EXPLORING EUROPE 6th Grade

Transcrição

Central European Regional Network for Education Transfer
European Middle School Vienna
European Studies
EXPLORING EUROPE
6th Grade
TEACHER’S GUIDE
Head of Project
Prof. Mag. Dr. Franz Schimek
Project Manager
Stuart Simpson D.A.
Project Team
Marion Serdaroglu
Elfriede Vlasak
Fehler! Unbekanntes Schalterargument.
Suggested Planning Guide:
Vorgeschlagene Lehrstoffverteilung:
September
15 Units
1. Festivals
and Fairy
Tales
I. Holidays and
Festivals 1-7
II. Fairy Tales
1-8
October
24 Units
II. Fairy Tales
9-11
2. Looking
closer at
Europe
I. Geographical
Europe 1-2
II. Native trees
in Central
Europe 1-13
November
22 Units
December
14 Units
January
12 Units
II. Native trees
in Central
Europe 14
IV. Europechanges in
nature 4-7
I. The globegeographic grid
5-7
III. Animals in
the woods 116
Project:
Exhibition at
school,
Presentation /
II. Time zones
1
IV. Europe changes in
nature 1- 3
Ausstellung in
der Schule,
Präsentation
III. Light on
Earth- day and
night- seasons
1-2
3. Features of IV. Weather
and climate 1Geography
3
I. The globegeographic grid
1- 4
February
17 Units
March
9 Units
II. Tracing the
IV. Weather
and climate 4-6 past 1-3
V. The natural
regions of the
world
1-3
III. Theseus
and the
Minotaur 1- 4
IV. Greek
VI. Vegetation Theatre 1-2
zones in Europe
V. Greek
1-9
Religion
4
4. Early
History of
Europe- the
Ancient
Greeks
April
17 Units
V. Greek
Religion
5-6
VI. The
Olympic Games
1- 10
May
21 Units
5. Early
History of
Europe- the
Romans
June
18 Units
III.Trade and
transportRoman roads 16
Final Project:
I: Facts about
the Romans 1-2 Europe
II. Roman
Europe
1-7
I. The legacy of
the Ancient
Greeks 1-6
1. Festivals and Fairy Tales
I. Holidays and Festivals
S.5
The students should write into the tree the names of festivals they know or
will learn about in this unit e.g. Christmas, Halloween, Thanksgiving, The
Harvest Festival, Easter.
In diesen Baum sind von den Schülern die Feiertage und Festtage
einzutragen, die sie kennen oder in dieser Unit kennen lernen z.B. Christmas,
Halloween, Thanksgiving, The Harvest Festival, Easter.
S.9
7)
(1) wrong, (2) right, (3) wrong, (4) right, (5) wrong, (6) right, (7) wrong, (8)
right, (9) right, (10) wrong, (11) wrong.
II. Fairy Tales
S. 10
2)
Little Red Riding Hood
3)
Wolf, grandmother, mother, Red Riding Hood
4)
Little Red Riding Hood
Once upon a time there was a little girl. She always wore a hood on her head.
Her granny made it for her, and she wore it all the time. She was a good girl.
One morning her mother said, "Little Red Riding Hood, please listen to me
carefully: Go straight to Granny's house. Don't stop along the way. Don't talk
to strangers. Take that basket of cookies and bring it to Granny!"
The girl took the basket and walked along the path in the woods to
Granny's house. Suddenly a big wolf came out of the woods. He spoke to
her, "Good morning, my dear. Where are you going?" "I'm on my way to my
Granny's house!" "Where does she live? Is it far from here?" "No," said the
little girl, "Granny lives in a little house at the end of this path." The wolf
said, "Why don't you pick some flowers for your Granny?"
Little Red Riding Hood thought the wolf's idea was just fine. She stopped
and picked the flowers while the wolf ran as fast as he could to Granny's
house. He opened the door, found the old Granny sick in bed, and gobbled
her up in one big bite. Then he put on some of Granny's clothes. The big
wolf climbed into bed to wait for the girl. In a few moments he heard the
girl knock at the door. She asked, "Where are you, Granny?" The wolf said,
"I'm here in bed. Come in, my dear.” Little Red Riding Hood walked into
the bedroom with her arms full of cookies and flowers. She stopped when
she saw the wolf in bed. "Oh, Granny. What big ears you have!" "The
better to hear you with. Come here, my dear!" The girl said, "Oh, Granny.
What big eyes you have!" "The better to see you with. Come here, my dear!"
And then she said, "Oh, Granny. What big teeth you have!" "The better to
eat you with!"
And just as he spoke, the wolf jumped up, and gobbled the girl up in one
big bite. Now the wolf was full, climbed back into Granny's bed and fell fast
asleep. Then he began to snore. He snored louder and louder.
A hunter walking by the house heard the noise and stopped. He knocked,
but no one answered. He opened the door and went in. He peeked into the
bedroom and saw the big bad wolf in Granny's bed. The hunter cut a hole
in the wolf's stomach. To his great surprise, out popped Little Red Riding
Hood. The wolf didn't even wake up. He just thought he was having a bad
dream. And then the hunter saw Granny climbing out.
"Quick, quick! Let's put some stones inside the wolf. They will make him
heavy so he can't get up!" said the hunter. So they filled the wolf's
stomach with heavy stones. When the wolf woke up, he had such a terrible
stomach-ache, he fell right down and died.
S.17
C)
Large red dot for “Little Red Riding Hood”; large black dot for “the Wolf”;
middle-sized blue dot for „Granny; middle-sized green dot for “the Hunter”.
Roter großer Punkt für “Little Red Riding Hood“; schwarzer großer Punkt für
“Wolf“; blauer mittelgroßer Punkt für “Granny“; grüner mittelgroßer Punkt für
“Hunter“
2. Looking closer at Europe
I. Geographical Europe
S. 24
1)
Atlas Work / Atlasarbeit
I. Atlantic Ocean, II. North Sea, III. Baltic Sea, IV. Mediterranean Sea, V.
Black Sea
1 Danube, 2 Thames, 3 Rhine, 4 Vah, 5 Vlatava / Elbe
A Alps, B Pyrenees, C Apennines, D Carpathians, E Balkan Mts., F
Scandinavian Mts., G Ural Mts., H Caucasus Mts.
S. 25
2)
II Native Trees in Central Europe
Teaching aim: The student should understand the elements of an ecosystem based
on the example of a wood. The student should know the characteristics of native
deciduous and coniferous trees and the biological and economic value.
Based on the example of a wood as ecosystem the student should understand the
correlation between habitat and organisms and the versatility of a wood. The student
should understand the human threat to and the potential destruction of varying
habitats and develop an understanding for human responsibility for nature and its
protection.
