Science 2015 5º PDF

SCIENCE
5TH LEVEL
CEIP Gins Morata

Almera
Andrs Egea
andres@colegioginesmorata.es
CEIP Gins Morata
Almera
5th GRADE. MINIMUM CONTENTS

UNIT 1: LIVING THINGS
Discovering a cell
a
Living things are made up of tiny units called cells. Cells are the smallest living units in a living
thing.
Some living things are made up of a single cell. They are unicellular.
at
Other living things are made up of many cells. They are multicellular.
What are cells like? Parts of a cell
or
Cells differ in shape and size. They carry out different
tasks.
M
Cells have three parts:
- The membrane is the covering around the cell.

- The nucleus is the part which controls the cell.
s
- The cytoplasm is between the nucleus and the
membrane.
Plants cells also have a hard cell wall around the membrane
in
Organisms
Multicellular living
things have the
G
following structure:
- Cells form tissues:

Tissues, such as
IP
muscle tissue, are

made up of cells which
work together.
CE
- Tissues form
organs:
Organs, such as the
heart, are made up of tissues which work together.
- Organs form systems:

Systems, such as the digestive system, are made up of organs which work together.
- An organism is a complete living thing:
Equipo de Bilingismo Andrs Egea

CEIP Gins Morata
Almera
Many systems work together in an organism. All living things are organisms
Kingdoms
Living things are classified into groups called kingdoms. The principal kingdoms are the animal
kingdom, the plant Kingdom and the other kingdoms such as the fungi Kingdom. Others are
a
bacteria, virus and protist.
at
The animal kingdom
Animals are multicellular living things that eat other living things.
or
They can move from one place to another, and they can react quickly
to stimuli. To do this, they have a nervous system and sense organs.
The plant kingdom
M
Plants are multicellular living things that use sunlight and
substances from the soil and air to make their own food. Plants
cannot move around because they are fixed to the ground.
s
The fungi kingdom
Fungi can be unicellular, but most are multicellular.. Like animals,

fungi do not make their own food. They depend on other organisms
in
for food
The bacteria kingdom

G
Bacteria are the most abundant of all living things. Bacteria are the
smallest living things. Bacteria are unicellular and can live in
different environments: in water, soil, air or inside other living
things.
IP
The fifth kingdom

CE
This last kingdom is made up of all the living things that are not included in the previous
kingdoms. They can be unicellulars or multicellulars. Protozoa are unicellular microbes that feed
on other living things. Algae live in water and make their own food, like plants.
Viruses
Viruses are so small and simple that scientists cannot agree if they are living things or not. For
this reason, they are not included in any of the five kingdoms. Viruses can only reproduce inside
other living things. They cause illnesses like influenza, measles, chicken pox and AIDS.

CEIP Gins Morata
Almera
UNIT 1: LIVING THINGS

ACTIVITIES
1.- Name three living and three non-living things.
a
a. Three living things:
at
b. Three non-living things:
2.- Match the two columns.
or
M
s
3.- Use these words to complete the sentences.
Unicellular wall multicellular - membrane cytoplasm - nucleus - cells

in
a.- are the smallest living units in a living thing.
b.-Living things which are made up of a single cell are

G
c. Living things which are made up of many cells are
d.-The is the covering around the cell.

IP
e. The is the part which controls the cell.

CE
f. is between the nucleus and the membrane.
g. Plant cells also have a hard cell around the membrane.
4.- Label this cell.
Cytoplasm
Nucleus
Membrane

CEIP Gins Morata
Almera
5.- Match the characteristics to the kingdom.
a
at
or
M
s
in
6. Identify and label the levels of organisation in living things.

G
4
IP
3
CE
1
2

CEIP Gins Morata
Almera
READ AND LEARN
Bacteria
A bacterium (plural: bacteria) is a member of a large group of organisms which have cell walls,
but not an organised nucleus. Bacteria are usually unicellular. They can live in different
environments such as water, soil, air or inside other living things.
a
Bacteria are the smallest living things. Most of them are so small that they can only be seen
with a microscope. These bacteria are called micro-organisms or microbes. They often feed
at
on decaying matter, such as dead animals or plants.
Some bacteria are helpful: for example, they help us to make food. Milk is fermented with
or
special types of bacteria to make cheese. Good
bacteria are also used to make yoghurt and
bread. They give a unique texture and taste to
the food.
M
Other bacteria are harmful and can make you ill.
Some diseases, such as measles and mumps, are
caused by bad bacteria. Bacteria can cause
food to decay. If you eat mouldy bread, you can
s
have stomach problems. Bacteria also cause
tooth decay. We can protect ourselves from harmful bacteria by washing our hands, cleaning
our teeth, and storing food carefully. We should also be careful how we cook our food. The
bacteria which cause the disease salmonella can be killed by careful cooking.
in
QUESTIONS ON THE TEXT
1.-
G
a. How many cells do bacteria usually have?
b. Where do bacteria live?
c. What do you need if you want to see bacteria? Why?

IP
d. What do we call the smallest type of bacteria?

CE
e. What do bacteria feed on?
f. How do we use good bacteria?
g. Find examples in the text of illnesses caused by bacteria.
h. How can we fight bad bacteria?

CEIP Gins Morata
Almera
2. Complete the text about good bacteria.
Some bacteria are harmful and others . The
good bacteria can be found in such as
a
. Bacteria are used in the fermentation of
at
in order to make .
3. Write about bad bacteria. Include information about problems caused by bad
or
bacteria and things we can do to protect ourselves.
Bad bacteria can cause
M
s
4. Investigate.
a. Who was the first person to see

in
bacteria through a microscope and

describe them?
G
IP
b. Look up the word bacterium in a dictionary.

Which language is it from?
CE
Why was it given its original name?

CEIP Gins Morata
Almera

UNIT 2: PLANT KINGDOM
Plant groups
a
Plants have roots, a stem and leaves.
The roots are in the soil. Water and other
at
substances are absorbed from the soil through the
roots.
The stem supports the leaves. Water and nutrients
or
are transported from
the roots to the leaves inside the stem.
The leaves breathe and make the plants food.
M
Flowering plants
Flowering plants are the biggest group of plants.

s
Gymnosperms have small flowers, but no
fruit.
Their seeds are all together in cones. Almost all
gymnosperms are trees , such as pine trees.
in
Angiosperms have flowers and fruit.

Chesnut trees and some grasses are angiosperms.
G
Non-flowering plants
Non-flowering plants are
the smallest group of plants.
IP
They need shade and

moisture.
Mosses are small
plants which live on
CE
rocks, trees and the

ground.
Ferns are larger than
mosses. They have
thick, underground
stems and big leaves.
.

CEIP Gins Morata
Almera
Sexual reproduction
Flowers are the reproductive organs of plants. They
have male parts and female parts.
Stamens are the male parts of the flower. The
anther is located at the top of the stamen. Pollen is
a
produced in the anther. Pollen is a microscopic
powder made up of small grains.
at
The pistil is the female part. It consists of the
stigma, which receives the pollen, the style and the
ovary. The ovary contains ovules. Ovules become
seeds. The stamen and pistil are protected by the
or
corolla and the calyx.
Pollination
M
Pollination is the transfer of pollen from the stamen to the ovary within the same plant or
between plants of the same type. Insect pollination. Insects are attracted by aromatic flowers
with nectar. The pollen grains stick to the insect and are carried to the stigma of other
flowers. Wind pollination. Some plants have small, unattractive flowers. They produce large
s
quantities of pollen. The wind blows this pollen to the stigmas of other flowers.
Seeds and fruit

After pollination, seeds and fruit begin to grow. Seeds form from the ovule and contain an
in
embryo and a food store. The embryo is a miniature plant. The food store supplies the embryo
with nutritive substances. Fruit is formed from the ovary. Seeds are inside the fruit. The fruit
has two functions: to protect the seeds and to spread the seeds far from the mother plant.
G
Seed germination
Germination is the final stage in plant reproduction. This is when the ripe fruit falls to the
ground, the fruit opens and the seeds fall out and start to grow.
IP
Asexual reproduction
Many plants can reproduce without flowers or seeds. This is called
asexual reproduction. These plants use parts of themselves to
CE
reproduce.
Tubers are subterranean stems. When we plant a tuber, part of
the stem grows above ground and develops leaves. Part grows
underground and develops roots. Potatoes are tubers.
Rhizomes are specialised stems. They extend horizontally below
ground. Irises produce rhizomes.
Stolons are specialised stems. They extend horizontally above
ground from the mother plant. Strawberry plants produce stolons

CEIP Gins Morata
Almera
UNIT 2: PLANTS KINGDOM

ACTIVITIES
1. Match the two columns.
a
at
or
2. Label the parts of the flower.
M
s
in
G
3. Order the stages of plant nutrition. Write 1, 2, 3 or 4.

IP
CE

CEIP Gins Morata
Almera
4. Circle the correct option.
a. Flowers are the nutritional / reproductive organs of plants.
a
b. The stamens are the male / female parts which produce pollen.
at
c. Tiny pollen grains form on the stamens / petals.
d. Respiration / Pollination is the movement of pollen from the stamens to the ovary.
or
e. The ovary / corolla is the female part which contains ovules.
f. Sunlight / Wind can carry pollen to other plants.
M
g. After pollination, the ovary / calyx grows and becomes a fruit with seeds.
h. When seeds germinate, they open / close and small roots grow.
s
5. Label these stems: tubers, bulbs or stolens.
in
G
IP
CE

CEIP Gins Morata
Almera
READ AND LEARN

THE OLIVE TREE
The olive is an evergreen tree which can live for a very long time. It grows in dry, rocky places and is
common in Mediterranean countries.
a
The trunk of the olive tree is thick and twisted. Its bark is silver-grey in colour. Its leaves are
at
narrow and pointed. They are dark green and smooth on
top.
or
The flowers of the olive tree are cream coloured and
each flower has four petals and four short stamens. The
fruit of the olive is like a berry. At first, it is green and
then it ripens and becomes black. The fruit has a single
M
brown seed inside.
The olive tree has been cultivated since Antiquity. Olives are used to produce olive oil and are
also eaten as a snack or in salads.
s
in
1. Make notes about the olive tree.
The olive tree

G
Type of tree: evergreen
Habitat:
IP
Trunk:
Bark:
CE
Leaves:
Flowers:
Fruit:
Seeds:
Uses:
CEIP Gins Morata
Almera
2. Group work: roots.
Trees and other plants have roots which are in the soil. They absorb water and
other substances from the soil through the roots. However, not all roots are the same.
Match the plant or tree with their roots. Discuss the answers with your group.
a
old oak trees eucalyptus trees mosses strawberry plants tubers water lilies
at
a. Their stems grow roots underground and leaves above ground.
or
b. They have very tiny roots.
c. Their roots grow very fast and spread over large areas.
d. Their roots can go down to a depth of nearly two metres.
M
e. Their roots are in the mud under the water.
f. Their roots grow from stolons which extend across the ground.
s
in
3. Investigate. Find out about the stone pine tree, and complete the information.
The stone pine tree

G
Type of tree:
Habitat:
IP
Trunk: straight, widely forked above

Bark: grey or red-brown
Leaves: , grey-green
CE
Flowers: Seeds:
like a nut, with a hard coat
Uses: often planted to give shade; the seeds
are edible

CEIP Gins Morata
Almera

UNIT 3: ECOSYSTEMS
What is an ecosystem?
a
An ecosystem consistS of all the living things in a specific
enviroment and their interaction with their habitat.
at
Ecosystems can be small, like a pond, or large, like a
rainforest.
The components of an ecosystem are:
Living things: the plants in an ecosystem are called
or
flora. The animals are called fauna. There are also
fungi, bacteria and algae.
The environment: this refers to the surrounding
M
conditions which affect living things, such as soil,
climate, water, air and light.
Types of ecosystems
s
There are two types of ecosystems, terrestrial and aquatic:
* Forests, grasslands and deserts are terrestrial ecosystems.

