PRIMARY sciences 2 · Module 1 The world around us SS_2PRI_PRELIM_M2_3ºmaqueta.indd 1 27/08/15...

22 PRIMARY

Think Do Learn Social Sciencesis a new series aimed at teaching content in English with a hands-on approach. This new

methodology activates critical-thinking skills and helps children understand and learnin a more stimulating way. Level 2 includes extensive audio activities and songs,

and a complete digital resource pack for both student and teacher.

The course is completely modular, allowing for a variety of teaching situations.

socialsciences

Teacher’s Book

socialsciences PRIMARY

9 788467 378412

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Teacher’s Book

The world around us

sciencessocial

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The world around us

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social sciences 2

Teacher’s Book

Module 1 The world around us

SS_2PRI_PRELIM_M2_3ºmaqueta.indd 1 27/08/15 16:38

1 Oxford University Press is a department of the University of Oxford.

It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trade mark of

Oxford University Press in the UK and in certain other countries.

Published in Spain by Oxford University Press España S. A.

Parque Empresarial San Fernando, Edificio Atenas 28830 San Fernando de Henares, Madrid, Spain

© of the text: Nina Lauder, 2015 © of the audio text: Blanca Morote, Nina Lauder, 2015

© of the song lyrics: Nina Lauder, 2015 © of this edition: Oxford University Press España S. A., 2015

The moral rights of the author have been asserted.

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior

permission in writing of Oxford University Press España S. A., or as expressly permitted by law, by license or under terms agreed with the appropriate

reprographics rights organization. Enquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford

University Press España S. A., at the address above.

You must not circulate this book in any other form and you must impose this same condition on any acquirer.

ISBN: 978-84-673-7841-2 D. L.: M-26994-2015

Printed in Spain

AUTHORS

Nina Lauder

AUDIO TEXT AUTHOR

Blanca MoroteNina Lauder

SONG LYRICS

Nina Lauder

COVER DESIGN

Leire Mayendía

ILLUSTRATIONS

Cover: Carlos Navarro

9788467378412_Creditos_SS_2_TB_M1.indd 1 17/08/15 17:39

2

Think Do Learn!

Legal framework 3

Module 1 contents 4

Module 2 contents 5

Module 2 Amber contents 6

Module 3 contents (optional) 7

Student’s material 8

Teacher’s material 14

Module 1: The world around us

Unit 1 20

Unit 2 40

Unit 3 60

Unit 4 80

Appendix 100

Module 2: Living in society

Module 3: Time and change (optional)


33

Legal frameworkThe LOMCE

The RD 126/2014 establishes the o� cial curriculum for Social Sciences in Primary within the framework of the LOMCE. This decree divides the subject into four distinct content blocks: Introduction to scienti� c enquiry applied to Social Sciences, Living in society, The world around us, and Time and change. It describes Social Sciences as a subject that integrates various disciplines related to geography, sociology, economics and history. The objective is to learn how to live in society, to understand the fundamental principles of democracy, and to respect the rules of living in a community. The LOMCE states that the � rst content block, Introduction to scienti� c enquiry related to Social Sciences is common to all the other content blocks, as it gives the basic methodology whereby students will learn by doing, using study techniques,participating actively in the process, and begin to understand the role and importance of technology in their lives.Think Do Learn is organised in modules, each one corresponding to one content block, with the � rst block integrated throughout the units as a key to the methodology. This allows teachers and centres to design their own course, one that is best suited to their students’ needs and their resources.

Key competences

Key competences are de� ned by the LOMCE as ‘knowing how to do’, and should be integrated within each subject in order to renew the educational process. It proposes new tasks that mean a signi� cant change in methodology: learning occurs through active participation. The teacher’s role is key, as they must design tasks that encourage the development of critical thinking skills, involving students in their own learning process.


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Social Sciences 2

MODULE 1: The world around us

Unit Contents Page

1 The Solar System The Earth’s movements

Time and the phases of the Moon

The Earth and its layers

Let’s work together!

Project time!

Let’s revise!

6

8

10

12

13

14

2 Our world The cardinal points

Spain and other countries

Plans and routes


Project time!

Let’s revise!

18

20

22

24

25

26

3 Weather Weather

Climate

The atmosphere


Project time!

Let’s revise!

30

32

34

36

37

38

4 Landscapes Landforms

Landscapes and us

Protecting the environment


Project time!

Let’s revise!

42

44

46

48

49

50

My dictionary 52

Appendix 58

Table of contents

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* In Amber edition only. These contents are not required in all autonomous communities.

*

Table of contents


55

Social Sciences 2

MODULE 2: Living in society

Unit Contents Page

5 Our country Our country

The constitution

Autonomous communities

Provinces

Our culture


Project time!

Let’s revise!

4

6

8

10

12

14

15

16

6 Keep safe! Keep safe!

Transport

Road safety

Traffic signs


Project time!

Let’s revise!

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20

22

24

26

27

28

My dictionary 30

Table of contents

001_003_SS2_M2_9788467392142.indd 3 23/06/15 08:42

*Some autonomous communities will follow this module and others will follow the Amber version (see following page).


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Social Sciences 2

MODULE 2: Living in society

Unit Contents Page

5 My town Building

Local government

Local customs


Project time!

Let’s revise!

6

8

10

12

13

14

6 Work The primary sector

The secondary and tertiary sectors

Tools and instruments for work

An industrial process


Project time!

Let’s revise!

18

20

22

23

24

25

26

7 Keep safe! Transport

Road safety

Traffic signs


Project time!

Let’s revise!

30

32

34

36

37

38

My dictionary 40

Appendix 43

Table of contents

SS2_Amber_port-cred-cont-definitivo.indd 3 09/07/15 13:52

Amber


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Social Sciences 1/2

MODULE 3: Time and change

Unit Contents Page

7 Time Time

Important events

Timelines

Days

Months

Monuments and museums

Good behavior at museums


Project time!

Let’s revise!

4

6

7

8

9

10

11

12

13

14

8 Then and now Then and now

Time

People from the past

Objects from the past

Museums and heritage


Project time!

Let’s revise!

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18

19

20

22

24

25

26

My dictionary 28

Table of contents

003 content page_SS1-2_9788467394504.indd 1 18/03/15 12:43

* This module and content block is not required in all autonomous communities.


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2PRIMARY

Class Book

FUN AND VIBRANT CHARACTERS

Meet Ben, Amy and Coco: these colourful characterswill accompany students at the beginning of every unit.will accompany students at the beginning of every unit.

CLEAR PRESENTATION - ThinkAn illustration at the beginning of every unit encourages students to interact with the characters and subject matter.

The active listening activity presents content and gives students a reason to interactwith the illustration in a motivating way, activating their previous knowledge and generating curiosity.

Ben

AmyAmy

Class Book


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What’s this? What’s this? - - ThinkA fun vocabulary feature where students have to identify a semi-hidden object that anticipates content which will be seen in the following lesson.

CATCHY SONGS AND CHANTS throughout the unit add a motivating element that is sure to make students interact with the content.

Learn - A short text at the end of each page of content summarizes the concepts and language learnt.


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2PRIMARY

Class Book

Discover how much students have enjoyed the activities with this captivating star-rating feature.

Curricular content blocks are colour-coded, making them easy to identify.

CONTENT PAGES - Do & LearnStudents learn content through doing a variety of different activities, including a wealth of active listening activities in every unit.


1111

5


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Make a town!

We need:

Template 5.1 Template 5.1

pencil pencil

coloured pencils coloured pencils

2. Fill in the information. 1. Draw and colour the buildings on your grid.

3. Ask questions in your group. Ask other groups.

Build a town Draw the buildings on the grid.

police station

town hall bakery

bank

post office

chemist

1

2

3

4

5

A B C D E

Fill in the information. Park _D2__ Town Hall ____ bakery ____ post office ____ chemist____ bank ____

TEMPLATE 5.1


My town

In the city centre, and yours?

Where is the bank in your town?

Group-work activities in every unit promote collaborative learning and oral communication.

Project time!

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Guess the group

This project was completed by:…………………………..

TEMPLATE 5.2

Project time!

My town

2. Paste images on the template. 1. Decide on a group. Find images.

3. See if your classmates can guess the group.

4. Display your projects.

Guess the group! You need:

Template 5.2 Template 5.2 Template 5.2 recycled magazines recycled magazines coloured pencils coloured pencils scissors scissors glue glue

FANTASTIC, EASY-TO-DO PROJECTS!