Lernziele: Der Schüler soll am Beispiel des Waldes den Aufbau und die
Zusammensetzung eines Ökosystems erkennen. Der Schüler soll die heimischen
Laub- und Nadelbäume, deren Merkmale und ihren biologischen und wirtschaftlichen
Nutzen kennenlernen. Anhand des Ökosystems Wald soll der Schüler Einblick in die
Wechselbeziehungen zwischen Lebensraum und Organismen bekommen und die
vielseitige Bedeutung des Waldes begreifen. Er soll die Bedrohung und Zerstörung
des Lebensraumes durch Menschen erkennen und ein Verständnis für die
Verantwortlichkeit des Menschen für die Natur und deren Schutz entwickeln.
S. 26
1)
Prepare OH transparency (Book, Page 26) and word cards (twig, branch, bark,
leaves, bud, trunk, roots).
Explain the meaning of the words. Students place the word cards in the correct place
on the overhead picture.
Vorher Overheadfolie des Bildes (Buch, Seite 26) brennen und Wortkärtchen (twig,
branch, bark, leaves, bud, trunk, roots) anfertigen. Lehrer erklärt die Bedeutung
jedes einzelnen Wortes in Englisch. Schüler kommen heraus und ordnen die
Wortkarten den passenden Bildteilen zu.
What can you see in the picture? A tree.
A tree is made up of many parts.
Point to the various parts without naming them.
Point to the word cards.
Lehrer zeigt auf die einzelnen Teile ohne sie zu benennen.
Lehrer zeigt auf die Wortkärtchen.
These are the names for the different parts of a tree.
Read the words out loud. / Lehrer liest die einzelnen Wörter laut vor.
Listen. At the bottom of the tree under the ground there are the roots. Where are
the roots in the picture? Can you point to them? The stem of a tree is called a trunk.
Where is ....? Can you....? The branches grow out from the trunk. You can sit on a
branch if you climb a tree. Where.....? A small, thin branch on a tree or bush is called
a twig. Where.....? The outer surface of the trunk is the bark. It is often very thick.
Trees have it to protect them from the heat and cold and from animals. Where...?
Many trees have leaves. Leaves are green and very important for a tree. Where?.....
Note regarding the illustration: it is not clear whether it is a “branch” or a “twig”.
Explain the difference. Although the word “branch” is not in the box it should be
added. Compare illustration below.
Anmerkung zum Bild: Es geht nicht eindeutig hervor ob es sich um branch oder twig
handelt. Lehrer erklärt den Unterschied. Der Begriff wird obwohl er nicht in der „box“
im Buch angegeben ist, zugefügt. (siehe untere Abbildung).
Students label the illustration. / Schüler beschriften die Zeichnung im Buch.
2)
Solution / Lösung
roots, a trunk, branches, leaves
Students should have close physical contact with nature and the organism that are
being studied in class. In order to do this the organisms have to be brought to class.
Die Schüler sollten unmittelbaren Kontakt zur Natur und den Dingen über die im
Unterricht gesprochen wird, bekommen. Um das zu erreichen müssen diese Dinge in
die Klasse mitgenommen, angegriffen und genau betrachtet werden.
Preparation: a “black box” (cardboard box with two holes to reach in and touch
various organisms: leaves, soil, a piece of bark, twigs, a stone, horse chestnuts.
Vorbereitung: eine „blackbox“ (Schachtel die zwei Öffnungen für die Hände hat,
sonst und die folgende Dinge beinhalten könnte: leaves, soil, a piece of bark, twigs,
a stone, horse chestnuts = Kastanie)
In Biology it is important to observe and study the various plants and animals. It is
increasingly difficult for young people to experience nature. Leaf is leaf, twig is twig
… This activity aims at bringing the students nearer to nature and to teach them to
observe the world around them more intensely.
In Biologie ist es sehr wichtig verschiedene Pflanzenteile und auch Tiere genau zu
untersuchen und zu betrachten. Gerade in der heutigen Zeit haben Jugendliche kaum
Gelegenheit Natur zu erfahren und zu erleben. Blatt ist Blatt, Zweig ist Zweig... Diese
Übung soll ihnen die Natur gefühlsmäßig näher bringen und sie lehren die Natur
genauer, intensiver wahrzunehmen.
OH transparency or Worksheet:
(Note: the words used for the “feel box” should already to be part of the student’s
active vocabulary. If not, then time should be taken to introduce the vocabulary.
The student should be in a position to describe the objects in the box.
Overheadfolie oder Arbeitsblattvorlage:
(Anm: Die beschreibenden Wörter in der „Feel box“ sollten im aktiven Wortschatz der
Schüler sein. Wenn nicht, entsprechend vorentlasten oder wiederholen. Die Schüler
sollten aktiv in der Lage sein die verschiedenen Dinge in der Box in
Englisch zu beschreiben!)
How many things are there in the box?
Things in the box
Colour
Shape
Feel (rough,
smooth, soft, hard,
spiky, pointed, light,
cold,..
A. Students sit in a circle: the black box should be passed around. Students try to
find out what is in the box by touching the objects through the holes. Then individual
students try to describe in more detail what they think is in inside (shape, what it
feels like...). The other students try to guess what is being described.
B. The box is opened = check.
A. Sesselkreis: Herumreichen der Blackbox. Schüler versuchen durch Tasten
herauszufinden wie viele Dinge in der Schachtel sind. Danach suchen sich einzelne
Schüler ein Ding in der Box aus, das sie genauer beschreiben (shape, what it feels
like...) Die anderen versuchen es zu benennen.
B. Schachtel wird geöffnet = Kontrolle.
S. 27
3)
It is important that the student understands that the leaves themselves produce the
food – the sugar – that the tree needs. We have to eat plants in order to get food.
Wichtig ist, dass den Schülern bewußt wird das die Blätter selbst die Nährstoffe - den
Zucker die/den der Baum braucht, erzeugen. Wir müssen Pflanzen essen um diese
Nährstoffe zu bekommen.
Solution/ Lösung:
up water from the soil / transport
green factory / food
sunlight, carbon dioxide and water / sugar / oxygen
make sugar / eat
oxygen / food
S. 28
Teacher / Lehrer: ......... draw a leaf on the board, please. Now look at the drawing
in your book (page 28).
Students compare the illustration with the drawing on the board. What is missing?
Schüler vergleichen die Abbildung mit der Zeichnung an der Tafel. Was fehlt?
What are the different parts of a leaf? Blade, the midrib and veins. What do we call
the thick vein which goes from the base to the tip of a leaf? The midrib. What does a
leaf need its stalk for? The stalk holds the blade on the stem and water comes
through the stalk into the leaf.
