English Social Science

1

The universe

This unit introduces the basic concepts of the study of the solar system and terrestrial dynamics. First, the solar system is presented, detailing what the planets are, and how the stars, satellites and planets are related. Then the rotational motion and its relationship with the succession of days and nights. Similarly, the orbital motion and some of its effects of life on Earth are explained. The satellite of Earth is the Moon. How the Moon affects Earth's surface is explained through its existence and dynamics. Once the solar system and its planets are learned, the study area increases to the Milky Way galaxy in the universe and the instruments used in space observation. In order to tie everything in the unit together and develop knowledge about the universe, pupils will identify the work of astronomers and develop curiosity for the study of space.

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Complementary material ►► Social Science 3 Workbook. Unit 1

Unit resources Digital resources Teacher's Resources in USB and at www.smconectados.es

Other materials

Pupil's Resources on CD and at www.smsaviadigital.com

Teacher's materials

Unit 1. The universe

Diagnostic activity. Solar system

Pupil's materials

Initial assesment

Tune up. What do you know about ...? Presentation. Solar system

Presentation. Rotation

Let’s understand. Discover. Rocky and gaseous planets Let’s practise. Solar system and planets Who was…? Laika

1. Around the solar system

WB pages 4-5 2. Earth spins

Let’s practise. Rotation Presentation. Revolution Animation. Seasons Web link. Copernicus

Reinforcement. Worksheet 1 Poster. The solar system and Earth's movements

Reinforcement. Worksheet 2 Extension. Worksheet 1 WB page 6

3. Earth orbits

Reinforcement. Worksheet 3 WB page 7

Let’s practise. Revolution Who was …? Copernicus 4.The Moon

WB page 8

5. We are part of the universe

WB page 9

Let’s play and learn. Moon

Let’s practise. Telescope Who was …? Hubble Presentation. Mind map

Review

Review. Unit 1 Assessment. Unit 1

Let's practise. Space station Test yourself. Self-evaluation Skills

Final task

Assesment. Rubric Test yourself. Check the way you have learnt

*Flashcards and word cards available in the Classroom Box to support the target language.

Unit 1

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Teaching programme

UNIT aims

COMPETENCes

1. Learn about the main features of the universe and solar system. Identify the planets they are made up of.

Social and civic competence (Aims 1, 2, 3)

2. Understand the movements that make up the Earth’s dynamics and how they affect life.

Mathematical competence and basic competence in Science and Technology. (Aim 4)

3. Recognise the Moon as a satellite of the Earth and understand how it influences the Earth’s dynamics.

Competence in learning to learn (Aims 5, 6)

4. Apply mathematical knowledge to calculating different figures related to the unit content.

Linguistic communication (Aim 7)

5. Take on an active role in group work and approach tasks with a sense of collective responsibility. 6. Develop self-assessment and self-critical skills with regard to the tasks carried out in this unit. 7. Use the specific terminology from the unit accurately.

CONTENts

assessment criteria

LEARNING STANDARDS

Gathering information from different sources.

1. Obtain specific, significant information about previously defined events and phenomena.

1.1. Find, select and organize specific, significant information. Analyse it, reach conclusions, reflect on the process and communicate orally or in writing.

Using information and communications technology to search for and select information. Present conclusions.

2. Use information and communications technology to obtain information and as a tool for learning, understanding and using key concepts.

2.1. Use information and communications technology to complete assignments using terminology appropriate to the subjects.

Developing strategies to organise, memorise and retrieve information obtained using different methods and sources.

3. Explain what the universe is and the origins of the universe and its main components.

(Competence in learning to learn)

• Answer questions by looking for information in the book contents. All activities in the book. • Make mind maps. Activities: p. 18. • Use ICT as a tool for learning and self-assessment. Interactive activities on Saviadigital: pp. 9, 11, 12, 13, 15, 17, 19, 22.

(Digital competence)

3.1. Explain what the universe is and the origins of the universe and its main components.

LEARNING OUTCOMES

(Competence in learning to learn)

• Define what the universe is. Activities: p. 17. • Identify the different elements that make up the universe. Activities: pp. 9, 17,19, 20.

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Teaching programme

CONTENts Use and read different languages (texts, tables, graphs, diagrams, maps, etc.).

assessment criteria 4. Locate the planet Earth in the solar system. Explain the change from geocentrism to heliocentrism. Recognise scientific advances in our knowledge of the universe and the Earth.

LEARNING STANDARDS 4.1. Identify the Sun as the centre of the solar system and locate the planets according to their proximity to the Sun. (Mathematical competence and basic competence in Science and Technology) 4.2. Describe the location of the Earth in the universe.  (Linguistic communication)

The universe. The solar system: the Sun and the planets.

5. Explain the Earth’s movements and their effects. Associate the seasons of the year with these movements and the tilt of the Earth.

5.1. Describe Earth’s revolution, and its axis. Associate the seasons with the effects of the revolution.

(Mathematical competence and basic competence in Science and Technology) 6. Describe the sequence of day and night as an effect of the Earth’s rotation.

• Explain what the Sun is. Activities: p. 9. • Identify the planets that make up the solar system. Activities: pp. 9, 22. • Recognise the Earth among the other planets in the solar system. Activities: p. 9. • Comprehend Earth's revolution and its effects. Activities: pp. 11, 13.

 (Linguistic communication) 5.2. Identify the seasons, establish their duration and describe the Sun’s rays during each one.

The Earth: characteristics. Movements and their effects. Layers of the Earth: basic characteristics.

LEARNING OUTCOMES

6.1. Explain day and night as the result of the Earth’s rotation and as units for measuring time. (Mathematical competence and basic competence in Science and Technology)

• Identify the seasons of the year. Activities: pp. 12, 13. • Comprehend the duration of the seasons. Activities: p. 13. • Learn about and describe the Earth’s rotation. Activities: p. 11. • Identify the progression of days and nights as the result of rotation. Activities: p. 11.

The Moon: Characteristics. Movement. Phases.

7. Explain the characteristics of the Moon and its movements. Identify the phases of the Moon and their effects.

7.1. Define the orbit of the Moon. Identify and name its phases. (Linguistic communication)

• Recognise the Moon as a satellite of the Earth. Activities: pp. 15, 21. • Identify the phases of the Moon. Activities: pp. 15, 19.

8. Recognise scientific advances in the study of the universe and the Earth. Appreciate the importance of human curiosity and scientific knowledge.

8.1. Appreciate the importance of human curiosity and scientific advances regarding the universe. (Social and civic competence)

• Understand how outer space is studied from the Earth. Activities: p. 7, 17, 22. • Learn about the instruments used to observe space. Activities: pp. 7, 17, 19, 22.

Unit 1

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Teaching programme

Methodological suggestions 1. Previous knowledge In order to study this unit, pupils should be familiar with certain content. • The Sun. • The Moon. • The stars.

2. Possible areas of difficulty Pupils may find some of the following difficulties in the study of the unit. • A cause/effect relationship between Earth and Moon dynamics and its effects on Earth is established. Thus, understanding how it influences the succession of seasons, rotation alternating between day and night or lunar cycles in tides may pose an additional difficulty. • Similarly, the understanding of the relationship between these movements and the succession of time periods on Earth (the succession of years and rotation to the succession of day) can also be complex for students. • In the Final task, it is asked that students develop a solar system with cardboard. It is important that the student comprehends that each planet has a different size and color, and is able to draw the planets respecting these aspects.

3. Innovation programmes Cooperative learning

Each unit includes suggested dynamics for working on cooperative learning. These dynamics are developed in the Cooperative Learning Guide, included with the Teacher’s Resources.

Learning to think

Each unit offers the possibility to use the language and contents learnt throughout a series of activities related to the topic. Pupils develop thinking strategies to work through the different content covered in the units. These suggestions are fully developed in the Learning to Think Guide.

Values

Making questions about the universe help develop sense of inititive and entreprenurial spirit as well as attitudes of critical sense and morals.

4. Suggested distribution of sessions For the development of this unit, it is recommended to distribute the work in eleven sessions, organized as follows:: Begin the unit

Content

Organize your ideas

Review the unit

Final Sessions

1 session

5 sessions

1 session

2 sessions

2 sessions

This timing is just a suggestion. Each teacher will adapt this distribution to the class' needs.

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Specific treatment of multiple intelligences

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Comprehensive listening

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Oral presentations

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Learning new languages

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Debating ideas

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Critical and creative thinking activities

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Acquiring and using new vocabulary

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Transference

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INTRAPERSONAL

 eading as a group and individual R reading

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 ctivities based on self-awareness and A focused on developing self-esteem

 reative writing: original texts (stories, C poetry, etc.).

INTERPERSONAL ●

LOGICAL-MATHEMATICAL ● ●

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MULTIPLE INTELLIGENCES

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 sing techniques of cooperative U learning in structured teams Practice empathy

Reading and using graphic organisers  stablishing classications, comparisons E and series Logical reasoning NATURALISTIC ● ●

Simulating natural phenomena  bserving images from the nature O world

VISUAL-SPATIAL ● ●

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Reading and interpreting images  ctive imagination and visualization A activities  ames based on perception and visual G discrimination

BODILY-KINHESTETIC ●

Manufacturing and inventing models

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Construction games

MUSICAL ●

I mitating orchestra of voices or instruments

Unit 1

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Learning standards and outcomes 3.1 E  xplain what the universe is and the origins of the universe and its main components. • Identify the different elements that make up the universe.

Answer key Open answer: This is a first contact with the contents of the unit in which the student is to reflect on some of the questions that will be answered at the end of the unit.

6.1. Value human curiosity and the importance of science in the universe. •  Understand how outer space is studied from Earth. •  Learn about the instruments to observe space.

 1. Before beginning the unit, show the pupils an image of a space character that they know: Buzz Lightyear. Ask these questions: Do you know who this character is? How do you know him? What is his job? What does he wear? Why? How does he travel? Where does he go? What can he use to see which planet he wants to travel to? (this is the moment to guide the students to many of the key vocabulary in the unit: space, astronaut, Moon, stars, planet, and telescope). 2. When talking about Buzz Lightyear use present tense: He is, goes, does, lives, has, wears, likes ...

