, flora and humans.
Living organisms: fauna, flora and humans who interact in their habitat.
What is the fauna? the animals who live in the habitat
What is the flora? the plants who live in the habitat
Este es el poster que usamos en clase para aprenderlo:
Gracias a la técnica del Diagrama de Venn hemos hecho en clase este poster que claramente nos enseña cómo los animales se adaptan al habitat.
La pregunta mas importante aquí es:
Why are they different?
BECAUSE THEY ADAPT TO THEIR HABITAT
En grupos han creado sus propios "habitats":
A habitat is a PLACE with different physical conditions: temperature, air, light....
Ahora individualmente van a crear su propio "habitat":
IMPORTANTE:
HAY QUE ESCRIBIR EL TIPO DE HABITAT LAS CONDICIONES Y EL ANIMAL O PLANTA ADAPATADO, EXPLICARLO.
SOCIAL SCIENCE
UNIT 1. The lithosphere: rocks and minerals
Sentences to study:
Mined Substances
What are the parts of a volcano?
The parts of a volcano are:
ash and gas cloud, crater cone, lava, vent and the magma chambre,
- Ash and gas cloud: this is
given when the volcano erups.
- crater cone: this is where
lava comes out from.
- lava: is molten rock
- vent: is the tube structure
where the lava spews out.
- Magma chambre: is a pool of
molten rock located underground.
Foldable: Minerals
Foldable: Rocks
Sentences to study:
1. What is the geosphere?
- The layers of rock that form the Earth
- The layers of rock that form the Earth
2. How many layers are there in the geosphere?
- There are 4 layers.
3. What are the name of the layers?
- The name of the layers are: crust, mantle, outer core and inner core.
4. What is made up the core?
- The core is made up of metals.
4. What is made up the core?
- The core is made up of metals.
5. What are made up the mantle and crust?
- The
mantle and crust are made up of rocks.
6 . Where are found the rocks?
- The rocks are
found in the mantle and in the crust.
7. Which are the three characteristics of
rocks?
- Rocks can be distinguished by composition, texture and appearance in
nature.
8. What is the difference between a rock and a
mineral?
- Rocks are a mix of one or various minerals, and minerals are
essential.
9. What kind of properties are used to identify
minerals?
- The properties of minerals are shape, lustre and colour and streak,
hardness and density.
10. How can we extract minerals?
- We can extract
minerals through quarries or open pit mines, underground mines and drilling.
11. How do we use mined substances?
-
Building materials: granite, clay and slate.
-
Decorative materials: marble, gold, rubies and diamonds.
-
Industrial materials: glass, cement, aluminum and cooper.
-
Energy sources: petrol, natural gas and coal.
NATURAL SCIENCE
UNIT 1. PLANTS.
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