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TEACHER’S
RESOURCE PACK
www.santillana.es
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Contents
INTRODUCTION
Student’s Book organisation.................................................................................... 4
Classroom techniques............................................................................................ 5
Teacher’s Resource Pack.......................................................................................... 12
PowerPoint presentations....................................................................................... 14
Webquests.............................................................................................................. 15
Values and competencies........................................................................................ 17
ESSENTIAL NATURAL SCIENCE
PROGRAMMING AND RESOURCES
1The Universe..................................................................................................... 20
2Planet Earth...................................................................................................... 28
3Living things..................................................................................................... 36
4Invertebrates..................................................................................................... 44
5Vertebrates........................................................................................................ 52
6The plant and fungi kingdoms.......................................................................... 60
7The simplest living things................................................................................. 68
8The Earth’s atmosphere..................................................................................... 76
9The hydrosphere............................................................................................... 84
10Minerals............................................................................................................ 92
11Rocks................................................................................................................ 100
12Matter and its properties................................................................................... 108
13Everything is matter.......................................................................................... 116
14Atoms and elements.......................................................................................... 124
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Essential Natural Science
Essential Natural Scienceis a four-level course which teaches the core curricular
objectives of Natural Science to students aged 12 to 16. Drawing on recent progress
in the field of CLIL (Content and Language Integrated Learning), the course has
been designed as an effective, user-friendly tool in the classroom. Its goal is to
combine scientific accuracy with clarity of presentation and simplicity of language.
Research tasks and stimulating activities help learners to develop valuable skills
and to reflect on the learning process.
Every opportunity has been taken to personalise the contents so that young learners
develop scientific curiosity, as well as responsibility for the world they live in.
Special attention has been paid to the following aspects:
• Sequencing of contents
• Level of difficulty in both
the explanations and
the activities
• Quantity and diversity
of the activities
• Quality of the illustrations
and visual explanations
• Level of English used
throughout the course
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Student’s Book
GENERAL ORGANISATION
The fourteen units are structured into four learning blocks that take the student from
the broadest concept - the Universe, to the smallest concept - the atom.
Learning block I The Universe and the Solar System; the Earth
Learning block II Living beings: invertebrates, vertebrates, microorganisms
Learning block III Materials that make up the Earth: the atmosphere, the hydrosphere, minerals and rocks
Learning block IV The chemical study of material: matter, molecules and atoms
Learning to learn
Each of the four blocks is introduced by a double-page spread which gives students
their first contact with scientific procedures. These pages provide initial training in
study skills necessary for the young scientist, in preparation for the themes to be
studied. The focus of these pages is on learning to learn- finding one’s way in the
scientific world. The topics presented on these pages are:
• The telescope
• The optical microscope
• Other scientific instruments: the stereoscopic microscope, weather instruments
• An introduction to the Periodic Table of Elements
UNIT ORGANISATION
The fourteen units are organised in the same way:
Introductory page What do you remember?:photographs with questions to stimulate recall
of prior knowledge
Content objectives:scientific learning objectives
Key language: a summary of the key language structures and functions
used throughout the unit
Unit development The main theme is divided into sections
Each section answers the title question and develops the concepts in detail
Activities on the page ensure reinforcement and extension practice of both
scientific concepts and language
Hands on One page of practical activities to carry out in the classroom (or the
laboratory if available)
Activity page One page of round-up activities for revision and extension
Unit summary:What should you know? A summary of the key concepts, also recorded on the Student’s CD
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Language support
Meticulous language support throughout Essential Natural Sciencereflects the
fact that Science is being taught in English, and English through Science.
• Key language focuses attention on structures and functions that appear
regularly in the unit.
• Activities are often accompanied by word or sentence prompts as guidance.
• The Vocabularyappendix groups terms from each unit with a brief
definition. See pages 160 - 163.
• The Key languageappendix offers more language models. See pages
164 - 167.
• Pronunciation can be practised by listening to the recording of the unit
summary, What should you know?provided on the Student’s CD.
Classroom techniques
UNIT INTRODUCTORY PAGE
To take maximum advantage of this page, use some of these techniques:
• Photographs and questions. Focus attention on the photo/s and ask:
What does this photo represent? If students answer in L1, rephrase
their answers in English: Yes, it’s a photo of / it represents…
• Read the title and ask: How is the photo related to the title? Make sure
you rephrase all the answers in English.
• Help activate prior knowledge by creating a word map on the board.
Elicit words or phrases directly related to the theme of the unit.
• Introduce each of the three introductory sections separately.
What do you remember?
• Read the questions aloud, then students work in pairs or groups to answer.
