Global Thinkers: Science 5. Primary (sample)

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

a letter to the European Space Agency (ESA). Explain that you are worried about space rubbish and propose some solutions to stop it.

Find ways to increase exports in developing countries to double their participation and importance in the global market.

• The scientific method

• The project-based method

• Levels of organisation

• Nutrition, food and nutrients

• Digestive system

• Respiratory system

KNOW HOW TO: LEARN, APPLY AND RESEARCH

• Computational thinking

• Programming with blocks

• Circulatory system

• Excretory system

• Interaction

• The senses

• Factors that affect our health

• Health and illness: infectious diseases

• Health and illness: non-infectious diseases

• The layers of the Earth

• Minerals

• Matter and its properties

• Different types of matter

• Energy

• The Universe

• The solar system

• The Earth

• The atmosphere

• The climate

• Diagnosing and treating diseases

• Healthy habits

• The health system

• Composition of rocks

• Origin of rocks

• ICT Plan

• The nervous system

• The locomotor system

• The reproductive system

Compentence-based activities

• COVID-19

Compentence-based activities

• Use of resources

• Sustainable use of the resources

Competence-based activities

INTERDISCIPLINARY PROJECT · Presentation on climate change: Let’s investigate!

• Energy sources

• Electrical circuits

• Machines and energy

• Automation and robots

• The Moon

• The observation of the sky, and light pollution

• Climatic zones and ecosystems

• Climate change

• Aerodynamics

• I can design a video game

Compentence-based activities

Compentence-based activities

• The evolution of populations

• Population growth

• The Constitution

• Germanic peoples

• Islam and al-Andalus

• Christian Kingdoms

Compentence-based activities

INTERDISCIPLINARY PROJECT · Let’s make a nature trail!: Look and walk

• Spain’s organisation

• Andalucía’s organisation

• The European Union

• Medieval society

• The Middle Ages and Andalucía

• The Middle Ages: people and facts

Compentence-based activities

Compentence-based activities

• The beginning of the Modern Age

• The 16 th century: the monarchy’s increase in power

• The 17 th century: a century of changes

• The Golden Age

• The 18th century: the arrival of the Bourbons

• The 18th century: the Enlightenment

• The Modern Age: people and facts

• The Modern Age and Andalucía

Compentence-based activities

INTERDISCIPLINARY PROJECT · The playground: Signs for everyone

MAPS

Looking after your heaLth

Hello! My name is Sandra. I don’t want to get ill, so I’m not going to leave my bedroom. Read the reasons in my note.

WHAT DO YOU THINK?

Can you think of any other measures for the list?

Do you think it is possible to never get ill or injured?

Do you think Sandra’s rules are going to keep her healthy?

DON’T COME IN!

I’m going to wash my hands 30 times a day. I don’t want microorganisms on me!

I’m not going to do sports or play in the park.

I don’t want to break a bone!

I’m not going to read books or play video games again.

I don’t want to damage my eyes!

I’m only going to leave my room to eat and have a shower. I don’t want to catch something from you!

Signed: Sandra

WHAT IS GOING ON AROUND YOU?

The World Health Organisation (WHO) says that health is a state of physical, mental and social well-being. It is not only the absence of disease and illness.

WHAT CAN YOU DO TO HELP?

Write a list of ideas to convince Sandra to leave her room.

WHAT CAUSES INFECTIOUS DISEASES?

WHAT DO yOU NEED TO kNOW TO TAKE ACTION?

1 Factors that affect our health

2 Health and illness: infectious diseases

3 Health and illness: non-infectious diseases

WHAT HAPPENS WHEN YOU ARE ILL?

4 Diagnosing and treating diseases

WHAT DOES BEING HEALTHY MEAN?

HOW DOES THE HEALTHCARE SYSTEM WORK?

5 Healthy habits

6 The health system

WHAT ARE THE CAUSES OF NON-INFECTIOUS DISEASES?

HOW CAN YOU STAY HEALTHY?

7 COVID-19

WHAT IS COVID-19?

Factors that affect our health

WHAT DOES IT MEAN TO BE HEALTHY? THINK

Are you in good shape?

1 Look, listen and read.

• Health is a state of physical, mental and social well-being.

• Illness is an alteration in your body function.

Age and genetics can cause some diseases.

in your daily life. These activities affect your health, for example, physical exercise, a healthy diet, etc.

Public health systems where you live. There is a sanitary control of food and drinking water, and a vaccination schedule for everybody.

Your environment. For example, if there is pollution, pathogens, excessive noise, etc.

2 Read again and answer.

a) What is the opposite of ‘health’? When was the last time you were ill?

b) Name three factors that affect our health, apart from the environment.

c) Give an example of how the environment affects your health.

3 Work in pairs. What things can make you healthy?

Doing exercise. An environment without pollution.

4 Read and correct the false sentences.

To find well-being, your body and mind need to be in balance with the environment around you. This helps your organs and systems to function correctly. There are different relaxation techniques for a person’s body and mind. Yoga and mindfulness are two examples. They help us feel calm and happy. Some teachers teach them at school.

a) Well-being depends on physical and mental health.

b) Yoga and mindfulness cannot change your state of mind.

c) If you are nervous, there is nothing you can do.

d) Schools can teach us to find well-being.

DOES THE ENVIRONMENT AFFECT YOUR HEALTH?

Listen to the sounds in the ‘Sound, health and environmental factors’ at anayaeducacion.es . They were recorded in three different environments.

1 Draw how each recording makes you feel. You can use emoticons or draw things that represent the environments.

2 Compare your drawings with those of your classmates.

3 Analyse the results. Copy this table in your notebook. Mark the boxes with an X to show how the sounds make you feel.

4 Which of the environments are healthy? Why?

5 Can the place where we live affect our health? Explain your answer.

NOW I KNOW…

Health is not only physical, but also mental, social and emotional.

Health and illness: infectious diseases

WHAT CAUSES INFECTIOUS DISEASES? THINK

Do you usually get ill?

1 Look, listen and read.

Infectious agents are generally very small living things that enter our body and change its function.

Types of infectious agents

Bacteria

Most bacteria do not cause disease, but some do. For example, tuberculosis (a lung disease) and salmonellosis (a digestive disease).

Fungi

Some fungi can live in the human. They cause diseases like athlete’s foot and

Protozoans

Like bacteria, most protozoans do not cause disease, but some can infect humans. For example, Plasmodium, which causes malaria.

Viruses

Viruses are not living things because they have no cell structure. But they can enter human cells, destroy them and spread to other cells. Viruses cause many diseases, like the flu and COVID-19.

Infectious agents can enter your body through cuts, your nose or mouth.

Types of infectious diseases

Contagious

They can be transmitted to a healthy person through contact, insect bites, or coughs and sneezes. Colds and the flu are contagious.

Non-contagious

They cannot be transmitted from an ill person to a healthy person. For example, tetanus enters our body through cuts from dirty objects, and salmonellosis is caused by contaminated food.

2 Say true or false and correct the false sentences.

a) All infectious diseases are contagious.

b) Colds and the flu are non-contagious.

c) Non-contagious diseases cannot be transmitted from an ill person to a healthy person.

d) Infectious agents can only enter your body through your mouth.

e) COVID-19 is caused by a virus.

f  ) Salmonellosis is caused by a fungus.

• Now, write two sentences about infectious agents. Ask your classmates to guess which ones are true.

3 Write around Look at the pictures. With your classmates, discuss if the infectious diseases are contagious or non-contagious.

The person in picture 1 has a contagious disease.

NOW I KNOW…

Our body is complex and can change in many ways. Infectious agents can affect it.

CHECK WHAT YOU LEARNED

athlete’s foot

COVID-19 cold

salmonellosis

Health and illness: non-infectious diseases

WHAT ARE THE CAUSES OF NON-INFECTIOUS DISEASES?

THINK

How do we get ill?

1 Look, listen and read.

Different things cause non-infectious diseases and they do not spread between people.

Non-infectious diseases and conditions

Trauma

Accidents like burns, fractures and cuts.

Allergies

The body overreacts when it is in contact with pollen, mites, etc.

Intoxication

When we eat, drink, breathe or touch toxic substances like drugs, dangerous chemicals, etc.

Cancer

It appears when our cells grow too much. There are many types of cancer.

Nutritional diseases

When we have a bad diet, this causes diseases like obesity and malnutrition.

Diseases that affect our mood or our behaviour

For example, depression and anorexia.

Cardiovascular diseases

They affect the functioning of the heart and blood vessels.

Respiratory diseases

They affect the lungs and airways.

Congenital diseases

We get them from our parents.

2 Complete the sentences with the correct word.

a) When you are cooking and you burn your hand, this is called a •••

b) When you breathe the smoke from burning plastic, this is called •••

c) When your lips, face and tongue get big and you get a rash after you eat, this is an •••

3

Put the words in the correct order and write sentences in your notebook.

a) Non-infectious diseases… do spread people not between

b) Respiratory diseases… affect the lungs

c) Nutritional diseases… occur when diet bad we a have

4 Explain a non-infectious disease to your classmate. Tell them to guess it.

It happens when you breathe toxic substances.

THE DISEASE CODE

Coding uses symbols to transmit information. They must be general and represent the information well. This is called generalisation and it is a computational thinking technique.

1 Look at the symbols on page 46.

2 Now, create your own symbols for these diseases and conditions:

NOW I KNOW…

• Malnutrition

• Vitiligo

• Sprain

Diseases have very different causes. You need to know about them to prevent and cure them.

Diagnosing and treating diseases

WHAT HAPPENS WHEN YOU ARE ILL?

