Essential natural science 1 teachers resource pack

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TEACHER’S
RESOURCE PACK

www.santillana.es

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Contents
INTRODUCTION
Student’s Book organisation....................................................................................

4

Classroom techniques ............................................................................................

5

Teacher’s Resource Pack.......................................................................................... 12
PowerPoint presentations ....................................................................................... 14
Webquests.............................................................................................................. 15
Values and competencies........................................................................................ 17

ESSENTIAL NATURAL SCIENCE
PROGRAMMING AND RESOURCES
1 The Universe..................................................................................................... 20
2 Planet Earth ...................................................................................................... 28
3 Living things ..................................................................................................... 36
4 Invertebrates ..................................................................................................... 44
5 Vertebrates ........................................................................................................ 52
6 The plant and fungi kingdoms .......................................................................... 60
7 The simplest living things ................................................................................. 68
8 The Earth’s atmosphere ..................................................................................... 76
9 The hydrosphere ............................................................................................... 84
10 Minerals ............................................................................................................ 92
11 Rocks ................................................................................................................ 100
12 Matter and its properties ................................................................................... 108
13 Everything is matter .......................................................................................... 116
14 Atoms and elements .......................................................................................... 124

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Essential Natural Science
Essential Natural Science is a four-level course which teaches the core curricular
objectives of Natural Science to students aged 12 to 16. Drawing on recent progress
in the field of CLIL (Content and Language Integrated Learning), the course has
been designed as an effective, user-friendly tool in the classroom. Its goal is to
combine scientific accuracy with clarity of presentation and simplicity of language.
Research tasks and stimulating activities help learners to develop valuable skills
and to reflect on the learning process.
Every opportunity has been taken to personalise the contents so that young learners
develop scientific curiosity, as well as responsibility for the world they live in.
Special attention has been paid to the following aspects:
• Sequencing of contents
• Level of difficulty in both
the explanations and
the activities
• Quantity and diversity
of the activities
• Quality of the illustrations
and visual explanations
• Level of English used
throughout the course

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Student’s Book
GENERAL ORGANISATION
The fourteen units are structured into four learning blocks that take the student from
the broadest concept - the Universe, to the smallest concept - the atom.
Learning block I

The Universe and the Solar System; the Earth

Learning block II

Living beings: invertebrates, vertebrates, microorganisms

Learning block III

Materials that make up the Earth: the atmosphere, the hydrosphere, minerals and rocks

Learning block IV

The chemical study of material: matter, molecules and atoms

Learning to learn

Each of the four blocks is introduced by a double-page spread which gives students
their first contact with scientific procedures. These pages provide initial training in
study skills necessary for the young scientist, in preparation for the themes to be
studied. The focus of these pages is on learning to learn - finding one’s way in the
scientific world. The topics presented on these pages are:
• The telescope
• The optical microscope
• Other scientific instruments: the stereoscopic microscope, weather instruments
• An introduction to the Periodic Table of Elements

UNIT ORGANISATION
The fourteen units are organised in the same way:

4

Introductory page

What do you remember?: photographs with questions to stimulate recall
of prior knowledge
Content objectives: scientific learning objectives
Key language: a summary of the key language structures and functions
used throughout the unit

Unit development

The main theme is divided into sections
Each section answers the title question and develops the concepts in detail
Activities on the page ensure reinforcement and extension practice of both
scientific concepts and language

Hands on

One page of practical activities to carry out in the classroom (or the
laboratory if available)

Activity page

One page of round-up activities for revision and extension

Unit summary: What should you know?

A summary of the key concepts, also recorded on the Student’s CD


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Language support
Meticulous language support throughout Essential Natural Science reflects the
fact that Science is being taught in English, and English through Science.
• Key language focuses attention on structures and functions that appear
regularly in the unit.
• Activities are often accompanied by word or sentence prompts as guidance.
• The Vocabulary appendix groups terms from each unit with a brief
definition. See pages 160 - 163.

• The Key language appendix offers more language models. See pages
164 - 167.
• Pronunciation can be practised by listening to the recording of the unit
summary, What should you know? provided on the Student’s CD.

