Global Thinkers: Science 4. Primary (sample)

SCIENCE

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

Let’s analyse our habits and propose new ways to live a healthy life.

Let’s imagine you are an animal and create a presentation about the ecosystem to which you belong to.

Let’s gather your holiday photos and make an album with fun facts about landscapes.

TERM REVIEW 1

Let’s investigate the powers given to us by the machines around us and organise a small exhibition.

Let’s report on the increase in the number of fires and record a video on ways to prevent them.

Let’s create a poster explaining how sustainable development or rural and maritime trade is necessary and important to put an end to hunger.

TERM REVIEW 2

Let’s write an email to the Ministry of Industry, Trade and Tourism explaining the need to reform the sector to allow for a sustainable present and future.

Let’s campaign to promote a healthy lifestyle.

Let’s provide information and ideas to educate and inform others about the importance of the culture of peace.

TERM REVIEW 3

• The scientific method

• ICT Plan

• Programming by blocks

• Health and illness

• Habits and prevention

• Hygiene

• Ecosystems and components

• Biodiversity and classification of living things

• Diversity of animals and plants

• Layers of the Earth

• Rocks

• Rocks and uses

KNOW HOW TO: LEARN, APPLY AND RESEARCH

• Computational thinking

• The project-based method

• Physical activity and rest

• A balanced diet

• Food pyramid

• Food chains

• Types of ecosystems

• Ecosystems as resources

• Damage to ecosystems

• Looking for rocks in the landscape

• Landforms and landscapes change

• Erosion of rocks

INTERDISCIPLINARY PROJECT · Magazine : Eco-Action!

• Avoiding risks

• Emotions management

Competence-based activities

• Human impact on ecosystems

• Protecting ecosystems

Competence-based activities

Competence-based activities

STEAM: Margaret Mee and Mary Anning

• Physical and chemical changes

• Heat and its effects

• Forces

• The atmosphere and atmospheric phenomena

• Climate

• Climate in Spain

• Natural and processed products

• Rural work

• Sea and river work

• Types of forces

• Machines

• Machines in our lives

• Climate and landscapes

• Climate in Andalucía

• The hydrosphere

• Rural and maritime work in Spain

• Primary sector in Andalucía

• How industries can take care of nature

• Designing a machine

• How to program a video game

Competence-based activities

• Climate change

• Earth and relief

Competence-based activities

Competence-based activities

STEAM: Elena García Armada

INTERDISCIPLINARY PROJECT · Plastic-free mission : Now or never

• Jobs in the Earth’s interior

• Jobs in workshops and factories

• Jobs in transport

• Time and history

• The Palaeolithic period

• The Neolithic period

• The first colonisers

• The pre-Roman peoples

• The Roman Empire and the conquest

• Jobs in commerce

• Jobs in tourism

• Economic activity

• The Metal Age

• Prehistory in the Iberian Peninsula

• Prehistory in Andalucía

of Hispania

• The Romanisation of Hispania

• Society and life in Roman Hispania

INTERDISCIPLINARY PROJECT · Water pollution : Eco-soap

• Andalusian economic activity

Competence-based activities

Competence-based activities

• The community in the Ancient Times

Competence-based activities

ARE WE IN GOOD SHAPE?

I am happy because I see my grandmother doing physical exercise with her friends, despite her age. Keeping fit is a good way to have a healthy life. Do you think it is beneficial to exercise at all ages?

WHAT DO YOU THINK?

What does health mean to you? Do you think that exercising is the only way to be healthy?

WHAT Is GOING On arOUND you?

100 years ago, people in Spain lived an average of 43 years. Today we live for an average of over 80 years.

Why do you think people live longer nowdays than in the past?

WHAT cAN you do To HElp?

Analyse our habits and propose new ways to live a healthy life.

wHaT do you NEeD To knOW To TAkE aCTIOn?

Health and illness

1

ArE THErE SIMpLE ACTIonS nECESSArY For oUr BoDY?

2

WHAT EXACTLY IS HEALTH?

Hygiene

3

IS IT nECESSArY To SLEEp AnD rEST?

Habits and prevention

4 Physical activity and rest

5 A balanced diet

HoW Do WE rEprESEnT A HEALTHY DIET?

Avoiding risks

6 7

ArE EMoTIonS IMporTAnT For MY HEALTH?

Food pyramid

8 Emotions management

WHY IS HYGIEnE IMporTAnT In oUr LIFE?

Do WE EAT HEALTHILY?

HoW Do WE AVoID GETTInG SICK?

WHAT EXACTLY IS HEALTH?

Do you think that being healthy is the same as not having a disease?

1 Look, listen and read.

Health

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

Diseases

Disease

VSDisease is a disturbance in the functioning of the organism due to an internal or external cause over a period of time.

Infectious diseases

They are caused by microscopic infectious agents that enter our body, attack it and disrupt its functioning. Some types of these organisms are bacteria, fungi or protozoans. Some examples of the diseases caused by these organisms include: COVID-19, flu, cold, salmonellosis.

How to prevent diseases?

Adopting healthy habits of hygiene, nutrition, physical activity, rest and emotional management can prevent many diseases.

Non-infectious diseases

They are not caused by infectious agents. Some types of non-infectious diseases are: allergies, injuries, fractures, cancer.

2 Read the sentences and match to the correct label.

a) Enjoy birthdays with friends.

b) Assume that you can’t always win.

c) Follow a balanced diet.

d) Meet with grandparents or your family.

e) Do not suffer back pain.

3 Order the letters to find the four diseases. Then, classify them into infectious (I) or non-infectious (N) diseases.

Physical state

Mental state

Well-being state

4 After a day out at the amusement park, do you think that you are sick if you are feeling tired? Justify your answer.

CLASSIFYI n G DISEASES

1 In groups of four, look at these two pictures and find four differences.

2 Which image corresponds to an infectious disease and which to a non-infectious disease? Why?

3 Look for two examples of infectious and non-infectious diseases.

NOW I KNOW…

Being healthy is not only ‘not being sick’, but also achieving physical, mental and social well-being.

AERGYLL DOLC ERCTUFRA LLOSISMONESAL

ArE THErE SIMpLE ACTIonS nECESSArY For oUr BoDY?

t HINK

How can we prevent diseases?

1 Look, listen and read. Sometimes we cannot avoid getting sick, but if we adopt healthy habits, we can prevent many diseases. A habit is a behavior that we repeat on a daily basis. We need consistency and patience.

2

Read the sentences and match them to the healthy habit.

a) Eating fruit and vegetables daily.

b) Sleeping at least 8 hours per day.

c) Brushing your teeth after each meal.

d) Going to the swimming pool.

e) Trying to identify anxious or stressful situations.

3 In pairs, you are a patient and a doctor. Present your problem and give a solution.

I have problems with sleep.

Computational thinking

Loo

or Con SISTE n CY

You can go for a walk!

1 Have you ever adopted a healthy habit for your daily routine, but after a few days you gave up? Below is a plan to help you acquire a new habit in 21 days. Follow the sequence and add a green dot for each day you do the proposed habit, add a red one for each day you don’t do it.

Write HERE your new habit

If I give up the habit,…

If I continue doing the habit,…

If I continue doing the habit,…

If I continue doing the habit,…

I count my earned dots over 21 days

If I have 18 or more green dots…

I’ll have a new habit in my life! Great! I am rewarded with a dedicated afternoon doing my favourite activity!

If I give up the habit,…

If I give up the habit,…

If I have 3 or more red dots, I haven’t got a new habit. I can restart again!

NOW I KNOW…

WHY IS HYGIEnE IMporTAnT In oUr LIFE?

Why do we need to shower or wash our hands before eating? t

1 Look, listen and read.

Hygiene is the set of habits that allow us to keep our bodies, things and spaces clean and free of harmful substances.

Body hygiene

Wash your hands before every meal, every time you come home or after playing with friends or pets.

Cut your fingernails and wash your finger tips.

Take a shower daily to keep your body and hair clean.

Brush your teeth after every meal. If necessary, use dental floss to remove food.

Environmental hygiene

Take care of the hygiene of the animals you live with.

Wash clothes and change them when they are dirty or accumulate body odour.

Clean floor and furniture surfaces.

Change bedding frequently.

Throw rubbish away and reduce waste.

Keep your things tidy.

2 Look at the pictures and say which habit related to hygiene they represent.

your hands wash 1 2 3

3 Order the words to create healthy hygiene habits.

throw away rubbish

4 In pairs, mime a healthy hygiene habit. Your classmate will guess what habit it is.

Take a shower daily!