S. 29
4)
Colour the thin layer of wood red. / Die engzusammenstehenden Ringe rot anmalen.
5)
The students count the rings to find out the age of the tree. / Die Schüler zählen die
Ringe = Alter des Baumes.
6)
(1)
(2)
(3)
(4)
the roots, the leaves, the trunk and the bark.
sugar
to protect them and to carry water and food
by counting the rings: every ring means one year of growth.
Consolidation / Abschließende Festigung:
Blackboard / Tafelbild:
Roots
Tubes
Carbon dioxide
Green colour
How does a tree make its
food?
Students should describe how a tree produces food using the words given.
Schüler sollen unter Verwendung der angegebenen Wörter erklären, wie ein Baum
Nahrung macht.
Roots
How does a tree make its
food?
The roots take up water
from the soil.
Tubes
Carbon dioxide
Green colour
The water travels up
through tubes which are
under the outer bark.
The leaves take in carbon
dioxide.
The green colour in leaves
makes food from carbon
dioxide, water and
sunlight.
Close cooperation with the Biology teacher is necessary. The students
should be able to name the different trees in the mother tongue. Perhaps a
joint field trip could be planned.
Enge Zusammenarbeit mit dem BU- Lehrer. Die Schüler müssen die Namen
der Blätter auch in ihrer Muttersprache wissen! Man könnte gemeinsam
den Lehrausgang planen.
S. 30
7)
Group work. The students should study the leaves that have been brought to class
(compare Page 31) and then name them. This activity should help the students to
name trees using identification books or guides.
Erarbeitung in Gruppenarbeit. Die Schüler sollen die vom Lehrer mitgebrachten
Laubblätter nach ihren Merkmalen untersuchen und sie dann richtig benennen
können. Das Untersuchen der Blätter nach ihren Merkmalen soll sie auf das
Bestimmen mit Hilfe von Bestimmungsbüchern vorbereiten.
Vom Lehrer mitzubringen: die auf Seite 31 angegebenen Laubblätter, Zettel.
Before starting group work leaf characteristics should be discussed (Page 30). Make
sure the students are familiar with the keywords.
Example: Show “simple leaf” and “compound leaf”. What is different?
Expected answer: one leaf - many leaves. No, they both are made up of one blade.
Show me the blade. This is one leaf.
Show “simple leaf”. And that is one leaf.
Show “compound leaf”.
Students work on Page 30.
Look at the drawings in your book. What is this leaf called? – a simple leaf. What is
that one called? – a compound leaf. What do you think the word compound means?
Something that consists of two or more parts - a compound leaf has many leaflets.
These leaflets make up one leaf.
Similar procedure for 2 Edges, 3 Shapes und 4 Upper side Under side.
The students should know the keywords and be able to pronounce them properly.
Bevor mit der Gruppenarbeit begonnen wird, Besprechen der Blattmerkmale, Buch
Seite 30 und Vorentlastung , Sicherung der neuen Wörter.
Bsp: Lehrer zeigt ein „simple leaf“ und ein „compound leaf“. What is different?
Erwartete Antwort: one leaf - many leaves. No, they both are made up of one blade.
Show me the blade. This is one leaf.
Lehrer zeigt “simple leaf”. And that is one leaf.
Lehrer zeigt “compound leaf”.
Schüler arbeiten mit dem Buch Seite 30. Look at the drawings in your book. What is
this leaf called? – a simple leaf. What is that one called? – a compound leaf. What do
you think the word compound means? – zusammengesetzt - something that consists
of two or more parts - a compound leaf has many leaflets. These leaflets make up
one leaf.
Ähnliche Erarbeitung von Nummer 2 Edges, 3 Shapes und 4 Upper side Under side.
Den Schülern soll die Bedeutung der einzelnen beschreibenden Wörter klar sein und
sie sollen sie richtig aussprechen können.
Group work / Gruppenarbeit
S. 30
A)
Each group receives 9 different deciduous leaves (compare Page 31) and 9 pieces of
paper. Students study the leaves carefully and note the characteristics on the piece
of paper and place them beside the appropriate leaves.
Jede Gruppe erhält 9 verschiedene Laubblätter (siehe Buch Seite 31) und 9 Zettel.
Schüler betrachten die Blätter genau, untersuchen sie nach ihren Merkmalen, legen
zu jedem Blatt einen Zettel auf dem sie diese aufschreiben.
S. 31
B)
Then they look at the illustrations on Page 31 and add the name of the tree. Joint
analysis.
Danach schauen sie sich die Blattabbildungen im Buch auf Seite31 an und schreiben
den Namen des Baumes auf den Zettel. Gemeinsame Auswertung.
C)
Consolidation / Festigung:
Leaf
Tree
Lime / Linde
Features
Heart-shaped, simple leaf,
saw-toothed edge, green,
shiny on upper side,
greyish on underside
Oak / Eiche
Simple leaf, lobed, upper
side of leaf dark, underside
light
Beech / Rotbuche
Simple leaf with a smooth
wavy edge, oval, smooth
surface
Hornbeam / Hainbuche
Simple pointed leaf, sawtoothed edge,
Field Maple / Feldahorn
Simple leaf, 5 lobes,
smooth edge
Norway Maple / Spitzahorn Simple, very thin leaf, with
5-7 pointed lobes, toothed
edge
Horse Chestnut /
Compound leaf with 5-7
Roßkastanie
leaflets, hand-shaped,
Sycamore / Bergahorn
Ash / Esche
toothed edge
Simple leaf, 5 lobes, sawtoothed edge
Compound leaf
Leaflets: long, pointed,
sawtoothed edge
Revision / Wiederholung:
Look carefully at the three maple leaves. Which features do all three leaves have in
common?
They all have very similar shapes. The leaves have 5 lobes and are simple leaves.
Think! Why doesn’t the oak leaf belong to the maple family? Different shape, lobed
edge.
What are the differences between the Field Maple, the Norway Maple and the
Sycamore? Size, edge (smooth, pointed, saw-toothed)
What leaves have similar shapes? 4 and 5, 1, 2 and 9.
S. 35
9)
10)
Solution / Lösung
(1) Horse Chestnut
(2) Lime, Norway Maple, Ash
(3) Look at the drawing above.
S. 36
11)
Student Work e.g. / Schülerarbeit: z.B.
Conker
fruit: brown – round – smooth
capsule: spiky
12)
How seeds are moved
Carried away by animals
Horse Chestnut fruits (= conker), Oak
fruit (= acorn), Beech fruits
Blown away by the wind
Lime, Ash, Maple
Heavy, hard often fleshy fruits. They look They are light and have wings.
like nuts.
Field trips offer the best possibilities for observation and a close encounter with
nature.