When talking about the galaxy image use: It looks like, I think, I see, A big place, far away ...

During the lesson  3. After you have activated prior knowledge, begin to implant some new terms. Ask if Buzz Lightyear has ACTUALLY been in outer space near the stars and planets. The pupils will most likely say no. However, Buzz has actually been physically in outerspace.

http://www.e-sm.net/SS3_U1_P_25_buzz_lightyear



Buzz Lightyear was sent on a mission for 14 months. This was done by the US government NASA and Disney to aid in the field of education. There is a lot of material related to this mission and can be useful tool in teaching about the universe.



When talking about the space mission use past tense: he went, flew, lived, did, had, liked ...

4. After the Buzz Lightyears space mission has been discussed, go to page 7 and ask the pupils if Buzz went there? (refer to the photo). Ask the pupils to describe what they see and guide them to the words stars, Milky Way, universe, galaxy.

5. Tell the pupils: If Buzz Lightyear was sent into space, it must be a very important thing for us to learn about. He was there for 14 months. What kinds of things do you think he saw and experienced? (open question to get them thinking).

Teaching notes

Warm-up

Wrap-up 6. To finish: Why would it be important to study space, specially the Sun and the Moon? Does it affect us here on Earth, how? Guide them to seasons, tides, hours in a day, and days in a year. 7. Students can begin to research Buzz Lightyear's trip into space. Let's research at home: Pupils can investigate where is the nearest planetarium.

Cooperative learning and learning to think In the following pages, you may choose to do some activities using cooperative learning or learning to think structures. It is important to have a good learning environment in the classroom as well as cohesive groups. You can find the structures and tips on the Cooperative Learning Guide and the Learning to Think Guide.

Personalised learning

(Assignments on Saviadigital) Assessment

Worksheet. Initial assessment

Unit 1

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Learning standards and outcomes 2.1 U  se information and communications technology to complete assignments using terminology appropriate to the subjects. • Use ICT as a tool for learning and selfassessment. 3.1 Explain what the universe is and the origins of the universe and its main components. • Identify the different elements that make up the universe. 4.1 Identify the Sun as the centre of the solar system and locate the planets according to their proximity to the Sun. • Explain what the Sun is. • Identify the planets that make up the solar system. 4.2 Describe the location of the Earth in the universe. • Recognise the Earth among the other planets in the solar system. 1

Audioscript 1. This is a non-luminous body that orbits around a star. What is it? 2. This is a luminous body that gives off its own light and heat. What is it? 3. This is a non-luminous body that orbits around the Sun. It has living things, an atmosphere and lots of water. What is it?

Teaching notes

4. This is our Sun and the eight planets that orbit around it. What is it?

Warm-up 1. To create cognitive connections, the teacher should activate prior knowledge in the pupils in order to connect this new information. Go to Google Images and go through a series of photos of candy items related to 'outer space': Milky Way candy bar, Mars candy bar, 'Orbit' gum ...

During the lesson 2. At this point, once you have engaged the pupils begin speaking in further depth about these words and introducing the main terms from this page. Begin with the concept of 'light'. Ask the pupils what the word 'light' means. Guide them to similar words such as bright, shiny, and luminous. Ask them if they have ever looked into the night sky and what they have seen (Moon, stars). Ask them: What are stars exactly? (this is an open question to get them thinking and speaking in pairs). 3. Ask the students to rub their hands together to make some friction and then put their hands on their

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faces. Ask them: Do you feel the heat? Are your hands a little hot? How much heat are you 'giving off'? (Rate 1-10). What does giving off or emit mean? (have them deduce the answer). Ask the pupils if they can give off light. Do you know of any animals or bugs that give off light? (like lightning bugs and some jellyfish). 4. Ask the pupils to draw a picture of a sun. Ask: How many of you put rays on your sun? Why? (give off heat and light). 5. Ask the pupils if planets give off light. Now discuss the color of the planets. Focus on why Earth appears blue.  6. In this section a quick review of comparatives and superlatives should be done: Close/closer than/the closest, big/bigger than/the biggest, far/farther than/the farthest, cold/colder than/the coldest.

Pupils can use these expressions to talk about the pictures and the text: They have the same, They look like, I can see light in, I think stars are, I think (blue Earth) because ... (there is water).

Answer key Who was ...? Soviet dog Laika. Explain that the dog’s name was actually Kudryavka. Laika is a generic Russian name for several breeds of dogs. 1. 1. A star. 2. A star. 1. Earth. 4. The solar system. 2. All three sentences are false: a) The Sun is a star that gives us heat and light; b) Earth orbits around a star called the Sun; c) Jupiter is the biggest planet in the solar system. 3. Earth is called the blue planet because it is covered with water. 4. The main differences are: • Rocky planets: they consist mainly of rocky and metallic materials with a relatively similar size: Mercury, Venus, Earth and Mars. • Gaseous planets: they are characterized by their dense atmospheres , by rapid movement of rotation, with many satellites and ring systems: Jupiter, Saturn, Uranus, and Neptune. 5

 7. Also, discuss the concept of 'putting things in order'. It would be a good moment to discuss the difference between cardinal and ordinal numbers at least 1-10 for the purposes of ordering the planets (one/first, two/second, three/third ...).

Wrap-up  8. Discovery and Cooperative Learning 'jigsaw'. Divide the pupils into groups. Have each group research one of the planets. They must report back and tell the other pupils about their planet and how it fits into the system of the other planets: Our planet is …, It is the biggest … it is the fifth planet in the system after … and before … It has … It is … It looks like …

Each pupil should have a planets graphic organizer that will be filled out as each group presents. When each group finishes they check the graphic organizers of the other pupils and help them locate where their planet should be on the graphic organizer.

The inner planets are the rocky ones: Mercury, Venus, Earth, and Mars. The outer planets are the gaseous ones: Jupiter, Saturn, Uranus, and Neptune.

9. At this point you want to begin scaffolding to help the pupils to remember the planets and order. This is a 'chunking' technique that works well: 'My Very Excellent Mom Just Served Us Nachos' to remember the planets. Have the students work in pairs to create their own 'chunking' sentence to remember the order of the planets.

Personalised learning (Assignments on Saviadigital) Reinforcement

Worksheet 1

For extra materials, please refer to the Resource Map on page 19.

Unit 1

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Learning standards and outcomes 2.1 Use information and communications technology to complete assignments using terminology appropriate to the subjects. • Use ICT as a tool for learning and selfassessment. 5.1 Describe Earth’s revolution and its axis. Associate the seasons with the effects of the revolution. • Comprehend Earth's revolution and its effects. 6.1 Explain day and night as the result of the Earth’s rotation and as units for measuring time. • Learn about and describe the Earth’s rotation. • Identify the progression of days and nights as the result of rotation. 2

Audioscript 1. Earth’s axis runs from East to West. 2. E  arth spins on its axis like a spinning topage 3. It takes Earth 24 days to completely spin around its axis.

3

Audioscript 1. Earth’s rotation is when it spins on its ... 2. I f it is a time of day when the Sun’s rays do not reach where you live, then it is ...

Teaching notes

3. To spin all the way around its axis, it takes Earth one ...

Warm-up  1. Before beginning this section, show the pupils a photo of the Spinning Teacups Ride. http://www.e-sm.net/SS3_U1_P_28_teacups_ride Ask them if they have ever been on a ride like this. Did they like it? Why? Guide the pupils to the terms spin, rotate, goes around, in circles. Show the pupils a ride called the Orbitron. What is the difference between the two rides? Ask the pupils if they would like to go on an orbitron. Guide the pupils to the idea that Earth is more similar to the oribtron because it 'tilts' its 'axis'. Pupils can use these expressions to talk about it: It is similar to, It is different from, It spins, rotates, goes around, tilts, to the right/to the left, to the east/to the west ...  2. At this time, you should dedicate some time to discussing the directions. Show an image of a compass and/or GPS. http://www.e-sm.net/SS3_U1_P_28_compass Review the directions: North, South, East, and West.

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 3. Discovery learning. Show an image of a clock. http://www.e-sm.net/SS3_U1_P_28_clockwise Which way does a clock move east to west or west to east? Which way does Earth spin? Pair or group investigation. Then they should share their answers (counter-clockwise/west to east) . 4. At this point you should introduce the difference between flat and round. There are multiple ways to teach this concept. There is a character in a store called 'Flat Stanley' or you could introduce the expression 'Flat as a pancake'. Ask the pupils to describe other things that are flat. Now discuss things that are round or spherical. Balloons, oranges, balls, etc. 5. You could also play a circumlocution game to teach the pupils how to describe words without actually using the name: they are flat, you use them to make tacos, they are similar to bread, what are they? (tortillas).They can use these expressions: It looks like, You can find it, A … uses it to … It has … It smells like … It is the same as ... It is flat like a … It is round like a …

Answer key Fun fact! The midnight sun is when the sun shines at the North pole at night in summer. 1. Earth spins on its axis. This is called rotation and it is responsible for day and night. 2. 1. False. Earth’s axis runs from North to South. 2. T  rue. Earth spins on its axis like a spinning topage 3. True. It takes Earth 24 days to completely spin around its axis. 3. They both spin on an inclined axis. 4. 1. Earth’s rotation is when it spins on its axis. 2. I f it is a time of day when the Sun’s rays do not reach where you live, then it is night. 3. To spin all the way around its axis, it takes Earth one day 5. Sentence b): Earth’s axis is inclined. 6. Students write a list of the predominant colours of each planet: Mercury (brown and grey), Venus (orange), Earth (blue, brown and green), Mars (red), Jupiter (white with brown stripes), Saturn (Yellow), Uranus (light blue), Neptune (bright blue).

During the lesson 6. Begin this section with a discussion about the difference in the expressions 'How long does it take?' and 'How long does it last?' This sets the scene for the discussion to follow. 7. Once these terms above are understood, relate them to the topic at hand: How long does it take Earth to make one complete rotation? Alter discussing what this means in terms of day and night , the terms dark and light should be taught along with the different word formations: dark, darkness, light, daylight.