Watch the ‘Importance of brushing your teeth’ at anayaeducacion.es and make a list of the positive and negative consequences.

Your turn!

WHAT IS W ron G?

1 In pairs, look at the picture and find four things not related to healthy hygiene habits.

NOW I KNOW…

Keeping our bodies clean shared living more pleasant and helps us to avoid illnesses.

CHECK WHAT YoU LEArnED

Did you know that playing and sleeping help us to live healthier lives?

1 Look, listen and read.

Physical activity

One of the best things we can do to stay healthy and prevent disease is to keep our bodies active.

• Physical activity strengthens our bones and increases the strength and elasticity of our muscles.

• Physical activity also improves the flexibility of our joints.

Be physically active on a regular basis. Play age-appropriate sports.

Rest

Avoid spending too many hours sitting or lying in front of the TV, tablet or mobile phone.

Sleep is a basic need of our organism. While we sleep, our body takes advantage of the rest to make repairs, grow, improve defenses and accumulate energy.

Always go to bed at the same time.

Eat dinner at least two hours before you go to bed.

Darkness and silence help you to sleep longer.

Avoid bright lights at least one hour before bedtime.

Make sure your room is not too hot at night.

Make sure your sleeping posture is comfortable.

2 Look at the pictures and decide if they are good or bad habits.

3 Which of these activities do you think will help us sleep better?

a) Playing videogames in bed.

b) Reading in bed for a while.

c) Eating four hamburgers for dinner.

d) Taking a bath before going to bed.

e) Listening to loud music.

1 For one week, complete the following survey about your sleeping habits.

2 Compare your results with those of your classmates. Did you rest properly? What can you do to improve your sleep?

I can go to bed half an hour earlier.

1 What time do you go to bed?

2 What time do you get up?

3 How many hours have you slept?

4 At your age it is necessary to sleep between 8 and 9 hours. Calculate if you slept enough hours.

NOW I KNOW…

Exercising and getting enough rest are essential habits to prevent disease.

H o W WELL D o Yo U SLEE p ?

Do you know what the best healthy foods are?

1 Look, listen and read. The food we eat provides us with the nutrients to replenish our bodies. Nutrients are substances contained in food that our bodies use to grow and function properly.

Types of nutrients

Carbohydrates. They provide us with energy. Fats. They store a lot of energy.

Proteins. They are used to grow and repair organism and make the cells work.

Types of food

Minerals and vitamins. They improve the functioning of our organism.

Constructive food Energetic food

It contains mainly carbohydrates (cereals, flour, pasta, bread, sugar or potatoes) or fats (oil or butter).

Diet

It is the total amount of food and water a person consumes in a day. Not all people need the same amounts of nutrients.

A balanced diet

It provides us with all the nutrients and water we need in the right amounts.

They are foods that contain a lot of protein (meat, fish, eggs, milk and its derivatives and legumes).

Water. It is the main component of our organism.

Regulating food

They contain a lot of vitamins, minerals or vegetable fibre. Fruit and vegetables are clear examples.

Recommendations for a balanced diet

• Eat more fresh foods.

• Drink plenty of water.

• Don’t abuse foods that contain sugar or fat.

• Eat slowly and chew your food well.

• Avoid snacking between meals.

2 Read the labels and classify the products into the correct category.

apple tomato

food

3 What food do you eat for lunch at school? What type of food is it and what nutrients does it mainly contain?

Your turn!

1

In your notebook write all the foods you eat throughout the day for a week. With this information, analyse your diet and answer these questions.

a) Do you think you consume too many sugar drinks, cakes or sweets?

b) Do you eat enough fresh food, such as fruit or vegetables?

c) Do you eat breakfast every day? What do you eat?

Thanks to the food we eat, we get energy from the nutrients it provides us.

How often and how much can we eat certain products?

1 Look, listen and read.

Food pyramid is a triangle-shaped diagram that represents the proportions of each type of food that we can include in our diet.

Take only occasionally and in moderation

Take once a week

Use olive oil to cook.

Drink water and milk.

Eat fruit and vegetables daily.

At the top you can find foods we can eat less. At the next levels you will find foods that you can eat more often. At the base of the triangle you will find some healthy lifestyle choices.

Look for unprocessed, fresh and seasonal food.

Eat fresh meat and fish.

Read the labels and order from top to the base of the pyramid.

banana hamburger milk

3 According to the food pyramid, do you think that drinking a glass of milk with a piece of cake is good for each day of the week? Why?

1 2 3 4 5 6

I don’t think that…

Go to ‘I’ll tell you in a moment’ at anayaeducacion.es and learn more about food and nutrition.

H o W D o I pr ESE rVE F oo D? Your turn!

1 In the supermarket, where are the products when you buy them: room temperature or freezers?

a) Do you know the best place in your kitchen to store food?

b) Why are some products kept in the fridge, or in the freezer, or at room temperature?

NOW I KNOW…

CHECK

HoW Do WE AVoID GETTInG SICK?

Is there a way to prevent being sick?

1 Look, listen and read. A health risk is any situation that affects our health and makes us ill.

The consumption of alcohol, tobacco or drugs.

Eating an unhealthy diet.

Lack of hygiene when preparing food and lack of hygiene in our homes.

Being in stressful situations.

Sedentary lifestyles.

Avoid risks such as…

Risky activities: not wearing a seatbelt in the car or protecting yourself with a helmet.

We go to the pediatrician for check-ups to find out if we are growing and developing correctly.

Medical check-ups

Oops! I’m not wearing a helmet…

We go to the nurse to get the vaccinations we need at each stage of life.

We go to the doctor to detect and treat illnesses.

2 Match the labels to the pictures.

Fasten your seatbelt in the car.

Regular visits to medical specialists. Wear a helmet when cycling. Follow a balanced diet.

D o Yo U K no W Yo U r HEALTH CE n T r E? Your turn!

1 What do you know about your health centre? Use the following information and prepare a worksheet.

My health centre Location / Name:

Medical services:

Name of your pediatrician:

Last visit:

2 Do you know the difference between a health centre and a hospital?

NOW I KNOW…

When we behave sensibly and attend medical check-ups, we are much less likely to have a scare.

Watch ‘First aids’ at anayaeducacion.es.

How do I detect and identify my emotions?

1 Look, listen and read. Sometimes, even if nothing hurts, we can feel sad, angry or afraid.

To regulate our behaviour and make decisions, people have two tools:

They allow us to relate new information to what we already know and to imagine different situations.

They are states of mind that reflect our needs, desires or thoughts.

Requirements for feeling good emotionally

Living in a pleasant environment.

Knowing how to ask for help when you need it.

Having your physical needs covered.

Feeling listened to and accepted by others.

Valuing and accepting yourself as you are.

Listening to the messages of your emotions.

2 Look at the pictures. What emotions do they represent? Compare with your classmate. Do you all have the same perception for each emotion?

3 Think about your emotions and some situations when you identify them. Use the following table to help you. Share your opinions with your class.

Emotion Situation

What I perceive before that emotion comes over me?

How do I feel after experiencing that emotion?

When I am angry, my body starts to shake.

It also happens to me as well!

Your turn!

W or KI n G WITH Yo U r EM oTI on S!

1 Some emotions are unpleasant, but that does not mean they are negative. Look at the pictures and analyse the situation.

a) Do you think Claudia has a reason to be sad?

b) How do you think she can express this emotion to feel better?

2 In the same situation, would you have the same reaction as Claudia? Why?

NOW I KNOW…

Taking care of our emotional well-being helps us to overcome negative emotions more easily.

MY VISUAL SUMMARY

Are we in good shape?

If our health gets harmed, we become ill.

We can prevent illness if we follow…

When we have physical, mental and social well-being.

Infectious diseases

Non-infectious diseases

Healthy habits

Personal hygiene

Washing your hands

Brushing your teeth

Taking a shower

Rest and sleep

Ventilation

Home hygiene

Cleaning your room

Frequent exercise

Healthy diet

Our diet is all the food and water we consume in a typical day.

They contain nutrients: Energetic food

Fats

Foods

Constructive food

Carbohydrates Regulating food

Proteins

Vitamins and minerals

The food pyramid shows the recommended portion sizes for each type of food.

Water

Avoiding health risks

I forgot my helmet!

Medical check-ups and vaccinations

Emotional well-being

WHAT HAVE I LEArnED?