The Lainzer Tiergarten in Vienna is an excellent place to visit (open till 26 October).
You could also carry out a project about a wood and the field trip could also be
used to collect and supplement the leaf-book at school.
Close cooperation with the biology teacher is necessary.
Lehrausgänge bieten die besten Anschauungsmöglichkeiten und ein unmittelbares
Begegnen mit der Natur.
Sehr gut geeignet ist der Lainzer Tiergarten in Wien (bis 26. Oktober geöffnet).
Man könnte auch ein Waldprojekt machen und den Lehrausgang nützen um die
Herbarien und andere mitgebrachte Dinge in der Schule auszustellen, zu bearbeiten.
Enge Zusammenarbeit, Koordination mit dem BU- Lehrer!
III. Animals in the woods
Teaching aim:
Understanding that a wood is a ecosystem in which different organisms are closely
linked to each other in varying relationships.
Lernziele:
Erkennen, dass der Wald ein Ökosystem ist, in dem die Lebewesen untereinander in
vielfältiger Beziehung stehen.
Materials:
The majority of Austrian schools have excellent teaching materials (MAM – Animals in
the woods, pictures of wild animals …)
Arbeitsmittel:
Es gibt eine sehr gute Magnettafelbox, die an den meisten österreichischen Schulen
vorhanden sein müsste - (MAM – Tiere im Wald), Bilder von Waldtieren...
S 41
Linking to the field trip / Anknüpfen an den Lehrausgang:
What animals did we see in the woods? What did we see on the ground in the
woods?
Students work with Page 41 – teacher hangs up pictures of the animals illustrated on
the page. Animals are named.
Schüler arbeiten mit dem Buch, Seite 41 - Lehrer hängt Bilder der im Buch
abgebildeten Tiere. Gemeinsames Benennen der Tiere.
Students read the text and colour what they eat in one colour and where they live in
another colour.
Schüler lesen den Text und unterstreichen, was die einzelnen Tiere fressen in einer
Farbe und wo sie leben in einer anderen.
S. 42
A) + B)
Students work on their own. Class check.
Die Schüler arbeiten anschließend alleine. Gemeinsame Kontrolle mit dem Lehrer.
Blackboard drawing could look like this. Use illustrations if available.
Das Tafelbild könnte so aussehen, wenn Bilder vorhanden, Bilder hinzufügen.
hawk, owl
squirrel
tree marten
coal tit, woodpecker, butterfly
deer, fox, mouse
S. 43
C) + D)
Before / Vorher: What does a mouse eat? A mouse eats seeds and fruits. Draw a
fruit on the board.
Draw an arrow from “fruit” to “mouse”: THE FRUIT IS EATEN BY THE MOUSE.
Explain that the arrow stands for “is eaten by” and not “eats”.
Check that the students draw the arrows correctly. 2-3 other examples should be
done jointly.
Afterwards students should do activity C) on their own. Joint check. Develop a food
web on the blackboard. Check that the arrows are drawn correctly.
Lehrer macht einen Pfeil von „fruit“ zu „mouse“: THE FRUIT IS EATEN BY THE
MOUSE. Lehrer erklärt, dass der Pfeil bedeutet wird gefressen von und nicht frißt!
Aufpassen dass die Schüler die Pfeilspitze richtig setzen. 2- 3 andere Beispiele
werden gemeinsam gemacht.
Danach machen Schüler C) alleine. Gemeinsame Kontrolle, Erstellen eines
Nahrungsnetzes an der Tafel. Darauf achten, dass die Pfeilspitzen richtig gesetzt
sind.
D)
Herbivores: mice, squirrels, deer
Carnivores: hawk, owl, fox
S. 43
2)
Students draw food chains.
Schüler zeichnen Nahrungsketten
S 44)
3)
Producer: leaf, flower, bush
Consumer: hawk, earthworm, marten, owl
4)
Producer – herbivore- carnivore
Producer - herbivore- carnivore
Explanation / Erklärung:
Animals that eat plants are called primary consumers. Animals that eat other animals
are called secondary consumers.
beetle – woodpecker - hawk
butterfly - coal-tit - hawk
Other examples for primary and secondary consumers should be found.
Gemeinsam werden weitere Beispiele für primary and secondary consumers gesucht.
S 44
4)
Understanding the differences between a food web and a food chain.
Unterschied Nahrungskette- Nahrungsnetz bewußt machen.
S. 46
6)
The illustrations are meant to be examples and a help. The webs are checked to see
if they are correct. Students should understand that plants and fruits should be at
the bottom.
Die Abbildungen sind Beispiele und Hilfe. Der Lehrer prüft die Netze auf ihre
Richtigkeit. Schüler darauf aufmerksam machen, dass ganz unten Pflanzen, Früchte
etc. sein müssen.
There must be plants at the bottom because they are the food producers in a food
web`.
Before the text “Plants and animals need energy” is read the term “ecosytem” should
be defined.
Write “The wood is an ecosystem” on the board. Students should discuss what the
sentence could mean.
Ecosystem = a place and its living (plants, animals, bacteria...) as well as non-living
things (soil, stones, air, water...).
Students should give examples of “living” and “non-living” things and write them on
the board.
Write the following on the board: “The energy in an ecosystem comes from the sun.
Who uses this energy to make food? (Answer: Green plants/ they can change the
light energy in the sun into food energy. They are producers in an ecosystem.) How
do the animals get this energy? (Answer: They eat plants or other animals. Animals
are consumers in an ecosystem.)
Students should read the text and answer the questions. General discussion:
“Ecosystem= a place in which plants and animals are linked together by food
chains.”
Bevor der Text „Plants and animals need energy“ gelesen wird, den Begriff
ecosystem klären.
Lehrer schreibt „The wood is an ecosystem“ an die Tafel. Gemeinsam mit den
Schülern wird versucht herauszufinden, was dieser Satz bedeutet.
Ecosystem = a place and its living (plants, animals, bacteria...) as well as nonliving
things (soil, stones, air, water...).
Von den Schülern für die „living things“ und „non-living things“ in einem Wald
Beispiele geben lassen und an der Tafel sammeln.
L schreibt den Satz „The energy in an ecosystem comes from the sun “und folgende
Fragen: „Who uses this energy to make food? (Answer: Green plants/ they can
change the light energy in the sun into food energy. They are producers in an
ecosystem.) How do the animals get this energy? (Answer: They eat plants or other
animals. Animals are consumers in an ecosystem.) an die Tafel. Die Schüler sollen
nun den Text lesen um diese Fragen zu beantworten. Gemeinsam wird besprochen.
Ecosystem= a place in which plants and animals are linked together by food chains.
