DEMO
DIGITAL PROJECT M
E
12
INCLUDED ON
TH LICE
NC
5
PRIMARY
Social Science
d oul c t jec d in sub grate s i l Th es, inte ona be cienc regi rk S wo new he frame t uld o. ry sho ulato lish s reg estab
l
a ol b
n o G cti a
What are we going to learn?
ARY
ISCIPLIN
LEARNING SITUATION TARGET IN ACTION
INTERD
SDG
PÁG.
1
Monitoring space missions
2
Check out the thermometer!
8
26
Learning situation: Through the analysis of space missions, students become aware of the impact of a generation of space debris on daily life. Target in action: Reflecting on the repercussions that a generation of waste has had and warning the European Space Agency of the need to take measures.
Learning situation: Awareness of how activities carried out by human beings cause global warming. Target in action: Investigating measures to avoid climate change.
Industry, innovation and infrastructure
Climate action
TERM 1 REVIEW
3 4
hat's a lot T of people!
Together we are stronger
46
62
Learning situation: Understanding the application of scientific and medical advances helps students to appreciate the importance of public health. Target in action: Analysing the relationship between advances in science and medicine and demographic variables.
Learning situation: Investigating how Spain and the European Union are territorially and politically organised, helps students to establish similarities and differences between these two territorial areas. Target in action: Establishing similarities and differences between Spain and the European Union's organisations.
Good Health and Well-being
Peace, justice and strong institutions
TERM 2 REVIEW
5
Tracing the footsteps of the Middle Ages
6
The Modern Age, a global market
80
102
Learning situation: Research on events led by women of the Middle Ages will help students acquire female references. Target in action: Drawing up a diagram of an event involving a woman from the Middle Ages.
Learning situation: The analysis of how to increase the exports of less developed countries through cooperation networks contributes to students’ economic development. Target in action: Finding ways to increase exports from underdeveloped countries and double their share of the world market.
TERM 3 REVIEW
Gender equality
Alliances to Achieve the Sustainable Development Goals
KNOWLEDGE TO LEARN, APPLY AND INVESTIGATE • • • • • •
The Universe The Solar System The Earth The Moon, the Earth's satellite The Earth's representation Maps
• Time zones Activities to work on skills • Exploring interstellar space • Lunar Station Rules • In search of space junk
• • • • • •
What time is it in…? The atmosphere, weather and climate Climate. Elements and factors Different climates around the world Spain’s climates Climate and plant diversity in the community
• Climate change Activities to work on skills • Climate change and the environment • The most polluting countries • Temperatures in the community in 2050
INTERDISCIPLINARY PROJECT · Our climate summit: We are active
• • • • •
Studying population Spain's population (I) Spain's population (II) The community's population Europe's population
Activities to work on skills • What demographic variable are they studying? • Access to the health system • What is Spain's healthcare system like? • How do we help immigrants? • Do you know about the European health card? • What does the pyramid represent?
• • • • •
Territorial organisation of Spain Political organisation of Spain The organisation of Andalucía Europe. The European Union A trip through the European Union
Activities to work on skills • How is our country organised territorially? • Who does what? • Is it important that the community can make significant decisions? • How does Europe help Spain? • What are the symbols of the EU?
INTERDISCIPLINARY PROJECT · Walker, there is no way...: A road to the past
• • • • • • • • • • • • •
German peoples Islam and al-Andalus Life, culture and art in al-Andalus Christian kingdoms Medieval society Culture and art in the Christian kingdoms The Middle Ages in the community
The beginnings of the Modern Age The 16th century. The rise of the monarchy The seventeenth century. A century of changes The Golden Age The eighteenth century. The arrival of the Bourbons Culture and art in the eighteenth century. The Enlightenment • The Modern Age in the community
• The coexistence of the three cultures • The Middle Ages. People and facts Activities to work on skills • A long list of Visigoth kings ... and queens? • Women in the Middle Ages • An intellectual in Córdoba: Lubna de Córdoba • The Middle Ages. The construction of the cathedrals • Characters and facts of the Modern Age Activities to work on skills • Maritime trade routes • Natural resources in the New World • The great reserves of natural resources • Poor countries facing crises • Permanent conflicts • Education, the engine of a countries' development
INTERDISCIPLINARY PROJECT · The playground: Signs for everyone
1
Monitoring space missions
Space exploration creates space debris. Space debris is any useless object that we leave in space. These large and small fragments travel through space, close to Earth, at high speeds. They can act as dangerous projectiles. If they collide with a satellite, they can destroy it. This rubbish in space can damage satellites that provide us with meteorology data, GPS, television, etc., Satellites also contain nuclear batteries with radioactive material. This is highly polluting, if it returns to Earth.
What do you think? Did you know there is rubbish in space? How can it affect us on a day-to-day basis? What countries produce the most space debris?
Context According to the European Space Agency (ESA), there are around 128 million fragments from old space missions that are between 1 mm and 10 cm in size.
In this unit ...
Target in action Write a letter to the European Space Agency (ESA). Explain that you are worried about space debris and we must stop it.
Follow the thread!
8
The Universe
1 How did the Universe begin?
The Solar System
2 What is our Solar System like?
9
The Earth
The Moon, the Earth's satellite
The Earth's representation
Maps
Time zones
3
4
5
6
7
What are the Earth's characteristics?
What is the closest celestial body to Earth?
How do we represent our planet?
Which countries pollute space the most?
Why is it a different time in different parts of the world?
9
1 How did the universe begin? Does knowing about the universe, make us want to explore it? What is the Universe and how did it begin? The Universe is all of the celestial bodies and the space they move in. Celestial bodies are stars, planets, satellites, etc.
Nebulae
The Universe began approximately 15 000 million years ago. It began with an explosion called the Big Bang. This explosion generated a large cloud of dust and gas. This cloud had a very high temperature. When it cooled, it contained all of the celestial bodies in the Universe. Big Bang
Formation of the solar system –5 000 million years ago
Formation of the first galaxies –13 000 million years ago
They are giant clouds of dust and gas. Stars are formed from them.
Galaxies
–15 000 million years ago
Mil
lion
so
f ye
ars
Formation of the Earth –45 000 million years ago
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1
Choose the correct answer. a) The Universe began more than 20 0000 million years ago. b) The Big Bang was a low-temperature e xplosion. c) Matter and energy were created at the beginning of the Universe. d) The Earth existed before the Solar System.
2
1-2-4 In pairs, act out the history of the Universe. Use the image on this page to help you. Remember, you can make gestures and sounds, but not speak.
They are groups of nebulae, billions of stars and their solar systems. Our galaxy is the Milky Way.