1 What three aspects do we need to be considered healthy?

2 Read and complete the sentences using the following concepts: physical health    mental health

a) Getting angry when I don’t understand a homework assignment affects my

b) My headache affects my … .

c) Preferring to play videogames instead of going down to the park affects my … .

3 What types of diseases are there? Give two examples of each one.

4 What are infectious agents?

5 Name which healthy habit each picture refers to and explain why they are important.

6 Who takes care of us when we have a medical check-up? What are they for?

7 What are vaccines for?

8 What does the food pyramid represent? What is at the base and why is it placed there?

9 Look at the pictures and classify if they are energetic, constructive or regulating food.

10 Imagine you are the cook in a school. According to the food pyramid, make the weekly menus. How many days a week can you include meat on the menu? And fish?

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.

Analyse our habits and propose new ways to live a healthy life.

1 Compare our real habits with the healthy habits using the ‘Mirror technique’. Copy and complete the following organiser in your notebook and reflect on the similarities and differences.

Recommended habits

Differences

What habits are recommended but you don’t have?

What habits do you have that are similar to those recommended?

My habits

Differences

What habits do you have that are different from those recommended?

2 Looking at the differences, write what you can do in your life to make it a bit healthier. Think of realistic ideas you can actually do!

3 Share your suggestions with the rest of the class. What new ideas have you presented? Are you ready to put them into practice?

HoW HAVE I LEArnED?

1 Reflect and think about the things you are good at and the things you are not good at. Then, make a list of these aspect and classify.

My strengths

2

My weaknesses

What emotions have you experienced learning about your health?

When I study and work alone, I feel…

When I work in teams, I feel…

taking care of nature!

I am a big fan of Iberian lynxes. It’s spectacular how they run or play. They are examples of ‘endangered animals’. The government has a plan to conserve the Iberian lynx and spends money to protect the areas where they live.

WHAT DO YOU THINK?

What does ‘endangered animal’ mean? Do you know another example? Why are they in danger?

WHAT Is GOING On arOUND you?

There are just over 1300 Iberian lynx on the Iberian Peninsula. Do you know where they are located?

WHAT cAN you do To HElp?

Imagine you are an animal and create a presentation about the ecosystem to which you belong to.

hoW CAn WE orGAnISE LIVInG ThInGS?

whaT do you NEeD To knOW To TAkE aCTIOn?

Ecosystems and components

1

ArE WE pArT oF An ECoSYSTEM?

2 Biodiversity and classification of living things

3 Diversity of animals and plants

hoW DoES An ECoSYSTEM WorK?

hoW Do AnIMALS AnD pLAnTS ADApT To ThEIr EnVIronMEnT?

4 Food chains

5 Types of ecosystems

hoW Do WE USE ECoSYSTEMS?

6 Ecosystems as resources

7 Damage to ecosystems

WhAT ArE ThE ConSEQUEnCES oF BAD USES In ECoSYSTEMS?

CAn ALL LIVInG ThInGS LIVE In ThE SAME pLACE?

Do WE InTErACT WITh ECoSYSTEMS In A GooD WAY?

8 Human impact on ecosystems

9 Protecting ecosystems

hoW Do WE USE ECoSYSTEMS SUSTAInABLY?

1 Ecosystems and components

ArE WE pArT oF An ECoSYSTEM?

t HINK

Is the environment relevant to our life?

1 Look, listen and read.

An ecosystem is a set of living beings, the physical environment in which they live and the relationships between them.

The physical environment.

The relationships established between them.

Living things are distinguished from inert matter because they perform vital functions and are made up of cells.

The three vital functions

Nutrition function. Taking substances from the environment for energy, growth and repair of the body.

Reproduction function. It enables living organisms to produce offspring.

Interaction function. It enables living organisms to take information from the environment and react to it.

Living beings that inhabit the environment.

2 Read the labels and classify them in your notebook: living beings (LB), physical environment (PE) or relationships (R).

A butterfly A rock A bird

A tree

A bird Grass

The wolf eats the deer.

The deer drinks water from the lake.

3 Living beings are made up of cells, the smallest unit of life. The … allows us to see what the cells look like.

Ants live under a tree trunk.

a) microscope

b) telescope

c) magnifying glass

Watch the ‘Cells’ at anayaeducacion.es and draw an example in your notebook.

CLASSIFYI n G A n IMALS

1 Remember that there are two types of nutrition: Heterotrophic (living things get their food from other living things) and autotrophic (living things make their own food). Look at the pictures and classify them according to their nutrition.

2 Look for information on the web to find two types of reproduction and give two examples of each case.

NOW I KNOW…

In nature, we all need other animals and plants to survive.

Sexual reproduction

Asexual reproduction

hoW CAn WE orGAnISE LIVInG ThInGS?

t HINK

What kinds of living things are there?

1 Look, listen and read.

Living beings with autotrophic nutrition, many cells, tissues and, some of them, organs.

Living beings with a single, simple and small cell.

Living beings that can have only one or many cells. They have heterotrophic nutrition.

The different types of living things (or species) that can be found in a given ecosystem form its biodiversity. Human activity causes changes to the planet, this includes, the extinction of many species and endangering biodiversity.

Living beings with heterotrophic nutrition, many cells, tissues and, some of them, have organs.

It includes protozoa, consisting of a single cell with heterotrophic nutrition, and algae, living organisms that are autotrophic and consisting of many cells.

The five kingdoms

The plant kingdom

The bacteria kingdom

The fungus kingdom

The animal kingdom

The alga and protist kingdom

2 Which are the five kingdoms of living things?

a) Plants, animals, mushrooms, protist and alga.

b) Unicellular, multicellular, cells, animals and fungus.

c) Fungus, alga and protist, plants, bacteria and animals.

d) Virus, fungus, animals, plants and bacteria.

3 In pairs, read the labels and classify them to the correct kingdom.

Autotrophic nutrition

With one cell

With tissues or organs

Heterotrophic nutrition

With many cells

Without tissues or organs

The plant kingdom

The animal kingdom

The bacteria kingdom

The fungus kingdom

The alga and protist kingdom

1 What is biodiversity to you? Choose the best words to define it!

variety diversity homogeneity uniformity

2 Choose one of the following living things and describe one of the three vital functions it performs.

The rabbit gets its food from other living things.

Yes, the rabbit has got a heterotrophic nutrition.

Ecosystems are home to many types of living things, each with their own features.

Diversity of animals and plants

t HINK

How do animals and plants perform their vital functions?

1 Look, listen and read.

Living beings have different ways of performing vital functions. They allow them to survive in the conditions of the environment they live in.

Vital functions of animals

How do they interact and move?

How do they eat?

How do they reproduce?

They can walk or run, swim, fly or jump due to their fins, wings or legs.

How do they interact?

Plants respond to the environment in different ways.

They can eat using teeth, jaws, tongue or tentacles. They breathe with their lungs or gills.

Vital functions of plants

How do they eat?

Plants make their own food (photosynthesis) during the day. They absorb sunlight, water and oxygen.

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

Some animals reproduce by laying eggs. They are oviparous. Others animals grow inside their mother’s womb. They are viviparous.

How do they reproduce?

Plants reproduce by seeds or from a piece of the same plant.

What do animals use to move around?

3 Choose a picture and complete the table in your notebook. Then, describe it to your classmate.

How does it move?

What does it use to eat?

What does it use to breathe?

How does it reproduce?

A shark uses its fins to swim.

What organ does it use to breathe?

1 Choose a living thing that you can observe around you.

Step 1. Take a photograph of it.

Step 2. Make a fact file to explain how it performs its vital functions. Use the post-it to help you!

Step 3. Prepare an interactive presentation and show it to your class!!

Nutrition. How and what does it eat?

Reproduction. How does it reproduce?

Interaction. How does it interact with the environment?

Living things can perform life functions in a variety of ways.

Are food chains the main relationships between living things?

1 Look, listen and read. Living things in ecosystems are classified on how they get their food.

Producers. Algae, plants and some bacteria are producers. They make their own food and are also food for other living things.

Consumers. They feed on other living things. Animals are consumers.

Decomposers. Bacteria and fungi feed on the remains of living things. They transform the remains into inorganic matter.

A food chain is a diagram that represents the feeding relationships between different living things in the ecosystem by linking them with arrows.

2 Order the following labels in a food chain and explain it to your class.

In my food chain, the eagle is flying. At the same moment a rabbit is eating some seeds… rabbit eagle seeds

In ecosystems, chains are formed in which living beings feed on each other.

