First assigment 6 th 1st period

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PLAN DE CLASES 19 – 02 – 2009
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FIRST ASSIGMENT, SIXTH GRADERS, 2011
You will find the beginning of times, where the Earth is located, How the evolution was in the
Planet Earth and what are the histories of the creation of the world.

Montessori School
[Author: Lic. Vladimir Salas Polo]
[Copyrights Reserved ]

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[60 Años]

ÁREA: HUMANIDADES ASIGNATURA: SOCIAL STUDIES GRADO: 6 I.H.S: 5
DURACIÓN: Approx 7 weeks INICIO: Febrero 1 FINALIZACIÓN: Abril 1 GAF – 05-V1
PERÍODO: I PLAN DE CLASES
MEDIADOR: Lic. Vladimir Salas 19 – 02 – 2009
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I.METAS DE COMPRENSIÓN;
To describe the historic and cultural development of humanity during the antique age.

II: META DE COMPRENSIÓN GENERAL DE LA UNIDAD.
To understand the geological eras, the beginning of the earth and the Blue planet as a part of the solar system.

III. METAS DE COMPRENSIÓN

IV. TÓPICO GENERADOR:

To comprehend different geologic eras.
To understand and describe the first human beings.
To understand how to use connectors (but, and, or) and the punctuation signs in texts, in order to express your ideas logically in social studies matters.
To identify and describe the entire history of the Earth.
•To identify and describe each geologic era and its characteristics.
•To describe the idea of the Universe.
•To recognize the laws and rules those guide the universe.
•To describe the origin of the solar system.
•To recognize the origin of the earth.
•To identify and describe the origin of the planets.
•To identify and describe the solar system and its planets.
•To know elements of the earth.
•To recognize the earth as a living things planet.
To recognize the natural resources of the earth
To analyze and distinguish between facts and opinions.
•To identify evidence and evaluating credibility.

V. CONTENIDOS:

The geologic eras
•Study of Time- review
•Theories of the universe – review
•The Human Being Time line
•The solar system and its planets. ORIGIN- review
•Characteristics of each planet. – review
•Earth, the blue planet.

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SECTION #1: From: February 6th to February 21st

M.C. (Competencia DESEMPEÑOS DE ACTIVIDAD DE
FECHA VALORACIÓN CONTINUA
Estándar) COMPRENSIÓN APRENDIZAJE
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PLAN DE CLASES
Students will answer the 1 – Teacher will ask students to •February 5
th
Teacher – 2009 evaluate the prior
19 – 02 will
diagnostic exam according to answer the exam in their social •Answer the questions according to your knowledge of the students to see
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prior knowledge. studies notebook. See attachment knowledge. if they increase their abilities,
#1. during the vacation period.
E To analyze the development of the Students will investigate 2 – Teacher will ask students to •Date:________ Teacher will evaluate the ability of
Earth through the eras. about the given topic the bring their investigation about •This is a HOMEWORK. You must do it at the students to follow instructions
information needed to ERAS OF THE EARTH and ERAS home and bring the investigation. Study the and gather the information needed
increase knowledge. CLOCK, summarize it on their information to get prior knowledge. to support the knowledge of the
social studies notebook and paste given topic.
a picture of it.
A Students will look up in 3 - Teacher will ask students to •Date:________
the dictionary the meanings write on their social studies •This is a class work you must do it in class - Teacher will evaluate the
notebook the key words (see with the use of your SOCIAL STUDIES comprehension of the vocabulary
of the key words identifying attachment 2). Put the translation book. words as a base for the complete
the adequate use of these
of each word into Spanish in •Do it on your SOCIAL STUDIES notebook. understanding of the unit.
related to social studies each parenthesis, write the word 3
times, and draw a simple sketch
for each word. Make a
sentence with each
word.
E Student will take note of 4 -Student will pay attention to the •Date:________ Teacher will evaluate, students’
the important facts about teacher’s explanation about ERAS •Will be done in class by your teacher, you attention, participation during the
OF THE EARTH AND THE ERAS must take note and pay attention to the class, and ability to summarize
your teacher exposition, CLOCK, in a presentation in power explanation taking notes.
improving the ability to point. Be prepare for discussions,
listen. and make questions of the given
topic.
Students will read the lesson 5 – Teacher will give the •Date:________ Teacher will stimulate student’s
about the and get main idea of instructions to the students to •You must do it in class. trough the reading and
each topic. And 10 Read the attachment #3. •Remember to summarize your supporting comprehension of the contents of
Supporting details, or facts, Analyze de text, reading it details. attachment # 3 to evaluate
and sequences. Draw conclusion. carefully, find the unknown words, comprehension performance,
write the main idea and 10 adequate position or the words
supporting details and complete sentences.
To established the relation between Students should 6 – Teacher will ask student to • Date:________ Teacher will evaluate
beginning of times and today`s investigate about the clock copy, paste or draw the CLOCK •Do this activity as HOMEWORK, take the the improve of writing
world. OF THE ERAS on their social time to do a proper drawing and summarize
of the eras; make a brief notebook pointing out its main details.
skills, and check
after reading, to exercise parts. adequate positions of the
the way to summarize. words Communication
skills. Proper knowledge
of the topic.
. Students should organize 7 -Teacher will ask students to •Date:________ Teacher will evaluate the improve
ideas in a logical order to make a comparison chart in their •Try to use the directions that you have of writing skills comparing
notebook about the difference learned in your Spanish classes. difference of ERAS, and will check
compare and differentiate