What are the common symptoms of the flu?

1 Look, listen and read.

To fight a disease, it is very important to diagnose and treat it correctly. This is what healthcare workers do.

Diagnosing a disease

Making a diagnosis is discovering what disease a person has. A healthcare worker studies the signs and symptoms that are present on your body.

Symptoms are the feelings and changes that you notice when you are ill. Signs are the changes that a healthcare worker can see.

Treating a disease

We treat some diseases with medicine. This fights the cause or relieves the symptoms. Some common medicines are:

• Antibiotics, which fight bacteria that cause diseases.

• Painkillers, which reduce pain and lower fever.

• Anti-inflammatories, which reduce inflammation.

2

Match to make sentences.

a) Symptoms…

b) Antibiotics…

c) Painkillers…

d) Signs…

1) …fight bacteria.

2) …are the changes you feel when you are ill.

3) …are seen in a medical examination.

4) …reduce pain.

3 You and your classmate are a doctor and a patient. Listen to the symptoms, make a diagnosis and prescribe some medicine. Then, change roles.

Oh! You’ve got a cold. Take these painkillers.

Only take medicine under medical prescription!

I’ve got a fever, a cough and my body hurts.

I’m Hector, I have a swollen ankle and it hurts when I step on the floor.

Hello, my name is Alex and I am a paediatrician. Paediatricians are doctors who diagnose and treat diseases in children (from 0 to 14 years old). Today, these boys and girls are in my office because they don’t feel well.

I’m Maria, I feel very weak and tired when I try to do something. I also look very pale.

I’m Julian, I have a temperature of 38.9˚ and I cough all the time. I feel very tired and my chest hurts.

I’m Agatha, I have a temperature of 38˚, the right part of my tummy hurts and I am nauseous.

1 Create a table in your notebook. Write the signs and symptoms that each patient has.

2 To make the diagnosis, we need to do medical tests on each patient. Write the medical tests each patient needs.

3 When I get the results, I make my diagnosis for each patient. Look at my notes and match them to the patient.

4 What treatments can I use for each case?

This person has anaemia. They have a very low level of red blood cells. So, they are very tired, pale, and they have other symptoms.

This person has bronchitis. They have an inflammation of the bronchi. A virus or a type of bacteria caused this infection.

Test

Blood test

Medical tests

The composition of the blood (to look for high or low levels of substances).

Urine analysis To look for germs or blood in the urine.

Auscultation

Bone scan

Ultrasound

To check for lung or heart problems.

The bones (to look for fractures, fissures or changes to the shape of your bones).

The internal organs (to look for changes and signs of disease).

This person has appendicitis. They have an inflammation of the appendix. A type of bacteria caused this infection.

This person has a fracture in the talus (a bone in the ankle).

NOW I KNOW…

CHECK WHAT YOU LEARNED

Treatments help us feel better when we are ill.

Healthy habits

HOW CAN YOU STAY HEALTHY? THINK

What are some good habits you know?

1 Look, listen and read.

To prevent diseases, we need good habits. Here are some things you can do to take care of your health.

Health advice

Have medical check-ups and follow a vaccination programme.

Use protection when you do an activity. Follow the rules!

Have good personal hygiene.

Wash your hands to prevent infectiousspreading diseases.

Touch food with clean hands and check its condition before you eat it.

Brush your teeth after every meal.

Eat healthy food.

Go to ‘I’ll tell you in a moment’ at anayaeducacion.es and learn about ‘The true secret of good vibes’.

Disinfect your cuts well.

Do physical exercise to improve the function of our organs and our mental and emotional well-being.

Always go to bed at the same time and try to sleep at least eight hours each night.

2

Use sun protection when you go outside.

Read and correct the unhealthy habits.

a) I don’t wash my hands after going to the toilet.

b) I don’t need to brush my teeth after every meal.

c) I eat one or two pieces of fruit every day.

d) I sleep 3 hours a day.

e) It is not necessary to disinfect my cuts.

3 Interview a classmate about their healthy habits. Here are some questions you can ask:

• How often do you do sports?

• How often do you eat fruit?

• How often do you brush your teeth?

• How often do you wash your hands?

• How often do you go for a walk in nature?

How often do you brush your teeth?

Take care of your well-being learning relaxation exercises and taking care of your emotions.

never often sometimes always

I always brush my teeth after eating.

Do you exercise every day? Go to ‘Are you moving?’ at anayaeducacion.es.

This is Arturo. He is a nurse and works in a health centre. He treats injuries gives injections and vaccines and takes blood samples. He loves his job and today he is giving vaccines!

Today he is vaccinating three patients. Let’s help Arturo with his work today!

My baby is 15 months old. The vaccination calendar says it is time to get my baby’s vaccine! The vaccines he gets now will protect him forever!

I am 65 years old. I get this vaccine every autumn. It only lasts one year, but protects me from getting ill.

I am 30 years old. I am going to India soon. I need protection from diseases that do not exist in Spain. That is why I need this vaccination.

Go to ‘The importance of vaccines’ at anayaeducacion.es. fever

1 Complete the table and help Arturo choose which vaccine his patients need.

NOW I KNOW…

Vaccines can help us stay healthy for a long time.

CHECK

WHAT YOU LEARNED

HOW DOES THE HEALTHCARE SYSTEM WORK?

THINK

Do you use the healthcare system?

1 Look, listen and read.

The healthcare system is all the people and places in a country that help to prevent, diagnose and treat diseases. In Spain, our healthcare system is divided into:

Primary Care Specialised Care

This happens in health centres. Doctors treat common diseases, paediatricians do children’s check-ups, and nurses give vaccines and help doctors.

This happens when primary care can’t treat our health problems. We need to go to the hospital to see surgeons, dermatologists, etc.

Go to anayaeducacion.es and see ‘First aid course’.

2 Decide which image is a hospital and which is a health centre. Then, choose the name of each numbered room.

patient’s room

7 emergency room

room for medical tests reception nurse’s room operating room

9 8 6 5 4

3 Susan is a doctor. Describe her routines. Then, imagine you are at her office. Describe what she is doing.

NOW I KNOW… 2

CHECK WHAT YOU LEARNED

She is examining my throat. Thanks to the healthcare system, we can access primary and specialised care when we need it! 3 1

COVID-19

WHAT IS COVID-19? THINK

Do you know what a pandemic is?

1 Look, listen and read.

A pandemic is an infectious disease that spreads quickly. It affects millions of people. Before COVID-19, we experienced other pandemics, like the Black Death, influenza and HIV.

Origin

The first cases occurred in the Chinese city of Wuhan at the end of 2019.

How we get infected

It is transmitted through droplets. We produce them when we sneeze, cough, talk and even breathe. When healthy people inhale the droplets, they get infected. These droplets can also contaminate surfaces.

Prevention

There are effective vaccines to prevent the spread of the virus in our body. We can also:

• Use face masks.

• Clean our hands.

• Keep a distance from other people.

• Open windows.

Causes

It is an infectious disease caused by the SARS-CoV-2 virus. It is sphere-shaped and has many pin-like bumps on the surface.

Symptoms

It attacks the respiratory system. The most common symptoms are: fever, cough, sore throat, feeling tired, and losing your sense of smell and taste. These are very similar to flu symptoms.

Treatment

Medicine can relieve most symptoms of a fever, cough or sore throat. We cannot use antibiotics because it is a virus.

COVID-19

2

Say true or false and correct the false sentences.

a) The treatments for COVID-19 and influenza are the same.

b) The first COVID-19 cases occurred in China.

c) You can get COVID-19 from touching someone.

d) The virus looks like a square under a microscope.

e) There are vaccines that prevent COVID-19 from spreading in our body.

f) COVID-19 attacks the respiratory system.

3

Discuss with a partner: Why do you think COVID-19 is less infectious outside?

ANALYSING A PANDEMIC

1 Look for information about a pandemic. Write this data:

* Origin

* Causes

* How is it spread?

* What are the symptoms it produces?

* Is there a treatment? What is it?

* How can we prevent it?

2 Look for information and draw how the virus looks under a microscope.

3 Make a poster with the information.

NOW I KNOW…

We can work together to stop pandemics from spreading.

CHECK WHAT YOU LEARNED

MY ViSUAL SUMMArY

Health and illness

Health

A state of complete physical, mental and social well-being.

Depends on

Environment

Public health system

Illness

An alteration in our body function caused by internal or external factors.

Infectious diseases

Infectious diseases can be contagious or non-contagious.

Infectious agents cause infectious diseases. They are very small living things that enter the body and change its function.

Bacteria

There are two types of diseases

Non-infectious diseases and conditions

Allergies

Cancer

Viruses

Fungi

Infectious agents can be

Nutritional

These diseases and conditions are not caused by infectious agents. They are not transmitted from one person to another.

Cardiovascular diseases

Respiratory diseases

Congenital diseases

Mood disorders

Protozoans

Diagnosis, treatment and prevention

Diagnosis

Discovering what illness a person has.

Treatment

Doctors treat patients with medicine, surgery, etc.

Prevention

Taking measures to stop us getting an illness.

Don’t forget to go to your medical check-ups and get the vaccines on yourprogrammevaccination

Keep your body clean

Some types of medicine

Signs are what a healthcare worker can see on your body in a medical examination or by using diagnostic tests.

Symptoms are the changes you notice in your body when you are ill.

Antibiotics

Anti-inflammatories

Painkillers

Tips for keeping healthy

Clean your teeth after each meal

Wash your hands well and often

Disinfect cuts

Have a healthy diet

Look after your emotional well-being

Do exercise every day

Use protection when you do an activity

Rest well and sleep enough

WHAT HAVE I LEARNED?

