CHEEKY MONKEY 1 - Macmillan ELT | English … · Web viewThe blue planet: Asia, Africa, Europe,...
Transcript of CHEEKY MONKEY 1 - Macmillan ELT | English … · Web viewThe blue planet: Asia, Africa, Europe,...
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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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)
C2: Competency in mathematics
C3: Competency in knowledge of and interaction with the physical world
– 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)
C5: Competency in social awareness and citizenship
– 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)
C6: Competency in artistic and cultural awareness
– 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)
C7: Competency in learning to learn
– 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)
C8: Competency in autonomous learning and personal initiative
Show autonomy and initiative when investigating:
– Investigate Respiration. Let’s investigate! (PB page 9)
C9: Emotional competency.(Castilla la Mancha)
– 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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OBJECTIVESThroughout this unit, the student will be able to achieve the following points:
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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- 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
BASIC COMPETENCIESC1: Competency in linguistic communication
– 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)
C4: Competency in new technologies – Website activities: www.macmillanelt.es
– 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)
C6: Competency in artistic and cultural awareness
– 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)
C7: Competency in learning to learn
– Complete the Learning to Learn and Let’s revise! sections so as to revise the contents learnt in the unit. (PB pages 28 and 29)
C8: Competency in autonomous learning and personal initiative
Show autonomy and initiative when investigating:– Investigate plant interaction. Let’s investigate! (PB
page 23)– Investigate asexual reproduction. Let’s investigate!
(PB page 25)
C9: Emotional competency.(Castilla la Mancha)
– 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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OBJECTIVESThroughout this unit, the student will be able to achieve the following points:
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
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 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
completing the Learning to Learn and the Let’s revise! sections
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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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
definition. (AB page 11) Support Ideas, game bank. Extra worksheets of the Photocopiable Resources CD.
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EVALUATION1. EVALUATION RESOURCES
Informal evaluation- Teacher’s evaluation of the unit - Individual child assessment sheet- Class assessment sheets.
Formal evaluation- Unit 2 Test- 1st term test- 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 2
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
information by following the suggested Internet links. Reviewing and testing the main concepts of the unit
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UNIT 3The Animal Kingdom
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 surprise in the garden (PB page 38)
C2: Competency in mathematics
– Students analyse pie charts, use Venn diagrams and learn to do bar charts. (TN, page 99, PB page 36)
C3: Competency in knowledge of and interaction with the physical world
– The whole unit is devoted to talk about vertebrates, invertebrates, animal nutrition, animal respiration, animal reproduction, animal adaptations, etc. (PB pages 30-41)
C4: Competency in new technologies – Website activities: www.macmillanelt.es
– Internet links for this unit (TN page 98)
C5: Competency in social awareness and citizenship
– 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)
C6: Competency in artistic and cultural awareness
– 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)
C7: Competency in learning to learn
– Complete the Learning to Learn and Let’s revise! sections so as to revise the contents learnt in the unit. (PB pages 40 and 41)
C8: Competency in autonomous learning and personal initiative
Show autonomy and initiative when investigating:– Investigate animal respiration. Let’s investigate! (PB
page 35)
C9: Emotional competency.(Castilla la Mancha)
– 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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OBJECTIVESThroughout this unit, the student will be able to achieve the following points:
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
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 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
mystery word.- Science Investigators’ Wiki – Discovery- Definitions worksheet 3- 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
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.
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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.
EVALUATION1. EVALUATION RESOURCES
Informal evaluation- Teacher’s evaluation of the unit - Individual child assessment sheet- Class assessment sheets.
