Bilingual Biology and Geology

1st grade Biology and Geology Bilingual Project
UNIT 1A – THE UNIVERSE AND THE SOLAR

SYSTEM
September 11, 2014
We made it! Curiosity reaches Mount Sharp
Complete the gaps of this text about Curiosity Rover in Mars:
Hi, my ............................... is Katie Stack and I'm a Curiosity rover mission

scientist here at the Jet Propulsion Laboratory, and this is your Curiosity Rover
Report.
After 2 ....................... and nearly 9 kilometres of driving, we finally arrived at the
base of Mount Sharp.
Before we even arrived at Gale Crater, we used our orbital images to begin our
exploration of Mt Sharp.
What we found was an important boundary separating the sediments of the
Gale Crater floor and the layers of lower Mount Sharp. The rover is now
......................... at this important boundary.
An earlier path to Murray Buttes would've delayed our arrival at lower Mount
Sharp. However, a couple of months ago, we decided to take a
.................................... path because it was more scientifically interesting and
that brought us to Pahrump Hills, where were encountering rocks on lower
Mount Sharp nearly 2 kilometres before we originally expected.
This bright outcrop is Pahrump Hills. It's about 15 ............................... across. At
this location, we're looking forward to obtaining our first drill sample of lower
Mount Sharp.
And while we're excited about what we may have found here, our exploration of
Mount Sharp is really just beginning.
As ............................................. planned, we'll be exploring Mount Sharp layer
by layer. Along the way we'll be encountering a number of interesting geologic
features where we're looking forward to continuing our search for ancient
habitable environments at Gale Crater.
This has been your Curiosity Rover ..................... Check back for more updates.
Mª José López Galindo

UNIT 1B – THE UNIVERSE AND THE SOLAR

SYSTEM
1.- Introduction: Solar System Video (3' 53''): Write down the English names of the
planets.
2.- How Old are You on Another Planet?

An Earth day is about 24 hours long. An Earth
year is about 365 days long. Days and years
on other planets are different. Some planets
have very long days. Some have very short
days. Some have very long years. Some have
very short years. Type your birthday below.
Click on a planet. You will see how old you
would be if you had been born there!
http://www.exploratorium.edu/ronh/age
3.- Solar System Trading Cards

Choose an object from our Solar System to name it and collect the card
http://amazing-space.stsci.edu/resources/explorations/trading/game.htm
4.- Solar System Trading Cards

Print out onto card stock or heavy paper. Cut out and fold in half along dotted line; glue
or tape each card together.
http://amazing-space.stsci.edu/resources/print/activities/solsyst_tradecards_jr.pdf

UNIT 2A – EARTH AND MOON
2.2. Consolidate what you know
1.- What do we call the side of the Moon we cannot see?
….............................................................................................................
2.- Why can't we see the Moon during the period of the New Moon?
…......................................................................................................................................
…......................................................................................................................................
3.- a) Where does the Sun rise? …......................................................................................
b) Where does it set? ….................................................................................................
c) Why do you think we see it that way? …..................................................................
…....................................................................................................................................

UNIT 2B – EARTH AND MOON
MATERIALS
Globe
Light
A small ball
PROCEDURE
The teacher will explain the different movements of the earth and the moon
(rotation and translation), the seasons, the moon phases and the eclipses.
QUESTIONS ABOUT THE ACTIVITY
a) Write the correct name for each moon phase: New Moon, Full Moon, Last
Quarter Moon and First Quarter Moon
…..................... …....................... ........................... …...................

….................... …....................... …....................... …...................
b) Draw a diagram to show the relative position of the sun, the earth and the moon
in the next situations:
New Moon Full Moon
First Quarter Moon Last Quarter Moon

C) Draw another diagram with a lunar eclipse and a solar eclipse.
Lunar eclipse Solar eclipse
d)Tick the correct sentences about the seasons:
__ Seasons are a result of the distance between the sun and the moon.
__ When the sun's rays arrive perpendicularly to the earth, it is summer.
__ Winter happens because the sun is further away.
__ After summer when the rays are not perpendicular to the earth we are in autumn
(FALL in American English).
__ Temperature is higher when the rays are not perpendicular to the earth.
__ The inclination of the terrestrial axis is connected with the seasons.
e) Homework: Why is the moon bigger when you see it over the horizon than when
it is at the top of the sky? Try the experience watching the moon through a tube.
It's only an illusion.

