Libro Recursos

The World of Science
ACTIVITY BOOK
Francisco Jos Martnez Ruiz Jos Ramn del Pino Ruiz Minervina Silvn Muoz Mara Mercedes Bautista Arnedo
The World of Science

Activity Book
Autores:
Francisco Jos Martnez Ruiz Jos Ramn del Pino Ruiz Minervina Silvn Muoz Mara Mercedes Bautista Arnedo
Este trabajo se presenta siguiendo la bases de la ORDEN de 27 de febrero de 2007, por la que se establecen las bases reguladoras de la concesin de subvenciones para la elaboracin de materiales curriculares relacionados con el plurilingismo y se efecta la convocatoria para el ao 2007.
Content Table
PREFACIO ..................................................................................................................... 5 1. THE UNIVERSE AND THE SOLAR SYSTEM........................................................ 7 ACTIVITIES................................................................................................................. 7 GAMES AND INTERACTIVES ................................................................................. 19 2. THE EARTH AND ITS MOVEMENTS .................................................................. 25 ACTIVITIES............................................................................................................... 25 GAMES AND INTERACTIVES ................................................................................. 35 3. PROPERTIES OF MATTER ................................................................................. 39 ACTIVITIES............................................................................................................... 39 GAMES AND INTERACTIVES ................................................................................. 47 4. STATES OF MATTER .......................................................................................... 49 ACTIVITIES............................................................................................................... 49 GAMES AND INTERACTIVES ................................................................................. 53 5. PURE AND MIXED SUBSTANCES...................................................................... 55 ACTIVITIES............................................................................................................... 55 GAMES AND INTERACTIVES ................................................................................. 63 6. ELEMENTS, COMPOUNDS OR MIXTURES? ..................................................... 65 ACTIVITIES............................................................................................................... 65 GAMES AND INTERACTIVES ................................................................................. 75 7. THE ATMOSPHERE: GAS IN EARTH ................................................................ 77 ACTIVITIES............................................................................................................... 77 GAMES AND INTERACTIVES ................................................................................. 93 8. THE HYDROSPHERE: LIQUID IN EARTH ......................................................... 99 ACTIVITIES............................................................................................................... 99 GAMES AND INTERACTIVES ............................................................................... 107 9. THE GEOSPHERE: THE SOLID PART OF EARTH. MINERALS AND ROCKS 111 ACTIVITIES............................................................................................................. 111 GAMES AND INTERACTIVES ............................................................................... 119 10. PROTECTING THE EARTH PLANET ............................................................ 123
ACTIVITIES............................................................................................................. 123 GAMES AND INTERACTIVES ............................................................................... 135 GLOSSARY................................................................................................................ 137
PREFACIO
La enseanza bilinge de las ciencias naturales supone para muchos de los profesores que se inician, un verdadero reto, ya que significa hacer frente a problemas de muy diversa naturaleza en lo concerniente a aspectos metodolgicos, de contenido, lingsticos y bsqueda de materiales. El poder disponer de un material didctico adecuado suele convertirse en un problema para el profesor. Se suele optar por la adaptacin del material existente en espaol o por la incorporacin de material en lengua extranjera procedente del pas de origen. Resulta relativamente sencillo encontrar materiales didcticos de ciencias de la naturaleza 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 original poseen un nivel demasiado elevado para nuestros estudiantes en lengua extranjera. Por esta razn, el profesor necesita trabajar en la adaptacin de estos materiales al nivel que tienen los estudiantes del idioma ingls. Con estos materiales queremos proporcionar al profesorado que imparta enseanzas bilinges un material til y concreto en ingls, con modelos a seguir como punto de partida en la autoformacin para impartir ciencias naturales a un nivel lingstico elemental en ingls, y que adems les posibilite guiar al alumnado de forma clara, concisa y fcilmente entendible para el mismo. Pretendemos que estos materiales sirvan de estmulo a los estudiantes de primer curso de Enseanza Secundaria Obligatoria, para que tomen contacto con el excitante mundo de las Ciencias Naturales desde una perspectiva divertida y amena. Nos aproximamos a los conceptos de la asignatura mediante una coleccin de ejercicios variados y asequibles para el alumnado: de opcin mltiple, completar huecos, verdadero o falso, descubrir la opcin incorrecta, agrupacin de contenidos, etc, todo ello complementado con actividades para colorear, y que servirn a su vez para aprender vocabulario en ingls de una manera autnoma, a la vez que adquieren los conocimientos de ciencias correspondientes. Este proyecto se presenta siguiendo las bases de la ORDEN de 27 de febrero de 2007, por la que se establecen las bases reguladoras de la concesin de subvenciones para la elaboracin de materiales curriculares relacionados con el plurilingismo y se efecta la convocatoria para el ao 2007. Los autores.
Sevilla, marzo de 2008.
Unit I
1. THE UNIVERSE AND THE SOLAR SYSTEM
ACTIVITIES
1)
Colour the International Space Station.
2)
Whats your name? Are you .?

