Global Thinkers: Science 6. Primary (sample)

We present all the tools used by people involved in science that will be used throughout the learning experiences.

Let’s reflect on your own habits and develop a proposal to improve them and make them healthier.

Let’s research the changes we experience in puberty and write a letter to encourage and cheer up a teenager.

Let’s build models of landscapes to help us understand what they look like and how to protect them.

TERM REVIEW 1

Let’s imagine that your school doesn’t have power anymore. We need to design a survival plan like the one Uxía made.

Let’s report on the increase in the number of fires and give advice on fire reduction strategies by recording a video.

Let’s think of a tourism project that can be sustainable economically, socially, and environmentally.

TERM REVIEW 2

Let’s conduct a survey to find out how household chores are shared within the family.

Let’s discuss medical advances and how we can show our appreciation to all the groups and professionals involved.

Let’s make a guide with ideas on how to save energy and use it in a responsible way.

TERM REVIEW 3

• The scientific method

• The project-based method

• Levels of organisation

• Nutrition and nutrients

• Classification of food

• Health and nutrition

• Interaction

• Perception, sensory organs, and healthy habits

• Coordination, nervous system, and healthy habits

• The Earth’s layers

• The Earth’s minerals and rocks

• Magmatism

• Computational thinking

• Programming by blocks

• ICT plan

• The food pyramid and food wheel

• The digestive system

• The respiratory system

• The circulatory system

• Action and reaction, our effector organs, and healthy habits

• Reproduction, reproductive systems and healthy habits

• The deformation of the Earth’s crust

• The processes of landform modelling

• Sedimentary rocks

• The excretory system

Competence-based activities

• Puberty. Physical, emotional and psychological changes

Competence-based activities

• The geological history of the Earth

Competence-based activities

• STEAM: Lynn Margulis Rita and Levi Montacini

INTERDISCIPLINARY PROJECT · The magic box and its safekeeping : Mystery in the magic box

• Mass and volume

• Density and buoyancy

• Energy’s forms and transformations

• Electricity

• The relief

• Relief’s features

• Spain’s relief

• Economic activity

• We are consumers

• Businesses of different types

• Renewable and non-renewable energy sources

• Problems of energy use

• Aerodynamics projects

• Spain’s coastal relief

• Waters of Spain

• The relief and the waters of Andalucía

• Economic sectors in Spain

• Economic sectors in Andalucía

• Economic sectors in Europe

• Energy and robots

• Block coding

Competence-based activities

• Europe. Relief and waters

• Climate and climate change

Competence-based activities

Competence-based activities

• STEAM: Émily du Châtelet and Hedy Lamarr

INTERDISCIPLINARY PROJECT · Now or never : I act, You act, We act

• The Contemporary Age begins

• The reign of Fernando VII

• The reign of Alfonso XII and the Second Republic

• Spanish Civil War and Franco

• Democratic memory

• Economic and social changes in the 19 th century

• Culture and art in the 19 th century

• Isabel II and the Revolutionary Sexenium

• Restoration of the Bourbon Monarchy

• Spain in the European Union

• The 20 th and 21 st centuries in Andalucía

• Economy and society in the 20 th and 21 st centuries

• Culture and art in the 20th and 21st centuries

• Andalucía in the 19 th century

• People and facts in the 19 th century

Competence-based activities

• People and facts in the 20 th and 21 st centuries

Competence-based activities

• People and facts of this era

Competence-based activities

INTERDISCIPLINARY PROJECT · Green lung : Better to prevent than extinguish

ARE YOU IN GOOD SHAPE?

Hi! I am Mary. I am a nutritionist and I consider myself as a person in good shape. I eat healthy and I also exercise every day. Thanks to this, my body is a mirror of how fit I am!

WHAT DO YOU THINK?

How can you take good care of your body by following guidelines from a nutritionist? How does it affect your body?

WHAT IS GOING ON AROUND YOU?

Habits are everyday actions that we perform with a certain frequency. Their effects can be enormous. Do you think you take good care of yourself?

WHAT CAN YOU DO TO HELP?

Reflect on your own habits and develop a proposal to improve them and make them healthier.

WHAT IS NUTRITION AND WHAT ARE NUTRIENTS?

wHAT DO yOU NEED TO kNOW TO TAkE ACTION?

1 Levels of organisation

2 Nutrition and nutrients

3 Classification of food

HOW CAN WE EAT A HEALTHY DIET?

4 Health and nutrition

HOW IS OUR BODY ORGANISED?

WHERE DO NUTRIENTS COME FROM?

The food pyramid and food wheel

5

WHY IS THE DIGESTIVE SYSTEM SO IMPORTANT?

6 The digestive system

7 The respiratory system

HOW DOES BLOOD FLOW THROUGH YOUR BODY?

8 The circulatory system

9 The excretory system

ARE SOME FOODS MORE IMPORTANT THAN OTHERS FOR A HEALTHY DIET?

WHAT MAKES THE AIR GO IN AND OUT WHEN YOU BREATHE?

HOW DOES THE HUMAN BODY ELIMINATE WASTE?

HOW IS OUR BODY ORGANISED?

t HINK

How can trillions of cells form something as complex as the human body?

1 Look, listen and read.

The cell is the smallest unit of life. In fact, it performs the three vital functions. Cells are specialised and they group and organise to carry out different functions and form complex structures.

Cytosol is the fluid inside the cell.

Ribosomes

Cell organelles include mitochondria and ribosome.

Red blood cells

Epithelial cell

Tissues are collections of similar specialised cells.

Nucleus Mitochondria 2 1 3 4

Genetic material, DNA, contains all the information that the cell needs to function. In eukaryote cells DNA is found inside the nucleus.

Cellular membrane provides a protective barrier and regulates which substances can pass in or out.

Brain Lungs Epithelial tissue Digestive system

Organs are made up of different types of tissues that work together to help the organ function.

Organ systems are groups of organs that work together to carry out complex functions for the body.

The eukaryote cell

2 Answer these questions.

a) Why do we consider cells to be alive?

b) What is the plasmatic membrane and what is its function?

c) What is the difference between an organ and a tissue?

d) Where is the DNA in a eukaryote cell?

3

In pairs, let’s play a game! Our body is organised in different layers of complexity. Begin by saying the simplest level. Your classmate says the next layer, and then continue until reaching the most complex layer. Refer to the language model and word bank for guidance.

Groups of cells make up tissues.

Tissues ➞ organs

Organs ➞ organ systems

CREATE A CELL!

You know… a group of bricks make up a wall. Yes, and a group of walls make up a building…

1 In groups of three, create a cell following these steps.

Step 1. Research on the Internet the cell and its parts. Include structure, organelles, and functions. What are mitochondria? What do they do? What is the DNA?

Step 2. Think of the best way and material to represent a cell, this could be clay, plasticine, a collage, or a well-drawn diagram on a board.

Step 3. Build the best model of a eukaryote cell ever seen.

Step 4. Use your model to explain the cell structure to the lower grades in your school.

NOW I KNOW…

Our body is organised in layers each one more complex than the other, and that the cell is the smallest unit of life.

CHECK WHAT YOU LEARNED

WHAT IS NUTRITION AND WHAT ARE NUTRIENTS?

How does our body get energy? t HINK

1 Look, listen and read.

All living things need energy to live. When we eat something, our body transforms food into nutrients. They give us energy and help us to grow and repair damage in our body.

Carbohydrates give us energy. We should eat them every day.

Proteins give our body the nutrients it needs for growth and repair. maintain body temperature.

Obtaining nutrients from food and oxygen from the air we breathe.

The circulatory system

Heart

Veins and arteries

Vitamins and minerals are useful for preventing illness.

Processes in the vital function of nutrition

Transport of nutrients and oxygen to all cells to maintain their function.

Human body systems participating in nutrition

The excretory system

Kidneys

The digestive system

Mouth

Water helps in the digestive and excretory system. It is essential.

Elimination of waste products and carbon dioxide.

The respiratory system

Lungs

Diaphragm

Nasal cavity

Salivary glands

Oesophagus

Urethra

Ureters Bladder

Liver

Large intestine

Stomach

Pancreas

Small intestine

2

Read the sentences and say if they are true or false. Correct the false ones.

a) Only human beings need energy to live.

b) Water is essential only for the digestive system.

c) Our body transforms nutrients into food.

d) Four human body systems participate in the process of nutrition.

3 Find the odd one out.

4 In groups of four. Play Bingo! Write six organs from the different systems used in nutrition in a 3×2 card. One member of the group will say one by one different organs. Say bingo when your card is completed!

1 In groups of three, draw the following scheme on a sheet of paper.

Step 1. Then, complete it using the elements.

Step 2. Finally, compare the result with a member of another team.

2 Do you like working in a team? How do you feel working in teams?

NOW I KNOW…

Four systems collaborate in obtaining and processing nutrients: the digestive, respiratory, circulatory and excretory systems.

WHERE DO NUTRIENTS COME FROM?

Are all nutrients equally important?

Food

Food contains substances and nutrients necessary for the correct functioning of our organism.

Food can be composed of a single type of nutrient (oil is made up of fats) or of several types of nutrients (vegetables are made up of proteins, vitamins, carbohydrates and mineral salts).

Classification of food

According to its function

• Energetic foods are those that contain mainly carbohydrates or fats (cereals, flour, pasta, bread, potatoes, sugar, oils or butter).

• Constructive foods are those that contain a lot of proteins (meat, fish, eggs, milk, legumes).

• Regulating foods are those that contain many vitamins, minerals or vegetable fiber. They help to the good functioning of our organism and to prevent illnesses. Fruits and vegetables are foods of this type.

According to its processing level (NOVA)

• Group 1. Unprocessed or minimally processed food (milk, fish or meat).