The plant is the snail’s food.

The frog is the fox’s food.

The snail is the frog’s food.

5 Types of ecosystems

CAn ALL LIVInG ThInGS LIVE In ThE SAME pLACE?

t HINK

Can the same living things live in a lake and in a desert?

1 Look, listen and read.

Types of ecosystems

According to the medium

• Terrestrial ecosystems.

• Aquatic ecosystems.

• Mixed ecosystems.

Mixed ecosystem made up of terrestrial and aquatic elements.

According to human activity

• Natural ecosystems are those in which there is little or no human influence.

• Artificial ecosystems are those that include humans or at least some element related to human activity.

It is an artificial ecosystem, originated by agricultural activity. It has less biodiversity as there are usually very few plant species. The diversity of animals is also lower than in natural ecosystems.

Andalusian ecosystems

Mediterranean forest

It is dominated by evergreen trees (oaks or cork oaks) and animals, such as deer, rabbits, lizards, insects, etc.

Frogs have sticky tongues with which they catch insects.

Some animals have long and sharp beaks for catching fish.

Castañuelas have flexible stems that bend when the wind blows.

Eagles have beaks to get food from their prey.

Holm oaks have small, hard leaves not to lose water in summer.

Wetlands are ecosystems of calm, shallow waters. Doñana National Park is a type of wetland where we can find algae, plants, and animals, such as dragonflies, frogs, ducks, etc.

Wetland

Look at the pictures and decide if they are natural, artificial, terrestrial, aquatic or mixed ecosystems.

Trees can’t grow in this ecosystem because of the low temperatures…

It is a natural and terrestrial landscape!

Computational thinking

U r BA n ECo SYSTEMS?

1 Urban ecosystems are a type of artificial terrestrial ecosystem. Research urban ecosystems and find information on what they look like and what living things are common.

a) Draw the ecosystem and add the most representative species of animals and plants.

b) Compare your representation with one of your classmates. Is it the same or different?

NOW I KNOW…

3 In pairs, your classmate will describe an ecosystem and you need to guess which one it is. ChECK

It is important to know the biodiversity of each ecosystem. This knowledge allows us to take care of it.

hoW Do WE USE ECoSYSTEMS?

t HINK

Do we need things from other ecosystems?

1 Look, listen and read. Everything that ecosystems produce and that we use to cover our needs are natural resources.

Clean air to breathe.

Food. We get food from our natural environment or farming.

What do ecosystems provide us?

We need land to grow crops and raise animals to build cities and towns.

We need water for drinking, hygiene, for agriculture and livestock, energy production, etc.

We get raw materials in different ways: energy from the Sun, the wind, wood or coal; materials for construction from rocks; fibres such as wool and cotton from animals and plants, etc.

Ecosystems are a source of well-being.

2

In small groups, look around you and make a list of everything you see that comes from living things.

3

Unscramble the letters and find four elements that ecosystems provide us.

4 What natural resources do the following sentences refer to? Justify your answer with a classmate.

a) The construction of airports.

b) The use of wood for construction.

c) Milk and eggs.

d) The pleasure of physical exercise in the open air. You are right!

For the construction of airports, ecosystems provide us with land.

1 What do you know about aquaculture? Look at the picture and guess the type of work this person does.

a) Can you think of an example of aquaculture in your area? What does it cultivate?

b) Can you explain how it works? What type of food does it provide us?

c) What similarities and differences are there between aquaculture and fish farming?

NOW I KNOW…

Ecosystems provide us with different things we need for our daily life.

Hello, my name is Morag and I am an aquaculturist. Aquaculture is the farming of the sea and rivers.

TAERW ARI

LLWE-BNGEI OODF

t HINK

Can human activity cause problems for ecosystems?

1 Look, listen and read.

Some of the main damages we cause by using natural resources are the following:

When we consume too much of a resource or consume it too quickly, we are overexploiting the resource.

The activities of industry, agriculture and livestock pollute the environment. We also pollute by throwing waste such as plastics, clothes, and rubbish into the environment.

Our cities, towns, harbours, industries and crops take up a lot of land, reducing the space available for other living things and potentially endangering them.

We have introduced species into ecosystems they do not belong to. This can be harmful to the ecosystem’s own species.

Match the labels to the pictures.

3 Discuss these questions in class. Write your answers in your notebook.

a) Are human beings responsible for changes in the environment?

b) Can we reduce the negative consequences of human activities? How?

c) How can we reduce or stop pollution, deforestation or waste?

4 In pairs, choose one of the four main threats for ecosystems and list its potential consequences.

Due to the increase of population, cities are growing, and it is causing noise pollution.

NOW I KNOW…

We are adopting new species as pets…

We can damage our ecosystems in different ways. We can reduce the negative consequences by doing actions in our day-to-day life!

t HINK

Who is harmed when an ecosystem is damaged?

1 Look, listen and read.

All of the damage that we inflict on ecosystems, directly or indirectly, affects the living beings that are part of it.

Loss or disappearance of species

Some animals and plants have already disappeared, and others are in danger of extinction.

Climate change

Air pollution resulting from gases from industry, cars or cities is causing the atmosphere and ocean water to warm. The Earth’s climate is changing as a result.

Desertification

The excessive use of water and soil, vegetation loss, fires and pollution are changing large areas of the Earth into deserts.

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

If humans used more public transport, there would be … .

a) less air pollution

b) more light pollution

c) more air pollution

3 Think about a real situation related to climate change, the causes and consequences and try to complete the table. Then, write down in your notebook answers for the last column.

Causes Situation Real consequences

How can I help in my daily life?

To avoid droughts and save water, I take short showers.

1 Do you recycle?

Never 3 p

1 Let’s measure the ecological footprint we leave when we use energy sources.

Step 1. Answer the questions of this survey and check the result.

Step 2. How do you interpret your result? Which colour is a most common in your classroom? What do they mean? What can do you to improve your score?

2 Do you use a bike or walk to move around the city?

Never 3 p

3 Do you have a shower instead of a bath?

Never 3 p

4 Do you turn off the tap whilst brushing your teeth?

Never 3 p Sometimes 2 p

5 Do you turn off electronic devices when you are not using them?

Never 3 p Sometimes 2 p

NOW I KNOW…

Climate change is a very serious problem for all species and we must stop it.

Never 3 p

More than 17 p 11-16 p 6-10 p

6 When you leave a room, do you turn off the lights? p:

hoW Do WE USE ECoSYSTEMS SUSTAInABLY?

t HINK

What can we do to preserve and regenerate the Earth’s ecosystems?

1 Look, listen and read.

To conserve ecosystems, we must make sustainable use of resources. To do that, governments around the world have established the ‘Sustainable Development Goals’ (SDGs).

Solving the waste problems.

Stopping overexploitation of natural resources.

AIMS OF THE SDGS

Reducing pollution.

Avoiding social inequalities.

Protecting natural areas.

Reuse and recycle!

Use LED light bulbs!

Tips for sustainable resource use

Use public transport, bike or walk!

Clean fruit and vegetables in small amounts of water!

Insulate your home properly to save energy and heat!

Don’t waste food!

Do you know what ‘the 3Rs’ mean? Look for information and explain it in your own words.

3 Look at the pictures and decide if they represent Reduce, Recycle or Reuse. Can you think of any other examples?

4 In pairs, decide if the actions are sustainable (S) or not (N) and give reasons.

a) Buying local products.

b) Using recycled paper.

c) Using the washing machine when it is not full.

d) Using reusable water bottles.

e) Buying new clothes every week.

I use recycled paper because it is a way of minimising deforestation.

I use LED light bulbs because...

If everyone uses resources in a sustainable way, everyone wins!

MY ViSuaL SuMMaRY

Taking care of nature!

Ecosystems

Living things

Three vital functions

Nutrition

Reproduction

Interaction

The bacteria kingdom

made up of Physical environment

Relationships

Feeding relationships

Food chains

grouped into five kingdoms

The protist and alga kingdom The fungus kingdom

The plant kingdom

The animal kingdom

Provide natural resources

Food

Air and water

Raw materials

Land

Well-being

Types

The Mediterranean forest

Andalusian ecosystems

Wetlands

People and ecosystems

Damages

Loss or disappearance of species

Overexploiting resources

Land clearing

Introduced species

Pollution of the environment

Loss or disappearance of species

Sustainable use of resources

Climate change

Sustainable Development Goals

Stopping overexploitation of natural resources.