mission
Name your Shuttle crew for the
3)
Connect the dots on the Shuttle.
4)
Connect the dots on the International Space Station.
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 find 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.
8)
What do you remember? Choose the right option.

How the Moon orbits the Earth All the thing that make up the Solar System
You already know about
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.

b) An object which orbit another object is called a bung moon satellite spacecraft egocentric geocentric heliocentric solarcentric
a) Which word means Sun-centred?
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10) Filling.
Orbiting 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.
<<Asteroids are rocky objects that move around the Sun. They are smaller than planets and moons. Most asteroids are located between Mars and Jupiter.>> a) What are asteroids?
b) Where are asteroids located in the 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: Jupiter, 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) Jupiter 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.
Jupiter is the fifth planet from the Sun. It is a gas giant and the biggest planet in the Solar System. Jupiter 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 Jupiter the biggest planet?
b) Does Jupiter have a ring?
c) Is Jupiters atmosphere thick 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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21
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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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Unit II
2.
THE EARTH AND ITS MOVEMENTS

ACTIVITIES
1)
Join with arrows.
Lunar Roving Vehicle
Apollo 11 - Flag
Lunar Eclipse
Footprint on the Moon
Earth from the Moon
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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 (Jupiter and Saturn). Our moon orbits the Earth in about one month.
1. A moon orbits ... a) another moon b) a planet c) a satellite 3. How many moons does Mars have? a) one b) two c) a dozen
2. Do all planets have moons? a) yes b) no c) sometimes 4. How many moons does Jupiter have? a) one b) two c) a dozen
5)
Remember and complete the paragraph. Use the words in the box.
Earth moons planets rings Solar system Sun
The 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 summer night spin rotation spring year winter autumn
orbit
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 orbits the Sun. This movement causes the different seasons.
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.
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 of daylight?
b) What causes the length of daylight to 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.

The phases of the Moon
What you see from Earth
a) First Quarter
1)
b) Third Quarter
2)
c) Waning Crescent
3)
d) New Moon
4)
e) Waxing Crescent
5)
f) Waning Gibbous
6)
g) Full Moon
7)
h) Waxing Gibbous
8)
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13) Lunar
phases (Part Three difficult ). 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 2) 7 - 8 days 3) 16th- 21st days 4) 24th- 28th 5) 15th day 6) 9th- 14th days 7) 22nd- 23rd 8) 2 -6 days
nd th th th
a) First Quarter b) Third Quarter c) Waning Crescent d) New Moon e) Waxing Crescent f) Waning Gibbous g) Full Moon 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.
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.
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.
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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 club.
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 club. 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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Unit III
3. PROPERTIES OF MATTER
ACTIVITIES
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 following 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.
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name ................................................................... ....................meter .................centimetres name ................................................................... ....................meter .................centimetres Tape 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 160 cm = _______ mm 109 g = _______ kg Compare using <, >, or =. 1 L = _______ mL 14 km = _______ m 250 m = _______ km
6)
Write the correct abbreviation for each metric unit.

4) Millilitre _____ 5) Millimetre _____ 6) Litter _____ 7) Kilometre _____ 8) Centimetre _____ 9) Milligram _____
1) Kilogram _____ 2) Meter _____ 3) Gram _____
7)
Try these conversions, using the ladder method.