• Group 2. Culinary ingredients used as a basis for cooking (pepper, oil or salt)

• Group 3. Processed ready-to-eat food. They are food from Group 1, to which salt or oils have been added. Cooked or fermented foods also belong to this group.

• Group 4. Ultra-processed food and beverages. They are produced using industrial processes and contain additives, sweeteners.

Look at the pictures and classify them according to their function.

Constructive food

Regulating food

Learn more about the NOVA system and the food labels at anayaeducacion.es.

WORKING AT A SUPERMARKET

1 You are helping in the organisation of this supermarket. What NOVA group is represented on each shelf?

Look at the following pictures and place them on the correct shelf.

2 What conclusion do you get by associating the amount of ingredients in each food with NOVA classification? Which food contains the most ingredients? And the least?

NOW I KNOW…

There are many different types of food. Knowing them helps us to combine them in a healthy way!

CHECK WHAT YOU LEARNED

Fresh salmon

Salmon + salt

Spicy salmon hamburger

I think that eating food from Group 1 is the best option because...

HOW CAN WE EAT A HEALTHY DIET?

Can a good nutrition be achieved by eating healthy food only once per week?

• Diet is the set of food rations or portions that we consume on a regular basis.

• A portion is an approximate measure that refers to the amount of a certain food that we consume.

• It means eating food from all the principal food groups in the correct quantities. All the food groups perform specific functions for our bodies.

• It is adapted to the needs of each individual. These needs depend on several factors:

Requirements for a balanced diet

• It must cover the needs of each individual.

• It must contain all types of nutrients in adequate amounts.

• It must contain varied foods of good quality and from group 1 NOVA.

• It mustn’t contain toxic or contaminant substance.

• It must favor social interaction and coexistence around eating activity.

• It must be economically viable and sustainable.

Read the sentences and decide if they are true or false. Correct the false ones.

a) A diet is the amount of nutrients food has.

b) A balanced diet happens when we eat only small portions of food.

c) A balanced diet is adapted to each person.

d) The needs of each person vary depending on factors such as age, height or weight.

3 Say the portions of the different food you are going to eat for dinner.

What portions of food are you going to eat for dinner?

BEING A NUTRITIONIST!

Let me think… I’m going to eat a piece of fruit and...

1 Read Mary’s description and answer the questions. Do you agree with her?

Hi! I’m Mary and I am a nutritionist. A nutritionist is a health professional specialised in nutrition, food and human dietetics. I design diets suitable for all kinds of people. Many people think that a diet is a particular combination of food to lose weight. This is not true! A diet is what we eat every day, so we all follow a diet!

3 Ask your partner about their diet and exercise. What habits must or mustn’t they change?

For lunch I’m going to take...

Remember, you mustn’t eat too much fats because...

NOW I KNOW…

A good diet is a very powerful way to take care of our bodies.

2 What do you know about the Mediterranean diet? Look up information on the web about it and say what it consists of and why it is so important. CHECK WHAT YOU LEARNED

ARE SOME FOODS MORE IMPORTANT THAN OTHERS FOR A HEALTHY DIET?

HINK

Why are the food pyramid and food wheel so important? t

Look, listen and read.

There are many ways to graphically represent the recommendations for following a healthy lifestyle.

This triangular graph represents the healthy behaviors and types of food.

We can only eat food with a lot of fat or sugar occasionally and in small amounts.

We must eat food rich in proteins several times per week.

We must eat food rich in vitamins, minerals and carbohydrates every day.

It is a pie chart representing food that we must include in our daily diet and the adequate proportions.

It includes cereals and their derivatives (bread, pasta, potatoes), which are foods rich in carbohydrates.

It includes fresh fruits, food which is rich in minerals and vitamins.

It includes oils and fats, foods which are rich in energy.

It includes meats and fish, eggs, legumes and nuts. They are foods rich in proteins.

It includes milk, cheese and its derivatives. They are foods rich in protein.

It includes fruits and vegetables, which are rich in mineral salts and vitamins.

Food wheel

Read the labels and match them to the correct pictures.

Vitamins and mineral salts

Carbohydrates

Proteins

3 In pairs, compare the food pyramid and the food wheel. What information does each of these charts give us? What do they have in common?

DESIGNING A MENU

1 In groups of four, find information about a specific group of nutrients (carbohydrates, proteins, fats, or minerals and vitamins). Then, prepare answer for the following questions.

What food are rich in…? Why is eating … relevant?

What happens if we don’t eat…?

2 Design a healthy menu for one school day. It must include a starter, a main course and a dessert.

3 When you work in a team, do you ask for help?

NOW I KNOW…

There are simple recommendations for an adequate diet. However, each person may have different needs.

CHECK WHAT YOU LEARNED

WHY IS THE DIGESTIVE SYSTEM SO IMPORTANT?

How does our body go through the process of digestion?

1 Look, listen and read.

Digestion is the process that transforms food into nutrients to be absorbed and passed into the blood. The undigested matter is eliminated.

Then, the bolus goes into the pharynx and down the oesophagus. Then it arrives to the stomach.

Teeth grind food and the mouth produces saliva that breaks food down more. The tongue mixes food and saliva and forms a bolus.

The stomach produces gastric juices. They continue to mix the bolus to form a liquid called chyme.

Nutrients obtained from digestion pass into blood through the walls of the small intestine, a process called absorption. The large intestine absorbs water, mineral salts and vitamins. The residues, called faeces, are expelled through the anus.

Order the following concepts in the process of digestion.

faeces stomach pharynx small intestine anus mouth

3 In pairs, describe the process of an apple from mouth to its expulsion.

First, the apple enters into your mouth…

Secondly, your tongue mixes…

DENTAL HYGIENE

1 What do you know about ‘Dental hygiene’ and about your teeth?

Brushing your teeth properly

How to prevent caries?

Types of teeth

Food and drinks

2 Imagine you want to brush your teeth. Write down, step by step, all the actions you need to carry out from the moment you are on the sofa until you finish.

Then, go to anayaeducacion.es and watch ‘Dental hygiene step by step’ and check if you are carrying out the cleaning properly.

3 In pairs, think about questions to make a survey about the dental hygiene in your classroom. Then, ask your classmates and analyse the results. Is there good dental hygiene?

NOW I KNOW…

1. How often do you brush your teeth?

a) Never.

b) Once per day.

c) Twice per day.

2. How often do you drink sugar drinks?

a) Never.

b) With every meal.

c) Only on weekends.

Digestion is a very complex process and it is very relevant to your nutrition. Daily and healthy habits, such as dental hygiene, are essential for having a good digestive system.

CHECK WHAT YOU LEARNED

WHAT MAKES THE AIR GO IN AND OUT WHEN YOU BREATHE?

How important is the way we breathe?

1 Look, listen and read.

Our body uses oxygen to convert nutrients into energy. The respiratory system allows us to take oxygen we need and it eliminates carbon dioxide.

When we inhale, oxygen passes from the alveoli into the blood, and carbon dioxide passes from the blood into the alveoli.

The diaphragm contracts and moves down. This makes the lungs bigger and the air moves from the mouth and nose to the lungs through the larynx and windpipe.

The diaphragm relaxes and rises, compressing the lungs, which expel air to the outside.

2

Where does the gas exchange take place?

a) In the lungs.

b) In the windpipe.

c) In the diaphragm.

d) In the mouth.

3

Martha exhales when she does yoga. Does her breathe contain more carbon dioxide than the air she inhales? Justify your answer.

4 Your classmate will tell you an organ of the respiratory system. Explain its importance to him/her.

Are lungs important? What do you think?

I think they are useful because...

Learn more about the respiratory system at anayaeducacion.es.

Your turn!

A BAD HABIT

1 Let’s learn about the harm caused by smoking and organise a campaign to convince people that they mustn’t take up this habit.

Step 1. Watch the resource ‘Tobacco, a risk for your health’ at anayaeducacion.es.

Step 2. Can you mention two disadvantages?

Step 3. Prepare a pamphlet to share with your school. Include clear information and photographs.

NOW I KNOW…

The respiratory system allows us to obtain oxygen and release carbon dioxide every second of our lives. CHECK WHAT YOU LEARNED

circulatory system

HOW DOES BLOOD FLOW THROUGH YOUR BODY?

t HINK

How is the process of circulation?

1 Look, listen and read.

The circulatory system is a circuit that distributes nutrients throughout the body and removes waste substances.

Blood circulation

• Blood circulation is the circular path blood takes from the time it leaves the heart to the time it returns to the heart.

• Blood circulation has two circuits: the pulmonary and the general circulation.

Pulmonary circulation

It connects the heart with the lungs. Blood leaves the heart loaded with carbon dioxide and reaches the lungs where it is released and loaded with oxygen and returns to the heart.

General circulation

It connects the heart with the rest of the body’s organs. It is responsible for transporting nutrients and oxygen and removing waste products and carbon dioxide from the cells.

Heartbeat

Heartbeat is the continuous relaxing and contracting of the heart.

Heart relaxes and fills with blood coming from veins.

Heart contracts and pushes blood into arteries, to the rest of the body.

Read the labels and match them to the correct sentence.

heart blood arteries veins

a) It pumps blood around the body.

b) They carry blood from the heart to the rest of your body.

c) They carry blood from the rest of your body to the heart.

3 When the heart contracts, the … push blood to the rest of the body.

a) veins

b) arteries

c) lungs

4 Explain the differences between veins and arteries using your own words.

Your turn!

HOW TO TAKE YOUR PULSE

Arteries are useful because they carry blood…

1 Do you know how to take your pulse? Where can you take your pulse on your body?

Step 1. In pairs, ask your classmate to sit down and relax. Count the number of pulses for one minute.

Step 2. Then ask your classmate to move or run for a minute. Count again the number of pulses.