Formal evaluation- Unit 3 Test- 1st term test- 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 3
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
information by following the suggested Internet links. Reviewing and testing the main concepts of the unit
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UNIT 4The human body
BASIC COMPETENCIESC1: Competency in linguistic communication
– 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)
C4: Competency in new technologies
– Website activities: www.macmillanelt.es– Internet links for this unit (TN page 132)
C5: Competency in social awareness and citizenship
– 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)
C6: Competency in artistic and cultural awareness
– 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)
C7: Competency in learning to learn
– Complete the Learning to Learn and Let’s revise! sections so as to revise the contents learnt in the unit. (PB pages 52 and 53)
C8: Competency in autonomous learning and personal initiative
Show autonomy and initiative when investigating:– Investigate heart rate and exercise. Let’s investigate!
(PB page 49)
C9: Emotional competency.(Castilla la Mancha)
– 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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OBJECTIVESThroughout this unit, the student will be able to achieve the following points:
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
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- 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.
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- 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
completing the Learning to Learn and the Let’s revise! sections
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.
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- 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)
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- 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
definition. (AB page 22) 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. - Units 1-4 Review
Formal evaluation- Unit 4 Test- 1st term test- 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 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
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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.
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UNIT 5Matter
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 The three Rs. (PB page 64)
C2: Competency in mathematics
– Students practise using units of measure of length, mass and volume.
C3: Competency in knowledge of and interaction with the physical world
– 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)
C4: Competency in new technologies
– Website activities: www.macmillanelt.es– Internet links for this unit (TN page 172)
C5: Competency in social awareness and citizenship
– Environmental Education : Understand the importance of recycling, reducing and reusing in order to protect the environment. (PB page 64)
C6: Competency in artistic and cultural awareness
– 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)
C7: Competency in learning to learn
– Complete the Learning to Learn and Let’s revise! sections so as to revise the contents learnt in the unit. (PB pages 66 and 67)
C8: Competency in autonomous learning and personal initiative
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)
C9: Emotional competency.(Castilla la Mancha)
– 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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OBJECTIVESThroughout this unit, the student will be able to achieve the following points:
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
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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:
Block 1. The environment and nature conservation
- 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?
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- 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
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- 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
completing the Learning to Learn and the Let’s revise! sections
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
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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.
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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.
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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- Unit 5 Test- 2nd term test- 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 5
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
information by following the suggested Internet links. Reviewing and testing the main concepts of the unit
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UNIT 6The Earth
BASIC COMPETENCIESC1: Competency in linguistic communication
– 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)
C2: Competency in mathematics
– 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)
C3: Competency in knowledge of and interaction with the physical world
– 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)
C4: Competency in new technologies
– Website activities: www.macmillanelt.es– Internet links for this unit (TN page 208)
C5: Competency in social awareness and citizenship
– 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)
C6: Competency in artistic and cultural awareness
– 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)
C7: Competency in learning to learn
– Complete the Learning to Learn and Let’s revise! sections so as to revise the contents learnt in the unit. (PB pages 78 and 79)
C8: Competency in autonomous learning and personal initiative
Show autonomy and initiative when investigating:– Investigate how to clean water. Let’s investigate! (PB
page 75)
C9: Emotional competency.(Castilla la Mancha)
– 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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OBJECTIVESThroughout this unit, the student will be able to achieve the following points:
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):
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
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- 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
mystery word.- Science Investigators’ Wiki – Discovery- Definitions worksheet 6- 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
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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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- 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.
EVALUATION1. EVALUATION RESOURCES
Informal evaluation- Teacher’s evaluation of the unit - Individual child assessment sheet- Class assessment sheets.
Formal evaluation- Unit 6 Test- 2nd term test- 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 6
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
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 The school trip. (PB page 88)
C2: Competency in mathematics
– Students analyse temperature and precipitation graphs. (PB page 84)
C3: Competency in knowledge of and interaction with the physical world
– 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)
C4: Competency in new technologies
– Website activities: www.macmillanelt.es– Internet links for this unit (TN page 242)
C5: Competency in social awareness and citizenship
– 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)
C6: Competency in artistic and cultural awareness
– Say the Climate zones chant. (PB page 81)– Sing the Climate change song. (PB page 86)– Draw a weather forecast map. (PB page 89)
C7: Competency in learning to learn
– Complete the Learning to Learn and Let’s revise! sections so as to revise the contents learnt in the unit. (PB pages 90 and 91)
C8: Competency in autonomous learning and personal initiative
Show autonomy and initiative when investigating:– Investigate how green they are. Let’s investigate! (PB
page 87)
C9: Emotional competency.(Castilla la Mancha)
– 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
52
OBJECTIVESThroughout this unit, the student will be able to achieve the following points:
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.