1 Look and answer the questions.

8 What do these actions help with? Choose.

a) Brushing your teeth.

b) Chewing food well before swallowing.

c) Getting regular moderate exercise.

d) Sleeping well.

e) Staying away from noisy places.

9 Imagine that a doctor tells you that you have pharyngitis. The doctor prescribes an antibiotic. Explain what type of disease pharyngitis is and what causes it.

10 Describe some things you can do to maintain your personal hygiene.

11 15 years ago, only 5 out of 100 boys and girls in Spain suffered from obesity. Today, 16 out of 100 girls and boys suffer from obesity.

a) Does this person have a disease or a condition? Explain your answer.

b) What are the symptoms?

2 Find the odd one out: asthma, malnutrition, COVID-19, heart attack.

3 Name two diseases that are infectious and two diseases that are non-infectious.

4 What is a ‘congenital disease’?

5 What type of condition do you get when a snake bites you?

6 Find examples of these diseases and explain what they are.

a) A non-infectious respiratory disease.

b) An infectious respiratory disease.

7 What are infectious agents? Name some infectious diseases. Write the names of four examples of infectious agents.

a) Why do you think more children suffer from obesity today?

b) 6.5 million boys and girls under the age of 14 live in Spain. How many are obese?

12 Read and complete the sentences. health centre primary care hospitals

Doctors and nurses work in the healthcare system. ••• happens in health centres and specialised care happens in ••• . When we are going to see a paediatrician we go to the •••

Go to anayaeducacion.es and complete the photo album.

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

I knew the answer.

I needed help.

I couldn’t answer the question.

TAKE ACTION

Write a list of ideas to convince Sandra to leave her room.

Sandra wants to stay in her room and follow her list of ‘safety measures’.

1 Complete the consequences and results graphic organiser in your notebook.

2 What can you tell Sandra to convince her to leave her room? Write two ideas and share them in class.

SOME IDEAS

You can get a vaccine to prevent some diseases.

If you want to be healthy, you need to interact with your environment.

3 Sandra listened to you and changed her mind! Read her note and help her with the list.

HOW HAVE I LEARNED?

1 Copy the diagram and choose a number for each category. Connect the dots to make a pentagon. A big pentagon means you are learning a lot!

2 Which things did you find surprising or interesting? What have you learned that could help you, your family and friends?

If Sandra follows the safety measures

Short-term consequences: What will happen days later…

…to Sandra?

Long-term consequences: What will happen months or years later…

…to Sandra?

…to her family and friends?

…to her family and friends?

Hi Thankseveryone! for your ideas. You’re right! Being healthy is not only about diseases. If I stay in my room, I won’t find my well-being. Why don’t we write a list of things we can do to stay healthy?

MONITORING SPACE MISSIONS

We need to take care of the space. Space rubbish contains radioactive material, which will cause pollution if it returns to Earth. Also, when it is travelling at a high speed, it can destroy valuable information in our satellites!

WHAT DO YOU THINK?

Did you know there is rubbish in space?

WHAT IS GOING ON AROUND YOU?

According to the European Space Agency (ESA), there are around 128 million fragments from old space missions. They are between 1 mm and 10 cm in size.

WHAT CAN YOU DO TO HELP?

Write a letter to the European Space Agency. Explain that you are worried about space rubbish and propose some solutions to stop it.

WHAT IS OUR SOLAR SYSTEM LIKE?

WHAT DO yOU NEED TO kNOW TO TAKE ACTION?

1 The Universe

2 The solar system

HOW DID THE UNIVERSE

WHAT IS THE CLOSEST CELESTIAL BODY TO EARTH?

3 The Earth

4 The Moon

WHAT ARE THE EARTH’S CHARACTERISTICS?

The observation of the sky, and light pollution

5

WHY CAN’T WE SEE THE STARS?

HOW DID THE UNIVERSE BEGIN? THINK

Do you know how the Universe began?

1 Look, listen and read.

The Universe began with an explosion called the Big Bang. The Universe is all the celestial bodies and the space they move in.

Types of celestial bodies

Galaxies

Stars

Planets

Satellites

Asteroids

Comets

2 Match the descriptions to the correct celestial body.

a) I am made of gas. I emit light and heat.

b) I spend my entire life revolving around a planet.

c) I can be made of rocks or gases. I always orbit around a star.

d) You can find other celestial bodies inside me.

e) I am made up of rock, and I am much smaller than a planet.

f) I am made up of ice and dust. I sometimes form a bright tail when I pass near a star.

1) galaxy

2) planet

3) star

4) satellite

5) comet

6) asteroid

Groups of nebulae, billions of stars, and their solar systems.

Bodies that orbit around a planet.

Huge spheres of gas. They emit light and heat.

Rocky bodies, much smaller than planets.

Spherical bodies that orbit around a star. They can be rocky or gaseous.

Made of ice and dust. They form a bright tail when they pass near a star.

3

Ask your classmate yes/no questions and guess which celestial body they are thinking about.

planet galaxy

star satellite

asteroid comet

Is it made up of gas/rocks?

BUILD YOUR OWN MODEL OF THE EARTH!

1 Look and read.

Yes, it is! / No, it isn’t!

It is the gaseous layer that surrounds the Earth. Atmosphere

Crust. It is the outer layer. It forms the continents and the seabed.

Geosphere

It is the solid layer of the Earth. It is made up of rocks. It contains three parts:

It is the liquid layer of the Earth. It covers two thirds of the surface. Hydrosphere

2 Make a model of the Earth. You can make a poster, a clay model or a cardboard cut-out. Be creative and show all the layers! Then, investigate and share your findings with your class.

Mantle. It is the middle layer. It is formed by soft rocks that are sometimes in a liquid state.

Core. It is the deepest layer. It is made up of metals.

NOW I KNOW…

The Universe began with an explosion called the Big Bang.

CHECK WHAT YOU LEARNED

Crust Core Mantle

The solar system

WHAT IS OUR SOLAR SYSTEM LIKE? THINK

What is the name of our galaxy? And the name of its star?

1 Look, listen and read.

Our solar system is formed by a star, the Sun, and all the celestial bodies that revolve around it. It is part of a galaxy called the Milky Way.

Solar system

2 Look at the pictures and answer.

a) What is the name of the galaxy where the solar system is?

b) What is the name of the star of the solar system?

c) How many planets are there in the solar system?

d) Order the planets from the closest to the furthest to the Sun.

e) How many orbits are there from Mercury to Jupiter?

Sun

Earth

Venus

Mars

Saturn

Jupiter

Uranus

Neptune

Orbit

Mercury

Solar system

Milky Way

Earth

YOUR FAVOURITE PLANET!

1 In pairs, choose a planet in the solar system. You can find information on the NASA website ‘Science for kids.’ Investigate and write the information like in the example below.

Jupiter

My name: Jupiter.

My characteristics:

I am the largest planet in the solar system. I am gaseous. I am made up of hydrogen and helium.

I have rings, but they are hard to see. Who are my neighbours?: Mars and Saturn. My history:

I am visible without a telescope, so people knew about me in ancient times.

Various spacecraft and probes visit me.

2 Now present your planet to your classmates.

Our planet is Saturn.

Some interesting facts about Saturn are…

NOW I KNOW…

Our solar system has eight planets and is part of the Milky Way!

CHECK WHAT YOU LEARNED

WHAT ARE THE EARTH’S CHARACTERISTICS? THINK

Did you know the Earth moves? How do you think it affects us?

1 Look, listen and read. Earth is a rocky planet with a spherical shape. It makes two movements:

It is the movement the Earth makes around its axis. It takes 24 hours, and it produces day and night.

The Earth’s axis is tilted, so some parts of Earth receive more Sun than others during the year.

It is the movement of the Earth around the Sun. It takes 365 days and 6 hours, and it produces the seasons.

The Sun’s rays hit the Earth perpendicularly. Temperatures are warm. Days are longer than nights.

The Sun’s rays hit the Earth obliquely. It is less hot. Gradually, the duration of nights and days is the same.

The Sun’s rays hit the Earth obliquely (more than in autumn). Temperatures are low. Nights last longer than days.

The Sun’s rays hit the Earth perpendicularly (less than in summer). It is warmer. Gradually, the duration of nights and days is the same.

2 Read and complete the sentences with the words.

a) The movement of ••• takes ••• hours. It produces ••• and •••

b) The movement of ••• takes ••• days. It produces the •••

3 Rotation or revolution? Look and say which movement of the Earth causes these effects.

FRIENDS AROUND THE WORLD

1 Read the text and answer.

James and Chloe were neighbours, but James moved to Australia. They usually speak at the weekend, but sometimes when Chloe calls James, he is sleeping.

2 Investigate and make a timetable with the times they can talk. Consider the time they wake up and go to bed.

3 It is Christmas, so Chloe is telling James about the snow. But, James says he is going to the beach today!

• Why can he swim at the beach while Chloe is playing in the snow?

NOW I KNOW…

Chloe wakes up at 8 a.m. and goes to sleep at 9 p.m. in Spain.

James wakes up at 7 a.m. and goes to sleep at 10 p.m. in Australia.

Summer does not occur in the same months around the world!

CHECK WHAT YOU LEARNED

CHLOE JAMES

WHAT IS THE CLOSEST CELESTIAL BODY TO EARTH? THINK

Have you seen the Moon at night? Is it always the same?

1 Look, listen and read.

The Moon is the Earth’s satellite. It makes two movements that create the lunar phases.

Lunar phases

Waxing Moon

The Moon is between the Earth and the Sun. This is why we cannot see the illuminated side.