Step 3. Is your pulse the same when you are relaxed and moving? Is your hearbeat slow? Why?

The ... filters the blood and forms...

NOW I KNOW…

d) It is a red liquid that carries nutrients and oxygen. CHECK

Our circulatory system works non-stop throughout our lives and we can help to keep it in good condition.

HOW DOES THE HUMAN BODY ELIMINATE WASTE?

How is the process of eliminating waste?

1 Look, listen and read.

Finally,

Remember that our body has other systems for eliminating waste substances:

• The sweat glands in the skin remove substances through sweat.

• The digestive system removes waste products from digestion in the form of faeces.

• The respiratory system removes carbon dioxide.

The excretory system cleans the blood of waste products through urine or sweat. It eliminates them from your body.

The blood that has travelled through the body collecting waste substances enters the kidneys.

urine is expelled through the urethra.

Urine circulates through the ureters and is stored in the bladder.

The kidney filters the blood and forms urine.

The ‘clean’ blood comes out of the kidney.

2 Order the letters and say the correct organ from the excretory system.

RETERU IDNKEY BDDERLA REUTHRA

3 Read and answer the questions.

a) What organ filters the blood?

b) Where is urine stored?

c) What part of the human body expels the urine?

4 List the waste products of the human body and the organ responsible for their expulsion.

In the digestion process we remove waste substances…

WATER AND MORE WATER!

1 As you have studied, we remove water from our body in the form of urine and sweat. We also absorb water when we eat food.

Look at the table and answer the questions.

a) Which food has the highest water content? Which one has the lowest?

b) Group food according to the NOVA classification and compare their water content.

c) Do you think that eating unprocessed food can be beneficial for your digestive system? Why?

NOW I KNOW…

Getting rid of waste is as important as getting nutrients. Fortunately, there are habits that help us to take care of this function as well.

CHECK WHAT YOU LEARNED

MY VISUAL SUMMARY

Are you in good shape?

Nutrition

includes

Nutrients come from

• Carbohydrates

• Fats

• Proteins

• Vitamins and minerals

• Water

Obtaining nutrients

Transport of nutrients

Elimination of waste products

Energetic food

Food

Set of food rations we consume on a regular basis.

Diet

Constructive food

Regulating food

A balanced diet

The food pyramid

Tips

Nutrition and health

The digestive system

Absorption of nutrients

Elimination of waste substance

Tips

Healthy habits

• Eat a balanced diet.

• Eat fruits and vegetables every day.

• Eat slowly, chewing well.

Inhalation

The respiratory system

Gas exchange

Exhalation

Healthy habits

• Always breathe through the nose.

• Exercise every day to improve lung capacity.

• Avoid polluted environments.

• Cover your mouth and nose when you sneeze or cough.

• Use scarves in winter so that the air doesn’t get too cold.

• Avoid tobacco smoke. Smoking is the worst habit for the respiratory system.

The circulatory system

It cleans blood and remove waste substances.

Healthy habits

Tips Tips

• Do moderate physical exercise every day.

• Avoid consuming food rich in fats and sugars.

• Drinking water.

• Avoid alcohol and tobacco consumption.

• Avoid stressful situations and get adequate sleep.

• Maintain an appropriate weight.

The excretory system

It eliminates waste substances.

Healthy habits

• Drink plenty of water.

• Avoid smoking and alcohol consumption.

• Do not take painkillers without prescription.

• Do not hold urine in the bladder longer than necessary.

• Maintain good personal hygiene.

WHAT HAVE I LEARNED?

1 Name the three processes involved in the function of nutrition.

2 List the systems involved in the function of nutrition.

3 What are the differences between food and nutrients? Give two examples.

4 Choose the odd one out.

a) Vitamins, kidney, carbohydrates, proteins.

b) Urethra, bladder, ureter, lung.

c) Stomach, small intestine, liver, nutrient.

5 Classify the following food into the correct category.

9 Read the habits and say why they are important.

a) Wash your hands before handling food.

b) Eat slowly and chew food.

c) Drink water throughout the day.

10 Look at the pictures and say which healthy habit they represent.

6 The circulatory system is responsible for transporting … and … to all cells of the body.

7 Where do these processes take place?

a) The absorption of nutrients.

b) The absorption of oxygen.

c) The formation of urine.

d) The expulsion of carbon dioxide.

8 Read and decide if the following sentences are true or false.

a) During inhalation air enters the lungs.

b) Most nutrients are absorbed in the intestine.

c) The excretory system removes waste products from the blood, including carbon dioxide.

11 Do some research about alcohol and tobacco, and explain the main harms that can result from their use.

Traffic lights. Apply this colour code to each activity in your notebook.

If you knew the answer.

If you needed help.

If you couldn’t answer the question.

TAKE ACTION

Reflect on your own habits and develop a proposal to improve them and make them healthier.

Let’s investigate how we can improve our habits to take care of our nutrition function. Follow these steps:

Step 1. Copy and complete the table in your notebook.

Ideal healthy habits

Different habits

Which habits that you have learned are different from the ones that you already have?

Similar habits

Which habits that you have learned are similar or the same as the ones that you already have?

Habits in your daily life

Different habits

What habits of daily life are different from those that you have learned?

Step 2. Look at the differences between your current habits and your ideal habits. Write a proposal with at least five ways to improve your habits.

Step 3. In a big group, what advice can you give to someone to take care of his/her body?

HOW HAVE I LEARNED?

1 Copy the table in your notebook and rate the sentences from 0 to 5.

a) Which of the sentences do you agree and disagree most and why?

b) Are they useful for you?

Score

I know more healthy habits.

I enjoyed learning about the role of nutrition.

I can recommend people to follow health habits.

I am interested in learning more about how to improve my health.

INTERACTION AND REPRODUCTION FUNCTIONS

I really don’t know what is going on with me! One day I feel I’m in heaven and next I want to shout… and I don’t even know why! Is this what they call ‘puberty’?

WHAT DO YOU THINK?

Have you ever felt this

WHAT IS GOING ON AROUND YOU?

Mental health is important at every stage of our life... It affects how we think, feel and act, how we relate to others and how we make choices.

WHAT CAN YOU DO TO HELP?

Let’s research the changes we experience in puberty and write a letter to encourage and cheer up a teenager.

HOW DO WE COMMUNICATE WITH OUR ENVIRONMENT?

wHAT DO yOU NEED TO kNOW TO TAkE ACTION?

1 Interaction

WHAT IS THE INTERACTION FUNCTION AND HOW DOES IT WORK?

2 Perception, sensory organs, and healthy habits

Coordination, nervous system, and healthy habits

3

WHO IS IN CONTROL?

WHO TAKES ACTION?

4 Action and reaction, our effector organs, and healthy habits

5 Reproduction, reproductive systems and healthy habits

HOW DO WE REPRODUCE AND RELATE TO EACH

WHATE IS GOING ON WITH ME?

6 Puberty. Physical, emotional and psychological changes

WHAT IS THE INTERACTION FUNCTION AND HOW DOES IT WORK?

We are constantly adapting to changes. How does our body do all this?

Look, listen and read.

The interaction function is one of the three vital functions and enables us to interact with the environment. We perceive signals and information through our senses and respond to them so we can survive.

The interaction function process

Perception

We perceive information through our sensory organs.

Elaboration of a response

The central nervous system receives the information from the sensory organs, interprets it, decides a suitable response and sends an order.

Execution of the response

The ‘effectors’, which are part of the locomotor system, like muscles and bones, receive the order, and carry out the actions or responses.

Go to ‘I’ll tell you in a moment’ at anayaeducacion.es to learn more about how to take care of your organs in the interaction function.

2

Match the actions to the organs or systems involved.

a) I feel a very hot surface.

b) I receive the information: ‘this is very hot’. I send the order to move the hand off.

c) I move the hand off the surface as quickly as I can.

3

In pairs, order the sentences to describe the process of the interaction function.

My legs and arms move rhytmically. I’m dancing!

My ears hear a song.

1) Locomotor system – arm muscles

2) Nervous system - brain

3) Sensory organs - skin

First I begin dancing!

My brain remembers the song: it’s one of my favourites! No, no. I think the first one is...

Your turn!

TRANSFORM YOUR INTERACTION PROCESS INTO A COMIC!

1 In pairs, think of a situation from your everyday life in which the interaction function is involved and describe it in detail.

Step 1. Identify in your description the different actions and relate them to the different systems of your body and the organs that take part in the process.

Step 2. Design a creative storyboard with the conversations that the different parts of your body may have. Don’t forget adding humour to your story.

Step 3. Share it with the class.

Hi, I’m the eyes! I can see some grey clouds coming from the North!

I’m the skin! I can feel a cold breeze coming in! Let’s tell all this to our central nervous system!

Mmm... definitely, this is probably a storm. It will rain for sure.

I’d better take action and call the effectors to come in and put some warm clothes on.

NOW I KNOW…

There are many systems and organs working together in the interaction function.

sense organs, and healthy habits

HOW DO WE COMMUNICATE WITH OUR ENVIRONMENT?

Are sensory organs relevant to our everyday life?

1 Look, listen and read.

The sense organs help us to perceive the world around us. They have sensory receptor cells, which transform the stimuli into nerve impulses. Sensory nerves send this information to the central nervous system.

How do senses work?

Sense: Smell Sense organ: Nose

Smell allows us to perceive chemical substances in the air through smell receptors. These are in the pituitary gland. The olfactory nerve then sends this information to our brain.

Sense: Taste Sense organ: Tongue

Taste allows us to perceive chemical substances in liquids through taste receptors. These are in the tongue and are called papillae.

Olfatory nerve

Sense: Touch Sense organ: Skin

Touch allows us to perceive changes like temperature or pressure through receptors in the skin. These receptors send sensory signals to the brain.

