Material First Term

10TH GRADE
CLIL MATERIAL
1st TERM
IE SOFÍA CAMARGO DE LLERAS

Departamento de inglés
CLIL IED Sofía Camargo de Lleras. 10th grade
Dear peer,
Here you will study CLIL topics. The
focus is to learn this material. Not just
answer reading comprehension
questions. Those questions and activities
are for you to process and consolidate
knowledge but you need to study by
heart the topics explained here. The
General core subjects we are dealing
with are: Physics, PE/Personal
Development, Technology and Social
Studies. Make the best of it.
FIRST TERM TOPICS:

O. Vocabulary (leveling up)
I. Introduction to physics
II. Scientific Method
III. Magnitudes
IV. Mechanics and motion (movement)
V. Training and its types
VI. Body Image
VII. Personal Hygiene
VIII. Web Evolution
INDICADORES DE LA COMPETENCIA/DESEMPEÑO
•Lingüística:
-Estructura textos argumentativos orales y escritos de mediana longitud sobre temas académicos y científicos.
-Reconoce información general y específica en textos narrativos y descriptivos orales y escritos relacionados con temas
académicos de interés.
-Distingue expresiones relacionadas con: causa/efecto, síntesis, clarificación, etc.
•Pragmática:
-Reconoce ideas generales y específicas en textos escritos argumentativos cortos sobre temas académicos y científicos.
-Intercambia opiniones sobre temas académicos de interés.
•Socio-lingüística:
-Expresa opiniones sobre sobre temas académicos y científicos en interacciones espontáneas.
-Asume una posición crítica ante temas académicos o sociales de su interés.
-Participar en conversaciones sobre temas académicos.
-Expresa puntos de vista propios en textos argumentativos sencillos escritos y orales sobre temas académicos.
I. INTRODUCTION TO PHYSICS
1
A. Processing the text:

1. Look at the photos. Answer who is not a Physicists? But first match the name with the people in the pictures:
Silvia Torres-Peimbert
Marie Curie
Renee Horton
Stephen Hawking
Jim Parsons
Albert Einstein
2. What do you think Physicist do?
B. Identification and organisation of knowledge

Read and answer the questions below.
What is physics?
Physics is a branch of science that studies matter and its motion as well as how it interacts with energy and forces. Physics
is a huge subject. There are many branches of physics including electricity, astronomy, motion, waves, sound, and light.
Physics studies the smallest elementary particles and atoms as well as the largest stars and the universe. Scientists who are
experts in physics are called physicists. Physicists use the scientific method to test hypotheses and develop scientific laws.
Some of the most famous scientists in history are considered physicists such as Isaac Newton and Albert Einstein.
Why is physics important?
Physics explains how the world around us works. Many of our modern technologies are based off of scientific discoveries
made in the science of physics. Engineers use physics to help design airplanes, cars, buildings, and electronics such as
computers and cell phones. Important Discoveries in Physics Nicholas Copernicus - discovered that the Earth rotates
around the Sun. Galileo - demonstrated that heavy objects do not fall faster than lighter ones in his famous Leaning Tower
of Pisa experiment. Isaac Newton - published the three laws of motion and explained how gravity works. John Dalton -
described the atom and the atomic theory of matter. Albert Einstein - published the theory of relativity. Max Planck -
described quantum theory. This text is Copyright ©
Ducksters.
QUESTIONS:
1. Why is Physics considered a big subject?
2
2. What is the connection between scientific laws and Physics?
3. In what way, Physics has become important in the world?
C. Applying your knowledge. Use what you learned in context
A. Discussion questions:
1. What do you think is interesting about science?
2. Do you think anyone can be a physicist? Do you think you could be a physicist one day?
3. What areas in science generally or physics specifically do you find compelling? What would you be interested in
studying further? How might you pursue this field of study?
B. Look up an area of Physics (possible choices: atomic and molecular physics, astronomy, biophysics, chemical physics,
computational physics, condensed matter physics, cosmology, laser physics, materials science, nuclear physics, and
particle physics) and write a paragraph about that area of physics that answered questions below. Please, follow you
teacher illustration on how to write a paragraph.
1. Why is this field important?
2. How are scientists making discoveries in this field, are they conducting experiments, are the building models, are they
doing calculations, etc.?
3 Who is a scientist that has played a major role in this field? What are they famous for?
4. What is one question in this field that you find particularly interesting?
ASSIGMENT: Watch the video and answer the following questions:

Video: https://www.youtube.com/watch?v=5o49H76Y2Xc . Students watch and take notes.
1. What did the women say got them interested in physics and science? (list at least 2 reasons)
3
2. What are some of the things that the physicists in the video do? Or What things are the women working on in physics?
(list at least 2)
3. What advice do the women in the video have for future scientists?
4. What areas in science generally or physics specifically do you find interesting?
II. SCIENTIFIC METHOD

Observe the picture with a partner explain what it is happening.
Write the story here
4