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DIAGNOSTIC EVALUATION

Answer during class in your Social Studies notebook:

1.What do you think was the beginning of times?

2.Write everything you know about “THE ERAS”

3.What are the Theories of the universe?

4.What is the Solar System?

5.How many planets do you know?

6.What is the Blue Planet?

7.What is the Human being TIME LINE?

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Word List
•Precambrian •Carboniferous
•Paleozoic •Triassic
•Mesozoic •Jurassic
•Cenozoic •Cretaceous
•Cambrian •Tertiary
•Ordovician •Quaternary
•Devonian

READ, ANALYZE AND SUMARIZE THE FOLLOWING TEXT.

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Eras of the Earth
Palaeontologists have divided Earth's history into eras, periods, and epochs. Monumental events and changes mark the end of one time frame, and the beginning of another. The Precambrian is
the first time frame in Earth's history, begining with the birth of the Earth, and ending with an event called the "Cambrian Explosion". An abundance of diverse life found in the Burgess Shell marks
the Cambrian Explosion. This explosion was latter seen to be less of a sudden increase in families, and marked more by extraordinarily good conditions for the formation of fossils. Still, that early
exclamation still lives with us today. The Cambrian Explosion begins the Paleozoic Era which saw the evolution of mulicellular organisims, and the evolution of shells. The Paleozoic Era ended with
a mass exticntion caused by the impact of a comet or asteroid 250mya. The exit of the Paleozoic Era herladed the begining of the The Mesozoic Era, which saw the rise and fall of the dinosaurs.
Both dinosaurs and the Mesozoic Era ended when another comet struck the Earth 65mya. This event rose the curtain on the Cenozoic Era, the age of mammals, birds, bony fish, and flowering
plants.

What event will end the Cenozioc?
*How many geologic eras can you talk about?

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The Clock Of Eras And Geologic Time

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The Clock of eras is a graphic aid to help us visualize geologic time. It is nearly impossible for the human mind to comprehend the amount of time that it has taken for the Earth
to develop to its present state, yet we try to imagine each stage of its unfolding and the time that passed during each phase of development. The Clock of Eras uses the analogy
of a circular clock to represent the development of our planet in geologic time. One can see at a glance the relative time lengths of each major geologic era. So how does this
Clock work? The Clock represents geologic time on the Earth since its birth to the present, from the initial events that brought about the formation up to now. Each hour
represents approximately 375 million years.

We can’t take credit for the idea of this Clock. It is a concept that was developed in Montessori Education. The colors as used in the Montessori clock relate to the location of the
life that was present during the time. So the Paleozoic Era is blue because life was primarily in the seas, the Mesozoic is brown because life moved to the land, and the Cenozoic
is green because of the fresh new life: the mammals.

The Clock of Eras has been modified several times already and will continue to change over time as scientists learn more and more information through their research and
discovery.

WORKSHOP #1
1.What is definition of an era?

2.How many eras do you know?

3.What are the names of the eras?

4.Can you write some characteristics of each era?

5.What is the division of this era?

6.What is the definition of the Clock of the eras?

7.Do you think the colors in the clocks of the eras are helpful to study times?

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SECTION #2: From: February 23rd to March 6th
F

INCLUDEPICTURE "http://tbn2.google.com/images?q=tbn:hR5iQqYuEsNSsM:http://www.spirituality.org.za/uploaded_images/creation-743097.jpg" * MERGEFORMATINET
INCLUDEPICTURE "http://tbn1.google.com/images?q=tbn:9AfVmCrn4ebrnM:http://www.cartoonstock.com/lowres/shr0185l.jpg" * MERGEFORMATINET
INCLUDEPICTURE "http://tbn3.google.com/images?q=tbn:grBPPehTKxEPzM:http://www.news.com.au/common/imagedata/0,,6250340,00.jpg" * MERGEFORMATINET