Pituitariy gland Nostrils

Papillae

Sense: Sight Sense organ: Eyes

Sight is the ability to perceive light through our eyes. These organs have a lens called crystalline that focuses the light rays onto the receptor cells in the retina.

Sense: Hearing Sense organ: Ear

Hearing is the ability to perceive vibrations in the air that we call sounds. These vibrations move a sensitive membrane called the eardrum that transmits the movement to the cochlea, where the receptor cells capture the vibrations, and send them to the brain.

Read and complete the sentences with the words in the boxes.

pituitary

olfactory receptors sight sense through brain

a) Smell ••• are in the ••• gland. They perceive chemicals on the air and send this information to the ••• through the ••• nerve.

b) Eyes are the ••• organs that give us the sense of •••

3 Imagine, yesterday you were in a beautiful landscape. Talk about it with a classmate, and describe what you felt, saw, heard.

What did you see?

I saw a beautiful lake and...

Did you hear wild animals?

Your turn!

OUR EMOTIONAL HEALTH AND LEISURE ACTIVITIES

1

In groups of three. We’ll do a survey at school. Define different age groups and interview as many people as possible at school. Listed below are possible questions; you may add others and decide different options for the answers.

a) What are the 3 top activities you like doing in your free time?

b) How many hours per day do you use screen devices?

c) Is it difficult for you to stop using a device when your parents tell you to?

d) Do you get angry when you can’t use your digital devices? Why?

NOW I KNOW…

Our sense organs are important and we must take care of them.

No, I didn’t hear anything.

3 Coordination, the nervous system, and healthy habits

WHO IS IN CONTROL?

Did you know that our emotions are related to our nervous system and senses?

Look, listen and read.

The Nervous System receives information from our senses, interprets it and prepares responses to different situations or changes. It sends instructions to our effector organs, that execute them, acting or reacting to the stimuli from the environment.

It consists of:

• The encephalon inside the skull includes the brain, that elaborates complex responses; the cerebellum, that coordinates body movements and the brain-stem, that regulates involuntary reflexes, like heart beat.

Peripheral nervous system

The peripheral nervous system consists of all the nerves and neurons that interconnect the different parts of the body. It forms a communication network that carries messages to and from the central nervous system.

• The spinal cord is a long bundle of nerves inside your spinal column. The spinal cord, together with the network of nerves, let messages flow between the brain and the rest of our body. It oversees reflex actions, like blinking.

What is the difference between reflex actions and voluntary actions? The brain controls all voluntary actions, like riding a bicycle or playing tennis. Reflex actions are those that we do without thinking, like pulling away our hand from a fire.

3

Say if these sentences are true or false. Correct the false ones.

a) The spinal cord is a part of the peripheral nervous system.

b) Our senses receives information from the nervous system.

c) The cerebellum controls the body movements.

d) The brain elaborates complex responses.

In pairs, you say one action and your classmate identifies if it is a reflex action or a voluntary action. Then swap roles. You can use the words in the list as in the example.

Is running a voluntary or a reflex action?

Your turn!

Breath Sneeze Talk

Read Shout Dance

Go to ‘The neurons’ at anayaeducacion.es to learn more about these cells.

DO WE CARE FOR OUR NERVOUS SYSTEM?

1 In groups of three, do some research about healthy habits and the nervous system.

Step 1. Read the list of healthy habits that Eva suggests. Together discuss and answer these questions:

• Do you follow this advice or not?

• Do you think that you care for your nervous system?

• Do you think you could add some other advice to the list?

• Do you think that the list could be useful for Jonay?

Step 2. Research how our nervous system changes and develop from childhood to adolescence.

Step 3. Share your findings with the class.

NOW I KNOW…

Our nervous system controls emotions, feelings, actions and reactions and we must take care of it.

CHECK WHAT YOU LEARNED

It’s a voluntary action.

4 Action and reaction, our effector organs, and healthy habits WHO TAKES ACTION?

We cry, we laugh, we live, we learn. How do we move, act, participate?

1 Look, listen and read.

We have learned that the nervous system processes the stimuli from the sense organs and elaborates a set of instructions for the effector organs. One of the main effectors in the human body is the locomotor system.

Locomotor System

It is the group of organs that allows movement. It consists of:

Joints are the areas of union between bones. They contain the ligaments that join bones to bones. In addition, muscles are attached to bones through tendons.

Skeletal muscles connect to our bones and allow movement. They consume a lot of energy.

The skeleton: formed by bones, joints, and ligaments, provides us shape, support, stability and protects organs like the brain.

The locomotor system works as a set of levers. Muscles apply forces to the bones to move them.

Elbow joint

Humerus Ligaments

How do muscles work?

Triceps contracted

Biceps relaxed

Triceps relaxed

2 Order the words to complete true sentences about the locomotor system.

a) a healthy and nutritive diet is good for keeping our locomotor system

b) they apply forces so they move to the bones muscles work as levers

c) the brain controls of our the voluntary movements skeletal muscles

3 Read and match the two columns.

a) Bones

b) Ligaments

c) Joints

d) Tendons

e) Muscles

Your turn!

1) connect to bones and allow movement.

2) attach muscles to bones.

3) solid part of the skeleton, give structure and stability.

4) are areas of union between bones.

5) join bones to bones.

Go to ‘The endocrine system’ at anayaeducacion.es and learn more about the other important effector system in our body.

LET’S TAKE CARE OF OUR SPINAL COLUMN!

1 In pairs, do some research about how to take care of your spinal column.

Step 1. Choose 4 recommendations; on a poster, draw examples of good and poor posture. Explain the consequences of poor postures and outline ways in which we can prevent spine damage.

Step 2. Share with the class. Discuss your opinions and make a mural with your posters. Check this example, which drawings show poor postural habits and which are good?

NOW I KNOW…

All our body systems work in coordination, and the locomotor system allows movement.

5 Reproduction, reproductive systems and healthy habits

HOW DO WE REPRODUCE AND RELATE TO EACH OTHER?

Are physical and emotional changes related? How do we change as we grow up?

Look, listen and read.

Both, male and female reproductive systems work together to carry out the vital function of reproduction. Thanks to the process of reproduction babies are born; they are our descendants and have part of our own features.

Female reproductive system

Ovaries produce ova (female gametes). The female reproductive system carries out the processes of fertilisation, embryonic development, and birth.

Testicles produce sperm (male gametes).

Reproductive process consists of three stages:

1. Fertilisation: Sperm joins the ovum and creates a Zygote, it’s the beginning of a new organism.

2. Embryonic development or gestation: The embryo grows gradually and becomes a fetus

3. Birth: the fetus is ready and comes out of the uterus through the vagina. The whole process takes around 9 months.

Male reproductive system

Penis

Prostate

Testicle Scrotum

Urethra

Fallopian tubes Uterus or womb

Vulva Vagina

Ovaries

Complete the sentences using the words in the box.

a) The reproduction process consists of three stages: ••• , ••• and •••

b) During the stage of fertilisation, the ••• joins the ••• and produce a •••

c) During gestation, the ••• grows gradually and becomes a •••

3 In pairs, choose one of the words and define it in your own words. Your classmate has to guess what you are referring to. Then you swap roles.

testicles

Your turn!

ovum

sperm

ovaries

fertilisation

sperm

zygote

gestation

fetus

embryo

birth ovum

It is when the embryo grows and becomes a fetus. Mmm... Is it gestation?

HOW DO WE TAKE CARE OF OUR REPRODUCTIVE SYSTEMS?

1 Adolescence is a special time. We need to learn and get used to a lot of new things that affect different areas of our life. It is important to be informed, communicate with our peers, and grow in self awareness.

Step 1. Read the Health recommendations for our reproductive system.

Step 2. Choose one of them and investigate.

Step 3. Prepare a short presentation to share with your class. Include an example of a risky situation in everyday life and how to prevent or solve it.

Step 4. Complete one presentation at a time and allow time for discussing the situation and the solution. Do you all agree? Why? Why not?

NOW I KNOW…

Physical and emotional changes are related.

Hygiene

It’s important to prevent infections and diseases.

Emotional maturity

In humans, sexual maturity is often reached prior to emotional maturity. It’s important to be aware of our emotions to make wise decisions.

Remember: sexuality is a private matter

We are all unique and we develop differently. It’s important to respect privacy and prevent risky behaviors in real life and on the Internet.

Go frequently to a specialist

And follow their advice and guidelines.

Be aware of human papilloma virus

Follow the vaccination advice in a timely manner. Look for information about STD (Sexually Transmitted Diseases), and their risks.

WHAT IS GOING ON WITH ME?

What is puberty?

1 Look, listen and read.

The menstrual cycle is the process by which, the uterus prepares for pregnancy. This cycle begins with the first menstruation, called menarche (around 12 years old). And it is active until the last ovulation, menopause, (50 years old). The menstrual cycle lasts around 28 days. During these days women undergo drastic hormonal fluctuations.

Ovum matures and uterus lining regenerates

After menstruation, the new ovum matures, and the uterus lining regenerates to receive it.

The ovum is mature (day 1)

Uterus lining breaks down and goes out through the vagina, with some blood and the unfertilized ovum.

Uterus lining regenerates (day 6)

Ovulation

Ovaries release an egg or ovum into the uterus. The two or three days after and before ovulation there is more probability of pregnancy (around day 14).

Uterus

Menstruación (or period)

If the egg or ovum has not been fertilized, pregnancy does not occur. The uterus lining and the ovum are expelled with some blood through the vaginal canal.

The uterus prepares for pregnancy

The uterus lining gets thick and full of blood vessels. It prepares for the embryo to settle, in case pregnancy occurs.

Go to anayaeducacion.es and learn more about the gestation.

Ovum is released.

Ovum

lining gets thick.