Classroom techniques
UNIT INTRODUCTORY PAGE
To take maximum advantage of this page, use some of these techniques:
• Photographs and questions. Focus attention on the photo/s and ask:
What does this photo represent? If students answer in L1, rephrase
their answers in English: Yes, it’s a photo of / it represents…
• Read the title and ask: How is the photo related to the title? Make sure
you rephrase all the answers in English.
• Help activate prior knowledge by creating a word map on the board.
Elicit words or phrases directly related to the theme of the unit.
• Introduce each of the three introductory sections separately.

What do you remember?
• Read the questions aloud, then students work in pairs or groups to answer.
• Encourage students to share and compare their responses: Let’s share
information for question 1. Do you remember anything about ... from previous
courses? Can you name other things that belong to this group? etc.
• Add new vocabulary contributed by the class to the word map on the board.

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Content objectives
• Read and explain the content objectives. Encourage learners to predict what
they will learn: What do you think we will discover with regard to the first
objective? Give priority to the content of the students’ predictions rather than
the correctness of their English.

Key language
• Read the headings and examples aloud. Ask
students if they can provide more examples:
Can you make other sentences like these?
• Turn to the Key language section at the end of
the book. Students will find new examples of
language functions for each unit.

LEAD-INS
Devise a variety of lead-ins (short activities at the beginning of the lesson).
Create a file with the more successful ones and use them every day with books closed.
Some practical suggestions:
• Use simple ‘true or false’ statements to focus attention on a new topic,
for example: Plants and fungi belong to the same kingdom. True or false?
All rocks are solid. True or false?
• Do quick hand counts to assess how much practical experience students have:
Put up your hand if you have ever seen an eclipse; visited a planetarium …
Count the hands and present conclusions: Most students have (never) visited
a planetarium.

• Carry out a demonstration or quick experiment and ask a question about it:
What happens when I drop (a plastic bottle / a rubber ball) on the floor?
What would happen if I dropped (a glass bottle)?
• Do ‘brain gym’: write the letters H I J K L M N O and tell students they
represent the word ‘water’ (H to O or H2O); What is 2 and 2? (4 or 22).
• Brainstorming: Find three scientific terms beginning with the letter ‘s’.
Say the names of the planets in alphabetical order, etc.
• Use the Vocabulary organiser, provided on the Student’s and Class CDs.
Write a scientific term on the board and ask individual students what it means
in L1, how to pronounce it and what visual and written association they might
give it.
• Arouse students’ curiosity: cover a shoe box with attractive paper and keep it
in the classroom. Put interesting specimens, related to the content of the day’s
lesson, into the box (rocks, a leaf, an insect, etc.) Invite students to guess what
the specimen might be: What’s in my mystery box today? Encourage students
to provide specimens as well.

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UNIT DEVELOPMENT PAGES
Most units contain between 6 and 8 sections.

Each section begins with a numbered scientific
question to be answered and developed in various
sub-sections. Highly effective visuals accompany
the texts, and the key vocabulary is highlighted
in bold.

Did you know that…? boxes provide interesting
additional information related to some of the main
texts.
The majority of the content pages feature an
Activities box. Students carry out the tasks directly
related to the content of the section, or do
supplementary research on the topic.

Before reading
Whenever introducing a new section, use some of these techniques
to aid reading comprehension. Read Essential Natural Science, page 64,
to follow this explanation.
• Presentation: Read the section number and
question aloud. For example, Two. What are
non-flowering plants like? Brainstorm possible
answers. If reading out a yes / no question, for
example, Can plants react?, students predict
what the answer might be.
• Skimming: Ask a general question about the
section: How many types of non-flowering
plants are there? The bold words in the first
paragraph, the headings of the two subsections that follow, as well as the drawings,
provide an immediate answer: Two. Ask:
What are they? and elicit the answer:

Mosses and ferns. This helps students
become familiar with how the information
is structured and presented.
• Scanning: Copy an incomplete sentence or definition from a section on the
board. Students complete it with the appropriate word, for example: Mosses
produce
inside capsules. Or, ask a question that students can
answer by looking at the text more closely: Where do spores grow? This helps
students focus on specific information.
• Focus on key vocabulary: Draw attention to the words in bold, then ask
students to refer to the Key vocabulary on pages 160 -163 to find some
definitions. Encourage them to complete the Vocabulary organiser for each
unit. (See Vocabulary organiser, page 9.)