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I Identify the importance of the Student willPLAN DE CLASES will ask students to
improve their 1 -Teacher •Date:________ Teacher –will evaluate the ability to
19 – 02 2009
THEORIES OF THE ORIGEN OF research abilities looking investigate at home about the •This is a HOMEWORK, you MUST bring it follow instructions, and write using
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THE BEGINNING OF TIMES. ASIGNACIONES OF THE ORIGEN OF
THEORIES on this date. adequate position of the words,
for the material they need THE EARTH to get a prior •Write about each theory, and make a and complete sentences,
to accomplish the goal of knowledge and make a brief on drawing. improving writing skills and the
obtaining adequate your social notebook investigation. ability to gather information.
information for
investigation purpose.
A Students will Look up in 2 - Teacher will ask students to •Date:________
the dictionary the meanings write on their social studies •This is a class work you must do it in class - Teacher will evaluate the
notebook the key words of with the use of your SOCIAL STUDIES comprehension of the vocabulary
of the key words identifying attachment #5. Put the translation book. words as a base for the complete
the adequate use of this
related to social studies each parenthesis, and draw a
simple sketch for each word.
Make a sentence with
each word.
Student will take note of 3 - Students will pay attention to •Date:________ Teacher will evaluate, students’
the important facts about several videos that will explain •Will be done in class your teacher will lead attention, participation during the
about the THEORIES OF THE the participation, you must take note and class, and ability to summarize
the video, improving the UNIVERSE be prepared for pay attention to the video. and taking notes.
ability to listen, and writing. discussions, and make questions of
the given topic.
Analyze the historic and cultural Read the attachment #4 get 4 – Teacher will give the •Date:________ Teacher will stimulate student’s
development of the theories of the main idea of each topic and instructions to the students to •You must do it in class. trough the reading and
the UNIVERSE. 10 Supporting details, facts, and Read the attachment # 6. Analyze •Remember to summarize your supporting comprehension of the contents of
sequences. Draw conclusion. de text, reading it carefully, find details. attachment # 6 to evaluate
the unknown words, write the comprehension performance,
main idea and 10 supporting adequate position or the words
details. and complete sentences.
Students will be able to 5 -Teacher will ask student to •Date:________ Teacher will evaluate creativity,
demonstrate proper knowledge gather in groups present an •This is a team work gather with your group Communication skills and Proper
of the topic, and communication exposition about the THEORIES before this date and makes a great knowledge of the topic and the
skills. OF THE UNIVERSE. Use your presentation. ability to follow instructions.
creativity or imagination and •Your group must be of 4 students.
creativity; presented this in ½
cardboard, use colors, markers,
pictures.
To established the relation between Students should play with 6 – Teacher will ask student to •Date:________ Teacher will evaluate
each theory and its gift to today´s the meaning of each word make a COMPARISON CHART in •Teacher will explain the proper procedures the improve of writing
universe. writing them in an adequate their social notebook pointing out and remain students to use the step in the
the important facts of each theory. Spanish classes.
skills, and check
position and in a way that adequate positions of the
help you to understand and words Communication
remember the meaning for a
skills. Proper knowledge
future use.
of the topic.

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Word List

•Creator •Equation
•Darkness •Equation
•Gathered •Cosmological
•Divine •Scientists
•Create •physicists
•Theory •Inflationary
•Simplistic

THEORIES OF THE BEGINNING OF TIMES

THE CREATION

The creation week narrative begins with these words: "In the beginning, God created the heavens and the earth." It takes place over a period six days and is followed by a seventh day of
rest. In these seven days there are eight divine commands spoken:
•Day 1: God creates light. Here is the first divine command, "Let there be light."

oGod then divides the light from the darkness, and calls the light "Day" and the darkness "Night."

•Day 2: God creates the heavens. Here is the second divine command, "Let there be an expanse..."

oGod then divides the waters that were above this expanse from the waters that were below it, and he calls the expanse "Heaven."

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•Day 3: God creates dry land and sea. Here is the third divine command, "Let the waters under the heavens be gathered together into one place, and let the dry land appear."

oGod then names the dry land, "Earth" and the waters, "Seas."

oOn this day we also have the fourth divine command, "Let the earth sprout vegetation, plants yielding seed, and fruit trees..."

•Day 4: God creates lights in the heavens. Here is the fifth divine command, "Let there be lights in the expanse of the heavens..."

oThese lights were made to separate light from darkness and to mark days, seasons and years.

oThese lights consisted of "two great lights...and the stars." One light was to rule the day, and the second was to rule the night.

•Day 5: God creates sea creatures and birds. Here is the sixth divine command, "Let the waters swarm with swarms of living creatures, and let birds fly above the earth across the expanse of the
heavens."

oGod tells these creatures "to be fruitful and multiply."