Read and say if these sentences are true or false. Correct the false ones in your notebook.

a) The menstrual cycle lasts from 3 to 7 days.

b) When the ovum is not fertilised, uterus lining breaks down and goes out through the Urethra.

c) The ovum is released around day 14 of the menstrual cycle.

d) Between days 12 and 16 is when pregnancy is more probable.

e) The uterus lining never regenerates.

3

Work in pairs. For the last 4 months, Julie has noted the first day of her period. Check the dates here and answer.

a) On average, how many days are there between each period?

b) When will she probably get her period in the month of May?

c) When did ovulation take place during the month of April?

Your turn!

WHAT DO YOU KNOW ABOUT PUBERTY?

Jan 26th

Feb 24th

When did she have her period?

Mar 25th

April 23th

1 Puberty is a time of physical and emotional change that happens when children grow and mature.

Step 1. Investigate the changes in puberty.

Step 2. Read through the chart on the right. Discuss and compare it with your recent findings.

Do you think that the chart reflects all that happens during puberty? Is there any information missing?

What do you think psychological maturity refers to?

Step 3. Create a new chart including your findings and conclusions.

Step 4. Share and compare your charts in class.

NOW I KNOW…

Puberty is a time of physical and emotional change.

She probably had it on May...

puberty

males all persons females

Testicles produce sperm.

Facial hair grows Voice changes

Muscles develop

Person attains psychological maturity

Hair grows in underarm and pubic areas.

Ovaries produce egg cells.

Menarche Breast develops. Hips grow

CHECK WHAT YOU LEARNED

MY VISUAL SUMMARY

Interaction and reproduction functions

The interaction functions

Detecting stimuli

Performed by the

Sense organs

Nose

Olfactory epithelium

Papillae

Skin

Touch receptors

Encephalon

Preparing responses

Performed by the

Nervous system

Brain

Cerebellum

Medulla oblongata

Spinal cord

Ears

Hearing receptors

Nerves

Central nervous system:

encephalon and spinal cord

Eyes

Retinal receptors

Peripheral nervous system: nerves

Executing responses

Performed by the

Healthy habits for interaction

Using sunscreen and sun protection, brushing your teeth, getting enough sleep, limiting screen time, doing exercise, avoiding alcohol and drugs, etc.

The reproduction function

Performed by the

Reproductive organs

Effectors

Skeleton

Bones

Joints

Ligaments

Skeletal muscles

Fertilisation

Embryonic development

Gestation

The ovum matures and the uterine wall regerates.

Menstrual cycle

Ovulation

Fallopian tube Ovary

Penis

Uterus

The ovum matures.

The uterine wall regerates. Ovum is released.

Vulva

Vagina

The ovum, the tissue in the uterine wall and blood are expelled.

Menstruation (period)

Ovum

Thickened uterine wall

Preparation of the uterus

Urethra Testicle

Scrotum

Prostate

Healthy habits for reproduction

Good hygiene, respecting other people’s privacy, getting vaccinated, etc.

PORTFOLIO

WHAT HAVE I LEARNED?

1 Complete the sentences in your notebook.

a) The ••• system and the ••• are effector organs because they respond to the orders of the ••• system.

b) The ••• are the gametes of the male reproductive system, and the ••• are the gametes of the ••• reproductive system.

2 Read and choose the correct option.

a) Tendons join different bones / bones with muscles

b) Ligaments join different bones / bones with muscles

3 Create a diagram explaining the different parts of the nervous system in your notebook.

4 Read and match the concepts in your notebook.

Fertilisation

Embryonic development

Birth

Embryo grows and forms all body structures.

Fetus is ready and is born.

Sperm joins the ovum and creates the zygote.

5 Which part of the encephalon regulates each one of these processes? Answer in your notebook.

a) Create a story.

b) Coordinate our movements when riding a bicycle

c) Regulate heartbeat.

6 What is a reflex action and what part of the nervous system is specialised in this type of response?

7 Answer these questions about reproduction in you notebook.

a) How long does gestation take?

b) Explain what fertilisation is and where it takes place.

c) Explain what puberty is and list the major changes that occur in our body.

8 Explain and justify why is it important to follow a healthy and nutritive diet and exercise.

9 List the parts of the male reproductive system that are also part of the excretory system. Is it the same in the female reproductive system?

10 Look at the picture and answer the questions.

a) Is this girl’s sight and hearing exposed to any risks? If so, what are they?

b) Which other systems or her body may be at risk and how?

c) What she can do to prevent them? Explain it.

Traffic lights. Apply this colour code to each activity in your notebook.

If you knew the answer.

If you needed help.

If you couldn’t answer the question.

TAKE ACTION

Research the changes we experience in puberty and write a letter to encourage and cheer up a teenager.

Step 1. Read carefully the situation that a teenager describes in the first page of this learning experience. How is it related to the interaction and with the reproduction functions?

Step 2. In small groups, look for information about:

a) What are the most frequent emotional problems in adolescents?

b) How can we take care and improve emotional health during puberty?

You can also ask to your teachers, family and friends about their experiences and opinions.

Step 3. Together with your team, write a letter to support and encourage Jonas. Use the information you found during your research. Explain to him what he is undergoing from a biological point of view and give him advice.

Step 4. Share the letters with your classmates. Copy and complete the following chart.

Before I thought... Now I think... Causes for the change

What did you think about puberty, mental and emotional health and interaction and reproduction functions, before studying this unit? What questions do you have?

HOW HAVE I LEARNED?

Have your thoughts or opinions changed after studying this unit? What do you think now?

What new questions arose about healthy habits related with interaction and reproduction functions?

1 Complete these thoughts in you notebook.

a) Which was the activity you liked most?

b) Have you learned new things?

c) How have you felt studying this unit?

d) Did you get involved and participate in group activities and projects?

The activity I like most.

My involvement in group projects

New things I learned.

spain in THE 20TH AnD 21ST CENTURiES

The current global life expectancy is around 67 years, while in Spain it is 80 years. Medicine has made significant advancements in reducing infant and juvenile mortality through developments such as vaccines and social welfare in the 20 th century.

WHAT DO YOU THINK?

Do you know of any medical advancements that occurred during the 20th century?

Do you know what Social Welfare is?

WHAT IS GOING ON AROUND YOU?

Decreased government spending on healthcare has caused a shortage of healthcare workers, making healthcare uncertain.

WHAT CAN YOU DO TO HELP?

Let’s discuss medical advances and how we can show our appreciation to all the groups and professionals involved.

WHAT WERE THE CAUSES AND CONSEQUENCES OF THE CIVIL WAR?

The reign of Alfonso XII and the Second Republic

WHAT HAS CHANGED SINCE SPAIN JOINED THE EUROPEAN UNION?

Democratic memory

WHAT HISTORICAL FIGURES AND EVENTS HAVE INFLUENCED THE 20TH AND 21ST CENTURIES?

The 20th and 21st centuries in Andalucía

WHAT DO yOU NEED TO kNOW TO TAKE ACTION 1 2 3 4 5 6

Spanish Civil War and Franco

WAS THE BEGINNING OF THE 20TH CENTURY A PERIOD OF CRISIS OR PROGRESS?

Spain in the European Union

WHY IS IT IMPORTANT TO KNOW, VALUE, AND PRESERVE OUR DEMOCRATIC MEMORY?

People and facts in the 20th and 21st centuries

WHAT HAPPENED IN ANDALUCIA?

WAS THE BEGINNING OF THE 20TH CENTURY A PERIOD OF CRISIS OR PROGRESS?

What changes occurred in society during the first third of the 20th century?

• He began his reign in 1902.

• Spain was going through a period of crisis.

• In 1923, General Primo de Rivera staged a coup*.

• He established a military government.

• He suspended the Constitution of 1876.

• He banned political parties and unions.

• He resigned in 1930, and the king had to leave the country.

• The Second Republic was proclaimed on April 14th

The Second Republic (1931-1936)

A new Constitution was drafted and approved in 1931.

Various reforms were implemented to address social and economic inequalities.

Reforms

Social: Civil marriage, divorce, and women’s right to vote.

Economic: Agrarian reform. Underutilised lands were made available to peasants.

Cultural: Promotion of non-religious education for boys and girls, compulsory and free.

In July 1936, sectors of the military staged a coup, leading to the Spanish Civil War.

autonomy

These reforms caused discontent and mobilization.

1933 elections: Right-wing political forces won and halted the reforms. There were popular uprisings.

1936 elections: Left-wing political forces won the elections. There were clashes among the citizens.

*Coup or coup d’etat is the illegal, often violent removal of the government and powers of a State.

The reign of Alfonso XIII (1902-1931)

The dictatorship of Primo de Rivera (1923-1930)

2 Complete each sentence with the correct word about Primo de Rivera’s dictatorship.

a) Established a ••• government.

b) Suspended the ••• of 1876.

c) Prohibited political ••• and •••

d) Primo de Rivera ••• in 1930.

e) The Second ••• was proclaimed on April 14th

3 In pairs. Describe the different reforms established by the new Constitution of 1931 and say whether they are social, economic, or cultural reforms. Refer to the language example.

1) Land reform

2) Non-religious education

a) Social

b) Economic

c) Cultural

Your turn!

CREATE A TIMELINE!

3) Civil marriage

4) Divorce

5) Mandatory and free education

6) Women’s right to vote

1 To organise historical events, different units of time are used, such as day, year, lustrum (5 years), decade (10 years), century (100 years), and millennium (1 000 years).

Year 1 5 years

Year

2 In pairs, create a timeline. Write and cut out the labels below and organise the events in chronological order.

The Constitution of 1931 authorized divorce.

That is a social reform.

NOW I KNOW…

WHAT WERE THE CAUSES AND CONSEQUENCES OF THE CIVIL WAR?

Why is it important to learn about our history?

Look, listen and read.

