EVALUATION Unit 7 THE MIDDLE AGES

Os dejo la información que os he transmitido en clase y habéis copiado en la agenda sobre la evaluación de la unidad en las diferentes clases:

5ºA:

Martes 22: Repaso final
Jueves 24: Examen escrito
Viernes 25: Exámenes orales
Viernes 1: ÚLTIMO DÍA de entrega de Individual and Group Final Task

5ºB:

Martes 22: Repaso final
Jueves 24: Examen escrito y exámenes orales
Jueves 31: ÚLTIMO DÍA de entrega de Individual and Group Final Task

5ºC:

Jueves 24: Repaso final
Viernes 25: Examen escrito y exámenes orales
Viernes 1: ÚLTIMO DÍA de entrega de Individual and Group Final Task

INDIVIDUAL FINAL TASK:

En una cartulina tamaño folio tenemos que elegir un edificio de cada estilo arquitectónico (Romanesque and Gothic, uno por delante y el otro por detrás) y pegar una imagen de este o dibujarlo. A continuación debemos señalar con flechas las características principales que hemos aprendido y nombrarlas (por ejemplo: rounded arches, large stained.glass windows...) Y finalmente abajo escribimos un párrafo con la descripción del estilo.

GROUP FINAL TASK:

En grupos creamos un cómic en una cartulina grande que cuente la historia de la Edad Media con los acontecimientos más importantes que hemos aprendido, desde la caída del Imperio Romano hasta el descubrimiento de América.

Unit 7 THE MIDDLE AGES

1. The middle ages began in 476 with the fall of the Roman Empire and ended in 1492 with the Discovery of America.

2. In 711, the Muslims invaded the Iberian Peninsula and conquered the Visigothic Kingdom, which called al-Ándalus.

3. In al-Ándalus, most people lived in cities, which were centres of politics, trade and culture.

4. The Muslims contributed great advances in mathematics (arabic numerals), agriculture (new crops) and crafts (ceramics).

5. The Reconquista is a period in which the Christian kingdoms recaptured territory from the Muslims.

6. In the Middle Ages, society was divided into four groups: the king, the nobility, the clergy and the commoners.

7. The king granted land to the nobles in exchange for their military service.

8. The nobles defended all the members of society. They governed the land, maintaining law and order and collecting taxes from the people who lived there.

9. The clergy dedicated their lives to God and prayed for the salvation of all the members of society.

10. The commoners were the largest group and they lived on and worked the nobles´ land.

11. The Way of St. James brought Romanesque and Gothic architecture and art to Spain.

12. The main features of Romanesque architecture are low building, small windows and rounded arches.

13. Romanesque building façades were decorated with religious carvings and sculptures.

14. The main features of Gothic architecture are tall building, large stained-glass windows and pointed arches.

15. Gothic façades and interiors were decorated with religious stained-glass windows, paintings and sculptures.

16. In the Middle Ages, Christianity, Islam and Judaism coexisted in Spain.

17. In the 15th century, the Catholic Monarchs created the Inquisition in 1478.

18. During the Inquisition, Jews and Mudéjars were persecuted and ordered to convert to Christianity, or be expelled from Spain.

19. On the 12th of October of 1492, three ships under the command of Christopher Columbus reached America.

INDIVIDUAL FINAL TASK

Copiar en un folio las actividades y completarlas. El último día para entregarla es el lunes 23 de abril (después de feria).


1. Read the description of an ecosystem below. Underline the parts in bold that make up the biotope in blue. Underline the parts in bold that make up the biocenosis in red.

The Pedriza of Madrid is a protected ecosystem that consists of a mountain range made up of granite rock. It has numerous cliffs, meadows, streams and peaks. It has hot dry summers and cold winters with snowfall. The Pedriza is home to a rich variety of birds such as vultures and eagles, plants and fungi such as oak trees, lavender and oyster mushrooms. It contains lizards and frogs, foxes, squirrels, goats and even wolves.

2.  Is the following sentence True or False?

All the components of an ecosystem depend on each other: ____________

3. Which of the ecosystems are aquatic, land or mixed? Check your answers by following the lines.

4. Put the living beings into the correct column.

5. Are the following anatomical adaptations or behavioural adaptations? Complete the table.

a) Animals that can live at high altitudes, where there are low levels of oxygen. 

b) Animals that have warm fur or thick layers of fat to protect them from the cold. 

c) Animals that migrate to warmer climates in winter. 

d) Being nocturnal (active at night time) to avoid the heat of the day.

e) Plants that have sharp thorns or spikes to protect them from herbivores.

6. Tick the adaptation that applies to each animal.

7.  Complete the missing letters and give an example of each type of adaptation.

1 An example of an ana_ _ _ _cal adaptation is:.................................................

..........................................................................................................................

2 An example of a b _ h _ _ ioural adaptation is: ................................................

         

8.    Write a list of what we can do in our lives and in our homes to live in a more environmentally-friendly way.

.........................................................................................................................

.........................................................................................................................

.........................................................................................................................

......................................................................................................................... 

Unit 6 ECOSYSTEMS

1. Ecosystems are made up of three elements: the biotope, the biocenosis and the relationships between them.

2. The biotope is made up of the non-living components, such as water, rocks, air, soil, light and humidity.

3. The biocenosis is made up of the living components, such as plants, animals and other organisms.

4. The relationships in an ecosystem. All the components of an ecosystem are related because they depend on each other.

5. An ecosystem is in balance if the relationships between the components are stable and contribute to the survival of the ecosystem´s living organisms.