6) 5 L = _______ mL 7) 198 g = _______ kg 8) 75 mL = _____ L 9) 50 cm = _____ m 10) 5.6 m = _____ cm 11) 16 cm = _______ mm 12) 2500 m = _______ km 13) 65 g = _____ mg 14) 6.3 cm = _____ mm 15) 120 mg = _____ g
1) 2000 mg = _______ g 2) 104 km = _______ m 3) 480 cm = _____ m 4) 5.6 kg = _____ g 5) 8 mm = _____ cm

Compare using <, >, or =.
8)
Convert each measure to mm.

2. 61 cm = _______ mm
1. 92 cm 1 mm = _______ mm
3. 51 cm = _______ mm
4. 2 mm 735 m = _______ mm
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9)
Convert each measure to cm.

2. 73 cm 10 mm = _______ cm
1. 70 mm = _______ cm
3. 946 m 6 km = _______ cm
10) Convert
4. 317 m = _______ cm
each measure to m.
2. 79 m 3,300 cm = _______ m
1. 7 km = _______ m
3. 12 km = _______ m
11) Convert
4. 9,800 cm 872 m = _______ m
each measure to km.

2. 38 km 8,000 m = _______ km
1. 8,000 m = _______ km
3. 12,000 m = _______ km
12) Convert
1.
4. 3,000 m 243 km = _______ km
each measure to cm and m.

2. 1,109 cm = _______ m _______ cm
8,389 cm 9,000 mm = _______ m _______ cm
3.
727 m 1,554 cm = _______ m _______ cm
4.
2,238 cm = _______ m _______ cm
13) Metric
Weight. Convert each measure to mg.

2. 83 cg = _______ mg
1. 76 cg 3 mg = _______ mg
3. 9 cg 976 g = _______ mg
14) Metric
4. 32 cg = _______ mg
Weight. Convert each measure to cg.

2. 80 mg = _______ cg
1. 90 mg 34 cg = _______ cg
3. 266 g 9 kg = _______ cg
4. 3 kg = _______ cg
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15) Metric
Weight. Convert each measure to g.

2. 611 g 6,000 mg = _______ g
1. 8,000 mg = _______ g
3. 696 g 8,000 mg = _______ g

16) Metric
4. 200 cg = _______ g
Weight. Convert each measure to kg.

2. 673 kg 9,000 g = _______ kg
1. 3,000 g = _______ kg
3. 12,000 g = _______ kg
17) Metric
4. 567 kg 5,000 g = _______ kg
Capacity. Convert each measure to mL.

2. 2 ml 75 cl = _______ ml
1. 58 cl = _______ ml
3. 21 cl = _______ ml
18) Metric
4. 3 ml 8 L = _______ ml
Capacity. Convert each measure to cL.

2. 30 ml 6 cl = _______ cl
1. 70 ml = _______ cl
3. 1 kl 110 L = _______ cl
19) Metric
4. 80 ml = _______ cl
Capacity. Convert each measure to L.

2. 10,000 ml = _______ L
1. 6,100 cl 723 L = _______ L
3. 10 kl = _______ L
20) Metric
4. 11 kl 11,000 ml = _______ L
Capacity. Convert each measure to kL.

2. 5,000 L 491 kl = _______ kl
1. 12,000 L = _______ kl
3. 7,000 L = _______ kl
4. 2,000 L 70 kl = _______ kl
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21) Join
with arrows.
force of attraction between objects amount of matter amount of space
Mass Volume or Capacity Weight
45
46

22) The
Meter (Video). Kilogram (Video). Litre (Video).
http://www.metricamerica.com/SI-Metric/meter.wmv 23) The
http://www.metricamerica.com/SI-Metric/kilogram.wmv 24) The
http://www.metricamerica.com/SI-Metric/liter.wmv
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Unit IV
4.
STATES OF MATTER
ACTIVITIES
1)
Join with arrows.