The Spanish Civil War (1936-1939)

On July 18th, 1936, some generals of the Spanish army in Africa staged a successful in some parts of the country. Spain was divided into two zones: the On April 1st, 1939 the insurgent troops took Madrid, and this marked the

Causes of the victory of the insurgent army

• Lack of unity among the republican side.

• Military superiority.

• Support from Nazi Germany and Fascist Italy.

• The Republicans only had support from the Soviet Union and voluntary individuals.

Consequences of the war

• Decrease in population due to deaths and exiles.

• Economic losses due to the destruction of infrastructure.

• Imposition of dictatorship with the support of conservative sectors, the military, and the Church.

• Persecution, imprisonment, and execution of people from the republican side.

Franco dictatorship (1939-1975)

• Political parties and freedom of expression were banned.

• An authoritarian, Catholic, and conservative regime was imposed.

• The country faced international isolation.

Stages of the Dictatorship

Economic aspects

• International isolation.

• Self-sufficiency.

• Scarcity of products.

• Rationing and hunger.

Political aspects

• Persecution and repression.

• Imprisonments.

• Death sentences.

• Exiles.

• Censorship.

Economic aspects

• Economic development.

• Industrialization.

• Modernization.

• Promotion of tourism.

• Massive emigration.

Political aspects

• End of isolation.

• Increased importance of opposition.

• Clandestine trade unions.

• Terrorist groups.

• Frequent strikes.

Autarchy (1939-1959) ‘Desarrollismo’ (1960-1975)

General Franco consolidated all the powers of the State and imposed a military dictatorship.

2 Read the sentences about the consequences of the Civil War and decide if they are true or false.

a) Imposition of dictatorship with support from the army and the Church.

b) Decrease in population due to deaths and exile.

c) Persecution, imprisonment, and execution of some individuals.

d) No economic gains from destruction of infrastructure.

3 Organise the economic and political aspects of the period of ‘Desarrollismo’ (1960-1975). Do it in your notebook and check your answers with your classmates orally.

Economic Development - Industrialization - Modernisation - Promotion of tourism - Large emigrationEnd of isolation - Importance of opposition - Clandestine labor unions - Terrorist groups - Frequent strikes

Economic aspects Political aspects ? ? Modernisation

Your turn!

CREATE AN INFORMATIVE BOARD!

I have classified ‘Modernisation’ as an economic aspect, and you?

Yes, and I have added ‘Frequent strikes’ as...

1 In pairs, draw the labels and write details for each one.

The Francoist dictatorship (1939-1975)

‘Desarrollismo’ (1960-1975)

Causes of the victory of the rebel army Consequences of the war

Stages of the dictatorship

The Spanish Civil War (1936-1939)

Autarky (1939-1959)

a) Find related images.

b) Cut and paste the labels with their details and images on a panel.

c) Connect with arrows to relate the events.

NOW I KNOW…

It’s important to learn our history to avoid repeating mistakes from the past.

CHECK WHAT YOU LEARNED

WHY IS IT IMPORTANT TO KNOW, VALUE, AND PRESERVE OUR

DEMOCRATIC MEMORY?

t HINK

Why do you think democracy is important?

Look, listen and read.

The Transition

In 1969, Franco appointed Juan Carlos I as his successor. The regime continued in the form of a monarchy. Franco died in 1975.

King Juan Carlos I appointed Adolfo Suárez as president to carry out the Transition.

What is the Transition?

A political process to transform Spain into a democratic state through agreement among:

Reformists Rupturists

Conservative individuals who support making reforms within the Franco regime.

Opposition individuals who support ending the Franco regime.

How was the Transition carried out?

• Legalization of political parties.

• Transition from dictatorship to democracy.

• First elections since the Republic.

The Constitution of 1978

Main characteristics

• Form of government: Parliamentary Monarchy.

• Power resides in the people.

• Recognition of the separation of powers.

• Unity of Spain and autonomy of regions.

• Abolition of the death penalty.

• Equality before the law.

• The Cortes (Spanish parliament) drafted the Constitution of 1978.

• The people approved it in a referendum.

• Since then, elections have been held.

• Right to compulsory and free education.

• Right to private property and work.

• Duty to provide healthcare and social assistance.

• Duty to defend Spain.

Powers and Institutions of the State

2 Complete each sentence about the Transition.

a) In 1969 Franco appointed ••• as his successor.

b) The regime would continue in the form of •••

c) ••• died in 1975.

d) King Juan Carlos I appointed ••• as president to carry out the Transition.

e) The Transition transformed Spain into a •••

3 Work in pairs. Read through the information about the Constitution of 1978 in the previous page, and talk about its main characteristics.

Autonomy of regions

Equity before the law

Duty to defend Spain

Power resides in the people

Death penalty

Your turn!

PRACTICE DEMOCRACY!

1 Cut out a small rectangle on the lid of the box.

Democratic State

What has changed since the Constitution of 1978? The government changed to a Parliamentary Monarchy.

2 In groups, create a numbered list of topics of interest for the classroom.

3 Prepare to vote!

a) Each person writes the number of the topic they are most interested in on a white paper and puts it in the box.

b) When finished, take out all the papers from the box and organize them by topic.

c) The topic with the most votes will be the winner!

1 Organising a library

NOW I KNOW…

2 Recycling bins

Democracy is fundamental for the freedom of nations.

MATERIALS

• Cardboard box

• White papers

• Coloured pencils

• Scissors

3 Donation zone

Franco

Juan Carlos I

WHAT HAS CHANGED SINCE SPAIN JOINED THE EUROPEAN UNION?

Do you think the Transition was important? Why?

The construction of the European Union (EU)

The end of World War II (1939-1945)

Some countries in Europe decided to create an economic and political association. The creation of the European Union, to ensure peace and freedom, followed these steps:

European Economic Community is created (EEC) Successive enlargements

• Signing of the Treaty of Rome among Germany, Belgium, France, the Netherlands, Italy, and Luxembourg.

• Creation of the European Economic Community in 1957.

• Establishment of a common market.

• More countries joined later on.

• Spain joined in 1986, after the establishment of democracy.

From the EEC to the EU (1992)

Signing of the Maastricht Treaty. The EEC became the EU. Creation of common institutions and policies.

Main institutions of the EU

European Parliament Council of the European Union European Commission and the Court of Justice

The Euro

In 2002, the Euro was defined as the common currency. 12 countries of the EU adopted it as their sole currency. The eurozone was formed.

Consequences of Spain’s entry into the European Union

Political

The democratic and parliamentary model was strengthened.

Economic

There was economic development and the construction and improvement of infrastructure (roads, airports, ports...).

Social

The State dedicates significant resources to the social welfare of citizens and guarantees universal and free education and healthcare.

2 Answer these questions about the construction of the EU.

a) What war ended in 1945?

b) What did some European countries do?

c) What institution was created in 1957?

3 Complete the sentences. Ask your partner to verify the answers.

a) The treaty of ••• was signed between Germany, Belgium, France, the Netherlands, Italy, and Luxembourg.

b) A common ••• was established.

c) ••• joined the EU in 1986.

d) In 2002, the ••• was defined as the common currency.

e) Spain’s entry into the EU reinforced the ••• and parliamentary model.

Your turn!

CREATE THE MAP OF THE EU!

1 In groups, investigate which countries are members of the EU.

a) Mark the EU member countries on a map.

b) Complete the following card for each country.

Have you already completed sentence a)?

Yes! I’ve just written Rome in first place.

WHAT HAPPENED IN ANDALUCÍA?

What do you think happened in Andalucía?

The birth of Andalusian regionalism

• The demand for Andalusian regionalism began in the early 20th century.

• Blas Infante collaborated in the organisation of Andalusian autonomous ideals.

• The social situation of the peasantry improved.

• In 1918, the flag, anthem, and coat of arms of Andalucía were approved.

The Second Republic and the Civil War

The first government promoted

The more conservative governments promoted Agrarian reforms Halt to reforms

• Expropriation of large states.

• Distribution of land to the peasantry.

• This caused episodes of peasant violence in Andalucía.

The Civil War divided Andalucía into two zones

• The rebel army dominated the western zone and the cities of Sevilla, Córdoba, Granada, Cádiz, and Huelva.

• Jaén, Malaga, and Almería remained loyal to the Republic.

Franco dictatorship in Andalucía

Early years

• Hunger and poverty.

• Rationing of food.

• Poor harvests.

• Black market.

‘Desarrollismo’ (1960-1975)

• Improvement through the creation of irrigation systems.

• Andalucía gained importance due to tourism.

• Many Andalusians emigrated.

Democracy and autonomy

• The path to autonomy for Andalucía began during the Transition.

• On December 4th, 1977, millions of Andalusians demanded autonomy.

• On February 28th, 1980, the Autonomy Statute was approved.

• The statute was reformed in 2007 to add competencies in self-government.

2 Answer true or false to these sentences about the Andalusian Autonomy.

a) The Andalusian autonomy movement started in the 19th century.

b) Blas Infante collaborated in the organization of the Andalusian autonomy ideals.

c) The social situation of the peasantry worsened.

d) In 1918, the flag, anthem, and coat of arms of Andalucía were approved.

3 In pairs, talk about positive and negative events that took place during the process of achieving autonomy in Andalucía. Check the word bank and the language example.

The social situation of the peasantry improved.

Andalucía created its own flag and anthem.

Andalusians could care for their traditions and identity.

Your turn!

I think that the demand for autonomy was positive for Andalusians. What do you think?

I agree.

CREATE THE FLAG AND COAT OF ARMS OF ANDALUCÍA!

MATERIALS

• Acrylic paint (yellow, green, and white)

• Brushes

• Scissors

• Glue

• Red cardboard

NOW I KNOW…

1 Research the flag and coat of arms of Andalucía and complete the cards. Draw and paint each one. CHECK

Andalucía went a long way to achieve its autonomy.