Many living things live in forests and grasslands. The abundant vegetation provides them with
in
food.
Few living things live in deserts because there is little food.
* Freshwater ecosystems, such as rivers and lakes, and marine ecosystems, such as the sea ,
G
are aquatic ecosystems.
Living things in an ecosystem

IP
All living things are grouped into species, for example, lions, tigers, poppies, oak trees, etc.
A population is all the members of one species living in the same ecosystem.
A habitat is the
CE
place within an
ecosystem where a
population lives.
A community is
made up of all the
populations that
interact in an
ecosystem.
Equipo de Biingismo Andrs Egea

CEIP Gins Morata
Almera
Relationships between living things: The Food Chain
Living things obtain food in different ways:
* Producers, such as plants and algae, make their own food.
a
* Primary consumers, such as zebras and fish, eat plants
at
and algae
* Secondary consumers, such as lions and snakes, eat
or
primary consumers.
* Tertiary
consumers, such as
M
eagles and owls, are
secondary consumers which eat other secondary
consumers.
s
* Decomposers, such as fungi and bacteria, eat the
remains of other living things
in
G
IP
CE

CEIP Gins Morata
Almera
UNIT 3: ECOSYSTEMS
ACTIVITIES
1. Read the sentences and circle the correct words.
a
9
a. Producers make their own food / eat other living things.
at
b. Consumers make their own food / eat other living things .
c. Primary consumers get their energy from plants / eating herbivores.
d. Secondary consumers get their energy from eating tertiary consumers / herbivores .
or
e. Tertiary consumers get their energy from eating secondary consumers / plants.
2. Write parasite, scavenger and predator. Then, match the type of animal to the
definitions.
M
s
in
G
IP
CE
3. Number the living things to show the food chain.

CEIP Gins Morata
Almera
4.Give two examples of each of the following living things from the food chain
.
a. Producer: .
b. Primary consumer: .
a
c. Secondary consumer: .
d. Tertiary consumer: .
at
5. Write T (true) or F (false). Correct the false sentences.
or
Decomposers are bacteria and fungi.
M
Decomposers only decompose the remains of plants.
Decomposition puts minerals from living things back into the soil.
s
Decomposition does not help keep the soil fertile.
in
6. Complete the sentences.

G
algae aquatic ecosystem environment

fauna flora fungi habitat terrestrial
IP
a. An consists of all the living things in a specific environment

and their interaction with their .
CE
b. The plants in an ecosystem are called .
c. The animals are called .
d. There are also bacteria, and .

e. The refers to the surrounding conditions which affect
living things.
f. There are two types of ecosystems, and .

CEIP Gins Morata
Almera
READ AND LEARN

20,000 Leagues Under the Sea
Jules Verne (1828-1905) was a French writer who wrote about fantastic adventures. In
his book 20,000 Leagues Under the Sea, he imagines an enormous submarine which travels
round the world. One of the people on the submarine Doctor Aronnax is a famous
a
scientist. His servant Conseil loves classifying all the animals and plants under the sea.
One day, the Doctor and Conseil are walking along the sea bed:
at
Conseil: Look, Doctor! White coral and sea anemones members of the cnidarian group of
invertebrates!
Aronnax: Im sure youre right, Conseil. But theres something different over there its
or
an enormous, long worm!
Conseil: Yes, Doctor, there are different worms. That one is a sea worm
Aronnax: How beautiful those starfish
are! Can you see them?
M
Conseil: Oh, yes. They belong to the
echinoderms. Be careful, dont put
your hand on that! Its in the same
group as the starfish, but its covered
with spines!
s
Aronnax: Ouch! Too late
Conseil: Sorry, Doctor. Hey, look over
here. Our eight-legged friend, of the
mollusc group, the same as clams and
snails
in
Aronnax: And lobsters, like this one

here
Conseil: No, sir, this lobster is an
G
arthropod. Do you see its hard exoskeleton?

Aronnax: So we cant see arthropods on land.
Conseil: Oh, yes we can! There are many types of arthropod: insects, centipedes,
arachnids
Aronnax: I think youre a better scientist than me, Conseil!
IP

1. Answer the questions.
CE
a. What type of invertebrates are coral and sea anemones?

b. Which type of worm does Conseil see?
c. Which group do starfish belong to?
d. Which animal do you think Aronnax puts his hand on?
e. What is our eight-legged friend?
f. Which arthropod does Aronnax see?

CEIP Gins Morata
Almera
2. Investigate.
Arthropod sense organs are well developed: they have
a
antennae and eyes. The eyes can be simple or compound.
Compound eyes are made up of many smaller, simpler
at
eyes.
Find some examples of insects with compound eyes. How

do compound eyes help the insect? (Think about flies. Is
or
it easy to hit them when they are on walls or other
surfaces?)
M
s
in
G
3. Correct Doctor Aronnaxs classifications.
a. Aronnax: Coral and sea anemones are echniderms. Conseil: No, they are cnidarians.
b. Aronnax: Starfish and sea urchins are molluscs.
IP
Conseil: No, they are
c. Aronnax: Beetles and scorpions are sponges.

CE
Conseil: No,
d. Aronax Octopi and clams are fish.
Conseil:
e. Aronax: Lobsters, shrimp and crabs are worms.
Conseil:

CEIP Gins Morata
Almera

UNIT 4: THE EARTH
THE ATMOSPHERE
a
The atmosphere is the air which surrounds the Earth.
at
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
or
need for photosynthesis.
Carbon dioxide and other gases are like a
blanket which retains the Earths heat.
M
Ozone filters harmful ultraviolet rays
The layers of the atmosphere

s
The troposphere is the lowest layer. Most gases
are in this layer. Plants and animals live in the
troposphere.
The stratosphere is the next layer.
There is a thin layer of ozone in the upper
in
stratosphere. This is called the ozone layer.

As we travel higher, the gases become less
dense.
G
In outer space there is no atmosphere
The hydrosphere
All water on Earth makes up the hydrosphere.
IP
Water is usually a liquid, but it can also be a solid or a gas.

Water in liquid form covers most of the Earths surface. It is found in oceans, seas, rivers and
CE
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.
The water cycle
The water cycle is the constant circulation of water between the sea, the atmosphere and land.

CEIP Gins Morata
Almera
A) Liquid water in the sea, rivers and lakes evaporates because of heat from the Sun. It
becomes water vapour.
B) Water vapour rises and condenses into drops
of water. The water drops form clouds.
a
C) Water falls from clouds as rain: precipitation.
If it is very cold, water solidifies and falls as
at
snow.
D) Water flows over the land and filters into it.
It forms rivers and lakes. Some water returns
to the sea or evaporates.
or
The water cycle starts again
M
The geosphere
The geosphere is made up of three layers:

s
The crust is the Earths outer layer. It is made up of
solid materials.
The mantle is the Earths middle layer. It is extremely
hot. In some parts, there is magma (red-hot liquid
in
rock).
The core is the Earths inner layer. It is also
extremely hot. It is divided into the liquid outer core
G
and the solid inner core.
Earthquakes
Earthquakes are strong
IP
movements of the Earths crust caused by the sudden

release of energy from beneath the surface.. When
earthquakes occur under the seabed,they are called
seaquakes. They produce gigantic waves called tsunamis,.
CE
Volcanoes
Volcanoes are openings in the Earths crust where magma
comes to the surface. Magma is liquid rock found deep
inside the Earth. When magma comes to the surface, it is
called lava. Magma goes up through a vent called a volcanic
chimney, and rises through a circular opening called a
crater. Volcanoes also expel gases, ash and rock fragments which form the volcanic cone

CEIP Gins Morata
Almera
UNIT 4: THE EARTH

ACTIVITIES
1. Complete the chart
a
at
or
M
s
2. Which layer of the Earth does each thing belong to?
The water in a river.
The rocks in a mountain.

in
The air we breathe.

G
3.- Fill in the blanks: The water cycle.

The water cycle is the of water between the sea, the
atmosphere and land.
IP
1. Liquid water in the sea, rivers and lakes because of heat from the
Sun. It because water vapour.

CE
2. Water vapour rises and into drops of water. The water drops
form clouds.
3. Water falls from clouds as rain: . If it is very cold, water solidifies
and falls as snow.
4. Water the land and into it. It forms rivers and
lakes. Some water returns to the sea or evaporates.

CEIP Gins Morata
Almera
4. Name the two main gases of the atmosphere
a
at
5. What is the atmosphere ? Explain.
or
6.
M
Match the soil components to what they are made up of.
s
in
G
7. Label the layers of the atmosphere.

IP
CE

CEIP Gins Morata
Almera
READ AND LEARN

CLOUDS
Clouds are made up of millions of tiny water droplets. The droplets form when water vapour
rises into the atmosphere and cools down. If the cloud is extremely cold, it is made up of ice
a
crystals.
In 1803, a man called Luke Howard invented a way of classifying clouds. He used Latin words to
at
describe their characteristics, for example:
cirrus means a filament or tuft (like a piece of hair)
cumulus means a heap or pile
or
stratus means a layer
nimbus means carrying rain
Today, we usually refer to ten basic types of cloud. We use combinations of the four words
M
above to describe them. We can divide the ten types of cloud into three sections: low clouds,
medium clouds and high clouds.
Low clouds have their base below 200 metres from the ground. They are usually made up of
water droplets.
s
Medium clouds have their base between 2,000 and 7,000 metres. They are mainly water
but they can contain ice crystals.
High clouds have their base between 5,500 and 14,000 metres. They are normally made
up of ice crystals.
in
In our Solar System, any planet or moon with an atmosphere also has clouds. Venuss clouds
are made up of sulphuric acid droplets. Mars has high, thin clouds of water ice.
G

IP
a. What are clouds made of?

CE
b. How do clouds form?
c. What did Luke Howard do? When?
d. How many basic types of cloud are there today?
e. What do clouds look like from space?