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• Focus on Key language: Ask: Can you find any examples of the key language
here? Students refer back to the introductory page, then scan the text again to
find examples. They copy the functions in their notebooks and colour-code
both the functions and the grammar points to improve recall:

Comparing – Ferns are bigger than mosses.
Making generalisations – Most gymnosperms are evergreens.

While reading
• Specific task: Students read the page individually or in pairs to complete
a task, for example, finding a definition or answering a specific question.
• General task: Ask students to find the main idea in the text.

After reading
• Students can be asked to summarise the text orally, or in writing, especially if
it describes a process or transmits an opinion.
• They can also read the text again and write down key facts in note form:
Mosses: non-flowering, non-vascular plants. No true roots, stems or leaves…

ILLUSTRATIONS
The illustrations in Essential Natural Science include high-quality photographs,
drawings, maps, charts and diagrams with captions which provide explanations
and / or additional information. The drawings illustrate states or conditions that
cannot be represented with photos, such as processes. They are labelled to provide
students with essential key vocabulary.
The illustrations in the Student’s Book satisfy the following criteria:
• Quality: chosen for their clarity and level of detail
• Representativeness: the best-known and most frequent examples are shown
• Ease of identification: all the necessary references are provided

EXPLOITING THE ILLUSTRATIONS
Depending on the type, an illustration can be used to help students quickly grasp
a complex idea or set of data, describe a situation or a process, predict an outcome,
support an explanation or develop observation skills and attention to detail.
Do the following activities:

• Make sure students know the meaning of these terms: diagram, close-up,
magnified image, cross-section, graph, bar graph, pie chart and table. They
should use the correct term when describing an illustration.

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Plants

shell

stomach

water 74 %

body mass

lung

eyes

lipids

0.8 %
foot
Cross-section of a snail

mouth

mineral
salts 3.2 %

proteins
3.2 %

glucides
19 %

Pie chart of organic and inorganic substances

• Identify the type of illustration and say what it represents: This is a (cross-section)
of (a snail). This (pie chart) shows the percentages of organic
and inorganic substances in plants.
• Focus attention on the caption and read it aloud, then help students reword
the information: The pie-chart shows the percentages of organic and inorganic
substances in plants.
• Read the labels that flag the different parts of the illustration and make sure
students know how to pronounce the words. They may add new words to their
Vocabulary organiser for the unit.

ACTIVITIES
Activities throughout the unit provide exercises to help students analyse, revise,
extend and summarise the new concepts. There are several different types:

• Global comprehension activities. These include questions to help students
clarify concepts, compare elements by describing similarities and differences,
describe the outcome of experiments, draw inferences from known facts,
or use logic to solve problems. These questions require a degree of linguistic
competence on the student’s part. Encourage them to consult the Key
language boxes and the Vocabulary and Key language sections at the end
of the book.
• Activities based on illustrations. These involve observing or producing
a drawing, a diagram, a graph or a chart. Remind students that clear,
uncluttered pages and neat labelling are essential, and spelling should always
be double-checked.
• Activities based on research. These aim is to help develop research skills and
skill in collecting, selecting and representing information gathered from
different sources, such as encyclopedias, books, specialised publications and
the Internet. Students can work in groups, especially to produce the end of
unit Web task. Encourage them to create multi-media presentations to show
to the class.

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HANDS ON

• One page per unit provides a practical activity designed to foster scientific
skills. Some of these activities can substitute for work in a Science laboratory,
or, indeed be carried out in a laboratory. The activities have been chosen
so that students acquire scientific methodology and observational skills
and become familiar with scientific procedures.
• The experiments are safe, easy to set up and do not require complicated,
expensive materials. The methodology can be studied without performing
the experiments at all.
• The Hands on activities encourage students to apply the knowledge they
have acquired to the comprehension of the world around them.