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Take note! What can we find in the universe?
In 1957, the first satellite was launched to explore the universe. It was called Sputnik 1. This was the first time that we left debris in space.
The Universe contains different types of celestial bodies. Celestial bodies
Dwarf planets
Stars
They are spherical bodies that are smaller than planets.
Planets
Satellites
They are huge spheres of gas. They emit light and heat.
Asteroids
They are spherical bodies. They don't emit light. They orbit around a star. They can be rocky or gaseous.
Comets
They are rocky bodies. They are much smaller than planets.
3 Guess the celestial body. a) I am made of gas. I emit light and heat. b) I spend my whole life revolving around a planet. c) I can be made of rocks or gases. I always orbit around a star. d) You can find other celestial bodies inside me.
They are bodies that orbit around a planet.
They are made of ice and dust. When they pass near a star, they can form a bright tail.
e) I am smaller than a planet. I revolve around the stars. Sometimes I can get lost and collide with another body. Then, they call me a meteorite. 4 What differences are there between asteroids and comets? 5 Investigate: The Universe came into existence because of the Big Bang. What was there before the Big Bang?
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2 What is our solar system like? Do you know the name of our galaxy and where the Solar System is located within the Universe?
Solar System
Mercury Venus
Sun
Earth
Mars Jupiter Saturn
Orbit
Uranus
Neptune
Milky Way Solar System
Our solar system is a planetary system. It is formed by a star called the Sun and all the celestial bodies that revolve around it. Our solar system, along with others, are part of a galaxy called the Milky Way. The Sun is our star. The rest of the celestial bodies rotate around it, receiving its light and heat. They follow paths called orbits.
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Earth
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Exploring interstellar space We know little about the Universe outside of the Solar System. Much of the information and photographs we have got is provided by Voyager 1 and 2 probes. A few years ago, the Voyager 1 probe left the Solar System and reached interstellar space. It took about 40 years of travel. Imagine that we want to repeat the process. This time we will send two probes to identify space debris outside the Solar System. We want to analyse the results in 2075 and 2090. When do we have to launch each of these probes?
Eight planets orbit the Sun. In order, starting from the closest to the Sun they are: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune. Each planet can have its own satellites. The Earth has one, the Moon. Jupiter or Saturn, have got more than 70 and others, like Mercury, have got none. Most asteroids are in the asteroid belt, between the orbits of Mars and Jupiter.
Voyager 1
Take note!
The European Space Agency (ESA) estimates that about 900000 objects or pieces of junk, larger than one centimetre, are orbiting the Earth.
The best-known comet in the solar system is Halley's Comet. It takes almost 76 years to go all around the Sun.
1
Jupiter and Saturn have got the most satellites. Why do you think that is?
2 Read the example. Write a line of information about these celestial bodies in the Solar System. Example: Mercury ➝ It is the closest planet to the Sun. • The Sun ➝ .....
• Jupiter ➝ .....
• Halley's Comet ➝ .....
• The Earth ➝ .....
• The Moon ➝ .....
• Pluto ➝ .....
3 Investigate and write a page of interesting facts about each of the planets in the Solar System. You can find information on the NASA website «Science for Kids.» Carmen and Alberto are Spanish astronauts. They are 4 preparing for a space mission. They want to visit one of the planets in the Solar System. They know that the first four are solid planets and the rest are gaseous. They want to land and walk on the planet furthest from the Sun. Which planet will they visit? Explain your answer. CTF
Jupiter My name: Jupiter. My characteristics: in the Solar System. – I am the largest planet de up of hydrogen and – I am gaseous. I am ma helium. hard to see. – I have rings but they are Mars and Saturn. Who are my neighbours?: My history:
telescope, so people – I am visible without a ient times. anc in me ut knew abo – Various spacecraft and probes visit me.
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3 What are the Earth's characteristics? What do we need to know to understand our planet?
The tilt of the Earth
Characteristics of the Earth Earth is a rocky planet. It is a spherical shape, that is flattened at the poles. It is tilted. Its diameter is about 12700 kilometres.
Ho
• Rotation and its consequences
DAY
zon e per ate zon e
Tem
The movements of the Earth The Earth, like the other celestial bodies in the Solar System, is in constant motion. The Earth makes two movements: rotation and translation.
Co ld
t zo
ne
Tem
per ate zon Co e ld z one
NIGHT
The Earth rotates around its axis. Its axis is an imaginary line that crosses through its poles. The Earth takes 24 hours to rotate, a day. We have day and night because of the Earth’s rotation. • Translation and its consequences Translation is the orbit of the Earth around the Sun. It takes 365 days and 6 hours to complete, one year. These extra six hours accumulate, meaning that we have to add one more day to the month of February every four years. So instead of February having 28 days it has 29 days every four years. We call these years leap years.
This causes the Sun's rays to reach different areas of Earth with more or less intensity. In temperate and cold zones, the Sun's rays are more inclined when they hit the Earth, so they heat less. In the hot zone, the Sun's rays hit the Earth directly so they heat more.
Translation causes the seasons to follow each other. Each season lasts for three months: winter, spring, summer and autumn. Due to the tilt of the Earth and according to how close the Earth is to the Sun; the Sun's rays hit the Earth at different inclinations and, therefore, with different intensity in the northern and southern hemispheres.
1
Explain the difference between rotation and translation.
It is summer in Spain. What clothes will she have to take? Make a list.
2 Why do day and night and the seasons take place? Explain how the Sun's rays hit the Earth in the two hemispheres in each season. Describe the days and nights during these seasons.
4 Research and learn about the equinoxes and solstices. How many there are? When do they occur? What happens?
3
14
To understand the movements of the Earth and their consequences, watch the videos on rotation and translation at anayaeducacion.es.
We all contribute
Chloe lives in Spain. She is going to visit a friend who lives in New Zealand. New Zealand is in the southern hemisphere.
5 Make a model of the Earth with modelling clay. Show each of the layers. 6 To which layer of the geosphere does the magma inside volcanoes belongs?
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The seasons June
Northern hemisphere
From June 21 to September 23.
The Sun's rays hit the Earth almost perpendicularly. They heat its surface more, and, therefore, the tempera-tures are very warm. The days are longer than the nights.
Winter From June 21 to September 23.
September
Autumn From September 23 to December 21.
Spring
In this season the Sun's rays hit the Earth obliquely. It is less hot. Little by little the duration of the nights and the days equalises.
Southern hemisphere
Summer
From September 23 to December 21.
December Winter From December 21 to March 21.