UNIT 2C – PLANET EARTH. SUMMARY

Try the experience


UNIT 2D – THE EARTH

The Earth's spheres
Read the text quickly and find words ending in -sphere. In pairs, what do you think they
mean?
ACTIVITY 1: Label and colour the Earth’s layers.
ACTIVITY 2: Translate into Spanish:

iron: layers:
nickel: surround:
sink: viscous:
molten:
ACTIVITY 3: Why did iron and nickel sink in the Earth’s core?
ACTIVITY 4: Where do the living things live?
ACTIVITY 5: Write a list of the Earth’s layers starting from the surface and going
towards the centre.

UNIT 3A. BIODIVERSITY

RULES OF THE GAME
YOU NEED ONE COUNTER FOR EACH PLAYER AND A DICE FOR EACH GROUP.
THROW THE DICE IN TURNS.
FOR EVERY SQUARE THAT YOU LAND ON YOU HAVE TO READ THE NAME OF
THE LIVING THING IN THAT SQUARE.
IF YOU LAND ON A QUESTION ANOTHER PLAYER READS YOU THE QUESTION.
IF YOU ANSWER CORRECTLY YOU MAY THROW ANOTHER TIME. IF YOU
GIVE THE WRONG ANSWER IT MOVES TO THE NEXT GROUP .

UNIT 3B. LIFE ON EARTH
ANIMAL CELL MATCHING
Write the correct name in each gap: organ, system, cell, tissue
….............................. …............................ .....…............... ...........................

Classify the netx species:
Prokaryotes
Protoctist
Fungi
Plants
Animals
Fish
Arthropod
Bacteria Algae
Mushrooms
Molluscs
Worms Jellyfish
Fern
Echinoderm
Amphibian Reptile
Bird Flowering plant Mammal Moss

UNIT 3C. LIFE ON EARTH


UNIT 4A. MONERA, PROTOCTISTS, FUNGI AND PLANTS
1.- Classify the next species into these four kingdoms:

Monera
Protoctists
Fungi
Plants
Bacteria Algae Amoeba Ammanita
Yeast Mold Paramecium Cactus
Fern Trypanosoma Almond-tree Cypress
2.- Write the elements (cilia, pseudopod and flagellum) that the next protoctists use to move:
…................................. …..................... ................................

3.- Label the mushroom with the names in the box:
GILL HYPHA STEM CAP SPORE RING VOLVA
4.- Fill the table and write in each square the correct sentence:
MONERA PROTOCTISTS FUNGI PLANTS

Protozoa Algae
a) Prokaryotic unicellular
b) With eukaryotic cells, without chloroplasts but with cell wall
c) Eukaryotic unicellulars with flagellum, like trypanosoma
d) Eukaryotic pluricellulars with root, stem and leaves
e) Eukaryotic unicellulars or pluricellulars with similar structures to roots, stems and leaves.
5.- Draw a plant and label it with the following structures:

STEM LEAF (LEAVES) FLOWER ROOT FRUIT

Natural Science 1st course UNIT 4
UNIT 4B. MONERA, PROTOCTISTS, FUNGI AND PLANTS
LIFE IN A DROP OF POND WATER
Protozoans: The paramecium

Ciliated protozoans such as Paramecium are covered with cilia. These tiny “hairs” are used for
locomotion as they beat rhythmically and propel the organism through the water. The paramecium
is a heterotrophic, aquatic microorganism that uses an oral cavity to catch food.
Microscopic Obsevation
MATERIALS:
Microscope
Glass slide
Cover glass
Pond water
Dropper
METHOD:
1.- Put a drop of pond water on the glass slide.
2.- Cover the drop with the cover glass.
3.- Press gently to remove the air.
OBSERVATION
a. Set on the low power magnification of the microscope.
b. Place the glass slide in its position.
c. Low the sample to the lowest possible position.
d. Adjust the focus by the course adjustment. Use the fine adjustment to have a clear view.
EXERCISE
Use the spaces below to draw the different organisms you observe.

UNIT 4C. MONERA, PROTOCTISTS, FUNGI AND

PLANTS
1. Vocabulary: Match the pictures and the names of the plants.
….................................. ….................... ….........................
…............................. …............................. ….......................
…........................ ….…..................... …............................
…......................... ….…..................... …............................

rosemary, pine tree, chestnut tree, fern, rosebush, holm oak,

corn plant, oak, strawberry, moss, orange tree, wheat

2. Write names of plants:
In the kitchen, we use ...

In the garden, we grow ...
In the forests, we see ...
We eat ...
3. GAME: Hangman
You should play this game using the vocabulary of this unit. One person will come
out to the blackboard. Only this person can use the coursebook, the dictionary or
internet to decide the unknown word.
4. GAME: Riddles
Play in pairs: Create between three and five clues about the plant you are thinking
of. One person of each pair will write the clues on the board for the rest of the class
to try to guess which plant it is.
For example;
It's a tree
bush
herb
It has red flowers

pink
yellow
It hasn't got any flowers
It has small and green fruit

big and sweet
medium sized red
the leaves are spikey

smooth
long
needle-like
Please, write all of the riddles in your note-books so you have something to study
later.