CEIP Gins Morata
Almera
2. Complete the table.
Type of cloud Height Composition
Low clouds
a
2,000-7,000 metres
at
High clouds ice crystals
or
3. Investigate.
M
How clean is the rain in your neighbourhood? To find out, you need:
a plastic bottle
s
scissors
coffee filter paper
a. Cut the bottle in half and reverse the top to make a funnel.
in
b. Put the filter paper in the funnel and put the bottle outside.
c. Examine the paper after it rains. What colour is it? How clean is your rain?
G
IP
CE

CEIP Gins Morata
Almera

UNIT 5: THE UNIVERSE
The Solar System

The Solar System consists of the Sun, eight Planets and their moons, comets and asteroids.
a
They are all called celestial bodies. Everything In the Solar System orbits the Sun.
at
The Sun
The Sun is the largest celestial body. It is much Bigger than any planet. It is at the centre of
the Solar System. The Sun is an enormous yellow Star which provides the light and heat
or
necessary For life on Earth. The Sun rotates on its own Invisible axis.
Planets and satellites
M
There are eight large celestial bodies called planets. Each planet rotates on its own invisible
axis. Each planet also orbits the Sun. The planets can be Classified into two groups: terrestrial
or inner planets and gas giants or outer planets.
s
* Mercury, Venus, the Earth and Mars are terrestrial Planets. They are small, and mainly
made up of rock.
* Jupiter, Saturn Uranus and Neptune are called gas giants because they are large and made
in
up of gases.
Natural satellites are smaller celestial bodies, such as moons, which orbit their planets.
G
IP
CE

CEIP Gins Morata
Almera
Asteroids
In the Solar System, there are thousands of tiny, Rocky celestial bodies called asteroids. They
have different shapes
Comets
Comets are small celestial bodies made up of ice, dust and rock. They have bright tails which
a
point away from the Sun. We can only see the tail of a comet when it is close to the Sun.
at
THE EARTH
1. The movement of the Earth
or
The Earth revolves around the Sun. Its orbit is an elongated circle, called an ellipse. The Earth
takes exactly 365 days and six hours to complete its orbit. Our normal calendar years are
M
only 365 days long.
2. The rotation of the Earth
The Earth is a sphere. It rotates on its own invisible axis, which passes through the North and
s
South Poles. It takes twenty-four hours to complete this rotation. At any time, one half of the
Earth is facing the Sun. In that
half, it is day. The other half is
facing away from the Sun. It does
in
not receive sunlight. In that half, it

is day. The other half is facing away
from the Sun. It does not receive
G
sunlight. In that other half, it is

night.
IP
The Earth always rotates in the

same direction. Consequently, the Sun
always rises in the east and sets in the west.
CE
3. The seasons
The Earths axis is slightly tilted towards
the Sun, and receives more light and heat.
It is summer in this hemisphere. The other
Hemisphere is tilted away from the Sun. It
receives less light and heat. It is winter in
that hemisphere

CEIP Gins Morata
Almera
UNIT 5: THE SOLAR SYSTEM

ACTIVITIES
1. Write the letters next to the names of the planets..
a
at
or
M
s
Earth Neptune Jupiter Uranus
Mars Saturn Venus Mercury

in
2. Write inner planets, outer planets or satellites.

G
a. These planets have a rocky surface. .
b. These are small celestial bodies that orbit planets. .

IP
c. These planets are mainly composed of gases. .
3. Read the definitions and write the names of the celestial bodies.
CE
a. Spherical bodies that orbit the Sun. They are smaller than planets. .
b. Small, rocky objects that orbit the Sun. Some are found in the Kuiper belt.
c. Giant balls of ice that orbit the Sun in a long, elliptical path. .

CEIP Gins Morata
Almera
4. Label the celestial bodies. Then, circle the odd one out.
a
at
or
5. Match the sentence halves.
M
s
in
6. Look at the pictures. Why cant you always see the same constellations at night?
G
Complete the text.

IP
CE

CEIP Gins Morata
Almera
READ AND LEARN

MARS
Mars is the fourth planet from the Sun in the Solar System. It has two tiny moons, Phobos and
Deimos, which orbit very close to the planet.
The planet is named after Mars, the Roman god of war. It is also known as the red planet. Its
a
red colour comes from iron oxide which covers the planet with fine red dust.
at
The geographical features of Mars are similar to those of Earth. It has craters, volcanoes,
valleys, deserts and polar ice caps. It has the highest known
mountain in the Solar System Olympus Mons and also the
largest canyon, Valles Marineris.
or
Mars is a terrestrial planet with a thin atmosphere. There is
some evidence that Mars has liquid water and may have had
some form of life in the past.
M
Mars has approximately half the radius of Earth. Its average
distance from the Sun is about 230 million kilometres. The
Solar day on Mars is only slightly longer than an Earth day: 24
s
hours, 39 minutes, 35.244 seconds. A Martian year is equal to 1
year, 320 days and 18.2 hours.

in
1. Correct the infomation

G
a. Mars is the closest planet to the Sun.
b. Mars has three moons.
c. The planet is named after a Greek god.

IP
d. Mars looks red because of its sunsets.
e. Mars is a very flat planet.

CE
2.Choose the best answer.
The moons of Mars travel very near:

1. the Earth 2. the Sun 3. Mars
Photographs of Mars show:

2. a varied landscape 2. old ruins 3. early forms of life
CEIP Gins Morata
Almera
To sustain life, a planet needs:

3. craters 2. a thin atmosphere 3. water
f. Mars takes over a year:

1. to go round the Sun 2. to go round the Earth 3. to turn round completely
a
3. Write complete sentences.
at
a. Galileo / look at Mars / telescope / 1609
or
b. lot of storms / Mars.
c. NASA has sent / many space missions / Mars
M
d. nobody / sure / life on Mars.
s
4. Investigate.
in
G
IP
Find out some information about another planet. Write a paragraph about it.
CE
Use the text about Mars to help you.

CEIP Gins Morata
Almera

UNIT 6: MATTER AND IT CHANGES
Matter
a
The properties of matter
Matter is everything that forms the universe and that occupies space. It has both general
at
and specific properties.
* General properties are common to all types of matter. They are mass and volume. Mass
or
is the amount of matter in an object. Mass is measured in grams or kilograms. Volume is
the amount of space an object occupies. It is usually measured in millilitres or litres.
* Specific properties permit us to differentiate between different types of matter. Two
M
examples are colour and density. Density is the relationship between the mass and the
volume of an object
Changes in matter
s
Matter can change. There are two types of changes: physical changes and chemical
changes.
Chemical changes
in
Chemical changes or chemical

G
reactions happen when two or more

substances are combined. They react
to each other and they produce new
substances, called products. Two types
IP
of chemical reactions are:
* Oxidation: One substance changes

into another when it reacts with
CE
oxygen. For example, iron changes into

rust.
*Combustion: when an object or substance is burned, it changes into another substance. For
example, when wood burns, it changes into ashes and gases.
Physical changes
* Movement: The object changes position, but the matter remains the same.

CEIP Gins Morata
Almera
*Expansion: when the temperature of an object increases, it gets bigger. If the temperature
rises, mercury expands in a thermometer.
* Contraction: When the temperature of an object decreases, it gets smaller. If a balloon
filled with air is put in a refrigerator, the air contracts: the balloon gets smaller.
Pure substances and mixtures
a
Pure substances are formed of only one type of matter.
at
Mixtures are formed of different types of matter. There are two types of
mixtures:
Heterogeneous mixtures. In these mixtures, you can see the different components.
or
Examples of these are rocks and fish soup.
Homogeneous mixtures, or solutions. In these mixtures, you cannot see the different
components. Examples of these are seawater, which consists of salt and water, and air,
M
which consists of a mixture of several gases.
Solutions are mixtures in which we cannot distinguish the different components.
Types of changes in state

s
A change in temperature can cause a change of state in matter. These are changes of State:
Melting: A solid changes into a

liquid.
in
For example, snow melts when it

is warm.
Solidification: A liquid changes
G
into a solid.
For example, water changes into
ice when it is very cold.
Evaporation - Boiling: A liquid
IP
changes into a gas. Reverse sublimation

For example, water boils when it
is very hot: one hundred degrees
centigrade (100C). Or water in a
CE
pond evaporates.
Condensation: A gas changes
into a liquid.
For example, water vapour in the air forms condensation on car windows when it is very cold.
Sublimation: A solid changes into a gas.
For example, solid air fresheners change into a gas when they mix with air
Reverse sublimation. This is when a gas becomes a solid, without first becoming a liquid.
For example, when air saturated with water vapour is cooled, it forms frost.

CEIP Gins Morata
Almera
UNIT 6: MATTER AND IT CHANGES

ACTIVITIES
1.- Match the photographs to the words and then to the definitions.
a
at
or
M
2.- What type of mixtures are they? Write heterogeneous or homogeneous.
s
in
3.- Tick the pure substances.

G
IP
4.- Read the sentences and circle the correct words.

CE
a. Density / Hardness is the relationship between the mass and the volume of an object.
b. Density tells us how concentrated the mass / volume is in a specific volume.
c. We measure density in grams per cubic centimetre / litres.
d. Liquids generally have a higher density than solids / gases .
e. Solids generally have a higher / lower density that liquids and gases.
f. When the density of an object is lower than the density of a liquid it floats / sinks.
CEIP Gins Morata
Almera
5.- Read the definitions of the different properties of matter. Write general or specific.
a. These properties are common to all matter. .
b. These properties vary from one substance to another. .
a
c. Examples of these properties are colour, hardness and density. .
at
d. Examples of these properties are mass, volume and temperature. .
or
6.- Complete the definitions. Follow the example. 6
a. Melting: when a solid becomes a liquid.
M
b. Solidification: when a
c. Vaporization: when a
d. Condensation: when a
s
e. Sublimation: when a
f. Reverse sublimation: when a

in
7.- Complete the diagram about changes of states of matter

G
IP
CE

CEIP Gins Morata
Almera
READ AND LEARN

Salt
Salt is the common name for sodium chloride. Salt takes the form of transparent cubic crystals. It
is most familiar to us as a food supplement, but it has many other uses. For example, salt is used in
the chemical industry as a source of chlorine. (Chlorine is a green, gaseous element which you can
a
sometimes smell in the water of a swimming pool.) Salt is also used for removing snow and ice from
roads, softening water, preserving food and stabilising soil for construction. Salt is obtained from
two sources: rock salt and brine.
at
Rock salt is crystallised salt. It is the result of the evaporation of ancient oceans millions of years
ago. Sometimes, pressure from inside the Earth forces up large amounts
or
of rock salt to form salt domes.
Brine is water that contains a high concentration of salt. It comes mainly

from the sea. Salt is obtained when the water evaporates. The simplest
M
form of evaporation is solar evaporation. This can only take place in hot,
dry, sunny places. The brine is collected into shallow ponds and allowed to
evaporate in the Sun. The salt which remains is washed and made into
huge piles. The piles are left to drain for two or three months.
s
Salt forms an important part of our diet. Salt for human consumption
must be very pure.

in
1. Answer the questions
a. What does salt look like?

G
b. What is the most common use of salt?

IP
c. What other uses does salt have?
d. How do we obtain salt?