The Sun's rays arrive very obliquely. The Earth receives little heat, so the temperatures are low. The nights last longer than the days.
Summer From December 21 to March 21.
March Spring From March 21 to June 21.
The Sun's rays reach the Earth a little obliquely. It receives a little more heat. The duration of the nights and days begins to equalise again.
Autumn From March 21 to June 21.
Take note!
The layers of the Earth There are three main layers: the atmosphere, hydrosphere and geosphere.
Atmosphere Core
Crust Geosphere Mantle
Hydrosphere
It is the gaseous layer that surrounds the Earth. It is composed of different gases, such as oxygen, carbon dioxide, nitrogen, etc.
It is the solid layer of the Earth. It is made up of rocks. Three parts can be identified according to the state of the rocks.
It is the liquid layer of the Earth. It is made up of all the water masses on the planet and covers two thirds of the surface.
In 2023, the satellite e.Deorbit will begin collecting space debris with a net.
Crust. It is the outer layer. It is thin, solid and cold. It forms the continents and the seabed. Mantle. It is the intermediate layer. It is formed by soft rocks, sometimes melted, due to high temperatures.
Nucleus. It is the deepest and hottest layer on Earth. It is made up of metals.
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4 What is the closest celestial body to Earth? What influence does the Moon have on our planet? The Moon is the Earth's only satellite. It is a rocky body. It is 3746 km in diameter and does not emit light. When we see it illuminated at night it is because it reflects the Sun's rays. It has no atmosphere or hydrosphere. Its surface shows numerous craters caused by the impact of meteorites. The Moon also has two movements. One, is rotation (spinning movement), and the other is its translation around the Earth. Both movements last the same amount of time: 29 and a half days. This is why we always see the same face of the Moon. This movement means that we can observe the lunar phases from the Earth.
Language Bank Writing. How many times the sea level rises and falls in a day? And in a week? Speaking. Compare two photos of your favourite beach and indicate which has the lowest tide or highest tide. You can add more information.
Phases of the Moon
New Moon
The Moon is between the Earth and the Sun. This is why we do not see it illuminated.
Full Moon
The Earth is between the Sun and the Moon, so we can see it in full.
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Waxing crescent
It is D-shaped. You can only see an illuminated part that increases every day.
Waning crescent
It is C-shaped. You can only see an illuminated part, which diminishes until the New Moon is reached again.
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Lunar station rules Imagine that a trip to the Moon is possible. In a group, make a poster of the rules that visitors have to follow on the lunar space station. Remember the importance of not leaving rubbish on the lunar surface.
Take note!
The Sun’s eclipses
Earth
The first photograph taken from the Moon showed a rubbish bag. It contained about 30 kilos of excrement and other waste accumulated during the trip.
Sun Moon
They occur when the Moon is between the Sun and the Earth. A perfect alignment is formed, covering our view of the Sun almost completely.
The tides They are rises and falls in the sea level. These water movements happen every six hours. They happen due to the attraction between the Earth and the Moon, like two magnets. The tide rises when the Moon is closer to Earth (high tide) and falls when the Moon is moving away (low tide). 1
High tide.
How are the Moon and Earth similar and different?
2 Draw in your notebook the phases of the Moon and their names. When you are at home at night, observe what phase the Moon is in. 3 Investigate when the last solar eclipse that was visible from Spain was. What protections must we take to watch a solar eclipse? Low tide.
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5 How do we represent our planet? Language Bank
Why is representing our planet useful?
Writing. In groups, use coordinates in order to make four sentences.
To represent our planet, we can use:
You have to write four different sentences. One sentence is false and the other three sentences are true. Another group has to check the map and say which one is false.
• A globe. It is a sphere. The surface of the Earth is represented on it on a much smaller scale than reality. As the Earth is a sphere, it is the most accurate way of representing it. • The world map. It is a flat representation of the Earth's surface. Certain elements, such as relief or countries are well represented, but it is distorted with respect to reality.
Speaking. Using two dice (1 for parallels and another for meridians).
Like a globe, it is made to scale. It is a smaller size than in reality.
Throw two dice and find the nearest continent or ocean as fast as you can.
It does not represent all elements of reality, just those of interest, like relief, countries and population. The symbols are explained in the legend. 180° 150° W map120° W Physical world
90° W
60° W
30° W
W
30° E
0°
60° E
90° E
120° E
A R C T I C
N
E
150° E
180°
O C E A N
Greenland
S R
60° N
O
C
60° N
K
Y
i
A n Amazo D
E
30° S
S
A N O C E
N
O C E A N
Altitude (m) 8 000 5 000 60°4S000 3 000 2 000 1 000 500 200 0 – 500 180° 150° W
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S
Á
90° W
60° W
30° W
A
R
HI M
G
A
AL
AYAS
PA C I F I C
an g es
30° N
OCEAN 0°
INDIAN
A N TA R C T I C
120° W
H
be
Nile
S
0° Equator
I C N T L A AT
IN
P A C I F I C
V
nu
Greenwich Meridian
TA
M i s si s si p p
UN
30° N
PS AL D a
ol
O
ga
M
Missouri
0°
OCEAN Australia
0
2 000
4000
6 000
30° S
8000 km 60° S
OCEAN
30° E
60° E
90° E
120° E
150° E
180°
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• Parallels. They are horizontal imaginary lines. They are perpendicular to the axis of rotation of the Earth. The 0° parallel is the equator. It divides the Earth into two equal parts: the northern hemisphere and southern hemisphere. Parallels indicate latitude. • Meridians. They are imaginary vertical or semi-circular lines. They cross the Earth's surface from the north pole to the south pole. The 0° meridian is called the Greenwich meridian. Meridians indicate longitude. We can locate any point on Earth by the geographic coordinates (latitude and longitude).
Parallels
90º
80º
60º
40º
Northern hemisphere
20º
Equator
0º
Parallel
20º 40º
Southern hemisphere 90º
60º
80º
Latitude. It is the distance from parallel 0° to any point. It is measured in degrees (°).
Meridians
0º 20º
20º
Why is a globe closer to reality than a world map? 40º
3 What are the coordinates of the north and south poles? 4 Treasure hunt. In pairs, draw two identical maps that represent an imaginary surface. Draw a coordinate network with parallels and meridians on them. Each person will draw on their map four treasures without the other person seeing where they are. Use coordinates to find your partner's treasures.
40º
Meridian
2 Investigate. Do you know the names of other famous parallels apart from the equator? You can search for information on the internet or ask at home.
Greenwich Meridian
1
North latitude
The Earth has an area of more than 500 million square kilometres. It is so large that we need to use geographical coordinates, to locate any place on a map. It is a grid made of imaginary lines called parallels and meridians.