UNIT 4D. MONERA, PROTOCTISTS, FUNGI AND

PLANTS


UNIT 5A. INVERTEBRATES
SPIDER BUTTERFLY SNAIL ABALONE
AMOEBA (protist) MITE SCORPION EARTHWORM
JELLYFISH CRAB LOBSTER BARNACLE
CLAM FLATWORM DRAGONFLY MUSSEL
BEE SAND DOLLAR OYSTER OCTOPUS

UNIT 5A. INVERTEBRATES
STARFISH ANEMONE LEECH SEA CUCUMBER
SEA URCHIN

UNIT 5B. INVERTEBRATES
1.- Classify the species into the six groups of invertebrates:
Porifera
Cnidarian
Arthropods
Worms
Molluscs
Echinoderms
coral grasshopper earthworm
jellyfish starfish sea urchin
sponge squid pinworm

2.- Look for in the internet any invertebrate you like, draw it and copy its name. Classify it
into the six groups of invertebrates.
NAME:
CLASSIFICATION:
3.- Label the Complete Metamorphosis drawing, with the names in the box:
Adult Egg Pupa or Chrysalis Larva
4.- ARTHROPOD BODY SHAPES. Label the drawings of the next arthropods, with the
words in the table:
-Head, thorax and abdomen
-Head and body
-Cephalothorax and abdomen
grasshopper crayfish centipede

UNIT 5C. INVERTEBRATES

1.- SPONGES:
a.- Identify the parts in a sponge: pore, osculum, atrium, spicule and choanocyte.
b.- Draw an arrow to show the water flow.
2.- CNIDARIA: In the life cycle of the jellyfish fill in the numbers with the words in the box
gametes medusa zygote sexual reproduction asexual reproduction polyp

3.- WORMS:
Draw the bodies of a nematode, an annelid and a platyhelminthe.
Nematode (pinworms) Annelid (earthworm) Platyhelminthe (tapeworm)
4.- MOLLUSCS:
Classifying Molluscs: understanding the main ideas.

UNIT 5D. INVERTEBRATES

1.- Identify the three stages of the incomplete grasshopper metamorphosis: nymph, eggs and adult.
How many sheddings can you count in this metamorphosis?...............
2.- Complete the gaps in the next text about ARTHROPODS with the words in the box:
Antennas Spiders thorax metamorphosis abdomen eggs plate-like segments
Arthropods include terrestrial animals (…..............., insects, etc.) and aquatic animals (crabs,
prawns, etc.).
-Their body is covered by a rigid and articulated exoskeleton composed of different …........ and this
is what allows arthropods to move.
-Their body is divided into segments assembled in a variety of ways (head, …..........., and abdomen;
head and body or cephalothorax and …..........................).
-Hard appendages appear from the segments in different forms (legs, …............................. or palps).
-They reproduce sexually through …...................... and some undergo a process of ….......................
3.- CRUSTACEANS: Complete the mandibulate drawing (crab) with the position of its mandibles
and its legs.
How many legs do they have? …..................................

4.- INSECTS: Label the different parts and appendages in the next body insect
How many legs do they have?
5.- SPIDERS: Write the names of the different parts in the next drawing: abdomen, legs, pedipalps,
chelicerae and cephalothorax.
How many legs does a spider have? ______
6.- MYRIAPODS: Label the parts of the next scolopendra. It has a …..................... of legs in each
segment.

UNIT 5E. INVERTEBRATES

1.- Identify the parts of the body of this echinoderm. Complete the drawing with
the words in the box:
Ambulacral foot Stomach Mouth Spine Ambulacral system Arm
STARFISH
2.- Complete the next drawing in the same way:
Ambulacral foot Spine Mouth Skeleton plate Teeth
URCHIN
3.- Complete the next drawing about this mysterious echinoderm, the sea
cucumber:
Body
Spine
Mouth
4.- How are sea cucumbers symmetrically divided? Cross out the wrong image.
5.- Using all the drawings, look at the underlined words in the next sentences and
circle the correct one:
Echinoderms have a radial / bilateral symmetry.