CE
e. What role does solar evaporation play in obtaining salt?

CEIP Gins Morata
Almera
3. Complete the text using these words.
sun water ponds dry chemical

brine process evaporation impurities mixture
a
at
Brine is a of salt and water. The salt is separated from the water by
the process of . In hot countries, the sun is used in this
or
.The is usually collected from the sea. It is left
in small, shallow for a period of time.
The
M
acts on the brine and evaporation takes place. The
gradually disappears and soon only the salt remains. This salt
s
contains some , and it must be washed several times. The salt
is made into piles which in the Sun for two to three months. Some salt is used in
in
food and other types of salt are used, for example, in the industry.
G
IP
CE

CEIP Gins Morata
Almera

UNIT 7: FORCES AND MOVEMENT
Forces
a
Forces are actions which make objects move, stop, or
change shape. They can be a push or a pull.
at
When you throw a ball, it moves. The movement is
caused by the force you applied to the ball.
or
Types of forces
* Gravity: this force makes objects fall to the ground. If we throw an object into the air,
M
gravity pulls it to the ground.
* Electric force: This force is found between electrically charged objects. Electric force
can attract or repel.
* Magnetic force: This force affects magnets and some
s
metallic objects. Magnetic force can attract or repel.
* Friction: When an object touches another object, it
experiences a frictional force. This force acts in the
directions opposite to the direction of movement. It slows
in
or stops moving objects. For example, friction between a

ball and the ground stops the ball rolling after a few
meters.
G
Machines
Machines are devices which use the action of a force or convert one type of energy into
another. For example, a bicycle is a machine which transforms human energy into mechanical
IP
energy. Machines save us time and physical effort.
Types of machines
CE
Some machines, such as pulleys, are very simple because they have very few components.
Other machines, such as computers, are complex because they have many components.
Machines can be classified depending on their energy source. There are machines which work
with:
Human energy, such as a bicycle or a hammer
Water or wind, such as a watermill or a windmill
Fuel, such as a car or a gas stove
Electricity, such as a washing machine or a mobile phone
CEIP Gins Morata
Almera
Simple machines
There are four types of simple machines: the wheel, the pulley, the inclined plane and the lever. These
machines modify the action of forces.
The wheel
The wheel is a simple machine, but it can be used as a component of
a
complex machines. It consists of a round part which turns on an axle.
Wheels are used on the majority of vehicles which move on land. Wheels
are useful because they reduce friction with the ground. Therefore, they
at
make it easier to move objects along the ground.
The pulley
The pulley is a kind of wheel. It has two raised edges so a rope can run
or
around the wheel without falling off. A pulley is used to lift heavy
objects. A pulley changes the direction needed to apply force. Look at
the picture. Instead of pulling directly upwards (A), the pulley enables
you to pull downwards and lift the object more easily (B).
M
The inclined plane
An inclined plane is a slope or a ramp. It makes it easier to move heavy
objects. It requires less force than if you raise an object vertically.
Instead of lifting the object straight up, you can push it a greater
distance using less force. The picture shows that the force required
s
to lift an object with a pulley is greater than the force required to
move the object up an inclined plane. The smaller the angle between
the plane and the ground, the smaller the force required, and the
longer the distance.
in
The lever
A lever is basically a long stick that you push or pull against a
fulcrum or pivot point to make something move. A lever makes it
easier to move heavy objects. Look at the picture. When you apply
G
force to a lever, the long end of the lever moves a greater distance
than the short end. The short end of the lever applies a much
greater force on the object than the force you apply to the long
end.
IP
Types of levers
There are three types of levers:
First-class levers. The fulcrum is between the load and the
energy moving the force. Crowbars, pliers and scissors are
CE
examples of first-class levers (A).

Second-class levers. The fulcrum is at one end and the load
is between the fulcrum and the force. Guillotines,
wheelbarrows and nutcrackers are examples of second-class
levers (B).
Third-class levers. The force is applied between the
fulcrum and the load. Your arm and some types of cranes are
examples of third-class levers. In your arm, the fulcrum is
your elbow. The force is applied by your muscle (C).

CEIP Gins Morata
Almera
UNIT 7: FORCES
ACTIVITIES
1.- Use the words to complete the text.
a
at
A still body does not move unless a acts
or
upon it. The hockey ball will not move unless the player hits it.
However, if a body is in , it will continue to
M
move in a line, until a force makes it stop
or change . When the girl hits the
hockey ball, it will continue to move until the goalkeeper

s
stops it with her hockey stick, applying force in the
direction.
The same thing happens when you travel in a car. If you are not
in
wearing a seatbelt and the car suddenly, your
body keeps moving in the direction, because

G
there is no force to stop it. This is why you should always wear a seatbelt.
2.- Write T (true) or F (false). Correct the false sentences.

IP
Friction slows down moving objects.
Friction is not acting when a moving body is slowed down by air or water.
CE
The direction of the force of friction is always in the opposite direction to the
movement of a body.
In outer space there is no air, so there is a lot of friction.

CEIP Gins Morata
Almera
3.- Circle the correct picture. Then, read the text and circle the correct words.
a
at
or
Megan uses force to hit the tennis ball. This force pulls / pushes the ball forward and applies
speed to it. At the same time, the force of gravity makes it move downwards at a constant
M
speed / faster and faster . The result of these two movements (forward and downward) makes
the ball move in a curved / straight direction.

s
4.- Circle the fulcrum on each picture
in
G
IP
5.- Look at the levers. Write FC (first-class), SC (second-class) or TC (third-class).
Circle the fulcrum on each one.

CE

CEIP Gins Morata
Almera
READ AN LEARN
The astronaut
In 2008, a crew of seven astronauts flew into space. Their destination was the international space
station, 250 miles above Earth. This was NASAS 124th shuttle mission on board the spaceship
a
Endeavour.
What happens to an astronaut on a space flight like this? As the shuttle leaves Earths gravity, the
at
body becomes weightless. This can cause space sickness which is a form of motion sickness.
The spine stretches uncomfortably and the bones and muscles begin to waste away because they
arent needed to carry the bodys weight.
or
Walking in space is also very hard on the body. Space-walking does not use the same muscles as
walking on Earth. The stresses on your legs, lower back and muscles are different. In addition, a
space suit is thick and heavy, so astronauts must be strong in order to walk around in space and
M
perform difficult operations using heavy tools.
When astronauts train for their space flights, they

learn how to survive in high and low- pressure
environments wearing a space suit. They have to pass a
s
swimming test: they must swim three lengths of the
pool wearing their spacesuit and shoes. They also
prepare their bodies in the gym by using weights,
running on a treadmill and cycling. Astronauts can
in
lose 1.5% of their bone mass if they dont exercise.
Astronauts who spend long periods of time on a space

station have to exercise for two hours every day on
G
specially designed machines. This is reduced to 30

minutes for shorter flights.

IP
1. Find words in the text that mean the following:
a. the people who work on a spaceship, plane or boat

CE
b. An organisation in the USA in charge of space missions
c. a form of transport which travels regularly between two places
d. a force which attracts a body towards the centre of the earth
e. without weight
f. the long bone in your back

CEIP Gins Morata
Almera
2. Complete the text.
stress muscle pedal standing position machines
a
Astronauts prepare for spacewalks by training every day in a specially designed space gym.
NASA has designed three to provide an effective exercise area.
at
The cycle ergometer
This looks like a box with a on each side. The astronauts push their feet
or
into the pedals to stop them floating out of
The space treadmill
The astronauts use cords attached to a waist harness to keep them on the treadmill. The
M
treadmill is on a soft cushion to prevent damage to the structure
of the space station.

The resistance device
s
This machine uses a pair of vacuum cylinders attached to pulleys to build
. The astronaut can do exercises which involve sitting and
, or pushing and pulling.

in
3. Investigate.
G
Why do people go into space? Use the Internet and books to find out the reasons for space
travel. Is space travel a good idea or not? Compare your ideas with those of your partner
IP
CE

CEIP Gins Morata
Almera

UNIT 8: RELIEF OF SPAIN
Mountains and plains in Spain
The Iberian peninsula has many
a
different landscapes. The map shows
the mountains and plains.
at
Central Spain is dominated by a large
plateau, called the Central Plateau. This
is divided into two parts by the Central
or
Mountain Chain.
There are mountains to the north, east
and south of the Central Plateau:
The Pyrenees is a mountain chain to

the north of the Central Plateau.
The Betic Chain is a mountain chain to M
s
the south of the
in
Central Plateau.
The highest
peaks on the
G
peninsula are in
these chains.
The Iberian
peninsula has
IP
narrow coastal
plains. There are
two extensive
depressions:
CE
The Ebro
depression is in
the north.
The Guadalquivir depression is in the south.

CEIP Gins Morata
Almera
Spanish coasts
Spain has more than 6,000 kilometres of coastline in the peninsula. There are five types of
coast.
a
The Cantabrian coast has rocky cliffs, estuaries and gulfs.
The Atlantic coast is very varied. In the northwest, it is high and rocky. There are many
at
estuaries. In the south, it is low-lying and sandy.
The Mediterranean coast is low-lying and sandy. There are many long beaches.
The coastline in the Canary Islands varies greatly.
In the Balearic Islands, high coasts alternate with long beaches.
or
M
s
in
G
IP
CE

CEIP Gins Morata
Almera
UNIT 8: RELIEF OF SPAIN

ACTIVITIES
1.- Draw and colour the map as follows:
a
* Inner Plateau: Green * Mountains on the Plateau: Blue
at
* Mountains surrounding the Plateau: dark brown * River basins: Green
* Mountains beyond the Plateau: Red * Archipelagos: Yellow
or
M
s
in
G
IP
CE
2.- Complete the map with the names of the relief features.

CEIP Gins Morata
Almera
3.- Write T (true) or F (false). Then, correct the false sentences.
The average height of the land on the Inner Plateau is 6,000 metres above sea level.
The Duero, the Tagus and the Mio are the main rivers that cross the Inner Plateau.
a
There is more than one type of flat land on the Inner Plateau.
The Paramo Leones and La Alcarria are fertile flood plains on the Inner Plateau.
at
Farmland dominates the Inner Plateau.
The largest towns are located near the main rivers.
or
4.- Match the mountain ranges to their highest peaks.
M
s
in
G
5.- Solve the riddles. Write Galician coast, Andalusian coast or Canary Islands.
IP
CE

CEIP Gins Morata
Almera
READ AND LEARN

A country of contrasts
Today, many people go to Spain for their holidays. One reason is the great variety of landscape and
a
climate. Some people want sun, sea and beaches. Others prefer mountains, cool air and long walks.
Some visitors to Spain have written about their travels. Gerald Brenan, an English writer, visited
at
Spain in the early decades of the 20th century. In his book The Face of Spain, he writes about
his stay in Madrid. He describes the landscape from his hotel room which overlooked the Royal
Palace. Beyond the palace, he could see the bare, yellow plain that rises from the Manzanares
or
and stretches to the snow-covered Guadarrama. Another writer from England, Laurie Lee,
visited Spain in the 1930s when he was nineteen years old. He walked down through Spain and
it took him three months to reach Cdiz. He described the town from a distance as a white mark
M
on the blue of the Mediterranean and sparkling with African light.
Various writers have travelled the Pilgrim Route in the north of Spain, which finishes in the city
of Santiago de Compostela. Some have walked and others have gone by bike. All of them have
s
commented on the changes in landscape from the foot of the Pyrenees in Spain, through Navarra,
Logroo and Burgos, across the Castilian plain to Leon and finally over the Leon Mountains and
into Galicia. The travellers experienced all kinds of weather: snow and frost in winter, fog and
rain in autumn and extreme heat in the summer months. But they all agreed that it was a fascinating
in
journey

G
a. What are the two types of holiday described in paragraph 1?