Expansion or revision / Erweiterungsmöglichkeit oder Wiederholung:
Word list
Food chain
ecosystem
producer
primary consumers
secondary
consumers
Choose the word from the list that best fits the definition given here
secondary consumers
Animals that eat other animals are
Animals that eat plants are
primary consumers
A certain place with its living and non- living things, the living things are linked
together by food chains = an
ecosystem
They make the food in an ecosystem =
producers
Owl eats mouse, mouse eats corn =
food chain
S 47
7)
Solution / Lösung:
predator/ prey
Predator: owl
8)
Predator: hawk
fox
weasel
Prey: mouse
mouse, coal-tit, woodpecker
deer
rabbit
marten
squirrel, mouse
S. 48
9)
Solution / Lösung
foxes, mice, deer, squirrels, martens, rabbits
Yes, about 36.7°, about 36.7°, air, milk from their mother, an animal with a
backbone, bats
S. 48
10)
Material: specimens, illustrations (talk to the Biology Teacher)
Arbeitsmittel: Präparate, Bilder... mit dem BU- Kustos Kontakt aufnehmen!
Information / Lehrerinformation:
There are about 800 000 species of insects and today there are about 150 000
different kinds of flies in the world. Flies, lice, butterflies, fleas, beetles, bees and
wasps are examples of insects. Most insects live on land, some live in water. Insects
are found almost everywhere. If all the insects in the world could be collected, they
would weigh more than all the other land animals.
Characteristics:
(1)
They all have 3 pairs of (jointed) legs = 6 legs, a pair of antennae (or feelers)
attached to the head. Most insects feel and smell with their antennae.
(2)
They all have 3 body parts (Students should colour the illustration with different
colours / am Bild von den Schülern in verschiedenen Farben anmalen lassen). They
have two big eyes. (Illustration below / Bild unten = compound eyes. Insects do not
see objects as a unified image as human beings do. The way they see objects is
shown by the illustration of the flower below (mosaic image). The eye of a bee is
made up of circa 5000 single eyes. / Insekten sehen nicht wie wir ein einheitliches
Bild, wie sie sehen (mosaikartiges Gesamtbild), zeigt das Beispiel (Blume) in der Box
unten. Das Bienenauge setzt sich aus etwa 5000 Einzelaugen zusammen.
An insect has a heart. Insects have separate male and female genders. Most insects
have two pairs of wings (butterflies, bees, wasps …) but some have only one pair of
wings (flies have just one pair of wings) and some have no wings (queen ant, worker
ant...).
S 49
11)
There are 5000 different kinds of ants. Most of them live in tropical areas. There are
200 different kinds of ants in Europe.
A)
Insects have three body parts. The body is divided into
1 HEAD with antennae
2 THORAX (chest)
3 ABDOMENEN
An ant has 6 legs.
B)
No, it doesn’t. (An animal without a backbone is called an invertebrate, Insects are
the only invertebrates that can fly)
The development of the insects is different to mammals or birds.
Point out differences. Egg – larva. The larva looks completely different to the mother.
No eyes, no legs, often eats something else, etc.
Die Entwicklung der Insekten ist anders als die der Säugetiere und Vögel.
Unterschiede aufzeigen. Egg - larva. Die Larve schaut ganz anders aus als das
Muttertier. Keine Augen, keine Beine, frißt oft etwas anderes, etc.
Ants begin life as eggs. The Queen Ant lays the eggs. (The Queen Ant of the Great
Red Wood Ant can lay up to 300 eggs a day / Die Königin der Großen Roten
Waldameisen kann bis zu 300 Eier am Tag legen). A larva comes out of the egg.
Larvae have no heads nor legs. They cannot run or hop. The have no ears, no nose,
no eyes. The larva changes into a pupa. The pupa changes into a fly.
S. 50
12)
The bee smells with its antennae / Die Biene riecht auch mit den Fühlern.
13)
Solution / Lösung
It lays all the eggs / worker bee / male bee / queen bee/ dies
Bees live in hives. Every hive has one queen bee, several hundred Drones and 40
000 to 70 000 worker bees. The Queen bee lays the eggs but does not look after
them. Worker bees clean and build the hive. Later they feed the larvae. Older bees
go out and look for nectar and pollen.
A bee can easily remove its sting from the chitin casing of an insect. However the
flexible human skin covers the skin and rips it from the bee’s body. This results in the
death of the bee.
Die Biene kann den Stachel aus dem Chitinpanzer eines Insekts leicht wieder
herausziehen. Die elastische menschliche Haut umschließt den Stachel so fest, dass
er aus dem Körper der Biene gerissen wird. Die Biene muß sterben.
S. 51
14)
Solution / Lösung
A
B
C
D
E
5-B
1-A
3-2-E
4-D
6-C
S. 52)
15)
Spiders are not insects!!! / Spinnen sind keine Insekten!!!
Solution / Lösung
A)
8
C)
8
S. 52
16)
Solution / Lösung
8/2/3
IV. Europe- changes in nature
S. 53
1)
bear fox
lynx lynx wolf
(1)
bear, fox, lynx, wolf
(2)
mammals, predators (sharp, pointed, long canines, sharp claws,...) secondary
consumers, live on land, in the woods
(3)
Answers will vary. / Antworten werden variieren.
(4)
fox
(5)
at the zoo, on TV
S. 54
2)
B)
Solution / Lösung
4, 3, 1, 6, 2, 5
S. 55
5)
Wind and cold weather damage soft leaves, leaves would freeze in winter, soft
leaves need warm weather to make enough food.
6)
Leaves are tough, frost doesn’t kill them, they do not freeze they can also produce
enough food in winter because they do not need so much water.
S. 56
8)
many different kinds of trees, bushes
some flowers
many different kinds of animals
also light on the ground
no strong wind on the ground
fertile, many animals, wet
no bushes, flowers
just a few
dark
strong wind blowing on the ground
dry, not so fertile, not so many animals
animals/ conifers
3. Features of geography
I. The globe – geographic grid
S. 60
1)
Atlas Work / Atlasarbeit (also / auch Page / Seite 59).
S. 62
2
lines of longitude, prime meridian,
lines of latitude, equator (compare the first illustration on Page 63 / siehe
erste Abbildung auf Seite 63 ).
S. 63
3)
eastern hemisphere, western hemisphere
northern hemisphere, southern hemisphere (compare the second illustration
on Page 63 / siehe zweite Abbildung auf Seite 63 ).