Have you ever had a question about the world around you? Ever wondered why the sky is blue? Why the grass is green?
Scientists ask questions all the time. Then, they follow steps to find the answer! This method for finding answers to
science questions is called the scientific method.
The first step of the scientific method is to make an observation. To observe something is to look at it and
realize something. For example, you may be looking out the window and notice that all the grass on the
playground is green. In the winter, you may notice that the grass turns brown. You have just made an
observation.
The second step is to ask a question. What do you want to find out? Maybe your question is "why does the grass change
from green to brown in the winter?" Your question should be something you do not already know the answer to.
The third step is to form a hypothesis. A hypothesis is like an educated guess. What do you think the answer to your
question is? You may want to do some research about your question before you come up with your hypothesis. A
hypothesis is usually an "if... then" statement. For example, your hypothesis might be: "if there is less sunlight, then the
grass turns brown," or "if the air is colder, then the grass turns brown."
The fourth step is to test your hypothesis. This is the fun part! To test a hypothesis, scientists conduct experiments.
Coming up with an experiment can be tricky. What can you do to find the answer to your question? Maybe
you will grow grass in different environments, changing the levels of light and the temperature. You could
observe the grass and take notes, recording whether or not the grass turns brown.
The fifth and final step is to analyze your data and draw a conclusion. Let's say that looking back through
your notes, you notice that the grasses that were kept cold turned brown while the grasses that were kept warm stayed
green. You may come to the conclusion that grass turns brown in the winter because of the colder temperatures. Once your
hypothesis has been proven, it becomes a theory.
1.) What is the scientific method?

A. A school for scientists
B. A way to find answers to questions
C. A type of science experiment
D. A question about the world
2.) What is an observation?
A. A question
B. A conclusion
C. Something you notice
D. A guess
3.) What is a hypothesis?

A. A question
B. A theory
C. A conclusion
D. An educated guess
4.) Which of the following is an "if. then" statement?

A. It breaks when I drop it
B. If I drop it, then it breaks
C. It will break when it is dropped
D. If dropped, it might break
5
5.) Which word has a similar meaning to the word conclusion?

A. Answer
B. Question
C. Guess
D. Problem
6.) The first step of the scientific method is...

A. Draw a conclusion
B. Form a hypothesis
C. Ask a question
D. Make an observation
7.) True or False: Your science question should be something you already know the answer to.
A. True B. False
8.) True or False: You may want to do some research before you come up with your hypothesis.
A. True B. False
9.) What is the fourth step in the scientific method?

A. Draw a conclusion
B. Form a hypothesis
C. Conduct an experiment
D. Ask a question
10.) What is the difference between a hypothesis and a theory?

A. They are the same thing
B. A hypothesis is true and a theory is not
C. A theory is proven and a hypothesis is not
D. A theory is a question and a hypothesis is an answer
A. There are six steps in the scientific method. Fill in the names in the first column. In the second column, explain what
each step means. Use the last column to organize your own experiment (further activity).
STEPS What do you do at this step? Example of this step (You can use this to
Why do you do it? review an experiment
or plan your own!)
1.
6
2.
3.
4.
5.
6.
B. You can use these steps to answer many questions in every day life. If you can ask the question, you can apply the
scientific method to answer it.
Remember: the steps of the scientific method are:
1. Ask a question.
2. Make a hypothesis.
3. Test the hypothesis with an experiment.
4. Analyze the results of the experiment.
5. Draw a conclusion.
6. Communicate results.
ASSIGMENT: Now, choose one of the questions from the list below (and definitely feel free to add your own questions–
and add any good ones in the comments!). Follow the scientific method to answer the question. Then design your own
experiment to answer another question from the list.
List of everyday questions to test scientifically:
1—What is the fastest route from my house to school?
2—What breakfast gives you the most energy in gym class?
3—What is the most popular lunch option in the cafeteria?
4—What type of joke makes my little brother laugh the most?
5—What most annoys my best friend?
6—What time of day do I feel most awake?
7—What is the best baseball team in the league? (You could think about a baseball season as a prolonged set of
experiments.)
8—When is the best time to go to the grocery store to avoid lines?
Here’s an example of how you could set up the first experiment:

Question: What is the fastest route to school?
Hypothesis: Taking Main Street to Elm Street to avoid the light on Maple Avenue is the fastest route to school.
Experiment: Drive to school at the same time each day at the same speed, taking a variety of routes. Make sure to include
the hypothesis route. Record the time for each route.
Analysis: Analyze the different route times, selecting the fastest.
Conclusion: Determine whether your route hypothesis was correct.
Discussion: Share the results of your test to help others get to school on time.
III. MAGNITUDES
In groups, discuss what is the picture showing. The report to your teacher. Please, use your dictionary for new words or
words you do not know or remember
7
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________
Have you ever sat out at night, gazed up at the sky, and wondered why some stars are brighter than others? Hipparchus, an
ancient Greek astronomer, first compared the brightness of stars. His method was called the apparent magnitude of stars.
It just compared how bright the stars appear to us from Earth. It did not compare the actual brightness of stars compared to
each other.
It was only after the invention of the telescope that we developed a way to compare the 'true' brightness of stars to each
other. This method, called absolute magnitude, allows astronomers to compare the brightness of stars as if they were all
the distance of 10 parsecs from Earth. One parsec is equal to 3.26 light years, so that means that the light from a star 10
parsecs away would take more than three years to reach Earth!
The term magnitude is defined as “how much of a quantity”. For instance, the magnitude can be used for explaining the
comparison between the speeds of a car and a bicycle. It can also be used to explain the distance travelled by an object or
to explain the amount of an object in terms of its magnitude. Therefore, what is magnitude in Physics?
In Physics, magnitude is defined as the maximum extent of size and the direction of an object. Magnitude is used as a
common factor in vector and scalar quantities. By definition, we know that scalar quantities are those quantities that have
magnitude only. Whereas vector quantities are those quantities that have both magnitude and direction.
Mechanics is a quantitative science which means we will describe human movement and its causes using numbers. To
provide information about a movement, we have to be able to specify how it is measured. For example, we define distance
and time by specifying methods for measuring them, whereas we define average speed by stating that it is calculated as
distance traveled divided by time of travel.
Measurements of physical quantities are expressed in terms of units, which are standardized values. For example, the
length of a race, which is a physical quantity, can be expressed in units of meters (for sprinters) or kilometers (for distance
runners). Without standardized units, it would be extremely difficult for scientists to express and compare measured
values in a meaningful way.
There are two major systems of units used in the world: SI units (also known as the metric system) and English units (also
known as the customary or imperial system). English units were historically used in nations once ruled by the British
Empire and are still widely used in the United States. Virtually every other country in the world now uses SI units as the
standard; the metric system is also the standard system agreed upon by scientists and mathematicians. The acronym “SI”
is derived from the French Système International.
The seven basic units of quantities are: Length - meter (m), Time - second (s), Amount of substance - mole (mole),
Electric current - ampere (A), Temperature - kelvin (K), Luminous intensity - candela (cd) and Mass - kilogram (kg)
QUESTIONS
1. Define magnitude. Write a short paragraph.
8
2. What is the relationship between movement and quantity?
3. Why do we need a standardize unit of measurement?
Think of objects around you (at home, at school, in the Street..) Use the units of quantity and write the measurement.
IV. MECHANICS AND MOTION (MOVEMENT)