•Day 6: God creates the land animals and human beings This is the seventh divine command, "Let the earth bring forth living creatures..."

oHe makes wild beasts, livestock and reptiles.

oHe then creates man (‫ )אדם‬in his image (‫ ,)צֶלֶם אֱלֹהִים‬male and female (1:27)—the eighth divine command: "Let us make mankind in our image..."

oGod tells them "to be fruitful, and multiply, and fill the earth, and subdue it." (1:28)

oGod gives both humans and animals plants to eat (1:29).

oGod describes his creation as "very good" (1:31 ‫.)טֹוב מְאֹד‬

•Day 7: Day of rest. God, having completed the heavens and the earth, rests from His work, and blesses and sanctifies the seventh day

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EVOLUTION, THEORY OF CHARLES DARWIN

Darwin's Theory of Evolution is the widely held notion that all life is related and has descended from a common ancestor: the birds and the bananas, the fishes and the flowers -- all
related. Darwin's general theory presumes the development of life from non-life and stresses a purely naturalistic (undirected) "descent with modification". That is, complex creatures
evolve from more simplistic ancestors naturally over time. In a nutshell, as random genetic mutations occur within an organism's genetic code, the beneficial mutations are preserved
because they aid survival -- a process known as "natural selection." These beneficial mutations are passed on to the next generation. Over time, beneficial mutations accumulate and the
result is an entirely different organism (not just a variation of the original, but an entirely different creature).
Big Bang Theory, currently accepted explanation of the beginning of the universe. The big bang theory proposes that the universe was once extremely compact, dense, and hot. Some
original event, a cosmic explosion called the big bang, occurred about 13.7 billion years ago, and the universe has since been expanding and cooling.

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The theory is based on the mathematical equations, known as the field equations, of the general theory of relativity set forth in 1915 by Albert Einstein. In 1922 Russian physicist
Alexander Friedmann provided a set of solutions to the field equations. These solutions have served as the framework for much of the current theoretical work on the big bang theory.
American astronomer Edwin Hubble provided some of the greatest supporting evidence for the theory with his 1929 discovery that the light of distant galaxies was universally shifted
toward the red end of the spectrum (see Redshift). Once “tired light” theories—that light slowly loses energy naturally, becoming more red over time—were dismissed, this shift proved
that the galaxies were moving away from each other. Hubble found that galaxies farther away were moving away proportionally faster, showing that the universe is expanding uniformly.
However, the universe’s initial state was still unknown.

In the 1940s Russian-American physicist George Gamow worked out a theory that fit with Friedmann’s solutions in which the universe expanded from a hot, dense state. In 1950 British
astronomer Fred Hoyle, in support of his own opposing steady-state theory, referred to Gamow’s theory as a mere “big bang,” but the name stuck. Indeed, a contest in the 1990s by Sky
& Telescope magazine to find a better (perhaps more dignified) name did not produce one.
The overall framework of the big bang theory came out of solutions to Einstein’s general relativity field equations and remains unchanged, but various details of the theory are still being
modified today. Einstein himself initially believed that the universe was static. When his equations seemed to imply that the universe was expanding or contracting, Einstein added a
constant term to cancel out the expansion or contraction of the universe. When the expansion of the universe was later discovered, Einstein stated that introducing this “cosmological
constant” had been a mistake.
THE BIG BANG

The big bang theory seeks to explain what happened at or soon after the beginning of the universe. Scientists can now model the universe back to 10 -43 seconds after the big bang. For
the time before that moment, the classical theory of gravity is no longer adequate. Scientists are searching for a theory that merges gravity (as explained by Einstein's general theory of
relativity) and quantum mechanics but have not found one yet. Many scientists have hope that string theory, also known as M-theory, will tie together gravity and quantum mechanics and
help scientists explore further back in time (see Physics: Unified Field Theory).