Wrap-up 8. Listening. Pre-listening – review key terms: spins, sp in all the way around, rotates, rays, and reach. Explain the term 'choose' and encourage pupils to respond with the past 'We chose'.

false: correct/right/Ok/good; wrong/incorrect/bad/ not Ok. Encourage them to use these synonyms with each other while completing the task at hand. 12. Fun fact! Explain the students that the exact opposite happens at the South Pole at these times: six months of daylight from September to March and six months of night from March to September.

Personalised learning (Assignments on smSaviadigital) Reinforcement

Worksheet 2

Extension

Worksheet 1

For extra materials, please refer to the Resource Map on page 19.

9. Listening. Pre-teach the verbs: takes (duration), runs (goes in direction) and spins around (rotates). 10. Before the pupils attempt to complete activity 5, review the synonyms for right and wrong/true and Unit 1

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Learning standards and outcomes 2.1 U  se information and communications technology to complete assignments using terminology appropriate to the subjects. • Use ICT as a tool for learning and selfassessment. 5.1 Describe Earth’s revolution and its axis. Associate the seasons with the effects of the revolution. • Comprehend Earth's revolution and its effects. 5.2 Identify the seasons, establish their duration and describe the Sun’s rays during each one. • Identify the seasons of the year. • Comprehend the duration of the seasons. 4

Audioscript 1. It gets warmer, the days get longer and plants begin to grow. 2. I t is very hot and the days are long. Many trees have fruits. 3. It gets colder, the days get shorter and leaves fall from the trees.

Teaching notes

4. It is very cold and the days are short. Sometimes it snows.

Warm-up  1. Begin the discussion by having the pupils work in pairs or groups and discuss the difference between spin and orbit. Encourage them to come up with a list of things that spin or rotate. For example, DVD’s, the tray in the microwave or a spinning topage Then move to how orbiting is different. Focus on the synonyms of revolve (orbit, go around, move around).  2. Next discuss the difference between the words tilted and straight or vertical. You could also introduce the verb to lean. Have the pupils brainstorm things that are tilted.

During the lesson  3. Have the pupils look at the image on page 12 and discuss whether Earth is straight or tilted. Open question: Does this have any affect of Earth? What could the effect possibly be? Does everything always stay the same on Earth or do things change? If things change, what are they? (Guide the pupils to the seasons)t.

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 4. Once the pupils have discovered that the tilt creates the seasons, discuss the names of the 4 seasons. Remember that autumn is also called 'fall'. You could also play a circumlocution or logic game with the students. Describe a season or give clues and let them discover which season you are referring to. They could also fill out a graphic organizer of the tour season and their characteristics.  5. Complete this section by having the students compare spring and summer. A review of the comparative forms would be helpful to the pupils: longer, shorter, cooler, hotter. Adjectives can be used: sunny, cloudy, cool, cold, warm, hot, (more/ less).  6. Begin the second session with a discussion and what the term 'half' means. Have the pupils come up with synonyms for half (divided, fifty-fifty, not complete, 50 per cent). Lead the pupils to the concept of hemispheres. Focus on the 'sphere' part of the word and then the prefix hemi- (which means 'half').

Answer key Who was ...? Nicolás Copérnico (Copernicus in English). He thought the Sun was the centre of the universe and that the planets revolved around it. 1. 1. c) (spring) 2. d) (summer) 3. a) (autumn) 4. b) (winter) 2. Autumn. December 21 or 22 (N: winter / S: summer); June 20 or 21 (N: summer / S: winter): March 20 or 21 (N: spring / S: autumn); September 22 or 23 (N: autumn / S: spring) 3. In winter, although Earth is actually physically closer to the Sun, its axis makes it tilt away from it. This makes the angle of the Sun’s rays lower than in summer.

 7. Continue filling out the season graphic organizer with the next two seasons. Ask the pupils why they think the season autumn has another name: fall.  8. Return to the term 'tilt' and explain that we can also use the word 'angle' to mean the same thing. Continue reading page 13 and check that the pupils comprehend that the angle of the sun’s rays affect the seasons.  9. Listening. Pre-teach the adjectives: very cold/cold, warm, hot/very hot. Discuss the concept of 'putting things in order'. Example: first, second, next, last.

Wrap-up 10. Pupils can use these expressions to talk about their favourite season: This season has the months of, The month of … is in the ... It is my favourite, I like it the best/better than ... 11. After completing the favorite season speaking task, return to the hemisphere discussion. This time adding the terms: north, south, east, and west, and their adjective word forms: northern, southern, eastern, and western.

12. Have a brief discussion about the word forms: different/difference, similar to, the same, similarity, and different from. Let's research at home: To reinforce this idea pupils can investigate on http://www.e-sm.net/world_weather. Pupils can compare, for example, the temperature in a Spanish city and Cape Town, to check they are in opposite seasons.

Personalised learning (Assignments on Saviadigital) Reinforcement

Worksheet 3

For extra materials, please refer to the Resource Map on page 19.

Unit 1

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Learning standards and outcomes 2.1 U  se information and communications technology to complete assignments using terminology appropriate to the subjects. • Use ICT as a tool for learning and selfassessment. 7.1 Define the orbit of the Moon. Identify and name its phases. • Recognise the Moon as a satellite of the Earth. • Identify the phases of the Moon. 5

Audioscript 1: Draw a Moon that looks like a big letter C. What Moon is it? 2: A waning moon. 1: Draw a big circle and colour it dark. What Moon is it? 2: A new moon. 1: Draw a big circle. What Moon is it? 2: A full moon. 1: Draw a Moon that looks like a backwards letter C. What Moon is it?

Teaching notes

2: A waxing moon.

Warm-up  1. Begin by asking the pupils how the Moon lights up. Is it electric? It is hot? Is it like the Sun? Is it made of fire? Have the pupils brainstorm the answer: the Moon does not 'Light up' on its own. Have the pupils guess what makes it seem 'lit up'.

Use this discussion to introduce specific terms: Sun, phases, rotation, orbit, full Moon, etc. and to talk about things that 'light up' (possesions): My … lightsup, His … A lightning bug (Its).

 2. Ask the students if they have ever seen a full Moon. Ask them if the Moon is always full. If it isn’t, why?

During the lesson  3. A discussion on mathematical sums of a whole should take place. Terms to be reviewed: full, half, quarter etc. It is suggested to then show a video that reviews the terms and introduces the phases. Before listening, pass out a phases of the Moon graphic organizer. The pupils should fill it out as they listen. They should

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listen twice. Alter the first listening they should do a cooperative activity called 'pair share'. They should share and compare answers before moving on to listening a second time. (any age appropriate video introducing the phases would be fine) Suggested weblink: http://www.e-sm.net/SS3_ U1_P_32_moon_phases1  4. Discovery learning. After the second listening, Ask the students if they heard any new words. Lead them to the words waning and waxing. Have the pupils do some research to discover (more in depth) what a waning and waxing Moon is and the 28 day cyle. Here is an example for the teacher: Suggested weblink: http://www.e-sm.net/SS3_ U1_P_32_moon_phases2  5. Let’s reflect. Why the Moon is illuminated at night? From this question, the student will understand that the brightness of the Moon is a consequence of the illumination from the Sun. These terms can be used by students when describing photos: I see, I think, It looks like, It seems like, In the top/bottom or left/

Answer key Fun fact The lunar mission Apollo 11 took Americans Neil Armstrong, Buzz Aldrin and Michael Collins to the moon on July 20, 1969. Armstrong was the first to step on the moon. His famous words were: 'One small step for man, one giant leap for mankind'. 1. Students draw four different illustrations of the Moon: a waning Moon, a new Moon, a full Moon, and a waxing Moon. 2. Model answer: The Moon is a satellite. If the Sun’s rays’ light up the left side of the Moon, it is a waning moon. It creates the tides of Earth’s oceans. 3. Model answer: The photo on the right is low tide because there isn’t a lot of water. 4. The approximate diameters of the planets are: Mercury (4879 km), Venus (12,104 km), Earth (12,756 km), Mars (6792 km), Jupiter (142,984 km), Saturn (120,536 km), Uranus (51,118 km), Neptune (49,528 km).

right side, in the front of the picture, in the back of the picture ...  6. Discovery learning. Pose this puzzle to your pupils. There are some places on Earth that you can only walk or drive to during certain times of the day. Why do you think this happens? What could cause this to happen? 7. Have the student work in pairs or groups to come up with ideas. Guide the pupils to focus on the words 'can only walk or drive to'. Are there other ways to get to these places? How? Have the students deduce the idea that water could be involved. Once that is understood, go back to the idea that you can walk or drive to these places at certain times of the day. How would this be possible? Lead the pupils to the concept of 'tides'. Terms: High, rise, increase, go up, low, go down, decrease, drop. Magnets: It attracts, draws, pulls ... Suggested weblink: http://www.e-sm.net/SS3_ U1_P_33_moon_tides

Wrap-up 8. Listening suggestions. Pre-teach the words 'draw and drew'. Review basic shapes such as: circle, square, and triangle. This would also be a good moment to teach the pupils the term 'guess' or 'make a guess'.   9. First man in the Moon: Perform a review of Whquestions and how we use them when asking questions about the past. Tell the pupils: If the questions are in the past tense, how should we respond? What kind of verb forms should we use? 10. Finally, teacher can ask the students to invent a song about the Moon. Let's research at home: Ask the pupils to watch the Moon at night and write which phase it is. For extra materials, please refer to the Resource Map on page 19.

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Learning standards and outcomes 2.1 U  se information and communications technology to complete assignments using terminology appropriate to the subjects. • Use ICT as a tool for learning and selfassessment. 3.1 Explain what the universe is and the origins of the universe and its main components. • Define what the universe is. • Identify the different elements that make up the universe. 8.1 Appreciate the importance of human curiosity and scientific advances regarding the universe. • Understand how outer space is studied from the Earth. • Learn about the instruments used to observe space. 6

Audioscript 1. It has many planets. 2. It has many solar systems.

Teaching notes

3. It has many galaxies.

Warm-up  1. Begin with a discussion about the difference between the words 'other' and 'another'. After this, pose the question: We are on Earth. Are there other planets? (they already know this,but pratice the word other.) We are part of a galaxy (Milky Way). Are there other galaxies? (yes). Our galaxy is part of the universe. Are there other universes? (Scientists believe so).