Observe the picture, what does the picture describe?

Mechanics and Motion
Motion is one of the key topics in physics. Everything in the universe moves. It might only
be a small amount of movement and very very slow, but movement does happen. Don't forget
that even if you appear to be standing still, the Earth is moving around the Sun, and the Sun
is moving around our galaxy. The movement never stops. Motion is one part of what
physicists call mechanics. Over the years, scientists have discovered several rules
or laws that explain motion and the causes of changes in motion. There are also special laws
9
when you reach the speed of light or when physicists look at very small things like atoms.
Speed it Up, Slow it Down

The physics of motion is all about forces. Forces need to act upon an object to get it moving, or to change its motion.
Changes in motion won't just happen on their own. So how is all of this motion measured? Physicists use some basic
terms when they look at motion. How fast an object moves, its speed or Velocity, can be influenced by forces. (Note:
Even though the terms 'speed' and 'velocity' are often used at the same time, they actually have different meanings.)
Acceleration is a twist on the idea of velocity. Acceleration is a measure of how much the velocity of
an object changes in a certain time (usually in one second). Velocities could either increase or
decrease over time. Mass is another big idea in motion. Mass is the amount of something there is, and
is measured in grams (or kilograms). A car has a greater mass than a baseball.
Simple and Complex Movement

There are two main ideas when you study mechanics. The first idea is that there are simple
movements, such as if you're moving in a straight line, or if two objects are moving towards each other in a straight line.
The simplest movement would be objects moving at constant velocity. Slightly more complicated studies would look at
objects that speed up or slow down, where forces have to be acting.
There are also more complex movements when an object's direction is changing. These would involve curved movements
such as circular motion, or the motion of a ball being thrown through the air. For such complex motions to occur, forces
must also be acting, but at angles to the movement. In order to really understand motion, you have to think about forces,
acceleration, energy, work, and mass. These are all a part of mechanics.
The Four Basic Types Of Motion
Want to know more about linear motion and the other three types?
Everything naturally wants to move and change. In the world of mechanics, there are four basic types of motion. These
four are rotary, oscillating, linear and reciprocating. Each one moves in a slightly different way and each type of achieved
using different mechanical means that help us understand linear motion and motion control.
ROTARY MOTION
Rotary motion is anything that moves in a circle. This type of motion was among the first discovered in ancient times.
Think of a spinning wheel on which people spun wool. A car's engine works the same way. Like linear cylinders, rotary
actuators are used across a wide range of industries and come in electric, pneumatic and hydraulic options.
OSCILLATING MOTION
Something that oscillates moves back and forth. Anything that repeats the motion cycle after a certain period is considered
to be oscillating. This type of motion is found everywhere in our world: a sprinkler system, the pendulum of a clock or
even sound waves.
You may be thinking that a rotary actuator functions as an oscillating device, and for that matter, so does a linear one
when it repeats a continuous movement. When it comes to actuators, linear and rotary can be viewed as oscillating.
LINEAR MOTION
Simple enough, linear motion is anything that moves in a straight line, like our linear actuators. Time, as far as we know,
moves in a linear fashion. Just like rotary devices, you can find linear cylinders in electric, pneumatic or hydraulic
options. They have driven the field of automation, manufacturing, robotics, and others into a new age because, in the past,
rotary motion was the only means to create motion.
10
Reciprocating motion, also called reciprocation, is a repetitive up-and-down or back-and-forth linear motion. It is found in
a wide range of mechanisms, including reciprocating engines and pumps. The two opposite motions that comprise a single
reciprocation cycle are called strokes.
Newton's Laws of Motion
There was this fellow in England named Sir Isaac Newton. A little bit stuffy, bad hair, but quite an intelligent guy. He
worked on developing calculus and physics at the same time. During his work, he came up with the three basic ideas that
are applied to the physics of most motion (NOT modern physics). The ideas have been tested and verified so many times
over the years, that scientists now call them Newton's Three Laws of Motion.
First Law
The first law says that an object at rest tends to stay at rest, and an object
in motion tends to stay in motion, with the same direction and speed.
Motion (or lack of motion) cannot change without an
unbalanced force acting. If nothing is happening to you, and nothing does
happen, you will never go anywhere. If you're going in a specific direction,
unless something happens to you, you will always go in that direction.
Forever.
You can see good examples of this idea when you see video footage of astronauts. Have you ever noticed that their tools
float? They can just place them in space and they stay in one place. There is no interfering force to cause this situation to
change. The same is true when they throw objects for the camera. Those objects move in a straight line. If they threw
something when doing a spacewalk, that object would continue moving in the same direction and with the same speed
unless interfered with; for example, if a planet's gravity (force) pulled on it (Note: This is a really really simple way of
descibing a big idea. You will learn all the real details - and math - when you start taking more advanced classes in
physics.).
Second Law
The second law says that the acceleration of an object produced by a net
(total) applied force is directly related to the magnitude of the force, the
same direction as the force, and inversely related to the mass of the object
(inverse is a value that is one over another number... the inverse of 2 is 1/2).
The second law shows that if you exert the same force on two objects of
different mass, you will get different accelerations (changes in motion). The
effect (acceleration) on the smaller mass will be greater (more noticeable).
The effect of a 10 newton force on a baseball would be much greater than that
same force acting on a truck. The difference in effect (acceleration) is entirely
due to the difference in their masses.
Third Law
The third law says that for every action (force) there is an equal and opposite reaction (force). Forces are found in pairs.
Think about the time you sit in a chair. Your body exerts a force downward and that chair needs to exert an equal force
upward or the chair will collapse. It's an issue of symmetry. Acting forces encounter other forces in the opposite direction.
There's also the example of shooting a cannonball. When the cannonball is fired through the air (by the explosion), the
cannon is pushed backward. The force pushing the ball out was equal to the force pushing the cannon back, but the effect
on the cannon is less noticeable because it has a much larger mass. That example is similar to the kick when a gun fires a
bullet forward.
Activity 1:
Interact with the text. Please, write, in your notebook, the unknown vocabulary you found in Newton's Laws of Motion.
Write its meaning.
11
Fellow: a man or boy. / a person in the same position, involved in the same activity, or otherwise associated with
another.
Activity 2: Watch this video about Newton’s 3 laws of motion. https://www.youtube.com/watch?v=08BFCZJDn9w. In