Melting Boiling Sublimating Freezing Condensing
Gas to Liquid Liquid to Solid Solid to Gas Liquid to Gas Solid to Liquid
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 ...............
3)

A: gas, B: solid, C: liquid A: gas, B: liquid, C: solid A:solid, B: gas, C: liquid A:solid, B: gas, C: liquid
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4)
Melting, Boiling, 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. Liquids Gases
Solids
Definite shape Definite volume No definite shape No definite volume
Can flow Cannot flow
Can be compressed Cannot be compressed
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 .................
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8)

dissolving Freezing Melting
a) When a liquid is cooled, it turns into a solid. This is called ...
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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Unit V
5.
PURE AND MIXED SUBSTANCES

ACTIVITIES
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 .....................
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2)
Join with arrows.
Milk
Water
PURE SUBSTANCE
Gold
MIXED SUBSTANCE (MIXTURE)

Sugar
Air
Blood
Coke
3)
Separating mixtures. Complete the sentences.

Chromatography Filtration Evaporation Distillation
Use the words in the box.
.................. 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 Noun
evaporate
distil
filter
crystallise
6)
Experiment: Separating a sand and salt mixture.
In this experiment simple processes are used to separate salt from a sand and salt mixture.
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 from the box to:
a) label the equipment b) write the method of separation under the diagram.
beaker Bunsen burner conical flask crystal crystallisation decanting delivery tube distillation evaporating dish evaporation filtration filter funnel filter paper sediment sieve sieving test-tube
8)
Experiment: Extracting Iron from breakfast cereal.
Magnetism is good for separating magnetic solids from nonmagnetic solids. Many breakfast cereals are fortified with iron (such as Total, Special K, etc...). What do I need? breakfast cereal fortified with iron (cornflakes work, but check on the side of the packet 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 Solution Cold water in Distillate Heat Condenser
a) What would be the temperature on the thermometer?
b) What is the function of 3.?
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 (Coloring particles).

The diagrams represent the particles present at the different stages when sugar is dissolved 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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Unit VI
6. ELEMENTS, COMPOUNDS OR MIXTURES?
ACTIVITIES
1)
What do you remember? Separating components of a heterogeneous mixtures. Join with arrows.
by magnetism by filtration by decanting sand and water oil and water sand and iron particles
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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 B= Compound C= Mixture of elements
D= Mixture of compounds E= Mixture of elements and compounds
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3)
Link (Join with arrows) each diagram with its description.

Diagram Description 1) Atom
A single particle
Coloring instructions: Y= yellow, G= green, B= blue.
a) 2) Molecule b)
1 particle made of 2 or more atoms
Diagram
Description 1) Element
A collection of atoms that are all the same
a)
2) Molecule
Two or more different
b)
elements joined together
3) Mixture
Different substances mixed together but not joined
c)
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 off...
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 elements and 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 coloring instructions
Ne (orange) Kr (pink) Xe (white) Cl (green) S (yellow)
O (blue) H (red) Br (purple) C (grey)
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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 ............ Diagram 3
This diagram shows particles in ............
This diagram shows particles in ............
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9)
Different substances contain different molecules.
The three diagrams show two different substances. Which two diagrams show the same 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 a mixture. 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) This diagram shows .................................. because there is more than one type of .................... a) b) This diagram shows .................................. because there is more than one type of ....................
b)
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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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Unit VII
7. THE ATMOSPHERE: GAS IN EARTH
ACTIVITIES
1)
Lecture: PARTS OF THE EARTH THE ATMOSPHERE

The atmosphere The hydrosphere The lithosphere
On the surface of the Earth, there are three different parts.
The atmosphere is the gaseous layer that surrounds the Earth. It is 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 surface. 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?
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3)
Read. What is the atmosphere?
The atmosphere is the air which surrounds the Earth. Air is a mixture of gases. It is mainly nitrogen and oxygen. There are also small quantities of carbon 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.