Parallels and meridians
South latitude
How do we locate a point on the Earth's surface?
60º
60º 0º
West longitude
East longitude
Longitude. It is the distance from the 0° meridian to any point. It is measured in degrees (°).
In search of space junk Imagine that you work for ESA. Your mission is to help locate the fragments of space debris closest to Earth. Write the coordinates of the objects in your notebook and the order that the satellite in charge of collecting them must follow.
A B C
Take note!
D E F 1 2 3 4 5 6 7 8 9
So far, space debris in the geosphere has not caused any harm to anyone. 19
6 Which countries pollute space the most? What types of maps are there and what does each map represent?
Light pollution is caused by the use of excessive artificial light. It mainly affects urban areas. For more information, go to anayaeducacion.es.
A map is a graphic representation of the Earth or part of it on a flat surface and to scale.
Parts of a map Title or name
Legend
Scale
Indicates the content of the map and the space it represents.
Part of the map where the conventional symbols are explained.
Indicates the relationship between a distance measured on the map and the corresponding one in reality. It can be graphical or numerical.
180°
150° W
120° W
90° W
60° W
30° W
0°
30° E
60° E
A R T I C
90° E
120° E
150° E
180°
O C E A N
Political map of the world
0
2000
4000
6000
8 000 km
ICELAND
SWEDEN NORWAY FINLAND
60° N C A N A D A
30° N
MEXICO
CUBA
P A C I F I C
BRA ZIL
O C E A N
PERU BOLIVIA PARAGUAY
30° S
ALGERIA MAURITANIA GAMBIA MALI GUINEA
LIBYA
EGYPT
NIGER
S
KAZAKHSTAN
I
A
60° N
MONGOLIA
J APAN
C H I N A
30° N
PAKISTAN
SAUDI ARABIA
I N D I A MYANMAR THAILAND
PHILIPPINES VIETNAM
ETHIOPIA
MALAYSIA
REP. DEM. KENYA OF THE CONGO TANZANIA ANGOLA
S
SUDAN
CHAD NIGERIA
INDIAN
INDONESIA
PA C I F I C OCEAN
0°
PAPUA NEW GUINEA
ZAMBIA MOZAMBIQUE
BOTSWANA NAMIBIA
OCEAN
MADAGASCAR
AUSTRALIA
SOUTH AFRICA
URUGUAY CHILE
U
IRAQ IRAN AFGHANISTAN
MOROCCO
A N O C E
VENEZUELA COLOMBIA ECUADOR
0°
I C N T L A AT
U N I T E D S T A T E S
R
UNITED KINGDOM IRELAND GERMANY POLAND UCRAINE FRANCE ROMANIA ITALY PORTUGAL SPAIN GREECE TURKEY
30° S NEW ZEALAND
ARGENTINA Country name
CHILE
Country boundary
60° S
60° S N
W
A
N
T A
R
C
T
I
C
O
C
E
A
N
E S
180°
20
150° W
120° W
90° W
60° W
30° W
0°
30° E
60° E
90° E
120° E
150° E
180°
Direction (orientation)
Toponymy (place name)
Conventional symbols
They show the cardinal points: north, south, east and west.
They are the names that appear on the map (cities, mountains, oceans, etc.).
They are the signs (lines, points, coloured icons) that represent reality. Their meaning is expressed in the legend.
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O
TAJ
IC
TAJO
0
100
200
GUADIANA
S U B ME S E TA
R JÚCA GURA C A S E S TI
SUR
MORENA RRA IVIR SIE ir
BÉ uiv LQU alq S ADA uad GU RA lG E e L d IL ión D es R pr O C De ra
300 km
AT L A N T I C O C E A N ISLAS CANARIAS
Ceuta
M
n
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n
O CE AN
ANDALUCÍA AT L A N T I C O C E A N
CANARIAS
REGIÓN DE MURCIA
n a r r e t 0 100 d i M e
c) It represents the cardinal points. d) It expresses the relationship between the real measurements of the surface terrain and the measurements on the map.
Sunny Sun and clouds Clouds Rain Snow Wind ATLANTIC OCEAN
e
a
n
200 300 km
ALGERIA
Cantrabian Sea
Thematic map The weather
a
COMUNIDAD VALENCIANA
e
CASTILLAEXTREMADURA LA MANCHA
S
P O R T U G A L
ATL AN TI C
AT L A N T I C O C E A N
b) It explains the content or territory the map represents.
3 500 2 000 1 500 1 000 700 400 0
F R A N C E
MOROCCO
a) It explains the meaning of the symbols.
Altitude (m)
Melilla
MELILLA
Which element of the map do each of these phrases refer to:
ea
CANTABRIA PAÍS ASTURIAS GALICIA VASCO ANDORRA NAVARRA Country boundary CASTILLA LA RIOJA CATALUÑA Y Autonomous ARAGÓN LEÓN community boundaries ISLAS MADRID BALEARES
CEUTA
1
S
er it ed
Cantabrian Sea
Political map
RES
S
O
EA
AL
LA
OCE A N
B
O
–O thers: for example, demographic maps that report on the population, historical maps and tourist maps.
NT
ÉR
–C ommunication maps. They show land, sea, river or air transport routes.
CE
T
L
IB
–M aps of economic activities. They reflect wealth producing activities in a territory.
SISTEMA
RA
A
AT L A NT IC
NORTE
I R I N E O S resió n EB del Eb ro RO
Dep M
–W eather maps. They collect meteorological phenomena, such as rainfall or wind, from a place and at a certain time.
IS
DUERO
DUERO
P
ICA S
SUBMESE TA
IS
ÑO MI
• Political maps. They show the political organisation of a territory (countries, cities, towns, capitals). • Thematic maps. They offer information on various topics. The most common are:
CORDILLERA CANTÁBR
E
• Physical maps. They represent the relief and waters of a certain area. Different colours are used to represent heights.
Cantabrian Sea
Physical map
TA J
Types of maps
n ra er it d Me 0
100
ea
n
S
e
a
200 300 km
e) Names of cities, towns, etc. 2 What type of map was used above to explain the parts of a map? How do you know? 3 Make a tourist map of your area. Include the main monuments or cultural places to visit. Use a map of your area as a base.
Take note! On May 9, 2021, the remains of the Chinese rocket Long March 5b, fell in an area of the Indian Ocean. 21
7 Why is it a different time in different parts of the world? Why is the time different depending on where we are on Earth?
As you know, the Earth rotates over a 24-hour period. This means it is day in some areas of the world and night in others; so, there are different times. We have created time zones to know what time it is in each part of the world.
