Machines make work easier. They help us to do tasks with less effort.All machines need energy to work.Some machines change the intensity of a force: when we applya little force, the machine produces a bigger force.

For example, levers change the intensity of a force. Other machineschange the direction of a force. For example, when we pull on a pulley rope, we create a downward force; the object on the otherend of the rope rises.

Compound MachinesA compound machine is made up of two or more simple machines.Compound machines work together to make a task easier.Examples: wheelbarrow, can opener, bicycle, shears

Machines

ScrewsScrews are used to hold objects together and to raise and lower things. A screw is aninclined plane wrapped around a nail. The inclined plane of a screw is called the thread.When you put a screw into wood, the thread cuts a groove in the wood, making it hold verytightly. Screws change the direction and intensity of a force.Examples: bolt, Archimedes screw

WedgesA wedge is made up of two inclined planes joined back to back. The edges of the planesmeet and form a sharp edge. Wedges can be used to hold things together, as in a nail, orto split things apart, as in a knife. Wedges change the direction of a force.Examples: ax, knife, nail

LeverWe use levers to lift things. A lever is a board or bar that rests on a turning point. Thisturning point is called the fulcrum. The closer the object is to the fulcrum, the easier itis to move. When we apply a force at the effort point, the force is intensified at theresistance point. Levers change both the intensity and direction of a force.Examples: seesaw, hammer, bottle opener, crowbaw, human arm

PulleyA pulley is made up of a wheel and a rope. The rope fits into a groove on the wheel.Pulling down on one end of the rope lifts the object on the other end. Pulleys help moveloads up, down or sideways. Pulleys change the direction of a force.Examples: flag pole, crane

Wheel and AxleAn axle is a cylinder that goes through the center of a wheel. The axle allows the wheelto turn. Wheels and axles change the intensity of a force, making it easy to move thingsfrom place to place.Examples: door knob, wagon wheels

Inclined PlanesAn inclined plane is a sloping surface, such as a ramp. Inclined planes are used to move objectsup or down. The object moves farther than when it is lifted straight up or lowered straight down,but less force is needed. Inclined planes change the intensity and direction of a force.Examples: staircase, ramp, slide

Simple MachinesA simple machine has few or no moving parts. There are six simplemachines, which can be grouped as inclined planes and levers.

Inclined Plane Group Lever Group

levers

wheel and axle

Effort

ResistanceFulcrum

© Richmond Publishing 2006. Richmond Publishing is an imprint of Santillana Educación, S.L.

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Key

1 Polar Bear 2 Walrus 3 Brown (Grizzly) Bear4 Fir Tree 5 Grey Wolf6 Red Deer7 Reindeer 8 Killer Whale 9 Moose

10 Sea Lion 11 Saguaro Cactus 12 Rattlesnake 13 Bald Eagle 14 Lynx 15 Palm Tree 16 Tiger 17 Bamboo 18 Giant Panda19 Rhesus Monkey 20 Dolphin 21 Jaguar 22 Macaw23 African Elephant 24 Baobab 25 Dromedary Camel26 Indian Elephant 27 Llama 28 Alligator 29 Lion 30 Giraffe 31 Orangutan 32 Toucan 33 Spider Monkey 34 Rhinoceros 35 Gorilla 36 Shark 37 Kangaroo 38 Eucalyptus39 Koala 40 Ombu 41 Whale 42 Penguin

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Animal and Plant Habitats©

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Activities

HabitatsHave students identify the animals and plants according to theirhabitats: animals and plants which live in hot places (camel,toucan, koala, rattlesnake, cactus), animals and plants whichlive in temperate places (moose, lynx, rhesus monkey andferns), animals and plants which live in cold places (peguin,polar bear, walrus, fir tree).

Then have students identify the animals which live in trees(orangutan, koala, toucan), the animals which live on the ground (lion, elephant, kangaroo) and animals which live in water (whale, shark, sea lion).

MovementStudents list animals under these headings: Animals that Run,Animals that Fly, Animals that Swim, Animals that Slither(e.g., run—lion, tiger, reindeer; fly—eagle, toucan, macaw; swim—dolphin, whale, shark; slither—rattlesnake). Askindividual students to imitate the movements of differentanimals and have the class guess what they are.