People and facts in the 20th and 21st centuries

WHAT HISTORICAL FIGURES AND EVENTS HAVE INFLUENCED THE 20TH AND 21ST CENTURIES?

Do you think the events that occurred in the 20th and 21st centuries were important for Spain?

Look, listen and read.

Outstanding historical figures and events

My reign began in 1902. I supported the coup d’etat of Primo de Rivera.

I left Spain in 1931 when the Republic was proclaimed.

I was responsible for getting women to vote in 1933. I defended the rights of Spanish women.

After the Spanish Civil War, there was a great shortage of basic products. The State set quotas for the acquisition of products. There was a rise in prices and the emergence of the black market.

I participated in strikes in the early 20th century. I was a leader of the Communist Party of Spain (PCE).

After the Spanish Civil War, I had to go into exile. I returned in 1977 and was elected as a deputy.

I was the first female Prime Minister in the history of Spain.

After the Spanish Civil War, I went into exile in France.

Two years after Franco’s death, I returned to Spain.

I was a key figure in Spain’s democratic transition.

King Juan Carlos I appointed me as the President of the Government to transform Spain into a democratic country.

I called and won the first elections.

I resigned in 1981.

I am a feminist writer and journalist.

I founded and was the director of the feminist magazine Vindicación Feminista

One of my notable works is El Feminismo Ibérico The Diputación de Barcelona awarded me the Honorary Communication Prize.

The economic crisis of 2008 and the social cutbacks implemented by the governments of PSOE and PP have led us to protest. The 15M movement emerged.

Various movements against cuts in education and healthcare have since arisen.

Alfonso XIII (1886-1941)

Federica Monstseny (1905-1994)

Clara Campoamor (1888-1972)

Adolfo Suárez (1932- 2014)

Rationing

Carmen Alcalde (1936)

Dolores Ibarruri (1895-1989) 15M movement

2 Match the quotes with the corresponding person:

a) “My reign began in 1902”

b) “I got women to vote”

c) “I was a leader of the Communist Party of Spain”

d) “I called and won the first elections”

3 Your classmate will name a historical figure. Tell her/him a significant detail about the life of that historical figure.

Federica Monstseny.

She was the first female Prime Minister in the history of Spain.

Clara Campoamor

Alfonso XIII

Adolfo Suárez

Dolores Ibarruri

Your turn!

WOMEN IN OUR HISTORY

1 Work in groups and learn about the historical figures in our last centuries.

a) Make two cards for each figure with their name and information.

b) Divide into two teams and give each team member one card for each figure. Each team chooses one card to start with.

c) Ask questions to learn about the historical figure on the card. The other team answers with ‘yes’ or ‘no’.

d) The team that guesses the most historical figures correctly wins!

Name Information

NOW I KNOW…

The events of the 20th and 21st centuries were decisive for Spain.

CHECK

MATERIALS

• White cardboard

• Coloured markers

• Ruler

• Scissors

• Glue

MY ViSUAL SUMMARY

Spain in the 20th

Corruption and chieftainship

Military government

Prohibition of political parties and trade unions

Freedom of expression, assembly and association

Coup

Autarchy period

1939 -1960

War in Morocco

Favourable economy

Universal sufragge for men and women

Battles and air attacks

Social crisis

War in Morocco ends

State and Catholic Church separation

Autonomous regions rights

Social conflicts

Republicans defeat and Franco’s victory

Developmentalism period

1960 -1975

Political repression, imprisonment and executions

Alfonso XIII’s reign Primo de Rivera dictatorship

The Second Republic Civil War

Franco dictatorship

Political parties legalisation and democratic elections

European Union

Different democratic governments

Constitution approval Catholic and UCD

conservative government

Modern Infrastructure Common currency

PSOE + Unidas Podemos

Democratic Transition Democratic election Constitution Referendum

incorporation

Prohibition of freedom of expression, assembly and association

WHAT HAVE I LEARNED?

1 What situation did Alfonso XIII find upon starting his reign in Spain at the beginning of the 20th century?

2 Why was Primo de Rivera’s government a dictatorship?

3 List some of the reforms that were carried out during the Second Republic.

4 What is a civil war? Briefly summarise the main consequences of the Spanish civil war.

5 What were the main stages of Francoism? What did each of them consist of?

6 What are the main differences between the constitutions of 1931 and 1978?

7 Indicate whether the following sentences are true or false.

a) Primo de Rivera staged a coup that marked the beginning of Francoism.

b) During the Second Republic, King Alfonso XIII remained in the country.

c) During the Civil War, the rebel side was aided by Germany and Italy.

d) Women’s suffrage was approved for the first time in Spain in the Constitution of the Second Republic.

e) After the Civil War, many Spaniards had to flee and go into exile due to fear of reprisals from Franco’s dictatorship.

f) There were no conflicts in Spain during the different governments of the Second Republic.

g) Spain joined the European Union in 1992.

8 Approximately place on a timeline in your notebook, the historical stages indicated.

9 Classify the following historical events and figures in your notebook.

- Adolfo Suárez

- Parliamentary monarchy

- Autarchy

- Women’s suffrage

- Manuel Azaña

- Coup d’Etat

- Dictatorship

- ‘Desarrollismo’

- Civil marriage

- Constitution of 1978

- Spain’s accession to the European Union

- Constitution of 1931

- Prohibition of political parties

- Freedom of expression

- Association and assembly

- Legalisation of political parties

II Republic Franco dictatorship Democratic transition ? ? ?

Traffic lights. Apply this colour code to each activity in your notebook.

If you knew the answer.

If you needed help.

If you couldn’t answer the question.

Reign of Alfonso XIII Civil War Dictatorship of Primo de Rivera

Entry of Spain into the European Union Dictatorship of Franco II Republic Democratic transition

TAKE ACTION

Discuss medical advances and how we can show our appreciation to all the groups and professionals involved.

Think about what you have learned using the thought-provoking Questions technique and engage in a debate with your classmates to collect ideas, arguments, and conclusions from research on the importance of advances in medicine and the role of healthcare professionals in safeguarding our health. Relate these questions to the investigated elements, expressing your opinion and sharing your initiatives.

Questions

- Why are they important...?

- What is the purpose of...?

- What would happen if they did not exist...?

- What would change if they were improved...?

- How could we show our recognition and gratitude towards...?

HOW HAVE I LEARNED?

1 Have you learned something new? What images do you remember? What did you like the most about what you have learned? How useful is what you have learned? How will it serve you in your daily life?

2 Reflect on what you can continue to improve in the future and expand the reflection to what your classmates can improve.

I wonder

1. Medical advancements such as penicillin or vaccines.

2. Associations professionalsandwho volunteer in underdeveloped countries.

3. The Social Security system.

4. Investment in research, healthcare infrastructure,professionals, and technological advancements.

Consider this!

What can you do to spread awareness and educate others about the importance of recognising and appreciating the advancements and efforts of medicine and its professionals? How can we help to continue improving and advancing? These ideas will help you put into action what you have learned.

- Send a formal letter to the authorities.

- Show your appreciation to the professionals at your local health center.

- Collaborate with associations and volunteer organisations.

- Participate in an awareness campaign in your educational community.

Economy, society and culture

Have you noticed that our daily lives revolve around the use of energy services? As you may know, the main sources of energy are fossil fuels: coal, oil or gas, but their use produces high carbon emissions and large amounts of greenhouse gases. That’s why in the 21 st century, countries are considering a rapid change to sustainable energy systems: solar or wind, and other clean energy technologies that are still developing.

WHAT DO YOU THINK?

What types of energy sources are there?

Which of them emit large amounts of carbon into the atmosphere? What consequences does this have on our lives?

WHAT IS GOING ON AROUND YOU?

Energy production is the main contributor to climate change and accounts for about 60% of all global greenhouse gas emissions.

WHAT CAN YOU DO TO HELP?

Let’s make a guide with ideas on how to save energy and use it in a responsible way.

HOW DID THE CITIES CHANGE?

WHAT DO yOU NEED TO kNOW TO TAKE ACTION

Economic and social changes in the 19th century

1

WHAT WAS THE NEW CLASS SOCIETY?

2 Culture and art in the 19th century

WHAT HAS MOTIVATED THESE CHANGES?

Economy and society in the 20th and 21st centuries

3

HOW DID ECONOMY AND SOCIETY EVOLVE?

4 Culture and art in the 20th and 21st centuries

People anf facts of this era

5

WHAT WERE THE PRINCIPAL EVENTS AND HISTORICAL FIGURES?

WHAT WAS THE NEW CLASS SOCIETY?

Who worked in the factories in the 19th century?

Modernisation of transport

• More and better roads.

• Railway network that linked Madrid with the main ports in Spain.

Background

Spain depended on agriculture activity mainly. The desarmortización and other reforms were not enough. Social landscape remained the same: landowners owned the land, peasants worked for low salaries.

Industrial Revolution

• Began in Great Britain around 1800.

• Mechanisation with steam power allowed an increase in production and changed consumption models.

• Fabrics.

• Emergence of a working-class.

• Changes in economy, technology, culture and social structure.

Industrialisation in Spain

• Mining (Asturias).

• Steel industry (País Vasco).

• Textile sector (Cataluña).

• Upper class.

• Middle class.

• Lower class.

Class society

Social conflicts

In the countryside, the peasantry made revolts due to low wages and harsh living conditions.

In the cities, people worked in factories for long hours, getting very low wages. The workers movement began.

2 Match the description of factors to their consequence in society.

a) Low salaries for long hours of work.

b) Mechanisation, increase in production, changes in consumption models.

c) Low salaries, harsh living conditions.

1) Revolts in the countryside

2) Workers movement

3) Industrial Revolution

3 In pairs, prepare two questions about the Industrial Revolution. Ask and answer.

When did it… ?