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Because scientists cannot look back in time beyond that early epoch, the actual big bang is hidden from them. There is no way at present to detect the origin of the universe. Further, the
big bang theory does not explain what existed before the big bang. It may be that time itself began at the big bang, so that it makes no sense to discuss what happened “before” the big
bang.
According to the big bang theory, the universe expanded rapidly in its first microseconds. A single force existed at the beginning of the universe, and as the universe expanded and cooled,
this force separated into those we know today: gravity, electromagnetism, the strong nuclear force, and the weak nuclear force. A theory called the electroweak theory now provides a
unified explanation of electromagnetism and the weak nuclear force theory (see Unified Field Theory). Physicists are now searching for a grand unification theory to also incorporate the
strong nuclear force. String theory seeks to incorporate the force of gravity with the other three forces, providing a theory of everything (TOE).
One widely accepted version of big bang theory includes the idea of inflation. In this model, the universe expanded much more rapidly at first, to about 10 50 times its original size in the
first 10-32 second, then slowed its expansion. The theory was advanced in the 1980s by American cosmologist Alan Guth and elaborated upon by American astronomer Paul Steinhardt,
Russian American scientist Andrei Linde, and British astronomer Andreas Albrecht. The inflationary universe theory ( see Inflationary Theory) solves a number of problems of cosmology.
For example, it shows that the universe now appears close to the type of flat space described by the laws of Euclid’s geometry: We see only a tiny region of the original universe, similar to
the way we do not notice the curvature of the earth because we see only a small part of it. The inflationary universe also shows why the universe appears so homogeneous. If the
universe we observe was inflated from some small, original region, it is not surprising that it appears uniform.
Once the expansion of the initial inflationary era ended, the universe continued to expand more slowly. The inflationary model predicts that the universe is on the boundary between being
open and closed. If the universe is open, it will keep expanding forever. If the universe is closed, the expansion of the universe will eventually stop and the universe will begin contracting
until it collapses. Whether the universe is open or closed depends on the density, or concentration of mass, in the universe. If the universe is dense enough, it is closed.

WORKSHOP #2

1.How do you think the creation of the world really was according to your knowledge?

2.What are the theories of the creation?

3.Write some of their main characteristics.

4.For your personal point of view what is the theory of the earth that is closer to your believed?

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SECTION #3: From: March 9th to March 20th

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I Identify the important fact about the Student willPLAN DE CLASES will ask students to
improve their 1 -Teacher •Date:________ Teacher –will evaluate the ability to
19 – 02 2009
HUMAN BEING TIME LINE. research abilities looking investigate at home about the •This is a HOMEWORK, you MUST bring it follow instructions, and write using
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ASIGNACIONES BEING TIME LINE to
HUMAN on this date. adequate position of the words,
for the material they need get a previous knowledge and complete sentences, improve of
to accomplish the goal and make a brief on your social writing skills and the ability to
obtaining adequate notebook investigation. Paste a gather information.
information for picture of the human being TIME
investigation purpose. LINE.
Look up in the dictionary 2 - Teacher will ask students to •Date:________
the meanings of the key write on their social studies •This is a class work you must do it in class - Teacher will evaluate the
words identifying the attachment #8. Put the translation book. words as a base for the complete
adequate use of this
related to social studies each parenthesis, and draw a
simple sketch for each word,
rewrite the word three (3) times.
Make a sentence with
each word.
Student will take note of 3 - Student will pay attention to •Date:________ Teacher will evaluate, students’
the important facts in the the teacher’s explanation about •Will be done in class by your teacher, you attention, participation during the
HUMAN BEING TIME LINE, in must take note and pay attention to the class, and ability to summarize
teacher exposition, power point presentation be explanation. taking notes.
improving the ability to prepared for discussions, and make
listen, and write questions of the given topic.
To established the relation between Read the attachment about the 4 – Teacher will give the • Date:________ Teacher will stimulate student’s
each creation during the HUMAN TIME LINE OF HUMAN instructions to the students to •You must do it in class. trough the reading and
BEING TIME LINE, its gift to today EVOLUTION and get the main Read the attachment #8. Do it in •Remember to summarize your supporting comprehension of the contents of
´s civilization. idea of each topic. And 10 your social studies notebook. details. attachment # 8 to evaluate
Supporting details, facts, and Analyze de text, reading it comprehension performance,
sequences. Draw conclusion. carefully, find the unknown words, adequate position or the words
write the main idea and 10 and complete sentences.
supporting details
Students should try to 5 – Teacher will ask student to •Date:________ Teacher will evaluate the
summarize the topic in a make THE CROSSWORDS in •Teacher will explain the proper improve of writing skills,
CROSSWORD. Play with the their social notebook pointing procedures and remain students to use and check adequate
meaning of each word writing out the important facts that you the step in the Spanish classes. positions of the words
them in an adequate position found in attachment 8 and •Present this CROSSWORD in a Communication skills.
and in a way that help you to using the key words of printout sheet, to be checked by your Proper knowledge of the
understand and remember attachments 8. teacher, bring two SHEETS with your topic.
the meaning for a future use. CROSSWORDS, an unsolved sheet and
a solved sheet Please make nice and
neat.

