CHEEKY MONKEY 1 - Macmillan ELT | English … · Web viewThe blue planet: Asia, Africa, Europe, Antarctica, Australia, North / South America, Pacific / Atlantic / Indian / Arctic

Macmillan Natural and Social

Science 5SYLLABUS

Area: Conocimiento del Medio (English)

Stage: Primary Education3rd Cycle

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INTRODUCTORY UNIT

BASIC COMPETENCIES

C1: Competency in linguistic communication

– All the activities of the unit use the language as an instrument of communication. Ex. Asking questions about the Scientific method (PB page 5)

C2: Competency in mathematics

C3: Competency in knowledge of and interaction with the physical world

– Learning about the scientific method. (PB pages 4-5)

C4: Competency in new technologies

– Website activities: www.macmillanelt.es

C5: Competency in social awareness and citizenship

– Education for Peace : Understand the importance of respecting each other and cooperate when they do group activities. (PB page 5)

C6: Competency in artistic and cultural awareness

– Students say the Scientific method chant (PB page 5)

C7: Competency in learning to learn

– Self-evaluation of the unit by doing a class discussion so as to review the contents learnt. (TN page 34)

C8: Competency in autonomous learning and personal initiative

– Students describe what they can see in a picture in an autonomous way. (PB page 4)

C9: Emotional competency.(Castilla la Mancha)

– Learn to work in groups respecting each other and admitting both their own success and their classmates’. Ex. Do the Opening activity. (TN page 32)

OBJECTIVESThroughout this unit, the student will be able to achieve the following points:

To identify the stages of the scientific method C1 C3 C7 To get to know the Science Investigators C1 C3

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http://www.macmillanelt.es/

CONTENTSThroughout this introductory unit, we will place particular emphasis on Block 6 (Matter and energy):

Block 6. Matter and energy

- Listen and copy the stages of scientific method in order- Copy and match the definitions with the stages of the scientific

method in activity 1- Say the Scientific method chant- Read the poster again. Who are the Science Investigators and what do

they do?- What Science questions do you want to ask the Science Investigators?- Class discussion: Review

LINGUISTIC CONTENTS Topics: The Science Investigator

Scientific investigation : investigators, information, predictions, observations, record, scientists, questions, answers, scientific method, stages, research, hypothesis, conclusion

Key structures: Present simple questions: Have you got a Science question? What’s the air made of?Imperative: Send a text messageReceptive language: mysteries, look for, accurate, data, books, journals, internet, analyse, Natural and Social Science, text message

LEARNING STRATEGIES Discussing pictures. Saying a chant

CROSS-CURRICULAR ITEMS Music: Students say a chant about the scientific method.

ATTITUDES AND VALUES The importance of reviewing what they have already learnt Developing an interest in scientific investigation Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc.

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MIXED-ABILITY ACTIVITIES Extra worksheets of the Photocopiable Resources CD.

EVALUATION

1. EVALUATION RESOURCES Informal evaluation

- Teacher’s evaluation of the unit - Individual child assessment sheet- Class assessment sheets.

Formal evaluation- Diagnostic test

Self-evaluation- Self-evaluation section

2. KEY COMPETENCIES’ EVALUATION CRITERIA Getting acquainted with the Science Investigators (C1, C3, C5, C8) Discussing the pictures and the stages of scientific method (C1, C3, C5,

C8) Saying a chant about scientific method (C1, C3, C6, C7, C8)

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UNIT 1Living things

BASIC COMPETENCIESC1: Competency in linguistic communication

– All the activities of the unit use the language as an instrument of communication. Ex. Listen and read the comic A bad smell! (PB page 14)



– The whole unit is devoted to talk about what living things are, the life processes of living things, respiration, cell, how living things are organized and classified, plants and animals. (PB pages 6-17)

C4: Competency in new technologies – Website activities: www.macmillanelt.es

– Internet links for this unit (TN page 35)


– Environmental Education : the importance of taking care of living things as part of the environment. (PB pages 6-17)

– Moral and Civic Education : The importance of doing their chores at home, such as washing up their plates. (PB page 14)


– Say the Living things chant. (PB page 7)– References to the first microscope in the Read

the Did you know? section section. (PB page 10)– Sing The Five kingdoms song. (PB page 14)– References to the Mexican Red-Kneed Tarantula

(PB page 15)– Make a poster about a living thing. (PB page 15)


– Complete the Learning to Learn and Let’s revise! sections so as to revise the contents learnt in the unit. (PB pages 16 and 17)


Show autonomy and initiative when investigating:

– Investigate Respiration. Let’s investigate! (PB page 9)


– Learn to work in groups respecting each other and admitting both their own success and their classmates’. Ex. Answering questions for the Science Investigators and checking in the Wiki

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To classify and differentiate between living and non-living things C1 C3 To identify the characteristics and life processes of living things C1 C3

C6 To recognise that different living things carry out the life processes in

different ways C1 C3 To identify the different methods that producers, consumers and

decomposers use to obtain energy C1 C3 To understand that sense organs detect stimuli in the environment C1

C3 To carry out a scientific investigation and to observe and record the

results of the investigation C1 C3 C6 C7 To draw conclusions based on prior knowledge and the results of the

investigation C1 C3 C8 To understand that yeast has the characteristic of respiration C1 C3 To understand that cells which perform the life processes in all living

things C1 C3 C6 To identify different cells and the basic differences between them C1 C3 To differentiate between unicellular and multicellular organisms C1 C3

C4 To understand the microscope’s basic history and its uses C1 C3 To understand how cells are organised C1 C3 To understand how cells, tissues, organs and systems work together to

form organisms C1 C3 To identify the five kingdoms of living things and their characteristics

C1 C3 To compare and contrast living things from different kingdoms C1 C3

C4 To understand a virus is not a living thing C1 C3 To listen to, read and understand a comic and a factual text about

bacteria C1 C3 C5 C7 To hypothesise about the action of bacteria C3 C5 To investigate and write about a living thing C1 C3 C8 To review unit content C1 C3 C7 To skim read a text for key words and information C1 C7 To use concept maps for recording and reviewing information C1 C7 To undertake a simple self-assessment of the unit content C7 C8

CONTENTSThroughout this unit, we will place particular emphasis on Block 2 (Diversity of living beings), but we would also like to highlight the contents of other blocks of the curriculum of 3rd cycle primary, which are also introduced or recycled in this unit:

Block 2. Diversity of living beings - Listen and read the Science investigation notes.- Identify the characteristics of living things in photos a–g on page 6.

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- Say the Living things chant- Are these living things? Listen and write living or non-living- Choose the correct words and write the sentences- Answer the question for the Science Investigators: Is a seed a living

thing?- Mind map: Review the characteristics of living things- Listen and read about the life processes of living things- What are the three groups of consumers?- Discussion time: Class interaction- Yeast is used in bread-making. What part does it play in the process?

Choose the correct answer.- Let’s investigate! Does yeast have the characteristics of respiration?

Aim, Materials, Hypothesis, Method, Record, Conclusion- Let’s investigate more! Do the investigation again using cold water in a

cold place. Use the investigation worksheet and record the results.- Answer the question for the Science Investigators: What are cells?- Listen and read about cells and magnification- Discuss blood tests- Read the Did you know? section- Copy and complete the questions and answers- Copy and complete the sentences- How do cells reproduce?- Answer the question for the Science Investigators: What are cells?

Check in the Wiki- Cell review: Listen and complete the sentences- Answer the question for the Science Investigators: How do cells work

together?- Listen and read about how living things are organised- Slide presentation- Order and copy the words from the simplest structure to the most

complex- Copy and complete the sentences- Answer the question for the Science Investigators: How do cells work

together? Check in the Wiki.- True or false?- Definitions game- Answer the question for the Science Investigators: How do we classify

living things?- Poster activity- Listen and read about the Monera Kingdom, Protist Kingdom and

Fungus Kingdom- Read the Did you know? section- Listen and read about the Animal Kingdom and the Plant Kingdom- Poster activity- Identify and classify these living things into kingdoms. Are they

unicellular and multicellular?- What do the organisms in this unit have in common?- Sing the Five kingdoms song

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- Answer the question for the Science Investigators: How do we classify living things? Check in the Wiki.

- Guessing game: What am I?- Pair work: Making comparisons- Listen and read the comic. What do you think happened to the milk?- Listen and read the text. Choose the correct words and write the

sentences.- Read the text again. Is salmonella a harmful bacteria? Which types of

food can contain salmonella?- What happened to the milk? Copy and complete the explanation.- Read the report and copy and match the headings to the paragraphs- Choose a living thing. Investigate it and write a description.- Share reports- Copy and complete the sentences about characteristics of living things- Match and write the sentences about life processes- Copy and complete the sentences about how living things are

organised- Choose the correct words and write the sentences about living things- Copy and complete the sentences about the classification of living

things. Find the mystery word.- Science Investigators’ Wiki – Discovery- Definitions worksheet 1- Read and identify the key words- Copy and complete the concept map- Revise all the contents learnt and self-evaluate their own work by

completing the Learning to Learn and the Let’s revise! sections

Block 3. Health and personal development- Senses review- Define nutrition, interaction and reproduction- Introduction to stimulus and response- Identify the life processes in photos a–c- Identify the response and the stimulus- Answer: Do you remember the different ways some living things

reproduce?- Copy and answer the questions- What’s the word? game- Listen and read about respiration

LINGUISTIC CONTENTS Topics: What are living things? The life processes of living things;

Respiration; Cells; How are living things organised? How are living things classified?Living things: seed, food, energy, sunlight, animals, plants, breathe, oxygen, carbon dioxide, waste, perspire, sweat, organisms, nutrients, producers, consumers, decomposers, herbivore, carnivore, omnivore, yeast, bacteria, helpful, harmful, protist, amoeba, algae, mushrooms, photosynthesis, glucose, flowering / nonflowering, vertebrates,

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invertebrates, fox, grasshopper, violet, salmonella, movement, nutrition, respiration, excretion, reproduction, growth, interaction, life processes, reaction, stimuli, sense organs, environment.Non-living things: stone, remains, viruses Cells: microscope, magnify, muscle / nerve / blood, lenses, tissues, organs, systems, circulatory systemKingdoms: Monera / Protist / Fungus / Plant / Animal Kingdom

Key structures: Quantifiers: some / all / most / many; All living things share some basic characteristics.Imperatives: Dissolve the sugar in the warm water.Receptive language: sunflower, surroundings, air, get rid of, toilet, touch, light, temperature, sound, young, parents, river, dandelion, soil, cloud, dormant, humidity, inorganic, plant food, roots, adults, species, breadmaking, building blocks, instrument, eye glasses, heart, ovum, illnesses, absorbing, pond, wash up, digest, tarantula, carnivore, fangs, prey, venom, palps

LEARNING STRATEGIES Memorize words through comics and chants. Learn contents through experiments. Investigate about respiration (Let’s investigate!). Do a Science Investigation Report about a living thing. Review all the contents learnt.

CROSS-CURRICULAR ITEMS History: Students read about the history of microscope. IT: Internet links (TN page 35):

Living thingswww.oum.ox.ac.uk/thezone/animals/life/index.htm

ATTITUDES AND VALUES Learning about the characteristics we share with other living things Learning how to interact in a positive way in social settings Learning about the potential dangers of bacteria and viruses Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc.

MIXED-ABILITY ACTIVITIES Extra activities: - Literacy: Alphabet race

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http://www.oum.ox.ac.uk/thezone/animals/life/index.htm

- Literacy: Make a memory aid- Class worksheet 1: Life processes- Art: Make a life cycle poster- Cookery: Bread rolls- Collage: Living and non-living things- Science investigation: Microscopes- Science investigation: What can this be?- Art: Cell organisation- Pair work: Organs- Class worksheets 2a and 2b: Classification of living things- Homework worksheets: Investigating living things- Why don’t you?- Class discussion: Organising notes

Optional Activity Book activities- Complete the crossword with the characteristics of living things. (AB

page 2)- Complete the sentences about living and non-living things. (AB page 2)- Circle the odd one out. Why is it different? (AB page 2)- Complete the sentences about the life processes. (AB page 3)- Complete the concept map. (AB page 3)- Answer the questions about living things. (AB page 3)- Answer the questions about cells. (AB page 4)- Write the words in the diagram to show how living things are

organised. (AB page 4)- Read, think and write (AB page 4)- Circle the odd one out. Why is it different? (AB page 4)- Complete the chart. (AB page 5)- Complete the sentences about the living things in the photos. (AB page

5)- Circle the odd one out. Why is it different? (AB page 5)- Read the Science Investigation notes. How are viruses and bacteria

different? (AB page 6)- Order the letters to discover the mystery word. Complete the

definition. (AB page 6) Support Ideas, game bank. Extra worksheets of the Photocopiable Resources CD.

EVALUATION1. EVALUATION RESOURCES

Informal evaluation- Teacher’s evaluation of the unit - Individual child assessment sheet- Class assessment sheets.

Formal evaluation- Unit 1 Test- 1st term test

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- End of year test- Closing activities at the end of each lesson

Self-evaluation- Learning to Learn and Let’s revise! review sections for Unit 1

2. KEY COMPETENCIES’ EVALUATION CRITERIA Listening and reading about the characteristics of living things Saying a chant about the living things Listening and reading about the life processes of living things Identifying living / non-living things and life processes Identifying stimulus and response and sense and the organs used Discussing the different ways some living things reproduce Investigating respiration in yeast Learning about cells, their structure and how they reproduce Learning about magnification and microscopes Understanding how cells work together Copying and completing sentences about how living things are

organised Learning how living things are classified Differentiating between unicellular and multicellular organisms Singing a song about the five kingdoms Listening to and reading a comic about sour milk Listening to and reading a factual text about bacteria Reading and assigning headings to a report Investigating and writing about a living thing Organising notes effectively Use information and communication technologies in order to look for

information by following the suggested Internet links. Reviewing and testing the main concepts of the unit

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UNIT 2The Plant Kingdom


– All the activities of the unit use the language as an instrument of communication. Ex. Read an article about an ancient seed. (PB page 26)

C2: Competency in mathematics – Students complete an equation for photosynthesis.

(PB page 28)C3: Competency in knowledge of and interaction with the physical world

– The whole unit is devoted to talk about plants, their characteristics, their different parts, plant nutrition, plant interaction, flowering plant reproduction, asexual reproduction, etc. (PB pages 18-29)


– Internet links for this unit (TN page 65)C5: Competency in social awareness and citizenship

– Environmental Education : the importance of taking care of plants as part of the environment. (PB pages 18-29)


– Say the Plants chant. (PB page 19)– Say the Plant cells rap. (PB page 20)– Sing the Plant reproduction song. (PB page 24)– Draw a picture of a plant and label it. (PB page 27)




Show autonomy and initiative when investigating:– Investigate plant interaction. Let’s investigate! (PB

page 23)– Investigate asexual reproduction. Let’s investigate!

(PB page 25)



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To classify different plants and identify their characteristics C1 C3 C4 C7

To identify the different parts of a plant cell and types of stems and understand their functions C1 C3 C4

To identify the functions of different parts of plants C1 C3 To understand the processes of plant respiration and photosynthesis C1

C3 To understand that plants produce their own energy and interact with

and adapt to their environment C1 C3 To hypothesise about and investigate how plants react with light and

water C3 C5 To identify the parts of a flower and their functions C1 C3 C7 To understand the process of sexual reproduction in flowering plants

and classify the reproductive organs of a flower as male or female C1 C3 C4

To understand some characteristics of asexual reproduction in plants C1 C3 C4

To hypothesise and investigate how we can grow new plants from cuttings C1 C3 C5

To identify the different elements that a plant interacts with C1 C3 To read and understand factual texts about protecting seeds C1 C3 C7 To plan and write a report about a plant C1 C3 C8 To review unit content C1 C7 To skim read a text for key words and information C1 C7 To use concept maps for recording and reviewing information C1 C7 To use concept maps for recording and reviewing information C1 C7 To undertake a simple self-assessment of the unit content C7 C8


Block 1. The environment and nature conservation - Read the first text. Copy and answer the questions.- Read the second text. Choose the best title for the text.- Why do you think scientists want to protect the world’s seeds?