groups of 3 or 4 students, Make this graph in a poster paper (use marker, colors…). Use your own words to complete it.
Talk about it to your teacher. Using your graphs as visual.
Activity 3: answer the following questions.

1. The continuous displacement of an object is called
A. Motion
B. Stationary
C. Leather
D. none
2. This shows Oscillatory Motion
A. Motion a child on swing
B. Movement of Earth on its axis
C. Movement of the Earth around the Sun
D. None of these
3. Identify the types of motion in a spinning top.
A. Circular motion
B. Rectilinear motion
C. Rotatory motion
D. All of these
4. A carousel ( merry go round ) is an example of
A. Oscillatory
B. Linear
C. Circular
D. Non
5. The motion of the pendulum is ________________.

A. Rectilinear
B. Oscillatory
C. Rotational
6. Gravity is …
A. A force
B. Energy
C. A push
D. All of them
7. Which of Newton's Laws states that an object's force depends on an object's mass?
A. Newton's 1st Law of Motion
B. Newton's 2st Law of Motion
C. Newton's 3st Law of Motion
8. According to Newton's law, when a person pushes on a wall, the wall will have a equal and opposite reaction.
Which Newton's law does this apply to?
A. Newton's 1st law
B. Newton's 2st law
12
C. Newton's 3st law

D. Newton's 4st law
9. An automobile you are riding in suddenly stops, but you continue to go forward.
A. Newton's 1st Law of Motion
B. Newton's 2st Law of Motion
C. Newton's 3st Law of Motion
D. Law of gravity
10. Which example best describes Newton’s 3rd Law?
A. A large truck takes longer to slow down than a car
B. Falling forward in a train that is slowing down quickly
C. Paddling a canoe to make the boat move
Activity 1: Look at the picture and explain the Laws of Motion. Use your knowledge and information from the reading
text.
Activity 2: On a separate sheet of paper you will be designing a t-shirt over one of newton’s laws of motion. You can
choose any of the 3 you would like.
● On the front you should draw an image that shows the law of motion you chose in action.
● On the back you should come up with a 1 or 2 lined slogan or saying that is related to the law of motion you chose
● Write 3-5 sentences explaining how the picture you drew and saying or slogan you came up with explain the law of
motion you chose.
Example:
13
V. Training: concept and types