To established the relation between Share in a round table your
6 - Teacher will ask students to •Date:________ Teacher will evaluate the ability
each creation during the HUMAN personal opinion about the plan a ROUND TABLE and •Use the given steps in your Spanish to follow given instructions,

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Word List
•Evolution •Woodland
•Time line •Crops
•Human being •Archeologist
•Hominid •Eruption
•Primates •Artifacts
•Melting •Developments
•Inhabited •Frames
•

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Timeline: 300,000 to 4001 BCE
300,000 Neanderthals appear in Europe. 200,000 Give or take thousands of years, humans (homo sapiens) in Africa leave what will be a fossil record of their species.
73,000-68,000 The Toba Catastrophe Theory holds that at Lake Toba, on the island of Sumatra, a super-volcanic eruption has repercussions that reach Africa and reduces
the world's human population to between 1,000 and 10,000 breeding couples.
50,000 Humans running from drought have left Africa, taking a coastal route to India and then to Australia. 48,000 In Asia, Neanderthals are becoming extinct.43,000
Humans are in an area around 500 kilometers south of what is today Moscow, their presence to be surmised in CE 2007 by archaeologists who have uncovered artifacts at
what today is called the Kostenki Site.

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40,000 Near what today is Beijing, human bones dating to around this year have been found. At least one person to whom these bones belong wore shoes. According to
Erik Trinkaus of Washington University in Missouri, evidence also exists of some shoe or sandal wearing among Neaderthals.38,000 Neanderthals in Europe have numbered
no more than 10,000 at any one time.
26,000 In Europe, Neanderthals are becoming extinct. There will be no traceable genetic markers (along matrilineal lines) that suggest any Neanderthal and human
reproduction mixture.20,000 By now humans are in southern Greece.
20,000 A single Siberian population group moves across the Bering Strait to North America, according to genetic evidence. They will remain in Alaska for thousands of
years, blocked from moving south by glacial ice. 14,500 An ice-free corridor in Canada allows migration from Alaska southward.
14,000 A melting ice sheet begins a rise in sea levels and warming in Europe. 13,000 Rice is being grown in Korea.11,000 People with a Paleoindian culture, described by
archaeologists as Clovis, dominate North and Central America.
10,000 Humans have spread into most of the earth's habitable places. Sparse populations allow for hunting game, gathering food that grows wild and drifting from
campsite to campsite. Storytelling and myth are a major pastime.10,000 In Eurasia and North America, the woolly mammoth (Mammuthus primigenius), has become
extinct.10,000 People in the Middle East are living as hunter-gatherers and have domesticated goats and dogs.
9,000 In the Jordan Valley, figs are cultivated, while wild barley, oats and acorns are being gathered. (See BBC News, June 1, 2006.)
8000 Hunter-gatherers in Southeast Asia begin growing crops to supplement their food supply. In the Jordan Valley, a walled settlement exists at Jericho.
7600 Hunter-gatherers are living along the Seine River in what is today the city of Paris.7300 Tribal people in what is today Britain have domesticated dogs.
7200 In what is today Greece, people have domesticated sheep.
7000 In the Fertile Crescent, people are farming and raising animals. Their farms anchor them to one place. Gods are seen as settled into a temple and place.
6500 In what today is northwest Turkey, cow herders are producing what will be tentatively considered the world's first dairy.
6000 Growing crops and domesticating animals have begun in southern and eastern Europe, including Greece. Agriculture is developing among hunter-gatherers in
southern Mexico. Along the upper Nile, people are growing sorghum, millet and wheat.
5600 Sea levels have been rising, and - according to the disputed "Black Sea Deluge Theory" - sea water suddenly begins pouring into the Black Sea basin, flooding vast
amounts of inhabited land and sending people on new migrations with stories about a great flood.
5500 People in China are planting seeds.
4500 Agriculture has spread from Greece into central Europe. Farming reappears in Africa south of the Sahara in the Niger Basin in the West. The Sahara at this time is
grass and woodland with an abundance of rainfall, rivers, lakes, fish and aquatic life. People there are growing crops and raising sheep, goats and cattle.

WORKSHOP #3

What is the Human being Time Line?
What is it helpful for?
What were the most important GENUS?
Write some of the characteristics of the first human being?
According to the Time line were do the first human being appear?

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SECTION #4: From: March 23rd to March April 3rd