Block 2. Diversity of living beings - Listen and read the Science investigation notes. Copy and complete a

chart.- Say the Plants chant- Listen and classify the plants- Ask and answer questions

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- Answer the question for the Science Investigators: What type of plant is a Christmas tree?

- True or false?- Answer the question for the Science Investigators: What are the

characteristics of plants?- Listen and read about the characteristics of plants- Poster activity- Listen and read about plant cells- Say the Plant cells rap- Demonstration: A plant cell model- Draw and label a plant cell- Copy and complete the text- Match and write the sentences- Answer the question for the Science Investigators: What are the

characteristics of plants? Check in the Wiki.- A memory game- Repeat the Plant cells rap- Answer the question for the Science Investigators: What do the

different parts of plants do?- Poster activity- Listen and read about what different parts of plants do- Diagram: The importance of leaves- Introduction to plant respiration- Look at photos a and b. The stomata are important for plant nutrition

and respiration. Do you know why?- Draw and label a plant. Use these labels.- Copy and complete the sentences- Answer the question for the Science Investigators: What do the

different parts of plants do? Check in the Wiki.- Quiz- Classify the parts of a plant- Answer the question for the Science Investigators: How do plants get

their food?- Listen and read about plant nutrition- Explain photosynthesis to complete a diagram- Pair work: Read a plant food recipe- What do plants need to perform photosynthesis?- Classify what Plants take in and what Plants give out in a chart- Match and write the sentences- Copy and label the diagram of the plant- Answer the question for the Science Investigators: How do plants get

their food? Check in the Wiki.- Write true and false sentences- Photosynthesis and respiration- Listen and read about pollination- Listen and read about plant interaction- Pair work: Make up questions- Let’s investigate! How do plants react with their surroundings? Aim,

Materials, Hypothesis, Method, Record

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- Record scientific information- Let’s investigate more! How can you adapt this investigation to show

that roots grow towards water? Find out and investigate.- Answer the question for the Science Investigators: How do flowering

plants reproduce?- Listen and read about flowering plant reproduction- Poster activity- Classify the Female organs and the Male organs of a flower in a chart- Copy and label the diagram of the flower- Sing the Plant reproduction song- Match and write the sentences- Answer the question for the Science Investigators: How do flowering

plants reproduce? Check in the Wiki.- Slide presentation- Listen and read about ferns and mosses- Listen and read about stolons, tubers and cuttings- Let’s investigate! Can we grow new plants from cuttings? Aim,

Materials, Hypothesis, Method, Record, Conclusion.- Let’s investigate more! Can new plants grow from a leaf? How can you

find out? Investigate.- Is a seed is a living thing? Explain your answer.- Do you know any amazing plant stories?- Read and match to photo a or b.- Choose a plant. Investigate it and write a report.- Share reports- Copy and complete the sentences about plant nutrition- Match and write the sentences about the parts of a plant cell- Copy and complete the equation for photosynthesis using words- Classify Sexual reproduction and Asexual reproduction in a chart- Copy and complete the sentences about plant classification. Find the

mystery word.- Science Investigators’ Wiki – Discovery- Definitions worksheet 2- Read and identify the key words- Copy and complete the concept map- Revise all the contents learnt and self-evaluate their own work by


LINGUISTIC CONTENTS Topics: Plants; What are the characteristics of plants? What do

different parts of plants do? Plant nutrition;Plant interaction; Flowering plant reproduction; Asexual reproductionClassification of plants: living things, Plant Kingdom, flowering / non-flowering, angiosperms, gymnosperms, algae, mosses, ferns, evergreen, date palm, habitatPlant cells: cell membrane, cell wall, cytoplasm, chloroplasts, vacuole, chlorophyll

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Plant parts, characteristics and functions: roots, leaves, stems, seeds, fruit, flower, fronds, cones, petiole, blade, pores, stomata, vein, herbaceous stem, woody stem, root hairs, nutrition, carbon dioxide, oxygen, respiration, water, minerals, Sun, interact, grow, reproduce, exchange gases, energy, soil, glucose, phloem cells, phloem sap, xylem cells, xylem sap, petals, attract, pollen grains, react, light, environment, Venus Fly trap, carnivorous, supplements, Saguaro cactus, adapted, expand, store, spiny, absorbing, sunlight, producersPlant reproduction / seed germination: sexual reproduction, male / female organs, stamen, filament, anther, pollen, reproductive cell, pistil, ovary, ovules, style, stigma, pollination, seed, fertilisation, asexualreproduction, seeds, spores, spore case, stolons, tubers, underground, potatoes, fragmentation, carrot, fertiliser, shoot, seed bank Other: shady, delicate, fragrant, medicine, resilient, biologist, government, vault, store, guard

Key structures:

Superlative adjectives: From the tallest tree to the smallest plant.Receptive language: mountains, oceans, damp, parks, gardens, tropical rainforests, temperature, supports, brightly coloured, diet, cacti, prevent, tube, sticky, join together, spores, insect, egg, germinates, roots, leaves, forest fire, seaweed, cave, survive, earthquakes, natural disasters

LEARNING STRATEGIES Memorize words through chants and articles. Learn contents through photos and texts. Investigate about plant interaction and asexual reproduction. (Let’s investigate!). Read and do a Science Investigation Report about a plant. Review all the contents learnt.

CROSS-CURRICULAR ITEMS Education for Citizenship: Learn the importance of looking after

plants. IT: Internet links (TN page 65):

Living thingswww.bbc.co.uk/schools/ks2bitesize/science/living_things/life_cycles/read1.shtml

ATTITUDES AND VALUES Recognising the importance of plants and our dependence on them. Politeness in the other language. Effort with new vocabulary and structures.

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http://www.bbc.co.uk/schools/ks2bitesize/science/living_things/life_cycles/read1.shtml

http://www.bbc.co.uk/schools/ks2bitesize/science/living_things/life_cycles/read1.shtml

Interest and respect in the classmates’ opinions, mother tongue, accent, origin...

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MIXED-ABILITY ACTIVITIES Extra activities: - Outdoor activity: Classify plants- Unit display: Make a plant collection- Art: Model of a cross-section of a plant cell- Discussion: Plant variety- Art / Chart making: Fruit and vegetables- Science investigation: Do roots hold soil in place?- Class worksheet 1: Photosynthesis- Science workshop investigations- Science investigation: Searching for water- Discussion: The environment- Class worksheet 2: Reproduction in flowering plants- Homework worksheet: Investigating flowers- Art: Seeds investigation / Seed collage- Class discussion: Environmental consequences- Art: Poster of foods from far away- Why don’t you?- Literacy / Art: Make a display

Optional Activity Book activities- Write descriptions of the plants in the photos. (AB page 7)- Read the definitions and write the words. (AB page 7)- Circle the odd one out. Why is it different? (AB page 7)- Answer the questions about the characteristics of plants. (AB page 8)- Complete the sentences about the parts of the plant cell. (AB page 8)- Complete the texts about the parts of a plant. (AB page 8)- Circle the odd one out. Why is it different? (AB page 8)- Complete the texts. Colour the key and the diagram. (AB page 9)- Answer the questions about photosynthesis. (AB page 9)- Circle the odd one out. Why is it different? (AB page 9)- Complete the text about sexual reproduction in plants. (AB page 10)- Identify the plants in the photos. Write sentences about how they

reproduce. (AB page 10)- Read, think and write. (AB page 10)- Circle the odd one out. Why is it different? (AB page 10)- Read the Science Investigation notes. Why are rainforests important?

Answer the questions. (AB page 11)- Order the letters to discover the mystery word. Complete the


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Formal evaluation- Unit 2 Test- 1st term test- End of year test- Closing activities at the end of each lesson


2. KEY COMPETENCIES’ EVALUATION CRITERIA Listening and reading about plant classification Saying a chant about plants Listening and classifying plants Answering questions on the characteristics of plants Saying a rap about plant cells Drawing and labelling a plant cell Recognising what different parts of a plant cell do Recognising what different parts of a plant do Understanding how plants get their food Copying and labelling plant diagrams Investigating how plants interact with their surroundings Learning about flowering plant reproduction Differentiating between sexual and asexual reproduction Investigating how to get new plants from cuttings Listening to and reading factual texts about ancient seeds and a seed

vault Investigating a plant and writing a report Carrying out effective note-taking Use information and communication technologies in order to look for


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UNIT 3The Animal Kingdom


– All the activities of the unit use the language as an instrument of communication. Ex. Listen and read the comic A surprise in the garden (PB page 38)


– Students analyse pie charts, use Venn diagrams and learn to do bar charts. (TN, page 99, PB page 36)


– The whole unit is devoted to talk about vertebrates, invertebrates, animal nutrition, animal respiration, animal reproduction, animal adaptations, etc. (PB pages 30-41)


– Internet links for this unit (TN page 98)


– Environmental Education : Understand the importance of protecting animals and looking after their environment. (PB pages 30-41)

– Moral and Civic Education : the importance of helping people. (PB page 38)


– Say the Invertebrates chant. (PB page 33)– Sing the Animal adaptations song. (PB page 37)– Make an Animal Fact File of all the animals

investigated by the class. (PB page 39)




Show autonomy and initiative when investigating:– Investigate animal respiration. Let’s investigate! (PB

page 35)


– Learn to work in groups respecting each other and admitting both their own success and their classmates’. Ex. Answering questions for the Science Investigators and checking in the Wiki.

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To classify animals according to specific criteria and identify the different vertebrate classes and their characteristics C1 C3 C4

To identify the differences between plant and animal cells and classify key information in a Venn diagram C1 C2 C3 C4 C7

To understand that different animals perform the life processes in different ways C1 C3

To identify the body systems that take part in nutrition and understand that different animals use different methods of respiration C1 C3

To hypothesise the outcome of an investigation and investigate whether living things produce carbon dioxide C3 C8

To identify the difference between viviparous and oviparous reproduction and understand that gestation times differ C1 C2 C3

To differentiate between asexual and sexual reproduction and identify budding and splitting as two methods of asexual reproduction C1 C3

To understand that animals adapt to their environment and identify reasons for some physical and behavioural adaptations C1 C3

To listen to, read and understand a comic and a factual text about hibernation C1 C3 C5 C7

To plan and write an animal fact file C1 C3 C8 To review unit content C1 C3 C7 To skim read a text for key words and information C1 C7 To use concept maps for recording and reviewing information C1 C7 To undertake a simple self-assessment of the unit content C7 C8


Block 1. The environment and nature conservation

- Let’s investigate! Observe that living things produce carbon dioxide: Aim, Materials, Hypothesis, Method, Record, Conclusion.

- What will eventually happen to blue litmus paper if it’s left in a full classroom with the windows and door closed? Why is it important to open the windows in your classroom?

- Science investigation worksheet- Let’s investigate more! Carbon dioxide turns blue litmus paper red

because carbon dioxide is an acidic gas. Use blue litmus paper to identify acid in different foods.

- Answer the question for the Science Investigators: What are animal adaptations?

- Listen and read about animal adaptations- Pronunciation and listening skills

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- Match and write the sentences- What other adaptations can help animals to survive?- Identify how the arctic fox has adapted to its environment- Why do you think the dark fur of some mammals changes to white in

winter?- Look at the photos of the butterflies. What differences can you see

between the viceroy butterfly and the monarch butterfly?- Sing the Animal adaptations song- Answer the question for the Science Investigators: What are animal

adaptations? Check in the Wiki.- Look at the photo. What adaptations can you see? What do you think

they are used for?

Block 2. Diversity of living beings - Listen and read the Science investigation notes. Match each vertebrate

class to a photo a–e.- Listen and identify the vertebrate classes- Ask and answer questions about photos a–e with a partner- Copy and complete the sentences- Answer the question for the Science Investigators: What class of animal

is a turtle?- True or false?- Answer the question for the Science Investigators: What are arthropods

like?- Listen and read about invertebrates- Listen and read about arthropods- Listen and read about molluscs- Listen and read about sponges, echinoderms, cnidarians and annelids- Poster activity- Oral pair work- Complete a chart and read information- Make comparisons between invertebrates- Classify Arthropods, Molluscs, Sponges, Cnidarians, Echinoderms and

Annelids in a chart- Say the Invertebrates chant- Copy the sentences and correct the ones that are false- Copy and label the picture of the ant- Write about crustaceans- Slide presentation- Answer the question for the Science Investigators: What are arthropods

like? Check in the Wiki.- True or false game- Answer the question for the Science investigators: How do different

animals process food?- Listen and read about animal nutrition- Compare plant cells and animal cells- Copy and complete the Venn diagram- Copy and complete the sentences using words from activity 1

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- Match and write the sentences- Answer the question for the Science Investigators: How do different

animals process food? Check in the Wiki.- True or false?- Listen and read about animal respiration- Answer the question for the Science Investigators: How do different

animals reproduce?- Listen and read about animal reproduction- Sexual reproduction- Asexual reproduction- Dictation and pair work- Copy and complete the sentences- Draw a bar chart to illustrate the gestation time of these animals. Add

information about humans.- Copy and answer the questions about the animals in the bar chart- Do you know which animals lay hundreds of eggs each year? Why do

they have to lay so many?- Answer the question for the Science Investigators: How do different

animals reproduce? Check in the Wiki.- Write questions- Spelling competition- True or false definitions game- Listen and read the comic. Do you think hibernation is dangerous for

hedgehogs?- Listen and read the text. Copy and answer the questions.- Do you think hibernation is dangerous for hedgehogs? Copy and

complete the explanation.- Choose a wild animal. Investigate it and write a fact file.- Share fact files- Match, write and complete the sentences about invertebrates- Copy and complete the sentences about animal nutrition- Choose the correct words and write the sentences about animal

respiration and reproduction- Copy and complete the sentences about animal adaptations. Find the



LINGUISTIC CONTENTS Topics: Vertebrates; Invertebrates; Animal nutrition; Animal

respiration; Animal reproduction; What are animal adaptations?Animals: shark, bat, snake, turtle, crocodile, frog, parrot, pig, starfish, cheetah, duck, mice, dogs, whales, giraffes, sheep, cows, monarch /

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viceroy butterflies, hedgehog, squid, bee, millipede, round worm, flat worm, earthworm, jellyfish, sea anemoneVertebrates: mammal, bird, fish, reptile, amphibian, backbone, skeleton, warm- / cold-blooded, fur, hair, feathers, scales, skinInvertebrates: lay eggs, arthropods, molluscs, sponges, cnidarians, echinoderms, annelids, insects, arachnids, crustaceans, myriapods, exoskeleton, endoskeleton, sheds, head, thorax, abdomen, cephalothorax, claws, segmented, soft-bodied, shells, expel, spiny, tube feet, jelly-like, moist, parasites, hostNutrition: cell membrane, cytoplasm, nucleus, vacuole, filter, microorganism, intestinal parasites, carnivores, tentacles, sting, prey, ruminants, herbivores, digestive system / cavities, swallow, chewRespiration: oxygen, energy, air, breathe, lungs, respiratory system, waste, carbon dioxide, mouth, gills, bloodstream, metamorphosis, expel, tracheaReproduction: sexual / asexual, young, eggs, oviparous, viviparous, gestation, budding, splitting, separate, fragment, hatchAdaptations: struggle, survival, webbed feet, hooked beak, tearing meat, camouflage, blend in, symbiosis, mimicry, hibernation, metabolism, reflex action, spines

Key structures: Present simple negatives: They don’t have a backbone.Receptive language: body covering, ants, grasshoppers, dragonflies, spiders, scorpions, lobsters, crabs, shrimps, centipedes, snails, mussels, octopuses, algae, bacteria, stick insects, clown fish, platypus, burrows, waterproof, bill, spike, venom

LEARNING STRATEGIES Memorize words through songs and chants. Learn contents through experiments. Investigate animal respiration. (Let’s investigate!). Read and do a Science Investigation Report about a wild animal. Review all the contents learnt.

CROSS-CURRICULAR ITEMS Education for Citizenship: the importance of looking after animals

and their environment. IT: Internet links (TN page 98):

Invertebrateswww.kidport.com/RefLib/Science/Animals/AnimalIndexInv.htm

ATTITUDES AND VALUES Learning how varied the Animal Kingdom is Thinking about how living things adapt to their environment. Politeness in the other language.

25

http://www.kidport.com/RefLib/Science/Animals/AnimalIndexInv.htm

Effort with new vocabulary and structures. Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc.