During the lesson 2. Take some time to review 'part-whole relationships'. Use examples they already know from real life: (a carton of eggs … each egg is a galaxy (one egg is the Milky Way) … inside the eggs are planets, stars, suns … the whole carton is the universe. Is it possible to have more than one carton of eggs? (more universes are possible).  3. Continue the conversation to include the term 'besides'. Once the pupils have the 'part-whole' concept, have the pupils work in groups to name

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the other galaxies. They could also decide how many solar systems exist in their galaxy and create names for the planets in their solar system. They can compare their solar system to our solar system. Would the planets be similar to ours? Would there be water on any of your planets? Would there be life? Your solar system would have a sun and a moon. Would you name them? Have the students present their galaxy using the terms: universe, galaxy, solar system, planets, sun, moon, stars, besides, apart from, other, part of, and whole. Classification: I think this goes with, belong to, matches with, goes in this group ... They can also use the terms much versus many: some, any, a few, a little, much, many. How much? How many?  4. Review parts versus whole related to the image on page 16. To be a 'part of' versus 'made up of' challenge: Madrid is part of Spain. Spain is made up of many provinces, New York is part of USA. The USA is made up of many states. Pupils create their own ideas.

Answer key Who was…? The astronomer Edwin Hubble. Although he is recognized for his numerous contributions to astronomy and astrophysics, his most acclaimed achievement was demonstrating the expansion of the universe and the existence of other galaxies. 1. 1. The solar system. 2. They Milky Way. 3. The universe. 2. Their order by size is: universe > galaxies > solar system > planet. 3. a) False. Telescopes let scientists see things that are too far away. b) False. The scientists that use telescopes are called astronomers. c) True.

 5. Begin with a discussion about near and far. Synonyms of these terms could be discussed: close and distant.  6. Continue the discussion. Pose a situation the pupils are familar with: locations in their house, or house to school, park, and friend’s house etc. Ask the pupils to estimate distance. How far away is … ?  7. Move the discussion to: How far is the Sun? How far is the Moon? How far are the other planets? How far are other galaxies? When you look into the sky, can you see these objects? Some yes, others no. Why and why not. How do we know these objects we cannot see exist? (lead the pupils to the concept of distance and the need for telescopes). Can we see all of these obects with a telescope from Earth? (lead the pupils to telescopes and space telescopes).

Wrap-up  8. Listening: explain that the term 'has' can also be used to mean 'possesses or includes'. Give the pupils a few examples: How many minutes does an hour

have? It has … How many hours does a day have? It has … How many days does a week have? It has …  9. Final Task. Introduce the concept of 'size'. Review the construction of the comparative form (-er, -ier, than, and more … than). You should also introduce the terms: a little … bigger smaller … much bigger smaller…slightly bigger/smaller … similar to ... the same size as ... Putting things in order: I think this goes (first, second, next after, before, at the end). 10. Let’s Reflect. Is there life on other planets? You can encourage pupils to give their opinion on the matter and try to imagine what the odds are that extraterrestrial life exists somewhere in the universe. Let's research at home: Ask the pupils to watch the Moon at night and write which phase it is. For extra materials, please refer to the Resource Map on page 19.

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35

Answer key 1. The universe has Galaxies like the Milky Way, where the solar system is

The solar system

Earth

The Moon

has eight planets

has two movements

Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune

rotation and revolution

looks different because of its changing

which create

that orbit around the

phases

day and night and the seasons of the year

Sun

2. Celestial body galaxy

has many stars and planetary systems.

star

gives off light and heat.

planets

DEFINITION

orbits around stars.

satellites orbits around planets. 3. a) E  arth is our planet and it orbits around the Sun. Earth is in the solar system. b) The solar system is in a galaxy called the Milky Way. 4. Model answer: The universe has galaxies like the Milky Way where the solar system is... 5. a) Earth's rotation. b) It spins on its axis.

Teaching notes

c) T  he Sun's rays can reach only one side of the planet.

Warm-up  1. Pupils can organise and sum up their ideas with the Review and Let's practise activities.

During the lesson  2. Pupils can review the contents of the unit with the Review and Let's practise activities 3. Pupils can use this terms when taking turns: Whose turn is it? It’s … turn. Do you want to go first? Could I go first? Do you want to go first? No, go ahead. Yes, thanks. When talking about their favorite planet: I like ... the best, more than ..., because it is, it has, it looks like, it seems like, it is famous for ...

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Answer key 6. a) Jupiter. b) Its eye. c) An astronomer. 7. Model answer: Milky Way: It’s the galaxy we live in. The Sun: It’s the star we orbit. Earth: It’s the planet we live on. Solar system: The Sun and all the planets that orbit it. 8. a) The New Moon. b) The Full Moon. c) Waxing Moon. d) Waning Moon. 9. Students consult an online Moon calendar for the nearest moon phases for the week. 10. a) Galileo was a scientist from Italy. b) Galileo invented the modern telescope. c) His most important discovery was proving the planets orbited the Sun. 7

Audioscript 1.Hi, I’m Gary. My favourite planet is Jupiter because it has a big red eye. It’s actually a giant storm that has lasted for over 400 years! When I’m older, I want to be an astronomer so I can learn more things about Jupiter.

Wrap-up  4. Self-evaluation activities can be done through www.smsaviadigital.com.

Personalised learning (Assignments on Saviadigital) Review

Worksheet. Review unit 1

Assesment

Worksheet. Asessment Unit 1

Unidad 1

37

Learning standards and outcomes 1.1 F  ind, select and organize specific, significant information. Analyse it, reach conclusions, reflect on the process and communicate orally or in writing. • Answer questions by looking for information in the book contents. 3.1 Explain what the universe is and the origins of the universe and its main components. • Identify the different elements that make up the universe. 7.1 Define the orbit of the Moon. Identify and name its phases.

Teaching notes

• Recognise the Moon as a satellite of Earth.

Answer key 1. 1 ) a. rock 2) c. comets 3) a. atmosphere 4) b. surface 5) c. outer space. 2. m eteor: Falling pieces of asteroids that enter Earth’s atmosphere. meteorite: A meteor that hits Earth’s surface. asteroid: A piece of rock that orbits the Sun. comet: An asteroid that gets too close to the Sun and has a tail of fire. 3. P icture on the left is a comet because it has a tail of fire. The picture on the right is a meteor. They’re different because a comet it is outside Earth’s atmosphere and a meteor is inside Earth’s atmosphere.

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Let's investigate! The Moon's surface Language for experiments in groups: Should we? Let’s ... First, Second, Next, Finally, Who has, Who wants, Where is? Same/Different: They are similar to/different from ...They both have … Neither has …

Unit 1

39

Learning standards and outcomes 2.1 U  se information and communications technology to complete assignments using terminology appropriate to the subjects. • Use ICT as a tool for learning and selfassessment. 4.1 Identify the Sun as the centre of the solar system and locate the planets according to their proximity to the Sun. • Identify the planets that make up the solar system. 8.1 Appreciate the importance of human curiosity and scientific advances regarding the universe.

Teaching notes

• Understand how outer space is studied from the Earth. • Learn about the instruments used to observe space.

Warm-up 1. Before attempting the Final task, the teacher should teach the interpersonal language that will be needed by the pupils in order to carry out the task in English. 2. It is suggested to do a lesson or part of a lesson to prepare for the task. You should review the names of the materials that will be used: sticks, glue, cardboard, compass, coloured pencils and the colours, string, and scissors.

During the lesson 3. Once the pupils know the materials, move on to the interpersonal skills needed for following directions: Punch a hole, draw a circle, colour the circle, Use the compass, staple the …, tie the string, etc. 4. Now review the interpersonal language the pupils will need to construct the mobiles in pairs or groups: What do we need to do first? Please pass me the …? Who has the …? Where are the scissors? How big should the … be? How do we …?

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5. The objective is to pre-teach all of the language needed for the pupils to work on tasks in groups and communicate effectively in English.

Wrap-up 6. After reading The importance of … space research, ask the pupils if they remember the mission that Buzz Lightyear went on. What was the purpose of that mission? How did it help many cultures and communities? You could focus on the mission itself or that Buzz Lightyear was sent in a collaboration of Disney and NASA to help children all over the world have fun learning about space with the help of Buzz Lightyear.

Dynamics

Purpose of the dynamics

The main characters and concepts are: • Earth, Moon, Sun.

The main feature of using physical dynamics in the classroom is that the pupils have a chance to act reenact events and actually become a part of the concepts being taught. The idea would be to connect certain physical actions with terms and concepts from the unit at hand. At the same time, a physical representation of the content is also applied.

Dynamic 1. Day and night 1. Aim. For this activity, the aim is that the pupils think what would happen if Earth did not rotate on its axis.

• Moon phases: full Moon, waning Moon, new Moon, waxing Moon. • Tides: high tide, low tide. • Turning counter-clockwise. • Orbit or revolve, rotate 3. In class. Start by writing these numbers on the board: 6, 24, 28, 365. Ask the pupils what they are related to. Lead them to Sun, Moon, and Earth and how these words are related to the terms orbit and rotate.

2. In class. This activity can be done as a class or in smaller groups. Students hold a ball in front of a desk lamp and imagine it is day where the light hits the ball and night where the ball cannot reach it. They talk about how it would be without Earth's rotation movement.

As the pupils have their Moon orbit Earth they should have their sphere always face the same direction to the Sun. As they orbit Earth, they should watch where the light hits their sphere and notice how it looks from the viewpoint of Earth which causes the Moon phases.

Dynamic 2. The Moon phases

Starting from behind Earth with the Sun ahead of Earth and this is when we have a full Moon. As the pupil rotates he will see a waning Moon. When the pupil has the ball directly in front of Earth between earth and the Sun, how does the Moon look from Earth? It looks dark, this the new Moon.

1. Aim. For this activity, the aim is to have the pupils comprehend: • How Earth, the Moon, and the Sun relate to one another.