1. What are these people doing? Write your answers
3. Talk to your partner. Answer the questions below in pairs.

a. Do you train? If so, how? If not, why?
b. Do you think that in PE classes at school, you recieve good training to improve your fitness?
c. Use your dictionary if it is necessary, what is plyometric? What is fartlek? What is Interval?
Read and answer the questions below:
A training method is the form of exercise you select to improve your fitness. The training method selected has a significant impact on
training outcomes. Training must be relevant to your goals, this refers to the training principle of specificity. Those interested in
improving strength and power may use weight or plyometric training whereas someone wanting to improve their cardiovascular
fitness may use continuous, fartlek or interval training.
14
The seven methods of training in sports are: Continuous training, Fartlek Training, Circuit Training, Interval Training, Plyometric
Training, Flexibility Training and Weight Training. Each sports training method is unique and has its own advantages and
disadvantages. Certain types of training complement specific sports, such as continuous training works well with athletes who
compete marathons and sports coaches and athletes should be aware of these and how to best in cooperate them into their training
programmes.
Continuous training is any form of training that maintains the heart rate at a desired level over a sustained period of time. An example
of continuous training would be cycling for 30 minutes at an intensity that raises the heart rate. Other examples of exercises include
running, swimming or a mix (e.g. Triathlons).
Fartlek training is a method of training that uses periods of exercise and rest. An example of Fartlek training is running at a full sprint
for 10 seconds, walking for 1 minute followed by a medium intensity jog for 4 minutes. An athlete would then rest for a set period of
time and then repeat the programme again. Fartlek training should always consist of both high and low intensity training.
Circuit training is a type of training that involves exercises at a variety of different stations. An example of circuit training could be to
have six stations where an athlete completes 30 seconds of activity at each station. The stations could consist of: Burpess, Press ups
Sit ups, Skipping ,Tricep dips , Squats
Weight training is a method of training using weights. This could be free standing weights such as the adjustable dumbbells, body
weight exercises, resistance bands or weight machines. Athletes use their 1 Rep Max to determine the intensity of the activity in
weight training. Weight training is measured using Sets and Reps.
Interval training works on both aerobic and anaerobic systems as well as developing the body’s recovery system.
Plyometric training is a type of training that involves exercises with short bursts of high intensity. An example of a plyometric exercise
is a reverse lunge with knee-up.
Flexibility training is often regarded as an addition to a training session and not fully planned for in a yearly training programme. To
do this correctly, Flexibility training should be incorporated into each training session as well as dedicated training sessions just
focusing on developing flexibility.
QUESTIONS:
1. Why do we need to know about the different types of training methods used in sports?
2. What are the differences between Flexibility training and Circuit training?
3. What are the differences between Weight training and Fartlek training?
4. What are the differences between Continous training and Interval training?
15
1. Describe what type of exercises you do during your EP classes.
2. Tell advantages and disadvantages of at least three different types of training.
4. ASSIGNMENT: Oral test

Design a mind map about training and its type. Do it in half poster paper. Please, choose one in particular to speak a
little bit more. In group of four, be ready to talk about it.
REMEMBER: A Mind Map is a diagram for representing tasks, words, concepts, or items linked to and arranged
around a central concept or subject using a non-linear graphical layout that allows the user to build an intuitive
framework around a central concept.
VI. BODY IMAGE

1. Observe the picture, talk to you partner: what is the message?
2. Answer: What do ‘healthy’ and ‘unhealthy’ body image mean? (Whole class)

Body image is a combination of the thoughts and feelings that you have about your body. Body image may
range between positive and negative experiences, and one person may feel at different times positive or negative
or a combination of both. Body image is influenced by internal (e.g. personality) and external (e.g. social
environment) factors.
The four aspects of body image are:
16
 The way you see your body is your perceptual body image. This is not always a correct representation of how you
actually look.
 The way you feel about your body is your affective body image. Feelings may include happiness or disgust, but
are often summarised as the amount of satisfaction or dissatisfaction you feel about your shape, weight and
individual body parts.
 The way you think about your body is your cognitive body image. This can lead to preoccupation with body shape
and weight.
 The behaviours you engage in as a result of your body image are your behavioural body image. When a person is
dissatisfied with the way they look, they may isolate themselves or employ unhealthy behaviours as a means to
change appearance.
When referring to body image, people usually talk about healthy and unhealthy body image.
Healthy body image is about feeling comfortable in your own skin:
• Feeling happy most of the time with the way you look.
• Feeling good about yourself.
• Valuing yourself by who you are, not by what you look like.
Unhealthy or negative body image is believing your body isn’t good enough:
• Thinking that you look too fat.
• Feeling like you’re not pretty enough or muscular enough.
• Believing that your looks determine your value as a person.
• Fixating on trying to change your body shape.
You need to understand that…
As a teen, you are going through a ton of changes in your body and as your body changes, so does you image of
yourself lots of teen have trouble adjusting and this can affect their self-esteem and, consequently, how they act. For
example, a person who has high self-esteem will make friends easily, is more in control of his/her behavior, and will enjoy
life more.
Some teens struggle with their self-esteem when they begin puberty. Body changes, combined with a natural desire
to feel accepted, makes it tempting for teens to compare themselves with others – the people around them or actors
and celebs they see on TV, in movies, or in magazines. But it is impossible to measure ourselves against others because
the changes that come with puberty are different for everyone. Some people start developing early; others are late
bloomers. It all depends on how our genes have programmed our bodies to act.
It is not just development that affects self-esteem, though. Many other factors like media image of skinny girls and
bulked-up guys can affect it too. According to some experts, family life can also influence self-esteem. Some parents
spend more time criticizing their kids and the way they look than praising them, which can reduce kids’ ability to develop
good self-esteem.
If you have a positive body image you probably like and accept yourself the way you are. This healthy attitude allows
you to explore other aspects of growing up, such as developing good friendships, growing more independent from your
parents, and challenging yourself physically and mentally. A positive, optimistic attitude can help people develop strong
self-esteem -for example, saying, “hey, I’m human” instead of “wow, I’m such a loser” when you have made a mistake, or
not blaming others when things do not go as expected. Knowing what makes you happy and how to meet your goals can
help you feel capable, strong, and in control of your life. A positive attitude and a healthy lifestyle (such as exercising and
eating right) are a great combination for building good self-esteem.
17
Some people think they need to change how they look or act to feel good about themselves. But, actually all you
need to do is change the way you see your body and how you think about yourself. Everyone (even the most perfect-
seeming celeb) has things about themselves that they can not change and need to accept -like their height or their shoe
size. If there are things about yourself that you want to change and can (such as how fit you are), do it by making goals
for yourself. For example, if you want to get it, make a plan to exercise everyday and eat nutritious foods. Then, keep
track of your progress until you reach your goal. Whey you hear negative comments coming from within yourself, tell
yourself to stop. Try building your self-esteem by giving yourself three compliments every day. While you are at it, every
evening list three things in your day that really gave you pleasure. It can be anything from the way the sun felt on your
face, the sound of your favorite band, or the way someone laughed at your jokes. By focusing on the good things you do
and the positive aspects of your life, you can change how you feel about yourself.
(Adapted from http//kidhelath.org/teen/your_mind/body_image).
QUESTIONS:
A. Find the self-compound words to the following explanations. You may use a dictionary.
1. the ability to love and accept oneself as you are ___________________