S. 64
4)
globes, Earth, latitude, longitude, imaginary,
latitude, parallels, equator, zero degrees, north, south,
longitude, meridians, prime, North, South, London, east, west,
grid, coordinates
S. 65
5)
Manchester: 2°W, 54°N
Oslo: 11°E, 60°N
Kiev: 31°E, 51°N
Ankara: 33°E, 40°N
Rome: 12°E, 42°N
Madrid: 4°W, 41°N
Berlin: 13°E, 53°N
Vienna: 17°E, 48°N
Washington: 77°W, 39°N
Bombay: 73°E, 19°N
Cairo: 31°E, 30°N
Melbourne: 145°E, 38°S
Brasilia: 48°W, 15°S
S. 65
6)
1. New Zealand, 2. Iceland, 3. The Philippines, 4. Hawaii, 5. Madagascar
S. 66
7)
Definitions should look at “textbooks”, English-English Dictionaries or
“encyclopaedias”.
Definitionen in “textbooks”, English-English Dictionaries oder “encyclopedias`
nachschlagen lassen.
(1) The intersecting pattern formed by the lines of longitude and latitude.
Gradnetz
(2) A sphere-shaped model of the Earth. Globus
(3) The line of longitude drawn from the North Pole to the South Pole at zero
degrees. Nullmeridian
(4) It’s an imaginary line which goes through the middle of the Earth in
north-south direction. Erdachse
(5) A line on a map or globe halfway between the North and South Poles.
The equator is almost 25,000 miles around. Äquator
(6) The region of the Earth north of the equator. Nördl. Erdhälfte
(7) A building from which people can watch the stars and the planets through
telescopes. Observatorium (Sternwarte)
(8) A line of latitude that lies 66°30’ south of the equator. Polarkreis
(9) A line of latitude that lies 66°30’ north of the equator. Polarkreis
(10) Also true North Pole. The points on the Earth located at 90° north
latitude, where the lines of longitude meet. Nordpol
(11) The point on the Earth to which a magnetized compass needle points.
Magnet. Nordpol
(12) A large mass of land surrounded by oceans. Erdteil
(13) A large body of salt water that separates continents. Weltmeer
(14) The point on the Earth located at 90° south latitude, where the lines of
longitude meet. Südpol
(15) A line of latitude that runs parallel to the equator. It is located at 23°30’
north of the equator. nördl. Wendekreis
A line of latitude that runs parallel to the equator. It is located at 23°30’
south of the equator. südl. Wendekreis
II. Time zones
S. 68
1)
(1) 6 a.m
(2) Thursday
(3) 5
(4) west
(5) They are in the same zone.
(6) No.
III. Light on Earth – day and night – seasons
S. 72
2)
A Spring B Summer C Autumn D Winter
S. 73
In the temperate zones there are seasons:
21 March – day and night are of the same length – the sun’s ray shine
directly on the Equator – Spring begins in the northern hemisphere.
22 June – longest day and shortest night – the sun’s rays shine directly on
the Tropic of Cancer – Summer begins in the northern hemisphere.
23 September - day and night are of the same length - the sun’s ray shine
directly on the Equator – Autumn begins in the northern hemisphere.
22 December - longest day and shortest night in the northern hemisphere the sun’s rays shine directly on the Tropic of Capricorn – Winter begins in the
northern hemisphere.
Southern hemisphere – 21 March – Autumn; 22 June – Winter; 23 September
– Spring; 22 December – Summer.
In the tropic zones there are no seasons.
In den gemäßigten Zonen – Temperate zones – gibt es Jahreszeiten:
März 21 - Tag- und Nachtgleiche – die Sonnenstrahlen fallen direkt auf den
Äquator – Frühlingsbeginn auf der nördlichen Erdhälfte.
Juni 22 - längster Tag und kürzeste Nacht - die Sonnenstrahlen fallen direkt
auf den nördlichen Wendekreis – Sommerbeginn auf der nördlichen Erdhälfte.
September 23 – Tag- und Nachtgleiche – die Sonnenstrahlen fallen direkt auf
den Äquator – Herbstbeginn auf der nördl. Erdhälfte.
Dezember 22 – längste Nacht und kürzester Tag auf der nördlichen Erdhälfte
– die Sonnenstrahlen fallen direkt auf den südlichen Wendekreis –
Winterbeginn auf der nördl. Erdhälfte.
Südliche Erdhälfte: März 21 – Herbstbeginn, Juni 22 – Winterbeginn,
September 23 – Frühlingsbeginn, Dezember 22 Sommerbeginn.
In den Tropen – Tropic zones – gibt es keine Jahreszeiten.
IV. Weather and climate
S. 74
1)
e.g. gardener, tourist guide, pilot, farmer, skiing instructor, vintner,
bricklayer, crane driver,..
2)
sunny, dry, wet, humid, warm, mild, hot, cold, rain, wind, snow, hail,
thunderstorm, temperatures above.../ below..., ....
S. 76
3)
NOTE: ‘cold’ should be coloured blue and ‘cool temperate’ should be coloured
green.
1 - light blue, 2 – blue, 3 – green, 4 – orange, 5 – red (compare illustration).
ACHTUNG! ‚cold’ ist blau , ‚cool temperate’ ist grün zu bemalen !
1 - light blue, 2 – blue, 3 – green, 4 – orange, 5 – red (siehe Kartenskizze).
S. 79
4)
Internet, geography book, atlas
5)
nomads, oases
V. The natural regions of the world
S. 81
This map is to be used as an introduction to the subject: Atlas Work – Map of
the Vegetation Zones.
Diese Karte dient als Impuls: Atlasarbeit – Karte: Vegetationszonen
S. 82
1)
polar: Antarctica, Greenland
cold forests: Russia, Canada, USA (Alaska), Finland, Sweden
mountain: Rocky Mountains - Canada, USA; Andes - Colombia, Ecuador,
Peru, Bolivia, Chile; Himalayas - Nepal, China (Tibet); the Alps – France,
Italy, Switzerland, Austria
temperate forests: USA (east, south), Great Britain, the Netherlands, France,
Germany, South Africa, Australia (east), New Zealand, China (east)
Mediterranean: Spain, Portugal, Italy, France (south), Croatia, Greece,
Morocco, Algeria, Tunisia,Egypt, Israel
dry grasslands: USA, Canada – North American Prairie, Argentina - Pampas,
South Africa – African Savanna, China, Mongolia, Russia – Russian Steppes
tropical rainforests: Brazil, Congo, Zaire, India, Indonesia, Malaysia, Thailand,
Australia (north, north-east)
NOTE! Printing mistake – replace ‘tropical’ with ‘tundra’
ACHTUNG! Druckfehler – anstatt ‚tropical’ `tundra` einschreiben
tundra: USA (Alaska), Canada, Greenland, Russia
tropical grasslands: Mexico, Brazil, Nigeria, India
hot deserts: USA - Mojave, Peru - Atacama, Algeria, Lybia - Sahara, Saudi
Arabia - Arabian, China, Mongolia - Gobi, Australia (centre) - Australian
S. 83
2)
tropical rainforests, subtropical moist, Mediterranean, temperate forests, cold
forests, dry grasslands, hot deserts, tundra, mountain
S. 84
3)
short grass, moss – seals, polar-bears,...
evergreen trees, deciduous trees, vineyards – rams, cows, bears,...
palm trees, bananas, pineapples, orchids – elephants, crocodiles,...
coniferous and deciduous trees, grain – coalas, kangaroos, armadillos,..
ice – penguins,...