Get students to make connections between all the content seen throughout the unit and use it to autonomously create and innovate.

The units build up to Project time!, which offers students an opportunity to take a more active role in their own learning process by creating something tangible.

Develop study skills and creativitywith engaging projects.

Students consolidate all that they have learnt by creating something tangible at the end of each unit.


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2PRIMARY

Class Book

14

Let’s revise! 1. Write.

2. Match and make sentences.

3. Write G (goods) or S (services).

You can send a letter... at the chemist.

The mayor works... at the bakery.

You can buy medicine... at the post o� ce.

You can buy bread... in the town hall.

post o� ce bakery police station town hall post o� ce bakery police station town hall post o� ce bakery police station town hall post o� ce bakery police station town hall

bread fruits and vegetables

street cleaners libraries

police schools

15

4. Read and complete the text.

I can identify di� erent local customs.

I know how lives in the city and in a town are di� erent.

I understand what the local government is.

I know the di� erence between goods and services.

M Y P R O G R E S S . Colour the faces.

Lots of things in towns and cities.

and cities are di� erent. Cities are bigger than towns and

there is more in cities. A is a city,

town or district with a local government. The of each

municipality works for the local government in the town hall.

Buildings in towns and cities are used for di� erent things. For example, we can buy

bread at the and medicine at the chemist.

Goods are things that are made or grown that we can buy.

are things that other people do for us.

municipality Towns mayorServices tra� c bakery

Revision activities at the end of each unit help students consolidate learning by taking a look back at what they have learnt.

Self-evaluation in the My progress section keeps students in touch with their learning process and promotes autonomous learning.


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40

Living in society

My dictionary

bankanimal farmer

bus driver

crop farmercarpenter

doctor

� re � ghterfactory

mail carrierhelmet

Living in societyLiving in society

� sherman

market

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A clear picture dictionary in the My dictionarysection at the end of the module includes all the key vocabulary.

Find the unit stickers at the back of the module.


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Teacher’s Book: level 2

Our country

20

5UNIT

1 Show understanding of how Spain is organised.

2 Know the difference between the autonomous communities and the provinces in Spain.

3 Identify the basic divisions of Spain's government according to the constitution.

4 Be able to distinguish between rights and responsibilities.

5 Be able to identify characteristics of different autonomous communities.

6 Show interest and tolerance towards their own culture and others’.

7 *Use vocabulary related to the curriculum block correctly.

Learning outcomes

1 Our country

2 The constitution

3 Autonomous communities

4 Provinces Provinces

5 Our culture Our culture

6 *Working individually and in a group *Working individually and in a group

7 *Planning and presenting projects and experiments

Contents

1 Understand how Spain is organised.

2 Recognise the difference between autonomous communities and provinces in Spain.

3 Understand basic divisions of the government of Spain according to the constitution.

4 Distinguish between rights and responsibilities.

5 Identify characteristics of different autonomous communities.

6 Work on collaborative tasks, carrying out a project about local culture.

7 *Work together, be aware of personal safety and the safety of others, take care of equipment and use materials properly.

Assessment opportunities are highlighted throughout the unit.

Assessment criteria

Key competences are integrated in activities throughout the unit.

Key competences

*Objectives, assessment criteria and learning outcomes that relate to Block 1 of the curriculum.

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Unit map

1

6

2

7

3

8

4

5

LESSONLESSONLESSON RESOURCESRESOURCESRESOURCES DIGITALDIGITALDIGITAL

Our country

Provinces

Project time!

Autonomous communities


The constitution

Our culture

Let’s revise!

Tracks 2 & 3 (song)

Track 8• Worksheet 5.3

• Revision worksheet

• Online resources• Interactive activity• Karaoke

• Online resources• Interactive activity

• Digital flashcards

Tracks 4, 5 & 6 (chant)• Worksheet 5.1

Tracks 9 & 10• Worksheet 5.4

• Test A, B & C

Track 7 • Stickers• Worksheet 5.2

• Map template


• Digital flashcards• Animation



• Presentation

All the Teacher’s Books include a complete unit presentation containing:

•Contents

•Learning outcomes

•Assessment criteria

A unit map clearly illustrates when to use all the resources available (both print and digital) with each lesson, so that you know exactly how to make the most of each lesson!

2PRIMARY

Teacher’s Book


1515

Each lesson includes:

•A reproduction of the corresponding Class Book page.

•Content objectives, vocabulary and structures seen in each lesson and the materials available to use.

•A step-by-step guide to all the activities and their answers.

•The audio transcripts.

•Extra ideas and additional material associated with the lesson.

Teacher’s Book 2 includes three pages for each Class Book lesson, providing extra ideas.


16

The Interactive Whiteboard Class Book is a one-stop resource for teachers that includes everything you need to make the most of your class time. It is available both on and o� ine.As soon as you press Enter, you will be shown the menu of the units in the module you are teaching. From there you click on the unit and the lesson you want to go to. This takes you directly to the Digital Class Book.

Digital Class Book (Teacher’s version)

This is a page faithful version of the book, with integrated audios (just click on the icon), pop up activities with answers, as well as a tool bar on the right. The audios includes all the listening activities, songs and chants, and the Talking Book.

The tool bar opens the tool page.

The cap takes you directly to the Teacher’s Book unit in PDF format.

The correction symbol takes you directly to the Gradebook, where you can check your students’progress in the Let’s Play section.

The resource button gives you access to all the additional resources of the module. From there you can also search by unit

The pencil button allows you to colour or underline things on the page, as well as giving you a highlighter or shade function.

The question mark button takes you to the IWB user guide.

The green arrow will send you back to the previous page.

The home button will bring you back to the main menu.

The star button allows you to saveyour own notes as a favourite.

IWB Class Book


1717

ResourcesAnimations:

• These are very simple animations, designed to illustrate key content in a fun and simple way.

Digital posters:

• Large posters for every module that can be projected onto a screen.

Flashcards:

• All the key vocabulary is presented in individual images, with the audio.

Karaoke:

• Karaoke versions of the songs are included to add to the fun in your class.

Let’s play*:

• These are interactive activities, at least three or four per lesson. This material is also included in the student’s digital material, and you can track students’ progress through the Oxford Gradebook.

Let’s surf:

• A wide variety of possible web or video links are provided, for those classes that have direct on-line access.

Letters to parents:

• Every unit includes a letter telling parents what content their children will be studying in that unit, as well as what resources they can use from the Plus Zone. A bilingual list of vocabulary is provided.

Material lists:

• A list of supplies needed per unit for the projects and group work is provided, so that the teacher can ask parents ahead of time to buy the materials.


18

Presentations*:

• These are very simple Powerpoint presentations, which include the key concepts in every unit. This can be used as revision and will be provided in both English and Spanish.

Printable resources:

• An ample variety of printable worksheets are provided, as well as the answer keys.

Tests:

• There are three editable tests provided per unit: Test A, Test B and Test C. Teachers can modify them depending on their students’ needs. These can either be printed as is (PDF version) or downloaded and edited.

*These resources, as well as the Talking Book audio and the songs and chants, are included in the digital material for the students in the Plus Zone.


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Printable resources

As part the Additional resources clearly indicated in every lesson plan in the Teacher’s Book, every unit includes the following:

• one worksheet per content lesson

• one Support worksheet per content lesson for students who need extra help

• one Extension worksheet

• one Revision worksheet

• printable templates for the Let’s work together! or Project time! lessons

• printable templates for Make your own dictionary! and Make your own poster!

