La década de 1980: la desaparición gradual de la O.P.E.P

cheese from milk and baking dough. • The Ss then read the text and do the

activity.

• Present and with and .

‘Salt works.’ 53 ➔ E 52 51 2 1 READ LOOK

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CONTENT AND LANGUAGE DEVELOPMENT

Practising sequence

• Write the instructions for the recipe, one per line, and photocopy it.

• Cut each list of instructions into strips, one sentence per strip. • Put the strips for each list into an envelope and give one

envelope to each pair of Ss.

• Ss work together to put the strips back into the correct order. • Ss check their answers with the textbook.

Comprehension. The Ss copy and complete these sentences:

1. When we heat water it becomes … (water vapour) 2. When we freeze water it becomes … (ice)

3. When we heat ice it becomes … (water)

2 1 22 THE EARTH READ LOOK 1. Types of change

Things are continually changing.

• Sometimes objects change, but the matter

stays the same. When we drop a bottle, it

breaks. However, the pieces are still glass.

• Sometimes matter changes and becomes

something else. When we make a fire,

wood burns and becomes ash, water vapour and gas.

Changes in matter

2. Changes in state

Matter also changes when it goes from one state to another.

• When we heat water, it becomes water vapour. This is a gas. The water has evaporated.

• When we freeze water, it becomes ice. This is a solid. The water has solidified.

• When we heat ice, it becomes liquid water again. The ice has melted.

A recipe for rice pudding

•First, mix milk and sugar.

•Next, add cinnamon to the milk.

•Then, boil the milk. Add the rice.

•Finally, cook the pudding for 30 minutes. It is ready to eat!

How does the food change? Can you still see the sugar? Does the milk taste sweeter? Is the rice hard or soft?

water vapour ice solid gas

Make two more sentences. Change the underlined words. Drinking water is a liquid.

34 35

M.A. Water vapour is a gas. Ice is a solid. Content objectives: 6, 7, 8.

Language objectives: 4, 5, 6.

Vocabulary

become, stay, change, evaporated, matter, melted, solidified

Butter melts

• Take into class some pieces of butter

of different sizes. Put each piece on a plastic plate and leave them in a warm place. Ask: What do you notice about

the pieces? Are they solid or liquid? (solid)

• Ask the Ss: What will happen to the

butter? (It will be liquid.) At the end of

the class ask: Are the pieces still

solid? (no) Are they liquid? (yes)

Explain that they are melting, or have melted completely.

• Ask: Is it still butter? (yes) Tell the Ss

that the heat has made the butter change state. It is still butter but now it is not solid, it is in a liquid state.

63

1. Look, think and tick the correct answers.

A piece of wood falls on the floor without breaking. What happens to the wood?

씲It changes place and shape.

씲It changes place but not shape.

A glass full of water breaks. What happens to the water?

씲The water keeps the shape of the glass.

씲The water spreads all over the table.

When a balloon breaks, When a balloon breaks, what happens to the air inside?

씲The air stays inside the pieces.

씲The air spreads in the room.

It rains on the roof. Where does the water go?

씲It stays on the tiles.

씲It runs to the lowest place.

Match and draw small examples.

• They adopt the shape of the container they are in. • They keep the same shape,

even if we change the container. • They occupy as much

space as possible. VOCABULARY

solids

liquids

gases

Worksheet 19. Date Apply your knowledge

QUESTIONS ABOUT THE STATES OF MATTER

26

✔ ✔

✔ ✔

Answers may vary.

25

Worksheet 18. Date Tasks

OBSERVING THE EARTH

1. Use the key to colour the Earth. Then label the parts of the map.

2. Complete.

When we look at the Earth from outer space, we can distinguish two colours. Brown is the colour

of the , and blue is the colour of the and .

The layer of air that surrounds the Earth is called the . 3. Classify the pictures with colours.

Solids: yellow Liquids: green Gases: blue land: brown

seas and oceans: dark blue atmosphere: light blue 1 2 3 1 2 3

lan∂

lan∂

ßeafi an∂

o©eanfi

ßeafi

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atmosp™e®æ

atmosp™e®æ

Activity Book

857371 _ 0058-0063.qxd 29/6/06 16:18 Página 63

UNIT CONTENT

Assessment criteria

• Knowing the characteristics of water and understanding its importance

• Recognising the places where we can find water in different states

• Identifying the three states of water and its changes

• Describing the water cycle

Content objectives

1. Understanding the characteristics of water 2. Understanding that water is necessary for life 3. Analysing the uses of water

4. Discovering the places where we can find water

5. Knowing about drinking water and where it comes from 6. Relating changes of state to the water cycle

7. Identifying and sequencing the water cycle

8. Appreciating water and caring for this valuable resource on the Earth

Language objectives

1. Asking for information: Does it have …? Can you …? 2. Giving information: Water has … Water is …

3. Identifying location: There is … in the sea / at the north pole / on the earth 4. Countable and uncountable nouns: There is a lot … There are a few … 5. Talking about excess / insufficient amounts: too much, not enough