Their mouth is in the inferior / superior part of their bodies.
They move using lot of / few ambulacral feet.
They use their feet to walk slowly / quickly in the bottom of the sea.
Starfish / jellyfish is the most famous echinoderm.
The starfish / urchin has five arms.
The urchins have a mouth with ten / five teeth.
6.- Complete the next sentences using the words of the other activities:
It’s impossible to find a echinoderm in a lake, because all of them live in the ________.
They reproduce sexually by eggs. But starfish use the ____________ reproduction too.
In the beach, you must be careful with the spiny-echinoderm called ______________.
The _______________________ is a strange and cylindrical echinoderm.
The starfish is the most famous species of echinoderm with five _________.
UNIT 6 A- VERTEBRATES
Classify the following animals in the five groups of vertebrates:
squirrel salmon newt human being toad
tadpole Skate fish iguana lizard alligator
vulture sparrow seal cod ostrich
MAMMALS AMPHIBIANS FISH BIRDS REPTILES
Match the english proverbs with some spanish sentences:
The early bird catches the worm Está lloviendo a cántaros
One swallow doesn't make a summer Perro ladrador poco mordedor
Monkey see monkey do Culito veo, culito deseo
When the cat's away the mice will play A quién madruga Dios le ayuda
Kill two birds with one stone Más vale pájaro en mano que ciento
volando
It's raining cats and dogs Matar dos pájaros de un tiro
Barking dogs never bite Cuando el jefe está fuera, viva la Pepa
A bird in the hand is worth two in the bush Una flor no hace primavera

Memory Game:
Cut these cards and turn them over. Mixed them up and play with your partner to obtain
pairs of cards (picture with word). If you guess, another turn is yours. The winner is the
person who has achieved more pairs.
Squirrel newt iguana toad ostrich
Lizard sparrow cod human being alligator
tadpole vulture seal Skate fish salmon

UNIT 6B - VERTEBRATES
1.- After watching the video (https://www.youtube.com/watch?v=1oJ0DDqVts8),
resume the main features of the five groups of vertebrates:
2.- Take one feature of each type of vertebrates and build five sentences:
https://www.youtube.com/watch?v=1oJ0DDqVts8
1.- …………………………………………………………………………………………
2.- …………………………………………………………………………………………
3.- …………………………………………………………………………………………
4.- …………………………………………………………………………………………
5.- …………………………………………………………………………………………
3.- Fill the table about vertebrates reproduction:
FISH REPTILE BIRDS

Sexual/asexual
Internal/external
Oviparous/viviparous viviparous

4.- Observing the drawing, answer the questions:
a) Where are the gills in a bony fish?
b) Is the caudal fin in sharks symmetrical?
c) What do bony fish have to feel predators?
d) Which of the two has swim bladder?
e) Which one has scales?
f) And denticles?
5.- Order the next stages in the frog metamorphosis. Complete with the words:
adult, eggs, tadpole, gills and larva.

UNIT 6C – VERTEBRATES
AMPHIBIANS
REPTILES
1.- Why do we say reptiles have impermeable skin?
2.- Which group of reptiles is legless?
3.- What is the main difference between reptile and amphibian eggs?
4.- Write a description about turtles.

BIRDS

UNIT 6D – VERTEBRATES
MAMMALS
https://www.youtube.com/watch?v=_YSCLSFm2eA
Complete the sentences taken from the video “Mammals” (Discovery Channel)
1.- Mammals from giant ......................... to small mice

2.- All mammals share two traits: we feed our young with mother's milk and we have
...................
3.- Hair like the coats worn by these alpine guanacos offers mammals another
............................. hair and the sweat glands that come with it helps mammals to stay
warm in ...................... climates.
4.- Polar bears have adapted to life in the Arctic where the inhospitable cold makes for
coats .............................
5.- And when natural advantages fail, some mammals fashion ...................... to help
them out.
6.- So, what ............................. us from the rest of the mammals?
TYPE OF MAMMALS
Monotremes are animals that lay eggs, such as a platypus. While they do produce
milk for their young, like all mammals do, the milk is secreted out of the skin on the
mother's chest (they do not have nipples). The platypus spends much of its time in
water so it has closable nostrils and tiny ear slits. Label the nostrils and ear slits. The
platypus has a blue-gray bill shaped like a duck. Label and color the bill. The fur of a
platypus is dark brown and they have webbed feet and a flat furry tail to help them
swim. Label and color the fur of the platypus and label the feet and tail. The male
has a poison spike on his hind ankle. Label the poison spike.
Marsupials are mammals that give birth to live young. These mammals have a
pouch where their young grow and develop. One of the biggest differences between
marsupials and placental mammals is that marsupials give birth quite early and rely
less on the nourishment of the placenta. The Red Kangaroo has large ears and short
arms with claws on the hands. Label these three features on the kangaroo. The soft,
woolly fur is usually blue-gray on females and often reddish-brown on males. Color
and label the reddish-brown fur. Females have a pouch in which the young live and
drink milk. Label the pouch. Kangaroos can jump great distances due to their long,
muscular tail and their powerful jumping legs. They also have 4 long toes on their feet.
Label the tail, jumping legs, and toes.
Placental mammals are mammals that give birth to fully developed live young.
They differ from marsupials in that the babies spend more time being nourished in-utero
by the placenta. These mammals are hairy and warm blooded as well. Some examples
are mice, rats, and bats.
Circle the mammals:

UNIT 7A- BIODIVERSITY AND THE HISTORY OF

THE LIFE ON EARTH
http://www.edistribucion.es/anayaeducacion/8420042/unit_07.html
1.- Watch the video “Biodiversity: a natural resource” and complete the blanks:
a) Biodiversity is a great source of.......................................
b) Scientists and doctors obtain medicines from the venom of some.........................
c)We also enjoy ................................. when we go for a walk for the...............................
d) It is ..........................................to conserve biodiversity for us and for all living things.
2.- Watch the video “The Biodiversity” and answer the questions:
a)Are there more insect species or mammal species?........................................................
b) Attending to the number of cells, living things can be …..........................................
and......... ..........................................
c) Which kingdoms are named in the video?......................................................................
.............................................................................................................................................
d) What kingdom is missing?...................................................
e) How many species have we classified up to nowadays?............................................
d) What vertebrates are named in the video?......................................................................
.............................................................................................................................................
f)Write two names of different species of arthropods that you see in the video.................
..............................................................................................................................
3.- Food chains and webs:

Make four lists of: predators, preys, plants and habitats (places where animals
live). Then choose one animal, write its name in the centre and look for someone
who has the place where it lives, the food that it eats and the predator that eats it .

UNIT 7B- BIODIVERSITY AND THE HISTORY OF

THE LIFE ON EARTH
http://www.edistribucion.es/anayaeducacion/8420042/SC1_UNI7/unit_07_video_01.ht
ml
1.- Watch the video “The history of life on Earth” and complete the blanks:
The history of life on …........................... is so long that it is difficult to imagine all the
time that's passed. To give you some idea, imagine that each …........................ of these
books tell the story of everything that happened in a …..................................years. In
other words one page equals a million years. We would need ten …............................
like these, each one five hundred pages long, to be able to recap the entire
…......................................
2.- Who killed the dinosaur?
On the rock surface we have found some footprints made on the mud of a lake 200
million years ago. The mud was compacted and transformed into the rocks we see
today.
There is a place in the following drawing in which there are many footprints together
surrounded by dinosaur bones with bite marks. A few meters south of these bones there
are others without bites.
If the footprints are close, the dinasour progress is slow.

If the footprints are more separated, the dinosaur progress is fast.
Activities:
1.- Make some lines showing the different routes followed by each dinosaur.
2.- How many carnivorous and herbivorous dinosaurs left their footprints?
Carnivorous: …............................ herbivorous: ….............................

3.- Why do they run?
4.- Tell the whole story and guess which dinosaur ate the other one.

1st course Natural Science Bilingual Project
UNIT 9. THE HYDROSPHERE

Use the list in the box to fill in the missing words to tell the Water Cycle story.
- sun - vapour - evaporation - condenses - cloud
- rain - snow - rivers
1. When the s _ _ shines on the sea, warm air rises and forms water v _ _ _ _ _.
This is called e _ _ _ _ _ _ _ _ _ _.
2. The water vapour in the air c _ _ _ _ _ _ _ _ into lots of tiny drops of water so small
that we cannot see them.
3. The tiny droplets bump into each other forming bigger drops that we can see as a
c____.
4. When the drops are big and heavy they fall as r _ _ _ , hail or s _ _ _ .
5. This falls onto the land and into the rivers. The r _ _ _ _ _ flow into the sea and
everything starts again.
Making Rain
How to find out:
1. Put some warm water in a plastic fish tank.
2. Stretch cling film over the top of the tank.
3. Secure the film with sellotape.

4. Put 3 or 4 ice cubes in a pile at one end of the cling film. Pucker the surface of the
cling film so that they are kept in the same position. Watch what happens.
You will need:
-plastic fish tank
-some cling film
-some ice cubes
-adhesive tape

1st course Natural Science Bilingual Project
Write up your experiment:
1. What we used.
2. What we did.
3. What happened.
Try to answer these questions:
a. Where does it start to rain?
b. Why does it rain there?
c. Where does the rain fall?
d. What do you think happens next?
e. Why do you think it is called the Water Cycle?

UNIT 9B. THE HYDROSPHERE. Water erosion.