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The continents QUESTION CARDSTemplate 2.2

" "

" "

" "

" "

Which is the biggest continent?

a) Asia

b) Africa

c) America

Which is the biggest country in the world?

a) The USA

b) Russia

c) China

Which is the longest river in the world?

a) The Nile

b) The Amazon

c) The Mississippi

Which is the capital of Canada?

a) Delhi

b) Buenos Aires

C) Ottawa

Which is an archipelago?

a) Madagascar

b) India

c) Philippines

Which is an island?

a) Brazil

b) The UK

c) Indonesia

Which is the capital city of Argentina?

a) Los Angeles

b) Buenos Aires

c) Moscow

Which mountain range is in America?

a) The Andes

b) The Urals

c) The Himalayas

"

"

""

""

a) Delhi

b) Buenos Aires

C) Ottawa

Which is an island?

a) Brazil

b) The UK

c) Indonesia

Which mountain range is in America?

a) The Andes

b) The Urals

c) The Himalayas

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Our world

GRID MAPTemplate 1.1

A

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D

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W


The Solar System

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1UNIT

1 Be able to identify the planets in the Solar System and their location in relation to the Sun.

2 Show understanding of the difference between rotation and revolution.

3 Be able to understand the relationship between hours, days, weeks, months and years.

4 Identify and explain seasonal changes and the differences between day and night.

5 Understand the phases of the Moon.

6 Be able to identify the layers of Earth.


Learning outcomes

1 The Solar System

2 The Earth’s movements

3 Time and the phases of the Moon

4 The Earth and its layers

5 *Working individually and in a group

6 *Planning and presenting projects and experiments.

Contents

1 Identify the planets in the Solar System and their location in relation to the Sun.

2 Understand the difference between rotation and revolution.

3 Distinguish and relate hours, days, weeks, months and years and their main relationship.

4 Identify and explain seasonal changes and the differences between day and night.

5 Understand the phases of the Moon.

6 Identify the layers of Earth.

7 *Work together, be aware of personal safety and the safety of others, take care of equipment and use materials properly.

Assessment opportunities are highlighted throughout the unit.

Assessment criteria


Key competences

*Objectives , assessment criteria and learning outcomes that relate to Block 1 of the curriculum.

SS2_LP_U1_definitivo.indd 20 24/8/15 17:18

2121

Unit map

1

6

2

7

3

4

5

LESSONLESSONLESSONLESSONLESSON RESOURCESRESOURCESRESOURCESRESOURCESRESOURCES DIGITALDIGITALDIGITALDIGITALDIGITAL

The Solar System


Letʼs revise!


Project time!

The Earth’s movements


• Tracks 2 & 3• Stickers

• Tracks 9 & 10 (chant)• Worksheet 1.3

• Test A, B & C



• Interactive activity• Presentation

• Tracks 4 & 5• Worksheet 1.1

• Template 1.1

• Tracks 6, 7 & 8 (song)• Worksheet 1.2

• Revision worksheet

• Online resources• Interactive activity• Karaoke

• Digital fl ashcards


• Digital fl ashcards• Animations


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Introduction to the unit

How to start

• Ask the students to close their eyes and to imagine they are looking up at the sky at night. What would they see? Encourage them to share ideas. Ask them to imagine that they are sitting on the beach. Ask them to put on their imaginary sunglasses and to describe what they see. Ask: Do you see stars during the day? Do you see the Moon at night? Have you ever looked at the stars and wondered what lies beyond the stars?

Teaching tip

• Keep in mind that students might struggle expressing their ideas in English but encourage them try and recast their answers in English if they use L1.

• Ask the students to describe what they think our Solar System is. Answers will vary but they should be aware that the Solar System consists of the Sun with the objects orbiting it.

• See if the students can name some of the planets in the Solar System. If necessary, provide some support on the board, for example: N __ __ T __ N E (Neptune).

Content objectives• Identify objects in the Solar System.• Recognise the order of the eight planets.

Vocabulary• Earth, Jupiter, Mars, Mercury, Moon, Neptune, planet,

satellite, Saturn, Solar System, star, Sun, Uranus, Venus

Structures• There are eight planets in our Solar System. • Mars is a planet. • These are stars. • Is the Sun planet?• The Sun is a star. • The Moon is a satellite.

Resources• Tracks 2 & 3

• Stickers

444 The world around us

1. 2 Listen and tick the words you hear.

France Earth planets rocket

Neptune astronaut satellite Solar System

2. Stick.

1UNIT

The Solar System1UNIT

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the Earth the Sun the Moon

SS2_M1_U1_definitivo.indd 4 13/07/15 14:56

55

3. Complete the sentences. Then read.

There are eight planets in the Solar System. The Sun is a star. The Earth is a planet. The Moon is a satellite.

4. 3 Listen and number the planets.

What’s

this?

planet star satellite

The Sun is a .

The Earth .

The .

5. In groups of eight, stand in the order of the planets.

Venus

Saturn

Earth

Mars

Mercury

Uranus

Jupiter

Neptune1 2 3 4 5 6 7 8


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✓ ✓ ✓

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Student’s ownanswer

star

planet

Moon is a satellite

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3

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1

5

7

8


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Activities: step-by-step guide Activity 1 Track 2

• Look at the opening illustration and encourage students to work in pairs and describe to one another the things they see, for example: I see the Sun. I see a star.

• Explain to the students that Ben, Amy and Coco are in the park and that Amy has drawn a picture of the Sun and the planets. Ask the students to listen and to point to the diff erent items in the picture as they are mentioned in the audio. Listen again and ask the students to tick the things they hear (Earth, planets, Solar System, satellite). They compare their answers with a partner. Check answers.

• Elicit answers from the students by asking, for example, Can you see the Sun at night? When do we see the Moon and stars? Can you name any of the planets in our Solar System?

Activity 2

• Ask the students to take out the corresponding stickers for the activity and to place them in the correct space. Check answers.

• Ask them to point to diff erent objects, for example, Point to the Sun. Show me the Moon.

Activity 3

• Ask the students to look at the picture and to complete the sentences with the words in the word bank. When they are fi nished, they can check their answers in pairs and read the sentences. Check answers.

• Ask the students to look at the opening illustration and to point to the Sun and the Earth.

• Discuss diff erent characteristics of stars, planets and satellites. Use visual support when possible. Some things that can be observed by the students include:

Stars are made of hot gas.

The Sun is hot.

The Sun is round.

The Sun gives us heat and light.

Planets go around the Sun.

Planets are diff erent colours.

Satellites orbit around planets.

Activity 4 Track 3

• Ask the students to look at the planets. Say: Point to the Sun. Now, count the planets (8). Play the audio and ask the students to look at the planets and point to the correct planet. Listen again allowing time for the students to number the planets in the correct order. The students can compare their answers with a partner. Check answers.

• Ask the students to point to diff erent planets. Say: Point to Mars. Point to Jupiter. Ask questions, for example: What planet comes a� er Earth? What planet is between Jupiter and Uranus?

• Write the names of the eight planets on pieces of paper. Place seven of the eight planet word cards on the board. Ask: What’s missing? or Which planet is missing?

Activity 5

• DO! Divide the class into groups of 8. Assign each student in each group a planet or allow them to each pick a diff erent planet. When they each have a planet, explain that they need to stand up and organise themselves so that the planets are in the correct order.

• If the students enjoyed the activity ask them to colour three stars. If they didn’t, they colour one.

• Read through the sentences at the bottom of the page.

What’s this?

• The students look at the photo at the bottom of the page. Say: What’s this? (A spinning top). Hands up to answer. Invite the students to think about what they will talk about in upcoming lessons based on the image.

Extra idea!

Revision• Look at the opening illustration and play a game of ‘I spy’.

Say, for example, I spy with my little eye something that is yellow (star, Sun...). Aft er a few rounds some students can play in small groups.

• Tell the students to look at the opening illustration and give them instructions, for example, Put a tick next to the star, Circle Coco.

• Clap or stamp. Say sentences. If the sentence is true, students clap. If the sentence is false, they stamp. For


24

Titulo

24

example, The Sun is a star (clap), There are 10 planets (stamp), The Moon is a planet (stamp).

Extension• Plasticine Solar System. Hand out diff erent coloured

plasticine and ask children to work in small groups to make a solar system. Ask them to show diff erent planets and their order from the Sun.

Assessment opportunity

• Recap the lesson with the class. Ask: How did we begin today’s lesson? What did we do next? And aft er that?

Track 2 Listen and tick the words you hear.

Ben: Hi Amy! Amy: Hello Ben! Ben’s dad: Wow! What an amazing picture. What are you drawing? Amy: Our Solar System! Ben: Look! There’s the Sun.Amy: That’s right. All of the planets revolve around the Sun. Ben: So, let me see, there are 1, 2, 3, 4, 5, 6, 7, 8 planets. And the Moon!Amy: Yes, but the Moon isn’t a planet, it’s a satellite of the Earth.Ben: So the Moon moves around the Earth, instead of the Sun.Amy: That’s right, Ben. The Moon revolves around the Earth and the Earth revolves around the Sun. Ben: What’s that big planet called? Amy: That’s Jupiter. It’s the biggest planet in our Solar System. Ben: And the small one? Amy: That’s Mercury. It’s the smallest planet in our Solar System and it’s the one closest to the Sun. Ben: Can I help you fi nish the picture? Amy: Sure! That’d be great! You can draw some stars or help Coco the astronaut.Ben: Great!