It is D-shaped. We can only see part of the illuminated side. We can see more each day.

Waning

The Earth is between the Sun and the Moon. We can see the entire illuminated side.

It is C-shaped. We can only see part of the illuminated side. We gradually see less of the Moon, until there is a New Moon.

Eclipses Tides

The tides are rises and falls in the sea level.

The Sun’s eclipses occur when the Moon is between the Sun and the Earth.

High tide is when the Moon is closer to the Earth.

Low tide is when the Moon is moving away from the Earth.

Sun

New Moon Full Moon

2

Look at the pictures and answer the questions.

a) In which phase is the Earth between the Sun and the Moon?

b) In which phase is the Moon D-shaped?

c) In which phase is the Moon between the Earth and the Sun?

d) In which phase do we gradually see less of the Moon, until the next phase occurs?

3

Look at the pictures. Which one shows the lowest tide? And the highest? Choose one and describe it.

The photo with the highest tide is…

There is a… and there are…

MATERIALS

• A cardboard box

• Two knitting needles

LET’S MAKE AN ECLIPSE!

1 Read the steps to do the experiment.

STEP 1. Take the cardboard box and cut off two sides.

STEP 2. Stick the cork discs inside the base.

STEP 3. Put a needle through each cork ball and stick them with tape.

STEP 4. Place the needles with the cork balls in the discs in the box.

STEP 5. Shine the torch on the balls and see what happens.

2 In a video, explain the experiment and how a solar eclipse happen.

• Two white cork balls of different sizes

• Tape

• A torch batterieswith

• Two cork discs

• Scissors

NOW I KNOW…

The phases of the Moon affect the movements of the ocean!

CHECK WHAT YOU LEARNED

The observation of the sky, and light pollution

WHY CAN’T WE SEE THE STARS? THINK

Why can’t you always see stars in the sky?

1 Look, listen and read.

Light pollution

What is it?

It is the brightness we see at night. It is caused by artificial lightning.

How is it produced?

What are its consequences?

We waste energy, it disrupts air and water traffic, it alters the cycles of animals and plants, …

How can you contribute to reducing light pollution?

Order the words to make sentences.

ground lights the point at efficient bulbs use a) b) c) d) e) f)

motion use sensors

What are the worst consequences of light pollution? Why?

WHAT CAN IN SEE IN THE SKY?

1 We can see many things in the sky at night: planets, satellites, planes, stars… There are groups of stars called constellations. There are many stories about constellations in Greek mythology.

2 Choose one constellation and investigate.

3 Create a sheet with this information:

• Name of the constellation.

• When it was discovered.

• The story behind its name.

• When can you see it most clearly?

• Where is it located?

• Does it have the same name in all cultures?

• Do a drawing of your constellation.

NOW I KNOW…

I can’t see the stars at night because of light pollution!

CHECK WHAT YOU LEARNED

MY VISUAL SUMMARY

Origin

Planets

The Universe

Galaxies

The solar system

Our planet moves in two different ways:

The Earth

It has one satellite

It also has layers We represent the Earth using:

Phases of the Moon

The Moon

PORTFOLIO

WHAT HAVE I LEARNED?

1 Explain the beginning of the Universe and why it is so important.

2 What celestial bodies can we find in the Universe? Write a list of their names and a characteristic of each one.

3 Which element of the solar system does each sentence refer to?

a) It is the largest planet and has rings.

b) It is located between the orbits of Mars and Jupiter.

c) It is the centre of the solar system.

d) It is the Earth’s satellite.

4 Complete the following sentences about the Earth’s movements.

During the movement called ••• , the Earth revolves around the ••• . This movement produces the ••• These are: ••• , ••• , ••• ,and •••

The movement called ••• is when the ••• turns around its axis. This movement produces ••• and ••• .

5 Read and identify which layers of the Earth they are investigating.

I am Luisa. I study the behaviour of the tides and their use in renewable energy.

6 What phases of the Moon do these images show? Describe them.

My name is Paula. I research the properties of minerals and rocks.

I am Cristina. I control emissions released by aeroplanes.

7 What do high tide and low tide mean? Use your own words.

8 Explain the consequences of light pollution.

9 What season is it in these places?

a) I live in South Africa and today is Christmas day.

b) I live in India and today is 6th of March.

Go to anayaeducacion.es and complete the photo album.

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

I knew the answer.

I needed help.

I couldn’t answer the question.

TAKE ACTION

1 Think about the importance of having a clean universe using the I think, I’m interested, I investigate technique. They will give you ideas for your letter to ESA about the importance of reducing space rubbish and how we can clean up space.

I think I'm interested I investigate

What are the consequences of space rubbish?

Is it serious if fragments of space rubbish hit the surface of the Earth?

What proposals are there to solve the problem? Which are the best?

What address can I send my letter to ESA to?

HOW HAVE I LEARNED?

1 What new thing did you learn? What pictures do you remember? What did you enjoy learning about the most? How is it useful? Does it help you in your daily life?

2 Think about what you and your classmates can improve in the future.

Do you think that the world's population knows about the waste problem in our planet's orbit?

Do you think that solving this problem should be a priority?

Why or why not? How can space rubbish affect the Earth's inhabitants?

Who could propose a space cleaning mission?

FOLLOWING THE FOOTSTEPS OF THE MIDDLE AGES

Historians investigate the past. They analyse and interpret events and people in history, and the legacy they have left us. They often focus on a specific period of time. This allows us to know what life was like in the past.

During their investigations, historians look for reliable evidence. They compare their discoveries with other sources to verify the information.

WHAT DO YOU THINK?

Can you name an important woman from the Middle Ages?

Do you know women in positions of responsibility today?

What sources can you use to investigate the Middle Ages?

WHAT IS GOING ON AROUND YOU?

Husbands can legally prevent their wives from working in 18 countries.

Daughters and sons don’t have the same inheritance rights in 39 countries.

There are no laws to protect women from gender-based violence in 49 countries.

WHAT CAN YOU DO TO HELP?

Investigate and make a diagram of an important event that a woman participated in during the Middle Ages.

WHAT LEGACY HAS AL-ANDALUS LEFT US?

Germanic peoples

WHAT WAS LIFE LIKE IN THE CHRISTIAN KINGDOMS?

Christian kingdoms

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

Islam and al-Andalus

HOW DID THE GERMANIC PEOPLES CONTRIBUTE TO OUR CULTURE?

The Middle Ages and Andalucía

5

Medieval society

WHAT CHRISTIAN KINGDOMS WERE FORMING?

WHO WERE THE MOST IMPORTANT PEOPLE IN THE MIDDLE AGES?

6

The Middle Ages: people and facts

WHAT HAS SURVIVED FROM THE MIDDLE AGES IN ANDALUCÍA?

Germanic peoples

HOW DID THE GERMANIC PEOPLES CONTRIBUTE TO OUR CULTURE?

Where did the Germanic peoples come from?

1 Look, listen and read.

Theodosius

The Roman Empire is in danger. I will divide it between my two sons. This will make it easier to defend its borders against the barbarians from the north.

Arrival of the Germanic peoples

The Roman Empire experienced a crisis and the Germanic peoples took advantage of this to cross its borders.

To defend its borders, Emperor Theodosius divided the Roman Empire in 395.

The end of the Western Roman Empire

Honorius

I rule the Western Roman Empire, with its capital in Rome, is mine.

I rule the Eastern Roman

In 476, Romulus Augustulus, Rome’s last emperor, lost the throne to the Ostrogoths under the command of Odoacer.

Germanic kingdoms then replaced the Roman Empire.

Arrival of the Germanic people

The Germanic peoples replaced the Roman Empire with different kingdoms: the Visigoths in Hispania (Spain); the Franks in Gaul (France); the Ostrogoths

of the Western Roman Empire

of America

Match the Germanic peoples with the territory they occupied.

a) Visigoths

b) Franks

c) Ostrogoths

d) Vandals

e) Britons

1) North Africa

2) Britain

3) Hispania

4) Gaul

5) Italy

Go to, ‘I’ll tell you in a moment’, at anayaeducacion.es.

THE VISIGOTH KINGDOM IN SPAIN

Hello! I’m Elena. This weekend there is an exhibition about the Middle Ages in my city. I will explain some information about the Visigoths in Spain, but I haven’t got all the details in my folder. Will you help me complete my notes?

1 Find the information to complete Elena’s notes. Then, complete the folders.

2 Elena is going to complete her notes with a list of Visigoth rulers. Help her find them.

• What catches your attention?

• Were there any women rulers? Why do you think there weren’t? Look for rules women had to follow.

• What do you think about this system? Tell your classmates and compare this system to the present.

When the Visigoths ruled Hispania, when a king died, another man could become king if he married the queen.

Visigoth Kingdom

Basic data about the Visigoth kingdom in Spain

Duration: 507-711.

Capital: •••

Political organisation: •••

Economy: Based mainly on agriculture and livestock. What aspects of Roman life did they take advantage of?

What did the Visigoths contribute?

In religion: •••

In art: The construction of small churches, goldsmithing and techniques for making objects from precious metals like gold and silver. For example, crosses, crowns, and brooches.

End of the kingdom

There were conflicts between the Visigoths over the throne and one side asked ••• for help. In 711, ••• arrived in Spain. They defeated the Visigoths and the Visigoth Kingdom disappeared.

NOW I KNOW…

The Germanic peoples who occupied Hispania (Spain) were the Visigoths.

CHECK WHAT YOU LEARNED

WHAT LEGACY HAS AL-ANDALUS LEFT US? THINK

What do you know about the Muslims on the Iberian Peninsula?