2. the sense of one’s own value or worth ______________________
3. discipline and training of oneself, usually for improvement ________________________
4. Freedom to act or decide without consulting others ______________________
5. a realistic respect for or favorable impression of oneself _____________________
6. confidence in one’s own judgement, ability, power, etc. ________________________
7. knowledge or understanding of oneself, one’s character, abilities etc. _________________
8. control of oneself or one’s actions, feelings, etc.____________________
B. Answer:
1. What is Body image?
____________________________________________________________
2. Why do some people feel negative about their body, and what can they do about it?
____________________________________________________________
A. Discuss in groups of 4. Then choose a spokesperson and share the group answers.
1. Why do you think body image is important to most people?

_____________________________________________________________________________________________
2. If a friend of yours began to use steroids, what could you say or do to stop him/her?
_______________________________________________________________________________________________
3. What could you say or do if a friend became very depressed over a perceived physical flaw?
______________________________________________________________________
4. Beyond physical appearance, what qualities in others do you find attractive?
____________________________________________________________________________________
5. If people really knew you, what qualities of yours (beyond physical appearance) would they find attractive?
__________________________________________________________________
B. Complete the jar with your most valuable aspects.
18
C. Describe yourself. Here include positive aspect and those aspect you need to start changing.
VII Personal Hygiene

1. Write words related to personal hygiene.
2. Keeping your body clean is one of the ways that you stay healthy. Washing your hands regularly prevents the spread of
many contagious diseases. Put a check next to each activity if you should wash your hands before or after you do it:
( ) Eating
( ) Going to the toilet
( ) Gardening
( ) Coughing
Read, learn and do the activities.

Personal hygiene is caring for your own cleanliness of your body and clothes. Paying attention to detail with your
hygiene is a critical skill we must learn at an early age. Most kids are "straight up" yucky, when it comes to hygiene. They
have not been taught why we should keep our bodies and general appearance clean cut. The benefits to our well being and
19
the expected perception by others is immeasurable, when it comes to cleanliness. Pay close attention to these general
healthy hygiene procedures that you should ponder and make your own.
Try to keep your body clean because your body can get unpleasant smell. Body smells can be caused by different
things. Our bodies make chemicals, like pheromones, that attract or repel others. When our body tries to get rid of certain
chemicals, like garlic and alcohol, these chemicals can temporarily make our breath smell bad. Smells can also be caused
by bacteria on our skin and clothes.
Bacteria live on our skin. Bacteria are microorganisms that ‘feed’ on dead skin cells and body fluids like sweat.
The chemicals produced by some of these bacteria have an unpleasant smell. These smelly chemicals build up every day,
so bathe every day, and to change your clothes daily, especially your socks and your underwear. Shoes can get smelly
from bacteria too! Letting them “air out” occasionally will keep your shoes from getting stinky.
Therefore, it is important to follow different actions or procedure to have our body clean. Some of these are: brush
your teeth, take a bath or shower, change your clothes at least every day or when they get dirty or smelly, change your
underwear at least everyday, air out shoes, wash your hair, floss your teeth, use mouthwash, wash your hands regularly …
Be aware that there are always good ways to perform these actions. Here some tips on how to wash your hands:
• Use soap and clean water.

• Wash your hands all the way up to and including your wrists.
• Use a brush to scrub under dirty nails.
• Use a paper towel or a hot air dryer to dry your hands.
• If soap and water is not available, use an alcohol ‐based sanitiser. Put about half a teaspoon of the sanitizer in the
palm of your hand, then rub your hands together until they are dry.
QUESTIONS:
What causes body odors?

__________________________________________________________________________________
___________________________________________________________________________________
What can you do to prevent unpleasant body odor?

___________________________________________________________________________________
___________________________________________________________________________________
Can you add some other actions to have your body clean?
______________________________________________________________
Can you give tips on how to take a shower or a bath?

__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
______________________________________
Answer the following questionnaire. It helps you get vocabulary related with personal hygiene.
1. What do you use to wash your hair with?
a. hair tie b. hair razor c. shampoo d. fingernail polish
20
2. What do women use to pluck out unwanted hair from their eyebrows?
a. mirror b. tweezers c. cologne d. clippers
3. What do women apply to their eyelids to give them some color?

a. shower cap b. dryer c. fingernail brush d. eyeshadow
4. What is the small piece of fabric called that you use to clean your face?
a. mascara b. washcloth c. comb d. clippers
5. What do people use under their arms to keep them from smelling bad?
a. razor b. deodorant c. fingernail polish d. lipstick
6. What can you use on your face to take away the shine?
a. powder b. mascara c. lotion d. hairbrush
7. What do girls use to tie to hold their hair in place?

a. hair tie b. brush c. comb d. curling iron
8. What can be used to keep your hair dry while taking a shower or bath?
a. tweezers b. hair razor c. shower cap d. toothpaste
9. What is a rough sponge called that helps remove dead skin from your body?
a. fingernail polish b. luffa c. shampoo d. razor
10. What do you put on your toothbrush to clean your teeth?