SDGs

Solving the waste problems.

Desertification

Avoiding social inequalities.

Reducing pollution.

Protecting natural areas.

WhAT hAVE I LEArnED?

1 Write down a simple definition for these concepts: producers, ecosystem, biodiversity and adaptation.

2 Look at the pictures and say which living things are consumers (C), producers (P) or decomposers (D).

7 Look at the picture and explain what damage humans have done to this ecosystem and what the consequences were.

3 Create a food chain with living things from activity 2.

4 Read the following false sentences and correct them.

a) Ecosystems are made up of a set of living things.

b) Decomposers are mushrooms and worms.

c) Plants and fungi are the producers in ecosystems.

5 What are natural and artificial ecosystems?

6 What is ‘raw material’? Write three in your notebook.

8 Find out information about an endangered species from around the world. Why are they in danger?

9 What are the Sustainable Development Goals (SDG)? Explain two of them using your own words.

10 One of the SDGs is ‘Responsible consumption and production’. How do you think it affects the ecosystems?

11 List three actions you can take on a daily basis to avoid disrupting ecosystems.

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

If you knew the answer.

If you needed help.

If you couldn´t answer the question.

Imagine you are an animal and create a presentation about the ecosystem to which you belong to.

1

In small groups, look at the following animals and choose one of them. Then, find photographs or information on the web.

2 Copy and complete the following organiser in your notebook. Then, share it with your class.

I see I think I ask myself

What do you see in the photographs you have chosen? Where does it live? How does it behave?

What do you know about the animal or its environment?

After your analysis, what questions do you have about this animal?

3 Imagine you are the animal that you have chosen. Prepare a presentation for these questions.

a) Can you describe yourself? What do you eat and how do you behave in your environment?

b) In what type of ecosystem do you live? Are there other species living with you?

c) Are you in danger of extinction? How do humans help you not to disappear?

1 Describe a situation in which you have failed to complete an activity. How can you improve that situation for the next time?

2 Copy the diagram in your notebook and make your own self-assessment.

I participate in class.

I thecomplete tasks.assigned

I work in teams. I ask for help.

Gecko Iberian lynx Griffon vulture

how have our habits changed?

It is known that a nomadic and survivalist lifestyle meant a lot of physical activity, but how did our ancestors rest or cook? What about their diet? Was it very different from our diet today?

WHAT DO YOU THINK?

What physical activities were performed in prehistoric times? Were they for leisure or for survival? Do you lead an active or sedentary lifestyle?

WHAT Is GOING On arOUND you?

Access to healthcare and well-being is a right. The Sustainable Development Agenda aims to make sure that all people have access to it. Do you think there are countries where this right is not able to be accessed by all people?

WHAT cAN you do To HElp?

Campaign to promote a healthy lifestyle.

WhAT WErE ThE TrACES oF EArLY hUMAn LIFE LIKE?

whaT do you NEeD To knOW To TAkE aCTIOn?

hoW Do WE MEASUrE AnD InVESTIGATE TIME?

WhAT nEW ChAnGES oCCUrrED In ThE

LAST pErIoD oF prEhISTorY?

The Neolithic period

2 The Palaeolithic period

3

WhAT IMporTAnT ChAnGES hAppEnED In ThIS pErIoD?

4 The Metal Age

WhAT DID prEhISTorY LooK LIKE In ThE CoMMUnITY?

6 Prehistory in Andalucía

WhAT rEMAInS DID prEhISTorY LEAVE In ThE IBErIAn pEnInSULA?

hoW Do WE MEASUrE AnD InVESTIGATE TIME?

When did we start talking about Prehistory?

Look, listen and read.

When we study history, ordering events according to the date they occurred is very important. It is known as dating. Dating uses different units of time measurement.

Old events

A lustrum = 5 years

A decade = 10 years

A century = 100 years

A millennium = 1000 years

Recent events

A year = 12 months

A month = 4 or 5 weeks

A week = 7 days

A day = 24 hours

An hour = 60 minutes

A minute = 60 seconds

To order historical events in chronological order (dated by time), we use the birth of Christ as a reference point, which is considered to be the beginning of year 1.

The stages of History

BC (Before Christ)

Birth of Chist

AD (Anno Domini, After Christ)

Prehistory

Ancient Times

Middle Ages

Modern Age

Contemporary Age

The beginning of human beings. 2 000 000 BC.

Invention of writing. 3 000 BC.

Fall of the Roman Empire. 476 AD.

Historical sources

Discovery of America. 1492 AD.

Everything that contains important information about past events, people and ways of life.

Written sources. Diaries, letters, legal documents, press, inscriptions, books, etc.

Start of French Revolution. 1789 AD.

Unwritten sources. Graphics (drawings, maps, films), oral (songs, legends or tales) and material such as tools or objects.

2 How many years are represented by the following labels?

2 centuries

6 millennia

36 months

3 Look at the pictures. To which historical period do they refer to?

Two centuries

4 Decide which type of historical sources are listed below.

a) My grandmother’s photographs.

b) Roman coins.

c) A magazine from the 20th century.

d) A traditional song sang by my father.

Your turn!

FEMALES I n h ISTorY

1 In groups of four, choose the name of a street or school that has a woman’s name.

Step 1. Use the Internet to find out information about this person.

Step 2. Make a fact sheet following the example given. Present it to your classmates.

NOW I KNOW…

• What is her name?

• What is her profession?

• Which historical period did she live in?

• Why is she so important today?

History is divided into different stages: from Prehistory to Contemporary Age. We learn things about history from written and unwritten sources.

The Palaeolithic period

WhAT WErE ThE TrACES oF EArLY hUMAn LIFE LIKE?

t HINK

How did our Palaeolithic ancestors survive?

1 Look, listen and read.

The first period of Prehistory is the Palaeolithic period. It began when the first hominids appeared in Africa.

They were nomads as they travelled from place to place looking for food to survive.

The first hominids

Palaeolithic

They formed tribes (clans) and lived in caves.

They left Africa and travelled to other continents.

Cave paintings. They drew scenes of their daily life with engravings on the cave walls.

Early humans lived in small groups.

They hunted, fished and gathered fruit and vegetables to live on.

Fire control made it possible to eat much more food and to favour group relationships around the light and warmth of the campfire.

They made their tools from stones, wood and bones.

They made clothes from animal skins and plant fibres.

2 When did Prehistory begin? How did humans get food?

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

a) Palaeolithic people stayed in one place.

b) The first humans hunted and gathered their food.

c) The first humans moved to Africa from Asia.

d) The discovery of fire is very important in the Palaeolithic period.

Watch the ‘Kima in the Palaeolithic period’ at anayaeducacion.es and learn more about life in this period.

1 Atapuerca is one of Europe’s most important archaeological sites. Traces of hominid life from a million years ago have been found in this area.

a) Where is Atapuerca located in Spain?

b) What is its most famous cave called? Why is it important?

2 In pairs, choose a clan: the Northern clan own tools and objects and the Southern clan owns food. Someone has mixed up the belongings and now you need to ask questions to find out what items belong to which clan.

Whose are these oranges? Whose is that fish? These are mine.

That is yours!

NOW I KNOW…

Palaeolithic people started to gather fruits and vegetables. They contain vitamins, calcium, iron, etc. which help to strengthen the immune system and protect us against diseases.

ATA p UE rCA A n D ITS IM porTA n CE

Southern clan

Northern clan

WhAT IMporTAnT ChAnGES hAppEnED In ThIS pErIoD?

Was there a transition from nomadic to sedentary life? t HINK

1 Look, listen and read.

They grew cereal and vegetables crops and improved agriculture. They discovered seeds.

Livestock farming began with the domestication of animals by early humans.

Neolitithic

Techniques and tools for hunting and fishing are improved.

The first ceramic utensils are used to transport, store and preserve food.

The first settlements are built near rivers or natural water sources.

Watch the ‘Nala in the Palaeolithic period’ at anayaeducacion.es and learn more about life in this period.

Clothes are made from skins or vegetable fibres such as hemp and esparto grass using looms.

2

What were the main discoveries made during the Neolithic period? What were the consequences of them?

3 Read the text and complete using the following words.

constructions

food

discovery livestock

The Neolithic period started with the development of ••• and agriculture thanks to the ••• of seeds.

Now it was not necessary to move from one place to another because humans produced their own •••

The first ••• and villages appeared.