WHAT SHOULD YOU KNOW?
• The end-of-unit summary synthesizes the most important concepts which
have been taught, providing a concise overview. This summary is recorded
on the Student’s CD and can be used for revision and additional oral and
pronunciation practice.
• What should you know? pages are ideal as revision sheets, to be studied
before the Unit test, or before main exams.
The track number is supplied on the CD icon: 1

PROJECTS
• Each unit summary is followed by one or two Projects in which students can
relate science to technology, society, and the environment. If done in pairs
or groups, the projects will ensure more varied input and help students
develop strategies for successful team work, such as delegating, sharing
and negotiating.

STUDENT’S CD
The Student’s CD provides the following resources:
• Audio tracks. The unit summaries What should you know? can be used either

in class or by the students at home to revise the content of the unit and to
practise the pronunciation of key vocabulary and expressions.
• Web tasks: one, sometimes two, per unit. Each task poses a question to solve,
together with several pre-selected links to the Internet. Web tasks are miniresearch tasks: students are instructed to go to selected web pages to find the
information they need. They then represent the results in the form of reports,
graphs, posters, etc. They can be done individually, in pairs or in groups.
• Activity sheets. Blank diagrams for students to use to revise the key unit
vocabulary. There are between two and four per unit. They can be printed out
and completed individually or in pairs.

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• Vocabulary organiser: Students can print out the template and complete it with
key vocabulary as they work through a unit. Explain the layout at the beginning
of the course:
– One organiser or more for each unit. Students print out as many as they need.
– Each sheet is divided into five columns: students write the English word in
the first column; the translation in L1 in the second; the pronunciation in the
third column. The fourth and fifth columns are optional: in Visual
association, students draw or doodle whatever helps them visually recall the
word. In Written association, students can write anything that will help them

memorise the word: a play on words, a word set, etc. Encourage them to use
colour on these sheets to highlight important information or words they have
difficulty remembering.
– These sheets should be filed with the worksheets and activity sheets.

VOCABULARY ORGANISER

English

UNIT

My language

Pronunciation

Visual association

Written association

࡯ ESSENTIAL NATURAL SCIENCE 1 ࡯ PHOTOCOPIABLE MATERIAL © 2008 RICHMOND PUBLISHING • SANTILLANA EDUCACIÓN, S. L. ࡯

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Teacher’s Resource Pack
The Teacher’s Resource Pack provides the following material for each unit:

1. UNIT INTRODUCTION AND PROGRAMMING
This double page includes the objectives and contents as well as the assessment
criteria (expressed as ‘Can-do’ statements) for each unit. A list of the competences
the students are expected to develop is provided, as well as the activities related
to each competence.

2. REVISION, EXTENSION AND ASSESSMENT WORKSHEETS
There are five worksheets per unit.
• Worksheets 1 and 2. Word games and simple exercises recycle and revise the
vocabulary, key language and structures of the unit.
• Worksheets 3 and 4. A variety of exercises: jigsaw tables and charts, word
maps, question loops, etc., to revise both the scientific content and the key
language of the unit. Worksheet 4 is designed as an interactive activity for pairs
or groups.
• Worksheet 5. This provides an optional reading passage as an extension
activity. More challenging in language level than in Essential Natural Science
in general, it develops one of the central themes of the unit, followed by
comprehension questions and exercises. Use Worksheet 5 essentially for
the more advanced students.

Exploitation of worksheets
• A score box is included on each worksheet. Students can mark each other’s
work in class. In this way, they will know immediately how well they have
done and which areas they still need to work on. The answer key is provided
on the Teacher’s CD.

• These worksheets are flexible and can be used at any point during the lesson,
as a quick test of what has just been presented, as extra preparation for the
Unit test or to be done as homework. They address the need for diversity in
the classroom: to revise and / or extend both the scientific contents as well
as the language structures. They are designed to be completed individually,
but challenged students may gain from working with a partner.
• The worksheets should be photocopied as required. Hand them out and read
out the instructions. Students may find coloured pencils or fluorescent markers
useful to highlight details.
• The worksheets can be filed in a folder and used for revision when needed.

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3. RESOURCES FOR ASSESSMENT
Can-Do statements
The Can-Do statements provided in each unit introduction reflect the objectives
expressed in terms of measurable achievements.