a. toothpaste b. barrettes c. brush d. luffa
11. What can you use to cut your fingernails or toenails with?
a. clippers b. barrettes c. curling iron d. cologne
12. What do women apply to their lips to make them look pretty?
a. file b. lipstick c. soap d. powder
13. What do most people need every month or two so their hair doesn’t get too long?
a. haircut b. brush c. cologne d. comb
14. What do women use to bend their eyelashes?

a. haircut b. eyelash curler c. eyeshadow d. mascara
15. What do men and women use to take tangles out of their hair?
a. shower cap b. perfume c. comb d. haircut
16. What do many men use to shave off and tidy up the edges of their hair?
a. toothbrush b. lotion c. hairbrush d. hair razor
17. What do men and women to shave off unwanted body hair?
a. brush b. razor c. mouthwash d. luffa
18. What can you use to clean out the dirt under your fingernails?
a. hair clip b. fingernail brush c. comb d. dryer
21
19. What can you use to clean the food out between your teeth?
a. mouthwash b. hair tie c. clippers d. floss
20. What should you use three times a day to clean your teeth?
a. toothbrush b. curling iron c. hairbrush d. barrettes
21. What can you use to remove sharp edges or cracks from fingernails?
a. hair tie b. file c. brush d. toothbrush
22. What can you use if you don’t want to go out with wet hair?
a. dryer b. mirror c. hairbrush d. floss
23. What do men use to smell nice?

a. curling iron b. eyeshadow c. cologne d. powder
24. What can you use to smooth out tangles in long hair?
a. hairbrush b. luffa c. mascara d. fingernail polish
25. What do women with a lot of hair use to hold it back from their face?
a. cologne b. curling iron c. hair clip d. lipstick
26. What can you use to moisturize dry skin?

a. clippers b. lotion c. deodorant d. perfume
27. What can be used to clip small sections of hair in place?

a. haircut b. barrettes c. comb d. shampoo
28. What can be used to clean your hands or bathe in the shower?
a. fingernail brush b. eyeshadow c. mouthwash d. soap
29. What do ladies put on to smell nice?

a. perfume b. barrettes c. tweezers d. curling iron
30. What can you use to take a look at yourself before you leave the house?
a. deodorant b. eyeshadow c. mirror d. razor
31. What can you use to put waves in your hair?

a. lipstick b. toothpaste c. curling iron d. eyelash curler
32. What can you rinse with to help your mouth feel clean and fresh?
a. perfume b. mouthwash c. dryer d. mirror
33. What can be used on eyelashes to make them look longer and thicker?
a. mirror b. toothbrush c. mascara d. hairbrush
34. What do some people use to apply hair dye?

a. perfume b. shampoo c. toothbrush d. brush
35. What do women use to decorate their fingernails?

a. clippers b. brush c. barrettes d. fingernail polish
22
VIII. The Web Evolution

Answer the following questions in groups:
1. What is internet?
2. Why is internet so important?
3. How do you think the world will be different if we donot have internet?
4. Has Internet evolved? How?
1. Read the text and answer the questions below.
Tim Berners-Lee, a British scientist, invented the World Wide Web (WWW) in 1989, while working at CERN. The Web
was originally conceived and developed to meet the demand for automated information-sharing between scientists in
universities and institutes around the world. He never believe how powerfull this will be.
The internet has inarguably been the most important technology revolution in the history of mankind and fortunately, we
have been in the right generation to keep up and observe the wide impact that it has on the world. However, the web that
we know today has seen many phases, broadly categorized into three phases - Web 1.0, Web 2.0, and Web 3.0.
Web 1.0
Web 1.0 was the first stage of the World Wide Web revolution, usually referred to as read-only web. This was how the
Internet we know today started in the first place, where the websites were merely informational and comprised entirely
static content; they were only linked together by hyperlinks and lacked any interactive content or design elements.
Moreover, this was the era when only text emails could be written and sent, one could not even upload or attach any
images or pictures. Although, personal pages were quite common, consisting mainly of static pages hosted on ISP-run
web servers, or on free web hosting services. Interestingly, it cost the user as per pages viewed. It had directories that
enabled the user to retrieve a particular piece of information.
In a nutshell, Web 1.0 was a content delivery network (CDN) that enabled to showcase of the piece of information on the
websites where users passively receive information without being given the opportunity to post reviews, comments, and
feedback. The content here was served from the server's file system and the pages were built using Server Side Includes
(SSI) or Common Gateway Interface(CGI). Interestingly, frames and tables were used to position and align the elements
on a webpage back then!
It spawned the dot-com bubble, which lasted from 1995 to 2000 and included many internet-based businesses. These were
the companies that emerged with Web 1.0:
Web 2.0
Web 2.0 was the second stage of the evolution of the web, also called the read-write web and it was the phase when
websites grew in terms of user interaction. It was the period when websites became more focused on user-generated
content, usability, and interoperability for end-users, leading them to become the - participative social web.
During Web 2.0, terms like blogs, social media, and video streaming gained popularity. This time period is also
acknowledged for the ease with which music and video clips could be exchanged. It opened doors to podcasting,
blogging, tagging, curating with RSS, social bookmarking, social networking, social media, web content voting, etc. It
was the birthplace of Youtube, Wiki, Flickr, Facebook, and so on. Also, blogging became popular with the introduction of
23
WordPress which started as a PHP & MySQL-led blogging platform and has now advanced to become a full content
managed system (CMS) which powers over a quarter of the web and e-Commerce completely revolutionized the way we
shop.
Thus, Web 2.0 brought a fundamental shift where people were allowed to share their perspectives, opinions, thoughts, and
experiences via a number of online tools and platforms. It brought us the concept - ' Web as Platform ', where software
applications are built upon the Web as opposed to upon the desktop. This was when websites began using web browser
technologies such as AJAX and Javascript frameworks. This period continued to see the origin of APIs(Application
Programming Interface) - a software intermediary that allows two applications to communicate with one another.
Web 3.0
Web 3.0 is the next generation of web, also termed as the executable web or read- write-execute web. It began with the
onset of dynamic applications, interactive services, and “machine-to-machine” interaction. It is used to describe many
evolutions of web usage and interaction between various paths. Data is not owned in this case, but rather shared, with
services displaying different views for the same web/data.
It has also been referred to as Semantic Web to describe a web in which machines would process content in a humanlike
way where all data would be connected and understood both contextually and conceptually, leading to the herald of
Artificial Intelligence and Machine Learning. With this, information is more connected thanks to semantic metadata. As a
result, the user experience evolves to another level of connectivity that leverages all the available information.
Two key terms associated with this phase are - semantic markup and web services. Apart from defining an item's
appearance, semantic markup aids in its description. It guides in the search for other matched items based on similar
attributes. Semantics, as opposed to Web 2.0, focuses on easy searching. You can now simply enter a keyword into Google
Search and it will intelligently suggest related words.
Web 3.0 – What next?