IP
b. Where were Gerald Brenan and Laurie Lee from?
c. When did Brenan and Lee travel to Spain?

CE
d. Which river and which mountain range does Brenan describe? Where are they?
e. Which phrase tells us that Lee travelled from the north to the south of Spain?
f. Where is Cdiz? Is Lees reference to the Mediterranean correct?
g. Where is Santiago de Compostela?

CEIP Gins Morata
Almera
2. Read the part of the text about the Pilgrim Route. Where does it start and finish? Which areas
does it go through? Make notes about the following:
Pyrenees
a
Landscape:
Climate:
at
Castilian Plain
Landscape:
Climate:
or
Leon Mountains
Landscape:
M
Climate:
Galicia
Landscape:
Climate
s
3. Complete the text about the Pilgrim Route.
in
landscapes light wet plains trees difficult weeks summer
When is the best time of year to walk the Pilgrim Route? It is to say. The
G
route travels through many different and takes several weeks. In winter
it is cold and in it can be very hot. The final part of the route,
IP
through Galicia is often Galicia is famous for its rain!
You must be fit to walk the route. There are high mountains as well as long stretches of flat
. Strong shoes and , waterproof clothing are

CE
essential. A hat is important too. In some places, there are very few to protect
you from the sun

CEIP Gins Morata
Almera

UNIT 9: CLIMATES OF SPAIN
What is climate?
If we observe and record the weather in a specific place over a period of years, we know the
climate. Climate is the characteristic state of the atmosphere in a place: the temperature,
a
precipitation and winds over a number of years. Thus, climates can be warm or cold, dry or
humid.
at
Factors which affect climate
Certain factors affect climate and these explain why climates differ from one region to
another. These factors are:
or
Distance from the sea. Water heats up
and cools down more slowly than land. As
a result, temperatures on the coast are
milder. Consequently, in inland areas,
M
summers are much hotter and winters
are much colder than on the coast.
Altitude. The climate of a mountain
region is colder than on the plains. This is
s
because temperatures fall as altitude
increases. Mountain climates are also
more humid because clouds collide with the mountains and it rains or snows.
Proximity to the Equator. Not all the Earth receives an equal amount of heat from the
in
Sun. Regions near the Equator receive more heat, while the Poles receive less. This is
because of the tilt of the Earths axis. The regions between these hot and cold areas are
called temperate zones. Spain is located in the temperate zone in the Northern
G
Hemisphere.
Atlantic Climate
IP
On the Cantabrian coast and in Galicia, summers are cool and winters are mild. Rainfall is
abundant all year round.
These areas have abundant flora, with many forests and meadows. Foxes, wolves, wild boar
and deer are the most common fauna.
CE
Subtropical climate
In the Canary Islands, temperatures are mild all year.
Rainfall is low and occurs mainly in winter. The flora
includes dragon trees and tabaiba spurge.
The flora includes dragon trees and tabaiba spurge.
The fauna includes giant lizards and canaries.
CEIP Gins Morata
Almera
Mediterranean climate
There are three types of
Mediterranean climate.
a
Continental: on the Central
Plateau, in the Ebro valley and in
at
part of Andalusia. The summers
are hot and the winters are
cold. Rainfall is light.
or
Dry: in the southeast of
mainland Spain. Temperatures
are mild all year round. Rainfall is
M
light, especially in summer.
Typical: in coastal areas.
Temperatures are mild in winter
and hot in summer. Rainfall is
s
irregular, with most rain in
autumn.
Holm oaks, pines and shrubs grow in these climates. Lynx, partridges and rabbits are the
most common fauna.
in
Mountain climate
G
In the highest mountain areas, winters are very cold, but summers are mild. It rains and
snows a lot.
There are meadows and forests with fir trees. The fauna includes vultures and goats
IP
CE
Mountain Climate Typical Mediterranean Climate

Charts of temperatures and precipitation Charts of temperatures and precipitation

CEIP Gins Morata
Almera
UNIT 9: CLIMATES OF SPAIN

ACTIVITIES
a
at
or
The climate of an area is affected by how far it is from the . Temperatures on
the coast are than temperatures inland. This is because water cools down and
M
heats up more than land. In inland areas, summers are much and
winters are much than on the coast. Climate is also affected by .
Temperatures fall as altitude . Mountain regions are than

s
areas on the plains. The climate in mountain regions is also more because clouds
collide with the mountains, causing rain or snow.

in
2.- What is climate?

G
IP
3.- Cross out the plants that are not typical of Mediterranean forests.
CE
4.- Complete the chart.

CEIP Gins Morata
Almera
5.- What is the climate? Use the key and colour.
Red: Mediterranean climate Yellow: Continental Mediterranean climate

Green: Oceanic climate Blue: Mountain climate
a
Orange: Subtropical climate
at
or
M
s
in
G
6.- Label the temperature and precipitation charts. Write Oceanic, Subtropical or
IP
Mountain.
CE

CEIP Gins Morata
Almera
READ AND LEARN
Climate change
On Earth there are many different climates influenced by many different circumstances. The
Iberian Peninsula has a mild climate because of a current of eater that comes from America. If
a
one day this current does not arrive, our winters will be much colder than they are now.
at
The action of human beings can affect different climates. About a century ago, human beings
started to emit many polluting gasses into the atmosphere. Some scientists say these gasses
are affecting the Earth's climates, meaning that the Earth is warming up. This is called global
or
warming and it provokes what we understand as climate change.
The consequences of these changes may be serious.
M
Because of his, human beings must take care of the Earth and not to do things thay may change
the natural equilibrium of our planet.
s
QUESTIONS ON THE TEXT.
1.-. Why is the climate of Spain mild?

in
G
2.- Are climates influenced by one circumstance or many?

IP
CE
3.- What possible effect on the climate might some gasses have?

CEIP Gins Morata
Almera
LET'S ASK QUESTIONS
1.- If some scientists are right and the planet is warming up, what might happen with the ice at
the poles of the Earth?
a
at
or
M
2.- "Human beings must take care of the planet and not to do things..." Write a short
composition using this sentence as the beginning.
s
in
G
IP
CE

CEIP Gins Morata
Almera

UNIT 10: RIVERS OF SPAIN
Features of rivers
Rivers are bodies of flowing water which start in the mountains when rain accumulates
or snow melts. The ground over which a
a
river flows is called a riverbed.
Rivers have these features:
at
The course. This is the route of the
river from its source to its mouth. At
or
the mouth, the river can form an
estuary. This is where seawater from
the sea flows into the river. A river can
M
also form a delta. This is where
materials carried by the river are
deposited at the mouth, forming a
triangular-shaped piece of land.
s
The flow. This is the amount of water
the river carries.
The flow regime. This is the variation
in the flow of a river throughout the
in
year. A river has a regular flow regime

when it carries a similar amount of water all year round. A river has an irregular flow
regime when it carries a lot of water at some times of the year and little water at
G
other times.
Watersheds
IP
There are three watersheds in Spain:
* The Atlantic watershed carries water from rivers which flow into the Atlantic Ocean. The
Galician rivers are short with high flows due to the abundant rain. The plateau rivers are long
CE
with high flows too. However, the flows are lower in the summer when there is little rainfall.
Atlantic rivers in Andalusia are long with irregular flows.
* The Cantabrian watershed carries water from the rivers which flow into the Cantabrian Sea.
It has short rivers. Their flow is abundant and regular because they go through areas with
ample rainfall.
Andrs Egea
CEIP Gins Morata
Almera
* The Mediterranean watershed carries water from the rivers which flow
into the Mediterranean Sea. It occupies a third of Spain. It does not have many rivers.
They are short with low, irregular flows
a
at
or
M
s
in
G
Rivers and lakes

Most rivers in Spain are short with relatively low flows because there is little precipitation.
The longest rivers are the Ebro and the Tagus.
IP
There are no rivers on the Balearic and Canary Islands. However, torrents form there after
heavy rain. There are many reservoirs, lagoons and lakes in Spain, such as Lake Sanabria in the
Leon Mountains.
CE
Atlantic Watersheed Cantabrian Watersheed Mediterranean Watersheed

Andrs Egea
CEIP Gins Morata
Almera
UNIT 10: RIVERS OF SPAIN

ACTIVITIES
a
1. Label the diagram of the course of a river.
at
or
M
s
in
G
IP
2. Read the text and circle the correct words.
The Ebro is one of the longest rivers in the Mediterranean / Cantabrian watershed. It has a
CE
very light / abundant flow because it receives water from many smaller / larger rivers. These
rivers include the Aragon and the Gallego which rise in the Pyrenees / Cantabrian Mountains,
and the Jalon and the Huerva which rise in the Iberian Mountain Chain / the Pyrenees.
Andrs Egea
CEIP Gins Morata
Almera
3. Match the sentence halves about the rivers in the Atlantic watershed.
a
at
or
M
4. Label the watersheds and the rivers.
s
in
G
IP
CE
5. Match the sentence halves.
Andrs Egea
CEIP Gins Morata
Almera
READ AND LEARN
The Amazon
The Amazon River runs 6,400 kilometres from the Andes mountains to the sea. It is the longest
a
river in the world after the Nile. The Amazon is the largest river in terms of its watershed, the
number of tributaries (over 200), and the volume of water which it discharges into the sea. The
at
Amazon basin is huge: it covers more than 7,050,000 square kilometres. The mouth of the
Amazon is so wide and deep that large, ocean-going ships have navigated its waters and have
travelled as far as two-thirds of the way up the river. In the flood season, the Amazon widens and
or
covers its banks and the islands in the middle of the river. The sediment left by the floods
enriches the soil.
There are no bridges across the Amazon because it flows mostly through tropical rainforest where
there are few roads and cities. The tropical rainforests are home to more than a third of all the
M
species in the world. It is home to wonderful animals such as the jaguar, the largest cat outside
of Africa and Asia, and the anaconda, an enormous, heavy snake. The rainforests are in danger
from over- exploitation and pollution
s
1. True (T ) or false (F )? Correct the false sentences.

in
a. The Amazon is the longest river in the world.

b. The Amazon has the biggest watershed of all rivers.
G
c. The Amazon basin is not very big.

d. It is impossible for large ships to sail up the Amazon.
IP
e. The Amazon is the same width all year.

f. There are no bridges across the Amazon.
g. The rainforests contain a great variety of flora and fauna.
CE
h. If we are not careful, the rainforests could disappear.
Andrs Egea
CEIP Gins Morata
Almera
2. Investigate.
Find out about another river and complete information. Add an illustration.
River:
Continent:
a
Countries:
at
Length:
Number of tributaries:
or
Source:
Mouth:
Other information:
M
s
3. Complete the table about the Amazon
Continent:
in
Countries: Peru, Colombia, Brazil, Venezuela, Ecuador, Bolivia
Length:
G
Number of tributaries: Source:
Lago Villafro in the Andes Mountains in Peru Mouth: Atlantic
Ocean, Brazil
IP
Other information:
CE
4. Use the information in Activity 2 to write a paragraph about the Amazon.
The Amazon is in It flows through . It is long.