Unit tests
There is one photocopiable test per unit, divided into two parts: multiple choice
questions followed by a reading / writing task. The answers are provided

on the Class CD.

Class CD
The Class CD includes all the material on the Student’s CD and in addition:
• Answer key: Answers for all the activities in the Student’s Book, as well as
the answers to the Worksheets and activity sheets.
• Audio material: One task listening per unit, usually identifying, saying True
or False or classifying. This provides excellent aural practice for students
and can be used in different ways, for example, asking students to summarise
what they have heard in writing, take notes while they are listening or listen to
all the questions before answering them rather than giving an answer after
every question.

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PowerPoints
The Class CD provides 14 PowerPoint presentations, one for each unit in Essential
Natural Science.
The PowerPoints include diagrams, cross-sections, charts and graphs which will
help present the course contents to the class. Animations and simple activities are
also included. The contents of the PowerPoint presentations go beyond the scope of

the Student’s Book in many cases. These can be used for extension activities.

USING POWERPOINT PRESENTATIONS
PowerPoint presentations are an excellent
medium for imparting and receiving
information in the classroom. Teachers and
students alike benefit from the combination
of texts, visuals and sound in interactive
slideshows.
PowerPoint is a presentation software
program, included as part of the Microsoft
Office package. If your computer is preloaded with Microsoft Office, you probably
already have PowerPoint installed. The
program is designed to produce slideshows
which can incorporate text, graphics, video and animation. Just click Start and select
Programs to find it. If you do not have PowerPoint installed, visit this link for
information: />PowerPoint presentations are easy to create. There are many good tutorials on the
Internet. For example:
/> /> />For students, creating PowerPoint presentations can be highly stimulating and good
fun. The research and analytical skills needed for the task are as important as the
presentation itself.

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Webquests
Webquests are activities in which students must obtain most of the information they
need from the Internet, in order to complete a task. The information is pre-selected
so that the student does not get lost in the huge amount of information available,
much of which is not reliable. The student’s main task is to analyse and synthesize
the information.
Webquests combine individual and group work, so the students work together and
learn through cooperation. They provide:
• Motivation. Most students enjoy working with computers and find it motivating.
Webquests pose problems which inspire curiosity and a desire to find answers.
• Skills development. Finding and selecting information, synthesis
or analysis. Students also learn to develop their own criteria and draw their
own conclusions.
• Personalisation. Webquests allow students to work in a more personalised way.

Organisation
The Webquests have five parts:
1. Introduction. This gives the student basic information about the proposed
activity. It creates interest and curiosity about the subject to be researched.
2. The task. This section explains what the student is expected to do. Tasks can
vary: creation of a webpage, a report, or a brochure, an oral presentation, a
dramatisation, a role-play, etc.
3. The process. This stage describes the steps the student should follow in order
to carry out the task successfully. All the links are provided in order to obtain
the necessary information, and are clearly connected to the questions asked.
The Webquests provide all the sources of information needed, such as web
pages, documents…

4. Evaluation. This comes at the end of the process when the task has been
completed. A table of assessment is supplied which can assess content, final
outcome, and personal involvement of the student in carrying out the task.
This type of assessment has its advantages: the students know what is
expected of them at every stage which helps them to focus on their task.
They can also assess themselves and so become aware of their own
learning process.
5. The conclusion. The final stage of the task gives students the opportunity
to reflect on their work and what they have learned. It also provides an
opportunity to correct possible errors and improve the Webquest.

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THE WEBQUESTS IN ESSENTIAL NATURAL SCIENCE
There are three webquests, linked to the contents of Essential Natural Science. They
provide an alternative, less conventional way of studying aspects of the syllabus.
1. Our future home. The exploration of the planets and a comparison with Earth.
To accompany Units 1 and 2 of the Student’s Book.
2. Paradise corner. Ways to preserve the animal and plant world. To accompany
Units 3 - 6 of the Student’s Book.
3. A journey to the wonders of nature. The exploration of beautiful places on

Earth. To accompany Units 9 and 11 of the Student’s Book.
All three Webquests require both group and individual work.