711-756

Dependent

Al-Andalus became another province of the Caliphate of Damascus.

The alcazaba was a military fortress.

756-929

Abd al-Rahman I became politically independent from The Caliphate of Baghdad (present-day Iran). But, he continued to recognise its religious authority.

929-1031

Caliphate of Córdoba

Abd al-Rahman III broke religious dependency. al-Andalus became an independent kingdom.

The alhóndiga was where products were stored.

1031-1492

From

The public baths were used for washing and as a meeting place.

Products were sold in the market or souk.

The mosque was the centre of prayer.

Outside the city were the arrabales, the poorest neighbourhoods.

Trade and crafts developed in the medina.

The walls protected the cities.

2

Order the stages of al-Andalus.

a) Caliphate of Córdoba

c) Muslim invasion

e) Independent Emirate

Your turn!

AL-ANDALUS TREASURES

b) Taifa kingdoms

d) Kingdom of Granada

f) Dependent Emirate

Al-Andalus contributed to our culture in many different ways. But, do you know who made the different contributions?

The economy

•Agriculture: new crops, like rice, lemons, oranges, melons, aubergines, artichokes, saffron, and sugar cane. New irrigation techniques like channels, wells to store water, and waterwheels to extract water.

• Crafts: manufacturing fabrics and leather, glass and ceramic objects.

• Mathematics: Arabic numerals, which we use today.

• Inventions from the East: paper, gunpowder, the compass, the astrolabe.

Culture

• Language: Arabic. Many Spanish words have an Arabic origin: azulejo, almohada, alcachofa, ...

• Water: an essential element of their culture.

• Buildings: mosques, baths and palaces.

Art

• Decoration: texts from the Koran (calligraphy), plant motifs (atauriques) and combinations of geometric figures (lattice-work). The human figure is not represented in their art.

• Main monuments: Great Mosque of Córdoba, Medina Azahara Palace (Córdoba), Aljafería (Zaragoza), Giralda and Tower of Gold (Sevilla), Alhambra (Granada).

1 Make three groups. Each group chooses one of the topics.

2 Choose two people who made important contributions to your topic:

• When and where were they born?

• What did they do?

3 Present your information to the class in an interesting way. For example, you could do interviews with the important people, or perform a play about their discoveries.

NOW I KNOW…

The contributions of al-Andalus are an important part of our culture today.

CHECK

Christian kingdoms

WHAT CHRISTIAN KINGDOMS WERE FORMING? THINK

Do you know which Christian kingdoms fought against the Muslims first?

1 Look, listen and read.

The first Christian kingdoms were formed in the north of the peninsula, in the areas outside Muslim control.

Kingdom of Asturias

Formed in 722

In 914 it became

Kingdom of León

Kingdom of Castilla

Became independent from León in 951

In the 13th century (1230) they became

Crown of Castilla

Kingdom of Pamplona

Formed in 816

Kingdom of Aragón

Formed in 820

Catalan counties

Formed in 878

The Reconquista

11th century

970 Incorporated Aragón

1031 Incorporated Castilla

They became independent and became 1035

Castilla and Aragón, two independent kingdoms

Spain in the 11th century REINO

Border between Christian and Muslim territory

The Christians advanced to the river Tagus, after taking Toledo (1085).

12th century

The conquest could not advance when more Muslim soldiers arrived from North Africa. But, the Christians conquered other territories like Lleida, Cuenca and Teruel.

13th century

After the Christians defeated the Muslims at the Battle of Las Navas de Tolosa (1212), Extremadura, the Guadalquivir valley, Valencia and the Balearic Islands became Christian territories.

15th century

The territory of al-Andalus was reduced to the Nasrid Kingdom of Granada. When the Christians conquered territories, they repopulated them with Christians to defend them.

Spain in the 15th century

Border between Christian and Muslim territory

In the 12th century (1137) they became

Crown of Aragón

Make a timeline of these events:

Battle of the Navas de Tolosa

Conquest of Toledo

Creation of the Kingdom of Asturias

Conquest of Granada

3 Use your own words to explain one of the stages of the Reconquista. Your classmate has to guess the stage.

North Africa entered the conflict.

Your turn!

WOMEN AND THE MIDDLE AGES

Women were not given important roles in the Middle Ages. But, they still had an influence on this period.

It is the 12th century!

It is our duty today to inform people about the legacies they left us.

STEP 1. Use the internet to investigate the contributions of different women in the Middle Ages. Make a list.

STEP 2. Make groups and design posters with pictures and information about them with the question: ‘Do you know who she was?’

STEP 3. Put up the posters in your school. Try to put them in places where people pass often, so that everyone can see it them.

STEP 4. A few weeks later, interview people in your school about the women on the posters in your groups.

• Did many people comment on the posters?

• Did they know about these women?

• What were their reactions to the posters?

NOW I KNOW…

There were five Christian kingdoms at the end of the 15th century.

CHECK WHAT YOU LEARNED

WHAT WAS LIFE LIKE IN THE CHRISTIAN KINGDOMS?

Do you know which groups of society were there in the Christian kingdoms?

Look, listen and read.

Medieval life

Fiefdoms Cities or bourgs

Fiefdoms were divided in two parts:

• The demesne was the nobility’s land and included a castle and forests.

• The dependent holdings were where the common people lived and worked and included the villagelands.

Demesne

• Its inhabitants were called burghers, or the bourgeoisie. They were mainly artisans and traders and formed associations called guilds.

• Life developed in the streets, squares and markets. Here minstrels and poor people mixed with the bourgeoisie.

Dependent holdings

Medieval society

The nobility. They lived in castles and fought and defended the other groups. They were vassals of the king and he gave them fiefdoms.

The clergy. They prayed for the salvation of the people and copied books by hand. They lived in monasteries and educated the high nobility.

The third estate. They worked to maintain and feed the privileged groups. They lived in villages in the fiefdoms. They cultivated their lands and the nobility’s. They paid taxes.

Romanesque (11th-13th centuries)

Buildings: churches

Examples: San Martín de Frómista and San Clemente de Tahüll.

Characteristics:

• Dark. Thick walls with few small windows.

• Horseshoe arches, semi-circular arches and barrel vaults.

• Decoration: engravings and sculptures with religious themes.

Gothic (12th-16th centuries)

Buildings: cathedrals

Examples: cathedrals of León, Burgos and Palma de Mallorca.

Characteristics:

• Light. High walls with large windows and stained glass.

• Pointed arches, ribbed vaults and flying buttresses.

• Decoration: paintings, sculptures and stained-glass windows with religious themes.

Kings and queens

Clergy and nobility

The third state

Match the estates with their characteristics.

a) Lived in castles.

b) Prayed for salvation.

c) Worked to maintain everyone.

d) Lived in villages.

e) Lived in monasteries.

f) Fought and defended everyone.

Your turn!

THE CONSTRUCTION OF CATHEDRALS

Many of Spain’s cathedrals were built in the Middle Ages. They have a distinctive beauty but… can you identify their differences?

Place:

Year:

Style:

Characteristics:

NOW I KNOW…

Medieval society was divided into three estates.

Gothic cathedrals have pointed arches, but Romanesque cathedrals have semi-circular arches.

CHECK WHAT YOU LEARNED

1 Complete the analysis of the cathedrals.

2 Compare both cathedrals and explain the differences to your classmates.

Jaca Cathedral Burgos Cathedral

The Middle Ages in Andalucía

WHAT HAS SURVIVED FROM THE MIDDLE AGES IN ANDALUCÍA?

Do you know any monuments from the Middle Ages in Andalucía?

1 Look, listen and read.

The Germanic peoples

• Andalucía was part of the Visigoth Kingdom. We know this from archeological discoveries like The Treasure of Torredonjimeno

• They developed a culture based on agriculture and livestock.

The Muslim peoples

• In 711, they defeated the Visigoths.

• The greatest period of al-Andalus was during the Caliphate of Córdoba. But, at the end of this period the territory was divided into taifa kingdoms because of internal conflicts.

• Some buildings from that period still survive, like the Alhambra and the Great Mosque of Córdoba.

The Christians

• Since the 8th century, they conquered teorritories in the peninsula until they reached al-Andalus in the 13th century. The presence of Muslim people was reduced to the Kingdom of Granada.

• The Christians built cathedrals and many churches. Some were built on the sites of mosques, like the Cathedral-Mosque of Córdoba.

Learn about the three cultures that coexisted in the Middle Ages at anayaeducacion.es.

Treasure of Torredonjimeno

Great Mosque of Córdoba

Sevilla Cathedral

Match the pictures to the correct people.

Germanic peoples Muslim peoples Christians

3 At the end of the Caliphate of Córdoba, al-Andalus was divided in taifa kingdoms. Investigate which kingdom the place where you live corresponds to.

Christian kingdoms Kingdoms of Taifas

1 Taifa de Silves

2 Taifa de Algarve

3 Taifa de Huelva

4 Taifa de Niebla

5 Taifa de Arcos

6 Taifa de Ronda

7 Taifa de Morón

8 Taifa de Carmona

9 Taifa de Mértola

10 Taifa de Albarracín

11 Taifa de Alpuente

al-Andalus and share them with your classmates.

5 Look for pictures of our cultural heritage that the Muslims left us. Prepare a short presentation and an information card, and explain your examples to your classmates.

Place: Year: Style:

Characteristics:

NOW I KNOW…

A lot of our cultural heritage comes from the Middle Ages.

This is the Alhambra

It is located in…

It is important because…

CHECK WHAT YOU LEARNED

6 The Middle Ages: people and facts

WHO WERE THE MOST IMPORTANT PEOPLE IN THE MIDDLE AGES?