It has . Its source is
. Its mouth
Andrs Egea
CEIP Gins Morata
Almera

UNIT 11: POPULATION AND ECONOMY IN SPAIN
Population
The population of a place changes continually because of the birth rate, the death rate,
emigration and immigration.
a
The birth rate is the number of people born in a place every year. The death rate is the
number of people who die in a place every year.
at
The natural growth rate is the difference between the birth and death rates. It can be
positive or negative.
We obtain the real growth rate by adding and subtracting immigration and emigration to the
natural growth rate.
or
The population of Spain
The population of Spain has increased a lot because of a decrease in the death rate and an
increase in the rate of immigration.
M
Population density in Spain
Population density tells us if a territory has a lot of inhabitants or a few. We calculate it by
dividing the number of inhabitants of the territory by the surface area of the territory.
Spain has a population density of 91 inhabitants per square kilometre
s
in
G
IP
CE
Population and jobs

Population can be divided into two groups related to work: active and inactive.
Active population. This includes people who are of legal working age (between 16 and 67) and
are healthy and able to work. The active population can be employed or unemployed. People who
Equipo de bilingismo Andrs Egea

CEIP Gins Morata
Almera
are employed are working and earn money in exchange. People who are unemployed are looking
for work.
Inactive population. This includes people who are not of legal working age (children under 16
and retired people) and people who do not receive a salary (students, people who are ill, etc.).
a
The active population works in three economic sectors: primary, secondary and tertiary.
at
The active population
The total active population in Spain is approximately 20
million people. The active population can be classified by
economic sector:
or
*Less than 5%, about one million people, work in the
primary sector. (agriculture, livestock farming, mining and
fishing)
M
*About 30%, around 6 million people, work in the secondary
sector. This sector includes industry and construction. The
three most important types of industry are:
s
Primary industries transform raw materials into
other materials.
Equipment and machinery industries produce tools
in
and machinery which other industries need

Consumer industries manufacture products to sell
directly to consumers.
G
* About 60%, around 12 million people, work in the

tertiary sector. The tertiary sector is also called the
service sector. The tertiary sector does not provide
us with material goods. Instead, it includes activities
IP
which provide services such as educational, health,

financial, administrative, trade, tourism, transport
and communications services.
CE

CEIP Gins Morata
Almera
UNIT 11: THE POPULATION AND THE ECONOMY OF SPAIN

ACTIVITIES
a
at
The population of Spain today is over . At the beginning of the 20th century, the
or
population was only around . The population has due to positive
natural growth and . At the beginning of the 20th century, many babies
M
were . However, the population only grew slowly because the death rate
was also . Over time, the death rate slowed down because
the developed, nutrition improved and advances were made. This

s
meant that the population increased.
2.- Write international emigration, international immigration or internal migration.

in
a. Martin moved from Jaen to the Community of Madrid because the work was better paid.
G
b. Irenes grandfather left Spain and went to live in Germany.

IP
c. Claudia came to Spain with her family from Columbia to find work.
CE
3.- Are these people part of the active or the inactive population? Write.
a. John is 32. He is a lawyer.
b. Peter is 10. He goes to primary school.
c. Alice is 70. She used to be a teacher, but she is now retired.
d. Jane is 42. She is currently unemployed and looking for a job.

CEIP Gins Morata
Almera
4.- Label the pie chart of Spain in 2008. Write Primary sector, Secondary sector or
Tertiary sector.
a
at
or
5.- Match the columns.
M
s
in
G
IP
6.- Match the columns.

CE

CEIP Gins Morata
Almera
READ AND LEARN

Tourism in Spain
The tourist industry in Spain is very important. It provides a lot of jobs in the service sector in
hotels, restaurants and bars. It also creates work in the area of transport. Most tourists visit
a
Spains coasts. They come to relax on the beaches in the Sun.
Some tourists travel inland to the mountains or visit cities such as Barcelona or Salamanca. Many
at
tourists come from abroad, but Spanish people also take holidays in their own country.
A good transport system is essential for successful tourism. In Spain, there are airports in
most of the major cities and good rail and road systems. In the cities, there is quick, inexpensive
or
underground transport.
A lot of people depend on tourism for employment. Today, there is competition from other
countries which want to attract tourism. Some of these countries are cheaper than Spain and
M
some are less exploited they have not yet built too many holiday resorts. Some Spanish resorts
are half-empty in the winter months, so income from tourism decreases.
The decline of agriculture in Spain is also partly connected with tourism. Land previously used in
agriculture has been used for building tourist apartments and hotels. This could be a bad thing. If
s
tourist numbers fall, many apartments will stay empty and it will be too late to use the land for
agriculture.

in
1. Match the columns

G
IP
CE

CEIP Gins Morata
Almera
2 Answer the questions.
a. Why is tourism important in Spain?
a
b. Why is good transport important?
at
c. Why are some tourists going to other countries instead of Spain?
or
d. What happens to some Spanish resorts in the winter months?
M
3. Tick () the jobs which belong to the tourist industry
a. waitress f. fisherman
b. coach driver g. lawyer
c. engineer h. cook
s
d. tour guide i. nurse
e. cleaner j. journalist
in
4. Write descriptions of two jobs.
Example: Awaitressworksinarestaurantandservesfood.
G
5. Investigate. Write about tourism in your area.

IP
Use these questions to help you: Howimportantistourisminyourarea?Whatdo tourists

visit?Wheredotheystay?Doesanyoneyouknowworkinthetourist industry?Whatdothey
do?Wouldyouliketoworkinthetouristindustry?Why(not)?
CE
Tourismisimportant/notimportantinTouristscometovisit

CEIP Gins Morata
Almera

UNIT 12: THE INSTITUTIONS OF SPAIN
Spanish borders
Spain is located in the northern hemisphere in south-west Europe. It borders:
France, Andorra and the Bay of Biscay in the north.
a
The Mediterranean Sea and the Atlantic Ocean in the south.
The Mediterranean Sea in the East.
at
Portugal and the Atlantic Ocean in the West.
Spanish territory
Spanish territory includes most of the Iberian Peninsula, the Balearic Islands, the Canary
or
Islands and the cities of Ceuta and Melilla in North Africa.
The Iberian Peninsula is connected to the European continent by the Pyrenees. It is separated
from Africa by the Strait of Gibraltar
The Autonomous Communities
M
In 1978, Spain was divided into seventeen Autonomous Communities and two Autonomous
Cities, Ceuta and Melilla.
s
in
G
IP
CE
Each community has a Statute of Autonomy, and its own government and parliament.
Autonomous communities consist of one or more provinces. Each province is divided into
municipalities.

CEIP Gins Morata
Almera
Political institutions
Spanish Constitution
The Constitution is the most important law in Spain.The
a
Constitution establishes the form of government and basic
institutions, and it defines the rights and duties of
at
citizens. All laws must follow the Constitution.
A constitutional monarchy
or
Spain is a constitutional monarchy. The monarch is the
Head of State, but cannot make political decisions. The
Spanish monarchy is hereditary: it is transmitted from
M
parent to child.
Parliament
Las Cortes is the name of the Spanish parliament. It

s
creates and approves laws and controls government
actions. The members of parliament are elected in general
elections. These are held up to four years after the
previous elections.
in
Parliament consist of two houses: the Congress of

Deputies, with 350 deputies, and the Senate, with a
variable number of senators.
G
The government
The government is responsible for governing the country in
accordance with the laws approved by parliament. The
government is made up of the President and his ministers:
IP
The Courts of Justice
The Courts of Justice are responsible for ensuring that laws

CE
are obeyed and for judging anyone accused of committing a

crime. They are made up of judges and magistrates.
The Supreme Court is the highest court in Spain. It has
authority to accept or reject laws passed in the lower courts.
The Constitutional Court decides if laws passed by Parliament or the Autonomous Parliaments
are in accordance with the Constitution

CEIP Gins Morata
Almera
UNIT 12: INSTITUTIONS OF SPAIN

ACTIVITIES
a
at
Spain is located in the Hemisphere, in Europe. Spains
or
territories include the majority of the Iberian Peninsula, the Islands,
the Islands, and the cities of Ceuta and . The Iberian Peninsula
starts of the Pyrenees, and is surrounded by . There
are
the
M
main islands in the Canary Islands, which are located in
Ocean, off the coast of Africa. The Balearic Islands are situated in
s
the Sea. There are main islands in the archipelago. The
cities of Ceuta and Melilla are located in Africa, on the Mediterranean coast..
2.- Look at the map. Write Spains borders for each compass point.
in
North:
G
East:
West:
IP
South
CE
3.- Find and circle the mistakes in the sentences. Write correct sentences.
a. The most important law in Spain is called the Statutes of Autonomy .
b. The Constitution was approved by the Spanish citizens in 1798 .
c. Autonomous Community laws do not need to be in accordance with the Constitution.

CEIP Gins Morata
Almera
a
at
The main of Spain are the Parliament, the , the Courts
of and the Head of State. Spains Head of State is King Juan Carlos I. He
is the Commander-in-Chief of the Spanish , and he represents Spain internationally.
or
However, the King does not make decisions or establish ; he
must accept the decisions made by . This is because Spain is a
M
Parliamentary . The Spanish Monarchy is and the heir to
the throne is the Prince of , Felipe de Borbon.

s
5.- Write T (true) or F (false). Correct the false sentences.
Parliament is responsible for making and approving laws.
Members of parliament are elected every two years.
in
Anyone aged 16 and over can vote.

G
Members of parliament represent all Spanish citizens.

The Congress of Deputies has 250 deputies.
IP
The Senate has 259 senators.

CE
6.- Match the sentence halves. Then, write complete sentences.

CEIP Gins Morata
Almera
READ AND LEARN

Studying in London
My sister is studying for a year in London. She is very excited and says it is very interesting.
She says i you live in another country for a few months you experience a lot of new things, but
a
best of all you make a lot of new friends! She says that even though she still feels very Spanish
she now also feels very European.
at
When I am older I also want to study in another European country. I want to have the
opportunity to experience different cultures and customs. Of course I also want to make new
friends and see how their lives are different to mine.
or
My sister and I think that because we belong to the European Union it is important to
appreciate your own culture but also to understand and appreciate other cultures.
1.- Where is the girl's sister studying?