Most gases are in this layer. Plants and animals live in the troposphere.
The troposphere is the lowest layer.
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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8)

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
The percentages of the gases in the atmosphere today are:
9)

Global warming Global freezing Skin cancer Chicken pox
A hole in the ozone layer increases the risk of:
10) What
is the Temperature? Complete the sentences using
the most correct temperature word from the box.

cold hot warm cool chilly
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 thermometer to 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 is extremely thin here. The upper part of this layer is the beginning of true space. Some manmade satellites orbit the Earth within this layer.
The air is very thin here, but very hot thousands of degrees hot! It is heated by the suns energy. Both the space shuttle and the International Space Station orbit in the middle-to-upper part of this layer. Also, the Aurora Borealis (northern lights) occurs in this layer. This is the coldest layer. Temperatures are as low as 90C (-130F). Although the air is thin, it is still thick enough to burn up Meteoroids. Most of the ozone in our atmosphere is found here. Some weather balloons can reach the lower part of this layer. This is the layer closest to Earth, where all living things are found. It is also the layer where weather occurs and jets fly.
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Put these pictures into the correct layer of the atmosphere.
16) Main
Ingredients of Air.
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.

temperature radar precipitation wind direction wind speed
Complete the sentences (Use the words in the box).

air pressure satellite
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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22) Join
with arrows.
1) barometer
a)
2) thermometer b)
3) rain gauge c)
4) weather vane
d)
5) anemometer
e)
6) satellite
f)
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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.
26) Compare
and contrast warm and cold fronts.
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27) Observe
a visual model of Earth's spheres.
28) Experiment:
Make Lightning! Stuff you need
The purpose of this experiment is to observe lightning formation.
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 thunder to give you clues about how far away you are from a storm.
Stuff you need
One thunderstorm
A stop watch (or the ability 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, ThreeMississippi," 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! Stuff you need
Fog is a cloud that touches the ground or the surface of a body of water.
Black paper
Matches
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A jar (3 litres)
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 jar opening.
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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Unit VIII
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 of salty water. The seas are parts of the oceans that have their own name. RIVERS. They are currents of fresh 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.
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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 cycle 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.
stream ocean cloud sun condensation precipitation water cycle rain energy water droplet river evaporation water vapor runoff hail wind sea ice crystal snow lake
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
Transpiration Runoff Ocean Lake
Evaporation Ground Water
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?
13) Choose
the right option.
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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Unit IX
9. THE GEOSPHERE: THE SOLID PART OF EARTH. MINERALS AND ROCKS
ACTIVITIES
1)
Read. The geosphere.

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 geosphere is made up of three layers:
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 definitions and label the Earth Diagram.

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.
Definitions
Colour it
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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.

Sedimentary rocks are formed from pieces of other rocks or pieces of living things. Coal and gypsum are sedimentary rocks.
Rocks can be classified into three types depending on how they are formed:
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 water and 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 i. marble is an example j. pumice is an example k. often contain fossils l. have small crystals when they cool quickly
igneous
sedimentary
metamorphic
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
9)
Join with arrows.

a. rock
1. A naturally occurring, nonliving solid with a definite structure and composition 2. A mixture of minerals, mineraloids, glass, or organic matter 3. Processes by which rocks form and change 4. A hard silicate mineral 5. An igneous rock made up of mica, feldspar, quartz. 10) Read.
b. mineral c. quartz d. granite e. rock cycle
Weathering.
The action of wind and water is called weathering: 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. For example, mud settles at the bottom of a river. 114
11) Write weathering erosion deposition
each word in the box under the correct heading.

igneous sedimentary heating melting compaction metamorphic cooling cementation
Processes in the rock cycle Kinds of rocks
12) Complete
each sentence.
-wind and water
a) Erosion is the removal of rocks by ___________________ -volcanic activity
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 lava magma 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.
20) Observe
an animation of sedimentary rocks forming.
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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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Unit X
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 pollution: 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 drinking water, 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 and animals 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.
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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. This can 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 layer is 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.
125
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. Between 15 and 35 km. Between 50 and 100 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
126
8)
The Earth's atmosphere and its 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. Greenhouse gases in the atmosphere behave much like the glass panes in a greenhouse. 127
10) What
causes the greenhouse effect?
Have you ever been inside 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
128
11) Choose 1.
the right option.
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.
129
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 always going 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
130
15) Colouring.
Dont pollute!
16) Draw
a line between each object and the appropriate bin
where it should be placed.
131
17) Colour.
Recycling.
18) Colour.
Composting.
132
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 of human 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.
133
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.
134