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- 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
mystery word.- Science Investigators’ Wiki – Discovery- Definitions worksheet 7- 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
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
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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?
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- 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.
EVALUATION1. EVALUATION RESOURCES
Informal evaluation- Teacher’s evaluation of the unit - Individual child assessment sheet- Class assessment sheets.
Formal evaluation- Unit 7 Test- 2nd term test- End of year test- Closing activities at the end of each lesson
Self-evaluation
58
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
information by following the suggested Internet links. Reviewing and testing the main concepts of the unit
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UNIT 8Landscapes
BASIC COMPETENCIESC1: Competency in linguistic communication
– 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)
C4: Competency in new technologies
– Website activities: www.macmillanelt.es– Internet links for this unit (TN pages 279)
C5: Competency in social awareness and citizenship
– Environmental Education : understand the importance of protecting nature as national parks do. (PB page 98)
C6: Competency in artistic and cultural awareness
– 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)
C7: Competency in learning to learn
– Complete the Learning to Learn and Let’s revise! sections so as to revise the contents learnt in the unit. (PB pages 100 and 101)
C8: Competency in autonomous learning and personal initiative
Show autonomy and initiative when investigating:– Investigate how landforms are made. (PB page 95)
C9: Emotional competency.(Castilla la Mancha)
– 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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OBJECTIVESThroughout this unit, the student will be able to achieve the following points:
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
completing the Learning to Learn and the Let’s revise! sections
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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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.
EVALUATION1. EVALUATION RESOURCES
Informal evaluation- Teacher’s evaluation of the unit - Individual child assessment sheet- Class assessment sheets. - Units 5-8 Review
Formal evaluation- Unit 8 Test- 2nd term test- 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 8
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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
information by following the suggested Internet links. Reviewing and testing the main concepts of the unit
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UNIT 9Population
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 E-pal. (PB page 110)
C2: Competency in mathematics
– 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)
C3: Competency in knowledge of and interaction with the physical world
– 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)
C4: Competency in new technologies
– Website activities: www.macmillanelt.es– Internet links for this unit (TN page 310)
C5: Competency in social awareness and citizenship
– 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)
C6: Competency in artistic and cultural awareness
– 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)
C7: Competency in learning to learn
– Complete the Learning to Learn and Let’s revise! sections so as to revise the contents learnt in the unit. (PB pages 112 and 113)
C8: Competency in autonomous learning and personal initiative
Show autonomy and initiative when investigating:– Investigate about statistics. Let’s investigate! (PB
page 109)
C9: Emotional competency.(Castilla la Mancha)
– 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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OBJECTIVESThroughout this unit, the student will be able to achieve the following points:
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
completing the Learning to Learn and the Let’s revise! sections
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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- 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
definition. (AB page 45)
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.
EVALUATION
1. EVALUATION RESOURCES Informal evaluation
- Teacher’s evaluation of the unit - Individual child assessment sheet- Class assessment sheets.
Formal evaluation- Unit 9 Test- 3rd term test- 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 9
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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
information by following the suggested Internet links. Reviewing and testing the main concepts of the unit
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UNIT 10Work
BASIC COMPETENCIESC1: Competency in linguistic communication
– All the activities of the unit use the language as an instrument of communication. Ex. Read an article about voluntary work (PB page 120)
C2: Competency in mathematics
– Students do a survey to find out the most popular job in the class. (PB page 121)
C3: Competency in knowledge of and interaction with the physical world
– 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)
C4: Competency in new technologies
– Website activities: www.macmillanelt.es– Internet links for this unit (TN page 336)
C5: Competency in social awareness and citizenship
– 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).