4 In pairs, look at the picture on the previous page and ask and answer questions about what is happening.

What is he doing?

He is painting using his hands!

Your turn!

1 Neolithic people started growing cereals and vegetables. Did the discovery of agriculture make their diet richer and more varied? How did their lives change? Use the following diagram to compare and contrast the two periods.

2

The Palaeolithic period The Neolithic period

Some historians agree that the introduction of cultivated products in the Neolithic period, especially cereals, led to the appearance of tooth decay.

a) Do you regularly go for check-ups at a dental clinic? How often?

b) Do you brush your teeth correctly?

NOW I KNOW…

Consumed refined starchy carbohydrates such as white sugar, soft drinks, pastries, sweets and candies contributes to tooth decay.

WhAT nEW ChAnGES oCCUrrED In ThE LAST pErIoD oF prEhISTorY?

t HINK

What was the main reason for trade to happen?

1 Look, listen and read.

The Metal Age started with the discovery of metallurgy (the art of obtaining and working with metals).

Economic differences also appeared so not everyone had the same social status.

A minority of chiefs and warriors lived side by side with a majority of peasants and craftsmen.

The first cities are built.

Irrigation, the plough, the wheel, and the sail are invented.

Funerary monuments (megaliths) made of stones are built.

Besides everyday objects and work tools, weapons are made. Attacks and insecurity increased.

Woollen cloth is made. Trade or exchange of goods between cities began.

Early navigation encouraged trade and contact between places and cultures.

2

What discovery led to the transition from the Neolithic to the Metal Age? Name two changes in the human way of life that began in the the Metal Age.

3 Read the following historical events and match them to the correct label.

a) Hunter-gathered society.

b) The discovery of fire.

c) Megalithic monuments are built.

d) First settlements.

e) Metal weapons and tools.

The Palaeolithic period

The Neolithic period

The Metal Age

4 In pairs, you are a time traveller. You have met a person from the Metal Age. What plans does he or she have for tomorrow? Think about it and ask questions.

What are you going to do tomorrow?askre you going to build a wall?

Yes, I am. / No, I’m not.

Watch the ‘Megalithic monuments’ at anayaeducacion.es for better understanding of religious monuments in the Metal Age.

1 During Prehistory, humans travelled long distances on foot and had to be physically fit to survive the dangers they faced.

a) What physical activity do you do every day?

b) Do you have a sedentary lifestyle? What is causing sedentary lifestyles to occur today?

2 Your local and surrounding areas are sure to have a wide range of physical and sporting activities on offer. Investigate and make a list of the activities, locations, schedules, target audience. Take some photographs if you want!

NOW I KNOW…

The WHO recommends children should do at least three days a week of physical activity that strengthens our locomotor and cardiorespiratory systems.

5 Prehistory in the Iberian Peninsula

Can we create a timeline about Prehistory in the Iberian Peninsula? t

1 Look, listen and read.

The Palaeolithic period

• Homo Antecessor, Homo Neanderthalensis and Homo Sapiens coexisted.

• Evolution in weapons and tools.

The Neolithic period

• Agricultural and livestock knowledge.

• The first settlements appeared to the north of the Ebro river.

• Discovery of pottery.

The Metal Age

• Development of techniques for metal work and the manufacture of objects, ornaments, and weapons.

• First major population movements in Europe.

• Social differences took place.

The Copper Age

In Almería and Murcia there were large copper deposits. The culture of Los Millares and its campaniform pottery appeared.

The Bronze Age

Bronze began to be used with the mixture of copper and other metals. El Argar culture emerged in the area of Murcia.

The Iron Age

The Greeks, the Phoenicians and the Celts introduced iron metallurgy.

Los Millares in Almería.

El Argar in Murcia.

2

Which period of Prehistory do these human species belong to? Put them in chronological order. Find out information on the Internet if necessary.

3 Order the letters to find out the three periods or stages of the Metal Age. Then, put them in chronological order.

Watch the ‘Evolution’ at anayaeducacion.es for better understanding of human evolution.

1 In Prehistory many people worshipped female statues. The most famous of the Palaeolithic female statues is the Venus of Willendorf. Look for information on the Internet and complete the following sheet.

Material: .......................................................

Where was it found? .............................

Finding date: .............................................

Where is it located today? .................

What is its importance? .......................

2 In the Iberian Peninsula, a famous female statue is the Dama of Elche. What similarities and differences are there between Dama of Elche and Venus of Willendorf?

NOW I KNOW…

The Prehistory in the Iberian Peninsula made a number of advances thanks to the different cultures and settlements that coexisted at this time.

FEMALE SCUL p TU r ES

The Dama of Elche has more details on her head.

WhAT DID prEhISTorY LooK LIKE In ThE CoMMUnITY?

What remains of Prehistory can we find in our community? t HINK

1 Look, listen and read.

The Palaeolithic period

During the Palaeolithic period, the first people to inhabit the land of Andalucía settled on the banks of the Guadalquivir river and lived in the caves they found in the nearby mountain areas. Important cave paintings are found there.

The Prehistory in Andalucía

The Neolithic period

The Neolithic period began with the arrival of people from the eastern Mediterranean who settled in Almería. They developed agriculture, lumbering, new polished stone techniques and ceramics. Large stone dolmens were built.

The Metal Age

The most important settlements in the Metal Age are Los Millares, El Gracel and El Argar. They were walled settlements, inhabited by many people and well organised. Important megaliths are found in La Giganta (Málaga) and the Megalithic Park of Gorafe (Granada).

La Pileta cave in Benaoján, Málaga.

The Menga Dolmen in Antequera, Málaga.

2

What areas did the first humans inhabit in Andalucía? What evidence is there of this?

3 In pairs, look at the following picture and describe it briefly.

What are you going to visit tomorrow?

I am going to visit a dolmen in Granada. It has...

Watch the ‘Megaliths at anayaeducacion.es for better understanding of this structure.

Your turn!

I n VE n TI on S o F T h E pr E h ISTorY

1 Let’s make a Prehistory object!

Step 1. In groups of four, choose a stage of the Prehistory and an important invention of that period.

Step 2. Use plasticine and your hands to create it.

Step 3. Discuss and describe your tool to the rest of your classmates.

Step 4. Prepare an exhibition for your school!

2 Prepare an oral presentation about the object made and describe all the things you know about its history, its importance, etc.

NOW I KNOW…

Since the beginning of human history, human beings have lived together in society. Our purpose to educate ourselves on positive values for living together, helps to build healthy social relationships.

A dolmen in Gorafe, Granada.

How have your habits changed?

Date measurements

Ages of history

Prehistory

Palaeolithic

Neolithic

Metal Age

Cave paintings

Stone – Wood –Bones tools

Nomadism

Fire

Small groups

Caves and shelters

Agriculture

Pottery

Livestock farming

Polished Stone tools

Small villages

Weaving looms

Cooper – Bronze – Iron – Tools and weapons

Chiefs and social status

Trade Megaliths

Fortified towns

Sailing

PoRTFoLio

WhAT hAVE I LEArnED?

1 What are the main dating units?

2 Decide if it is a written or unwritten historical source.

a) A cave painting.

b) Megalithic monuments.

c) Trade agreement in an exchange of goods.

3 Copy and complete the table comparing the stages of Prehistory. Where they lived Developments

Palaeolithic period

Neolithic period

Metal Age

4 Look at the pictures and sort them according to the historical period to which they belong to. Name the event each of them corresponds to.

5 Why do you think humans lived nomadically

9 What three ages are the Metal Age divided into?

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

a) The Palaeolithic period begins with the appearance of the first hominids.

b) Our first ancestors arrived on the Peninsula a million years ago.

c) Learning to produce their own food with the discovery of agriculture and livestock farming meant the transition from a sedentary life to a nomadic lifestyle.

d) In the Neolithic period, metal production and trade brought major changes to life in the first cities.

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

If you knew the answer.

If you needed help.

If you couldn’t answer the question.

Campaign to promote a healthy lifestyle.

Reflect on the investigations carried out throughout these last pages using the ‘What makes you say that?’ technique. These reflections will provide you with ideas to encourage people to lead a healthy lifestyle.

Eating three to four pieces of fruit and vegetables is a healthy habit. Justification and evidence

What makes you say that?

Healthy habits are one of the reasons for increased life expectancy. Justification and evidence

What makes you say that?

We can improve our oral hygiene. Justification and evidence

hoW hAVE I LEArnED?