MIXED-ABILITY ACTIVITIES Extra activities: - Classification game: Find the odd one out- Class display: Make an animal collection- Class worksheet 1: Classification of invertebrates- Oral presentation: Invertebrate groups- Discussion and project: Invertebrates and humans- Art: Make a diagram of an animal cell- Mathematics: Create a Venn diagram- Art: How different animals obtain oxygen- Metamorphosis: Define and illustrate- Mathematics: Bar charts- Literacy: A word square- Class worksheet 2: Animal adaptations- Homework worksheet: Investigating animal adaptations- Why don’t you?- Interesting facts: Hedgehogs

Optional Activity Book activities- Complete the crossword. (AB page 12)- Answer the questions about animals. (AB page 12)- Write about the characteristics of a crocodile. (AB page 12)- Circle the odd one out. Why is it different? (AB page 12)- Complete the sentences about the invertebrates in the photos. (AB

page 13)- Read and identify the invertebrate. Draw and label the invertebrate.

(AB page 13)- Circle the odd one out. Why is it different? (AB page 13)- Identify and label the plant and animal cells. (AB page 14)- Answer the questions about animal and plant cells. (AB page 14)- Complete the sentences. Write Cnidarians, Ruminants, Sponges or

Intestinal parasites. (AB page 14)- Match to make true sentences about ruminants. (AB page 14)- Circle the odd one out. Why is it different? (AB page 14)- Complete the texts about respiration in animal groups. (AB page 15)- Read, think and write. (AB page 15)- Circle the odd one out. Why is it different? (AB page 15)- Read the definitions about animal reproduction and write the words.

(AB page 16)- Classify the animals. (AB page 16)- Identify the animal adaptations in the photos. Write the definitions. (AB

page 16)- Circle the odd one out. Why is it different? (AB page 16)- Read the Science investigation notes. Underline five ways that

penguins are adapted to the Antarctic. (AB page 17)

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- How are giraffes adapted to their savannah environment? Answer the questions. (AB page 17)

- Order the letters to discover the mystery word. Complete the definition. (AB page 17)

Support Ideas, game bank. Extra worksheets of the Photocopiable Resources CD.





2. KEY COMPETENCIES’ EVALUATION CRITERIA Listening and identifying vertebrate classes Classifying vertebrates into their groups Classifying invertebrates into their groups Saying a chant on invertebrates Copying and labelling a picture of an ant Writing about crustaceans Copying and completing a Venn diagram on cells Learning about animal nutrition Investigating animal respiration Learning about animal reproduction Drawing a bar chart to illustrate gestation times and answering

questions on it Learning about camouflage, symbiosis and mimicry Singing a song about animal adaptations Listening to and reading a comic on hedgehogs Listening to and reading a text about hibernation Reading about the platypus Choosing, investigating and writing a fact file about a wild animal Use information and communication technologies in order to look for


27

UNIT 4The human body


– All the activities of the unit use the language as an instrument of communication. Ex. Read an article about a famous scientist. (PB page 50)

C2: Competency in mathematicsC3: Competency in knowledge of and interaction with the physical world

– The whole unit is devoted to talk about being healthy, the digestive system, the excretory system, the respiratory system, the circulatory system, the heart, etc. (PB pages 42-53)


– Website activities: www.macmillanelt.es– Internet links for this unit (TN page 132)


– Education for Health : Understand the importance of following healthy habits such as having a balanced diet, doing exercise or keeping clean. (PB pages 42-43)


– Sing the Respiration song. (PB page 46)– Say the Blood chant. (PB page 48)– Read a text with references to famous scientist

Edward Jenner and the history of vaccinations. (PB page 50)

– They also investigate a famous scientist. (PB page 51)




Show autonomy and initiative when investigating:– Investigate heart rate and exercise. Let’s investigate!

(PB page 49)



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To identify the main food groups C1 C3 To understand the importance of a healthy lifestyle C2 C3 C5 To identify the organs of different body systems and understand their

functions C1 C3 C4 To identify the stages and processes of digestion, excretion, respiration

and circulation C1 C3 To understand that each system works in coordination with other

systems C1 C3 C4 To understand the exchange of gases in the alveoli in the lungs and the

difference between inhalation and exhalation C1 C3 To identify blood vessels, blood components and their functions C1 C3

C4 To identify the parts of the heart and understand how the heart works

and how heart rate is affected by exercise C1 C3 To identify the path that blood takes through the heart and the

understand the difference between systole and diastole C1 C3 To hypothesise about and investigate if heart rate is affected by

exercise, record results and draw conclusions C1 C3 C5 C8 To read and understand factual texts about viruses C1 C3 C5 To investigate, write and present a text about a famous scientist C1 C3

C8 To review unit content C1 C3 C7 To skim read a text for key words and information C1 C7 To use concept maps for recording and reviewing information C1 C7 C8 To undertake a simple self-assessment of the unit content C7 C8

CONTENTSThroughout this unit, we will place particular emphasis on Block 3 (Health and personal development), but we would also like to highlight the contents of other blocks of the curriculum of 3rd cycle primary, which are also introduced or recycled in this unit:

Block 3. Health and personal development- Listen and read the Science investigation notes. Complete the

sentences with should or shouldn’t.- Do Alex and Nina have healthy lifestyles? Listen and find out.- Is your partner healthy? Ask and answer the questions. Can you think

of more questions?- Write about your partner.- Answer the question for the Science Investigators: Why do we need to

sleep?- Mind map: Review health- Answer the question for the Science Investigators: How does our body

digest food?- Listen and read about the digestive tract and digestive organs

29

- Sequence the stages of digestion- Slide presentation- The path food takes through the body- Copy and complete the sentences- Match and write the sentences- Copy and label the diagram of the digestive system- What food containing fibre did you eat today?- Answer the question for the Science Investigators: How does our body

digest food? Check in the Wiki.- Identify each stage of digestion- Answer the question for the Science Investigators: How does our body

excrete waste?- Listen and read about the excretory system- Listen and read about the part skin plays in excretion- Read the Did you know? section- Additional information on the kidneys- Copy and label the diagram of the excretory system. Colour the renal

artery red and the renal vein blue- Copy and match the definitions- True or false? Copy the sentences and correct the ones that are false.- Answer the question for the Science Investigators: How does our body

excrete waste? Check in the Wiki.- Reinforcement of concepts- Chinese whispers game- Thumbs up or thumbs down game- Answer the question for the Science Investigators: Where does oxygen

travel in our body?- Listen and read about the respiratory system.- Additional information on the respiratory system- Poster activity- Pair work: How air travels to the lungs- Investigation into inhalation and exhalation- Is this sentence true or false?- Classify as Inhalation or Exhalation in a chart- Sing the Respiration song- Copy and label the diagram of the respiratory system- Read the Did you know? section- Answer the question for the Science Investigators: Where does oxygen

travel in our body? Check in the Wiki.- Poster activity- Guided sequencing- Answer the question for the Science Investigators: What is the

circulatory system?- Listen and read about the circulatory system- Copy and complete the sentences- Match and write the sentences- Copy and complete the sentences- Answer the question for the Science Investigators: What is the

circulatory system? Check in the Wiki.

30

- Definitions game- Pair work: Review of the circulatory system- Discussion about blood- Poster activity- Answer the question for the Science Investigators: How does the heart

work?- Listen and read about the heart- The path of blood through the heart- Systole and diastole- Copy and complete the text- Copy and complete the sentences- Say the Blood chant- Answer the question for the Science Investigators: How does the heart

work? Check in the Wiki.- Explain a diagram- Invent false statements for correction- Poster activity- Listen and read about the heart rate- Let’s investigate! Is heart rate affected by exercise?- Aim- Materials- Hypothesis- Method- Record- Conclusion- Discuss the results- Let’s investigate more! Do the investigation again. This time do

exercise for two minutes more. How long does it take for your heart to go back to normal?

- Why don’t you?- True or false? Copy the sentences and correct the ones that are false.- Copy and complete the sentences about the digestive and excretory

systems- Choose the correct words and write the sentences about the

respiratory system- Match and write the sentences about the circulatory system- Copy and complete the sentences about the heart. Find the mystery

word.- Science Investigators’ Wiki – Discovery- Definitions worksheet 4- Read and identify the key words- Copy and complete the concept map- Revise all the contents learnt and self-evaluate their own work by


Block 5. Time changes- Have you ever had a vaccination? What vaccinations have you had?- Read the first text. Copy and answer the questions.- Read the second text. Choose the best title for the text.

31

- What would happen if people didn’t have vaccinations?- Do you know of any other important scientists and their work?- Listen to Alex’s presentation. Copy and answer the questions.- Investigate a famous scientist. Find a picture of your scientist. Present

the information to your class.LINGUISTIC CONTENTS

Topics: Being healthy; The digestive system; The excretory system; The respiratory system; The circulatory system; The heart; Heart rate and exerciseHealth: balanced diet, proteins, fruit, vegetables, vitamins, minerals, carbohydrates, calcium, exercise, muscles, clean, sleep, plaqueDigestive system: energy, nutrients, digestion, ingestion, absorption, elimination, salivary glands, saliva, tongue, bolus, oesophagus, stomach, gastric juices, chyme, small / large intestine, liver, pancreas, chyle, blood vessels, water, anus, digestive tractExcretory system: waste, excretion, kidneys, urinary tract, ureter, bladder, urethra, renal veins / arteries, filter, urine, skin, sweat glands, sweat, pores, bloodRespiratory system: respiration, oxygen, carbon dioxide, nose, mouth, pharynx, larynx, trachea, bronchi, lungs, bronchioles, sacs, alveoli, inhalation, diaphragm, contracts, intercostals, ribcage, inflate, exhalation, relaxes, deflateCirculatory system and the heart: blood vessels, blood, cardiac muscle, arteries, veins, capillaries, plasma, red / white blood cells, platelets, haemoglobin, bone marrow, clot, scab, muscle, pump, lungs, deoxygenated, oxygenated, chambers, right atrium, left atrium / atria, veins, right ventricle, left ventricle,heartbeat, valves, thumping, systole, diastole, rate, beats per minute (bpm), pulseVaccines: virus, smallpox, cowpox, disease, hypothesis, infected, recovered, protected, vaccinate, World Health Organisation (WHO), disappeared, mumps, measles, radium, x-rays

Key structures: Sequences: first, then, next, finallyReceptive language: look after, strengthen, bones, teeth, repairs, dirt, bacteria, sports, openings, dust, chest cavity, muscular, chemical, bleeding, , snap shut, deadly, killer, Nobel prize, Physics, Chemistry, Maths, radioactive, university

LEARNING STRATEGIES Memorize words through chants and articles. Learn contents through experiments. Investigate about heart rate and exercise (Let’s investigate!). Do a Science Presentation about a famous scientist. Review all the contents learnt.

CROSS-CURRICULAR ITEMS History: Students learn about a famous scientist and the history of

vaccinations. IT: Internet links: (TN page 132)

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The digestive systemwww.childrensuniversity.manchester.ac.uk/interactives/science/bodyandmedicine/digestive.aspSystole and diastolewww.library.med.utah.edu/kw/pharm/hyper_heart1.htmlCirculationwww.bbc.co.uk/schools/ks2bitesize/science/living_things/keeping_healthy/read1.shtml

ATTITUDES AND VALUES Learning the importance of being healthy Learning which foods and activities are conducive to good health Understanding the global importance of vaccinations Appreciating how some scientists have saved many lives through their work. Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc.

MIXED-ABILITY ACTIVITIES Extra activities: - ICT: Design health stickers- Mathematics: Create a bar chart- Class worksheet 1: Digestion- Art / Mathematics: The digestive system- Problem solving: How the kidneys work- Demonstration: Dissection- Science investigation: Measure lung capacity- Demonstration: dissection- Science investigation: Try it yourself- Study scheme: Body systems- Art: Make a model of the heart- Demonstration: dissection- Homework worksheet: Do some exercise and measure your pulse!- Art: Dual circulation poster- Literacy / Art: Make a display- Citizenship: Ethics in medicine

Optional Activity Book activities- Complete the chart about nutrition. (AB page 18)- Complete the sentences about digestion. (AB page 18)- Label the digestive system. Write I (Ingestion), D (Digestion), A

(Absorption) or E (Elimination). (AB page 18)- Complete the text about the excretory system. (AB page 19)- Label the excretory system. (AB page 19)- Label the respiratory system. (AB page 20)- Read and write about inhalation and exhalation. (AB page 20)- Classify the parts of the circulatory system. (AB page 20)

33

http://www.bbc.co.uk/schools/ks2bitesize/science/living_things/keeping_healthy/read1.shtml

http://www.bbc.co.uk/schools/ks2bitesize/science/living_things/keeping_healthy/read1.shtml

http://www.library.med.utah.edu/kw/pharm/hyper_heart1.html

http://www.childrensuniversity.manchester.ac.uk/interactives/science/bodyandmedicine/digestive.asp

http://www.childrensuniversity.manchester.ac.uk/interactives/science/bodyandmedicine/digestive.asp

- Circle the odd one out. Why is it different? (AB page 20)- Read the text about the heart and circle the correct answers. (AB page

21)- Complete the missing stages of the circulatory process. (AB page 21)- Read, think and draw. (AB page 21)- Circle the odd one out. Why is it different? (AB page 21)- Do the quiz. (AB page 22)- Order the letters to discover the mystery word. Complete the



Informal evaluation- Teacher’s evaluation of the unit - Individual child assessment sheet- Class assessment sheets. - Units 1-4 Review


Self-evaluation- Learning to Learn and Let’s revise! review sections for Unit 4- Units 1-4 Review

2. KEY COMPETENCIES’ EVALUATION CRITERIA Learning how to be healthy Writing about a partner’s health Learning about the digestive system Copying and labelling diagrams of the digestive, excretory and

respiratory systems Copying and completing sentences about the digestive, excretory and

respiratory systems Learning about the respiratory system Singing a song about respiration Learning about the circulatory system Copying and completing sentences about the circulatory system Learning about the heart Saying a chant about blood Investigating heart rate and exercise Discussing vaccinations and important scientists Listening to and reading a text about the invention of vaccinations

34

Listening to and answering questions on a presentation about Marie Curie

Investigating and presenting information about a famous scientist Use information and communication technologies in order to look for

information by following the suggested Internet links. Reviewing and testing the main concepts of the unit.

35

UNIT 5Matter


– All the activities of the unit use the language as an instrument of communication. Ex. Listen and read the comic The three Rs. (PB page 64)


– Students practise using units of measure of length, mass and volume.


– The whole unit is devoted to talk about the three states of matter, physical changes, chemical changes, mixtures, mass and volume, etc. (PB pages 56-67)




– Environmental Education : Understand the importance of recycling, reducing and reusing in order to protect the environment. (PB page 64)


– Say the Changes of state chant. (PB page 57)– Sing the Mixture song. (PB page 62)– Design a useful object using recycled materials and

draw a picture. (PB page 65)




Show autonomy and initiative when investigating:– Investigate the chemical changes. Let’s investigate!

(PB page 61)– Investigate mass and volume. Let’s investigate! (PB

page 63)



36



To identify what matter is and describe the properties of the three states of matter C1 C3

To understand that all matter has mass and volume and identify changes of state in solids, liquids and gases C1 C3

To understand the difference between elements and compounds C1 C3 C4

To identify differences in the molecular arrangements of solids, liquids and gases C1 C3 C4

To understand that matter can undergo reversible and irreversible physical changes and changes of state are reversible physical changes C1 C3

To recognise that the appearance of matter changes in a physical change C1 C2 C3

To identify four types of physical change and understand that heat is an agent for physical change C1 C3

To understand that matter can undergo chemical changes which change its chemical properties and that chemical changes are irreversible C1 C3

To identify oxidation, putrefaction and combustion as chemical changes C1 C3 C4 C5

To hypothesise the outcome of an investigation and investigate the effect of an acid C3 C5 C8

To understand that substances can be grouped into pure substances and mixtures C1 C3

To differentiate between a homogeneous mixture and a heterogeneous mixture and identify methods of separating them C1 C3 C4

To identify and calculate mass, volume and density C1 C2 C3 C4 C8 To listen to, read and understand a comic and a factual text about

recycling C1 C3 C5 C7 To identify the difference between biodegradable and non-

biodegradable rubbish C1 C3 To design an object using recycled materials and write a set of

instructions C1 C3 C8 To review unit content C1 C7 To skim read a text for key words and information C1 C7 To use concept maps for recording and reviewing information C1 C7 To undertake a simple self-assessment of the unit content C7 C8

37

CONTENTSThroughout this unit, we will place particular emphasis on Block 6 (Matter and energy), but we would also like to highlight the contents of other blocks of the curriculum of 3rd cycle primary, which are also introduced or recycled in this unit:


- Listen and read the comic. What do you think happens to the rubbish we put in the bin?