Track 3 Listen and number the planets.

1 Mercury2 Venus3 Earth4 Mars5 Jupiter6 Saturn7 Uranus8 Neptune

Key competences covered: Linguistic communication (Activities 1-4); Social and civic competences (Activities 1-4); Cultural awareness and expression (Activity 5)

ADDITIONAL RESOURCES• Online resources

• Interactive activities

NOTES

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2525

Título

ANSWERS

2525

How to start

• Ask the students to talk about things they do during the day and things they do at night. When do they go to school? When do they go to bed? When do they sleep? When do they see the Sun? When do they see stars? Ask them what causes day and night. Encourage the students to share their ideas.

Teaching tip

• Keep in mind that students might struggle expressing their ideas in English but encourage them try and recast their answers in English if they use L1.

Activities: step-by-step guide

Activity 1

• Read the sentence at the top of the page.

• Explain that the Earth orbits around the Sun and, at the same time, it spins on its axis. If possible, use a globe or a ball to show this movement.


Content objectives• Recognise that the Earth orbits around the Sun.• Identify the diff erence between revolution and rotation.

Vocabulary• autumn, axis, dark, day, Earth, light, night, rotation,

revolution, seasons, spring, summer, Sun, winter

Structures• The Earth moves in two diff erent ways.• Rotation is the movement of the Earth on its axis. • Revolution is the movement of the Earth around the Sun. • When do you see stars? • When do you go to bed? • What causes day and night? • Draw the seasons. • It’s day. It’s light. • It’s night. It’s dark.




1. Join the two dots to draw the Earth’s axis. Use a ruler.

The Earth’s movements cause night and day and the seasons.

3. Match and write the sentences.

Rotation is the movement of the Earth around the Sun.

Revolution is the movement of the Earth on its axis.

2. 4 Listen and draw the Sun and the Earth.


77

4. 5 Listen and write ‘rotation’ or ‘revolution’.

5. Write ‘spring’, ‘summer’, ‘autumn’ and ‘winter’. Then draw.

The Earth moves in two di� erent ways. Rotation is the movement of the Earth on its axis. Revolution is the movement of the Earth around the Sun.

6. Mime actions for day or night! Is it dark or light?


Rotation is the movement of the Earth on its axis.

Revolution is the movement of the Earth around the Sun.

EarthSun

rotation

revolution


Student’s own drawings

spring summer

winter autumn


26

Titulo

26

• Reiterate the concepts of revolution and rotation and how they are diff erent.

Activity 4 Track 5

• Ask the students to look at the pictures and describe what they see (day; night; seasons). See if they can name the seasons. Ask questions, for example: Which season is your birthday in? In which season do we start school? In which season do we have school holidays? See if they can name some activities they do during the day and at night or some diurnal or nocturnal animals.

• Explain to the students that they need to listen and to write the word rotation or revolution in the correct place. Play the track. Listen once asking the students to point to the correct image. Listen again allowing time for the students to write the words in the correct place. When they have fi nished they can check their answers with a partner. Check answers.

Activity 5

• Ask the students to write the seasons in order around the square. When they have fi nished writing the seasons, they need to draw a picture to illustrate that season. Hand out coloured pencils and allow time for the students to draw the seasons. Allow a set amount of time to fi nish illustrations, collect materials and encourage the students to compare their pictures.

• Discuss some of the characteristics of diff erent seasons in the area where they live. Say: When is it cold? When does it rain most? When do we need to wear a sunhat?

• Place the names of the four seasons on diff erent walls of the class. Ask one student to come to the front of the class and to say the seasons. The rest of the class turn around or point to the correct wall.

Activity 6

• Brainstorm diff erent activities that are specifi c to day or night. For example, we normally sleep at night and can walk in the sun during the day. Once the students have a few concepts in mind, invite someone to the front of the class to mime an action. The rest of the class need to decide whether this is something done when it’s light, or dark. Aft er modelling a few examples, ask the students to continue playing the game in small groups.

• Ask the students if they liked the activity. Say: Did you like the activity? If you did, colour in three stars. If it was ok, colour in two stars. If you didn’t like it, colour in one star.

• Ask the students to look at the pictures of the Earth and to join the dots to illustrate the Earth’s axis. Explain that rotation is the movement of the Earth on its axis.

• If possible, bring a torch and a ball to class and carry out a quick experiment. Mark a spot on the ball using a marker or a sticker. Tell them to imagine that this is where they live. Explain that the torch represents the Sun. Ask the students to make predictions about what they think is going to happen. Turn off the lights in the classroom. Have one student slowly turn the ball/globe. Point out that this is like the rotation of the Earth on its axis. Ask the student to watch what happens to the light on the sticker. Is it always in the sun/light? Turn on the lights and ask the students to discuss what they have learned.

Activity 2 Track 4

• To demonstrate the Earth’s movement, ask one student to stand up and hold a large yellow circle for ‘Sun’. Ask another student to stand up and be the Earth. Explain that the Sun stays still and that all of the planets move around it. Ask the student with the picture of the Earth to walk in a large circle around the Sun.

Teaching tip

• Dramatic play makes learning more meaningful and memorable.

• Ask the students to look at the blank diagram. Explain that they need to listen and to draw the Sun and the Earth in the correct place. Play the track. Listen once encouraging the students to point to where they will draw the Sun and the Earth. Listen again allowing time for the students to draw. When they are fi nished they can check their answers with a partner. Check answers.

• Ask the students to look at the picture of the Sun and the Earth they have drawn. Explain that the Earth moves in an oval around the Sun. It revolves around the Sun. This movement is referred to as revolution.

• Explain that when the Sun is shining on one side of the Earth that it is day time in that area. Explain that when part of the Earth is hidden from the Sun, it is night time in that area.

Activity 3

• Ask the students to read and to match the words to the correct defi nition. When they have fi nished they write the sentences. Check answers.


2727

Título

ANSWERS

2727

ANSWERSANSWERSANSWERSANSWERS

TítuloTítuloTítuloTítulo

• Read the sentences at the bottom of the page.

Extra idea!

Revision• Day or night? Carry out an experiment about day or night

using the students in the class. Switch off the lights in the class and use a lamp or torch to represent the Sun. Ask one student to be the Earth. The student holds a map or a picture of the Earth. Mark a spot on the map or the picture with a sticker or post it. Ask the students to pay attention to this place. Tell the student with the map/picture to stand with his/her back to the lamp/torch. Ask: Is the sticker in the light? Is it dark? Is it day? Is it night? Ask the student to slowly rotate towards the lamp/torch. When the sticker is in the light ask: Is the sticker in the light? Is it dark? Is it day? Is it night? Ask the student to keep turning until it is ‘night’ again. Point out that it’s the Earth’s shadow that make it night on Earth.

Extension• The Four Seasons. Play parts of the four violin concertos

by Antonio Vivaldi for the class. Explain that each piece resembles a diff erent season. For example, ‘Winter’ has a lot of high notes which might resemble and icy storm while ‘Summer’ includes a summer thunderstorm at the end. Encourage the students to close their eyes and imagine the season or to draw something inspired by the music they are listening to.

• Ask the students to draw a chart in their notebook. Say words and ask students to draw the picture in the correct column. Say: Sun, Moon, stars, rainbow, street lights, play football. Allow time for the students to draw their pictures in the correct column. Check answers.

Day Night

Track 4 Listen and draw the Sun and the Earth.

The Earth turns around its axis. This is called rotation.The Earth goes round the Sun. This is called revolution.

Track 5 Listen and write ‘rotation’ or ‘revolution’.

We have day and night because the Earth turns around.We have seasons because the Earth goes round the Sun.


ADDITIONAL RESOURCES• Worksheet 1.1

• Online resources

• Interactive activity

NOTES

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28

How to start

• Show the class a calendar and ask them to discuss what information we fi nd on a calendar.