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I Identify the important fact about the Student willPLAN DE CLASES will ask students to
improvement 1 -Teacher •Date:________ Teacher –will evaluate the ability to
19 – 02 2009
THE SOLAR SYSTEM and THE their research abilities investigate at home about the THE •This is a HOMEWORK, you MUST bring it follow instructions, and write using
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BLUE PLANET ASIGNACIONES SOLAR SYSTEM and THE BLUE on this date. adequate position of the words,
looking for the material PLANET to get a previous and complete sentences,
they need to accomplish knowledge and make a brief on improving writing skills and the
the goal of obtaining your social notebook investigation. ability to gather information.
adequate information for
investigation purpose.
Look up in the dictionary 2 - Teacher will ask students to •Date:________
the meanings of the key write on their social studies •This is a class work you must do it in class - Teacher will evaluate the
words identifying the attachment #10. Put the book. words as a base for the complete
adequate use of this translation of each word into •Do it on your SOCIAL STUDIES notebook. understanding of the unit.
related to social studies Spanish in each parenthesis,
and draw a simple sketch for each
Make a sentence
word.
with each word.
Student will take note of 3 - Student will pay attention to •Date:________ Teacher will evaluate, students’
the important facts in the the teacher’s explanation about •Will be done in class by your teacher, you attention, participation during the
THE SOLAR SYSTEM and THE must take note and pay attention to the class, and ability to summarize
teacher exposition, BLUE PLANET, be prepared for explanation. taking notes.
improving the ability to discussions, and make questions of
listen, and write the given topic.
To established the relation between Read the attachment about the 4 – Teacher will give the • Date:________ Teacher will stimulate student’s
each creation during the THE and get the main idea of each instructions to the students to •You must do it in class. trough the reading and
SOLAR SYSTEM and THE BLUE topic. And 10 Supporting details, Read the attachment #11 •Remember to summarize your supporting comprehension of the contents of
PLANET its gift to today´s facts, and sequences. Draw details. attachment # 11 to evaluate
civilization conclusion. comprehension performance,
adequate position or the words
and complete sentences.
Students should try to 5 – Teacher will ask student to •Date:________ Teacher will evaluate
summarize the topic in a make THE CROSSWORDS in •Teacher will explain the proper procedures the improve of writing
their social notebook pointing out and remain students to use the step in the
CROSSWORD. Play with the important facts that you found Spanish classes.
skills, and check
the meaning of each word in attachment 10. •Present this CROSSWORD in a printout adequate positions of the
writing them in an adequate sheet, to be checked by your teacher, bring words Communication
position and in a way that two SHEETS with your CROSSWORDS, an skills. Proper knowledge
help you to understand and unsolved sheet and a solved sheet Please of the topic.
remember the meaning for a make it nice and neat.
future use.
To established the relation between Students should draw or 6 – Teacher will ask students to •Date:________ Teacher will evaluate the ability to
each creation during the , THE paste after investigate in draw or paste the. Use colors, • Do this activity in class; take the time to follow instruction, creativity and
SOLAR SYSTEM and THE BLUE do the proper drawing summarizing details gathering of information.
PLANET its gift to today´s
the web or book the and markers, paste pictures, on of both pages.
civilization locate the important facts, your THE SOLAR SYSTEM and •Do the geographical map as HOMEWORK
THE BLUE PLANET social
to THE SOLAR SYSTEM and with the special instructions.
studies notebook.

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Word List
•Shaped •Interplanetary dust
•Mass •Orbit
•Astronomers •Asteroid belts
•Dwarf planets •Heliosphere
•Celestial objects •Scattered disc

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•Comets •Interstellar
•Meteoroids •Heliosphere
• •

THE SOLAR SYSTEM

What is the solar system? It is our Sun and everything that travels around it. Our solar system is elliptical in shape. That means it is shaped like an egg. The Sun is
in the center of the solar system. Our solar system is always in motion. Eight known planets and their moons, along with comets, asteroids, and other space

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objects orbit the Sun. The Sun is the biggest object in our solar system. It contains more than 99% of the solar system's mass. Astronomers think the solar system
is more than 4 billion years old.
Astronomers are now finding new objects far, far from the Sun which they call dwarf planets. Pluto, which was once called a planet, is now called a dwarf planet. A
planet is a large space object which revolves around a star. It also reflects that star's light. Eight planets have been discovered in our solar system. Mercury,
Venus, Earth, and Mars are the planets closest to the Sun. They are called the inner planets. The inner planets are made up mostly of rock. The outer planets are
Jupiter, Saturn, Uranus, and Neptune. Jupiter, Saturn, Uranus, and Neptune are large balls of gases with rings around them. All eight planets travel around the
Sun in a different orbit. In its orbit, there are not many other objects like the planet.
Dwarf planets are objects that are similar to planets except that they orbit the Sun in areas where there are many similar objects.
The Solar System consists of the Sun and those celestial objects bound to it by gravity. These objects are the eight planets, their 166 known moons, five dwarf
planets, and billions of small bodies. The small bodies include asteroids, icy Kuiper belt objects, comets, meteoroids, and interplanetary dust.

The charted regions of the Solar System are the Sun, four terrestrial inner planets, the asteroid belt, four gas giant outer planets, the Kuiper belt and the scattered
disc. The hypothetical Ort cloud may also exist at a distance roughly a thousand times beyond the charted regions.

A flow of plasma from the Sun (the solar wind) permeates the Solar System. This creates a bubble in the interstellar medium known as the heliosphere, which
extends out to the middle of the scattered disc.