21) Animated
diagram of the greenhouse effect.
http://earthguide.ucsd.edu/earthguide/diagrams/greenhouse/
22) The
Recycling Game.
http://www.bbc.co.uk/schools/barnabybear/games/recycle.shtml
135
23) Recycle
Fun Game.
http://www.durham.gov.uk/kids/usp.nsf/pws/DCC+Kids+-+Games+-+Recycle+Fun
136
GLOSSARY
already: adverb. Ya amount: noun. Cantidad around: preposition. Aproximadamente, alrededor de call: regular verb. Llamar. Past participle: called composed: adjective. Compuesto cover: regular verb. Cubrir. Past participle: covered Cubierto/a Llamado/a
barely-visible ring: compound word. Anillo apenas visible between: preposition. Entre belt: noun. Cinturn below: preposition. Abajo, debajo, en la parte inferior blanket: 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
137
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 join: regular verb. Unir. Past participle ladder: noun. Escalera low-power: compound word. (de) Baja energa locate: regular verb. Localizar. Past participle make up: as a noun located. Localizado fabricar, producir joined. Unido
Maquillaje. As a verb (regular)
melt: regular verb. Fundir(se) mist: noun. Neblina mixed: regular verb. mezclar. Past participle mixed. 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. Tormenta stuff: 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. Marea tilt: noun. Inclinacin 138
tilted: adjective. Inclinado tiny: adjective. Pequeo, diminuto together: adverb. Junto(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
139
140
Este trabajo se presenta siguiendo la bases de la ORDEN de 27 de febrero de 2007, por la que se establecen las bases reguladoras de la concesin de subvenciones para la elaboracin de materiales curriculares relacionados con el plurilingismo y se efecta la convocatoria para el ao 2007.

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The World of Science

The World of Science

Sevilla, marzo de 2008.

Colour the International Space Station.

Whats your name? Are you .?

Name your Shuttle crew for the

Connect the dots on the Shuttle.

Connect the dots on the International Space Station.

Connect the dots to find the constellation Orion (the hunter).

Connect the dots to find the "The Great Bear"

Connect the dots to find the the scorpion.

What do you remember? Choose the right option.

You already know about

Choose the right option.

a) Which word means Sun-centred?

Orbiting around TO ORBIT & TO SPIN.

the Solar System.

about and answer the question.

the Asteroid Belt. Read the text slowly and

b) Where are asteroids located in the Solar System?

the Inner Planets.

the Outer Planets.

about and answer.

second, third, fourth, fifth

Label the orbital diagram using the terms below.

the Jupiter planet and answer.

a) Is Jupiter the biggest planet?

b) Does Jupiter have a ring?

c) Is Jupiters atmosphere thick or thin?

d) What is the red spot?

the Saturn planet and answer.

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?

the name planets in the boxes.

a line from the planet to its name.

planets are not all the same size.

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

the words in the puzzle.

GAMES AND INTERACTIVES

the Earth System Game

Old are You on Another Planet?

Play connect the dots with the constellations! http://www.nasa.gov/audience/forkids/games/connect.html

System Trading Cards

System Trading Cards ON LINE.

THE EARTH AND ITS MOVEMENTS

Join with arrows.

Lunar Roving Vehicle

Footprint on the Moon

Earth from the Moon

c) Is there air on the Moon? _______________________

Read the text and choose the right option:

Match the words to the movements.

Rotation: days and nights. Complete the sentences.

Orbit: the seasons. Complete the sentences.

Think about. Summer or Winter?

the data to make a line graph.

b) What causes the length of daylight to change?

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

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.

1) Kilogram ___ 2) Meter _ 3) Gram ___

1) 2000 mg = ___ g 2) 104 km = _ m 3) 480 cm = _ m 4) 5.6 kg = _ g 5) 8 mm = ___ cm

8,389 cm 9,000 mm = _ m _ cm

727 m 1,554 cm = _ m _ cm

2,238 cm = _ m _ cm