- Listen and read the text. Choose the correct words and write the sentences.

- Think about how your family reduces, reuses and recycles. Write about each one.

- What happens to the rubbish we put in the bin? Copy and complete the explanation.

- What’s this plant pot made of? Read and find out.- Read the Did you know? section- Design a useful object using recycled materials. Write a report and

draw a picture.- Share reports

Block 6. Matter and energy

- Listen and read about the three states of matter- Listen and read the Science investigation notes. Describe what’s

happening in pictures a–f.- Copy and complete a chart. - Say the Changes of state chant- Answer the question for the Science Investigators: Is a rain cloud a

liquid or a gas?- Challenge: What have we learnt?- Answer the question for the Science Investigators: How are atoms in a

solid, liquid and gas different?- Listen and read about matter- Mass and volume- Atoms, molecules, elements and compounds- Organisation of atoms and molecules: solid, liquid and gas- Solid, liquid or gas? Match diagrams 1–3 to pictures a–c.- Review of matter- Copy and complete the sentences- Is water an element or a compound?- Answer the question for the Science Investigators: How are atoms in a

solid, liquid and gas different? Check in the Wiki.- Complete a chart: Shape and volume changeability- Solid, liquid or gas?- Answer the question for the Science Investigators: What physical

changes can happen in matter?

38

- Listen and read about physical changes- Reversible or irreversible physical changes?- Group work: Find examples and discuss- Review of the state of matter / the water cycle- How does temperature affect matter?- Copy and match the processes with the definitions- Identify the physical changes in photos c–f- Look at pictures a and b. Are these physical changes reversible or

irreversible?- Copy and complete the sentences- Answer the question for the Science Investigators: What physical

changes can happen in matter? Check in the Wiki.- The Changing state game- Pair work: Which change in state?- Poster activity- Answer the question for the Science Investigators: What chemical

changes can happen in matter?- Listen and read about chemical changes: Combustion, Oxidation,

Putrefaction- Read the Did you know? section- Copy the sentences and write physical change or chemical change- Copy and complete the sentences with Oxidation or Combustion- Identify the processes in the photos a–c. What new substances are

produced?- Poster activity- Answer the question for the Science Investigators: What chemical

changes can happen in matter? Check in the Wiki.- Pair work: Definitions- Group work: Find examples- Slide presentation- Let’s investigate! What happens when acid reacts with another

material? Aim, Materials, Hypothesis, Method, Record, Conclusion- Listen and read more about acids- Investigate which of these liquids is the most acidic- Investigation summary- Let’s investigate more! Use litmus paper test to identify which of the

three liquids is the most acidic.- Answer the question for the Science Investigators: What’s a mixture?- Listen and read about pure substances, mixtures and mixture

separation- Personal experience- Group work: activities 1–4- Copy and complete the sentences with homogeneous mixture or

heterogeneous mixture- Write examples of these substances- Copy the sentences and identify these methods of separating

substances- How can you separate a mixture of sand and water?- Sing the Mixture song

39

- Answer the question for the Science Investigators: What’s a mixture? Check in the Wiki.

- The Definitions game- Classify mixtures and methods of separation- Sing the Mixture song again- Listen and read about mass and volume- Let’s investigate! Measuring the mass and volume of a solid and a

liquid: Aim, Materials, Hypothesis, Method, Record- Find the volume and mass of a solid object- Find the volume and mass of a liquid- Conclusion- Density- Listen and read about density- These two solid objects have a different mass, but they have the same

volume- Let’s investigate more! Which floats, wood or iron? - Choose the correct words and write the sentences about states of

matter- Copy and complete the sentences about matter- Classify the Physical changes and Chemical changes in a chart- Match and write the sentences about mass, volume and density- Copy and complete the sentences about substances and mixtures. Find

the mystery word.- Science Investigators’ Wiki – Discovery- Definitions worksheet 5- Read and identify the key words- Copy and complete the concept map- Revise all the contents learnt and self-evaluate their own work by


LINGUISTIC CONTENTS

Topics: The three states of matter; What is matter?; What is a physical change?; What is a chemical change?; Chemical change; Mixtures; Mass and volume

Composition of matter: particles, atoms, molecules, mass, volume, space, element, compound, organisation, arrangement, mixtures, pure substances, heterogeneous, homogeneous

States of matter and their properties: solid, liquid, gas, definite / indefinite form/ volume, shape, ice, water vapour, expand, compress, heats up, cools down

Physical and chemical changes: freezing, boiling, evaporating, melting, condensing, appearance, chemical properties, reversible, irreversible, temperature, solidification, reacts, wood, burn, air, ash, smoke, combustion, metals, iron, rust, oxidation, artificial, plastic, petroleum, acids

40

Mixture separation: filtration, evaporation, magnetic separation, crystallize

Mass and volume measurements: kilograms (kg), millilitres (ml), litres (l), grams per millilitre (g / ml)

Rubbish: recycle, reduce, reuse, packaging, waste, bin, throw away, biodegradable, non-biodegradable, compost, environment, plastic bags, burnt, buried

Key structures:

Comparatives: A book has more mass than a rubber.

Polite discussion: I’m not sure. I don’t think...

Receptive language: container, changeable, hot spring, Celsius, powerful, microscope, combine, origami figure, exposed, industries, nature, breaks down, mineral, teeth, bones, stomach, digest, bacteria, protect, disease, gold, attract, individual, subtract, divide, fungi, naturally, average, upside down, cloth, soil, seeds, energy, design

LEARNING STRATEGIES Memorize words through chants and comics. Learn contents through experiments. Investigate the chemical changes, mass and volume (Let’s investigate!) Read and do a Science Investigation Report about recycling. Review all the contents learnt.

CROSS-CURRICULAR ITEMS Education for Citizenship: The importance of recycling. IT: Internet links: (TN page 172)

Properties of solids, liquids and gaseswww.bbc.co.uk/schools/ks2bitesize/science/materials

ATTITUDES AND VALUES Understanding that different kinds of acids can be helpful or harmful to us Appreciating the importance of recycling, reusing and reducing the

amount of rubbish we throw away Learning how to make an ecological plant pot Considering how we can recycle materials to make objects of use. Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc.

41

http://www.bbc.co.uk/schools/ks2bitesize/science/materials

MIXED-ABILITY ACTIVITIES Extra activities: - A moving game: Changing state- Science investigation: Melting ice- Demonstration: Air has mass- Art: Solids, liquids and gases mural- Homework worksheet: Homemade ice cream- Art: Origami- Class worksheet 1: Physical and chemical changes- Science investigation: Chemical change- Research: Water pollution and acid rain- Investigation: Test grapefruit juice, milk and water- Class worksheet 2: Separating mixtures- Problem solving: How to separate substances- Demonstration: Grow salt crystals- Mathematics: Volume and density- Demonstration: Mass and volume- Demonstration: Different densities of liquids- Why don’t you?- Class discussion: Ecological alternatives

Optional Activity Book activities- Write sentences about the form and volume of the three states of

water. (AB page 23)- Complete the sentences about matter. (AB page 23)- Draw the missing molecules. Write the missing information. (AB page

23)- Circle the odd one out. Why is it different? (AB page 23)- Write sentences about the physical changes in matter. (AB page 24)- Read and identify the chemical changes. (AB page 24)- Look at the photos. Are these physical or chemical changes in matter?

Are they reversible or irreversible? Write sentences. (AB page 24)- Circle the odd one out. Why is it different? (AB page 24)- Complete the texts about mixtures. (AB page 25)- Answer the questions about methods of separating mixtures. (AB page

25)- Circle the odd one out. Why is it different? (AB page 25)- Complete the sentences about mass and volume. (AB page 26)- Complete the sentences about the density of the three objects. (AB

page 26)- Read, think and write. (AB page 26)- Circle the odd one out. Why is it different? (AB page 26)- How is paper recycled? Read and order the pictures. (AB page 27)- Look at the diagram and write about how glass is recycled. (AB page

27)- Order the letters to discover the mystery word. Complete the

definition. (AB page 27) Support Ideas, game bank.

42

Extra worksheets of the Photocopiable Resources CD.

EVALUATION



Formal evaluation- Unit 5 Test- 2nd term test- End of year test- Closing activities at the end of each lesson


2. KEY COMPETENCIES’ EVALUATION CRITERIA Identifying the three states of matter Completing a chart about the properties of solids, liquids and gases Copying and completing sentences about the composition of matter Learning about physical and chemical changes Copying and matching processes with their definitions Identifying reversible and irreversible changes Learning about combustion and oxidation Investigating a chemical change Learning about mixtures and pure substances Singing a song about mixtures Investigating mass and volume Listening to and reading a comic about the three Rs Listening to and reading a text about what happens to our rubbish Learning about an ecological plant pot Designing an object made of recycled materials, writing a report about

it and drawing a picture Use information and communication technologies in order to look for


43

UNIT 6The Earth


– All the activities of the unit use the language as an instrument of communication. Ex. Read a text about a girl’s life in Kenya. (PB page 76)


– Students analyse some charts about the composition of the atmosphere and the hydrosphere. (PB pages 71 and 74).

– They also calculate how much water they use per day. (PB page 77)


– The whole unit is devoted to talk about the blue planet, the three layers of the Earth, the atmosphere, the geosphere, rocks and minerals, the hydrosphere, etc. (PB pages 68- 79)




– Education for Peace : the importance of fighting against child labour in developing countries. (PB page 76)

– Environmental Education : the importance of saving water so as to protect the environment.(PB page 77)


– Say the Layers of the Earth chant. (PB page 70)– Sing the Planet Earth song. (PB page 74)– References to life in Kenya. (PB page 76)




Show autonomy and initiative when investigating:– Investigate how to clean water. Let’s investigate! (PB

page 75)



44



To identify the oceans and continents on Earth C1 C3 To identify the hydrosphere, geosphere and atmosphere and

understand what happens in each layer C1 C3 To identify and understand what happens in the different layers of the

atmosphere and identify the gases that make up the atmosphere C1 C2 C3 C4

To identify the layers of the geosphere and the materials each consists of C1 C3

To associate the processes of weathering and erosion with wind and water C1 C3

To understand how soil is formed C1 C3 To classify rocks as igneous, sedimentary and metamorphic C1 C3 C4 To identify some rocks and minerals C1 C3 C4 To identify where water can be found on Earth, the three states of

water and distinguish saltwater from freshwater C1 C3 C4 C6 To recognise the scarcity of liquid freshwater, understand its

importance and identify the main characteristics of a river C1 C3 C4 C5 C6

To understand the water purification process C1 C3 To hypothesise the outcome of an investigation and investigate ways of

cleaning water C3 C5 To recognise the importance of natural resources C1 C3 C5 To read and understand factual texts about water C1 C3 C5 To calculate and write about how much water we use C1 C2 C3 C8 To review unit content C1 C7 To skim read a text for key words and information C1 C7 To use concept maps for recording and reviewing information C1 C7 To undertake a simple self-assessment of the unit content C7 C8

CONTENTSThroughout this unit, we will place particular emphasis on Block 1 (The environment and nature conservation):


- Listen and read the Science investigation notes. Identify the oceans.- Answer the questions- Answer the question for the Science Investigators: Why does life on

Earth survive?- Name the continents, oceans and planets- Answer the question for the Science Investigators: What are the three

layers of the Earth?- Listen and read about the three layers of the Earth.- Review the importance of plants for other living things- Poster activity

45

- Why is life possible on Earth? Copy and complete the explanation.- Say the Layers of the Earth chant- Match and write the sentences- Classify the parts of the Geosphere, Hydrosphere and Atmosphere in a

chart- Answer the question for the Science Investigators: What are the three

layers of the Earth? Check in the Wiki.- Review life on Earth and the Earth’s three layers- Answer the question for the Science Investigators: What’s the

atmosphere made up of?- Listen and read about the composition of the atmosphere- Poster activity- Copy and answer the questions- Copy and label the atmosphere diagram. Add these labels.- Listening activity- Copy and complete the text- Answer the question for the Science Investigators: What’s the

atmosphere made of? Check in the Wiki.- The Definitions game- The planet Venus- Answer the question for the Science Investigators: What is the

geosphere?- Listen and read about the geosphere- The crust, the mantle and the core- Weathering and erosion- Copy and label the geosphere diagram- Match and write the sentences- Read the Did you know? section- Investigate the composition of soil- Identify the living and non-living things that can make the Earth’s crust

change- What can you do to help stop erosion?- Answer the question for the Science Investigators: What is the

geosphere? Check in the Wiki.- Group work: Weathering explanations- Compare erosion and weathering- Answer the question for the Science Investigators: What’s the

difference between a rock and a mineral?- Listen and read about rocks- Listen and read about minerals- Copy and match the rocks and minerals- In which type of rock do we find fossils? Why?- identify three properties we can use to classify mineral- Describe the minerals in photos a–d- Diagram explaining the rock cycle- Answer the question for the Science Investigators: What’s the

difference between a rock and a mineral? Check in the Wiki.- Review of rocks and minerals- Yes or no guessing game

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- Answer the question for the Science Investigators: How much of the water in the hydrosphere can we drink?

- Listen and read about the hydrosphere.- Where can we find the following types of water?- Rivers- Copy and label the diagram of a river. Add these labels.- Review of weathering and erosion by water- Discuss rivers in Spain- Why do rivers sometimes disappear in the summer?- Copy the sentences and correct the ones that are false- Sing the Planet Earth song- Answer the question for the Science Investigators: How much of the

water in the hydrosphere can we drink? Check in the Wiki.- Class worksheet 2: The course of a river- Question and answer session.- Listen and read about drinking water.- Slide presentation- Let’s investigate! Can we clean water? Aim, Materials, Hypothesis,

Method, Record, Conclusion.- What other materials can you use to clean water?- Let’s investigate more! Use books and the internet to find out what can

cause water pollution. What can we do to help stop water pollution? Prepare a group presentation.

- Ask and answer the questions with a partner- Read the first text. Copy and answer the questions.- Read the second text. Which fact do you think is the most surprising?- How can you save water?- How much water did Alex use yesterday? Read and find out.- Calculate how much water you used yesterday. Write about the results.- Share reports- Choose the correct words and write the sentences about the solar

system and the Earth- Copy and complete the sentences about the layers of the Earth- Match and write the sentences about the atmosphere- Copy and complete the sentences about the hydrosphere- Copy and complete the sentences about the geosphere- Copy and complete the sentences about rocks and minerals. Find the



47

LINGUISTIC CONTENTS Topics: The blue planet; The three layers of the Earth; What is the

atmosphere?; What is the geosphere?; What are rocks and minerals?; What is the hydrosphere?; How to clean waterThe blue planet: Asia, Africa, Europe, Antarctica, Australia, North / South America, Pacific / Atlantic / Indian / Arctic / Southern oceansAtmosphere: oxygen, carbon dioxide, gases, air, nitrogen, troposphere, stratosphere, mesosphere, water vapour, weather systems, ozone layer, ultraviolet rays, meteors, outer spaceHydrosphere: water, liquid, lakes, rivers, oceans, seas, glaciers, groundwater, ice, Antarctic, summits, clouds, saltwater, freshwater, aquifers, rain, snow, springs, source, meanders, course, streams, tributaries,water cycleGeosphere: rocks, minerals landforms, mountains, land masses, continents, spheres, core, mantle, crust, iron, pressure, rocks, magma, minerals, valleys, islands, ocean floors, earthquakes, volcanoes, weathering, erosion, tunnels, soil, igneous, sedimentary, metamorphic, magma, sediment, compress, pressure, basalt, chalk, marble, hardness, lustre, sulphur, diamond, talc, galena, fossil, extractedWater purification and uses: drinking water, clean, purify, safe, treatment plant, impurities, filtered, chemicals, bacteria, pollution, well, pump, waterhole

Key structures:

Imperative: Pour the pond water through the filter.Receptive language: elliptical, waves, ships, oil, give shape to, vacuum, burn up, inner / outer core, erupt, natural processes, decompose, energy, origin, cools, solid matter, quartz, gaseous, rainfall, fuses, paper towels, gravel, sand, cotton balls, pond water, chlorine, fluoride, reservoirs, pollutants, settling tank, watertower, tooth decay, screens, dig

LEARNING STRATEGIES Memorize words through texts and songs. Learn contents through photos and texts. Investigate how to clean water. (Let’s investigate!). Read and do a Science Investigation Report about how to save water. Review all the contents learnt.