How do we establish time zones? Since a day lasts 24 hours, the 360° of the Earth's surface is divided into 24 equal bands of 15° each (24 × 15 = 360). Each of these bands is a time zone. We begin from the prime meridian which is also called the Greenwich meridian. If we travel east from the Greenwich meridian (meridian 0°), the clock moves forward one hour for each time zone. If we travel west from the Greenwich meridian, the clock moves backwards one hour for each time zone. In Spain we have two different times. In the Peninsula and the Balearic Islands, we add one hour to the Greenwich meridian time (UTC in Spanish or GMT in English). In the Canary Islands we subtract one hour.
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Language Bank Speaking. Speaking activity in pairs. One pupil always says spanish time and the other chooses different time zones. Speaker B: Where are you? Speaker A: In UK it’s 17 o’clock. What time is it in Spain? Speaker B: In Spain it’s 18 o’clock. Writing. A TV programme started at the same time around the world. People from Spain watched it at 10 p.m. You have to say where people live if they watched the programme at: Time
Country
8 a.m.
?
1 p.m.
?
10 p.m.
?
6 a.m.
?
U1
180°W 165°W 150°W 135°W 120°W 105°W 90°W 75°W 60°W 45°W 30°W 15°W
15°E
30°E
45°E
60°E
75°E
90°E 105°E 120°E 135°E 150°E 165°E 180°E
Moscow
Paris Los Angeles
Roma
New York
Buenos Aires
Zones that add 1/2 hour to their time zone –12 –11 –10 –9 –8 –7 –6 –5 –4 Zones that subtract an hour for each time zone crossed as we move away from the Greenwich Meridian
1
–3
Sidney
Greenwich Meridian
Time zone limit Zones with Greenwich meantime Zones that subtract 1/2 hour from their time zone
Tokyo
–2
–1
0
0
+1
1 500
3 000
4500 km
+2 +3 +4 +5 +6 +7 +8 +9 Zones that add an hour for each time zone crossed as we move away from the Greenwich Meridian
Which of the Earth's movements causes it to be daytime in one place and night-time in another?
2 Explain why the different cities' clocks show different times. 3 Why do the Iberian Peninsula and the Canary Islands have different times?
+10
+11
+12
Take note! Space debris is a global problem: Regardless of the time zone or area of the planet.
What time is it in… Mario is watching a program on television about how harmful space debris can be. It is a documentary directed by NASA. It is broadcast simultaneously around the world. If he lives in Tenerife (Canary Islands) and is watching it at 22:00, what time will it be broadcasting in the other cities? Rome
Moscow
Sydney
Buenos Aires
?
?
?
?
23
P O R T F O L I O
What have I learned? 1
Explain the beginning of the Universe and why it is so important.
2 What celestial bodies can we find in the Universe? Write a list with the names and a characteristic of each one of them.
6 What phase of the Moon do these images show? Describe them. A
B
C
D
3 Which element of the Solar System does each sentence refer to? • It is visible from Earth once every 76 years. • It is the largest planet and has rings. • It is located between the orbit of Mars and Jupiter. • It is the centre of the Solar System. • It is the Earth's satellite. 4 Complete the following sentences about the Earth's movements. During the movement called ....., the Earth revolves around the ..... . This movement produces the ..... which are: ....., ....., ..... and ...... The movement called ..... is when the ..... turns around its axis. Thanks to this movement we have ..... and ..... . 5 Identify which layer of the Earth each scientist investigates: I am Luisa. I study the behaviour of the tides and their use for renewable energy.
My name is Paula. I research the properties of minerals and rocks.
7 Explain how you know it is high tide. 8 Which information corresponds to parallels and which to meridians? a) They indicate longitude; b) The most famous is Greenwich; c) The one that marks 0° divides the Earth into the northern and southern hemispheres; d) they indicate latitude; e) the best known is the equator; f) they cover the Earth's surface from the north pole to the south pole; g) they are perpendicular to the axis of the rotation of the Earth. Parallels
Meridians
?
?
9 What types of maps should you weekend consult if planning a trip to another city? Explain why you have chosen each one.
I am Cristina. I control emissions released by aeroplanes so that they do not pollute.
Traffic lights. Apply the following colour code next to each activity in your notebook: if you knew the answer if you needed help if you couldn't answer the question
24
U1 T TARGE N IO IN ACT Writing a letter to the European Space Agency 1
Reflect on the importance of having a clean universe using the «I think, I’m interested, I investigate technique». These reflections will provide you with ideas for writing your letter to ESA about how important it is to reduce space debris and invest in techniques to clean up current debris.
I think
I'm interested
I investigate
What direct consequence can space debris have for me? What are the consequences of space filling up with rubbish? Is it serious if remnants of space debris hit the inhabite d surface of the Earth? What proposals are there to solve the problem? Which are the best?
?
What address can I send my letter for ESA to?
Ask yourself this! is e world's population Do you think that th t's problem in our plane aware of the waste
How have I learned? 1
Have you learned anything new? What images do you remember? What have you enjoyed learning the most? How is what you have learned useful? How will it serve you in your daily life?
orbit?
ld ng this problem shou Do you think that solvi n or why not? How ca be a priority? Why s? the Earth's inhabitant space debris affect e a space cleaning Who could propos missions?
2 Reflect on what you and your classmates can improve on in the future.
25
2
Check out the thermometer!
According to a new report from the Intergovernmental Panel on Climate Change, greenhouse gas emissions from human activities are responsible for a global increase in temperature of 1.1 °C from 1850-1900 to the present.
This assessment is based on data collected by the world's climate scientists. They all agree that the climate is changing across the globe in an accelerated way. Some of these changes will be irreversible for thousands and even hundreds of thousands of years.
What do you think? Do you know what greenhouse gas emissions are? What consequences can an increase in temperatures around the planet have? Who is responsible for this problem?
Context One study predicts that this increase in global temperature will reach 1.5 °C or more in the next 20 years.
In this unit ...
Target in action We can take measures to stop contributing to global warming. Research what actions you can do in your daily life to prevent climate change.
Follow the thread!
26
Atmosphere, weather and climate
1 Where do atmospheric phenomena take place?
Climate. Elements and factors
2 Why does the weather affect our day-to-day life?
13
Different climates around the world
Spain’s climates
Climates and plant diversity in Andalucía
Climate change
3
4
5
6
What are the main climatic zones?
What clothes to wear in each part of Spain
What is the climate like in Andalucía?
Are climates as we know them in danger?