Universal applications
The future of Web 3.0 points to universal applications which can be read and used by a large number of devices and
software types, making the ways in which we indulge business and leisure increasingly convenient.
The decentralized web

The rise of technologies such as distributed ledgers and blockchain storage will enable data decentralization and the
creation of a transparent and secure environment, subverting Web 2.0's centralization, surveillance, and exploitative
advertising. Decentralized infrastructure and application platforms will displace centralized tech giants, allowing
individuals to rightfully own their data.
ACTIVITY 1:
Build your vocabulary BANK of words you do not know you find in the Reading. Look up their meaning using your
monolingual dictionary. Write it on your notebook
ACTIVITY 2:
Based on the Reading above, summarize the information interpreting the following infographic. Write your ideas and
show them to your teacher.
24
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
______________________________________________________________
ACTIVITY 3:
Based on the Reading above summarize the information interpreting the following infographic. Write
your ideas and show them to your teacher.
25
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
______________________________________________________________
ACTIVITY 4: Based on the graph below explain how the universal digital ledger work.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
26
________________________________________________________________________________
________________________________________________________________________________
______________________________________________________________
Based on the information you have learned here and some other you can research, creat a webquest
that tell people about the web evolution. Please, be creative. Include videos, timeline, personal
experience, etc. Groups of 4. Send your webquest link to your teacher. You can use these webquest
creators:
http://www.webquestcreator2.com/majwq/
http://zunal.com/
http://questgarden.com/
https://aula21.net/Wqfacil/webquest.htm
27

Material First Term

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Material First Term

Uploaded by

Copyright:

Available Formats

10TH GRADE

IE SOFÍA CAMARGO DE LLERAS

FIRST TERM TOPICS:

A. Processing the text:

2. What do you think Physicist do?

B. Identification and organisation of knowledge

2. What is the connection between scientific laws and Physics?

3. In what way, Physics has become important in the world?

C. Applying your knowledge. Use what you learned in context

ASSIGMENT: Watch the video and answer the following questions:

4. What areas in science generally or physics specifically do you find interesting?

II. SCIENTIFIC METHOD

Write the story here

B. Identification and organisation of knowledge

1.) What is the scientific method?

3.) What is a hypothesis?

4.) Which of the following is an "if. then" statement?

5.) Which word has a similar meaning to the word conclusion?

6.) The first step of the scientific method is...

9.) What is the fourth step in the scientific method?

10.) What is the difference between a hypothesis and a theory?

C. Applying your knowledge. Use what you learned in context

Here’s an example of how you could set up the first experiment:

1. Define magnitude. Write a short paragraph.

2. What is the relationship between movement and quantity?

3. Why do we need a standardize unit of measurement?

C. Applying your knowledge. Use what you learned in context

IV. MECHANICS AND MOTION (MOVEMENT)

Observe the picture, what does the picture describe?

B. Identification and organisation of knowledge

Speed it Up, Slow it Down

Simple and Complex Movement

Activity 2: Watch this video about Newton’s 3 laws of motion. https://www.youtube.com/watch?v=08BFCZJDn9w. In

Activity 3: answer the following questions.

5. The motion of the pendulum is ________________.

C. Newton's 3st law

C. Applying your knowledge. Use what you learned in context

V. Training: concept and types

1. What are these people doing? Write your answers

3. Talk to your partner. Answer the questions below in pairs.

B. Identification and organisation of knowledge

Read and answer the questions below:

C. Applying your knowledge. Use what you learned in context

1. Describe what type of exercises you do during your EP classes.

2. Tell advantages and disadvantages of at least three different types of training.

4. ASSIGNMENT: Oral test

VI. BODY IMAGE

1. Observe the picture, talk to you partner: what is the message?

B. Identification and organisation of knowledge

Read and answer the questions below.

You need to understand that…

(Adapted from http//kidhelath.org/teen/your_mind/body_image).

1. the ability to love and accept oneself as you are ___________________

C. Applying your knowledge. Use what you learned in context

1. Why do you think body image is important to most people?

B. Complete the jar with your most valuable aspects.

VII Personal Hygiene

1. Write words related to personal hygiene.

B. Identification and organisation of knowledge

Read, learn and do the activities.

• Use soap and clean water.

What causes body odors?

What can you do to prevent unpleasant body odor?

Can you give tips on how to take a shower or a bath?