EXPLOITING THE WEBQUESTS
Before starting
• Explain the different sections and talk about the general organisation of the
Webquest: the topic, group formation and the roles of its members, the time
they have to do the task and the final outcome. If necessary, they can write
down the purpose of the task so they can refer to it.
• Focus the students’ attention on the task and awaken their interest in the
subject: read a fragment of a relevant book, show part of a film, etc.

Collecting information
• The students have a variety of sources at their disposal and they have to select
those which are relevant. They should analyse the information and decide if it is
useful. Advise them to print out only useful information.
• As students collect information, they can organise it by creating a rough
version.
• They may need to collect pictures or recorded material to finish their task.
• Finally, explain the importance of communicating findings to the group.

Processing information
• Remind students that they should synthesize the information obtained,
keeping in mind how they are going to communicate it later.
• Explain the importance of editing the information: they should write correctly
and make any necessary corrections.

Communicating the information
• Tell the students that they should express clearly their main ideas.
• Explain that they should keep in mind their audience and the format they are

required to use.

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Values and Competencies
VALUES
The area of Natural Science is the appropriate scientific context in which to help
students reflect on issues related to the environment and to health. In Essential
Natural Science, the topics presented for discussion include the need for adequate
eye protection when observing eclipses, the dangers of antibiotics abuse, the
dangers posed to health by certain industries, protection against harmful radiations
(Health Education), as well as conservation of the Earth’s biological resources, the
importance of invertebrates in the food chain, poaching and illegal animal trade, the
control of pests by natural means, the development of responsible consumer habits,
and the need to reduce water consumption (Protection of the Environment).
The Introduction to each unit provides examples for discussing the values related to
the theme.

KEY COMPETENCES
Competence is the capacity to use one’s acquired knowledge, abilities and personal
attitudes in different contexts and situations.

Key competences feature the following characteristics:
• They focus on the development of abilities rather than the assimilation of
theoretical content: individuals become ‘competent’ when they learn how to
solve problems effectively.
• They are dynamic because they develop progressively and can be acquired
in different learning situations and institutions.
• They are interdisciplinary and transversal because they integrate knowledge
that originates in different academic disciplines.
• Once acquired, they will become part of the student’s lifelong learning
experience.

Reasons for including key competences in the
secondary curriculum
• They integrate formal and informal learning experiences.
• They allow students to use their skills in widely differing contexts.
• They help clarify objectives, content and assessment criteria in all
the subjects.
• Each area can contribute to the development of key competences which
are then applied to other areas or subjects.

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THE EIGHT KEY COMPETENCES
The following key competences are considered necessary and should be
developed in all the subjects of the curriculum.

Competence in linguistic communication
The use of language as a tool for oral and written communication.

Mathematical competence
The ability to use numbers, perform basic operations and understand
the symbols and forms of mathematical reasoning.

Knowledge and interaction with the physical world
The ability to interact with the physical world and apply the scientific method
to explain its phenomena.

Processing information and digital competence
The ability to find, obtain, process and transmit information using traditional
and modern technologies.

Social competence and citizenship
The ability to understand the social reality in which we live and the desire
to contribute to its development.

Cultural and artistic competence
The appreciation of cultural and artistic manifestations through the ages
and in different cultures.

Competence in ‘learning to learn’
The ability to plan courses of action and set oneself goals in order to develop

efficiency and autonomy during the lifelong learning process.

Autonomy and personal initiative
The ability to imagine, develop and evaluate individual or collective projects
creatively, self-confidently and with critical sense.

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THE CONTRIBUTION OF SCIENCE TO THE KEY COMPETENCES
• Linguistic communication
It includes the use of formal scientific terminology and the ability to use it with
sufficient precision in both oral and written work.

• Mathematical competence
Mathematical competence enables students to elaborate mathematical models
and solve problems in order to interpret the physical world.

• Knowledge and interaction with the physical world
Knowledge of the physical world is the basis of all Science. Scientific knowledge
integrates strategies in order to learn how to define and solve problems, design
experiments, analyse results and communicate them. Knowledge of one’s own

body and caring for one’s health are also crucial in the acquisition of this
competence, as are the interrelations of people and their environment.