6. Describing a change: When liquid water gets very cold … When ice gets warm 7. Defining a process: It is condensation when …

8. Conditional: If it is very cold, the water freezes

•Living things need water to survive

•The characteristics of water

•Places where we can find water on the Earth

•The three states of water: solid, liquid and gas

•The water cycle

• Explain the characteristics which distinguish water from other liquids

• Identify water in different states

• Describe and give examples of the changing states of water

• Explain the water cycle

• Understand that water belongs to all of us and is a precious resource

CONCEPTS PROCEDURES ATTITUDES

Contents

UNIT

7

Water

UNIT 0

RESOURCES

Resource folder

• Reinforcement and extension

– Reinforcement: Worksheet 7 – Extension: Worksheet 7

• Assessment

– Assessment: Worksheet 7

• Developing intelligence worksheets

• Working with recent immigrants

PHOTOCOPIABLE RESOURCES SPECIAL PROGRAMMES *

Other resources

• Richmond World Facts

• Richmond Student’s Dictionary

• Flashcards

• Posters

* Not yet available in English www.richmondelt.com

LEVEL

3

F

OLLOW A

RIVER

Internet resources

www.richmondelt.com www.indexnet.santillana.es States of water http://www.nyu.edu/pages/mathmol/textbook/3grade cover.html

What is water? Solid, liquid or gas. Useful for students and teachers.

Water

http://www.epa.gov/safewater/kids/ Graded games and activities about water. Water cycle

http://www.biology.ualberta.ca/facilities/multimedia/ uploads/alberta/watercycle.html

An animated water cycle including definitions. Useful for students and teachers.

http://ga.water.usgs.gov/edu/watercycle.html

WATER 23 1. Water has no smell, taste or colour

Water is a liquid. It does not have its own shape. Its shape depends on the container it is in. The same quantity of water changes shape when it goes out of a bottle and into some glasses. Pure water has no smell, colour or taste.

2. Water is necessary for life

People, animals and plants cannot survive without water.

•A plant dries up and dies without water.

•People and animals can go for many days without eating, but only four days without drinking.

People need at least 1 litre of water a day to survive.

•Many animals live in water.

Water

LOOK

READ

Hippos spend a long time in water.

oil

perfume vinegar

water Answer the questions about

each liquid.

•Does it have a smell?

•Does it have a flavour?

•Does it have a colour?

•Can you wash in it?

•Can you water plants with it?

What do people need water for?

36

■

CONTENT AND LANGUAGE DEVELOPMENT

Question forms. Write the following sentences on the BB. Ss copy them in their notebooks and then circle the correct answer.

1. Does vinegar have a smell? YES / NO

2. Does oil have a flavour? YES / NO

3. Can you water plants with perfume? YES / NO

4. Can you wash in oil? YES / NO

5. Does water have a colour? YES / NO

6. Can we live without water? YES / NO

Answers: 1. yes. 2. yes. 3. no. 4. no. 5. no. 6. no. 1

Content objectives: 1, 2, 3, 8. Language objectives: 1, 2.

Vocabulary

liquid, necessary, need, pure water, water

M.A. We need water for drinking, cooking, bathing, washing clothes and

dishes, cleaning, toilets, watering plants, washing street, swimming pools…

■

Special attention

• Understanding water does not have its own shape

• Question forms and word order:

Does it have …? Can you use …?

• Prepositions of movement: It goes out

of a bottle, into some glasses

• Verb: have in the negative: It does not have

… Pure water has no smell

■

Hands on

■

Presentation

• Refer to the previous lesson about

how liquids do not have a shape. Take the liquids to class so the Ss can smell them. Ask: What do you notice about water? Water is the only liquid that has no smell, taste or colour. It is also the only liquid we use to wash in and to water plants. Emphasize the importance of water for all living things.

• Present and with and .

Ask: why do we need water? The Ss think of all the uses of water.

55 54 2 1 READ LOOK

Aquatic living things

• Prepare a large blue poster paper and put it up on the BB.

• Hand out markers and ask the Ss to

draw and write the names of living things we find in water. For example:

seaweed, coral, octopus, fish, whales, dolphins, sponges, frogs.

We need water. Every day we use many litres of water without thinking. Propose a situation: What happens if there

is no water? Tell the Ss that we must

encourage people to save water.

■

Special attention

• Understand that most of our drinking water comes from rain

• Countable / Uncountable nouns: There is

very little rainfall. There are only a few rivers

■

Hands on

■

Presentation

• Use a globe and atlas to show the

polar ice caps. Remind the Ss that ice is frozen water. Compare the size of the ice caps to the size of a country.

• Tell Ss that when it rains, water seeps into the soil and accumulates underground. We can extract it and use it for drinking and watering.

• Ask: Can you drink the water in your home?

Why? (It has been cleaned and purified to

make it safe to drink. Chlorine is usually added to drinking water.)

• Present , and with , and .

Ss then do the activity.

58 57 56 3 2 1 READ 24 WATER

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