As you continue around you get the waxing Moon. The pupils should explain what they are doing as they go and state what 'phase' they are in. Encourage them to say 'I am the Moon'. 'I am orbiting Earth'. 'I need 28 days to orbit Earth'. They should also say what phase the Moon is in: full Moon, waning, new Moon, and waxing Moon.

• The difference between orbit (revolve) and rotate. • Earth orbits the Sun every 365 days. • Earth rotates once every 24 hours. • The Moon is a satellite. It takes 28 days for the Moon to orbit around Earth. • Depending on the Moon’s position and how the Sun hits it we see the phases. • The Moon and Sun affect the tides as Earth rotates, every 6 hours the tides change based on the 24 hour full rotation. 2. Preparartion. For this dynamics activity, you will need: • A bright light you can move. For example, a flashlight will work well. If you decide to do this in smaller groups, you will need a flashlight for each group (Sun). • Small balls like tennis balls (or ping pong balls) (Moon).

Remind the pupils that Earth is also orbiting the Sun which takes around 365 days and gives us the different seasons.

Dynamic 3. The tides Option 1. The tides could be demonstrated by having the pupils slightly inflate blue balloons. They should be full enough to look round, yet limp enough to squeeze a little to show how the pull of the Moon affects the water of Earth causing high and low tides.

Earth rotates once per day so different areas of Earth have the pull of the Moon at different times causing tides. If the Sun is also involved and the Sun, the Moon and Earth are aligned, the pull is greater and higher tides.



The main idea with the balloons is for the pupils to realize that the water on Earth is affected and rises as the pull of the Moon to Earth creates an oblong shape of water near the Moon and on the opposite side of Earth. The tides are lower in the two middle areas.



They should be guided to complete the task while using the expected terms: orbit, rotate, turn, axis, sun, shine, and low/high tide.

• Blue balloons (Earth). The Sun is the biggest bodyand should be represented with a strong stationary light. Earth can be a globe or another big ball. The pupils will act as the Moon. They can make balls on a stick, or bring in a small ball and they will hold and orbit Earth. This activity can be done as a class or in smaller groups. The work is divided and all parts perform the final act together.

Unit 1

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Dynamics

Option 2up . The Moon orbits Earth (28 days) and Earth Warm rotates (24 hours). Ask the pupils which side of Earth  1. Tell students to take a moment and look at
 the faces the Moon (each quarter will face the Moon photo. They should work with a partner and prepare every 6 hours). to
 speak.
 Suggested:
 Castles
 were
 important Have the pupils act as Middle Earth wearing blue shirts or to structures during the
 Ages.
Would you like make signs that say Earth and water on them. Have live in a castle? What was life like a long time ago the pupils tape theinsigns to their shirts. You can also when people lived castles? use some other method to have the pupils realize Stems- I think, I would like, It was, I think it was, a they are acting like Earth’s water. The pupils form a long time ago, in the past, during that time. large circle holding hands. Place an object to act as  2. the You Sun can and continue reviewing theact image. another object to as theFollow Moonwith questionsin assess previous knowledge on Remind the order pupilsto that the Moon is orbiting Earth the subject and introduce newthose terms and concepts: Earth is orbiting the Sun, but processes take Did everyone a castle in the on past? do you longer. We arelive justingoing to focus theWho 24-hour think lived castles was? they in specific rotation of in Earth. Have theWere pupils turnbuilt counterareas? clockwise leaving the Sun and Moon in one place for this demonstration. Now any havecastles the students  3. You can ask if they know in their rotate cities or their whole circle. Have them rotate and Ask any city they have visited. This reinforcesstop. knowledge who is close to the Moon? Who is opposite the or ht existence of castles and other historic buildings Moon? At this point instruct the pupils to create an as an essential part of the cultural heritage. oblong form to their circle with the part nearest and opposite the Moon more elongated. As the section of Earth they are portraying is closer are to the Moon, they stretch to create an oval showing rising water on the outsides of the oval. At the same time the inner sides have low tide. As you go through this explain what is happening and have the pupils maintain their oval shape as each section comes close to the Moon. You can have them stop moving and ask Where are you in relation to the Moon? How is your tide, high or low? Why?

During the lesson  1. Begin to preview the feudal system and how castles are directly related to this.  2. Introduce the theme of fairness or to be fair. Discuss this in a general sense leading to equal rights.

Let’s
Speak…  1. Do you think people had equal rights during the Middle Ages? Could everyone choose what they wanted to be?

Wrap up  1. Introduce the concept of historical figures and state that in this unit. The class will go on a journey back in time. They will pick up clues to help solve a puzzle and will help a historical figure to be rememberes for what he achieved.  2. Proposed activities for home. It is suggested that students find the location of five Spanish castles build during the Middle Ages, and indicate in whiich century they were erected.  3 It is suggested to reinforce the contents of the Pupil's book throught the work in class or at home with the Woorkbook.

Cooperative learning Let’s discover Feudalism: How is Feudalism related with castles? Discover the answer in pairs / groups and report your findings back to the class.

42

Unit 1

Workbook

Unit 5

43

Workbook

44

Unit 5

Workbook

Unit 5

45

Workbook

46

Unit 5

Workbook

Unit 5

47

Workbook

Audioscript 2

1. • Venus is the most similar in size to Earth. It is orange. • Earth has lots of water. Is the third from the Sun. The prevailing colour is blue. • Uranus is the next to the last planet. • Jupiter is the biggest planet. It has stripes. • Mercury is the smallest planet and the closest to the Sun. It is grey. • Saturn is the second biggest planet. It has rings. • Neptune is the last planet. • Mars is called the red planet. Is the fourth from the Sun. 2. After Mars, there is an asteroid belt. It separates the rocky inner planets from the gaseous outer ones.

3

BOY 1:I’m Jorge. I’m in school now. We have Maths class at 11 o’clock. GIRL 1:I’m Cristina. I eat lunch at school. We eat lunch at half past one. GIRL 2:I’m Karen. I go to sleep at 9 o’clock. Good night! GIRL 3: I’m Elena. I brush my teeth before I go to bed at night. It’s half past eight. 4

GIRL 1:I like autumn! The trees have pretty yellow, red and orange leaves. When it rains, my dog and I go for walks under my purple umbrella. BOY 1:I prefer summer. It’s warm and sunny! I like to pick cherries from the tree with my little brother. GIRL 2:I love spring! The trees have green leaves and pretty pink flowers. I like to sit under the tree and read a book. BOY 2:My favourite season is winter! I love making a snowman in the snow! 5

1. The first phase is a dark Moon. It starts when the Moon is between Earth and the Sun. This is why it is called a new Moon. 2.But, as the Moon orbits Earth, a little sunlight starts to shine on the right. This is the second phase. It is the waxing Moon because the Moon looks bigger and bigger every night. 1.Now, the third phase is when Earth is between the Sun and the Moon. The Sun’s rays reach all of the Moon and we see a bright, full Moon. 2. Now we’re at the fourth phase. It looks like the Moon is getting smaller and less and less sunlight

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Unit 1

reaches the left of the Moon. This is the waning Moon. 1. The Moon will be in the dark again, but only for a short while, because the Moon’s phases keep repeating over and over again. 6

1. • Uranus is a planet • The Moon is Earth’s satellite. • The Sun is the centre of the solar system. • The Milky Way is our galaxy. • All of these things are a part of the universe.

Notes

Unit 1

49

2

Earth

This unit helps pupils to better understand the place in which they live: layers forming the Earth, its forms of representation (globes and maps), and basic concepts of orientation. The layers that make up the Earth's atmosphere, hydrosphere and geosphere play an important role in this unit. The first eight pages introduce the basic definitions of these concepts and address problems and environmental issues related to air and water. They also look at land area, identifying continents, and seas and oceans. Then pupils will learn about the essential ways of representing the Earth and acquire basic skills that enable them to find north or to make a treasure map.

50

Unit 2

Complementary material ►► Social Science 3 Workbook. Unit 2

Unit
Resources
 Digital Resources Teacher's Resources on USB and at www.smconectados.es

Other materials

Pupil's Resources on CD and at www.smsaviadigital.com

Teacher's materials

Unit 2. Earth

Diagnostic activity. Earth

Pupil's materials

Initial assessment.

Tune up. What do you know about ...? Weblink. Planet Earth seen from space

Web link. Water treatment

1. The atmosphere

WB pages 14

2. The hydrosphere

Reinforcement. Worksheet 1 Poster. The water cycle

Fun fact. Divers

Let's understand. Water cycle

WB pages 15

Presentation. How to save water?

3.Taking care of the environment

Presentation. Layers of the Earth

4. The geosphere

Fun fact. Pangea Fun fact. Scales Let's understand. Discover. Symbols and colours Let's play and learn. Legends Presentation. Location

Reinforcement. Worksheet 2 Poster. World map WB pages 17

5. Representing Earth

Reinforcement. Worksheet 3 Extension. Worksheet 1 WB pages 18

6. Getting around the planet

Let's play and learn. Compass Presentation. Mind map

WB pages 16

Reinforcement. Worksheet 3 WB pages 19

Review

Let's play and learn. Ships Test yourself. Selfevaluation

Review. Unit 2 Assessment. Unit 2 Assessment. Term 1

Skills

Assessment. Rubric

Final task

Final assessment

Test yourself. Check the way you have learnt *Flashcards and word cards available in the Classroom Box to support the target language. Unit 2

51

Teaching programme

UNIT aims

COMPETENCes

1. Describe the atmosphere and its composition. 2. Define the hydrosphere and recognise the areas of the planet that have water. 3. Understand and depict the water cycle.

Linguistic communication (Aims 1, 2) Competence in learning to learn (Aims 3, 7, 11) Social and civic competence (Aims 4, 5, 6, 10)

4. Know what layers make up the geosphere. 5. Identify the Earth’s continents on a map. 6. Learn about the different ways of representing Earth. 7. Understand the basic language of symbols used on maps.

Mathematical competence and basic competence in Science and Technology (Aims 8, 9) Digital competence (Aim 12)

8. Recognise the essential methods for orientating oneself on the planet. 9. Correctly locate the cardinal points. 10. Develop an awareness of natural resources and environmental conservation. 11. Make simple diagrams summarising the information contained in the unit. 12. Use new technologies to carry out activities.