CROSS-CURRICULAR ITEMS Education for Citizenship: the importance of saving water. Maths: calculate how much water they use per day. IT: Internet links. (TN page 208)

Rocks and soils

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www.bbc.co.uk/schools/ks2bitesize/science/materials/rocks_soils/read1.shtml

ATTITUDES AND VALUES Learning that water needs to be purified before drinking Understanding how important it is not to waste water Learning about the experiences of people in other countries. Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc.

MIXED-ABILITY ACTIVITIES Extra activities: - Class worksheet 1: Oceans and continents- Class discussion / Art: Distant locations- Oral expression: The three layers- Art: Make a model of an island- Mathematics: Graphic representation- ICT: Ozone layer project- Homework worksheet: The importance of erosion- Art: Diagram of the layers of the geosphere- Geology: Mineral collections- Geology: The scratch test- ICT: Investigate fossils- ICT: Follow the course of a river- Art: Construct a model of a river’s course- Project: The Earth- Class visit- Why don’t you?- Research: World Water Day

Optional Activity Book activities:- Answer the questions about oceans. (AB page 28)- Complete the information about the three layers of the Earth. (AB page

28)- Write sentences about what you can find in the hydrosphere,

geosphere and atmosphere. (AB page 28)- Circle the odd one out. Why is it different? (AB page 28)- Answer the questions about gases in the atmosphere. (AB page 29)- Label the diagram of the atmosphere. (AB page 29)- Complete the sentences about objects in the atmosphere. Draw the

objects in the diagram in activity 6. (AB page 29)- Circle the odd one out. Why is it different? (AB page 29)- Complete the chart about the geosphere. (AB page 30)- What causes weathering and erosion? Complete the sentences. (AB

page 30)- Look at the photos. Complete the sentences about the three types of

rock. (AB page 30)- Circle the odd one out. Why is it different? (AB page 30)

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http://www.bbc.co.uk/schools/ks2bitesize/science/materials/rocks_soils/read1.shtml

http://www.bbc.co.uk/schools/ks2bitesize/science/materials/rocks_soils/read1.shtml

- Complete the sentences about water on Earth. (AB page 31)- Label the course of the river. (AB page 31)- Read, think and write. (AB page 31)- Circle the odd one out. Why is it different? (AB page 31)- Read the text. Find the geographical features on the map. (AB page

32)- Investigate a continent. Write a description of its geography and draw

a map. (AB page 32)- Order the letters to discover the mystery word. Complete the

definition. (AB page 32) Support Ideas, game bank for pupils who have received little input at an Infant level (TN pages 23 and 24) Extra worksheets of the Photocopiable Resources CD.





2. KEY COMPETENCIES’ EVALUATION CRITERIA Learning about the oceans of the blue planet Understanding what makes life on Earth possible Classifying the layers of the Earth as the geosphere, hydrosphere and

atmosphere Learning about the layers in the atmosphere Copying and labelling diagrams of the atmosphere and geosphere Learning about the three parts of the geosphere Understanding how to classify rocks and minerals Learning about the hydrosphere Singing a song about planet Earth Investigating how to clean water Listening to and reading a text about access to water for a family in

Kenya Learning about the importance of saving water Calculating how much water we use in daily activities

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Use information and communication technologies in order to look for information by following the suggested Internet links.

Reviewing and testing the key concepts of the unit

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UNIT 7Climate and the weather


– All the activities of the unit use the language as an instrument of communication. Ex. Listen and read the comic The school trip. (PB page 88)


– Students analyse temperature and precipitation graphs. (PB page 84)


– The whole unit is devoted to talk about world climate, what can influence climate, climate zones of Spain, extreme weather and natural disasters, wild weather, climate change, etc. (PB pages 80- 91)




– Environmental Education : the importance of following ecological attitudes in order to protect the environment. (PB page 87)

– Education for Health : The importance of using the appropriate clothes according to the weather conditions. (PB page 88)


– Say the Climate zones chant. (PB page 81)– Sing the Climate change song. (PB page 86)– Draw a weather forecast map. (PB page 89)




Show autonomy and initiative when investigating:– Investigate how green they are. Let’s investigate! (PB

page 87)



52



To identify the differences between climate and weather and identify the main climate zones of Spain and the Earth C1 C3 C6

To identify general weather conditions and the factors that influence climate C1 C2 C3 C4 C5

To understand the relationship between climate and flora and flora in Spain C1 C3 C4

To identify floods and droughts as natural disasters and understand the atmospheric conditions that can cause them and the consequences of these natural disasters C1 C3 C4 C5 C8

To interpret and elaborate simple climate graphs C1 C2 C3 C4 To differentiate between storms, hurricanes and tornadoes and

understand the atmospheric conditions that cause them C1 C3 To understand the meaning of climate change and global warming and

their main causes and consequences C1 C3 C5 To identify the role of human activity in bringing about climate change

and understand that individuals can help to stop global warming C1 C3 C4 C5

To complete a questionnaire on ecological awareness and understand the importance of the three Rs C1 C3 C5 C8

To listen to, read and understand a comic and a factual text C1 C3 C5 C7

To understand how meteorologists forecast the weather C1 C3 To identify and use basic weather symbols, and to plan and write a

weather forecast C1 C3 C5 C8 To review unit content C1 C7 To skim read a text for key words and information C1 C7 To use concept maps for recording and reviewing information C1 C7 To undertake a simple self-assessment of the unit content C7 C8

CONTENTSThroughout this unit, we will place particular emphasis on Block 1 (The environment and nature conservation):Block 1. The environment and nature conservation

- Listen and read the Science investigation notes. Copy and complete the sentences with weather or climate.

- Read the Science investigation notes again. Copy and answer the questions.

- Say the Climate zones chant- Look at the world map above. Write the names of two countries found

in each of the hot, temperate and cold zones.- Answer the question for the Science Investigators: Why isn’t there a lot

of precipitation in a polar climate?- Mind map: Review climate

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- Answer the question for the Science Investigators: What can influence the climate of an area?

- Listen and read about factors that influence climate- Introduction to latitude- Demonstration of the Sun’s rays- Introduction to altitude and relief- Introduction to distance from the sea- Pair work: The influence of climate on living things- Interpreting a relief map- Look at the four factors a–d that influence climate. How do these affect

the climate where you live?- Copy the sentences and correct the ones that are false- Is altitude the same as relief?- Answer the question for the Science Investigators: What can influence

the climate of an area? Check in the Wiki.- True or false game- Answer the question for the Science Investigators: What are the

climate zones of Spain?- Listen and read about Spain’s climate zones - Climate zones- What type of climate do these places have?- Make a chart with information about the climate zones in Spain- Which climate zone do you live in? Describe the climate and the flora

and fauna found where you live.- Answer the question for the Science Investigators: What are the

climate zones of Spain? Check in the Wiki.- Poster activity- Team race: Where is that climate zone?- Game: Which place am I in?- Answer the question for the Science Investigators: What happens when

there’s not enough or too much rain?- Listen and read about drought- Listen and read about floods- Which natural disasters can cause the following consequences?- Look at the temperature and precipitation graphs of a climate zone in

Spain. Answer the questions- A climagraph- What measures can we take to live with droughts?- Answer the question for the Science Investigators: What happens when

there’s not enough or too much rain? Check in the Wiki.- Vocabulary quiz- Link the consequences to the natural disaster- Answer the question for the Science Investigators: What’s the

difference between a tornado and a hurricane?- Listen and read about wild weather and thunderstorms- Class discussion: Storm safety- Hurricane demonstration- Listen and read about hurricanes- Listen and read about tornadoes

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- Write about storms, hurricanes and tornadoes. Use these phrases.- What do you think is the difference between an air mass that forms

over the Sahara desert and an air mass that forms over the Pacific Ocean?

- What effects do you think storms, hurricanes and tornadoes can have on a landscape?

- Do thunderstorms happen where you live? At what time of year do they usually happen?

- Slide presentation- Answer the question for the Science Investigators: What’s the

difference between a tornado and a hurricane? Check in the Wiki.- Question and answer session- Running dictation- Answer the question for the Science Investigators: How is the Earth’s

climate changing?- Listen and read about global warming- Listen and read about the greenhouse effect- Answer the questions- Look at the photo of the polar bear. What do you think are the effects

of global warming?- How can planting new trees and protecting forests reduce the amount

of carbon dioxide in the atmosphere?- Sing the Climate change song- Answer the question for the Science Investigators: How is the Earth’s

climate changing? Check in the Wiki.- Memory game- Draw a diagram- Listen and read about attempts to halt global warming- Let’s investigate! Find out how green we are- Complete the questionnaire for yourself- Now compare the questionnaire with two classmates. Are they as

green as you and your family?- Discuss the results as a class. Is your class helping to reduce the

amount of carbon dioxide in the atmosphere? Does anyone have another way to be green?

- Let’s investigate more! What is a carbon footprint? Use books and the internet to find out. Find ways to make your school a greener place. Discuss the question in groups of four. Design a poster to inform other pupils how to reduce their carbon footprint.

- Listen and read the comic. How do you think scientists forecast the weather?

- Listen and read the text. Copy and answer the questions.- How do scientists forecast the weather? Copy and complete the

explanation.- Read the Did you know? section- Look at the weather map. What will the weather be like in Madrid

tomorrow? Read and find out.- Find out tomorrow’s weather. Write a weather forecast and draw a

weather map.

55

- Share weather forecasts- Class worksheet 2: A weather forecast- Choose the correct words and write the sentences about climate- Copy and complete the sentences about climate zones in Spain- Copy the sentences and write the name of each weather condition- Copy and complete the sentences about climate change. Find the



LINGUISTIC CONTENTS Topics: World climate; What can influence climate? Climate zones of

Spain; Extreme weather and natural disasters; Wild weather; Climate change; How green are you?World climate zones / Spain’s climate zones: hot / temperate / cold zone, tropical / savannah / Mediterranean / ocean / continental / polar / alpine / Atlantic / sub-tropical / mountain climate zoneInfluences on climate: latitude, altitude, relief, distance from the sea, EquatorWeather and weather forecasts: temperature, humidity, wet / dry season, mild, cool, snow, ice, windy, rainfall, wild, moderate, storms, hurricanes, tornadoes, thunder, lightning, thunderstorms, air masses, cumulonimbus clouds, torrential, spirals, spinning, twisters, wind speed / direction, satellites, Doppler radar,meteorologists, symbols, sunny, cloudy, foggy, frosty, showers, sleet, hail, frostFlora and fauna: deciduous / coniferous, oak / palm / dragon trees, ferns, mosses, heather, thyme, Iberian brown bear, salmon, storms, deer, hare, wind boar, foxes, squirrels, trout, lizards, turtles, chamois, vultures, lynxClimate change and global warming: greenhouse effect, carbon dioxide, oil, coal, petrol, wind / tidal / solar, forests, fuels, greenhouse gases, recycle, rubbish, natural resources, carbon footprintNatural disasters: drought, erodes, infertile, water supplies, restrictions, overflow, flood, contaminated

Key structures:

Relative pronoun (which): It can influence the flora, which is all the vegetation that grows in one place.Adverbs of time: always, sometimes, never

56

Receptive language: drain, rocks, dramatic, cirrus / cumulus / stratus cloud, responsible, release, shrink, waterproof, device, sensitive

LEARNING STRATEGIES Memorize words through chants and comics. Learn contents through photos and texts. Investigate how green they are (Let’s investigate!). Read and do a Science Investigation Report about a weather forecast. Review all the contents learnt.

CROSS-CURRICULAR ITEMS Education for Citizenship: the importance of having ecological

attitudes. IT: Internet links (TN page 242)

Spanish weather forecasts: www.meteosat.comSpanish newspaper: www.eltiempo.esHurricanes: www.kids.earth.nasa.gov/archive/hurricaneClimate change: www.epa.gov/climatechange/kids/

ATTITUDES AND VALUES Understanding that humans are responsible for global warming Thinking about how people can reduce carbon dioxide emissions Evaluating how green we are Understanding that animals are sensitive to the weather. Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc.

MIXED-ABILITY ACTIVITIES Extra activities: - Class worksheet 1: Climate zones- Geography: Draw and label landscapes- ICT: Group work investigation- Art: Make a poster showing ways of life- Geography: Map work- Art: Make a climate zone map- ICT: Investigate a climate zone- Mathematics: Graphs- Current affairs: Natural disasters- Homework worksheet: A tornado in a bottle- Research: Wild weather- Drama: Role play- Drama: Role play- Discussion: What can we do?

57

http://www.epa.gov/climatechange/kids/

http://www.kids.earth.nasa.gov/archive/hurricane

http://www.eltiempo.es/

http://www.meteosat.com/

- Art: Make a sculpture from recycled materials- Oral presentations: My sculpture- Why don’t you?- Research: International weather

Optional Activity Book activities: - Do these sentences describe the weather (W) or climate (C)? (AB page

33)- Complete the sentences. (AB page 33)- Label the map with the climate zones. Classify the regions described in

activity 2. (AB page 33)- Circle the odd one out. Why is it different? (AB page 33)- What influences climate? Complete the sentences. (AB page 34)- Match and write true sentences about climate. (AB page 34)- Circle the odd one out. Why is it different? (AB page 34)- Complete the text about Bilbao. Write about Madrid and Valencia. (AB

page 35)- Match the sentences to photo 1 or photo 2. (AB page 35)- Circle the odd one out. Why is it different? (AB page 35)- How do storms form? Look at the diagrams and complete the

sentences. (AB page 36)- Complete the sentences with Hurricanes or Tornadoes. (AB page 36)- Read, research and write. (AB page 36)- Circle the odd one out. Why is it different? (AB page 36)- Read the Science Investigation notes. How is global warming affecting

the Earth? (AB page 37)- Complete the email. (AB page 37)- Order the letters to discover the mystery word. Complete the

definition. (AB page 37) Support Ideas, game bank for pupils who have received little input at an Infant level (TN pages 23 and 24) Extra worksheets of the Photocopiable Resources CD.