C6: Competency in artistic and cultural awareness
– Say the Secondary sector chant. (PB page 117)– Sing the Economic sectors song. (PB page 118)
C7: Competency in learning to learn
– Complete the Learning to Learn and Let’s revise! sections so as to revise the contents learnt in the unit. (PB pages 122 and 123)
C8: Competency in autonomous learning and personal initiative
Show autonomy and initiative when writing a report about a job (PB page 121)
C9: Emotional competency.(Castilla la Mancha)
– 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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OBJECTIVESThroughout this unit, the student will be able to achieve the following points:
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
word.- Science Investigators’ Wiki – Discovery- Definitions worksheet 10- 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
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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- 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
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.
EVALUATION1. EVALUATION RESOURCES
Informal evaluation- Teacher’s evaluation of the unit - Individual child assessment sheet- Class assessment sheets.
Formal evaluation- Unit 10 Test- 3rd term test- 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 10
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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
information by following the suggested Internet links. Reviewing and testing the main concepts of the unit
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UNIT 11Early history
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 At the history museum. (PB page 132)
C2: Competency in mathematics
C3: Competency in knowledge of and interaction with the physical world
– 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)
C4: Competency in new technologies
– Website activities: www.macmillanelt.es– Internet links for this unit (TN page 367)
C5: Competency in social awareness and citizenship
– 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)
C6: Competency in artistic and cultural awareness
– 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)
C7: Competency in learning to learn
– Complete the Learning to Learn and Let’s revise! sections so as to revise the contents learnt in the unit. (PB pages 134 and 135)
C8: Competency in autonomous learning and personal initiative
Show autonomy and initiative when writing a report about a museum they’ve visited (PB page 133)
C9: Emotional competency.(Castilla la Mancha)
– 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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OBJECTIVESThroughout this unit, the student will be able to achieve the following points:
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
completing the Learning to Learn and the Let’s revise! sections
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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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
definition. (AB page 54)
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.
EVALUATION1. EVALUATION RESOURCES
Informal evaluation- Teacher’s evaluation of the unit - Individual child assessment sheet- Class assessment sheets.
Formal evaluation- Unit 11 Test- 3rd term test- 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 11
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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
information by following the suggested Internet links. Reviewing and testing the main concepts of the unit
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UNIT 12The Middle Ages
BASIC COMPETENCIESC1: Competency in linguistic communication
– 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)
C2: Competency in mathematics
C3: Competency in knowledge of and interaction with the physical world
– 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)
C4: Competency in new technologies
– Website activities: www.macmillanelt.es– Internet links for this unit (TN page 401)
C5: Competency in social awareness and citizenship
– 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)
C6: Competency in artistic and cultural awareness
– 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)
C7: Competency in learning to learn
– Complete the Learning to Learn and Let’s revise! sections so as to revise the contents learnt in the unit. (PB pages 146 and 147)
C8: Competency in autonomous learning and personal initiative
– Show autonomy and initiative when doing a presentation on how to play a board game (PB page 145)
C9: Emotional competency.(Castilla la Mancha)
– 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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OBJECTIVESThroughout this unit, the student will be able to achieve the following points:
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
word.- Science Investigators’ Wiki – Discovery- Definitions worksheet 12- 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
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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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
definition. (AB page 59)
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.
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EVALUATION
1. EVALUATION RESOURCES Informal evaluation
- Teacher’s evaluation of the unit - Individual child assessment sheet- Class assessment sheets. - Units 9-12 Review
Formal evaluation- Unit 12 Test- 3rd term test- 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 12
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
information by following the suggested Internet links. Reviewing and testing the main concepts of the unit
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