6. Depending on the characteristics of their biotope, ecosystems can be aquatic, land or mixed.

7. In an aquatic ecosystem, the biotope is covered with water. It can be saltwater, the open ocean or freshwater.

8. In a land ecosystem, the biotope isn´t covered with water.

9. A mixed ecosystem is located in places where land and water meet, such as beaches, deltas and marshes.

10. All living beings are adapted to function in their particular ecosystem and these adaptions can be anatomical or behavioural.

11. Anatomical adaptions are the physical features of a living being´s body that help it survive in its ecosystem.

12. Behavioural adaptions are the characteristics of a living being´s behaviour that help it survive in its ecosystem.

13. According to feeding relationships, the living beings can be producers, consumers or decomposers.

14. Producers are autotrophic organisms, such as plants, algae and some bacteria.

15. Consumers are heterotrophic organisms, such as animals and some protoctists.

16. Consumers can be herbivores if they feed on producers, carnivores if they feed on other consumers, and omnivores if they feed on producers, consumers and even decomposers.

17. Descomposers transform the remains of other living beings into nutrients, such as fungi and some bacteria.

Recuperación Natural Science 5º

Special sentences:

1      There are two characteristics that all living beings have in common: they are made of cells and they do three vital functions.

2      All life on Earth depends on plants because they produce oxygen and food for other living beings.

3      Most plants are made up of a root, stem, leaves and vessels.

1    

     Plants have autotrophic nutrition so that they produce the nutrients that they need.

2     Plants do the photosynthesis when they use energy from the sunlight to make nutrients.

1   

      Plants can react to changes in their environment. For example, most of plants produce flowers in spring and lose their leaves in autumn.

     Sexual reproduction in plants consists of four stages: pollination, fertilisation, seed and fruit formation and germination.

        Individual Final Task:

En una cartulina pequeña hay que hacer un cómic con viñetas con bocadillos escritos que explique el proceso de la fotosíntesis o de la reproducción sexual de las plantas.

El trabajo siempre tiene recompensa ¡ÁNIMO!

Information (UNIT 5 CLIMATE)

Os escribo las fechas de entregas y exámenes de las próximas semanas que hemos comentado en clase:

5ºA:

- Martes 27: Repaso final de la unidad.

- Jueves 1: Examen escrito.

- Viernes 2 y lunes 5: Exámenes orales y trabajamos en clase la GROUP FINAL TASK.
- Lunes 5: Entrega de la INDIVIDUAL FINAL TASK.
- Martes 6: Exposición en clase de la GROUP FINAL TASK.

5ºB:

- Jueves 1 (1º sesión): Repaso final de la unidad.

- Jueves 1 (2º sesión): Examen escrito.

- Lunes 5 y martes 6: Exámenes orales y trabajamos en clase la GROUP FINAL TASK.
- Martes 6: Entrega de la INDIVIDUAL FINAL TASK.
- Jueves 8: Exposición de la GROUP FINAL TASK.

5ºC:

- Lunes 26: Repaso final de la unidad.

- Jueves 1: Examen escrito.

- Viernes 2: Exámenes orales y trabajamos en clase la GROUP FINAL TASK.
- Viernes 2: Entrega de la INDIVIDUAL FINAL TASK.
- Lunes 5: Exposición de la GROUP FINAL TASK.

INDIVIDUAL FINAL TASK:

Tenemos que fabricar uno de los instrumentos que miden el tiempo (barometer, thermometer, hygrometer, anemometer, weather vane or pluviometer).

GROUP FINAL TASK:

Mural con información investigada sobre el clima que nos haya tocado a nuestro grupo. Os dejo la diapositiva con toda la información que hemos visto en clase:

Unit 5 CLIMATE

1. Weather is the short-term description of the atmospheric conditions in an area.

2. Climate is the long-term weather conditions in a region.

3. We measure the weather by different factors, such as: atmospheric pressure, temperature, humidity, wind and precipitation.

4. A barometer is used to measure the atmospheric pressure.

5. A thermometer is used to measure the temperature.

6. A hygrometer is used to measure how humid the air is.

7. An anemometer is used to measure the wind.

8. A weather vane is used to know in which direction the wind is blowing.

9. A pluviometer is used to measure how much precipitation there is.

10. Climate is determined by latitude, altitude, the sea and the terrain.

11. Latitude measures how close a place is to the equator.

12. Altitude measures how high the land is above sea level.

13. The sea heats and cools more slowly than the land and being close to water also affect the precipitation.

14. The terrain like mountains affect how much rain or sunshine the surrounding area receives.

15. The climates of Spain are: oceanic, continental, Mediterranean, subtropical and mountain climates.

16. Most of northern Spain (Galicia, Asturias, Cantabria and the Basque Country) has an oceanic climate.

17. The region north of the Central Plateau has a continental climate.

18. The areas closest to the Mediterranean Sea, along the Atlantic coast of Andalucía, in the Balearic Islands and in Ceuta and Melilla; have a Mediterranean Climate.

19. The Canary Islands have a subtropical climate.

20. The areas of higher elevation (1200 meters or more above sea level) have a mountain climate.

21. Andalusia have two types of climate: a Mediterranean climate and a mountain climate.