27
1 Atmosphere, weather and climate Where do greenhouse gases go?
The atmosphere The atmosphere is the layer of gases surrounding our planet. Some of these gases are oxygen, nitrogen, and carbon dioxide. The atmosphere allows life to develop. It provides oxygen and also protects us from the Sun's harmful rays, maintaining a suitable temperature for life to exist.
Exosphere
Thermosphere
Language Bank Speaking. Play in pairs and say in which layers you can find the following words. Plane, rocket, spaceship, hot air balloons, sun, moon, clouds, mountains, meteorite, satellite. Writing. Search for more information about the layers of the atmosphere.
Mesosphere, thermosphere and exosphere It is hard to breathe in these layers as there is hardly any oxygen.
Mesosphere
Stratosphere
Stratosphere It contains ozone, a gas that absorbs ultraviolet rays from the Sun that are dangerous to living things.
Troposphere
Troposphere It ranges from the surface of the planet to approximately 12 km high. This layer contains most of the air we breathe. It is where atmospheric or meteorological phenomena occur.
28
U2
Precipitation
Wind
Atmospheric phenomena Atmospheric or meteorological phenomena are natural events that happen in the atmosphere, such as wind, precipitation, clouds, etc. These phenomena change over short periods of time. Their study helps us to predict the weather.
Clouds
1
Look at the photographs. Compare the atmospheric phenomena.
2
What makes you say that?
Read the dialogue. Write if they are talking about the weather or the climate.
• Precipitation. This happens when condensed water vapour in clouds falls to the Earth’s surface. Depending on the state of the water, it can fall as rain (liquid water), snow or hail (solid water). • Wind. Temperature changes generate air movement, producing wind. Depending on the wind’s strength, we can assign different names to it, such as breeze (light wind), gale (strong wind) or hurricane (very strong wind). • Clouds. Water droplets in the atmosphere condense and form clouds. They move through the atmosphere due to the action of the wind.
I hope spring arrives soon! I'm sick of being so cold in the months of January and February. ADOLFO Don’t forget to take an umbrella. According to the weather forecast, it’s going to rain this afternoon.
This is the hottest summer in 30 years.
• Other phenomena. Rainbows, lightning bolts, aurora polaris, etc.
Weather and climate Weather is the state of the atmosphere at a given time and place. It changes frequently, over days, hours, and sometimes even minutes. Climate is the common atmospheric conditions in a given place. We can establish the climate of a place after studying the weather in that area for at least three decades.
LOLA
ANTONIO We use wind turbines in very windy areas, to generate electricity.
CLARA
3 Which layer of the atmosphere is most affected by climate change?
29
2 Climate. Elements and factors Why is a problem with the climate so harmful to living beings?
1
Match each instrument to their climatic element: rain gauge, thermometer, barometer, anemometer, hygrometer.
Elements of the climate As you know, climate is determined after studying the atmospheric weather of a certain area over a long period of time (at least 30 years). In this way, the most common atmospheric characteristics of each season, months, etc. can be established. To understand climate, elements and factors of the climate are studied.
2 Explain in your own words how temperature and humidity are related.
Elements of the climate
Temperature
It indicates the amount of thermal energy (hot or cold) that is in the atmosphere. We measure it with a thermometer. Its unit of measurement is degrees centigrade (° C).
Humidity
It is the amount of water vapour in the atmosphere. It depends on the temperature. Normally, there is more humidity where the temperature is higher. We measure it with a hygrometer.
Wind
It is the air that is in motion in the atmosphere. We measure its speed with an anemometer in meters per second (m/s) and its direction with a weather vane.
Atmospheric pressure Precipitation
It is the weight of the air over a point on the Earth’s surface. It decreases as we move away from the surface. High pressures are associated with sunny weather and low pressures with precipitation. We measure it with a barometer. Its unit of measurement is millibars.
30
It is the fall of water towards the Earth’s surface in the form of rain, snow or hail. It tends to be more abundant the closer you are to the equator, the sea or mountainous areas. We measure it with a rain gauge in litres per square meter (l/m2) or in millimetres (mm).
U2
Climate change and environment
Climatic factors Latitude
Read the news article and identify elements of the climate.
It is the distance from any point on the planet to the equator. The closer to the equator a place is, the hotter its climate will be. The further away from the equator you go and the closer you get to the poles, the colder it will be. This is because the Sun's rays strike perpendicularly at the equator, heating them more, and those same rays reach the poles in a much more inclined way, heating them less.
ent
Climate change and environm
that the planet's global A recent study predicts to reach or exceed an temperature is expected next 20 years. This will increase of 1.5 °C in the rain and acidification to cause pattern changes the oceans that will and a loss of oxygen in According to scientific affect marine ecosystems. e time to stop these calculations, we still hav emissions of carbon ng consequences by reduci ouse gases. This can dioxide and other greenh quality, but it can take have quick benefits for air peratures to stabilise. 20-30 years for Earth's tem Source: United Nations.
The altitude Altitude is the height above sea level. The higher the altitude, the lower the temperature. That is why it is colder in the mountain areas than in the plains. Normally, the temperature drops 1 °C for every 150 meters of altitude.
The influence of the sea Sea water regulates the temperature of the Earth's surface because the sea heats up more slowly than land. This is the reason why coastal areas have milder temperatures throughout the year, unlike inland areas. In coastal regions, precipitation is more frequent, humidity tends to be higher and winds blow stronger.
Language Bank Speaking. Play in groups (four people) each student explains a climatic factor and the others have to say if they agree or disagree with the description. (using language bank).
Terrain Terrain is different forms of the Earth's crust, such as mountains, hills, valleys, etc. Mountains slow down the wind and prevent clouds from circulating. When clouds collide with mountains, precipitation occurs.
3 Look at the photograph. What differences in climate will there be between zones A and B? You can refer to rainfall, temperature, wind, etc.
Writing. Which climatic factors do you think are most significant in these places: – La Caleta Beach, Cádiz. – Pyrenees mountains. – Madrid city. – North Pole. B
Terrain
Altitude
A Influence of the sea
31
3 Different climates around the world Is climate change a concern for everyone, regardless of where they live?
The combinations of the climate’s elements and factors shape the different climatic zones. Each climatic zone has characteristics related to temperatures, rainfall, humidity, etc. We can distinguish between the hot zone, the temperate zone and the cold zone.
1
Which continent has got the greatest climatic diversity?
2 What is the difference between the temperatures in the hot zone and the temperate zone? 3 Can you think of a place in your country where there may be a high mountain climate?
The relationships between climate, water, flora and fauna determine ecosystems of certain areas that together form biomes.