• Encourage students to share and compare their responses: Let’s share
information for question 1. Do you remember anything about ... from previous
courses?Can you name other things that belong to this group?etc.
• Add new vocabulary contributed by the class to the word map on the board.
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Content objectives
• Read and explain the content objectives. Encourage learners to predict what
they will learn: What do you think we will discover with regard to the first
objective?Give priority to the content of the students’ predictions rather than
the correctness of their English.
Key language
• Read the headings and examples aloud. Ask
students if they can provide more examples:
Can you make other sentences like these?
• Turn to the Key languagesection at the end of
the book. Students will find new examples of
language functions for each unit.
LEAD-INS
Devise a variety of lead-ins (short activities at the beginning of the lesson).
Create a file with the more successful ones and use them every day with books closed.
Some practical suggestions:
• Use simple ‘true or false’ statements to focus attention on a new topic,
for example: Plants and fungi belong to the same kingdom. True or false?
All rocks are solid. True or false?
• Do quick hand counts to assess how much practical experience students have:
Put up your hand if you have ever seen an eclipse; visited a planetarium …
Count the hands and present conclusions: Most students have (never) visited
a planetarium.
• Carry out a demonstration or quick experiment and ask a question about it:
What happens when I drop (a plastic bottle / a rubber ball) on the floor?
What would happen if I dropped (a glass bottle)?
• Do ‘brain gym’: write the lettersH I J K L M N O and tell students they
represent the word ‘water’ (H to O or HO); What is 2 and 2? (4 or 22).
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• Brainstorming: Find three scientific terms beginning with the letter ‘s’.
Say the names of the planets in alphabetical order, etc.
• Use the Vocabulary organiser, provided on the Student’s and Class CDs.
Write a scientific term on the board and ask individual students what it means
in L1, how to pronounce it and what visual and written association they might
give it.
• Arouse students’ curiosity: cover a shoe box with attractive paper and keep it
in the classroom. Put interesting specimens, related to the content of the day’s
lesson, into the box (rocks, a leaf, an insect, etc.) Invite students to guess what
the specimen might be: What’s in my mystery box today?Encourage students
to provide specimens as well.
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UNIT DEVELOPMENT PAGES
Most units contain between 6 and 8 sections.
Each section begins with a numbered scientific
question to be answered and developed in various
sub-sections. Highly effective visuals accompany
the texts, and the key vocabulary is highlighted
in bold.
Did you know that…? boxes provide interesting
additional information related to some of the main
texts.
The majority of the content pages feature an
Activities box. Students carry out the tasks directly
related to the content of the section, or do
supplementary research on the topic.
Before reading
Whenever introducing a new section, use some of these techniques
to aid reading comprehension. Read Essential Natural Science, page 64,
to follow this explanation.
• Presentation: Read the section number and
question aloud. For example, Two. What are
non-flowering plants like? Brainstorm possible
answers. If reading out a yes / no question, for
example, Can plants react?, students predict
what the answer might be.
• Skimming: Ask a general question about the
section: How many types of non-flowering
plants are there? The bold words in the first
paragraph, the headings of the two sub-
sections that follow, as well as the drawings,
provide an immediate answer: Two. Ask:
What are they? and elicit the answer:
Mosses and ferns. This helps students
become familiar with how the information
is structured and presented.
• Scanning: Copy an incomplete sentence or definition from a section on the
board. Students complete it with the appropriate word, for example: Mosses
produce inside capsules.Or, ask a question that students can
answer by looking at the text more closely: Where do spores grow? This helps
students focus on specific information.
• Focus on key vocabulary: Draw attention to the words in bold, then ask
students to refer to the Key vocabularyon pages 160 -163 to find some
definitions. Encourage them to complete the Vocabulary organiser for each
unit. (See Vocabulary organiser,page 9.)
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• Focus on Key language:Ask: Can you find any examples of the key language
here? Students refer back to the introductory page, then scan the text again to
find examples. They copy the functions in their notebooks and colour-code
both the functions and the grammar points to improve recall:
Comparing – Ferns are bigger thanmosses.
Making generalisations – Most gymnosperms are evergreens.
While reading
• Specific task: Students read the page individually or in pairs to complete
a task, for example, finding a definition or answering a specific question.
• General task:Ask students to find the main idea in the text.
After reading
• Students can be asked to summarise the text orally, or in writing, especially if
it describes a process or transmits an opinion.