Can you name any famous people from the Middle Ages?

Place: Córdoba

Profession: Writer

Famous for: Writing the first autobiography, where she talks about the period of her life in Córdoba.

Place: Aragón

Profession: King

Famous for: Expanding the Kingdom of Aragón across the Mediterranean to increase trade.

Place: Córdoba

Profession: copyist and poet. Famous for: Copying the Koran and other books. Many rulers asked for her advice on various subjects.

Place: Castilla y León

Profession: King

Famous for: Establishing the Toledo School of Translators. By translating works from Hebrew and Arabic into Latin and Castellano, they recovered ancient philosophical and scientific knowledge.

A'isha bint Ahmad al-Qurtubiyya (10th century-1009)

Jaime I, the Conqueror King of Aragón (1208-1276)

Leonor López of Córdoba (1362-1430)

Alfonso X, the Wise (1252-1284)

Place: Castilla y León

Profession: Queen

Famous for: Being the first female ruler. She ruled Castilla y León between 1109 and 1126.

Place: Castilla and Aragón

Profession: King and queen

Famous for: Unifying the kingdoms of Castilla and Aragón. This allowed them to complete the Reconquista in 1492. They also financed Columbus’ voyage to America.

Place: Córdoba

Profession: Caliph

Famous for: Breaking the Caliphate of Córdoba’s religious dependency on Baghdad. He ruled during the greatest political and cultural period of al-Andalus.

Place: Burgos

Profession: Military leader

Famous for: He won many tournaments between knights. Alfonso VI made him leave the Kingdom of Castilla, but asked him to return to fight the Muslims. There are many legends about his great adventures and conquests.

Thinking hats Who’s who? Choose one character and say why are they famous. The rest of the class has to guess which character is.

Write a headline summarising the life of each person.

Abd al-Rahman III (891-961)

Urraca of León, the Bold (1081–1126)

Rodrigo Díaz de Vivar, El Cid (1048-1099)

Isabel I of Castilla and Fernando II of Aragón. The Catholic Monarchs

THE MIDDLE AGES

THE FALL OF THE ROMAN EMPIRE

Emperor Theodosius divided the Roman Empire.

Germanic peoples invaded the Western Roman Empire.

The Visigoths established a kingdom on the Iberian Peninsula.

MUSLIM INVASION

In 711 C.E. the Muslim invaded the Visigoth Kingdom.

Spread of Islam.

The Muslims expanded their territories and arrived on the Iberian Peninsula.

The Muslims won battles and established al-Andalus.

Monarchy

Capital in Toledo

Catholicism Latin

The Christians wanted to recover the territories occupied by the Muslims. The Reconquista started in 722 AD and ended in 1492.

800years

722 AD 1492 AD

There were periods of war and peace.

The Christians established kingdoms in the north in the areas outside Muslim control.

CHRISTIAN KINGDOMS LIFE AND CULTURE

Four kingdoms

Isabel and Fernando married and unified their kingdoms.

Feudal society

Nobility CHRISTIANS KINGDOMS

Clergy

Third estate

AL-ANDALUS

People moved from villages to cities

Cathedrals were built

Romanesque Gothic

Thick walls

Religious decoration

Horseshoe arches

Monasteries and universities

Light spaces and high walls (with stained glass windows)

Towers

Pointed arches

LIFE AND CULTURE AL-ANDALUS

711-756:

Dependent Emirate. It was dependent on the Caliphate of Damascus.

756-929:

Independent Emirate. Abd al-Rahman I declared its political independence.

929-1031:

Córdoba Caliphate. Religious independence and the greatest period under Abd al-Rahman III.

1031-1492:

Taifa kingdoms and the Kingdom of Granada. The caliphate was divided and the Muslims were eventually expelled.

Alcazaba Military fortress

Mosque Centre of prayer

Most people lived in

Contributions

Souk Market

New crops and techniques

Language

Crafts Buildings

Maths and inventions

Baths

Monuments

WHAT HAVE I LEARNED?

1 Who were the Germanic peoples? Which of those Germanic peoples lived on the peninsula for centuries?

2 For how many centuries did the Visigoth Kingdom occupy the peninsula? What was their main contribution to culture?

3 The Muslim calendar begins in the year 622. Why did they choose that date to start their calendar? Calculate what year they are in now.

4 Order these events on a timeline:

a) The Christian defeat of the Muslim army at the Battle of Las Navas de Tolosa.

b) Al-Andalus was politically divided into taifa kingdoms.

c) Al-Andalus became an independent emirate. It was politically independent from the Caliphate of Baghdad.

d) Abd al-Rahman III declared the Caliphate of Córdoba.

e) The Muslim invasion.

f) Al-Andalus became a province of the Caliphate of Damascus.

g) The Christian kingdoms advanced to the Tagus river.

h) The Nasrid kingdom of Granada remained the last Muslim kingdom for two centuries.

i) The Catholic Monarchs conquered Granada and expelled the last Muslim king.

5 What were the medina and the arrabales in Muslim cities?

6 What were these buildings or spaces used for in Muslim cities in the Middle Ages: mosque, alcazaba, alhóndiga, souk, public baths.

7 What was the Reconquista?

8 When did the first Christian kingdoms appear? How did they evolve and how did their names change?

9 Look at the map. Explain the advance of the Christian kingdoms during the Reconquista.

10

11

of the two artistic styles (Romanesque and Gothic) in the Middle Ages.

12 Draw a picture to show our Christian and Muslim cultural heritage.

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

a) The two cultures on the Iberian Peninsula always had a good relationship.

b) El Cid had an excellent relationship with King Alfonso VI.

c) Urraca was the first queen in the Christian kingdoms.

d) When Abd al-Rahman III ruled, al-Andalus experienced a period of crisis.

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

I knew the answer.

I needed help.

I couldn’t answer the question.

TAKE ACTION

Investigate and make a diagram of an important event that a woman participated in during the Middle Ages.

1 Using the 6Ws technique, investigate the contributions of an important woman from the Middle Ages. Follow these steps:

• Choose an important woman and investigate her life. Then, choose one event in her life to investigate.

• Expand your investigation by completing a diagram like the one below.

Who?

Who participated?

HOW HAVE I LEARNED?

What? What happened?

When? Write down the date and century.

Where? In what place or places did the events occur?

How? Describe the facts and consequences.

Why?

Why do we know what happened? What are the sources?

Ask yourself this!

1 What new things have you learned? What images do you remember? What have you enjoyed learning the most? How is what you have learned useful? How will it help you in your daily life?

2 Draw the diagram in your notebook. Mark with a dot the level you are at (1, 2 or 3) in each aspect. Then, connect the dots and colour your geometric shape.

I

• How can you use the information you discover in your investigations?

• How can you spread this knowledge?

• What impact can it have on the people in your school? What about your family? And the rest of society?

I

I cooperate in group activities, and can control my emotions and reach agreements.

I know about and take care of the legacy of the peoples of the Middle Ages.

CHECK WHAT YOU LEARNED

can remember and explain the important events that occurred in the Middle Ages.

can investigate different aspects of the Middle Ages and compare the present with the past.

TravellIng around the Modern age

Do you ever wonder how many ships are transporting products across our planet’s seas? When did this global market begin?

WHAT DO YOU THINK?

Have you ever seen a large merchant ship?

What’s inside those thousands of containers?

Do all countries participate equally in the global market?

WHAT IS GOING ON AROUND YOU?

WHAT CAN YOU DO TO HELP?

Ships continue to transport most products between continents. Find ways to increase exports in developing countries to double their participation and importance in the global market.

WHAT DO yOU NEED TO kNOW TO TAKE ACTION?

The beginning of the Modern Age

1

WHAT TERRITORIES DID THE KINGDOM OF SPAIN HAVE?

2 The 16th century: the monarchy’s increase in power

WHAT GREAT EVENTS OCCURRED IN THE MODERN AGE?

The 17th century: a century of changes

3

WHAT STYLES OF ART AND LITERATURE APPEARED?

4 The Golden Age

WHAT CHANGES OCCURRED IN THE 17TH CENTURY?

The 18th century: the arrival of the Bourbons

5

WHEN DID THE KINGDOMS IN EUROPE BEGIN TO PROMOTE EDUCATION?

6 The 18th century: the Enlightenment

7 The Modern Age: people and facts

HOW DID ANDALUCÍA DEVELOP IN THE 16TH, 17TH AND 18TH CENTURIES?

8 The Modern Age and Andalucía

WHY DID THE BOURBONS COME TO SPAIN?

WHO WERE THE MOST IMPORTANT PEOPLE IN THE MODERN AGE?

The beginning of the Modern Age

WHAT GREAT EVENTS OCCURRED IN THE MODERN AGE?

What great advances allowed our ancestors to explore new navigation routes?

Important events in the Modern Age

• They unified the crowns of Castilla and Aragón and created a powerful authoritarian monarchy.

• They married their children to the heirs of other lands to expand their kingdoms.

• They created the Spanish Inquisition to expel non-Christians.

• They limited the power of the nobles.

The discovery of America

• Chistopher Columbus wanted to reach Asia by sailing along a new route across the Atlantic Ocean to the west.

• The Catholic Monarchs financed this expedition to expand their Christian territories.

• On October 12th 1492, Christopher Columbus and his crew saw the land of America.

Division of Christianity

Authoritarian monarchies

Geographical exploration to increase world trade

Wealth of the bourgeoisie

The Catholic Monarchs

Read the sentences and match.