• Practice numbers with the class. Draw a big star on the board. Draw four smaller stars around the board (but with room to write in the stars). Next to the four smaller stars write: one more; one less; ten more; ten less. Write a number in the big star in the centre. Ask the students to come to the board to fi ll in the smaller stars. For example, write the number 20 in the centre. One more – 21; One less – 19; Ten more – 30; Ten less – 10. Repeat with a couple of numbers.

• Ask the students to mime things they do during the day and at night. Ask the students to think of diff erent activities they do at diff erent times of the day. Discuss answers. Ask the students about diff erent things in their lives, for example, do they go to school everyday?

• Ask the students to think about times when they have seen the Moon. Does the Moon always look the same?


Content objectives• Understand measures of time.• Understand the movement of the Moon around Earth.

Vocabulary• days, full, hours, months, Moon, seasons, phases,

revolution, shape, time, weeks

Structures• We count time in hours, days, months and weeks. • Today is Tuesday.• The month is July. • The season is summer. • The Moon takes 28 days to go around the Earth. • The revolution of the Moon around the Earth makes

the Moon look like it’s changing shape.

Resources• Tracks 6, 7 & 8



1. 6 Listen and write. Then listen again and repeat.

2. Write.

Today is .

The month is .

The season is .

We count time in hours, days, weeks, months, seasons and even by the phases of the Moon.

seasons days of the week months of the year

3. Act out the months of the year! What’s the date?


99

4. 7 Listen and write the number.

5. 8 Listen and sing the song.

6. Complete the phases of the Moon.

The Moon takes days

to go around the Earth.

7. The next full moon will be on .

The revolution of the Moon around the Earth makes the Moon look like it’s changing shape.

What’s

this?

The

to go around the Earth.


days of the week months of the year seasons

Student’s own answer



28


2929

• Ask: What does a clock tell us? What time it is or what day it is? What does a calendar tell us? Time or months and days? Ask if they have seen calendars and clocks at home or at school.

Activities: step-by-step guide Activity 1 Track 6


• Ask the students to take a look at the pictures. See if they can explain or describe what they see.

• Listen to the audio once asking the students to point to the correct answer. Listen again allowing time for them to write the words in the correct space. Check answers.


• As the students are listening and writing walk around the class observing progress.

Teaching tip

• To review the days of the week and the months of the year on a regular basis set up daily routines. For example, every day when class begins ask the students: What day is it today? What month is it?

• Write the numbers 24, 60, 7, 12 on the board. Ask: How many days are there in a week? How many minutes are there in an hour? How many months are there in a year? How many hours are there in a day?

Activity 2

• Show a calendar to the class. Ask them to think about what day it is today. Explain that they need to write the day in the space provided. Ask them what month it is looking at the calendar. Tell them to write the month in the correct place. Ask them to write the season in the last sentences.

Teaching tip

• For some students at this stage understanding concepts of time will be conceptually challenging for them. Be patient and conscious that they will study time in more depth in upcoming years.

Activity 3

• DO! Prior to the activity write the months on pieces of paper and give a paper to each pupil or assign 12 students a month each without a ‘sign’. Explain the activity to the class. One student acts as the Sun and to stand without moving at

the front of the class. Another child acts as the Earth and moves around the Sun slowly forming the Earth’s orbit. As the Earth slowly orbits around the Earth, the students with months say or show their month.

• Ask the students if they liked the activity. If they did, they colour in 3 stars. If it was ok they colour in 2 stars. If they didn’t like it, they colour in one star.

Activity 4 Track 7

• Write the numbers 7, 12, 28, 32 on the board. Ask the students to think how long it takes for the Moon to go around the Earth. They can tell a partner their hypothesis or write the number they think in their notebook. Listen to the audio and tell the students to write the number (28) in the correct place.

• To demonstrate the Moon’s movement, ask one student to stand up and hold the fl ashcard of the Earth. Ask another student to stand up and hold the card for ‘Moon’. Explain that the Moon moves around the Earth. Ask the student with the picture of the Earth to stand still or to spin slowly on its axis. Ask the student with the picture of the Moon to walk in a large circle around the Earth.

Activity 5 Track 8

• Write the words new moon, quarter moon, full moon on the board. See if the student can explain what these terms mean. Point out that a quarter Moon looks like half a circle. Say: When does the Moon shine brightly? When is the Moon in darkness and hard to see? When is when we see ‘bits’ of the Moon?

• Explain to the students that they are going to listen to a song about the moon. When they hear the part about the new moon ask them to show both hands together, palms outwards, when quarter moon ask them to make a crescent with one hand and to hold the other hand against the crescent (like a D shape), when they hear full Moon ask them to make a circle with their hands. Ask the students to listen to the song and do the correct actions. Play the track. Ask them to listen again and sing along as they do the actions.

Activity 6

• If possible, use a ball and torch to illustrate how the image of the Moon changes. Switch off the lights in the classroom, one student holds a torch (the Sun) and another student stands still representing the Earth. A third student holds a ball and moves around ‘the Earth’. How does the shadow on the ball change?


30

• Write the days of the week on the board. Discuss things children do on diff erent days. For example, ask them to think about which days they go to school. See if they can think of any other activities they do that are done on specifi c days. For example, what days do they have English class? Do they go to sports classes or dance classes?

Track 6 Listen and write. Then listen and repeat.

The seven days of the week are Monday, Tuesday, Wednesday, Thursday, Friday, Saturday and Sunday.

The 12 months of the year are January, February, March, April, May, June, July, August, September, October, November and December.

The four seasons are spring, summer, autumn and winter.

Track 7 Listen and write the number.

The Moon takes 28 days to go around the Earth.

Track 8 Listen and sing the song.

The Moon phases song.

When there’s no light,

From the moon,

Then it is a new moon,

When there’s no light,

From the moon,

Then it is a new moon.

When the moon,

Is half lit,

Then it’s a quarter moon,

First quarter,

Last quarter,

Half lit, is quarter moon.

When the moon is,

Shining brightly,

Then it is a full moon,

When the moon is,

Shining brightly,

Then it is a full moon.

Activity 7

• Look on a calendar or the Internet to fi nd out when the next full moon will occur. Encourage the students to write the date in the space provided.

• Read the sentence at the bottom of the page.

What’s this?

• The students look at the photo at the bottom of the page. Say: What’s this? (An island). Hands up to answer. Invite the students to think about what they will talk about in upcoming lessons based on the image.


• Recap the lesson with the class. Ask. How did we begin today’s lesson? What did we do next? And a� er that?

Extra idea!

Revision• Skip rope months. Take the students to the playground and

bring a big jump rope. Two students swing the rope while the students take turns jumping rope to the months of the year. The whole class says the months in unison as the students jump to the beat.

• Tell the students to stand up if you say a day, and to sit down if you say a month. Say, for example: January (sit down); Monday (stand up); Tuesday (stay standing).

• Draw a chart on the board. Hand out slips of paper or post-its and ask the students to draw things for the diff erent categories.

Seasons

Winter Spring Summer Autumn

snow

• Make a class calendar to keep track of days, months and birthdays in class.

Extension• Sun Quiz. Say sentences about the Sun. If they are true, the

students clap, if they are false, they stamp. Say, for example: The Sun is a star (clap); The Sun is our closest star (clap); The Sun is cold (stamp); The Sun provides light (clap); The Sun is small (stamp)(It’s huge; bigger than the Earth)



3131


Content objectives• Understand the diff erences between land, water,

islands and continents.• Distinguish between diff erent layers of the Earth.

Vocabulary• air, atmosphere, continent, core, crust, Earth, island,

land, layers, mantle, water

Structures• Air is around the Earth.• Water covers most of the Earth. • Continents and islands are land above water. • A continent is a large land mass.• We live on the Earth’s crust. • The mantle is the middle layer of the Earth. • The core is the centre.


How to start

• Show a photo of the Earth and ask the students to describe what they see. Can they see bodies of water? Can they see land masses? See if the students can name any islands and if they can locate Spain.

• Sing the unit song (track 8).

• Ask the students to think about when they see the Moon, during the day or at night. Ask them to name other things they see when it’s light or dark

Activities: step-by-step guide Activity 1


• Ask the students to take out brown, yellow, green, blue coloured pencils. Tell them to colour the Earth and the atmosphere according to the key.

• Stand up, sit down. Ask the students to stand up if the sentence is true and to sit down if the sentence is false, for example, Water



1. Look and colour.

2. Write the words from activity 1.

3. Match to make sentences.

Air... covers most of the Earth.