Cold area
Hot zone • Roughly between the Tropic of Cancer and the Tropic of Capricorn.
Arctic Circle
• Temperatures are always above 18-20 °C. • We can distinguish between Equatorial, tropical and desert climates. Rainfall and other elements of the climate vary in each of them.
Temperate area
Temperate zone • In both hemispheres. In the north between the Tropic of Cancer and the Arctic Circle and in the south between the Tropic of Capricorn and the Antarctic Circle.
Tropic of Cancer
• Temperatures change throughout the year depending on the season: spring, summer, autumn, and winter. This is because the Sun's rays fall in a semi-inclined way. • We can distinguish between the oceanic, Mediterranean, continental and temperate desert climates. • Spain is located in the temperate zone, although the Canary archipelago is very close to the hot zone.
Warm area
Equator
Tropic of Capricorn
Temperate area
Cold zone • In both hemispheres, between the polar circles and the poles. They can also be found in high mountain areas. • The rays of the Sun arrive in a very steep way, so the temperatures are low throughout the year. • We can distinguish between the polar climate and the high mountain climate.
32
Cold area Antarctic Circle
0
1000 2 000 3000 km
Climate zones of the Earth Warm area
Temperate
e area
U2
China
USA
European Union and UK
India
Russia
30 %
13 %
9%
7%
5%
The most polluting countries Not all countries in the world pollute equally. Make a bar graph of the percentage of global emissions from the five most polluting countries on the planet.
a) Which continent is the one that contributes the most to climate change according to these data? b) In which climatic zones are the two most polluting countries found?
Take note!
Cold area
The Kyoto Protocol (1997) seeks to reduce greenhouse gases to try to stop climate change, but some of the most polluting countries have abandoned it. 33
4 Spain’s climates Why has Spain got such great climatic diversity? What measures are taken to preserve it?
Continental
Spain is in the temperate zone. Due to different factors such as geographical location, latitude or altitude, our country has a great variety of climates.
0
100
200
300 km
Cantabrian Sea A Coruña
Santander Lugo
Oviedo
Pontevedra
Burgos Palencia
Oceanic
Pamplona Logroño
Huesca Girona
Zamora
O C E A N
Donostia-San Sebastián
Vitoria-Gasteiz
León
Ourense
Bilbao
Soria
Valladolid
Lleida
Zaragoza
Barcelona
Segovia Salamanca
Tarragona
Guadalajara Teruel
Ávila Madrid
Castellón de la Plana
Cuenca Toledo
L A N T I C A T
Cáceres
Palma
Valencia
Mérida Ciudad Real
Badajoz
Albacete Alicante
Córdoba
Jaén
Murcia
S
Huelva Sevilla Granada Cádiz
AT L A N T I C O C E A N
Málaga
Almería
t e d i e M
r
r
a
e
n
a
e
a
n
Mediterranean
Climates of Spain Oceanic
Santa Cruz de Tenerife
Continental Las Palmas de Gran Canaria
Continental Continental-mediterranean
Mediterranean Mountain Subtropical
1
Which of Spain’s climates has the highest precipitations? What consequences does this have?
2 Compare the Mediterranean climate to the continental climate in your notebook. What are their differences? Use a table.
34
3 What is the climate where you live? Look for images of four plants from your climate zone and write what we use them for. 4 Investigate and explain what kind of fauna there are in each of Spain’s climates.
U2
Type of climate
Extreme. Very cold in winter and very hot in summer.
Subtropical
Abundant during the autumn and spring seasons. In the form of snow in winter. Scarce in summer. Evergreen tree forests such as pines or oaks.
Mild and warm throughout the year (between 20 and 25 °C). Little difference between summer and winter. Very rare. The islands further north register more rainfall than those in the south.
Cool in winter and mild in summer. Native trees such as the dragon tree or the Canary Island pine. Abundant throughout the year, although decreases steeply in summer. Formed by forests of deciduous trees, such as oak or chestnut. This area is called Green Spain.
Mountain
Mild winters and hot summers (over 27 °C). Cool in summer and very cold in winter (below 0 °C). Irregular, more frequent in spring and autumn. Often torrential causing flooding. Holm, cork and pine forests. Presence of shrubs that need less water such as thyme, rockrose or rosemary.
5
Preparing for the task
In groups, choose one of Spain’s climates and create a mural of images (photographs or drawings) using keywords of the most relevant information. Do not forget to mention the temperatures, rainfall, vegetation and fauna.
Abundant throughout the year. Increases with altitude and in winter occur in the form of snow. Scarce due to the altitude. In lower areas you can find firs, pines or oaks.
Take note! Action is taken to reduce emissions at a national level, as well as to adapt to the impacts that climate change produces, or is expected to produce in our territory. 35
5 Climates and plant diversity in Andalucía What is the climate of Andalucía like? Are we prepared for the consequences of climate change?
Continental-Mediterranean climate
There are three different climates in Andalucía: Mediterranean climate, continental-Mediterranean climate and mountain climate.
Mediterranean climate It surrounds the entire coast and goes a little further into the province of Sevilla. Temperatures are mild in winter and hot in summer. Precipitation is scarce, although it is more abundant on the Atlantic coast. Vegetation consists of shrubs such as rockrose or rosemary and evergreens such as pine. PORTUGAL
Huelva
The continental-Mediterranean climate It is located in the interior of Andalucía.
AT LA NT I C
Temperatures are hot in summer and colder in autumn and winter. Precipitation is scarce, although it is more common than on the coast. Sometimes there are droughts in some areas. Vegetation consists of forests of holm oaks, cork oaks, Portuguese oak and wild olive trees. There are also shrubs such as heather and broom.
O C E A N Mediterranean climate
Mountain climate Temperatures are cool during the summer and very cold in the winter. Precipitation is abundant the whole year although it is less frequent during the summer. There are frequent snowfalls. Vegetation consists of firs, pines and yew trees due to their ability to withstand the conditions of this climate.
Language Bank 1
What is the climate where you live? Explain its characteristics.
2 Which climate in Andalucía is suitable for installing a system that reuses rainwater? 3
Do some research on the Coto de Doñana. • In which provinces is this natural space located? • What are its flora and fauna like? • In what state of conservation is it?
36
Speaking. Play in groups (3 people) each student has to give some advice about his/ her climate. Writing. Correct the false sentences – In the continental mediterranean climate, precipitation is abundant all the year alt-hough it is less frequent during the summer. – In the Mediterranean climate, temperatures are hot in summer.