Water erosion happens when water moves the pieces of rock or soil downhill and carries
small pieces of material with it. In the ocean, waves also carry away small pieces of
material. A wave can wash up onto the surface of rock and then carry away pieces of
material as it flows back into the ocean.
The size of earth materials that can be moved by water depends on how fast the water is
moving. A fast-flowing stream can carry large rocks while a slow moving stream might
only be able to carry very small things like clay.
1st. Classify the landforms into the next table:

GLACIAL COASTAL FLUVIAL AEOLIAN
cliff desert u valley v valley
2nd. Read the next diagram and choose the right words to label the picture.
Arch cave stack stump retreating cliff
3rd. In your own words, can you explain the process that produced these coastal
landforms?

UNIT 9C. THE HYDROSPHERE.

Water Cycle Song
https://www.youtube.com/watch?v=u3QwLYfgwP0
Somewhere out there, the sun is shining on a little puddle. That’s just part of something
we call the WATER CYCLE.
Water from the little puddle turns to gas – EVAPORATION
Gas forms into puffy clouds – CONDENSATION
The clouds get heavy and the rain pours down – PRECIPITATION- and we’re puddles
on the ground
Chorus:
Oh the water cycle, Round and Round
Vapor goes up and the rain comes down
Water in the sky, in the ocean, on the ground
It’s all in a cycle going round and round
Some clouds look like a horse’s tail – that’s CIRR

Water in a river, in a glass, in a cloud,
US
Some clouds look like cauliflower – that’s CUMULUS
Some clouds look like a blanket of grey – that’s STRATUS
There are high clouds, low clouds, and in between clouds
Fog on the ground is also where we see clouds
Yeah Yeah Yeah
Repeat chorus
When warm air meets cold air, trouble brews,

That could mean a storm and that’s bad news
A hurricane can form if that happens near warm water
Look out when that storm reaches land
Get out of the way
Grab your sons and daughters
Crash Bash Boom and KaBam
Oh No We Forgot Uncle Dan
It’s OK. I’m all right. I was just hiding in a garbage can.
He was hiding in a garbage can.
Chorus
Water in a person, in a well deep down,

UNIT 10A – DENSITY DETERMINATION OF

DIFFERENT MINERALS
MATERIALS
Beaker
Three different minerals
Some water
Lab scale
PROCEDURE 1
Weigh each mineral and write down the value in the table.
PROCEDURE 2
1.- Fill the beaker with a known amount of water and take note of the amount.
2.- Put each mineral into the water.
3.- Read the level now shown on the scale.
4.- Subtract one amount from the other.
5.- Take note of the mineral volumes in the table.
PROCEDURE 3
The density of a mineral will be the relation between its mass and its volume:
MASS VOLUME DENSITY NAME

MINERAL 1
MINERAL 2
MINERAL 3

UNIT 10B – TYPES OF ROCKS.
Igneous rocks
Igneous rocks are formed when the magma cools and solidifies. There are two types:
Plutonic rocks are formed underground when magma cools and solidifies slowly.
Plutonic rocks have large minerals. An example is granite.
Volcanic rocks are formed above the Earth's surface. They are formed when volcanoes
erupt. The lava cools and solidifies quickly to form rocks. Volcanic rocks generally
have small minerals. An example is basalt.
Metamorphic rocks
Metamorphic rocks are rocks that have changed from one rock to another rock form,
because of the high temperature and pressure deep in the Earth's crust. Metamorphic
rocks often have layers or bands, like marble.
Sedimentary rocks
Sedimentary rocks are rocks that have formed from materials called sediments, which
are slowly deposited in some areas like oceans or lakes. Sediments accumulate forming
horizontal layers called strata. An example is limestone.
1) Match:
a) igneous rocks 1) rocks which change form because of heat and pressure.
b) plutonic rocks 2) igneous rocks which form on the surface of the Earth.
c) volcanic rocks 3) rocks made from magma
d) metamorphic rocks 4) igneous rocks which form inside the Earth's crust.
e) sedimentary rocks 5) rocks formed in layers called strata.
2) Complete the gaps with these words: igneous, feldespar, minerals and chemical.
a) A rock is made of different …..........................................
b) A mineral is made of different ….............................................. elements.
c) Granite is made of quartz, …................................ and mica.
d) There are three types of rocks: sedimentary, methamorphic and …..............................

UNIT 10C – GEOSPHERE STRUCTURE. ROCKS

AND MINERALS.