What makes you say that?

There are physical activities for everyone in our town. Justification and evidence

What makes you say that?

1 Have you learned anything new? What images do you remember? What did you like most about what you learned? How useful is what you have learned? How will it help you in your everyday life? 2

Reflect on what you can improve in the future and ask your classmates what they can improve.

Think about this!

How can you spread the word and raise awareness, through historical research, about the need to understand and adopt a healthy lifestyle?

Make healthy habits part of your daily life!

Share what you have learned with your family and friends.

Do a healthy living campaign in your educational community.

understandIng hIstory, a path to peace

WHAT DO YOU THINK?

The Gernika Peace Museum wants to conserve, exhibit and educate visitors on the ideas of peace and culture. Why is peace important today and in history?

WHAT Is GOING On arOUND you?

Have you visited an archeological or history museum? Can a museum educate us in the culture of peace? Why?

The UN Refugee Agency says that 70 million people were displaced in 2018, fleeing war, persecution and conflict. Do we really live in a safe and peaceful society today?

WHAT cAN you do To HElp?

Provide information and ideas to educate and inform others about the importance of the culture of peace.

TAKE ACTIon

Who InhABITED ThE pEnInSULA AT ThE BEGInnIG oF AnCIEnT TIMES?

whaT do you NEeD To knOW To TAkE aCTIOn?

The first colonisers

1

WhY WAS InTErCULTUrAL EXChAnGE So IMporTAnT?

2 The pre-Roman peoples

WhAT DID ThE roMAnISATIon oF ThE pEnInSULA InVoLVE?

The Roman Empire and the conquest of Hispania

3

WhAT WErE ThE ConSEQUEnCES oF ThE FIrST WAr For pEopLE on ThE pEnInSULA?

4 The Romanisation of Hispania

WhAT WAS ThE IMprInT oF AnCIEnT TIMES on AnDALUCÍA?

Society and life in Roman Hispania

5

WhAT WAS LIFE LIKE In roMAn hISpAnIA?

6 The community in the Ancient Times

Emporion (Ampurias)

Cartago Nova (Cartagena)

Gades (Cádiz)

Malaca (Málaga)

Akra Leuke (Alicante)

Rodas (Rosas)

Ebussus (Eivissa)

CARTHAGE

ATLANTIC OCEAN GREECE PHOENICIA

2 Who were the colonising people? Why were they important? What does it mean to form a colony?

3 Match pre-Roman peoples with their characteristic.

a) They came from North Africa.

b) They brought ideas related to democracy and classical art.

c) They were merchants from the eastern Mediterranean.

d) They were great navigators.

4 In pairs, name a pre-Roman coloniser and challenge your classmate to say the name of a city they founded.

W h AT DID T h E Co Lon ISI n G p E op LES Con T r IBUTE?

1 In Ancient Times, the colonising peoples allowed the exchange of knowledge and products between cultures. Complete the table in your notebook and contrast your results with your classmates.

Phoenicians Greeks

2 There are many shopping platforms that sell products from other countries. Do you purchase from any of these platforms? What advantages or disadvantages do they have?

NOW I KNOW…

In history we can find examples where the exchange between cultures in a peaceful way contributed to mutual improvement.

Abdera (Adra). The Phoenicians!

Who InhABITED ThE pEnInSULA AT ThE BEGInnInG oF AnCIEnT TIMES?

What was the lifestyle of people like before the arrival of the Romans on the Peninsula? t HINK

1 Look, listen and read.

Before Roman armies arrived, the Iberian Peninsula was inhabited by different peoples, known as the pre-Roman peoples.

Indo-European or Celts peoples. They settled in the north and west of the Peninsula around 1100 BC. They lived in fortified settlements, called castros.

The Iberian Peninsula before Roman invasion

Iberians Celts

Celtiberians

Turdetans

Basque people

Greek colonies

Phoenicians colonies

ATLANTIC OCEAN

Carthaginian colonies

The Turdetans. They lived in the west of present-day Andalucía, in the ancient territory of the Tartessians or Tartessos. Tartessos lived at the mouth of the Guadalquivir river between 100 and 500 BC. They traded with the Phoenicians and Greeks. They developed their own writing and metals. The Turdetans spoke their own language and had their own alphabet.

The Celtiberians. They lived in fortified settlements. They farmed livestock and crops. They were metalworkers. They used Iberian writing and coins.

The Iberians. They were one of the first to inhabit the Iberian Peninsula. They occupied the coastal areas of the Mediterranean Sea. They cultivated the land, made great works of art, were great craftsmen and learned how to write from the Phoenicians and Greeks.

Gadir (Cádiz)

Malaca (Málaga) Sexi (Almuñécar)

Abdera (Adra)

Rusadir (Melilla)

Qart Hadashit (Cartagena)

Hemeroskopeion (Dénia) Akra Leuke (Alicante)

Emporion (Empúries)

Rhode (Roses)

Ebusus (Eivissa)

Mago (Maó) Mediterranean Sea

Cantabrian Sea

Unscramble the letters in the labels to find out the pre-Romans peoples.

3 Match the columns.

a) The Iberians

b) The Celts

c) The Celtiberians

d) The Turdetans

e) The Tartessos

1) They lived in castros.

2) They were craftsmen.

3) They are heirs of the Tartessos.

4) They were metalworkers.

5) They lived at the mouth of the Guadalquivir river.

4 Imagine you are a person living in a pre-Roman culture and say things you can see in your village. Your classmate will guess who you are.

There is some rice and a lot of trade. We live near the Guadalquivir river. There is very little interest in art.

You are a member of The Turdetans.

Watch ‘The Iberian peoples’ at anayaeducacion.es and learn more about the pre-Roman peoples.

NOW I KNOW…

The pre-Roman peoples were distributed throughout the Iberian Peninsula and traded with each other. It provoked a great development of these cultures.

WhAT WErE ThE ConSEQUEnCES oF ThE FIrST WAr For pEopLE on ThE pEnInSULA?

t HINK

What did the Roman and Carthaginian civilisations fight for in the Punic Wars?

1 Look, listen and read.

During the Ancient Times, Rome formed a large empire that spread around the Mediterranean Sea, across Europe, Asia and Africa.

A long conquest of the Peninsula

Creation and expansion of the Roman Empire

In 753 BC, the city of Rome was founded on the Italian Peninsula.

The Romans and Carthaginians battled for control of the trade routes in the Mediterranean, the Punic Wars.

Rome formed a large empire joined by a network of roads, the use of Latin and a large army.

The conquest of the Iberian Peninsula and the Balearic Islands

The conquest of the inland Peninsula took a long time due to the resistance of The Lusitanian, led by Viriato, and the Celtiberian people.

The Astur and Cantabrian people were finally conquered between 29 BC and 19 BC by the armies of the Emperor Octavian Augustus.

Rome domination of the east and south of the Peninsula.

After the fall of the city of Numancia (133 BC), Rome ruled over the rest of the peoples of the inland areas and the Balearic Islands (123 BC).

In the 1st century BC, Rome conquered the Iberian Peninsula, called Hispania.

2 Read the labels and make a chronological timeline of the Roman conquest.

a) Rome conquests the peoples of the interior of the Peninsula.

b) The city of Rome is founded.

c) Octavian Augustus conquers the Asturian and Cantabrian peoples.

d) The Carthaginian army is defeated and expelled from the Peninsula.

e) Rome takes control of the Balearic Islands.

3 What made it possible for the Roman civilisation to form a great empire?

4 In pairs, interview a Roman citizen. Use the pictures as a guide and make questions.

Is there a way to travel around the Roman Empire?

Are there Carthaginian buildings in Rome?

NOW I KNOW…

Yes, there is. No, there aren’t.

The conquest of the Peninsula lasted a long time but brought great advances in cultural and social aspects.

What legacies of Roman culture survive on the Peninsula? t HINK

1 Look, listen and read.

Hispania was divided into provinces, controlled by the Roman legions. Roman rule and law were introduced.

The inhabitants of the Peninsula adopted the Roman language, Latin.

The Romanisation

A large network of roads and bridges was built to make communication and transport between the different cities easier.

The Roman religion was imposed. The population was converted to Christianity.

Buildings for entertainment and amusement were built: theatres, circuses, amphitheatres and thermal baths.

To bring water to the cities, aqueducts were built.

Important cities were founded: Tarraco (Tarragona), Emérita Augusta (Mérida),

2

Unscramble the letters and find the keywords related to Romanisation.