Self-evaluation

58

- Learning to Learn and Let’s revise! review sections for Unit 7

59

2. KEY COMPETENCIES’ EVALUATION CRITERIA Learning about world climate zones Copying and answering questions on weather and climate Saying a chant about climate zones Identifying the factors that can influence climate Learning about the climate zones of Spain Describing the local climate and flora and fauna Understanding what causes floods and droughts Identifying the consequences of natural disasters Copying and answering questions about temperature and precipitation

graphs Writing about storms, hurricanes and tornadoes Answering questions on climate change Singing a song about climate change Investigating how we can reduce, recycle and save natural resources Listening to and reading a comic about a school trip Listening to and reading a text about weather forecasts Reading a weather map Understanding and using weather symbols Writing a weather forecast and drawing a weather map Use information and communication technologies in order to look for


60

UNIT 8Landscapes


– All the activities of the unit use the language as an instrument of communication. Ex. Read an article about Timanfaya National Park. (PB page 98)

C2: Competency in mathematicsC3: Competency in knowledge of and interaction with the physical world

– The whole unit is devoted to talk about different landscapes, landforms, volcanoes, earthquakes, etc. (PB pages 92-101)


– Website activities: www.macmillanelt.es– Internet links for this unit (TN pages 279)


– Environmental Education : understand the importance of protecting nature as national parks do. (PB page 98)


– Say the Landforms chant. (PB page 94)– Say the Landscapes rap. (PB page 96)– References to National parks in Spain. (PB page 98)– Make a poster about a National park. (PB page 99)




Show autonomy and initiative when investigating:– Investigate how landforms are made. (PB page 95)



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To identify the main landforms in mountain, coastal and flat landscapes C1 C3

To understand the purpose of a relief map C1 C3 To identify the main forms of relief C1 C3 To identify elements that contribute to the diversity of landscapes C1

C3 To understand how landforms are made C1 C3 To investigate how mountains are formed C1 C3 C6 C8 To identify the parts of a volcano and the different types of eruptions

C1 C3 C6 To understand the origin and composition of magma C1 C3 To differentiate between active, dormant and extinct volcanoes C1 C3 To understand the consequences of living close to a volcano C1 C3 C5 To understand the origin of earthquakes and their relation to geological

processes C1 C3 To identify the focus, epicentre and fault line during an earthquake and

understand why scientists use seismographs C1 C3 C5 To identify the possible consequences of earthquakes and tsunamis C1

C3 C5 To read and understand factual texts about National Parks C1 C3 C5 To understand the value of National Parks C5 C8 To investigate a National Park and make and present a poster about it

C1 C3 C4 C8 To review unit content C1 C7 To skim read a text for key words and information C1 C7 To use concept maps for recording and reviewing information C1 C7 To undertake a simple self-assessment of the unit content C7 C8

CONTENTSThroughout this unit, we will place particular emphasis on Block 1 (The environment and nature conservation), but we would also like to highlight the contents of other blocks of the curriculum of 3rd cycle primary, which are also introduced or recycled in this unit:

Block 1. The environment and nature conservation - Listen and read the Science investigation notes. Identify the landforms

a–k in the photos.- Ask and answer the questions about the Science investigation notes- Choose the correct words and write the sentences- Write about the landscape where you live- Answer the question for the Science Investigators: What’s the highest

mountain on the planet?- List the landforms- Answer the question for the Science Investigators: Why does the

surface of the Earth move?

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- Listen and read about tectonic plates and landforms- Tectonic plates- Landforms- Copy and answer the questions- Identify the landforms in photos a–f- Write definitions of these landforms- Say the Landforms chant- Answer the question for the Science Investigators: Why does the

surface of the Earth move? Check in the Wiki.- Review of landforms- Listen and read about how landforms are made- Say the Landscape rap- Let’s investigate! Make a model of fold mountains- Draw a diagram of how you will make your fold mountain. Label it.- Make your fold mountain using plasticine. Can you see how they are

formed?- Let’s investigate more! There are many different types of mountain.

Investigate how block mountains are formed. Draw and label a diagram of how you will make your block mountain using plasticine.

- Draw diagrams of fold and block mountains- Answer the question for the Science Investigators: Can all volcanoes

erupt?- Listen and read about volcanoes- Parts of a volcano- Listen and read about volcanic eruptions- Demonstration: Flowing like rock- Demonstration: Rising magma- Say the Landscape rap- Copy and label the volcano diagram- Copy and answer the questions- Copy and complete the sentence- Is the cooling of lava to form mountain rock a physical or a chemical

change?- Do you think people should live near a dormant volcano? Why? / Why

not?- Find information from books or the internet about extinct volcanoes.

How do they change?- Answer the question for the Science Investigators: Can all volcanoes

erupt? Check in the Wiki.- Identify volcanic states- Quiz- Answer the question for the Science Investigators: What causes an

earthquake?- Listen and read about earthquakes- Pair work: The aftermath of an earthquake- The San Andreas fault- The seismograph- Slide presentation- Copy and complete the sentences- Copy and label the diagram of an earthquake

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- What consequences can an earthquake have on a community?- Answer the question for the Science Investigators: What causes an

earthquake? Check in the Wiki.- Team activity- Reconstruct sentences- Have you ever been to a National Park? What did you see there? What

activities did you do?- Read the first text. Copy and answer the questions.- Read the second text. Why are National Parks important?- Read the Did you know? section- Read the sign on the right. How can we protect our National Parks?- Listen to Nina’s presentation. Copy the headings in order.- Choose a National Park. Investigate it and make a poster. Present it to

your class.- Why don’t you?- Match and write sentences about landscapes- Read and identify the landforms- Copy and complete the sentences about how landforms are made- Choose the correct words and write the sentences about volcanoes- Copy and complete the sentences about earthquakes. Find the mystery

word.- Science Investigators’ Wiki – Discovery.- Definitions worksheet 8- Read and identify the key words- Copy and complete the concept map- Revise all the contents learnt and self-evaluate their own work by


LINGUISTIC CONTENTS

Topics: Different landscapes; Landforms; How landforms are made; Volcanoes; EarthquakesLandscapes and landforms: relief map, coastal, mountainous, flat, valleys, lakes, rivers, beaches, cliffs, bay, cape, mountain ranges, fold mountains, block mountains, Himalayas, summit, slopes, foot, lowland, plains, plateau, tectonic plates, movement, sea level, hills, area, farming, flow, gorge, steep sides, surface, collide, layers, steep, wind, rain, weather, erode, elevated, glaciers, ice, cuts out, rocks, deposit, sedimentVolcanoes: crust, volcanic cone, lava, ash, opening, conical, magma chamber, vent, crater, mouth, gas, erupt, pressure, melt, liquid magma, dormant, escaping, heat, extinct, island, liquid rockEarthquakes: faults, force, movement, vibrations, waves, shakes, focus, epicentre, damage, weak, seismograph, monitor, consequences, tsunamis, coastNational Parks: animals, plants, protect, close up, beauty, wildlife, nature, location, flora and fauna, visitors

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Key structures:

Comparative adjectives: A plateau is higher than the land around it.Receptive language: power, crops, eggshell, dramatic effects, oceans, seas, peaks, height, valley floor, jagged, stream, surrounding, mass, flow, flood, accumulates, pool, trapped, cracks, move apart, spread out, path, crash, shooting, air, destroyed, villages, buried, farm land, tourist bus, camel ride, visitor centre, restaurant, exhibitions

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LEARNING STRATEGIES

Memorize words through chants and articles. Learn contents through photos and texts. Investigate how landforms are made. (Let’s investigate!). Read and do a Science Investigation Report about a National park. Review all the contents learnt.

CROSS-CURRICULAR ITEMS Education for Citizenship: the importance of protecting nature. IT: Internet links: (TN page 279)

Volcanoes and earthquakeswww.woodlands-junior.kent.sch.uk/Homework/mountains/volcanoes.htmwww.earthquake.usgs.gov/learn/kids/National Parkswww.reddeparquesnacionales.mma.es/parques/org_auto/red_ppnn/mapa.htm

ATTITUDES AND VALUES Understanding the importance of recycling. Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc.

MIXED-ABILITY ACTIVITIES Extra activities: - Class worksheet 1: Landforms- Art: Colour a map and its key- Literacy: Wordsearch / crossword- Personal experiences: Places of beauty- History / Art: Pangaea- Art: 3D relief map of Spain- Geography: mountain research- Class worksheet 2: Volcanoes- Art: Volcano poster- ICT: Investigate volcanoes on other planets- Homework worksheets 8a and 8b: Earthquake resistant buildings- Physics: Vibration demonstration- Class discussion: Presentations on National Parks- Literacy: Write about a trip

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http://www.reddeparquesnacionales.mma.es/parques/org_auto/red_ppnn/mapa.htm

http://www.reddeparquesnacionales.mma.es/parques/org_auto/red_ppnn/mapa.htm

http://www.earthquake.usgs.gov/learn/kids/

http://www.woodlands-junior.kent.sch.uk/Homework/mountains/volcanoes.htm

http://www.woodlands-junior.kent.sch.uk/Homework/mountains/volcanoes.htm

Optional Activity Book activities:

- Find the features of a landscape in the wordsearch. Write the words. (AB page 38)

- Write a description of the landscape using words form activity 1. (AB page 38)

- Circle the odd one out. Why is it different? (AB page 38)- Answer the questions about the surface of the Earth. (AB page 39)- Identify the landforms and complete the descriptions of how they can

form. (AB page 39)- Circle the odd one out. Why is it different? (AB page 39)- Complete the sentences about how a volcano erupts. (AB page 40)- Look at the world volcanoes map and answer the questions. (AB page

40)- Read, think and write. (AB page 40)- Circle the odd one out. Why is it different? (AB page 40)- Complete the labels. (AB page 41)- Match the numbers on the scale to the descriptions. (AB page 41)- Circle the odd one out. Why is it different? (AB page 41)- Read the Science investigation notes. Find and circle three mistakes in

the picture. (AB page 42)- Write about the landscape where you live. (AB page 42)- Order the letters to discover the mystery word. Complete the

definition. (AB page 42)

Support Ideas, game bank for pupils who have received little input at an Infant level (TN pages 23 and 24) Extra worksheets of the Photocopiable Resources CD.


Informal evaluation- Teacher’s evaluation of the unit - Individual child assessment sheet- Class assessment sheets. - Units 5-8 Review



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2. KEY COMPETENCIES’ EVALUATION CRITERIA Identifying landforms Writing about the local landscape Learning about landforms such as mountains, hills, valleys, gorges,

plateaus and plains Writing definitions for landforms Saying a chant about landforms Investigating how tectonic plate movement causes different landforms Learning about volcanoes Copying and labelling a volcano diagram Copying and answering questions about volcanoes Researching extinct volcanoes Learning about earthquakes and their causes Understanding some of the consequences of an earthquake on a

community Reading a text about Timanfaya National Park Reading about National Parks in Spain Listening to a presentation about Doñana National Park Choosing and investigating a National Park and making a poster Use information and communication technologies in order to look for


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UNIT 9Population


– All the activities of the unit use the language as an instrument of communication. Ex. Listen and read the comic E-pal. (PB page 110)


– Students analyse a population pyramid. (PB page 105)

– They also study a bar chart about Spain’s population. (PB page 108).

– Students learn to analyse statistics. (PB page 109)


– The whole unit is devoted to talk about population, changes in population, rural and urban populations, Spain’s population, statistics, etc. (PB pages 104-113)




– Moral and Civic Education : The importance of respecting the differences between urban and rural population. (PB pages 104-113).

– Education for Peace : the importance of respecting immigrants from other countries and their cultural differences. (PB page 108)


– Say the Population chant and sing the Population changes song. (PB page 106)

– References to Australian population. (PB page 110)– References to Palma de Mallorca. (PB page 111)– Make a display of the most interesting places in their

town. (PB page 111)




Show autonomy and initiative when investigating:– Investigate about statistics. Let’s investigate! (PB

page 109)



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To understand the principal ways of classifying population C1 C3 To identify differences between rural and urban living C1 C3 C5 To understand and extract data from a population pyramid C1 C3 C4 To understand why population changes C1 C3 To calculate natural and actual population increase C1 C2 C3 C4 To understand the reasons for migration C1 C3 C4 C5 To identify the differences between and advantages and disadvantages

of rural and urban populations C1 C3 C5 To understand the difficulties people experience when they migrate C1

C3 C5 C8 To understand the reasons for Spain’s population increase C1 C2 C3 C4 To interpret and represent data in a bar chart C1 C2 C3 C4 To identify graphic techniques to represent population structure C1 C2

C3 To calculate population density and investigate a population using

statistics C1 C2 C3 C8 To compare and contrast two countries’ populations C1 C2 C3 C4 To listen to, read and understand a comic about an e-pal in the

Australian outback C1 C3 C6 C7 To listen to, read and understand a factual text about The School of the

Air C1 C3 C6 C7 To plan and write an informative text about where I live C1 C8 To review unit content C1 C3 C7 To skim read a text for key words and information C1 C7 To use concept maps for recording and reviewing information C1 C7 C8 To undertake a simple self-assessment of the unit content C7 C8

CONTENTSThroughout this unit, we will place particular emphasis on Block 4 (People, cultures and social organisation):

Block 4. People, cultures and social organisation

- Listen and read the Science investigation notes. Match and write the sentences.

- Look at the population pyramid. Copy and complete the sentences.- Listen to Alex talking about life in a big city. Classify the Advantages

and Disadvantages in a chart.- What type of population do you live in?- Answer the question for the Science Investigators: How do we measure

population?- True or false?- Poster activity.

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- Answer the question for the Science Investigators: What’s the difference between immigration and emigration?

- Listen and read about population- Why is a census important?- Reinforcement of the concept of natural increase- Listen and read about causes of population decrease- Migration- Absolute population calculation- Copy and complete the sentences- Look at the information below. Did the absolute population increase or

decrease? Remember you must calculate the natural increase and the actual increase.

- Look at photo a. What’s happened in this town?- Are these reasons for migration social, economic or natural causes?- Say the Population chant and sing the Population changes song- Answer the question for the Science Investigators: What’s the

difference between immigration and emigration? Check in the Wiki.- Review: Calculate populations- Answer the question for the Science Investigators: How many

inhabitants make an urban population?- Listen and read about rural and urban populations- Say the Population chant and sing the Population changes song- These are the populations of two areas. Are they urban or rural

populations?- What do you think are the advantages and disadvantages of living in

an urban area? Compare your answers with a classmate.- Is a rural exodus migration, immigration or emigration?- What do you think are the consequences of a rural exodus on a village?- How easy or difficult do you think it is for people when they move to a

new place? Why?- Class discussion- Answer the question for the Science Investigators: How many

inhabitants make an urban population? Check in the Wiki.- Guessing game: Urban or rural?- Answer the question for the Science Investigators: Is Spain’s population

increasing or decreasing?- Pair work: Interpret a bar chart of Spain’s population- Listen and read about Spain’s population- Copy and complete the sentences- Choose the correct words and write the complete sentences- Why are there more elderly people now than in the past?- Slide presentation- Answer the question for the Science Investigators: Is Spain’s population

increasing or decreasing? Check in the Wiki.- Review the bar chart of Spain- Interpreting data- Listen and read about population density.- How to calculate population density- Class discussion: Choice of location

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- Let’s investigate! Population statistics from around the world- Preparation for the investigation- Do the investigation. Use bar charts, line graphs, pie charts or maps to

help explain your research.- Present your research to your classmates- Did you notice any differences between the different countries your

classmates researched? Discuss the differences and similarities.- Let’s investigate more! Find out the population and areas of Australia

and Japan. Calculate the population density for each country and discuss the results.

- Listen and read the comic. How do you think children go to school in the outback?

- Listen and read the text. Choose the correct words and write the sentences.

- Do you think the School of the Air is a good or a bad idea? Would you like to attend the School of the Air?

- How do children go to school in the outback? Copy and complete the explanation.

- Read the report. Copy and match the headings to the paragraphs.- Investigate where you live. Write a report.- Share reports- Match and write the sentences about population changes- Copy and complete the sentences with rural or urban- Choose the correct words and write the sentences about Spain’s

population- Copy and complete the sentences about classifying population. Find

the mystery word.- Science Investigators’ Wiki – Discovery- Definitions worksheet 9- Read and identify the key words.- Copy and complete the concept map.- Revise all the contents learnt and self-evaluate their own work by


LINGUISTIC CONTENTS Topics: What is population?; Our changing population; Rural and

urban populations; Spain’s population; StatisticsClassifying and measuring population: age, location, economic activity, child / adult / elderly population, urban / rural population, town, city, village, countryside, active / inactive population, population pyramid, absolute population, birth rates, death rates, immigration, emigration, census, naturalincrease, positive, negative, decrease, natural / social / economic causes, country, region, area, actual increase, add, subtract, statistics, density, analysis

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Urban and rural living: inhabitants, rural exodus, migration, study, free-time activities, open spaces, advantages, disadvantages, pollution, crowded, noisier, capital city, place of interest, suburbsChanging populations: unemployment, migration, political, medical, nutritious food, hygiene, quality of life, work / study opportunities

Key structures:

Present participle phrases: We calculate the population density by dividing the number of inhabitants by the area they live in.Receptive language: adolescents, industry, agriculture, cinema, theatre, bowling, museums, homeland, wars, hunger, poverty, customs, e-pal, surfing, activity days, parties, cathedral, city walls, museums, art galleries, tourists

LEARNING STRATEGIES Memorize words through songs and comics. Learn contents through photos and texts. Investigate about statistics (Let’s investigate!). Do a Science Report writing about where they live. Review all the contents learnt.

CROSS-CURRICULAR ITEMS Maths: Students learn about statistics. IT: Internet links (TN page 310):

National statistics of Spainwww.ine.es

ATTITUDES AND VALUES Appreciating that moving to a new place is difficult Valuing the people around us and respecting other cultures. Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc.