UNITS 10D. GEOLOGY- PLATE TECTONIC

VISIT THE WEBSITE: http://www.amnh.org/ology/features/plates

http://www.youtube.com/watch?v=0mWQs1_L3fA
After watching this educational video, answer the next questions:
1.- Label the internal parts of the Earth like in the documentary.
2.- What is the name for the crust and the solid outer portion of the mantle?
................................................................................................................
3.- The Lithosphere is cracked into tectonic .........................................
4.- Each plate carries a ................................................... or ...................................... basin, or

sometimes both.
5.- The currents in the mantle are compared in the video with currents in .................................
........................................, produced by ............................................
6.- DIVERGENT BOUNDARY: is a place where ............ .............................are moving apart.
7.- ........................... BOUNDARY: is an area where two plates are colliding.
8.- ................................... BOUNDARY: is a place where plates slide past each other.
9.- Draw the three types of boundaries:

10E. TRIP TO THE CAVE OF THE MARVELS.

ARACENA
PREVIOUS ACTIVITIES
1st) Write down the correct letter, from the drawing, next to each word:
lake: ___ column: ___ stalactite: ___ stalagmite: ___ rock: ___ gour: ___
ceiling: ___ chamber: ___ curtain: ___ speleothem: ___
2nd) Complete the words in the formula:
(insoluble) (soluble)
MARBLE + …....................... + …............................... ⇄ CALCIUM BICARBONATE
H2O CO2
What are stalactites made of? …......................................................................................
What elements does the marble need to dissolve? .......................................................
3rd) If you put a drop of hydrochloric acid over a piece of marble, what happens?
…........................................................................................................................................
4th) Listen and complete the gaps:
The formation of the ….................... is the result of a karstification process, a landscape

shaped by the …................................... of a soluble layer of a …...................... rock,
marble in our case. Water dissolves some compounds, mainly …..........................., and

when the solution reaches the ceiling of the cave, calcium carbonate …...................
creating a variety of speleothems (stalagmites, …......................................., columns,...)
OTHER ACTIVITIES
5th) The aquifer is an underground layer of water which is common in the lowest gallery
of the cave. When the water flows through the rock, it forms lakes. The level of the
lakes goes up and down depending on the rain.
How do you think you are going to find the level this year? …........................................
6th) Here in Aracena we can find some special shapes, tick them. Be careful: don't tick
the general shapes you can find in other caves.
STALACTITE CHICKPEAS NAKED HALL COLUMN GOUR

THE VIRGIN HELICTITE STONE WATERFALL CATHEDRAL
7th) Why are there so many types of stalactites and stalagmites?
The answer is very easy. Not all the shapes we can see are stalactites or stalagmites.
There is a general name for them that is ….....................................
8th) Complete the following table with the names of the chambers or halls where you
can find them:
They are formed... Where can we see them?

STALACTITES From the ceiling to ….........
STALAGMITES From the floor to …............
COLUMNS When stalactites and ….......…... join
STONE Cascades from the walls
WATERFALL
CURTAINS Hanging from the ceiling in folds
HELICTITES They look like coral
GOURS Small calcite pools
8ª) Some of the following sentences are true and some others are false. Write a T or F
and correct false sentences:
1.- The stalactites are formed by frozen water
2.- All the lakes have the same depth
3.- There are some parts of the cave that we cannot see
4.- The prehistoric man lived in the cave
5.- Temperature varies depending on the season
7.- There are stalactites of different colours: white, orange, ….
8.- There are fish in the lakes

UNIT 11A– ECOSYSTEMS


Natural Science 1st course CHRITSMAS TIME
ANNEX I. CARTOONS: PEPPA'S CHRITSMAS
1) Underline the different toys that the children have asked for from Father Christmas.
SCOOTER, CAR, TOY SPACESHIP, TEDDY BEAR, PUZZLE, GUITAR, TOY
MOUSE, SKIPPING ROPE, DOLLHOUSE, TRUMPET, BAT AND BALL, BALL,
MONOPOLY, TOY TRAIN, YOYO.
2) Make a list of the different animals that appear in the episode.
….....................................................................................................................................
…......................................................................................................................................
3) Label the different parts.
4) Fill the gaps in the Christmas song:

“Little …........................ on the Christmas tree
goes twinkle, twinkle, twinkle …...................
and all the little piggies Christmas ….............
go oink, oink, oink, oink, oink.
Sweet …......................... star on the Christmas tree...”
5) What have they left for Father Christmas to eat?
…........................................................................................................................................................
6) Why doesn't Father Christmas use the front door?
….......................................................................................................................................................
7) Who do the footprints belong to?
…........................................................................................................................................................