Water... is a large land mass.

An island... is around the Earth and it’s a mixture of gases.

A continent... is a small land mass.

Air is around the Earth. Water covers most of the Earth. Continents and islands are land above water.

air

water

continent

island

Earth

atmosphere


1111

4. 9 Listen and match.

5. 10 Say the chant!

6. Complete the sentences. Then read.

People, animals and plants live on the Earth’s . It’s the outer

layer of the Earth.

The is the middle layer of the Earth.

The is the centre of the Earth.

7. Identify the three layers of the Earth in a boiled egg!

The Earth has di� erent layers. The crust is the outer layer. The mantle is the middle layer. The core is in the centre.

core

mantle

crust


blue

brown

brown

continent airwater island

crust

mantle

core

green

yellow

Student’s ownanswers


32

covers most of the Earth (students stand up); Air is around the Earth (stay standing); Islands are in the air (students sit down), Continents are land above water (stand up)....

Activity 2

• Ask the students to look at the pictures and to label them with the words from Activity 1. Allow time for the students to write their answers. Check answers.


• As students are writing, walk around the class checking understanding and assessing progress.

• Ask the students to think about where water is found on Earth, for example, in seas, oceans, rivers, lakes…

Activity 3

• Ask the students to read the sentences and to match. When they have fi nished they can check their answers with a partner. Check answers.

Activity 4 Track 9

• If possible, bring an apple to class. Tell the students to imagine that this is the Earth. Ask them to think that if this were the Earth where would they live? (on the outer area/peel). Cut the apple in halves and then in quarters. Pass the pieces around for the students to look at. Explain that the outer area would be like the Earth’s crust, the part in the centre where the seeds are would be like the Earth’s core and in between would be the mantle.

• Ask the students to look at the diagram. Say: Listen and match the words to the correct part of the picture. Listen once asking the students to point to the correct area. Listen again and match. Check answers.

Teaching tip

• Keep in mind that a lot of vocabulary at this stage will be receptive vocabulary for the students. They will understand more vocabulary than they can produce.

Activity 5 Track 10

• Listen to the chant. Encourage the students to point to the correct section of the layers of the Earth in Activity 4 as they listen. Listen again encouraging the students to join in and say the words in the chant as they listen.

• Get feedback from the students on the chant. Ask them to

clap if they liked the chant and to stamp their feet if they didn’t.

Activity 6

• Ask the students to complete the sentences using the words from Activity 4. When they are fi nished they can check their answers with a friend. Check answers.

Activity 7

• DO! If possible, bring in a hard-boiled egg to class. If there is not a real egg, ask the students to imagine what an egg is like. See if the students can compare the layers of the Earth with the parts of an egg.

• Write the words shell – whites – yolk and the words core – crust – mantle on the board. Ask the students to discuss in pairs or small groups how these things would coincide, for example, the outer shell of the egg is like the Earth’s crust.

• Allow time for the students to discuss their answers then match answers on boards (shell-crust; whites-mantle; yolk-core).

• If the students feel that they understand the layers of the Earth they colour three stars, if they have some doubts they colour two stars, if they don’t understand, they colour one star.



• Flower petal feedback. Place a large yellow circle on the board or on one of the walls of the classroom. Hand out coloured ‘petals’ made of card to each of the students. Ask them to draw a happy face if they have enjoyed the unit on the Solar System up to now and a sad face if they have not. In small groups the students place their fl ower petals around the circle to make a feedback fl ower.

Extra idea!

Revision• Ask the students to draw a picture of the layers of the Earth

in their notebook and to label the picture correctly.

Extension• Hand out coloured card (three colours) and scissors. Ask the

students to cut out a big circle, a medium-sized circle and a small circle to the place them one on top of each other to show core, mantle and crust.


3333

Track 9 Listen and match.

1 Crust. This is the outer layer of the Earth. People, animals and plants live on the Earth’s crust.

2 Mantle. This is the middle layer of the Earth.

3 Core. This is the centre of the Earth. It’s very hot.

Track 10 Say the chant!

The layers of the Earth

Crust, mantle, core

Crust, mantle, core

Crust, mantle, core

Layers of the Earth

The crust is where we live

The crust is where we live

The hard mantle is very thick

The hard mantle is very thick

The solid, centre is the core

The solid, centre is the core

NOTES

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ADDITIONAL RESOURCES• Worksheet 1.3

• My dictionary

• Online resources

• Interactive activity

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Key competences covered: Linguistic communication (Activities 1-7); Social and civic competences (Activities 1-7); Cultural awareness and expression (Activity 7).


353534

How to start

• Sing the song from the unit (track 8). Encourage the students to join in.

• Play some quiet music. Ask the students to put their heads down on their desks and to think about the Solar System. Say, for example, Imagine the Solar System, the Sun in the middle. The planets orbiting around the Sun. Satellites like the Moon orbiting around the planets. There are lots of stars…. Ask the students to open their eyes and to name as many planets at they can.

• Discuss the diff erent sizes of planets. Which planet is the biggest? Which is the smallest? Show pieces of fruit or pictures of fruit from supermarket leafl ets and discuss diff erent sizes and colours. Explain that they will work in groups and will make a Solar System out of fruit.

• Ask eight students to come and stand at the front of the class. Randomly distribute the names of the eight planets written on paper or card. Ask another student to come to the front and ask them to stand on the left -hand side holding the fl ashcard of the Sun. The rest of the class gives instructions to put the planets in the correct order. For example: Juan, stand next to Carrmen, Venus is before Earth.

Step 1

• Organise the students into groups of four. Hand out templates to each group.

Teaching tip

• Keep in mind that diff erent techniques can be used to form groups. For example, alphabetical order, according to likes/dislikes, randomly, by proximity in class or lucky dip. The more variety when forming groups, the better.

• Explain to the class that they need to work together with their group to make a Solar System out of fruit. This can be done usually actual pieces of fruit or cutting pictures out of leafl ets from supermarkets.

• Allow a set amount of time for groups of the students to make their fruit salad Solar System using fruit or cut outs from magazines.

Let's work together!

Content objectives• Understand diff erent sizes of planets and their distance

from the Sun.• Work with others on a collaborative task.

Vocabulary• The eight planets; the Sun; fruit vocabulary

Structures• We have a lemon for the Sun. • Do you have an orange for Saturn? • Find fruit for the Sun and the planets. • Place the fruit on the template. • Let’s use a grape for Mercury

Resources• Template 1.1

Materials• Variety of fruits (or supermarket leafl ets with fruit)

5


12

Fruit salad Solar System!

We need:

Template 1.1

di� erent fruit (or

supermarket lea ets

with fruit)

2. Choose a fruit for each planet.1. Find fruit for the Sun and the planets.

3. Place the fruit on your template. 4. Show another group your Solar System.

Jupiter

Saturn

Uranus

Neptune

Mars

Earth

Venus

Mercury

The Sun

Template 2.1

Project time!The Solar System

We have a lemon for the Sun!

We have an orange for Saturn.



353534

Assessment opportunity• As they are making their Solar Systems, walk around the

classroom talking to different groups and asking individuals questions to informally assess progress.

• When they have finished their Solar Systems they compare their ideas with another group. Encourage them to describe their choices in English.

• Collect the materials.

• If possible, display the Solar Systems in the classroom.

• Feedback. Ask the students if they liked the activity. If they enjoyed the activity they can indicate with ‘thumbs up’. If they didn’t like the activity, ‘thumbs down’.

• Congratulate them on their good work.

Assessment opportunity• Evaluate performance on the project based on a three point

system:

• Three points: The students were very engaged in the task; they worked very well in their group; they produced colourful and creative ideas.

• Two points: The students were engaged in the task; they work well in their group; their ideas were colourful but not very original.

• One point: The students were unable to finish their work without assistance; their work was unfinished.

Extra ideas!

Revision• Ask the students to name the eight planets in the correct

order.

Extensions• Ask the students to make a Solar System using different

materials, for example, vegetable, classroom objects or accessories.

Teaching tip

• When handing out or collecting material assign different students the task of being helpers or monitors. Children this age enjoy being given responsibilities.

Let's work together!

NOTES

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Key competences covered: Linguistic competences; Cultural awareness and expression, Social and civic competence, Sense of initiative and entrepreneurship, Learning to learn.