VI. Vegetation zones in Europe
S. 85
1)
vegetation: plants growing in a place - Pflanzenkleid
zone: specified region – Bereich, Gebiet
2)
3)
Norway, Sweden, Finland
4)
Spain, Italy, Greece, Turkey
S. 87
6)
Evergreens are drought-resistant, their leaves and stems provide moisture
and nutrition. The leaves are thick and their waxy skin stops them from
drying out. They don’t lose so much water and the water doesn’t freeze that
easily. So they can make some food in winter.
7)
blue – above the top line
light brown – A. left side of the dotted line; dark brown – B. right side of the
dotted line
red – below the bottom line
blue – nördlich der 1. Linie
light brown - A: linke Seite , dark brown - B: rechte Seite der strichlierten
Linie
red – südlich der 2. Linie
8)
We live in the temperate zone.
S. 87
9)
Looking up definitions in text books or English-English Dictionaries.
Definitionen in ‚ textbooks’ oder ‚ English-English Dictionaries’ nachschlagen
lassen.
S. 88
(1) The usual weather in a particular place over a period of time. Klima
(2) The conditions in the Earth’s atmosphere at a certain place and time.
Wetter
(3) Plant life of all types. Pflanzenkleid
(4) Different natural regions. Each biome is unique, with a special mixture of
physical features – landforms, bodies of water, and climate – and their own
forms of plant and animal life. Naturlandschaft
(5) Natural features on the Earth’s surface like mountains, plains, plateaus,
hills, cliffs, … Landschaftsformen
(6) Natural features like oceans, seas, lakes, rivers. Formen des Wasser
(7) Using the land to grow crops and raise animals; farming
Landwirtschaft
(8) Compare / siehe S.67 / (9)
(9) Compare / siehe S.66 / (8)
S. 89
(10) A type of climate with hot summers and cold winters, common in the
centre of continents. Kontinentales Klima
(11) A dry region with almost no rain all year round. Wüste
(12) A large, dense growth of trees, plants and underbrush. Wald
(13) A forest in tropical climates with dense canopies, vines and understories
of growth. Regenwald
(14) A very dense tangle of tropical vegetation. Dschungel
(15) Seasonal reversal in wind direction that brings heavy rainfall in parts of
southern Asia. Monsunregen
(16) A place in a desert where there is a source of water that can support
some plant life. Oase
(17) Nearly flat region of land. Ebene
(18) Tropical grassland with few trees. Savanne (Steppe)
S.90
(19) Cool, high-latitude land with low trees. Taiga
(20) A climate without extremes of either heat or cold. Gemäßigtes Klima
(21) A plain in the arctic where mosses and low-growing plants grow, but not
trees. Tundra
(22) Regions around the Mediterranean Sea, coastal biomes that are cool and
moist in winter and hot and dry in summer. Mittelmeer
(23) Treeless plains, usually covered by tall grass. Prärie
4. Early history of Europe – the Ancient Greeks
I. The legacy of the Ancient Greeks
S. 93
2)
Tyros = Tyre = Sour in Lebanon
S. 94
3)
(1) Black Sea, Mediterranean Sea
(2) Greece
(3) Crete
(4) Tyros in Lebanon
(5)
gods
King Agenor, the ruler of Tyros
bull - the girls
His fur was pure white and soft.
No, she wasn’t.
The other girls were afraid and ran away.
Europa sat on his back.
He took her to Crete.
S. 98
6)
English: Europe,
German: Naturkunde, Erdkunde, Atlas, Bibel, Theater, Demokratie, Engel,
Idee, Idiot, Komet, Problem
(explanations may be necessary e.g. Atlas, Democracy, Comet, etc.)
(teilweise Worterklärungen, z.B. Atlas, Demokratie, Komet, notwendig)
II. Tracing the Past
S. 100
1)
(1) 2001 AD
(2) 600 BC, 450BC, 700 BC, 1550 BC
S. 101
2)
(1) civilisation
(2) AD
(3) Historians, sources
(4) dates
S. 102
3)
(1)
Primary sources are original – like books, poems, paintings, from that time.
They are the most interesting way of finding out about the past.
Secondary sources are reports written by people who have studied original
sources from that time. They are the quickest and easiest way to find out
about the past.
(2)
Democracy, maths, science, history, theatre, art, parts of our language, the
Olympic Games,...
IV. Greek Theatre
S. 108
1)
chorus, orchestra, Tragedies
V. Greek Religion
S. 110
1)
(1) many gods
(2) Mount Olympus
2)
Help for filling in the text about ‘The Olympians’ can be found on Pages 109 –
110.
Ausfüllhilfen im Text über ‚ The Olympians’ S. 109, 110
S. 111
3)
(1) Poseidon
(2) Aphrodite
(3) Apollo
S. 113
5)
The River Styx – This was the boundary between the Earth and the
Underworld - Hades. Cerberus guarded the entrance to the Underworld. It
was a marshy land surrounded by water. The first task of the dead person’s
soul was to cross the water. The obolos was given to Charon, the ferryman.
No coin, no crossing: the soul was doomed to wander the water’s edge for
ever! At the far side, the soul was judged and sent to one of three places.
The good went to the Elysian Fields. These were meadows full of flowers,
where the soul lived a life full of pleasure and relaxation. From here it could
sometimes go back to Earth and live another life or two.
The ordinary was sent to the Asphodel Fields, which were shady and boring.
Things could be improved if the relatives who were still alive made sacrifices
and prayed for the dead soul.
The bad had a terrible time in Tartarus where there was punishment for ever.
Islands of the Blessed – If a person was so good that the soul returned to
Elysian Fields three times then it was allowed to come here. It never left
again – it was so wonderful!
S. 114
6)
(1) Charon
(2) A temple built to the goddess Athena.
(3) They lived on Mount Olympus.
(4) Zeus, Aphrodite, Hephaestus
Note: Students could watch the “Odysseus” film
TIPP!! Film von Odysseus
VI. The Olympic Games
S. 115
1)
Peleponnesos - between 21°E and 23°E, between 36°N and 38°N
2)
Mount Olympus - 22°E, 40°N
S. 117
5)
Palaestra, Gymnasion,...