In order of their distances from the Sun, the eight planets are:
1.Mercury

2.Venus

3.Earth

4.Mars

5.Jupiter

6.Saturn

7.Uranus

8.Neptune

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As of mid-2008, five smaller objects are classified as dwarf planets. Ceres is in the asteroid belt, and four orbit the Sun beyond Neptune: Pluto (formerly classified
as the ninth planet), Haumea, Makemake, and Eris.

Six of the planets and three of the dwarf planets are orbited by natural satellites, usually termed "moons" after Earth's Moon. Each of the outer planets is encircled
by planetary rings of dust and other particles.

THE BLUE PLANET

Earth is the third planet from the Sun and the fifth largest:
orbit: 149,600,000 km (1.00 AU) from Sun
diameter: 12,756.3 km
mass: 5.972e24 kg
Earth is the only planet whose English name does not derive from Greek/Roman mythology. The name derives from Old English and Germanic. There are, of
course, hundreds of other names for the planet in other languages. In Roman Mythology, the goddess of the Earth was Tellus - the fertile soil (Greek: Gaia, terra
mater - Mother Earth).

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It was not until the time of Copernicus (the sixteenth century) that it was understood that the Earth is just another planet.
The Earth is divided into several layers which have distinct chemical and seismic properties (depths in km):
0- 40 Crust
40- 400 Upper mantle
400- 650 Transition region
650-2700 Lower mantle
2700-2890 D'' layer
2890-5150 Outer core
5150-6378 Inner core
The crust varies considerably in thickness, it is thinner under the oceans, thicker under the continents. The inner core and crust are solid; the outer core and
mantle layers are plastic or semi-fluid. The various layers are separated by discontinuities which are evident in seismic data; the best known of these is the
Mohorovicic discontinuity between the crust and upper mantle.
Most of the mass of the Earth is in the mantle, most of the rest in the core; the part we inhabit is a tiny fraction of the whole (values below x10^24 kilograms):
atmosphere = 0.0000051
oceans = 0.0014
crust = 0.026
mantle = 4.043
outer core = 1.835
inner core = 0.09675
The core is probably composed mostly of iron (or nickel/iron) though it is possible that some lighter elements may be present, too. Temperatures at the center of
the core may be as high as 7500 K, hotter than the surface of the Sun. The lower mantle is probably mostly silicon, magnesium and oxygen with some iron,
calcium and aluminum. The upper mantle is mostly olivene and pyroxene (iron/magnesium silicates), calcium and aluminum. We know most of this only from
seismic techniques; samples from the upper mantle arrive at the surface as lava from volcanoes but the majority of the Earth is inaccessible. The crust is primarily
quartz (silicon dioxide) and other silicates like feldspar. Taken as a whole, the Earth's chemical composition (by mass) is:

Earth's atmosphere seen at the limb The Earth's atmosphere is 77% nitrogen, 21% oxygen, with traces of argon, carbon dioxide and water. There was probably a
very much larger amount of carbon dioxide in the Earth's atmosphere when the Earth was first formed, but it has since been almost all incorporated into carbonate
rocks and to a lesser extent dissolved into the oceans and consumed by living plants. Plate tectonics and biological processes now maintain a continual flow of
carbon dioxide from the atmosphere to these various "sinks" and back again. The tiny amount of carbon dioxide resident in the atmosphere at any time is
extremely important to the maintenance of the Earth's surface temperature via the greenhouse effect. The greenhouse effect raises the average surface
temperature about 35 degrees C above what it would otherwise be (from a frigid -21 C to a comfortable +14 C); without it the oceans would freeze and life as we
know it would be impossible. (Water vapor is also an important greenhouse gas.)

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Earth has a modest magnetic field produced by electric currents in the outer core. The interaction of the solar wind, the Earth's magnetic field and the Earth's
upper atmosphere causes the auroras (see the Interplanetary Medium). Irregularities in these factors cause the magnetic poles to move and even reverse relative
to the surface; the geomagnetic north pole is currently located in northern Canada. (The "geomagnetic north pole" is the position on the Earth's surface directly
above the south pole of the Earth's field; see this diagram.)

The Earth's magnetic field and its interaction with the solar wind also produce the Van Allen radiation belts, a pair of doughnut shaped rings of ionized gas (or
plasma) trapped in orbit around the Earth. The outer belt stretches from 19,000 km in altitude to 41,000 km; the inner belt lies between 13,000 km and 7,600 km
in altitude.

WORKSHOP #4

1.What is the Solar System?

2.What are the components of the Solar System?

3.What are the name of the planets?

4.What are the main characteristics of each planet?

5.What can you say about the Blue planet?

6.What are the components of the Blue planet?

7.Why is it call BLUE PLANET?

First assigment 6 th 1st period

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First assigment 6 th 1st period