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

a) The Celts imposed Christianity on the Roman invasors.

b) The construction of bridges was useful to bring water to cities.

c) After the conquest of Hispania, it was divided into autonomous communities.

d) The Roman people introduced Latin into Hispania.

4 In pairs, look for photographs of places or buildings left by the Romans in your locality and describe them to your classmate.

Are there any Roman buildings in your city?

Watch ‘The Roman people’ at anayaeducacion.es for better understanding of the Roman civilisation.

Your turn!

1 One of the main legacies of Romanisation is the language we use: Spanish comes from Latin.

a) What other languages are spoken in Spain today? Do they come from Latin? What about the Basque language?

b) Do you know any Latin words or expressions that are used today?

NOW I KNOW…

In Córdoba there is an important Roman bridge.

Article 3 of the Spanish Constitution says that the richness of the different linguistic modalities of Spain is a cultural heritage that will be the object of special respect and protection.

5 Society and life in Roman Hispania

WhAT WAS LIFE LIKE In roMAn hISpAnIA?

How was daily life like in Hispania?

1 Look, listen and read.

Roman society

• Patricians. Rich and powerful families.

• Commoners. Poorest families and slaves who had been given their freedom.

• Slaves. They had no rights and were property of their masters.

Life in Roman Hispania

• It was shaped by the Roman way of life and happened mainly in the cities.

• Roman society was very fond of great shows such as theatrical performances and circus games. Chariot races and gladiatorial combats happened in the circuses.

Painting. Floors of the buildings used to be tiled with mosaics (tesserae).

Architecture. Temples, amphitheatres, theatres, circuses, triumphal arches, aqueducts or bridges.

Sculpture. Roman art left us a legacy of beautiful marble sculptures and bas-reliefs.

Domus. Wealthy families lived in single-family houses.

Insulae. Poor families lived in multi-blocks.

Sarcophagus, Córdoba.

Roman bridge, Córdoba.

Roman art

Explain in your own words what Roman society was like.

3 Investigate public building works and Roman constructions on the Iberian Peninsula that are still standing today.

4 In pairs, choose a label and find a difference between the two concepts. Time your answers and check if they are correct. Who can say a difference in the shortest time?

Patrician vs Commoner

Domus vs Insulae

Slave vs Freeman

Soldier vs Gladiator

Your turn!

Is there any difference between a soldier and a gladiator?

Yes, there is. Soldiers worked in the army and gladiators were slaves used to entertainment people in combats.

Watch the ‘Roman Villas’ at anayaeducacion.es for better understanding of the this type of construction.

EQUALITY A n D h

UMA n r IG h TS

1 In the past, there were slave markets where people were bought and sold. It took many centuries before slavery was abolished.

a) Do you know what the Universal Declaration of Human Rights is? Who made it and where can you find it?

b) Do you think there are countries where slavery exists today? How is it possible?

NOW I KNOW…

Article I of the Universal Declaration of Human Rights says that all human beings are born free and equal in dignity and rights.

What was the name of our community in Ancient Times? t HINK

1 Look, listen and read.

Tartessos

• Located in the west of what is now Andalucía, next to the mouth of the Guadalquivir river.

• Dedicated to agriculture, livestock farming, fishing and trade with Greeks and Phoenicians.

• They mastered metallurgy and the art of goldsmithing.

Turdetan and Iberian peoples

• The Turdetans, heirs of the Tartessian culture, occupied the west of the territory.

• The Iberian peoples settled in the east.

• Both peoples interacted and traded for centuries with Greeks and Phoenicians, achieving great cultural development.

The Roman period

• The Andalusian lands formed part of the province of Baetica.

• Important Roman cities were Hispalis (Sevilla), Itálica (Santiponce), Astigi (Écija) or Urso (Osuna).

• Construction of temples and public buildings such as theatres, amphitheatres, circuses or thermal baths.

• Roads and bridges were built to improve communication and transport. The most famous one was Via Augusta.

2 In your notebook draw a silhouette of Andalucía. Then, mark where the Tartessos and Iberian peoples were located and where the Via Augusta passes through.

3 Why did Andalucía receive the name Baetica during the Roman conquest? Investigate the origin of its name in different sources and contrast information.

4 Look for information about a remain of Roman civilisation in your municipality, province or community. List three important features.

Itálica, next to Sevilla was one of the earliest Roman settlements in Spain. It was founded in 206 BC.

It was the birthplace of Trajan, a famous Roman emperor.

NOW I KNOW…

The Roman Empire left its footprint on Andalusian lands in the form of important cities and buildings.

Baelo Claudia, Cádiz. Itálica, Sevilla.

Understanding history, a path to peace

The beginning of the history in the Iberian Peninsula

The first colonisers

The arrival of writing

Greeks Phoenicians Carthaginians

Traders

Foundation of colonies

Traders

Foundation of colonies (Gadir, Malaka, Sexi..)

Pre-roman peoples

Northern Africa

Foundation of colonies

Conquest objectives

Iberians Celtiberians Turdetans Celts

North-west

Fortified villages (castros)

Bronze objects and weapons

Mediterranean coast

Writing system

Crafts and ceramics

Metal objects and weapons.

Writing system and money

Western Andalusia

Alphabet

Tartessian language

Celts

Iberians

Celtiberians

Turdetans

Basque people

Greek colonies

Phoenician colonies

Carthaginian colonies

Rome creates an empire

Punic wars

Rome conquest

The Romanisation of Hispania

Provinces division

Roman buildings and roads

Inland conquest

Roman cities

The Astur and Cantabrian lands conquest

Latin language

Roman religion

Roman culture

Society and life in Hispania

Roman society

Patricians/ Commoners/Slaves

Roman life

Domus Insulae

Roman art

Mosaics and sculptures

Theatre, circus and amphitheatres

WhAT hAVE I LEArnED?

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

a) Before the arrival of the Romans, the Iberian Peninsula was uninhabited.

b) The pre-Roman peoples were the Iberians, the Celtiberians, the Turdetans and the Greeks.

c) The colonising peoples founded colonies, and brought the Peninsula into contact with more developed peoples.

d) The Roman army quickly and easily conquered the Iberian Peninsula, encountering almost no opposition.

5 Name the following public works built by the Roman civilisation. What were they used for?

2 Read and answer the questions.

e) Who were the heirs of the Tartessian culture?

f) Who were the colonising peoples?

g) What important advances did Greek civilisation bring to the Peninsula?

h) What is the process by which the Roman people imposed their culture and customs on the Peninsula called?

3 Make a chronological timeline of the Roman conquest of the Iberian Peninsula.

4 List and explain three characteristics of Romanisation.

6 Invent a character who lived in Roman times and explain what sector of Roman society he/she belonged to and why. Be sure to investigate and give him/her a typical Roman name.

7 Look at the pictures and explain what kind of Roman artistic representations they correspond to.

8 Think about gladiatorial shows. What did they consist of? What were they used for? Is there a place for such a spectacle in today’s society? Why?

9 What do you consider to be the most important legacy left to us by Roman civilisation? Share your ideas with the rest of your classmates.

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

If you knew the answer.

If you needed help.

If you couldn’t answer the question.

Provide information and ideas to educate and inform others about the importance of the culture of peace.

hoW

Reflect on the mistakes we have made throughout history in order to avoid repeating them, using the technique ‘Associative Analysis’. These reflections will provide you with ideas for making suggestions that you can contribute to one of the exhibition rooms of a peace museum.

Peace Museums

What are they? Why are they useful? Where are they?

2

Languages of Spain

Where do they come from? What do they have in common? What value do we place on them?

Slavery

Who were they? What were the consequences of being a slave? What guarantee do we have to ensure that this historical mistake is not made again?

Associative Analysis

Peace figures

What is the Nobel Peace Prize? Which people have promoted the culture of peace?

hAVE I LEArnED?

1 Have you learned anything new? What images do you remember? What did you like most about what you learned? How useful is what you have learned? How will it help you in your everyday life?

Reflect on what you can improve in the future and ask your classmates what they can improve.

Peace treaties

When was the first one signed? What treaties were signed in the Ancient Times?

3

Coexistence and cultural exchanges

What exchanges took place in the Ancient Times between different cultures? What did they contribute?

Think about this!

How can you raise awareness, through historical research, of the need to know and educate ourselves within a culture of peace and coexistence?

Create your own peace museum at school.

Share your reflections

Get trained in conflict mediation and create a mediation team at school.

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