M
s
in
2.- What is the best things about living in another country?

G
IP
3.- What does the girl want to do when she is older?

CE

CEIP Gins Morata
Almera
LET'S ASK QUESTIONS
1.- The sister thinks living in other country is very exciting and interesting. What do you think
you could learn living for a time in another European country?
a
at
or
2.- We all form part of society. Do you think we need other people around to help us live our
M
lives?
s
in
G
IP
CE

CEIP Gins Morata
Almera

UNIT 13: PREHISTORY
Prehistory
a
Prehistory is the first period in history and also the longest. On the Iberian Peninsula, it starts
with the appearance of human beings, about a million years ago, and ends with the appearance
at
of writing, about 3,000 years ago.
Prehistory is divided into three periods: the Palaeolithic Age, the Neolithic Age and the Metal
or
Ages.
The Paleolithic period
About a million years ago, Spain was inhabited by hominids,
M
or early human beings. Modern people appeared in Spain
about 35.000 years ago. They were nomads, and moved from
place to place. They lived in caves or huts. They obtained
their food by hunting, fishing and gathering wild plants.
s
People lived in family groups, called clans. They lived short
lives, and many babies died at birth.
The Neolithic period

in
Later the population of the peninsula and the Balearic

Islands became sedentary.
G
They built the first settlements.

People lived in tribes, which were larger than clans. Each
tribe member had a specific job, such as cultivating the
land, looking after the animals or making tools and
IP
weapons.
The Metal Ages

CE
About six thousand

years ago, people learned to use metals. First, they used
copper and, later, bronze and iron, which were more
resistant.
Settlement became villages, which were surrounded by
walls for protection. Every village was run by a chieftain.
New inventions

CEIP Gins Morata
Almera
In the Metal Ages, three very important things were invented: the wheel, the sail and the
plough. The wheel enabled people to transport heavier goods by cart. The sail enabled boats to
move using wind energy. In time, boats became larger and could transport more people and
goods. The plough was pulled by animals. Therefore, people could plough larger areas of land
much faster.
a
Prehistoric heritage
at
Prehistoric people were the first to:
* Use fires to cook their food and protect themselves from the cold.
* Make clay pots.
or
* Use animal hair and looms to make cloth.
* Create art forms, such as cave paintings.
Megalithic
M
monuments
The people who lived

during this period
s
built monuments
with huge stones
called megaliths. For
this reason, they
in
are called megalithic

monuments. Many
people were needed
G
to build these
monuments. The
enormous stones were rolled on tree trunks by people pulling on ropes.
IP
CE
Paleolithic Painting Neolithic Painting

CEIP Gins Morata
Almera
UNIT 13: PREHISTORY

ACTIVITIES
1.- Are the sentences true or false? Write T (true) or F (false).
a
a. Prehistory is the long period before the invention of the wheel.

at
b. The Stone Age began about five million years ago.
c. In the Palaeolithic period, people moved from place to place.
or
d. In the Neolithic period, people made pots and cloth.
e. In the Neolithic period, people built the fi rst cities.
M
f. The Metal Ages began about ten thousand years ago.
g. The wheel and the plough were invented during the Metal Ages.

s
h. During the Metal Ages, craftsmen made weapons and jewellery.
2.- Match
in
G

IP
During the Neolithic Age, people learned to stone. Polished stone tools
CE
were more than the roughly-made stone tools used during the Palaeolithic Age.
Because of this, tools became more . Neolithic people invented to
turn the soil , to cut grain and hand to grind it. Another
important development during the Neolithic Age was the making of . Cloth
was made from the of animals and was woven on machines called .

CEIP Gins Morata
Almera
4.- Write Palaeolithic, Neolithic or Metal Ages.
People lived in towns.

People lived in villages.
People lived in caves.
a
People hunted and gathered fruit.
at
People farmed and kept animals.
People became soldiers and traders.
or
People built megalithic monuments.
People painted human figures on cave walls.
M
People painted animals on cave walls.
They made tools from polished stone
They made tools from metal.
s
They made simple tools from stone.
5.- Write T (true) or F (false).

in
The Metal Ages began around 3,000 years ago .

G
The first metal objects were made using copper.

People later used bronze and iron.
People made objects including weapons, tools and ornaments.
Metal objects were less resistant than objects made of stone.
IP
6.- Name the metal objects in the photographs.

CE

CEIP Gins Morata
Almera
READ AND LEARN

Digging up the past
Eva is a student. Last summer, she spent part of her summer holidays working on a dig (or
archaeological excavation). Her favourite subject is History and she loves finding things which bring
a
the past to life.
The site where Eva worked last summer is near Alicante. The government had started to build a new
at
road. Then, one of the excavating machines uncovered some old stones. These stones were ruins
which belonged to a very old building. The government stopped building the road and put up a
fence to protect the area. Archaeologists came with helpers such as Eva. Carefully, they
or
began to take away the earth and slowly the remains of ancient civilisations began to emerge.
Its very interesting, says Eva. The first layer looks like the remains of a Roman villa or bath
house. But under that, we found objects from earlier periods. There are fish hooks and other
M
tools. They are probably from the Phoenician or Carthaginian civilisations. We also found
some pots and jewellery which are definitely from Iberian times: some of the decoration is like
that on the Lady of Elche.
I hope the government doesnt start building the road again. This is a very important site. It can
s
teach us a lot about the people who lived here before us and their way of life. Who knows? If we
continue to dig, we could find something from prehistoric times.

in
1.- Match the words and the definitions

G
IP
CE

CEIP Gins Morata
Almera
a. What did Eva do last summer?

b. When was the site discovered?
c. What remains are in the first layer?
a
d. What remains are under the first layer?
at
e. What does Eva hope to find in the future?
f. What must the government do to preserve the site?
or
3. Complete the table
M
s
in
G
4. Write a letter.
Imagine that you are working on a dig. Write a short letter to your English pen pal about your
experience. Use these questions to help you.
Wherewasthedig?Whatruinsdidyoufindthere?Whatobjectsdidyoufind?Which
IP
civilisationsaretheyfrom?Howdoyoufeelaboutyourdiscoveries?
Dear ,
IamwritingtotellyouaboutthedigwhereIworkedthissummer.Itwasin/near
CE
Bestwishes,

CEIP Gins Morata
Almera

UNIT 14: ANCIENT HISTORY
The Iberians and the Celts
a
In pre-Roman times, two main groups of tribes
inhabited the peninsula:
at
The Iberians lived in the east and south of
Spain. They were warriors, herders,
or
farmers, craftsmen, merchants and slaves.
The Celts entered Spain from the north,
and generally settled in the north and
centre of Spain. Their tribes were divided
M
into family clans. They were herders and
farmers. They were also expert
metalworkers, who made jewellery,
weapons and tools.
s
The Celts mixed with the Iberians to form the Celtiberians.
.
Early colonists
in
The Phoenicians were traders from Asia. They settled on the south coast. In 1100 B.C. they
founded Gades (now Cdiz), the oldest city in Western Europe. They became important trading
partners of the Tartessians.
G
The Greeks settled on the Mediterranean

coast. They came to trade ceramic objects
for metals. They founded the cities of
IP
Denia and Ampurias.
The Carthaginians came from North

Africa to trade metals and cloth. They also
CE
settled on the Mediterranean coast and

founded the city of Cartagena.
These colonising civilisations lived and
traded with the Celtiberians for centuries.
They left cultural legacies, such as the
alphabet and metal coins.

CEIP Gins Morata
Almera
Roman Hispania
In 218 B.C. the Romans defeated the Carthaginians in a war for the control of the
Mediterranean Sea. However, the Romans did not complete their conquest of the Iberian
Peninsula until 19 B.C. because of resistance from peoples in the interior, north and west.
a
The peninsula became part of the Roman Empire and
at
was now called Hispania.
Its inhabitants gradually adopted Roman customs, and
they were ruled by Roman law.
or
They spoke Latin, the language of the Romans. Later,
they became Christians.
The governor of Hispania was a Roman. He was
responsible for keeping order and collecting taxes.
M
Iberian leaders joined the Roman aristocratic class,
and participated in government.
Hispano-Roman society
s
There were two groups of people in Hispano-Roman
society: free people and slaves.
Free people were very rich men and women, such as
in
important merchants, landowners and families from

Rome, and other more humble people, such as
craftsmen and small merchants and farmers. Free
G
people had rights and could take part in government.

Slaves were owned by another person. They worked
on the land, in domestic service or as gladiators at
the circus. Slaves had no rights.
IP
Roman art
The Romans were excellent builders. They used two

CE
new materials for building: cement and concrete, which is a mixture of stones, cement and
sand. They built bridges, as well as aqueducts to carry water to the cities. To decorate floors
and walls, the Roman used paintings or made mosaics with tiles made of stone or coloured glass.

CEIP Gins Morata
Almera
UNIT 14: ANCIENTE HISTORY

ACTIVITIES
1.- Unscramble the letters and write the words.
a
at
There were two groups of people living on the Iberian Peninsula in the first millennium B.C.; the
and the . Then, the first colonists arrived from the Mediterranean Sea: the
, the , and the .
or
2.- Read the sentences and circle the correct words.
M
a. The Iberians lived in the south and east / north and west of the Iberian Peninsula.
b. They lived in hill forts, which were fortified villages built in high places / by the sea.
c. Their houses were rectangular / round and organised in streets.

s
d. The Iberians lived in tribes / alone.
e. Many of the tribes were governed by a chieftain / a king.
f. Most of the population worked in farming and stockbreeding / fishing.

in
g. The Iberians were expert craftsmen / sailors.

G
3.- Write Iberian village or Celtic village.

IP
CE

CEIP Gins Morata
Almera
4.- Complete the chart.
a
at
or
5.- Write free person or slave.
M
s
in
G

IP
CE
Once they had conquered , the Romans made it part of the Roman Empire.
They divided Hispania into . At first, there were three provinces: ,
and . Later, in the 3rd century A.D., there were two more
provinces and . . Each province was ruled by a .
The Romans introduced the of the Roman Empire throughout Hispania. Many of
todays laws are based on these.