BirthHave students draw and label animals that are born from their mothers (the mammals, including the marine mammals),and animals that are born from eggs: the birds, reptiles, and fish.

Body CoveringWrite these headings on the board: Hair, Scales, Feathers. Havestudents list animals under the headings according to their bodycovering (e.g., Hair—the mammals, even marine mammals havesome facial hair when they are born; Scales—shark, rattlesnake;Feathers—eagle, toucan, parrot, penguin).

Body PartsHave students identify the animals which have four legs (lion, rhinoceros, koala), the animals which have two legs and two wings (penguin, parrot), the animals which have fins(shark, whale, dolphin) and the animals which do not have legs,wings or fins (rattlesnake).

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The Water Cycle

Activities

The Water CycleIndicate the evaporation of the water with gestures going from the ocean toward the sky.

Indicate the movement of the clouds with gestures going from the ocean to the land.

Indicate the fall of snow and rain with gestures going from the clouds to the land.

Indicate the movement of the water with gestures going from the rivers to the ocean.

Review the water cycle. Ask different students to explain, with gestures, what happens at each stage of the water cycle. Have other students correct them if necessary.

LabelingAsk students to identify the following things on the poster: clouds, rain, snow,ice, river, ocean, groundwater.

States of WaterAsk students to name all the water they see in the picture: (clouds, rivers, ice,ocean, lake, groundwater, rain, snow).

Then ask students to say which water is solid: ice, snow and which is liquid:clouds, rivers, sea, lake, groundwater, rain. Ask them to name characteristics of ice: it is cold, it is hard. Then ask them to name uses for ice: to preserve foods, to cool drinks, etc.

Ask students to explain the difference between ice and water: ice is frozen water.

The WeatherPoint to different areas of the map and encourage students to say what the weather is like. Point to sunny, snowy, cloudy and rainy areas. Ask studentswhere they think it is hot and cold.

clouds

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the Sun

river

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water vapour

© Richmond Publishing 2006. Richmond Publishing is an imprint of Santillana Educación, S.L.

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Madrid

S P A I NLisbon

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Paris

FRANCE

Rome

ITALY

Athens

GREECE

Ankara

TURKEY

SofiaBULGARIA

Bucharest

ROMANIA

MOLDOVA

Kishinev

UKRAINE

Kiev

Budapest

HUNGARY

Belgrade

SERBIA

Podgorica

MONTENEGROSarajevo

BOSNIAAND

HERZEGOVINA

ZagrebCROATIA

SLOVENIALjubljana

Vienna

AUSTRIABern

SWITZERLANDVaduz

LIECHTENSTEIN

CZECH REPUBLICPrague

BratislavaSLOVAKIA

GERMANY

Berlin

BrusselsBELGIUM

LUXEMBOURG

Luxembourg

London

UNITED

KINGDOM

IRELAND

Dublin

ICELANDReykjavik

DENMARKCopenhagen

Amsterdam

NETHERLANDSWarsaw

POLAND

Minsk

BELARUS

LITHUANIAVilnius

LATVIARiga

ESTONIA

TallinnStockholm

SWEDEN

Oslo

NORWAY

Helsinki

FINLAND

Moscow

RUSSIA

Tirana

ALBANIA

Skopje

MACEDONIA

Andorra la Vella

ANDORRA Monaco

MONACO

VATICANCITY

SANMARINO

MALTAValletta

M e d i t e r r a ne a n

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Kilometres

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Political Map of Europe

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Roman Empire Boundaries

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The Roman Empire

Hadrian´s Wall baths theatre aqueduct temple Appian Way

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statue road sarcophagus theatre aqueduct theatre temple

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The History of TransportAirAir

Land

SeaSea

Land

hot-air balloon18th century

cartAntiquity

boatAntiquity

caravel15th century

galley17th century

frigate17th century

steamer19th century

submarine19th century

cruise ship20th century

stagecoach18th century

wagon19th century

steam locomotive19th century

car19th century

car20th century

steam train19th century

high-speed train20th century

motorcycle20th century

four-wheel drive car21th century

airship20th century

biplane20th century aeroplane

20th century

rocket20th century

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