U2
Mountain climate
EXTREMADURA CASTILLA-LA MANCHA CÓRDOBA
JAÉN
Córdoba
HUELVA
REGIÓN DE MURCIA
Jaén
SEVILLA
Sevilla
GRANADA Granada ALMERÍA
CÁDIZ
Almería
MÁLAGA
a s e
Málaga Cádiz
GIBRALTAR (REINO UNIDO)
a n e a n r r e t d i e M Climates of Andalucia Continental-mediterranean
CIUDAD AUTÓNOMA DE CEUTA MARRUECOS
Mediterranean 0
50
100 km
Mountain
Temperatures in Andalucía in 2050 This map represents predicted temperature rises in Andalucía in the year 2050. Observe it and answer the questions: a) H ow much is the temperature expected to increase in your province? b) A ccording to the prediction, which province will suffer the greatest increases? Why do you think this is? c) W hat are the possible consequences for this rise in temperatures?
0
+3 ºC +2.5 ºC
100
200 km
+3 ºC
+2.9 ºC +2.7 ºC
+2.4 ºC
+2.4 ºC +2 ºC
Projected average temperature increase in 2050 Less than 2.4ºC 2.4ºC - 2.8ºC More than 2.8ºC
37
6 Climate change Do you know what climate change and its consequences are?
1
Climate change is a global change in all of the Earth's climates due to the action of human beings.
2 What is the difference between the greenhouse effect and global warming?
Greenhouse effect and global warming The Earth has already heated and cooled naturally on other occasions, but the truth is that these climatic cycles had always been much slower, taking millions of years. Now, as a consequence of human activity, these changes are accelerating. The greenhouse effect is a natural process that allows the Earth to maintain the conditions necessary to host life: the atmosphere retains some of the Sun's heat. Without the greenhouse effect, the average temperature of the planet would be –18 °C. This greenhouse effect is carried out by certain gases that we can find naturally in the atmosphere, such as carbon dioxide. The problem comes when human activities generate an excessive amount of these greenhouse gases that end up in the atmosphere. The atmosphere retains more heat than necessary, causing the temperature to rise.
What is climate change?
3 What are the consequences of climate change that concern you the most? Explain why.
4
We all contribute
Do you carry out some of the individual measures that are proposed on this page? Which? In groups, think of a few more that could be added to the list.
Solar radiation
Factory emissions
Reflected radiation Absorbed radiation
Home and office emissions
38
Emissions due to fires
Car emissions
U2
Therefore, global warming is an increase in the planet's temperature caused by emissions into the atmosphere of greenhouse gases derived from human activity, which causes variations in the climate that would not occur naturally.
1
An unsolvable problem? According to the latest scientific research we still have time to avoid the worst consequences of climate change. It is necessary for governments and large companies to take measures that reduce the emission of greenhouse gases. To do this, our country is committed to:
2
• Encouraging the green economy, which improves people's quality of life without damaging the environment. • Managing waste responsibly. • Developing means of transport powered by clean energy. • Studying and developing actions to absorb excess CO2 in the atmosphere.
What can you and those around you do? Although the greatest responsibility for stopping climate change falls on governments and large companies, you too can carry out small individual actions that can have great benefits. Some examples are: • Apply the rule of the 3Rs in your day-to-day life: reduce, reuse and recycle. • Buy appliances that only consume the energy they need. • Review how much electrical power is contracted at home and adjust consumption. • Use LED bulbs and lamps. • Turn off electronic devices when you're not using them and don't leave chargers plugged in. • Invest in the insulation of the houses in order to resort less to air conditioning systems.
Grinnell Glacier, in Montana (United States). Image (1) corresponds to the year 1936 and (2) to 2010. It is estimated that between 1966 and 2005 the glacier lost 40% of its surface.
5
Investigate. What measures does your autonomous community propose to reduce the consequences of climate change? Do you think they are adequate?
Take note! The energy sector contributes greatly to global warming due to the use of dirty fuels (oil, coal and gas). Around 90 companies are responsible for almost two-thirds of global emissions. 39
P O R T F O L I O
What have I learned? 1
Order the layers of the atmosphere from the closest to the furthest away from the surface.
2 Explain the difference between weather and climate.
8 Play in pairs. Create the board game, Guess who? about the climates of Spain. Make the board on a sheet of your notebook, gluing pieces of paper that name the different climates. Then play with a classmate. Remember that you can only ask yes or no questions. Example: Has it got abundant rainfall in winter? Are the winters mild?
3 What are climatic factors? Briefly explain each of them. 4 How are these elements and climatic factors related? • Temperature and the influence of the sea. • Atmospheric pressure and altitude. • Terrain and wind.
9
Look at the pictures. Write what they are doing to prevent climate change. A B
• Latitude and temperature. Example: Precipitation increases with altitude. 5 Copy the drawing in your notebook. Complete it with the different climatic areas. C D
10 Investigate. Write down some of the consequences of climate change and find two more to add to the list.
6 Make a diagram of the different climates of Spain. 7 Explain the climate of the areas that each of these people are travelling to. • Manuela will travel to Tenerife in early September. • Sergio will travel to Valencia in mid-December. • Laura will travel to Oviedo in July. • Antonio will travel to Salamanca in February.
40
11 Write a story in which the main character is concerned about climate change. Remember to describe the place where the story takes place, explain what the problem is, add supporting characters, etc.
Traffic lights. Apply the following colour code next to each activity in your notebook: if you knew the answer if you needed help if you couldn't answer the question
U2 T TARGE N IO IN ACT Propose individual measures to help slow down the consequences of climate change 1
Using the Strategic thinking skill Reason-Question-Answer-Synthesise (RQAS), propose, as a group, individual measures that help to slow down the consequences of climate change. These measures will be different to those in the book. The objective is to reflect on measures to reduce the consequences of climate change that are in our power to take.
Proposal
Reason: Why can it be a useful measure? What benefits can it bring?
Question: What negative consequences can it have?
Answer: Find a solution to the problems
Synthesise: In short, the proposal is good because...
? How have I learned? 1
Have you learned anything new? What images do you remember? What have you enjoyed learning the most? How is what you have learned useful? How will it help you in your daily life?
2 Draw in your notebook. Mark with a dot the level you are at (1, 2 or 3) in each aspect. Connect the dots when finished. Colour the resulting geometric figure.
Ask yourself this! world's population Do you think that the nsequences that is aware of the co have on our lives? climate change can we should act How do you think ents that bypass with those governm ission restrictions? greenhouse gas em ey don't care about Why do you think th this problem? te of the area where Do you like the clima u like it to change you live? Would yo is problem? your area due to th
3 Reflect on what you can continue to improve on in the future. Broaden the reflection towards what your classmates can improve.
41
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