ADDITIONAL RESOURCES• Make your own poster template

• Animation


373736

How to start

• Tell the students to look back to the opening illustration of the unit and to describe diff erent things they see. Ask, for example: Can you see stars? Can you see a planet?

• Say the unit chant.


Activity 1

• Before beginning, review the layers of the Earth with the students.

• Distribute the materials.

• Tell the students they need to follow the instructions to make a plasticine planet.

Teaching tip

• When handing out or collecting material assign diff erent students the task of being helpers or monitors. Children this age enjoy being given responsibilities.

• Encourage the students to be patient when taking turns and to share resources and materials with their classmates.


• As students are making their planets, walk around the class informally assessing progress through observation and by asking questions to diff erent students.

• When the students have fi nished the layers and labelled them, encourage them to compare their creations with a partner.

• Space providing, set up a class display of the labelled plasticine planets.

• Feedback. Ask the students if they liked the activity. Did they encounter any diffi culties? How could things be better next time?

Extra ideas!

Revision• Discuss the characteristics of the diff erent layers of the Earth.

Project time!

Content objectives• Distinguish between the layers of the Earth.• Carry out a creative task to consolidate knowledge.

Vocabulary• core, crust, Earth, layers, mantle

Structures• Make a yellow ball. • Put orange and blue plasticine around it. • Make labels. • Poke the toothpicks into each layer.• This is the crust. • This is the core.

Materials• yellow, orange, blue plasticine• toothpicks• labels (core, crust, mantle)• tape

Project time!

13

2. Put some orange and blue plasticine around it.

1. Make a ball with yellow plasticine.

3. Make labels and tape them to the toothpicks.

4. Poke the toothpicks with the labels into each layer.

Plasticine planet!

You need:

yellow, orange and blue plasticine 3 toothpicks labels tape



373736

Extension• Bring a piece of fruit to class, for example, an apple. Cut the

apple in half and then in quarters. Encourage the students to compare the layers of the apples with the layers of the Earth. For example, the peel would be comparable to the crust, the seeds to the core. The part of the apple between ‘crust’ and ‘core’ would be the mantle. This can also be illustrated using a hard-boiled egg as the Earth.

Project time!

Key competences covered: Linguistic communication (all activities); Cultural awareness and expression (all activities); Social and civic competences (all activities); Sense of initiative and entrepreneurship (all activities); Learning to learn (all activities).

ADDITIONAL RESOURCES• Revision worksheet

• Digital flashcards

• Make your own dictionary template

NOTES

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38

Extra idea!

ACTIVITIES: step by step guide

Activity 1

•

Activity 2

A

Activity 3

• A

Extra idea!

Review

• I

LET'S REVISE


Activity 1

• Ask the students to look at the pictures and to match to the correct word, revolution or rotation.

• Give instructions to diff erent students and keep track of progress. Say, for example, Point to day and night. Point to the seasons. Point to the Earth rotating on its axis.

Activity 2

• Ask the students to look at the pictures and to write the words air, land and water in the correct place.

Activity 3

• Ask the students to look at the picture and to label the layers of the Earth correctly.

Activity 4

• Ask the students to read the text and to complete it with words from the word box.

• Check answers for the four revision activities and congratulate the class on their good work and progress.

My progress

• Tell the students to take out a crayon and to colour the happy or sad face to indicate whether or not they are confi dent with diff erent items.

• As the students are colouring the faces, walk around the class asking diff erent individual students questions. Informally assess progress.

38

14

Let’s revise! 1. Match.

2. Write ‘air’, ‘land’ or ‘water’.

3. Write ‘crust’, ‘mantle’ and ‘core’.

revolution

rotation


15

4. Complete and read the text.

I know how the Earth moves.

I know the days of the week, the months of the year and the four seasons.

I know the phases of the Moon.

I know the di� erence between air, land and water.

I know the layers of the Earth.

M Y P R O G R E S S . Colour the faces.

Our Solar System and our planet.

There are planets and satellites in the Solar System. We live on planet Earth.

The Earth moves. Rotation is the movement of the Earth on its axis.

is the movement of the Earth around the Sun.

There are 24 hours in a day. There are days in a week. There

are 12 months and 4 seasons in a year. The revolution of the Moon around the

makes the Moon look like it’s changing shape.

Air is around the Earth. Water covers most of the Earth. Land is the part above

water, where we � nd continents and . The Earth has di� erent

layers: the crust, the mantle and the .

islands Revolution core 7 Earth


land

water

land

air

air

Revolution

Earth

islands

core

7

land

crust

mantlecore



39

Extra idea!

ACTIVITIES: step by step guide

Activity 1

•

Activity 2

A

Activity 3

• A

Extra idea!

Review

• I

39

LET'S REVISE

Extra idea!

Check• Ask the students to think back to how the unit started and

elicit what has been studied this unit. What page or activity did they like best? What did they fi nd challenging?

Revision• Place fl ashcards for the unit on the walls around the

classroom. Ask the students to stand up. Say diff erent words and tell the students to turn around and face the corresponding card.

• Sing the unit song or say the unit chant.

• Memory game. Go back to the opening illustration of the unit and ask the students to study the images for one minute. Explain that they need to remember as many things as they can. Tell them to close their books then ask them how many things they can remember. Ask questions to the whole class to check their answers.

• Feedback. Ask the students to work in pairs and to look back through the unit. They need to put a cross (X) next to the page number to which page was their favourite in the unit. Find out which page was the most popular with the class. Why did they like this page?


• Hand out fl ashcards to fi ve students in the class. Write six words in a row on the board (the fi ve words from the cards and one extra word). Ask students with the cards to come to the board and to place the card under the correct word.

Teaching tip

• The worksheets can be used to meet the needs of the students in class with distinct needs and levels. Additional tasks can be added for advanced classes.

• Use formal and informal ways of evaluating progress. Aft er you have completed the unit test, complement this with a revision game, providing the opportunity to informally assess learning outcomes.

NOTES

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ADDITIONAL RESOURCES• Test A, B & C

• Presentation


Appendix: The world around us

1 Air

2 Water

3 Uses of water

4 The lithosphere

Contents

1 Identify the properties of air.

2 Recognise di� erent sources of water on Earth.

3 Distinguish between drinking and non-drinking water and di� erent uses for water.

4 Comprehend the water cycle.

5 Understand the basic concept of the lithosphere.

Assessment opportunities are highlighted throughout the project.

Assessment criteria

1 Be able to identify the properties of air.

2 Recognise di� erent sources of water on Earth.

3 Distinguish between drinking and non-drinking water and di� erent uses for water.

4 Understnad how water moves in the water cycle.

5 Show understanding of the basic concept of the lithosphere.


Learning outcomes


Key Competences

100

SS2_Anexo_Mod1_definitivo.indd 100 24/8/15 17:13

101101

Air


Air

1. 29 Listen and colour.

2. 30 Listen and number the properties of air.

3. Read and write T (true) or F (false).

Air is a mixture of di� erent gases. Air has no colour, smell or taste. Living things need air.

nitrogen

oxygen

carbon dioxide

Air

Air has no colour.

Living things need air.

Air is blue.

We can smell air.

Air has no taste.

We can see air.

SS2_M1_anexo_definitivo.indd 58 21/7/15 15:54

How to start

• Ask the students to hold their hands up in front of their face and to gently blow outwards through their � ngers. What do they feel? Explain to them that this is air running through their � ngers. Ask the students to � ll up their cheeks with air and to gently tap their cheeks. Explain that air � lls up spaces and that air is all around us. Bring a bubble maker to class and allow students to blow bubbles or � ll a plastic bag with air. Ask the students if they can see or smell the air in the plastic bag or inside the bubble.

• Turn on a fan or fan students with sheets of paper. Talk about wind and air. Ask what air is and how it is connected to weather.


Activity 1 Track 29

• Discuss what ‘properties’ are. Explain that scientists use properties to describe and classify things. Point out that we can observe properties using our senses. Explain that properties are the di� erent ways we can describe things for example, colour is a property. Other properties include how something feels, its size, its shape, its weight. Other properties could be how something tastes or smells.

• Explain that air is composed of a mixture of gases. Ask the students to take out their coloured pencils, to look at the

diagram, to listen and to colour according to the instructions. Play the listening twice. Check answers.