Chistopher Columbus

The Catholic Monarchs

a) Union of the crowns of Castilla and Aragón.

b) Desire to create a new trade route across the Atlantic Ocean.

c) Establishment of alliances with other kingdoms.

d) Discovery of America.

Good morning, Isabel and Fernando. I am Columbus. I want to…

Watch the video about the Modern Age at anayaeducacion.es

Date

Origin and Destination

Extra information

Hispaniola (Haiti/Dom. Rep.)

San Juan Bautista (Puerto Rico)

Azores

Go

Juana (Cuba)

Dominica

Trinidad

0 150 300 km

Baiona

Palos Cádiz Canary Islands

Cape Verde Islands

Lisbon

Sanlúcar de Barrameda

Columbus’ voyages across the Atlantic (1492-1504)

First journey (1492-1493)

Second journey (1493-1496)

Third journey (1498-1500)

Fourth journey (1502-1504)

ATLANTIC OCEAN

ATLANTIC OCEAN

The 16th century: monarchy’s increase in power

WHAT TERRITORIES DID THE KINGDOM OF SPAIN HAVE? THINK

What does colonisation mean?

1 Look, listen and read.

In the 16th century, the Habsburgs Carlos I and later, Felipe II ruled Spain. Spain became very important in Europe and had territories around the world.

Carlos

• When he ruled, there were conflicts on the peninsula, like the rebellions in Castilla and Aragón, and outside, like in France, Naples and Burgundy.

• He had to defend Catholicism from Martin Luther’s Protestantism.

• On the peninsula, he stopped the morisco rebellions in Andalucía and the rebellions in part of the Crown of Aragón.

• He fought against France (Battle of San Quentin) and the Turkish Empire (Battle of Lepanto) and won.

• He tried to invade England with his ships, the Armada, but lost.

Carlos I (1516-1556)

Felipe II (1556-1598)

Modern Age

Do the sentences refer to Carlos I (C) or Felipe II (F)? Write in your notebook.

a) He defended Catholicism from Protestantism.

b) He began to rule in 1556.

c) There were rebellions in France and Burgundy.

d) His army won the Battle of San Quentin.

COLONISATION OF AMERICA

During the 16th century, after Columbus discovered America, the Spanish conquered and colonised it in two phases:

– First, Hernan Cortés colonised the Aztec Empire and Francisco Pizarro colonised the Inca Empire.

– Then, the Spanish colonised the rest of America, apart from Brazil.

1 There were three indigenous cultures called the pre-Columbian civilisations. Look at the map of America today. In which of today’s countries were these civilisations located?

2 Find information about the three civilisations and complete the table in your notebook.

3 When the Kingdom of Spain colonised America, it increased its natural resources.

• Investigate the basic natural resources that societies need to develop. What are these resources used for? Which ones came from the colonisation of America? Are they important in your daily life? Why? Discuss it with your classmates.

NOW I KNOW…

Carlos I and Felipe II ruled Spain in the 16th century. They expanded the Spanish Empire.

The 17th century: a century of changes

WHAT CHANGES OCCURRED IN THE 17TH CENTURY? THINK

Did the Kingdom of Spain develop in this century?

1 Look, listen and read.

In the 17th century, the Lesser Habsburgs ruled Spain and a series of changes occurred.

Changes

War, epidemics and famines reduced the population.

Mercantilism developed. Countries measured their wealth by the amount of gold and silver they had. To conserve these metals, they reduced imports and increased exports.

Modern Age

16Th C 17Th C 18Th C

Crisis of the Spanish Empire

English pirates made trade with America difficult and dangerous.

Absolute monarchies appeared. The monarch had all the power.

The Lesser Habsburgs

The economic crisis increased poverty.

Felipe III (1598-1621) was not interested in being king. So, he transferred his power to the Duke of Lerma, his valido. He also expelled the moriscos.

Felipe IV (1621-1665) increased taxes, fought against the French and lost, and declared Portugal independent. His valido was the Count-Duke of Olivares.

Carlos II (1665-1700) was ill, so his valido, the Duke of Medinaceli, and his mother governed for him. He had no heirs so the Crown passed to the Bourbon dinasty. This caused the War of the Spanish Succession

3

Read and complete the sentences with the words.

absolute dinasty mercantilism

trade crisis

a) In the 17th century kings and queens had all the power. This is called an ••• monarchy.

b) ••• is an economy where wealth is based on gold and silver.

c) In this century, there was an economic •••

d) Carlos II was the last king of the Habsburg •••

e) English pirates made ••• difficult.

Read the sentences and match them to the correct king.

a) When he was king, there were wars against the French and Portuguese.

b) He was ill when he became king.

c) His valido was the Duke of Lerma.

d) His mother and the Duke of Medinaceli governed for him.

e) He expelled the moriscos from Spain.

f) His valido was the Count-Duke of Olivares.

Felipe III Felipe IV Carlos II

4 Work in pairs. Take turns to be a 16th century citizen. Choose one of the labels below and ask your 17th century classmate about the future.

economy trade monarchy population

What type of monarchy is Spain going to have?

NOW I KNOW…

The Lesser Habsburgs ruled Spain in the 17th century. There was a crisis in the Spanish Empire.

An absolute monarchy is going to rule Spain.

CHECK

The Golden Age

WHAT STYLES OF ART AND LITERATURE APPEARED? THINK

Was the Golden Age a period of crisis or development in the Kingdom of Spain?

1 Look, listen and read.

Artistic styles in the Golden Age

Renaissance Baroque

• It began in Italy in the 15th century, and arrived in Spain in the 16th century.

Features

Architecture

• It was inspired by classical Greece and Rome. The representation of the human body became important.

• Use of straight lines.

• It appeared in Italy in the 17th century.

• Artists used contrasts of light and shadow and reflected movement.

• Use of curved lines and rich decoration.

• Coloured wooden carvings or sculptures with religious themes.

• Coloured wooden carvings or sculptures with religious themes

• The Castilian and Andalusian schools were important.

Sculpture

• Influenced by Italian artists.

• Important artists: El Greco.

Painting

• Religious and mythological works, portraits, etc.

• Important artists: Velázquez, Ribera, Zurbarán and Murillo.

El Greco, La agonía en el huerto de Getsemaní.

Royal Monastery of San Lorenzo in El Escorial. Santiago de Compostela Cathedral

Montañés, Cristo de la Clemencia. Vigarny, La virgen con el niño.

Velázquez, El almuerzo.

2 Complete the table in your notebook.

Renaissance Baroque

Sevilla Cathedral belongs to the … period. It has got…

Century

Characteristics

Main artists

3 Look for a work of art from the Renaissance and the Baroque period in your locality. Make a worksheet like in the example. Compare your worksheets in class.

Period and name of the artist

Types of work, lines, shapes and colours

Materials and other features

Emotions you feel

Do you like it? Why? Your turn!

LITERATURE IN THE GOLDEN AGE

Part of the Spanish Golden Age occurred at a difficult time. But, in difficult moments people often use their creativity to escape their problems. That is how picaresque novels appeared.

1 Do you know any picaresque novels?

2 Write a short text using the characteristics of picaresque novels.

Think about: characters, place, conflict, solution.

3 Read it to your class.

NOW I KNOW…

In the 16th and 17th centuries there were great developments in culture and art.

Characteristics of the picaresque novel

– Description of the problems in society.

– The main character is an anti-hero who is trying to survive.

– The main character serves someone who is evil.

– It is written in the first person.

CHECK WHAT YOU LEARNED

5 The 18th century: the arrival of the Bourbons

What were the consequences of the War of Succession?

1 Look, listen and read.

The crisis of succession

Modern Age

16Th C 17Th C 18Th C

The Enlightenment

Carlos II, the last Habsburg, had no children when he died. He named the Duke of Anjou his heir, but Europe supported Archduke Carlos of Austria.

As a consequence, the War of Succession started in 1701. It was both a European war (Spain and France against Austria, England, the United Provinces, Portugal and Savoy) and a civil war (the Crown of Castilla against the Crown of Aragón).

Enlightened despotism

After 12 years of war, it ended with the Treaty of Utrecht (1713). The Duke of Anjou became the new king of Spain, Felipe V.

Felipe V (1700-1746) stopped the independence rebellions in Aragón, Cataluña and Valencia.

Fernando VI (1746-1759) introduced neutral, pacifist policies.

Carlos III (1759-1788) modernised the economy, public education, the study of science and the arts.

Carlos IV (1788-1808) let his valido, Godoy, rule for him. He formed an alliance with Napoleon and Spain became dependent on France. Spain lost its naval power at the Battle of Trafalgar.

2 Read and order the events.

a) Declaration of the War of Succession.

b) Carlos II named the Duke of Anjou his heir.

c) The Treaty of Utrecht was signed.

d) Carlos II died.

e) Felipe V became the new king of Spain.

3

I am a famous Spanish king because I…

You are Felipe V!

Choose one of the Spanish kings from the 18th century. Use the things you have in class to dress up. Prepare your role and give your classmates clues. They will guess who you are!

READING A MAP

Territories of the Kingdom of Spain 17th C

1 Look at the maps and answer the questions.

a) Compare the maps. What are the main differences?

b) Do they show the same territories?

c) How are these territories different from the ones Spain has today?

d) Choose one of the territories that changes from one map to the other and research what happened. Then, explain to your classmates.

NOW I KNOW…

Territories of the Kingdom of Spain 18th C

In 18th century Spain there were changes in power and its territories.

WHEN DID THE KINGDOMS BEGIN TO PROMOTE EDUCATION?

Do you know what the Enlightenment is?

1 Look, listen and read.

The Enlightenment

• It started in France and then arrived in the rest of Europe.