• They can also read the text again and write down key facts in note form:
Mosses: non-flowering, non-vascular plants. No true roots, stems or leaves…
ILLUSTRATIONS
The illustrations in Essential Natural Scienceinclude high-quality photographs,
drawings, maps, charts and diagrams with captions which provide explanations
and / or additional information. The drawings illustrate states or conditions that
cannot be represented with photos, such as processes. They are labelled to provide
students with essential key vocabulary.
The illustrations in the Student’s Booksatisfy the following criteria:
• Quality:chosen for their clarity and level of detail
• Representativeness:the best-known and most frequent examples are shown
• Ease of identification:all the necessary references are provided
EXPLOITING THE ILLUSTRATIONS
Depending on the type, an illustration can be used to help students quickly grasp
a complex idea or set of data, describe a situation or a process, predict an outcome,
support an explanation or develop observation skills and attention to detail.
Do the following activities:
• Make sure students know the meaning of these terms: diagram, close-up,
magnified image, cross-section, graph, bar graph, pie chart andtable. They
should use the correct term when describing an illustration.
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stomach shell Plants
body mass water 74%
lung eyes
lipids
0.8% proteins glucides
mineral
3.2% 19%
foot mouth salts3.2%
Cross-section of a snail Pie chart of organic and inorganic substances
•• Identify the type of illustration and say what it represents:This is a (cross-section)
of (a snail).This (pie chart) shows the percentages of organic
and inorganic substances in plants.
•• Focus attention on the caption and read it aloud, then help students reword
the information: The pie-chart shows the percentages of organic and inorganic
substances in plants.
•• Read the labels that flag the different parts of the illustration and make sure
students know how to pronounce the words. They may add new words to their
Vocabulary organiserfor the unit.
AACCTTIIVVIITTIIEESS
Activities throughout the unit provide exercises to help students analyse, revise,
extend and summarise the new concepts. There are several different types:
•• GGlloobbaall ccoommpprreehheennssiioonn aaccttiivviittiieess.. These include questions to help students
clarify concepts, compare elements by describing similarities and differences,
describe the outcome of experiments, draw inferences from known facts,
or use logic to solve problems. These questions require a degree of linguistic
competence on the student’s part. Encourage them to consult the Key
language boxes and the Vocabularyand Key languagesections at the end
of the book.
•• AAccttiivviittiieess bbaasseedd oonn iilllluussttrraattiioonnss.. These involve observing or producing
a drawing, a diagram, a graph or a chart. Remind students that clear,
uncluttered pages and neat labelling are essential, and spelling should always
be double-checked.
•• AAccttiivviittiieess bbaasseedd oonn rreesseeaarrcchh.. These aim is to help develop research skills and
skill in collecting, selecting and representing information gathered from
different sources, such as encyclopedias, books, specialised publications and
the Internet. Students can work in groups, especially to produce the end of
unit Web task. Encourage them to create multi-media presentations to show
to the class.
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HANDS ON
• One page per unit provides a practical activity designed to foster scientific
skills. Some of these activities can substitute for work in a Science laboratory,
or, indeed be carried out in a laboratory. The activities have been chosen
so that students acquire scientific methodology and observational skills
and become familiar with scientific procedures.
• The experiments are safe, easy to set up and do not require complicated,
expensive materials. The methodology can be studied without performing
the experiments at all.
• The Hands onactivities encourage students to apply the knowledge they
have acquired to the comprehension of the world around them.
WHAT SHOULD YOU KNOW?
• The end-of-unit summary synthesizes the most important concepts which
have been taught, providing a concise overview. This summary is recorded
on the Student’s CD and can be used for revision and additional oral and
pronunciation practice.
• What should you know? pages are ideal as revision sheets, to be studied
before the Unit test, or before main exams.
The track number is supplied on the CD icon: 1
PROJECTS
• Each unit summary is followed by one or two Projects in which students can
relate science to technology, society, and the environment. If done in pairs
or groups, the projects will ensure more varied input and help students
develop strategies for successful team work, such as delegating, sharing
and negotiating.
STUDENT’S CD
The Student’s CD provides the following resources:
• Audio tracks. The unit summaries What should you know? can be used either
in class or by the students at home to revise the content of the unit and to
practise the pronunciation of key vocabulary and expressions.
• Web tasks: one, sometimes two, per unit. Each task poses a question to solve,
together with several pre-selected links to the Internet. Web tasksare mini-
research tasks: students are instructed to go to selected web pages to find the
information they need. They then represent the results in the form of reports,
graphs, posters, etc. They can be done individually, in pairs or in groups.
• Activity sheets. Blank diagrams for students to use to revise the key unit
vocabulary. There are between two and four per unit. They can be printed out
and completed individually or in pairs.
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