CONTENts

assessment criteria

LEARNING STANDARDS

LEARNING OUTCOMES

Gathering information on the subject using different sources.

1. Obtain specific, significant information about previously defined eventVhenomena, using different sources.

1.1. Find, select and organise specific, significant information. Analyse it, reach conclusions, reflect on the process and communicate orally or in writing.

• Find and use information to complete the activities. Activities: pp. 23, 28, 38, 40.

(Competence in learning to learn) Using information and communications technology to search for and select information. Present conclusions.

2. With guidance, use information and communications technology to obtain information and learn to express content.

2.1. Use information and communications technology to complete assignments using terminology appropriate to the subjects. (Digital competence)

Using and reading different textual and graphic languages, with guidance and simple models.

3. With guidance, complete simple assignments and presentations that involve finding, selecting and organising texts.

3.1. Complete assignments and presentations that involve finding, selecting and organising texts.

4. Name and identify the layers that form the Earth, describing some of their characteristics.

4.1. Identify, name and describe the layers of the Earth and some of their characteristics.

(Linguistic communication)

Unit 2

• Work with texts. Activities: pp. 37, 38, 40, 42, 43.

(Competence in learning to learn)

4.2. Describe the surface of the Earth and distinguish between the continents, seas and oceans.

52

• Use ICT as a tool for learning and self-assessment. Interactive activities on Saviadigital: pp. 25, 27, 30, 33, 37, 40.

• Describe the layers of the Earth. Activities: pp. 23, 31. • Identify the continents and oceans on Earth. Activities: pp. 31, 39

Teaching programme

CONTENts

Layers of the Earth: basic characteristics. Orientation in space: the cardinal points. Compass and GPS. Globes and globe maps. Identifying the poles, Earth’s axis and the hemispheres.

assessment criteria

LEARNING STANDARDS

5. Identify the gases that form air, explaining some characteristics of each one.

5.1. Explain the basic composition of air and identify it as an essential element for life.

6. Identify and recognise the cardinal points. Develop skills for finding one’s location and basic spatial abilities. Explain different ways of representing the Earth.

6.1. Describe the path of the Sun in the sky and develop basic strategies for getting orientated.

(Mathematical competence and basic competence in Science and Technology)

LEARNING OUTCOMES • Identify the gases that make up air in the atmosphere. Activities: p. 25. • Understand the apparent motion of the Sun. Activities: p. 34.

6.2. Locate the cardinal points, Poles, equator, hemispheres and Earth’s axis of rotation on globes and world maps.

• Recognise the cardinal points, the Poles, and the parallels and meridians of Earth. Activities: pp. 33, 34, 39.

6.3. Identify the compass and GPS as instruments which enable us to determine our position on the Earth’s surface.

• Understand how a compass works. Activities: p. 32.

(Mathematical competence and basic competence in Science and Technology) Cartography. Maps. Elements and types of maps.

7. Gain a basic idea of what a map is and the elements usually found on a map.

7.1. Recognise and differentiate between the main ways of representing Earth.

• Differentiate between a map and a globe. Activities: p. 33, 39.

7.2. Identify conventional symbols and interpret legends on simple maps.

• Understand the information included in a map. Activities: p. 33.

(Linguistic communication, Mathematical competence and basic competence in Science and Technology) 8. Identify the atmosphere. Explain its main characteristics and structure. Appreciate the importance of its essential function: to protect life on the planet.

8.1. Define what the atmosphere is.

Water and states of water. The water cycle. Distribution of water on the planet. Surface water and groundwater.

9. Identify and explain the states of water found in nature and its changes of state and position. Describe the landscapes they form.

9.1. Define what the hydrosphere is and describe water’s changes of state and the causes.

Water resources and their use: responsible consumption and pollution problems.

10. Identify bodies and courses of water, differentiating between surface water and groundwater.

10.1. Explain how water is distributed on the planet, identifying and naming bodies and courses of water.

11. Appreciate the importance of air and water. Develop strategies to reduce or prevent pollution and to save water in everyday activities.

11.1. Respect the environment. Learn and accept methods for reducing pollution and using water responsibly.

8.2. Give a simple explanation of how the atmosphere protects the Earth. (Linguistic communication, Mathematical competence and basic competence in Science and Technology)

9.2. Describe the phases of the water cycle in an organised way. (Mathematical competence and basic competence in Science and Technology)

• Know how to represent the most important aspects of a map in a legend. Activities: pp. 33, 40. • Describe the atmosphere and its layers. Activities: p. 25. • Understand the function of the atmosphere. Activities: p. 25.

• Describe the hydrosphere and recognise the different states of water. Activities: p. 27. • Describe the water cycle. Interactive activities on Saviadigital: p. 27. • Identify the places on Earth where there is water. Activities: pp. 23, 27.

(Mathematical competence and basic competence in Science and Technology)

(Social and civic competence)

• Is aware of the importance of reducing pollution and respecting the environment. Activities: p. 28 • Appreciate the importance of water as a limited resource which must be conserved. Activities: p. 29, 40 • Is aware of water treatment processes. Activities: p. 29 Unit 2

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Teaching programme

Methodological suggestions 1. Previous knowledge In order to study this unit, pupils should be familiar with certain contents. • The atmosphere. • The water cycle. • States of water. • Rocks. • Pollution. • Basic knowledge of getting oriented in space.

2. Possible areas of difficulty Pupils may find some of the following difficulties in the study of the unit. • The idea of water as a limited resource of which there is a fixed quantity on Earth may be somewhat difficult for the pupils to grasp. However, this is an essential concept, as it will provide a basis for understanding the different states of water, water circulation through the water cycle and the need to conserve this resource. • For the first time, pupils will be learning about different representations of the Earth. It is important that they grasp the idea that a world map is a two-dimensional representation of a globe and that they understand the elements used for representation. • Undoubtedly, one of the most challenging aspects of the unit is orientation in space. This includes understanding the cardinal points, as well as the importance of the parallels and meridians as points of reference for determining one’s location in space.

3. Innovation programmes Cooperative learning

Each unit includes suggested dynamics for working on cooperative learning. These dynamics are developed in the Cooperative Learning Guide, included with the Teacher’s Resources.

Learning to think

Each unit offers the possibility to use the language and contents learnt throughout a series of activities related to the topic. Pupils develop thinking strategies to work through the different content covered in the units. These suggestions are fully developed in the Learning to Think Guide.

Values

Considering water a limited resource which must be conserved helps pupils develop a respectful attitude towards the environment. In addition, instructions regarding responsible water consumption encourage solidarity with people who do not have access to this resource.

4. Suggested distribution of sessions For the development of this unit, it is recommended that you distribute the work in eleven sessions, organised as follows: Begin the unit

Content

Organise your ideas

Review the unit

Final Sessions

1 session

6 sessions

1 session

1 session

2 sessions

This timing is just a suggestion. Each teacher will adapt this distribution to the needs of the class.

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Multiple intelligences LINGUISTIC-VERBAL ●

Oral presentations

●

Acquiring and using new vocabulary

●

Creative writing

INTRAPERSONAL  ritical and creative thinking activities C Self-awareness and self-esteem development ● Transference ● ●

LOGICAL-MATHEMATICAL ● ●

 eading and using graphic organisers R Logical reasoning

VISUAL-SPATIAL  ctive imagination and visualisation A activities ● Reading and interpreting images ● Creating artworks ● Making maps and routes

Multiple Intelligences

INTERPERSONAL ●

●

●

 sing cooperative learning techniques U to work as structured groups Practising empathy

NATURALISTIC ●

MUSICAL ●

●

Simulation of natural phenomena  bserving images from the natural O world

 omposing simple songs or musical C creations

BODILY-KINAESTHETIC ● ●

Manufacturing and inventing models  ands-on activities that involve H handling and experimenting with objects

Unit 2

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Learning standards and outcomes 1.1 F  ind, select and organise specific, significant information. Analyse it, reach conclusions, reflect on the process and communicate orally or in writing. •  Find and use information to complete the activities. 4.1 I dentify, name and describe the layers of the Earth and some of their characteristics. •  Describe the layers of the Earth. 10.1 Explain how water is distributed on the planet, identifying and naming bodies and courses of water. •  Identify the places on Earth where there is water.

Wrap-up

1. Activate knowledge. Show the pupils a mute map of Pangea. Suggested weblink:

3. Look at the map of Pangea again and pose this question: As the land of Pangea separated, were more bodies of water created? More water or different forms of water? (No, the water was divided but remained the same, just in different states). What kinds of bodies of water are there? Did the separation of Pangea change the atmosphere? (Yes it did.)

http://www.e-sm.net/pangea1. Ask the pupils what continent this is. Let them guess. Then, show them Pangea again with the continent's names. Suggested weblink: http://www.e-sm.net/pangea2. Ask the pupils the following open questions: When did the Earth look like this? (Pangea formed 300 million years ago.) Is it possible that all the continents were joined? What life was there on Earth at that time? (Dinosaurs inhabited Earth. It was called the Triassic period.) How did it form? How did it separate? Guide them to the expressions: I think it could be, it looks like, it seems like, Maybe, It is possible … .

During the lesson

Teaching notes

Warm-up

Guide them to the expressions: The states are ..., One state is ..., I think ..., It is possible that ..., Maybe … .

Cooperative learning and learning to think In the following pages, you may choose to do some activities using cooperative learning or learning to think structures. It is important to have a good learning environment in the classroom as well as cohesive groups. You can find the structures and tips in the Cooperative Learning Guide and the Learning to Think Guide.

2. Go to page 23. Look at the image and ask the questions. Guide the pupils to the terms: atmosphere, hydrosphere, geosphere, climate, continents, water, and living beings.

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Learning standards and outcomes 2.1 U  se information and communications technology to complete assignments using terminology appropriate to the subjects. • Use ICT as a tool for learning and selfassessment. 5.1 Explain the basic composition of air and identify it as an essential element for life. • Identify the gases that make up air in the atmosphere. 8.1 Define what the atmosphere is. • Describe the atmosphere and its layers. 8.2 Give a simple explanation of how the atmosphere protects the Earth.

Teaching notes

• Understand the function of the atmosphere.