ANNEX II. MOTHER NATURE NEEDS US by PJ Grand Band

Complete the blanks:
If just one person shines

Other will follow in line
As we board to the _________________________ train
We‘ll say good bye to the ________________ _________________
As we fight ______________ ___________________
We’ll stand united as one
All around the world
A new day has begun
We’re so afraid of ______________________
But we can find a new brighter day
Let’s work on solutions
So our children can play
In pure clean water
And blue skies above
It’s not a fantasy
We’ll make it our reality
We’ve got to all come together
And star planting the seeds
Mother nature need us
We were blind but now we see
We are so afraid of _____________________
But we can find a brighter day
Let’s work on the solution
So our children can play
(LET’S SAVE OUR PLANET!!!)
We‘ve got to all come together
And start planting the seeds
MOTHER ______________________ NEED US
It‘s up to you and me
Chicken Little said the sky
Is fallen’ down
We’ve got to work together
To keep the world going around
Let’s think about our children
And leave a cleaner _______________ behind
MOTHER NATURE NEED US
Till the end of time…
(MOTHER NATURE NEED US TILL THE END OF TIME)
We’ve got to all come together
And start planting the seeds
MOTHER NATURE NEEDS US
It’s up to you and me
MOTHER NATURE NEEDS US NOW.
ANNEX III. "The 3 R's"
Three it's a magic number

Yes it is, it's a magic number
Because two times three is six
And three times six is eighteen
And the eighteenth letter in the alphabet is R
We've got three R's we're going to talk about today
We've got to learn to
Reduce, Reuse, Recycle
If you're going to the market to buy some juice
You've got to bring your own bags and you learn to reduce your waste
And if your brother or your sister's got some cool clothes
You could try them on before you buy some more of those
Reuse, we've got to learn to reuse
And if the first two R's don't work out
And if you've got to make some trash
Don't throw it out
Recycle, we've got to learn to recycle,
We've got to learn to
Because three it's a magic number
Yes it is, it's a magic number
3, 3, 3
3, 6, 9, 12, 15, 18, 21, 24, 27, 30, 33, 36
33, 30, 27, 24, 21, 18, 15, 12, 9, 6, and
3, it's a magic number

Bilingual Biology and Geology

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1st grade Biology and Geology Bilingual Project

UNIT 1A – THE UNIVERSE AND THE SOLAR

Complete the gaps of this text about Curiosity Rover in Mars:

Hi, my ............................... is Katie Stack and I'm a Curiosity rover mission

Mª José López Galindo

UNIT 1B – THE UNIVERSE AND THE SOLAR

2.- How Old are You on Another Planet?

3.- Solar System Trading Cards

4.- Solar System Trading Cards

Mª José López Galindo

UNIT 2A – EARTH AND MOON

2.2. Consolidate what you know

1.- What do we call the side of the Moon we cannot see?

3.- a) Where does the Sun rise? …......................................................................................

b) Where does it set? ….................................................................................................

c) Why do you think we see it that way? …..................................................................

Mª José López Galindo

QUESTIONS ABOUT THE ACTIVITY

…..................... …....................... ........................... …...................

First Quarter Moon Last Quarter Moon

Mª José López Galindo

C) Draw another diagram with a lunar eclipse and a solar eclipse.

Lunar eclipse Solar eclipse

d)Tick the correct sentences about the seasons:

Mª José López Galindo

UNIT 2C – PLANET EARTH. SUMMARY

Mª José López Galindo

Mª José López Galindo

UNIT 2D – THE EARTH

ACTIVITY 1: Label and colour the Earth’s layers.

ACTIVITY 2: Translate into Spanish:

ACTIVITY 4: Where do the living things live?

Mª José López Galindo

UNIT 3A. BIODIVERSITY

Mª José López Galindo

UNIT 3B. LIFE ON EARTH

ANIMAL CELL MATCHING

….............................. …............................ .....…............... ...........................

Mª José López Galindo

Classify the netx species:

Bird Flowering plant Mammal Moss

Mª José López Galindo

Mª José López Galindo

Mª José López Galindo

UNIT 4A. MONERA, PROTOCTISTS, FUNGI AND PLANTS

1.- Classify the next species into these four kingdoms:

Bacteria Algae Amoeba Ammanita

Yeast Mold Paramecium Cactus

Fern Trypanosoma Almond-tree Cypress

…................................. …..................... ................................

Mª José López Galindo

3.- Label the mushroom with the names in the box:

GILL HYPHA STEM CAP SPORE RING VOLVA

MONERA PROTOCTISTS FUNGI PLANTS

5.- Draw a plant and label it with the following structures:

Mª José López Galindo

UNIT 4B. MONERA, PROTOCTISTS, FUNGI AND PLANTS

LIFE IN A DROP OF POND WATER

Protozoans: The paramecium

Mª José López Galindo

UNIT 4C. MONERA, PROTOCTISTS, FUNGI AND

….................................. ….................... ….........................