MIXED-ABILITY ACTIVITIES Extra activities: - Class worksheet 1: Rural and urban populations- Discussion: Advantages and disadvantages of rural life- Homework worksheet: Absolute populations- ICT: Investigate other cultures- Mathematics: Population calculations- Art: Advertising my home town- History / Literacy: Interview- Statistics: Pair work- English: Reading dates

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http://www.ine.es/

- Mathematics / English: Large numbers- Class worksheet 2: Population density- Social studies: Oral expression- Why don’t you?- Discussion: Places of interest

Optional Activity Book activities: - How can we classify a population by age? Complete the sentences. (AB

page 43)- Use the information in the chart to complete the population pyramid.

(AB page 43)- Look at the population pyramid in activity 2 and complete the

sentences. (AB page 43)- Circle the odd one out. Why is it different? (AB page 43)- Complete the sentences about population. (AB page 44)- Look at the pictures. Complete the information about migration. (AB

page 44)- Circle the odd one out. Why is it different? (AB page 44)- Read, think and answer. (AB page 45)- Write about the advantages and disadvantages of living in a rural area.

(AB page 45)- Order the letters to discover the mystery word. Complete the



EVALUATION



Formal evaluation- Unit 9 Test- 3rd term test- End of year test- Closing activities at the end of each lesson


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2. KEY COMPETENCIES’ EVALUATION CRITERIA Learning how to classify population by age, gender, location and

economic activity Learning about absolute population, what a census is and how birth

and death rates are used to measure population Calculating the natural increase and actual increase in a population Identifying the difference between immigration and emigration Identifying social, natural and economic reasons for migration Saying a chant about population Singing a song about population changes Learning about urban and rural populations Learning about rural exodus Identifying advantages and disadvantages of urban life Interpreting a graph about Spain’s population Copying and completing sentences about the population of Spain Investigating population statistics of different countries around the

world Listening to and reading a comic about an e-pal Listening to and reading a text about the School of the Air Reading a report about a city and matching the headings to the

paragraphs Investigating and writing a report about the local area Use information and communication technologies in order to look for


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UNIT 10Work


– All the activities of the unit use the language as an instrument of communication. Ex. Read an article about voluntary work (PB page 120)


– Students do a survey to find out the most popular job in the class. (PB page 121)


– The whole unit is devoted to talk about economic sectors, the primary sector, the secondary sector, the tertiary sector, tourism, etc. (PB pages 114-123)




– Education for Peace : the importance of respecting everybody regardless of their jobs or professions. (PB pages 114-123).

– Moral and Civic Education : understand the importance of voluntary work. (PB page 120).

– Education for Sexual Equality : accepting that both men and women can do any type of work. (PB pages 114-123).


– Say the Secondary sector chant. (PB page 117)– Sing the Economic sectors song. (PB page 118)




Show autonomy and initiative when writing a report about a job (PB page 121)



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To identify jobs as primary, secondary or tertiary sector activities and identify economic activities in these sectors C1 C3

To understand the relationship between climate, relief and agriculture C1 C3

To understand the scarcity of the world’s natural resources C1 C3 C5 To identify the most important Spanish industries C1 C3 To identify the damaging effects that industry can have on the planet

C1 C3 C5 To understand the difference between the private and public sectors

and between domestic and foreign trade C1 C3 To identify the different types of tourism and understand what makes

tourist destinations popular and the importance of tourism for the Spanish economy C1 C3 C5

To read and understand factual texts about volunteering and identify ways in which people can help the community C1 C3 C5 C7

To read and understand a report about vets C1 C3 C5 To plan and write a report about an interesting job C1 C3 C5 C8 To review unit content C1 C7 To skim read a text for key words and information C1 C7 To use concept maps for recording and reviewing information C1 C7 To undertake a simple self-assessment of the unit content C7 C8

CONTENTSThroughout this unit, we will place particular emphasis on Block 4 (People, cultures and social organisation):

Block 4. People, cultures and social organisation

- Listen and read the Science investigation notes. Answer the questions.- Poster activity- Read the Science investigations notes again. Copy and complete the

sentences.- Listen and identify the jobs. Which economic sectors do the people

work in?- Classify the jobs from activity 3 as the Primary sector, the Secondary

sector and the Tertiary sector in a chart. Add more jobs to the chart.- Answer the question for the Science Investigators: Which economic

sector employs the most people in Spain?- Mind map: Review economic sectors- Answer the question for the Science Investigators: How many people

work in the primary sector in Spain?- Listen and read about the primary sector- Agricultural farming- Livestock farming- Fishing- Mining

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- Copy and answer the questions- Classify the Dry land crops and Irrigated crops in a chart- Identify three types of fish which are caught by coastal fishermen in

Spain- Why do you think the number of people working in the primary sector

in Spain has decreased?- Why is fishing less important now than it was in the past?- Answer the question for the Science Investigators: How many people

work in the primary sector in Spain? Check in the Wiki.- Poster activity- Game: Name the economic sector- Pair work: Question forming- Answer the question for the Science Investigators: How many people

work in the secondary sector in Spain?- Listen and read about the secondary sector- Explanation of the types of industry- Identify the four main industries in Spain- Copy and answer the questions- Identify the industries- Read the Did you know? section- Say the Secondary sector chant- Why should we try to use renewable energy sources?- Answer the question for the Science Investigators: How many people

work in the secondary sector in Spain? Check in the Wiki.- Game: Guess what I have in my bag!- Team game: Which industry is this?- Answer the question for the Science Investigators: Why do more people

work in the tertiary sector?- Key language check- Listen and read about the tertiary sector- What percentage of the active population works in the tertiary sector?- Do you think tourism generates money for all of Spain?- Which forms of media do you use to do these activities?- Identify the services- Copy and complete the sentences- Sing the Economic sectors song- Answer the question for the Science Investigators: Why do more people

work in the tertiary sector? Check in the Wiki.- Team game: Guess the job- Miming game- Imports / Exports- Answer the question for the Science Investigators: How many tourists

come to Spain every year?- Listen and read about tourism in Spain- Employment in tourism- What areas of Spain do you think most tourists visit?- Look at the relief map and descriptions of the climate zones of Spain

on page 83. Is there a connection between climate and popular tourist destinations?

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- Identify the types of tourism in the photos a–e- Which of the holidays in the photos would you and your family enjoy?

Why would you like this type of holiday?- Answer the question for the Science Investigators: How many tourists

come to Spain every year? Check in the Wiki.- Slide presentation- Have you ever been a volunteer or helped the community? What did

you do?- Read the first text. Copy the sentences and correct the ones that are

false.- Read the second text. What voluntary work does Marina do?- Would you like to do this type of voluntary work?- How can you and your classmates help the community?- What economic sector does a vet work in? Read and find out.- Choose a job. Investigate it and write a report.- Share reports- Copy and complete the sentences about the primary sector- Match and write the sentences about industries in the secondary sector- Classify these jobs into Private sector and Public sector in a chart. Do

any jobs occur in both sectors?- Copy and complete the sentences about tourism. Find the mystery



LINGUISTIC CONTENTS

Topics : Economic sectors; The primary sector; The secondary sector; The tertiary sector; TourismPrimary sector: agriculture, agricultural farming, livestock farming, fishing, mining, raw materials, farmers, crops, irrigated, cattle, coastal fishing, deep-sea fishing, rice, wheat, barley, grapes, olives, vegetables, pulses, hake, mackerel, mussels, clams, natural products / resources, extractSecondary sector: manufacturing, factory, base industries, capital goods industries, consumer goods industries, energy industry, process, renewable energy sources, steel, iron, textiles, chemicals, plastic, electricity, machinery, equipmentTertiary sector: chocolate, service, transport, tourism, finance, retail, administration, education, health care, media and communications, trade, services, transport, domestic / foreign trade, exports, imports, private/ public sector, generates, goods, buying and selling, news, shop assistant, teacher, doctor, waiter, mechanic, judge, nurse, hairdresser

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Tourism: beach / cultural / rural / adventure / ecological tourism, tourists, relief map, holidays, culture, landscape, destinations, protected areas, Sun, sand, sea, monuments, museums, villages, countryside, outdoor activitiesOther: active population, economic sector, place of work, volunteering, rewards, skills, office, animal shelter, puppy / puppies, community, job, activities, responsibilities, training, qualities, advantages

Key structures:

Question forms: Do you wear a uniform?Short answer forms: No, I don’t. / Yes, I do.Receptive language: meat, stone, coal, oil, supermarkets, department stores, social services, cereals, dairy, beef, leather, pig farming, rocks, minerals, non-renewable sources, personal use, car parts industry, global warming, pollute, accommodation, entertainment, money, shops, banks, restaurants, hospitals, schools, libraries, government, local authorities, charity, rescue centre, cages, human contact, adopted, surgery, zoos, university, caring, organised

LEARNING STRATEGIES Memorize words through chants and songs. Learn contents through photos and texts. Read and do a Science Investigation Report about a job. Review all the contents learnt.

CROSS-CURRICULAR ITEMS IT: Internet links (TN page 336)

The Spanish economywww.thespanisheconomy.com/en-GB/Paginas/home.aspx

ATTITUDES AND VALUES Learning about the different kinds of jobs people do and how we derive

benefit from the work carried out in each sector Understanding that volunteering makes a valuable contribution to local

communities. Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc.

MIXED-ABILITY ACTIVITIES Extra activities:

- Literacy: Alphabet race

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http://www.thespanisheconomy.com/en-GB/Paginas/home.aspx

- Group work: Job classification- Drama: Role play- Art: Primary sector poster- Class worksheets 1a and 1b: Industry in Spain- ICT / Ecology: Investigate local industries- Class worksheet 2: The economic sectors- Literacy: Interview a tertiary sector worker- Homework worksheet: Tourism- Drama: Difficult tourists role play- PET exam practice: Which holiday?- Why don’t you?- Class discussion: Future work possibilities

Optional Activity Book activities: - Complete the definitions of the economic sectors. (AB page 46)- Write sentences about the workers in the photos. (AB page 46)- Circle the odd one out. Why is it different? (AB page 46)- Complete the chart about some primary sector activities in Spain. (AB

page 47)- Identify and describe secondary sector industries. (AB page 47)- Make true sentences about the tertiary sector. (AB page 48)- Complete the sentences about tourism in Spain. (AB page 48)- Circle the odd one out. Why is it different? (AB page 48)- Read the Science investigation notes. Which economic sector do you

think is the most important and why? (AB page 49)- Read, think and write






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2. KEY COMPETENCIES’ EVALUATION CRITERIA Listening to and reading a text about economic sectors Classifying jobs as primary, secondary and tertiary sector activities Answering questions on what percentage of the population works in

each economic sector Identifying industries in the primary, secondary and tertiary sectors Saying a chant about the secondary sector Learning why we should try to use renewable energy sources Discussing which media we use for entertainment, socialising and keep

informed of current events Copying and completing sentences about the tertiary sector Singing a song about the economic sectors Learning about the different kinds of tourism and expressing holiday

preferences Reading texts about volunteering and ways of making a difference in

the community Considering how we might help others and the types of voluntary work

we might do Learning about the work of a vet Choosing, investigating and writing a report about a job Use information and communication technologies in order to look for


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UNIT 11Early history


– All the activities of the unit use the language as an instrument of communication. Ex. Listen and read the comic At the history museum. (PB page 132)



– The whole unit is devoted to talk about prehistory and ancient history, the Palaeolithic period, the Neolithic period, the ancient civilisations, the Ancient World in Spain, the Romans in Spain, etc. (PB pages 124-135)




– Education for Peace : the importance of respecting our cultural inheritance. (PB pages 124-135)

– Education for Leisure : Understand the importance of considering visiting museums as a leisure activity (PB page 132)


– Say the History chant. (PB page 125)– Sing the Roman society song. (PB page 129)– References to dinosaurs. (PB page 132)– Draw and describe an exhibit they’ve seen at a

museum. (PB page 133)




Show autonomy and initiative when writing a report about a museum they’ve visited (PB page 133)



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To understand how people lived during prehistory and ancient history and identify and differentiate key characteristics of Palaeolithic and Neolithic populations C1 C3 C4 C5 C6

To identify the first stages in the evolution of society and the first technological inventions, and recognise their importance C1 C3 C6

To identify the defining features of Palaeolithic populations C1 C3 C5 C6 To identify the most important prehistoric archaeological sites in Spain

C1 C3 C5 C6 To identify the chronological context and different stages of prehistory

and the most important characteristics of early civilisations C1 C3 C6 To identify the invention of writing as a milestone in the evolution of

society C1 C3 C5 C6 To identify the different populations that influenced Spain during the

ancient period C1 C3 C6 To understand the differences between the Iberians and the Celts and

identify the influence of the traders from other lands C1 C3 C4 C5 C6 To understand the extent and importance of the Roman Empire and to

analyse the Romanisation of Spain C1 C2 C3 C5 C6 To identify the main buildings in a Roman city and their uses C1 C3 C6 To listen to, read and understand a comic about a trip to a museum and

plan and write a report about a museum C1 C3 C7 C8 To listen to, read and understand a factual text about dinosaurs C1 C3

C5 To review unit content C1 C7 To skim read a text for key words and information C1 C7 To understand how to use concept maps for recording and reviewing

information C1 C7 To undertake a simple self-assessment of the unit content C7 C8

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CONTENTSThroughout this unit, we will place particular emphasis on Block 5 (Time changes):

Block 5. Time changes

- Look at the timeline. Copy and complete the sentences.- Say the History chant- Listen and read the Science investigation notes. Copy and complete

the sentences with ancient history, Neolithic period or Paleolithic period.

- Ask and answer questions. When did people…?- Answer the question for the Science Investigators: What is an

archaeologist and what do they do?- A time travel game- Answer the question for the Science Investigators: What is the earliest

Palaeolithic settlement in Spain?- Listen and read about the Palaeolithic period.- Archaeology and remains- Visits to prehistoric sites- Answer the questions about the Palaeolithic period- Look at the photo of the cave painting. What materials do you think

Palaeolithic people used to paint this picture?- Look at the map of Palaeolithic sites in Spain. Can you see any

connection between the relief and where Palaeolithic people lived?- Answer the question for the Science Investigators: What is the earliest

Palaeolithic settlement in Spain? Check in the Wiki.- True or false? game- Palaeolithic tools- Pair work: Dictation- Answer the question for the Science Investigators: What was the most

important invention in the Neolithic period?- Listen and read about the Neolithic period- When did the Neolithic period begin and when did it end?- What did Neolithic people use these tools for?- Why did the Neolithic people need strong containers?- Answer the question for the Science Investigators: What was the most

important invention in the Neolithic period? Check in the Wiki.- Ask and answer questions- Chaos in the museum- Answer the question for the Science Investigators: Which ancient

civilisation introduced democracy?- Listen and read about ancient civilisations- Mesopotamia and the location of civilisations- Egyptian civilisation- Greek civilisation- Copy the chart. Write notes about the three civilisations.- Listen and read about Roman civilisation

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- Listen and read about the groups in Roman society- Look at the map and answer the questions.- Do you think rivers and the sea were important for the ancient

civilisations? Why?- Which civilisation would you prefer to live in? Why?- Sing the Roman society song- Answer the question for the Science Investigators: Which ancient

civilisation introduced democracy? Check in the Wiki.- Game: Which civilisation?- Pair work: Creating questions- Class worksheet 2: The ancient civilisations- Answer the question for the Science Investigators: Who were the

Iberians and the Celts?- Listen and read about the Ancient World in Spain.- The Iberians and the Celts- Mediterranean traders- Where in the Iberian peninsula did the Iberians and Celts settle?- Describe how the Iberians and the Celts lived. What were the main

differences in their ways of life?- Which of these civilisations do you think was the most advanced? Why?- Answer the question for the Science Investigators: Who were the

Iberians and the Celts? Check in the Wiki.- Gap fill exercise- Identification game- Answer the question for the Science Investigators: What did the

Romans give to Spain?- Pair work: What the Romans contributed- Listen and read about the Romans in Spain.- Pair work: The Roman impact on Hispania- Listen and read more about the Romans in Spain.- Slide presentation- Look at the plan of the Roman city. What were the different buildings

used for?- What was Romanisation?- Why do you think the Romans wanted to conquer Hispania?- Find out what these things were used for- Answer the questions about the Romans- Answer the question for the Science Investigators: What did the