Warm-up 1. We know from Pangea that Earth has not always been the same. Things have changed. What about the atmosphere, has that changed too? Pupils should research changes in the atmosphere and report back. Millions of years ago there was very little oxygen. What does that mean for the planet Earth? (Not much life.) Guide them to the expressions: Let's look ..., I think we can find the information ..., Should we ...?

During the lesson 2. The atmosphere took a long time to create and is still changing. It is what makes this planet liveable. Go over some other ways to say liveable: It can have life, people can live here, people can survive,etc. 3. Pose these questions: What kinds of things does our atmosphere control? (hot, cold, wet, dry). Go over some examples. Could changes in the atmosphere have been involved in the separation of Pangea? How? Guide them to the expressions: If the … was …,

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it could have ..., If there was an earthquake ..., If there was a … . 4. Listening. Pre-teach difficult words (breathe vs. breath, layers, and review the word orbit). Speak about these things and provide descriptions before doing the listening. Play the listening once and allow the pupils to compare answers. Play the listening again and review the answers. 5. We said that there was very little oxygen millions of years ago. Where did our oxygen come from? Have the pupils research how oxygen is formed and report back. (Oxygen is in air, water, land, and living things.) Pupils can use these expressions: We found that, It seems that, We think that, We discovered that … . 6. Ask: Is oxygen the only gas in air? Have pupils breathe in and then breathe out. What are you breathing in? Teach the differences between the words breathe and breath. And what are you breathing out? Is it the same gas? (Carbon dioxide.)

Answer key 1. Pupils shall point to: 1) bottom layer; 2) bottom layer; 3) top layer; and 4) bottom layer. 3. Pairs compare how the atmosphere acts like a wall by protecting us from harmful rays, and also like a coat by keeping us warm. 1. Blue: nitrogen; Red: oxygen; Green: other gases. 8

Audioscript 1. In this layer, we can breathe. 2. Planes can travel in this layer. 3. Satellites orbit in this layer. 4. Birds fly in this layer.

7. Do these gases take up space? Guide them to think about balloons. Explain this concept by talking about objects in the room and estimating how much space they take up.

Wrap-up 8. Fun Fact! Would you like to go diving? Show a picture of a diver with a tank. Review the words: diver, tank, underwater, breathes, pressure. Have the pupils guess how long a diver can be underwater with the tank for. How does the tank work? (Open question.) Which gases are inside the tank? Have them research to discover the answers. (Diver’s tanks are filled with air to breathe, so its mixture of gases is similar to that of our atmosphere: around 78% nitrogen, 21% oxygen and 1% other gases.)

speak about what surrounds them in the classroom. also including the words top and bottom. Guide them to the expressions: We have lots of … surrounding us, there are … surrounding us … For extra materials, please refer to the Resource Map on page 49.

Pupils can use these expressions: I think the tank lasts, The tank probably has enough gas for, He could live for … hours. 9. Let’s look at the atmosphere that surrounds us. Review the word surrounds by asking the pupils

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Learning standards and outcomes 2.1 U  se information and communications technology to complete assignments using terminology appropriate to the subjects. • Use ICT as a tool for learning and selfassessment. 9.1 Define what the hydrosphere is and describe water’s changes of state and the causes. • Describe the hydrosphere and recognise the different states of water. 9.2 Describe the phases of the water cycle in an organised way. • Describe the water cycle. 10.1 Explain how water is distributed on the planet, identifying and naming bodies and courses of water.

Teaching notes

• Identify the places on Earth where there is water.

Warm-up 1. Activate knowledge. Remind the pupils of Pangea. Once Pangea began to divide, how did this change the water on Earth? We said before that the state of the water might have changed. And we know that it changed Earth's atmosphere. Let's find out how.

During the lesson 2. Begin with a review of the different bodies of water. This could be done with a graphic organiser game. Guide them to the expressions: Let's fill in the graphic organiser; Do you know a body of water? I know … 3. During the time of Pangea were dinosaurs able to get water easily? What did it depend on? Show the map of Pangea again. Where was most of the water? (On the coasts.) Did all the dinosaurs live on the coasts? (No; some dinosaurs evolved to live in different climates. Some lived in dry areas and some around the edges or coasts.) Teach these words. Guide them to the expressions: They needed to live near, They probably had rain, Maybe they …

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How did the dinosaurs living in the middle of Pangea get water? (lead the pupils to the other types of water: rivers, lakes, ponds, springs, streams etc.) We know the dinosaurs needed food to eat, so how did the plants grow if there were no oceans nearby? (Rainfall.) Review the formation of rain through water vapour and clouds on page 26. Now at the time of the dinosaurs and Pangea were there very cold places? (Open question.) Did the North and South Poles exist? What types of solid water was there? (Glaciers, ice, snow, hail, icebergs, frozen lakes, etc.) How much of the Earth was covered in ice at the time of Pangea? Scientists believe that Pangea was formed after one of the ice ages. There have been many ice ages. In the last million years we have had seven glacial cycles. Guide them to the expressions: One solid form of water is …, I think … is another, Is … a solid form of …? Show a clip from the movie Ice Age or an image from the movie. Ask the pupils again: How much of the Earth was covered in ice and what causes ice ages?

Answer key 1. 1) False. 2) True. 3) True. 4)True. 5) False. 2. Model answer: Solid

Gaseous

snow hail ice

river ocean water vapour

glacier 9

Liquid

rain stream lake spring

Audioscript MAN: There are two types of water: saltwater and snow. WOMAN: Most of Earth’s water is in the oceans and the seas. GIRL: Solid water is snow or ice. BOY: There is water underground. WOMAN: Liquid water never heats into water vapour.

(the tilt of Earth's axis, some gases such as CO2) Are we in one or not? You can have pupils research or just discuss. Guide them to the expressions: Ice Ages are related to … They happen every … 4. Pangea formed 300 million years ago … How long did it last? Explain the word last. (100 million years after it formed, it began to break apart.) This affected the water on the Earth and the atmosphere. As the continents moved apart, the flow of the oceans changed. What could this affect? Guide them to the expressions: Maybe it affected …, It could have changed …, Maybe there was more or less … 5. Fun fact! What type of water is more common on Earth? Ninety-seven percent of Earth’s water is saltwater. This leaves only 3% for human consumption. Stress the importance of avoiding water contamination and of using water wisely.

Wrap-up

Have the pupils as a class come up with a way to physically show the stages of the water cycle. The terms should be taught through the hands-on activity as the pupils are working in a very natural way. 7. Listening. Pre-teach some of the difficult words and expressions: underground and run out of. Give examples of these and make sure the pupils understand them. Do the listening once and let the pupils compare answers. Then listen again and check the answers.

Personalised learning (Assignments on Saviadigital) Reinforcement

Worksheet 1

For extra materials, please refer to the Resource Map on page 49.

6. Dynamics activity. Lead into the constant changes of water and the states of water on our planet.

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Learning standards and outcomes 1.1 F  ind, select and organise specific, significant information. Analyse it, reach conclusions, reflect on the process and communicate orally or in writing. • Find and use information to complete the activities. 11.1 Respect the environment. Learn and accept methods for reducing pollution and using water responsibly.

Teaching notes

• Is aware of the importance of reducing pollution and respecting the environment. • Appreciate the importance of water as a limited resource which must be conserved. • Is aware of water treatment processes.

Warm-up 1. We can see that water is vital to our planet and there are many things involved with water, including the atmosphere. We know that the water on our planet is constantly being recycled. Ask: Can you remember the water cycle? (Evaporation, condensation, precipitation, infiltration, transportation.) We know the oceans and atmosphere are very important. How does water from ocean turns into solid water? (By an evaporation-condensation process.)

During the lesson 2. S how an image of acid rain. Discuss the consequences of this. Guide them to the expressions: It can affect …, It could ruin …, It makes …, It causes … . 3. What causes this acid rain? Lead the pupils to pollution. Other harmful gases are formed by heating our houses, cars, machines, sprays, etc. 4. Fun fact! It is the Amazon River. It is surrounded by 5.5 million square kilometres of the Amazon

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Rainforest. Have the pupils research the importance of trees. They can use the information as evidence for the mini debate or fishbowl about transport. Guide them to the expressions: Let's look, I know where to look, I found a website …,Trees are important because … . Let's think and reflect. Discussion on forms of transport. Which is the best or most realistic? This discussion can be done in a 'fishbowl'. Guide them to using the following expressions on debate: I think the best … , I like your idea, but … , I think … is better than … , You are right; however, I think … .

Wrap-up 5. Cooperative learning. It is suggested that you teach the importance of water through a mini class project. You can follow these steps. 6. Show images of people letting water run from the tap, swimming pools, leaking taps, long showers, sprinkler systems running while it is raining, dishwashers,

Answer key 1. Pupils should mention means of transport such as biking and walking as well as shared transport like riding the bus, train, metro. Mention or ask if anyone comes to school by sharing a ride in a car (also known as car sharing or carpooling). 2. 1) False. 2) True. 3) True. 4)True. 3.  Model answer: This means you cannot drink the water. You can see it near park irrigation systems or on fountains. 4. Model answer: We drink water from the tap. It goes down the drain to a treatment plant. The treatment plant treats the water. We use treated water for irrigation. 10

Audioscript 1. It is not important to take care of the trees. 2. We must save electricity. 3. We can drink water from the tap. 4. We must not pollute lakes, rivers, and seas.

washing machines, kids playing with hoses, fire hydrants spraying water and kids playing, etc. Teach the terms: tap, drain, farming, machines, etc. through the images. Why do people WASTE water? Guide them to the expressions: Some people are lazy …, Some people don't care …, Some people don't think … . 7. Go through the cycle on page 29. 8. Jigsaw exercise with 4 groups, each one working on one part of the whole project. Ask the pupils to come up with a 'Take Care of Water Plan'. They must come up with a reasonable plan as a class done as a jigsaw. This plan should be presented and images with advice posted on a classroom wall inside or outside the class. Guide them to the expressions: Let's … I think we should …, Should we …, Where can we find ...? …, How should we ...? …, Does anyone have a ...?, Can you help me?, How do you say? For extra materials, please refer to the Resource Map on page 49.