• Digital competence: using new technologies
The ability to select and use information found in digital media involves text
processing (copying, pasting, inserting images,…) and surfing the Internet.
Students become familiar with the different codes and formats of scientific
language (numerical and geometrical models, graphic representations, statistics,
chemical symbols, etc.).

• Social competence and citizenship
This competence helps develop group cooperation, solidarity and satisfaction at
completing given tasks. Scientific literacy constitutes a fundamental dimension of
citizen culture, allowing students to form opinions based on solid data with regard
to problems related to scientific and technological progress.

• Cultural and artistic competence
This area deals with the ability to produce accurate and elegant models to
represent scientific facts and results. It also highlights the contribution of science
and technology to the development of humanity’s cultural and artistic patrimony.

• ‘Learning to learn’
Operating with theoretical models helps develop imagination, powers of analysis
and observation skills, creativity and a critical attitude, which in turn fosters
autonomous learning.

• Personal initiative
The study of Science demands autonomy and initiative. From the moment a
hypothesis is formulated until conclusions are reached, students need to select
their resources, plan the methodology, solve problems, manage their resources

and constantly revise their results.

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The Universe

OBJECTIVES
1. To learn about the Universe and its major
components
2. To understand the enormous distances in the
Universe and do simple calculations involving
them

4. To observe the night sky and recognise well-known
stars and constellations
5. To learn about the scientific theories
of astronomical knowledge

3. To identify the components of the Solar System,

their characteristics and movements

CONTENTS
CONCEPTS

•
•
•
•
•

PROCEDURES
& KEY SKILLS

• Interpreting diagrams and images of the Solar System and its components
• Researching constellations and producing a poster
• Interpreting scientific texts

ATTITUDES

• Becoming aware of the enormous distances in the Universe and accepting
the fact that our planet is probably only one of millions of existing planets
• Showing interest in recognising celestial bodies in the night sky

Conception and components of the Universe
Sizes and distances within the Universe
The Solar System and its components
Characteristics of the planets and movements of celestial bodies
Astronomical knowledge and historical evolution

COMPETENCES
Competence in linguistic communication: understanding descriptive texts
(sections 1-6, pp. 9-14); understanding instructions (Activities, p. 16);
listening to the unit summary What should you know? (Student’s CD, track 1).
Processing information and digital competence: interpreting tables
(sections 4-6, pp. 12-14); researching the possibility of life on other planets
(Investigate, p. 17; Web task, unit 1, Student’s CD).
Competence in ‘learning to learn’: focusing on the Learning to learn section (pp. 3-5)
and Content objectives (p. 8); organising and interpreting information
(What should you know?, p. 17).

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VALUES
Peace Studies
A look at astrology and its historic links with science
and religion. Astrology asserts that the position of
certain stars and planets influence our personality,
important events in our lives and even our destiny.

Astrology as we know it originated in Babylon over
5,000 years ago as a compound of religion and
science. The scientific part was concerned with

the movement of stars, whilst the religious part
attempted to determine the relationship between
cosmic events and happenings on Earth. As human
knowledge increased, astrology was separated from
the science of astronomy and relegated by scientists
as superstition.

EVALUATION CRITERIA
1. Can identify, define and describe the major
components of the Universe

4. Can observe the night sky and recognise
well-known stars and constellations in it

2. Can understand the use of special units
to measure distances in the Universe;
can identify them and give their equivalents

5. Can explain scientific theories of astronomical
knowledge

3. Can describe the Solar System and draw a map
to locate it in the Universe; can identify
and describe its components

INTERNET, BOOKS AND FILMS

Web links

Films

NASA (North Amercian Space Agency)

Space Odyssey. Journey to the planets. 2004



The Nine Planets

This film is a two-part science fiction documentarydrama which examines the possibilities of a dangerous,
manned space mission to explore the inner and outer
planets of the Solar System.



Star Wars. 1977

One of the best web pages about the Solar System.

George Lucas, creator of the most famous film trilogy
ever, depicts a marvellous universe, a mixture of
western and adventure. With a famous sound track and
special effects which broke new ground.

NASA home page which includes numerous links.

Views of the Solar System

A vast archive of photographs, scientific facts, text,
graphics and videos. Discover the latest scientific
information, or study the history of space exploration.