• It promoted cultural, scientific and political development.

• The encyclopaedia was created.

• The first democratic ideas appeared.

• Education and the scientific method were given great importance.

The Enlightenment in Spain

• Education improved.

• Institutions, museums, botanical gardens, etc., were created to promote learning and culture.

Architecture

Painting Sculpture

The Baroque style continued and two new styles appeared:

• Rococo: a light, elegant style with rich decoration. For example, the Royal Palace in Madrid and La Granja in Segovia.

• Neoclassicism: a style that imitated Greek and Roman models. For example, the Prado Museum and the Puerta de Alcalá in Madrid.

• Neoclassical sculpture. It focused in the ideal human form. The main themes were the search of beauty, history, mythology and religion.

• Francisco de Goya is the most important painter from the 18th century. He created his own style.

Bigarny, Virgen con El Niño.

Interior of La Granja, Segovia.

Goya, La maja vestida.

2

Say true or false and correct the false sentences.

a) The Enlightenment movement started in Italy.

b) The first encyclopaedia was created in the 19th century.

c) New institutions were created to promote culture and learning.

d) The Rococo style imitated Greek and Roman models.

3

Read and match to make sentences about Spanish art in the 18th century.

a) Rococo...

b) Neoclassical sculpture...

c) Goya...

1) …focused on the ideal human form, history, mythology and religion.

2) …is the most important Spanish painter from the 18th century.

3) …was a light, elegant style with rich decoration.

LEARNING ABOUT HISTORY WITH ART

1 In groups, choose one of these painting by Goya and analyse it. Then, present it to your classmates.

STEP 1. Visit the Prado Museum webpage and investigate:

• Who are the main characters?

• What moment in history does it represent?

STEP 2. Describe the painting and its features (style, colours, etc.)

STEP 3. How do you feel when you look at the painting?

NOW I KNOW…

The Enlightenment movement focused on education and culture to improve society.

CHECK WHAT YOU LEARNED

La Familia de Carlos IV, Goya Los fusilamientos, Goya

WHO WERE THE MOST IMPORTANT PEOPLE IN THE MODERN AGE?

Can you name any famous men or women from the Modern Age?

Nationality: Italian

Profession: Architect

Famous for: His projects for Carlos III, like the Puerta de Alcalá and the Royal Palace in Madrid.

Nationality: Spanish (Andalucía)

Profession: Poet and playwright in the Spanish Golden Age

Famous for: She was one of the first professional female writers

Nationality: Spanish (Asturias)

Profession: Writer and minister

Famous for: When Carlos III ruled, he reformed education and created the first Spanish bank. He also supported agricultural reforms.

Nationality: Spanish (Andalucía)

Profession: Sculptress

Famous for: She became the first Baroque sculptress in Andalucía.

Ana Caro Mallén de Soto (1590-1646)

Luisa Ignacia Roldán "la Roldana". (1652-1702)

Gaspar Melchor de Jovellanos (1744-1811)

Francesco Sabatini (1722-1797)

Luisa Ignacia Roldán “la Roldana” (1652-1702)

Nationality: Spanish (Andalucía)

Profession: Politician

Famous for: She was one of the first women who participated in the rebellion. She collaborated with her husband, Juan de Padilla.

Nationality: Portuguese

Profession: Navigator and explorer

Famous for: He discovered and named the natural passage between the Atlantic and Pacific oceans. He completed the first circumnavigation of the world.

Nationality: Italian

Profession: Renaissance painter

Famous for: She studied with Michelangelo. She was one of the official painters of Felipe II’s court.

2 In pairs, choose a character from the pictures and play Guess who?

Is it a man or a woman?

A woman.

NOW I KNOW…

Many men and women had revolutionary ideas in the Modern Age.

CHECK WHAT YOU LEARNED

Fernando de Magallanes (1480-1526)

María Pacheco (1496-1531)

Sofonisba Anguissola (1535-1625)

HOW DID ANDALUCÍA DEVELOP IN THE 16TH, 17TH AND 18TH CENTURIES? THINK

What developments occurred in Andalucía in the Modern Age?

Look, listen and read.

16th century

• The economy and the population grew with the discovery of America.

• The population increased in the Guadalquivir valley.

• Sevilla became the main port of the Spanish Kingdom.

Town Hall, Sevilla.

17th century

• Period of crisis: wars, epidemics and emigration reduced the population.

• Agriculture and trade decreased.

• There were great developments in art. Some of the most famous Andalucian artists are Velázquez, Murillo and Martínez Montañés.

• The Black Death reduced the population in Sevilla.

Murillo, San Diego de Alcalá.

18th century

• Agriculture, the main economic activity in Andalucía, increased.

• New industries started to develop.

• New towns, like Guarromán and El Campillo, were created and inhabited by different nationalities.

2 Read the sentences. Do they refer to the 16th, 17th or 18th century?

a) New industries developed.

b) New towns were created, like Guarromán and El Campillo.

c) The Black Death occurred.

d) There were great developments in art.

e) The population along the Guadalquivir river grew.

FLAMENCO CONTEST

1 What do you know about the origin of flamenco?

Flamenco, a form of cultural expression

In the first flamenco performances, the Roma sang and danced in the streets. Its main features are: the rhythm of the music, dances with expressive arm and hand movements, and heavy footsteps. This is flamenco!

2 Let’s have a flamenco competition!

STEP 1. In groups, research the different styles of flamenco: their origin, their characteristics and the main artists.

STEP 2. Choose one of the styles and do a representation of it.

STEP 3. Draw the steps in your choreography.

STEP 4. Perform it in class. Teach it to the other groups. Be creative and have fun!

3 Flamenco was recognised as Intangible Cultural Heritage by UNESCO on November 16th, 2010. Do you know what intangible cultural heritage means? Do you know any other examples?

This is a fandango. Its characteristics are...

NOW I KNOW…

Andalucía developed in the 16th and 18th centuries. In the 17th century there was a crisis, but there were great developments in art.

1492

Modern Age

The discovery, conquest and colonisation of America

Great events in the Modern Age

Absolute monarchies appeared. The monarch had all the power.

Division of Christianity.

The bourgeoisie became more important.

The beginning

They united Castilla and Aragón.

They expanded their Christian territories.

Columbus He discovered America and began its colonisation.

1789

Geographical exploration to increase world trade.

Conquerors

Hernan Cortés, Pizarro and others conquered and colonised the indigenous empires in America.

Catholic Monarchs

Mayans Aztecs Incas

Bourbon dinasty

Habsburg dinasty

Catholic Monarchs

The Spanish Armada War of the Spanish Succession

The French Revolution

16th and 17th centuries

Rulers

Conflicts with

Rebellions in

France

Martin Luther

Monarchs transferred their power to their validos.

Castilla Aragón

Spanish Empire (Kingdom of Spain and America)

Rebellions in Conflicts with

Crown of Aragón France

England

Ottoman Empire

Andalucía (the

Many epidemics.

Gold and Silver came from America.

Monarchs had all the power.

Poverty increased.

Pirates in the Atlantic Ocean.

The Bourbon

ruled Spain.

He expelled the Moriscos.

War against France

The 18th century

Stopped the independence rebellions in Aragón, Cataluña and Valencia.

Introduced neutral pacifist policies.

He had no heirs. When he died, the War of the Spanish Succession began.

Modernised the economy, education, the study of science and the arts.

Spain became dependent on France.

Carlos I Felipe II

Felipe V

Fernando VI

Carlos III

Carlos IV

Felipe III Duke of Lerma

Felipe IV Count-Duke of Olivares

Carlos II Duke of Medinaceli

Moriscos)

dinasty

Many changes happened in the 17th century

WHAT HAVE I LEARNED?

1 Say true or false and correct the false sentences.

a) The Renaissance began in Spain and then spread across Europe.

b) The Baroque style used curved lines and rich decoration.

c) In the Golden Age, picaresque novel appeared.

d) Baroque architecture was famous for the use of straight lines.

a) When were the empires conquered? Who conquered them? What new products were discovered?

b) Spain colonised the territories it conquered. What does this mean?

5 What problems did Carlos I have when he ruled?

6 Match.

a) Duke of Lerma 1) Carlos II

b) Count-Duke of Olivares 2) Felipe III

c) Duke of Medinaceli 3) Felipe IV

7 Choose the correct option Murillo and Velázquez belong to the ••• century.

a) 16 th b) 17 th c) 18 th

Classify these people: Sofonisba Anguisola, Murillo, Velázquez, Goya, Lope de Vega, Zurbarán, “la Roldana”, Francesco Sabatini. 1.°

What consequences did the War of the Spanish Succession have on the Kingdom of Spain’s territories?

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

I knew the answer.

I needed help.

I couldn’t answer the question.

TAKE ACTION

Do all countries participate equally in the global market?

1 Use the strategic thinking skill Generate-Classify-Connect-Develop Make a conceptual map that shows in international alliances that can promote economic development in developing countries.

In this unit, you have compared periods of crisis and development in the Modern Age in Spain. You could use this to help you think about crises in developing countries and ideas for development.

HOW HAVE I LEARNED?

1 What new things have you learned? What images do you remember? What have you enjoyed learning the most? How is what you have learned useful? How will it help you in your daily life?

2 Think about what you can continue to improve in the future. Share your ideas with a classmate.

Ask yourself this!

What can you do to promote international cooperation for development?

• Promote initiatives for children to collaborate through sport.

• In your school, promote cooperation. Outside school, collaborate with organisations or local associations that promote sustainable development.

• Practise teamwork at home. Share activities with the other members of your family.

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