• Make sure that the students understand how important air is for our planet. Plants and animals cannot survive without air.

Activity 2 Track 30

• Ask the students to look at the pictures and describe some of the properties of air. Ask them to listen to the audio and point to the correct pictures. Listen again and ask them to write the number in the correct place. Check answers.

Activity 3

• Ask the students to read the sentences and to write T (True) or False (F). Check answers.

Content objectives

• Identify the properties of air.

• Show understanding that living things need air.

Vocabulary

• air, carbon dioxide, colour, nitrogen, oxygen, smell, taste

Structures

• Air is a mixture of di� erent gases.

• Air has no colour, smell or taste.

• Living things need air.

• Air is all around us.


Key competences covered: Linguistic communication; Mathematical competence and basic competence in science and technology

yellow

green

red

3

2

1

4

4

T

T

F T

F F


102

Water

5959

2. 31 Listen and number.

Water

1. Colour the Earth’s oceans. Write.

The water cycle is evaporation, condensation, precipitation and collection.The hydrosphere is made up of all the water on Earth.

sea river lake groundwater

The water cycle precipitation

collection

evaporation

condensation

1

2

3

4

2


How to start

• Before opening the book brie� y talk to the class about where we get water and why water is important. What do we use water for? (to drink, to clean, to cook, to water plants…)


Activity 1

• Ask the students to take out their blue coloured pencil and to colour the bodies of water on the globe blue. Following this, ask the students to write the words in the correct place. Check answers.

Activity 2 Track 31

• Talk to the students about di� erent cycles they are familiar with, for example, life cycles of plants or animals. Explain that water also has a cycle. See if children can say anything about what they think the water cycle is.

• Ask the students to listen to the audio and to point to the correct picture/number. Listen again asking them to write the numbers in the correct place. When they have � nished, they can check their answers with a partner. Check answers.

• Ask follow-up questions. For example, How does the Sun

a� ect water? How do we get drinking water? When does precipitation occur?


Track 31 Listen and number.

The water cycle is evaporation, condensation, precipitation and collection.

1 The heat of the Sun evaporates water into water vapour. This is called evaporation.

2 The water vapour condenses into clouds. This is called condensation.

3 Air moves clouds. Water drops form and then they fall to Earth as precipitation.

4 Oceans and lakes collect the water. This is called collection.

Water evaporates into the sky again and the cycle continues.

Content objectives

• Recognise bodies of water found on Earth.

• Understand the water cycle.

Vocabulary

• collection, condensation, evaporation, groundwater, lake, precipitation, river, ocean, sea

Structures

• This is a lake.

• The water cycle has four stages.

• The hydrosphere is made up of all the water on Earth.

Resources• Track 31

Materials• Coloured pencils


river

sea

groundwater

lake

3

1

4

2


103103

Uses of water


We can only drink clean fresh water.

The water we can drink is water.

We can’t drink dirty or salty water.

The water we can’t drink is water.

Uses of water

1. Write ‘drinking’ or ‘non-drinking’. Then match.

3. Write.

2. Circle.

at home publicfun and sports farming and industry

Water has many uses. Saving water is very important.

cleaning cooking drinking washing


How to start

• If possible, bring in a bottle of water to class. Pass the bottle of water around from student to student to observe. Does clean tap water have taste? Does it smell? Does it have colour? Is it important to drink water every day? Why?


Activity 1

• Ask the students to look at the pictures. Ask them to point to the clean water and the dirty water. Tell them to complete the sentences with the correct words and to match the sentence to the correct picture. When they are � nished they can check their answers in pairs or small groups. Check answers.

• Point out that if we drink non-drinking water or salty water that we can get very ill.

• Point out that it is important to drink water every day to keep our bodies healthy.

Activity 2

• Ask the students to take out their coloured pencils. Ask the students to look at the pictures and to circle in the correct

colour. When they are � nished they can check their answers with a partner. Check answers.

Activity 3

• Ask the students to look at the pictures and write the words in the correct place. When they are � nished they can check their answers with a partner. Check answers.

• Talk to the class about the importance of saving water and how they can save water at home, at school and when they are in town or at the sports centre. For example, Why should we turn o� the tap when we brush our teeth? Explain that when we don’t turn o� the tap we are wasting water. Why is it better to take a shower than a bath? Explain that taking a quick shower uses less water than taking a bath. Point out that a long shower uses more water than a shallow bath – the important thing is to be conscientious and to save water as much as possible.

Content objectives

• Identify di� erent ways humans use water.

• Distinguish between drinking and non-drinking water.

Vocabulary

• cleaning, drinking, farms, fun, home, public, saving, sports, washing, water

Structures

• We can only drink fresh water.

• The water we can drink is drinking water

• We can’t drink dirty or salty water.

• Water has many uses.

• Saving water is very important.

Materials• realia – bottle of water

• coloured pencils


non-drinking

drinking

(red)

drinking cleaningwashing cooking

(green)(orange) (blue)


104

The lithosphere

6161

3. 32 Listen and number.

2. Complete with rocks and minerals from activity 1.

3. Complete the sentences.

is brown and so� .

is hard and white.

is very hard and transparent.

can be di� erent colours, such as pink.

is silver grey.

is black and white.

is used in jewellery.

is used in pencils.

The lithosphere

The lithosphere is the Earth’s crust. It’s made of rocks and minerals. Diamond, granite and clay are di� erent types of rocks and minerals.

1

3

5

2

4

6

diamond

clay

granite

marble

gypsum

graphite


How to start

• Say words and ask the students to indicate whether they are natural or man-made. Tell them to clap if the element is natural and to stamp their feet if the elements are man-made. Say, for example: a house (stamp), plants (clap), a lake (clap), a table (stamp), a road (stamp), a river (clap).

• Explain that the lesson today will focus on rocks and minerals. Ask what they know about rocks (where they come from, what they look like, basic characteristics). Point out that rocks are made up of minerals.


Activity 1

• Ask the students to look at the pictures and to describe the rocks and minerals to one another in pairs. Ask them to point to the one that is pink. To the one that is silver grey. To the one that is transparent.

• Ask the students to listen and to point to the correct picture. Ask them to listen again and to write the numbers in the correct place. When they have � nished, they can check their answers with a partner. Check answers.

Activity 2

• Ask the students to complete the sentences from Activity 1. When they have � nished, they can check their answers with a partner. Check answers.

Activity 3

• Ask the students to complete the sentence with the correct word from Activity 1. When they have � nished, they can check their answers with a partner. Check answers.

Track 32 Listen and number.

1 This is a diamond. It’s very hard. It’s transparent. It’s very beautiful.2 This is clay. It’s brown and so� .3 This is granite. It’s very hard. It’s black and white.4 This is marble. It’s hard. Marble can be di� erent colours, such as pink.5 This is gypsum. It’s hard and white.6 This is graphite. It’s hard and grey.

Content objectives

• Understand what the lithosphere is.

• Distinguish between di� erent rocks and minerals.

Vocabulary

• clay, diamond, granite, graphite, gypsum, hard, marble, mineral, pencil, rock, so�

Structures

• This is a diamond. It’s very hard. It’s transparent. It’s very beautiful.

• This is clay. It’s brown and so� .

• This is granite. It’s very hard. It’s black and white.

• This is marble. It’s hard. Marble can come in di� erent colours, such as pink.

• This is gypsum. It’s hard and white.

• This is graphite. It’s hard. It’s silver grey.

Materials• Realia – stones, rocks, minerals, glass of water

Clay

Diamond

Diamond

Graphite

Graphite

Gypsum

Marble

Granite

1

2

4

5

6

3


22 PRIMARY

Think Do Learn Social Sciencesis a new series aimed at teaching content in English with a hands-on approach. This new

methodology activates critical-thinking skills and helps children understand and learnin a more stimulating way. Level 2 includes extensive audio activities and songs,

and a complete digital resource pack for both student and teacher.

The course is completely modular, allowing for a variety of teaching situations.

socialsciences

Teacher’s Book

socialsciences PRIMARY

9 788467 378412

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Teacher’s Book

The world around us

sciencessocial

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22 2

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The world around us

Social_Sciences_2_TB_cover.indd 2-4 13/08/15 12:16

PRIMARY sciences 2 · Module 1 The world around us SS_2PRI_PRELIM_M2_3ºmaqueta.indd 1 27/08/15...

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