S. 118
6)
(1) They are called so because the first Olympic Games took place in
Olympia, in the western Peleponnesos. Olympia was named after Mount
Olympus.
(2) They took place in 776 BC.
(3) It is a period of 4 years.
(4) They were part of a religious festival in honour of Zeus.
(5) The athletes offered a sacrifice in front of the Temple of Zeus, promising
to fight fairly and to keep to the rules.
(6)The games lasted 5 days.
(7) No, they didn’t.
(8) The winners received a crown of olive leaves.
7)
throwing the discus - throwing the javelin - long jump,
wrestling - running
S. 121
10)
Olympic Games in the Gym
Preparation: Sports Categories – choose 8 Stations e.g. Throwing tin cans,
Obstacle Race, Sprinting, Sack Race, Taking Penalties, Races, Wrestling.
Students choose 5 Stations.
Rules – students should work out rules for each Sport Category and display
them on posters.
Flag – each class should create its own Olympic Flag.
Olympic Oath – should be written on a poster and decorated appropriately.
Olympic Flame – handcrafts: make one out of felt or in some other way.
Medals and Certificates – create.
March-In – Athletes should march into the Gym (music: European Hymn (Ode
to Joy); Ludwig van Beethoven), Flag bearer in front of each class.
One student per class takes the Olympic Oath.
A student from one class runs into the Gym with the Olympic Fire and hands
it over to a student from another class. In this way the Olympic Fire is passed
from class to class.
The last student climbs up a rope and attaches the Flame high up in the Gym.
The students go to the various Stations.
A teacher acting as referee controls each Station; acts as timekeeper and
counts the point.
Finale: Play “We are the Champions”, medals and certificates are presented
for the 1 st , 2 nd and 3 rd places in each Sport Category by the Head Teacher of
the school.
Olympische Spiele im Turnsaal
Vorbereitung: Sportarten – 8 Stationen, z.B. Dosenschießen, Hindernislauf,
Sprint, Sackhüpfen, 5m-Torschießen, Wettlauf, Ringen,... aussuchen und die
Schüler 5 Stationen auswählen lassen.
Regeln – für die einzelnen Sportarten Regeln ausarbeiten und auf Plakate
schreiben.
Fahne – jede Klasse kreiert ihre eigene Fahne.
Olympischer Eid – auf Plakat schreiben und künstlerisch gestalten.
Olympisches Feuer – aus Filz oder .... gestalten.
Medaillen und Urkunden – gestalten.
Ablauf: Einmarsch der Athleten mit Musik (z.B. Freude schöner Götterfunke),
ein Fahnenträger pro Klasse.
Ein Schüler pro Klasse schwört den Eid Olympischen.
Ein Schüler einer Klasse läuft mit dem Olympischen Feuer in den Turnsaal und
übergibt es einem Schüler der anderen Klasse, der läuft zu einem der
nächsten Klasse usw.
Schließlich klettert der letzte Schüler auf ein Tau hinauf und befestigt die
Flamme oben.
Die Schüler verteilen sich auf die Stationen und wechseln.
Jede Station hat einen Lehrer als Schiedsrichter, der die Zeit nimmt, Punkte
zählt,…
Abschluss: Siegerehrung mit Musik ( z.B. We are the champions ), Medaillen
und Urkunden werden vom Direktor an die 1., 2. und 3. Plätze in jeder
Disziplin überreicht.
5. Early history of Europe – the Romans
Suggestion!! Field trip to the Ancient Roman remains under the Hoher Markt 5
1010 Vienna and to the Museum and excavations at Carnuntum.
TIPP!! Besuch der Römischen Ruinen unter dem Hohen Markt – 1010 Wien,
Hoher Markt 5
Besichtigung des Museums und der Ausgrabungen von Carnuntum
I. Facts about the Romans
S. 131
2)
Use Internet, textbooks, encyclopaedias.
II. Roman Europe
S. 133
2)
The Romans built up a great army, because they wanted to conquer many
countries. They wanted to expand their Empire both north and east and gain
power. An Empire is a large territory under supreme control. The Roman
Empire was too large to be kept under control by one person. There were
quarrels about ruling between the weak and selfish emperors. Many nations
made up the Empire and they always tried to break away. When the
Barbarians attacked the Empire the army got weaker.
S 134
3)
(2) Rhenus (Rhine), Danubius (Danube); Atlantic Ocean, Pontus Euxinus
(Black Sea); Sahara, Arabian.
(3) They spoke Latin in the west and Greek in the east.
(4) Portugal, Spain, France, parts of Great Britain, Germany, Austria and
Hungary, Switzerland, Italy, Croatia, Greece, Bulgaria, Turkey, Syria, Israel,
Jordan, Egypt, parts of Lybia, Tunisia, Algeria, Morocco,...
(6) The Mediterranean Sea was their sea because it was surrounded by
countries belonging to the Roman Empire.
S. 135
5)
(1)
(2)
(3)
(4)
(5)
(6)
(7)
476 AD
274 BC
100 AD
455 AD
146 BC
753 BC
509 BC.
S. 136
6)
4, 1, 2, 3
7)
(1) The Roman army got weaker because Barbarians were allowed to be part
of the army. They fought for money and not for the Empire. So much money
was needed to pay for these soldiers. The poor had to pay more and more
taxes.
(2) ‘defend’ - protect, ‘frontier’- border
(3) Taxes are money which has to be paid to the government for e.g.
farmland, housing,...
(4) Barbarians were foreigners who could not speak Latin or Greek. Their
language sounded to the Romans like “bar-bar”. Their attacks were so
difficult to stop because they took place everywhere along the long northern
frontier.
(5) It was not good to divide the Empire because each emperor was only
interested in his part of the Empire.
(6) A selfish emperor was egoistic, he was only interested in becoming rich
and living a good life.
III. Trade and transport – Roman roads
S. 138
1)
Rome was the centre of the Roman Empire.
2)
Map / Karte S.131 – Austria: salt, non-precious metals, cattle
3) 1 mile = 1,609km
4)
(1) Rome was the centre of a vast trading network. Huge quantities of goods
were imported into Rome from all over the Empire. Rome had to be reached
from all parts of the Empire.
(2) They wanted to move soldiers and equipment quickly so that the huge
empire could be kept under control. The roads were also important for the
postal system and for transporting goods.
(3) Transporting goods was the most important reason.
S. 140
6)
(1) It was a very strenuous journey and Horace didn’t enjoy it.
(3) Problems in the time of the Romans – weather conditions, bad roads,
journeys lasting many days,...
(4) Problems nowadays – traffic jams, accidents, pollution,...

EXPLORING EUROPE 6th Grade

Transcrição

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