CEIP Gins Morata
Almera
READ AND LEARN
The Roman Army
The Roman Army was made up of men from all over the Empire. Women could not join the army.
The men were professional soldiers. Their job was to fight and to defend Rome. The soldiers had
a
to stay in the army for at least 25 years and they could
not marry until they left the army.
at
If a soldier was brave and fought well, he could become a centurion in charge of about 100
legionaries. Each group of men was called a century. There were 50 centuries in a legion and about
30 legions in an army. Centurions carried a special stick to show who they were. They also wore
or
special armour to show their importance.
A Roman soldier carried a short sword and a spear called a pilum. He wore armour and a helmet
on his head made of metal. He also carried a large shield of wood or leather which curved around
M
his body. In battle, the soldiers marched in flexible lines. If the enemy shot arrows at them,
they soldiers lifted their shields over their heads to form a protective roof. This was known as a
testudo, which means tortoise.
Roman soldiers had to be strong. They sometimes had to march more than 30 kilometres a day
s
wearing their armour. They also had to carry their shield, some food and camping equipment. Life
for a Roman soldier was often hard and lonely. Some Roman mothers sent their sons letters and
parcels of food and clothes from Italy. Some of these letters have survived and we can see them
today in museums.
in

G
1. Choose the best answer

IP
CE

CEIP Gins Morata
Almera
2. Complete the sentences with a word from the text.
a. The Roman army was made up of well-trained, soldiers.
a
b. The Roman had armies in many countries.
c. The soldiers who made up a century were called .
at
d. A legion had about 50 in it.
e. An army had about 30 .
or
f. A was someone in charge of other soldiers.
g. Roman soldiers carried a , a spear and a shield.
h. A Roman soldiers helmet was made of
M
3. Complete this letter from a mother to her son in the Roman army.
.
s
food girlfriend soon well weather camp cold wool
in
Dear Aulus,
I hope you are . We are all well here. I hear that the
G
is very cold where you are now. I am sending you some gloves made of . Im sure
your hands get very when you are guarding the . Im also
IP
sending you some cheese because I know that you miss our delicious . I hope
that you receive it. We all miss you.

CE
Your Flavia is very sad and thinks about you all the
time. Take care of yourself, son, and come back to us .
Your loving mother

CEIP Gins Morata
Almera

UNIT 15: THE MIDDLE AGES
The Visigothic kingdom
a
Initially, the peninsula was controlled by both the
Visigoths and the Suevi, who inhabited the north-west.
at
The Visigothic kingdom was ruled by a king. One of the
most important Visigothic kings, Leovigild, made Toledo
the capital of the kingdom and conquered the Suevi. The
or
Visigothic kingdom lasted until 711 A.D. when Roderic, the
last Visigothic king, was defeated by the Muslims.
M
The Muslim invasion
Muslims from northern Africa invaded Visigothic Spain in

711 A.D. It only took them a few years to defeat the
s
Visigoths. They occupied most of the peninsula and the
Balearic Islands. This territory was called Al Andalus, and
its capital was Cordoba.
Al Andalus became a province of the Muslim Empire and
in
was governed by the caliph of Damascus in Asia.
The end of Al Andalus

G
The taifas fought among themselves and this helped the

Christians kingdoms to gain territory. New groups of Muslims came from Africa to reunite the
taifas. However, in 1212 the Christians defeated the Muslims at the Battle of Las Navas de
IP
Tolosa. In 1492 the Catholic Monarchs conquered the only remaining Muslim kingdom, the
Kingdom of Granada.
CE
The Christian kingdoms
The long period of expansion of the Christian kingdoms started only eleven years after the
Muslim invasion. It is called the Reconquest.
By around 1230, there were four large kingdoms in the Christian territory:
*The Kingdom of Portugal, which declared its independence from the Kingdom of Leon.
*The Kingdom of Navarre, which included Navarre and part of La Rioja.

CEIP Gins Morata
Almera
* The Crown of Aragon, which was formed by the Catalonian Counties, the Kingdom of Aragon,
Valencia and Majorca.
* The Crown of Castile, which included the Kingdom
of Castile and the kingdom of Leon. It later included
part of Andalusia.
a
In 1479, Isabella I of Castile married Ferdinand II
of Aragon, and the Crowns of Castile and Aragon
at
were united. In 1492, the Catholic Monarchs
conquered Granada, the last Muslim Kingdom on the
peninsula.
or
Society in Al-Andalus
After conquering the Peninsula, the Moors were
M
tolerant towards Christians and Jews and allowed them to
continue to practise their religions and customs. As a result,
many Christians stayed in Al-Andalus. Only a few left and
went to the north of the Peninsula.
s
Al-Andalus society was very diverse. It was made up of people
from different religions.
The Moorish conquerors were the most powerful group. They
occupied government posts and owned the best lands.
in
The Muladi were Christians who accepted the Muslim religion.

Some of them converted so they would not have to pay taxes.
The Mozarabs were Christians who continued to practise
G
their religion.
The Jews were a minority. They lived in districts separated from the other inhabitants.
Society in the Christians Kingdoms

IP
There were two large groups of people in the Christian kingdoms: the privileged and the non-
privileged.
Privileged people were the noblemen and the clergy. These
groups did not pay taxes. Noblemen lived in castles, owned
CE
great properties and were very rich. The clergy were the
monks and nuns who lived in monasteries, and the priests
and bishops who looked after the churches.
The non-privileged had to pay taxes. This group was made
up of peasants, craftsmen and merchants. The peasants
formed the largest group. They lived in villages near the
castles. The majority of them cultivated the noblemens
land. The craftsmen and the merchants lived in the cities.

CEIP Gins Morata
Almera
UNIT 15: THE MIDDLE AGES

ACTIVITIES
1.- Circle the correct answer. Then, write the sentence.
a
The Visigoths were a. Muslims. b. a Germanic tribe.
at
The capital of the Visigoth kingdom was a. Toledo. b. Cordoba.
or
2.- Match the people to the descriptions.
M
s
in
3.- Look at the map of the Iberian Peninsula around 1200. Write the numbers next to
G
the places.
IP
CE

CEIP Gins Morata
Almera
4. Circle the correct option.
a. The highest authority of the Muslims was the king / caliph.
b. The religion of the Muslims was Latin / Islam.
a
c. The Christians lived in the countryside / cities in the north of the peninsula.
d. The Muslims built mosques / churches to practise their religion.
at
e. The first Christian kingdom was in Navarre / Asturias.
f. After the year 1000, Al Andalus broke up into small caliphs / taifas.
or
g. The Christian kingdoms prospered / weakened.
h. The Catholic Monarch conquered Crdoba / Granada in 1492.
M
5.- Match the sentence halves about life in Al-Andalus.
s
in
G
6.- Write T (true) or F (false).

IP
CE

CEIP Gins Morata
Almera
READ AND LEARN

The Alhambra
The Alhambra in Granada was built by the Muslims when Spain was known as Al Andalus.
Originally it was a fortress, a palace and a small city all in one. Today, it is one of the most
a
popular tourist attractions in Spain. The name alhambra comes from an Arabic word and means
red castle. This probably refers to the colour of the clay used to build the walls and towers.
at
The Alhambra was completed in the 14th century by Yusuf I and Muhammed V, Sultan of
Granada. Until the end of Al Andalus, it was the home of the Muslim rulers and their court. In
1492, the Catholic Monarchs, Ferdinand and Isabella conquered Granada, the last Muslim
or
kingdom on the peninsula. The Christian court was established and the Muslims had to leave their
beautiful palace.
During the 18th and 19th centuries, the Alhambra fell into neglect. Its walls began to fall down
M
and its gardens became overgrown. After public protests, it was declared a national monument in
1870. Since then, a lot of work has been done to preserve the building for future
generations.
The Alhambra contains some wonderful examples of Moorish architecture and engineering.
s
Coloured tiles cover the walls and delicate arches surround the many patios. The gardens are
watered by a sophisticated irrigation system. One of the most impressive aspects of the
Alhambra is its position. It is built on a hill on the south-eastern border of the city and behind it
are the mountains of the Sierra Nevada.
in

G
1. Match the words with their definitions

IP
CE

CEIP Gins Morata
Almera

.
a. Who built the Alhambra?
b. What was Spain called when the Alhambra was built?
c. What was its original function?
a
d. What is its function today?
at
e. Why was the Alhambra given its name?
or
f. Who lived in the Alhambra until 1492?
g. Who lived in the Alhambra after 1492?
M
h. What happened to the Alhambra in the 18th and 19th centuries?
s
i. Why was the Alhambra made a national monument?
3. Find the following in the text:

in
a. The names of two Moorish kings.

G
b. The names of two Spanish monarchs.
c. Three types of building.
d. Two examples of Moorish art and architecture.

IP
e. An example of Moorish engineering.
f. The name of a mountain chain.

CE
4. Find out about another place or monument of Muslim origin.
Write a short paragraph. Use these questions to help you:

Where is it? When was it built? Who built it? What was its function?
What is its function today? Is it in a good condition?
What are its characteristics?

New Words
English Spanish
a
at
or
M
s
in
G
IP
CE
A. Egea
New Words
English Spanish
a
at
or
M
s
in
G
IP
CE
A. Egea
New Words
English Spanish
a
at
or
M
s
in
G
IP
CE
A. Egea
New Words
English Spanish
a
at
or
M
s
in
G
IP
CE
A. Egea

Science 2015 5º PDF

Încărcat de

Informații document

Descriere originală:

Titlu original

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

Science 2015 5º PDF

Încărcat de

Drepturi de autor:

Formate disponibile

SCIENCE

CEIP Gins Morata

5th GRADE. MINIMUM CONTENTS

What are cells like? Parts of a cell

- The membrane is the covering around the cell.

- Cells form tissues:

muscle tissue, are

- Organs form systems:

Equipo de Bilingismo Andrs Egea

The plant kingdom

Fungi can be unicellular, but most are multicellular.. Like animals,

The bacteria kingdom

The fifth kingdom

Equipo de Bilingismo Andrs Egea

UNIT 1: LIVING THINGS

1.- Name three living and three non-living things.

2.- Match the two columns.

Unicellular wall multicellular - membrane cytoplasm - nucleus - cells

a.- are the smallest living units in a living thing.

b.-Living things which are made up of a single cell are

c. Living things which are made up of many cells are

d.-The is the covering around the cell.

e. The is the part which controls the cell.

f. is between the nucleus and the membrane.

g. Plant cells also have a hard cell around the membrane.

4.- Label this cell.

Equipo de Bilingismo Andrs Egea

6. Identify and label the levels of organisation in living things.

Equipo de Bilingismo Andrs Egea

QUESTIONS ON THE TEXT

a. How many cells do bacteria usually have?

b. Where do bacteria live?

c. What do you need if you want to see bacteria? Why?

d. What do we call the smallest type of bacteria?

e. What do bacteria feed on?

f. How do we use good bacteria?

g. Find examples in the text of illnesses caused by bacteria.

h. How can we fight bad bacteria?

Equipo de Bilingismo Andrs Egea

2. Complete the text about good bacteria.

Some bacteria are harmful and others . The

good bacteria can be found in such as

Bad bacteria can cause

a. Who was the first person to see

bacteria through a microscope and

b. Look up the word bacterium in a dictionary.

Why was it given its original name?

Equipo de Bilingismo Andrs Egea

5th GRADE. MINIMUM CONTENTS

Flowering plants are the biggest group of plants.

Angiosperms have flowers and fruit.

They need shade and

rocks, trees and the

Equipo de Bilingismo Andrs Egea

Seeds and fruit

Equipo de Bilingismo Andrs Egea

UNIT 2: PLANTS KINGDOM

1. Match the two columns.

3. Order the stages of plant nutrition. Write 1, 2, 3 or 4.

Equipo de Bilingismo Andrs Egea

4. Circle the correct option.

a. Flowers are the nutritional / reproductive organs of plants.