Your turn!

Where?

What about...?

WHO WORKED IN A FACTORY?

What was the workers’ life like in the cities?

Oh… I think it was terrible...

1 In the 19th century men, women, girls and boys worked in factories. Can you imagine working in a factory instead of going to school?

Step 1. In pairs, search for information about child labor in the 19th century, why did kids have to work? How many hours they had to work? Did they receive the same salary as an adult?

Step 2. Then, make a list with all the negative effects that long hours of work had in kids.

Step 3. Have child labor disappeared everywhere?

Step 4. Share in class and discuss about your findings.

NOW I KNOW…

During the Industrial Revolution men, women, girls and boys worked in harsh conditions.

HOW DID THE CITIES CHANGE?

Were the energy sources renewable or non-renewable in that period?

Look, listen and read.

Education reforms. Boys and girls could go to school. Illiteracy decreased.

Important inventions

New buildings and public places

Romanticism: Imagination and emotions.

Artistic and cultural movements

Realism: Reality as it is.

2 Answer the following questions.

a) What was the most important novelty for education?

b) Which inventions were the most impressive?

c) Which cultural movement talked about humans and their feelings?

Impressionism: Light and colour to capture a moment in time.

Working class districts to host people that migrate from the countryside.

Train station

Factory

Expansions (ensanches) for the middle class.

New conception of museums and libraries.

Photography

Cinema

3

In pairs. Research the main sources of energy in the 19th century. Look at the graphic and compare the information. Do we use less or more non-renewable energy sources? Talk about it with your classmate.

We use more renewable energy sources.

Energy generation has changed a lot since the 19th century.

Your turn!

CULTURAL MOVEMENTS

1 Research the most important artists that were part of the cultural movements of the century: Romanticism, Realism, and Impressionism.

a) Choose one of each movement. What movement do they belong to? Why?

b) Create a presentation about them. You may include art, music, etc. Use the means you prefer to express your opinions and cultural preferences.

NOW I KNOW…

The first sources of energy were non-renewable.

How did energy use change during these two centuries?

Look, listen and read.

In 1986 Spain enters the European Union. The eurozone members adopted a single currency, the euro.

The world has become a ‘big village’. equality laws and rights.

1900-1936

1936-1960

1960-1978

1978-today

Improvements in food and medicine helped increase the population and reduce mortality.

Autarchy. Spain could only trade in the country.

Autarchy ended. Spain could trade with other countries.

Adoption of capitalism. There’s still social inequality.

2 Match the dates to the pictures.

Your turn!

WAS PAST TIME BETTER THAN TODAY?

1 Did you know that televisions were in black and white? Ask your family about the first phones, radios, and televisions. Have they ever used them?

Ask at least 3 people from your family. What do they think: was past time better than today? Why or why not?

2 Discuss with your classmates. Have you ever used one of these devices below? How are these devices better or worse than modern ones? What has changed? How did people communicate before? And now?

NOW I KNOW…

a) Finally, discuss how much technology has changed. CHECK

Have you ever used an old telephone?

No, I haven’t./ Yes, I have.

Electronic devices have changed fast over the last decades.

WHAT HAS MOTIVATED THESE CHANGES?

t HINK

How do art and culture contribute to sustainable development?

Look, listen and read.

New techniques, technology and innovation contributed to the creation of new spaces and concepts in all areas of art.

Architecture and urbanism

Rationalism

New buildings adapted to new materials and ways of living.

High tech

Architecture and engineering unify in futuristic designs.

Culture and art

Surrealism

Organicism

The quest for a harmony between buildings and nature.

Experimental and innovative movements, called Avan-garde, emerged.

Futurism

Cubism

Fauvism

Reflects the subconscious and the irrational.

Stresses upon future horizons, and inventions

Transforms objects into geometric shapes.

Cinema Literature

Explores expression through colour.

Flamenco

The movie industry has produced thousands of movies, becoming a new art form.

Literary genres, as well as authors, are multiple and varied.

The flamenco spread world wide and fused with different music styles. In 2010 it was declared Intangible Heritage of Humanity.

Unscramble the letters and find four avant-garde movements.

3 Have you ever seen this label at home? What does it mean? How can we be ‘greener’ at home? Research different ways to improve our energy efficiency.

Have you ever heard about passive houses? Has your mother changed to led lamps at home?

Yes, I have.

Your turn!

THE GREEN MOVEMENT

Yes, she has. / No, she hasn’t.

1 In the last decades of the 20th century, the green movement emerged. Groups of people began to socially denounce the abusive use of nature in the production of energy. Join the movement to save energy!

Step 1. Research the Green movement and they fight for.

Step 2. Investigate and share three small gestures that help save energy in homes.

NOW I KNOW…

I can save energy by turning off the lights when not in use, to help the planet.

Step 3. Create your own Energy Saving Tips posters and distribute it at school. CHECK

Recycling or reusing materials such as plastic is one small energy saving gesture.

Energy Saving Tips Change to led lamps…

WHAT WERE THE PRINCIPAL EVENTS AND HISTORICAL FIGURES?

Who were the main figures that contributed to these changes?

Look, listen and read.

From: Santander

Profession: Artist Famous for: Her cubist paintings, Mujer con abanico (1914).

From: Jaén

Profession: Photographer

Famous for: First women to study photography and the only woman who participated in the Aragonese Exhibition of Zaragoza in 1868.

From: Málaga Profession: Philosopher, professor Famous for: During the Civil War she collaborated in humanitarian aid missions.

Specialised in cotton. At first, the industry used coal, but because of its high price. For this reason, many industries were created in the basins of the Ter and Llobregat rivers.

María Blanchard (1881-1932)

Cotton industries in Cataluña

María Zambrano (1904-1991)

Amalia López Cabrera (1838-1899)

From: Barcelona

Profession: Filmmaker

Famous for: Demasiado viejo para morir joven (1988). She has won eight Goyas.

Group of women artists who are part of the well-known Generación del 27. This includes, Margarita Manso, Maruja Mallo, Concha Méndez, Josefina de la Torre, among others.

2

From: Cádiz

Profession: Journalist and writer.

Famous for: Her novel, Manolito Gafotas, a boy from the neighborhood from Carabanchel. It reflected the Spanish society.

Have your ever watched or read any movie, painting, or book from these women? Ask your classmates.

Have you ever watched an Isabel Coixet’s movie?

No, I haven’t./ Yes, I have.

NOW I KNOW…

Women played an important role in the evolution of the economy, society, art, and culture.

“The Hatless”

Elvira Lindo (1962)

Isabel Coixet (1960)

My ViSuAL SuMMAry Period of

Industrial Revolution

The most important industries

Machines Factories

Working class

Mining in Asturias Steelmaking in the País Vasco Textiles in Cataluña

Modern transports typo and infrastructure

The beginning of 19 th century

Economic growth Mortality decreases

Population increases

Class society Social conflicts

Upper class

Poverty in rural areas

Middle class

Lower class

Terrible working conditions cities

Economy and

Franco dictatorship Democracy

Autarchic economy

- Capitalist system

- Market economy

- Consumers

change in Spain

Social conflicts Changes in cities

Press and inventions

Poverty rural areas

New buildings (railway stations, factories)

Newspapers and magazines

Artistic and cultural movements

Romanticism

Terrible working conditions in cities

New neighbourhoods (expansion districts, suburbs)

society in Spain

The EU

Film and photography

Museums and libraries

Education The Moyano Law

Realism

Impressionism

Globalisation and evolution of media

and mobile phones

WHAT HAVE I LEARNED?

1 The Industrial Revolution was ... .

a) a social conflict

b) a set of changes in the work and production of factories

c) a movement of the working class

2 Look at the picture. What historical event and era does it belong to? Which place do you think it is?

4 Explain the importance of cities at the end of the 19th century and what changes they underwent.

5 Write down what type of architecture each image belongs to.

3 Complete the table explaining the differences between the different social classes in your notebook.

Upper class ?

6 Answer the following questions.

a) What are the avant-garde movements?

b) When did they appear?

c) Mention some examples.

7 Make a diagram with the evolution of the media in the 20th century.

8 Explain the meaning of globalisation. What examples of globalisation can you find in your lifestyle? Give two examples.

Middle class ?

Traffic lights. Apply this colour code to each activity in your notebook.

If you knew the answer.

Lower class ?

If you needed help.

If you couldn’t answer the question.

TAKE ACTION

Make a guide with ideas on how to save energy and use it in a responsible way.

Using the ‘Logical Wheel Chart’ thinking technique, organize the conclusions obtained in the research made about renewable and non-renewable energy. Identify the problem, compare the use of renewable and non-renewable energy for the production of energy and electricity and its effects on the environment. Then propose small daily gestures to save energy at home that also help to raise social awareness.

Identify

What is a Power station?

What types of primary energy does it use?

What do we use electricity for?

Discuss What can we do to help?

HOW HAVE I LEARNED?

Establish a Cause and Effect relationship

Do we need a change?

What are the consequences of changing or not?

Compare

What types of primary energy do we use the most in Spain? Has this situation evolved or changed in the last centuries?

1 Have you learnt something new? What images do you remember? What did you like the most about what you have learned? How useful is what you have learned? How will it serve you in your daily life?

2 Reflect on what you can continue to improve in the future and expand the reflection to what your classmates can improve.

Ask yourself this!

What can you do to do your part, in addition to spreading and raising awareness among others about the need to value energy responsibility at home? These ideas will help you take action and apply what you have learned:

• Share and raise awareness with your family. Apply your energy saving ideas at home.

• Share your conclusions in the educational community.

• Prepare an energy saving guide that helps raise social awareness.

• Create other informative material that draws attention to this problem in society. Share your ideas and conclusions to the world.

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