Romans give to Spain? Check in the Wiki.- Review of BC dates- Poster activity- Listen and read the comic. Do you think dinosaurs lived at the same

time as Palaeolithic people?- Listen and read the text. Copy and answer the questions.- Did dinosaurs live at the same time as Palaeolithic people? Copy and

complete the explanation.- Read and match the headings with the paragraphs- Think of a museum you’ve visited. Investigate it and write a report.- Share reports

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- Choose the correct words and write the sentences about Neolithic and Palaeolithic people

- Match and write sentences about these ancient civilisations- Copy and complete the sentences about the Roman Empire- Copy and complete the text about the Iberians and the Celts- Copy and complete the sentences about the Romans in Spain. Find the

mystery word.- Science Investigators’ Wiki- Definitions worksheet 11- Read and identify the key words- Copy and complete the concept map- Revise all the contents learnt and self-evaluate their own work by


LINGUISTIC CONTENTS

Topics: Prehistory and ancient history; The Palaeolithic period; The Neolithic period; The ancient civilisations; The Ancient World in Spain; The Romans in SpainPalaeolithic period: prehistory, tools, clans, nomadic, tents, caves, gather, shelter, stone, skins, clothes, discovery, fire, cook, light, bone needles, cave paintingNeolithic period: domesticate, cultivate, tribes, pulses, breed, herd, wheel, sedentary, ploughs, grinders, flour, pottery, clay, baked pots, stone arrowheads, containers, invention, metalAncient history: civilisation, writing, Mesopotamia, Egypt, Greece, Rome, ziggurats, Pharaohs, gods, afterlife, mummifying, tombs, pyramids, literature, theatre, architecture, sculpture, philosophy, Olympic Games, democracy, fertile land, public buildings, baths, theatres, temples, laws, craftworkers , glass, silver, gold, communities, cities, earnIberians, Celts and Mediterranean traders: descendants, tribes, livestock, fabrics, weapons, traded, coins, potter’s wheel, Phoenicians, Greeks, Carthaginians, bronze, iron, stone-walled settlementsRoman Empire: Patricians, villas, Plebeians, craft, slaves, no rights, freedom, army, Emperor, villas, captured, gladiators, taxes, Hispania, Romanisation, Latin, law, calendar, aqueducts, amphitheatres, roads, heating / sewage systems, Christianity, irrigation, gateway, forum, circus, temple, public baths, city walls

Key structures:

Infinitive to express purpose: These nomadic clans worked together to gather food.

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Receptive language: Christ, boats, family groups, settlements, axes, worshipped, migrated, colonies, housework, mines, farms, enemy soldiers, exported, armour, species

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LEARNING STRATEGIES

Memorize words through chants and comics. Learn contents through photos and texts. Read and do a Science Investigation Report about a museum. Review all the contents learnt.

CROSS-CURRICULAR ITEMS IT: Internet links (TN page 367)

The Romanswww.bbc.co.uk/schools/primaryhistory/romans/

ATTITUDES AND VALUES Thinking about our origins as a species and how we have developed over time Appreciating how we can learn from museums and understanding their

important function in society. Politeness in the other language. Effort with new vocabulary and structures. Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc.

MIXED-ABILITY ACTIVITIES Extra activities: - Class worksheet 1: Archaeological treasures- ICT: Investigate famous archaeological sites- Art: Picture representations- Art: Make a model of a Palaeolithic tent- Homework worksheet: Neolithic life and inventions- Art: Clay pots- History: Code breakers- Art: Papyrus- Art: Cuneiform writing- ICT: Research ancient traders- Art: Ancient world mural- History / ICT: Investigate the Romans – project and festival- Art: Design and make Roman mosaics- Why don’t you?- Imagine: The biggest dinosaur

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http://www.bbc.co.uk/schools/primaryhistory/romans/

Optional Activity Book activities: - Identify the periods of history on the timeline. (AB page 50)- Read and identify the periods of history. Write Palaeolithic period,

Neolithic period or Roman period. (AB page 50)- Circle the odd one out. Why is it different? (AB page 50)- Classify the words. (AB page 51)- Answer the questions about the Palaeolithic and Neolithic periods. Use

the pictures to help you. (AB page 51)- Circle the odd one out. Why is it different? (AB page 51)- Identify the ancient civilisations. Complete the key. (AB page 52)- Complete the sentences about ancient civilisations with Mesopotamian,

Egyptian or Greek. (AB page 52)- Complete the sentences about Roman society. (AB page 53)- Circle the odd one out. Why is it different? (AB page 52)- Complete the sentences about the Iberians and Celts. (AB page 53)- Write notes in the chart. (AB page 53)- Read, think and write. (AB page 53)- Circle the odd one out. Why is it different? (AB page 53)- Read the text. What’s the museum exhibit made from? (AB page 54)- Draw a museum exhibit and write a label. (AB page 54)- Order the letters to discover the mystery word. Complete the







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2. KEY COMPETENCIES’ EVALUATION CRITERIA Looking at a timeline and answering questions on prehistory and

ancient history Asking and answering questions about which people carried out

particular activities Learning about the Palaeolithic period Studying a prehistoric cave painting and thinking about the materials

used Learning about the Neolithic period Identifying the beginning and end of the Neolithic period Classifying items from the Palaeolithic and Neolithic periods Copying a chart and writing about ancient civilisations Answering questions on the ancient civilisations Learning about the Celts, Iberians and Mediterranean traders Describing how the Iberians and the Celts lived and identifying

differences in their ways of life Answering questions about the Romans Singing a song about Roman society Learning about the Roman Empire and the Romanisation of Spain Listening to and reading a comic about a trip to a history museum Listening to and reading a text about dinosaurs and the appearance of

the first humans Reading and matching heading with paragraphs about the CosmoCaixa

Museum Thinking about a past trip to a museum and writing a report Use information and communication technologies in order to look for


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UNIT 12The Middle Ages


– All the activities of the unit use the language as an instrument of communication. Ex. Read a text about life in a medieval castle (PB page 144)



– The whole unit is devoted to talk about medieval civilisations, the fall of the Roman Empire, Al-Andalus, the unification of Spain, medieval society, medieval cities, etc. (PB pages 136-147)




– Education for Peace : the importance of respecting cultures from the past. (PB pages 136-147)

– Education for Leisure : the importance of enjoying free time activities such as playing board games. (PB pages 144-145)


– Say the Unified Spain chant. (PB page 141)– Sing the Middle Ages song. (PB page 142)– References to the origins of board games (PB page

144)– Make and play a board game. (PB page 145)




– Show autonomy and initiative when doing a presentation on how to play a board game (PB page 145)



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To identify the three main civilisations of the Iberian peninsula and understand the function of castles in the Middle Ages C1 C3

To identify the main reasons for the fall of the Roman Empire and identify the culture and legacy of the Visigoths in Spain C1 C3 C6

To understand that the Iberian peninsula was divided into two regions during the Middle Ages C1 C3 C6

To identify the three important styles of architecture of the Middle Ages C1 C3 C6

To identify the artistic and cultural heritage Al-Andalus and the Christian kingdoms left to Spain and understand the importance of these cultures to the Iberian peninsula C1 C3 C6

To identify the main economic and social characteristics of medieval society and understand the social organisation of feudalism C1 C3 C6

To identify the different ways of life of the different social classes C1 C3 C6

To understand the reasons for the regrowth of the cities and to identify the different trades of the people who lived in medieval cities C1 C3 C6

To identify the defining characteristics of medieval cities and read and understand factual texts about the Middle Ages C1 C3 C5 C6

To identify features of life in a medieval castle and make and play a medieval board game C1 C3 C6 C8

To review unit content C1 C7 To skim read a text for key words and information C1 C7 To use concept maps for recording and reviewing information C1 C7 To undertake a simple self-assessment of the unit content C7 C8

CONTENTSThroughout this unit, we will place particular emphasis on Block 5 (Time changes):

Block 5. Time changes

- Listen and read the Science investigation notes. What happened in these years?

- Write the sentences in the correct order- Ask and answer questions- Answer the question for the Science Investigators: Where did medieval

people usually build castles?- True or false?- Review the timeline- Answer the question for the Science Investigators: Why did the Roman

Empire fall?- Listen and read about the fall of the Roman Empire.

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- Visigoth art- Why was the Roman Empire divided into two parts?- Copy and complete the sentences- Copy and complete the text- Answer the question for the Science Investigators: Why did the Roman

Empire fall? Check in the Wiki.- Lucky dip game- Answer the question for the Science Investigators: What were Al-

Andalus cities like?- Listen and read about Al-Andalus- Which was larger, the Christian kingdoms or the Muslim kingdom?- Write definitions for these places in Muslim cities- Which three religions existed together in Al-Andalus?- Answer the question for the Science Investigators: What were Al-

Andalus cities like? Check in the Wiki.- Pair work: Spelling- Which kingdom?- Answer the question for the Science Investigators: What happened to

Al-Andalus?- Listen and read about the Al-Andalus and the Christian kingdoms- Listen and read about the unification of Spain- Listen and read about what the Muslims gave to Spain- Visits to the Mezquita- Say the Unified Spain chant- For how many centuries did Al-Andalus exist?- Why did Al-Andalus become weaker?- What do you think were the most important things that Al-Andalus

gave to Spain? Why?- Answer the question for the Science Investigators: What happened to

Al-Andalus? Check in the Wiki.- Timeline- Slide presentation- Answer the question for the Science Investigators: What was life like in

the Middle Ages?- Listen and read about medieval society.- The organisation of society in medieval times- A scheme of feudalism- What was feudalism?- List these people in order of importance in a feudal society- Sing the Middle Ages song- Match and write the sentences- Answer the question for the Science Investigators: What was life like in

the Middle Ages? Check in the Wiki.- Game: Who’s who?- Pair work: Questions and answers- Poster activity- Answer the question for the Science Investigators: What was life like in

a medieval city?- Listen and read about medieval cities

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- Who lived in the city?- Additional information on city dwellers- Why did cities become important again during the Middle Ages?- What were cities like in the Middle Ages? Why did disease spread

quickly?- Match and write the sentences- Answer the question for the Science Investigators: What was life like in

a medieval city? Check in the Wiki.- Vocabulary challenge- Miming game: Who am I?- Social pyramids of the Middle Ages- Choose one of the pictures of medieval times above and describe it to

your partner.- Read the first text. Complete the sentences.- Read the second text. Choose the best title.- Read the Did you know? section- Make and play a board game that was played in the Middle Ages- Why don’t you?- Copy and complete the sentences about the fall of the Roman Empire- Choose the correct words and write the sentences about the Visigoths- Match and write the sentences about the unification of Spain- Write definitions for the people in the feudal system- Copy and complete the sentences about Al-Andalus. Find the mystery



LINGUISTIC CONTENTS

Topics: Medieval civilisations; The fall of the Roman Empire; Al-Andalus; The unification of Spain, Medieval society, Medieval citiesRomans: timeline, Western Roman Empire, Eastern Roman Empire, Rome, ConstantinopleVisigoths: tribes, king, kingdom, nobles, peasants, Latin, Christianity, laws, councils, meetings, Toledo, farmers, churches, metalworkers, relatives, Germanic, Barbarians, villagesMuslims: Islam, Al-Andalus, city walls, alcazaba, alcázar, mezquitas, universities, libraries, medina, zoco, irrigated, market place, mosque, palace, fort, paper, Arabic numerals, zero, compass, Alhambra, Mezquita,knowledge, medicine, astronomy, mathematics, navigation, study, prayer

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Christians: Christian kingdoms, mountainous, villages, church, cathedral, Romanesque, Gothic, bell tower, arches, sculptures, murals, stained-glass windows, rose window, ReconquistaCastles: moat, drawbridge, guards, enemy, tower, keep, well, attack, dungeons, lords, banquets, meat, fish, knives, musicians, acrobats, jesters, competitions, tournaments, jousting, knights, pole, bow and arrowFeudalism: insecurity, king, queen, nobles, knights, clergy, priests, monks, nuns, monasteries, convents, peasants, serfs, religious booksMedieval cities: gateways, cathedral, town hall, market, fairs, diseases, running water, sewage system, master craftworkers, craftworkers, apprentices, guilds, merchants, workshop, job, narrow, danger, fireOther: reign, retreat, invaded, ruled, conquered, Europe, divided, capital, fall, religions, Jews, territory, independent, taifas, fought, united

Key structures:

Past continuous: The Christian kingdoms were getting stronger.Receptive language: battles, wealthy, converted, customs, hunting, entertaining, townspeople, travellers, respectful, beliefs, common, aubergines, rice, improvements, grand, plates, event, bird of prey, troubadour, sword

LEARNING STRATEGIES Memorize words through songs and chants. Learn contents through photos and texts. Read and do a Science Investigation Report about a board game. Review all the contents learnt.

CROSS-CURRICULAR ITEMS IT: Internet links. (TN page 401)

The fall of the Roman Empirewww.bbc.co.uk/schools/primaryhistory/Saxonswww.showme/uk.topicpageWarwick Castlewww.warwick-castle.com/

ATTITUDES AND VALUES Recognising links with the past in the form of games we play Understanding the many changes that society has undergone over the centuries. Politeness in the other language. Effort with new vocabulary and structures.

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http://www.warwick-castle.com/

http://www.showme/uk.topicpage

http://www.bbc.co.uk/schools/primaryhistory/Saxons

Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc.

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MIXED-ABILITY ACTIVITIES Extra activities:

- Class worksheet 1: Medieval castles- Literacy: Write about a medieval castle- ICT: British history link- History: Time capsule- Class worksheet 2: Divided Spain- ICT Investigation: Al-Andalus- Investigate Arabic words and place names- ICT: Investigate El Cid- History: Presentation- Homework worksheet: Feudalism- Art: medieval country life mural- ICT / Art: Coats of arms- Art: Illuminated letters- English culture: Nursery rhymes- Class project: Investigate medieval life- End of unit / course celebration: Medieval Day- Art: Weaving hand-woven cloth

Optional Activity Book activities: - Look at the timeline. Write the events next to the correct dates. (AB

page 55)- Label the capital cities on the map of the Roman Empire and complete

the key. (AB page 55)- Answer the questions about the fall of the Roman Empire. (AB page 55)- Circle the odd one out. Why is it different? (AB page 55)- Complete the information about Christian churches. (AB page 56)- Look at the picture. Complete the sentences about cities in Al-Andalus.

(AB page 56)- Complete the text about the unification of Spain. (AB page 57)- Label the kingdoms on the map. Use the key to colour the kingdoms.

(AB page 57)- Read, research and write. (AB page 57)- Circle the odd one out. Why is it different? (AB page 57)- Match the pictures and sentences. Complete the information about Al-

Andalus. (AB page 58)- Label the people in the feudal society. (AB page 58)- Answer the questions about medieval cities. (AB page 58)- Circle the odd one out. Why is it different? (AB page 57)- Read the text. Why did knights start decorating their shields? (AB page

59)- Design and describe a shield for your family. (AB page 59)- Order the letters to discover the mystery word. Complete the



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EVALUATION


- Teacher’s evaluation of the unit - Individual child assessment sheet- Class assessment sheets. - Units 9-12 Review



2. KEY COMPETENCIES’ EVALUATION CRITERIA Identifying key dates in history Writing sentences about the Middle Ages in the correct order Learning about the function of medieval castles Identifying why the Roman Empire divided into two parts and

subsequently ended Copying and completing text about the Visigoths and the Roman

Empire Learning about the period after the fall of the Roman Empire Learning about Al-Andalus and the Christian kingdoms Writing definitions for places in Muslim cities Learning about the unification of Spain Answering questions about feudalism and defining the roles of people

in feudal society Learning about and answering questions on medieval cities Matching and writing sentences about medieval workers Listening to and reading texts on medieval castles and medieval

games Describing pictures depicting life in a medieval castle Making and playing a board game that was popular in the Middle Ages Use information and communication technologies in order to look for


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Documents

CHEEKY MONKEY 1 - Macmillan ELT | English … · Web viewThe blue planet: Asia, Africa, Europe, Antarctica, Australia, North / South America, Pacific / Atlantic / Indian / Arctic