Books
Eyes on the Universe: A History of the Telescope.
Isaac Asimov
Boston: Houghton Mifflin, 1975
This book relates the discoveries which lead up to
modern-day reflector and radio telescopes. It begins
describing the rudimentary lenses used by Galileo.
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WORKSHEET 1

THE UNIVERSE

NAME:

CLASS:

DATE:

1 Complete these words with the missing vowels a, e, i, o, u or y.

pl

n

t

s

t

ll

g

l

x

n

b

l

c
t

m
st

z

t
r

d
rb

d
c

t

2 Match each word to its definition.

light year

dwarf planets

asteroids

rotational axis

orbit

galaxy

1. They are smaller than planets and they orbit the Sun.
2. They are rocky objects which are irregular in shape.
3. It is the invisible line on which celestial objects spin or rotate.
4. It is the distance light travels in one year.
5. It is the curved path which a celestial object follows in its revolution around another
celestial object.
6. It is a vast collection of stars, dust and gases, held together by gravitational attraction.
3 Put the words in order and write the correct sentences.

1. Scientists empty between spaces think there vast the galaxies are

2. Planets larger are bodies much other celestial than

3. Saturn’s mostly rings made ice of particles are

4. The life is with planet the only Earth

5. The Uranus is temperature of average -200º C surface

6. The planets is crust of made inner the rock of

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WORKSHEET 2

THE UNIVERSE

NAME:

CLASS:

DATE:

1 Write the names of the planets.

1
2
3
4

5

6

7

8

1.

5.

2.

6.

3.

7.

4.

8.

2 Complete these sentences using the words in the box.

elliptical

eight

larger

Mars

outer

The Solar System is made up of 1.
includes comets, 3.

natural

Saturn

one

moons

inner

planets and 2.

star, the Sun. It also

and asteroids. The Earth’s 4.

satellite is the Moon,

but there are also many artificial ones orbiting it.
The planets all move in 5.

Earth and 7.
9.

orbits. The 6.
are all rocky; the 8.

, Uranus and Neptune are gaseous. Mars is 10.

planets, Mercury, Venus,
planets, Jupiter,
than Mercury,

and Jupiter is much larger than the Earth.
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WORKSHEET 3

THE UNIVERSE

NAME:

CLASS:

DATE:

1 Use your Student’s Book to complete this chart.

Planet

Type

Mercury

Distance from
the Sun (AU)

rocky

Venus

Period of
revolution

Average
surface
temperature

58.65 days

0.72

Earth

Jupiter

Period of
rotation

0

224.6 days

23 h 56 mins

365.25 days

gaseous

Neptune

Number
of satellites

1

- 150º C

30.06

- 210º C

2 Use your chart to answer these questions.

Which planet…
1. … has the most satellites?
2. … has the shortest period of rotation?
3. … has the longest period of revolution?
4. … is the greatest distance from the Sun?
5. … is the hottest?
6. … rotates faster, Venus or Neptune?
7. Which planets are closer to the Sun, the rocky planets or the gaseous planets?
3 Now answer these questions.

1. Which galaxy does our Solar System belong to?
2. Which is the nearest star to our Solar System?
3. Which celestial bodies are made up of ice, dust and gas, and have bright tails?
4. What is the distance from the Earth to the Sun?
5. How fast does light travel in one second?

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WORKSHEET 4

THE UNIVERSE

NAME:

CLASS:

DATE:

1 Jigsaw chart.

Work in pairs. Take turns to read and classify these sentences. Write each number in the correct category.

1. They are spherical bodies which orbit
the Sun.
2. They are vast collections of stars, dust
and gases.

GALAXIES

2

3. They are imaginary patterns of bright
stars.
CONSTELLATIONS
4. There are eight of them.
5. They contain thousands of millions
of stars.
6. Ours is called the Milky Way.
7. They are massive spherical bodies
of gases.

STARS

8. They all move in elliptical orbits.
9. They emit light and heat.
10. Officially, there are eighty-eight.
11. They form when clouds of gases are
pulled together by gravitational forces.

PLANETS

12. Their position changes with the seasons
because of the movements of the Earth.

2 Write a description of the four celestial objects.

Use the chart and your own knowledge!

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