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Learning standards and outcomes 2.1 U  se information and communications technology to complete assignments using terminology appropriate to the subjects. • Use ICT as a tool for learning and selfassessment. 4.1 Identify, name and describe the layers of the Earth and some of their characteristics. • Describe the layers of the Earth. 4.2 Describe the surface of the Earth and distinguish between the continents, seas and oceans.

Teaching notes

• Identify the continents and oceans on Earth.

Warm-up 1. Let's go back to our image of Pangea. Show an image or a video of a conveyor belt and ask: How is Earth similar to this conveyor belt? How did Pangea begin to separate 200 million years ago? Does Earth's surface change? Guide them to the expressions: It is possible ..., Maybe …, It might have …, I think … . 2. Review the layers of the Earth. Let's think about the power of inner Earth or the inside. After reviewing the three layers, ask the pupils if the Earth has sufficient power to move continents (Yes.) Encourage them to give examples of volcanoes, earthquakes, tsunamis, etc. Guide them to the expressions: I know one …, How do you say? …, I think another is … .

During the lesson 3. Discovery learning. Introduce in a very basic way plate tectonics. How do plate tectonics work? Give

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graphic organisers of plate tectonics and ask: Where does the movement come from? The main thing to discover is that the plate tectonic involves the ocean floor and the conveyor belt is an analogy for subduction. A new ocean floor emerges and the old ocean floor disappears. The movement of Pangea came from the Earth's crust not the continents themselves. Guide them to the expressions: Let's look …, I think we can find the information …, I have found … . 4. Fun Fact! How is it possible that prehistoric seashells were found in the Himalayas? (Pangea was a supercontinent that existed nearly 300 million years ago. It was surrounded by a single global ocean called Panthalassa.) Have the pupils explain this as a comprehension check of what was taught about plate tectonics. Now that the pupils understand a little about plate tectonics and that the crust is expanding and subducting, let's answer the questions: How did Pangea separat?, How long did it take?, What

Answer key 1. The picture of the volcano a) matches the picture of the layered rock formation b). 2. 1) Dan is in Asia. 2) Maggie is in Antarctica. 3) Alex is in Europe. 4) The granddaughter is over the Atlantic Ocean. 5) Jenny is in America. 3. a) Snow (the other three are layers of the geosphere). b) Spain (the others are continents). 11

Audioscript 1. Hello! I’m Dan. My orchestra is playing a concert in China. 2. My name’s Maggie. I’m a scientist studying penguins. Brr! It’s cold here! 3. Hi! I’m Alex! I live in Spain. 4. I’m travelling from Europe to America to visit my grandparents! We’re flying over the ocean now! 5. Hi! I’m Jenny! I study in Canada.

continents were formed?, Is the separation still happening? 5. Show a video or GIF of the separation. The separation started 200 million years ago and it is still separating (Red Sea Rift and East African Rift). 6. It is suggested that you use a 'chunking' technique to remember the continents.

Personalised learning (Assignments on Saviadigital) Reinforcement

Worksheet 2

For extra materials, please refer to the Resource Map on page 49.

7. Listening. Discuss how in listening it is very important to also listen to the background noise. Sometimes this can help us to know more about the situation. Give some examples. Do the listening once and ask the pupils what background noise they heard. Did it help you to know the situation better? Listen again and check answers.

Wrap-up 8. As a review of all the material, take a moment to have the pupils think about the interrelation of everything around us; the atmosphere, hydrosphere, and the geosphere are connected. The pupils could do a piece of written work about this.

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Learning standards and outcomes 2.1 U  se information and communications technology to complete assignments using terminology appropriate to the subjects. • Use ICT as a tool for learning and selfassessment. 6.2 Locate the cardinal points, poles, equator, hemispheres and Earth’s axis of rotation on globes and world map. • Recognise the cardinal points, the poles, and the parallels and meridians of Earth. 6.3 Identify the compass and GPS as instruments which enable us to determine our position on the Earth’s surface. • Understand how a compass works. 7.1 Recognise and differentiate between the main ways of representing Earth. • Differentiate between a map and a globe. • Understand the information included in a map. 7.2 Identify conventional symbols and interpret legends on simple maps.

Teaching notes

• Know how to represent the most important aspects of a map in a legend.

Warm-up 1. H ow does Pangea help us to understand where the continents are now? Many people have a view of Earth as being very 'flat.' Return to the separation of Pangea. How did the land masses move … left and right? Could they have also moved up and down? How is that possible? (Earth is not flat. It is a sphere.)

During the lesson 2. P resentation. Which is the best way to teach people about the continents? Should we use a flat map or should we use a globe, which is 3D? (Open question.) 3. W hat are the other benefits of using globes to learn the continents? Lead them to the terms on page 32: hemispheres, poles, equator, axis, 3D, tilt, rotation. 4. L istening. Tell the pupils that sometimes when you listen, it is not important to catch every word, just the main words. This is called 'getting the gist'. Encourage the pupils to listen the first time and catch any main words they can and compare words they heard with each other. Listen again and go over the answers.

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5. Guide them to the expressions: I think the …, Should go here on the map, How do you say? … Is it on the left/right/top/bottom of the map? 6. U se activity 3 as an introduction to two dimensional (or flat) maps. Have the pupils research this or do it for homework. 7. C ontent focus. As an introduction to a map's two dimensions, start by showing a metro map, a RENFE map, a map of Disneyland, a map of a mall, a map of an airport, a map of a town, a city, a state, a country and world map. Ask the pupils about the uses of each one. 8. Guide them to the expressions: You use it to … It is useful for (teach useful) … It helps for … It shows you … 9. T each the words related to maps in a very natural way. While going through the different types of maps ask questions and introduce the words. 10. Categorise each map by its type and purpose. Introduce the phrases: What is it used for? What does it tell us? Is this map easy 'o 'read'? (We read maps.)

Answer key 1. 1) A physical map. 2) A political map. 3) A street map. 4) A globe. 2. Pupils draw a map of their classroom with a compass rose and legend. 3. O  n relief maps, blue represents bodies of water. Green represents the lowest of areas. Yellow represents medium terrain and brown represents higher land like mountains. 4. a) Africa. The Indian Ocean. b) Model answer: Spain, Italy, Egypt, India, China … 12

Audioscript 1. What important mountain range is in Venezuela? 2. Let’s see, what is the capital of Bulgaria? 3. I’m looking for the train station. 4. Hmm. If Africa is here, what’s on the opposite side of the planet? 5. Hi! I’m Jenny! I study in Canada.

11. Discuss the illustrations on each, especially the map of Disneyland. Also, go through the legends on each map and what they represent.

For extra materials, please refer to the Resource Map on page 49.

12. Let's play and learn. While playing the game in activity 5, guide them to the expressions: Who wants to go first?, Whose turn is it?, Can I go first?, It's my turn …

Wrap-up 13. Fun fact! Because a globe represents the Earth, its scale is constant. Maps can have different scales. The larger the image on the map, the larger its scale. Since Spain appears larger in the image of the map, the globe’s scale is smaller than the map’s scale.

Personalised learning (Assignments on Saviadigital) Reinforcement

Worksheet 3

Extension

Worksheet 1

Unit 2

67

Learning standards and outcomes 6.1 D  escribe the path of the Sun in the sky and develop basic strategies for getting orientated. • Understand the apparent motion of the Sun. 6.2 Locate the cardinal points, poles, equator, hemispheres and Earth’s axis of rotation on globes and world maps.

Teaching notes

• Recognise the cardinal points, the poles, and the parallels and meridians of Earth.

Warm-up 1. Show a clip from the show Survivorman or one of the shows where someone goes into a desert or jungle. He doesn't have a map of the area and has very few items with him. Which items would you take if you were to face this challenge? Lead them to a compass and some items that have many uses. 2. Guide them to the expressions: I would take, You would need, A … would be useful, A … is important.

During the lesson 3. Survivorman does things very carefully and has to estimate how much light he has for traveling and for preparing his place to sleep. What are some things survivorman needs to do before the sun sets/goes down (before dusk). Guide them to the expressions: He needs to …, He should …, He has to … . 4. How do sunrise and sunset help the survivorman to know his location? (Lead pupils understand that the

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sun rises in the east and sets in the west and at night he can find the North Star.) 5. Fun Fact! The equator passes through 13 countries in 4 different continents: 1) South America (Ecuador, Colombia, Brazil; 2) Africa (Sao Tome & Principe, Gabon, Congo, Democratic Republic of the Congo, Uganda, Kenya, Somalia); 3) Asia (Maldives and Indonesia); 4) Oceania (Kiribati). 6. Find the countries and what monuments are used to mark the location. Introduce the term monument by showing examples of monuments and have the pupils deduce the term mark to mean: 'show, demonstrate, indicate', etc. 7. Content focus. As an introduction to parallels and meridians, show the pupils an image of the game Battleship, old style or online. What is the objective of this game? (to locate the other player’s ship and sink it). What kinds of skills do you need for this game? (knowledge of longitude and latitude and where to place the ships: on a meridian or line of longitude (show on the Battleship game) or on a

Answer key 1. a) A total of three parallels and eight meridians. b) You need to travel between Europe and America and cross the Atlantic Ocean. 2. 1) Parallels. 2) Meridians. 3) Both. 4) Parallels. 5) Meridians 13

Audioscript 1. The Equator is the most important one. 2. They go through the poles. 3. They are imaginary lines. 4. They are lines of latitude. 5. They are lines of longitude.

parallel line or line of latitude (latitude, parallel to the equator (show on...) 8. Vocabulary focus. Show an image of Pirates of the Caribbean. A long time ago, pirates travelled by sea. What kind of things did they use to know their location? Review some vocabulary from Survivorman: sunrise, sunset, North Star.

Personalised learning (Assignments on Saviadigital) Reinforcement

Worksheet 3

9. Let's look at Let's Practise activity 1. Where is our ship? Review cardinal points (of latitude or longitude). 10. Listening. Pre-teach some difficult words: go through and imaginary. Give examples. Do the listening once and let the pupils compare answers. Listen again and check answers.

Wrap-up 11. Let's think and reflect. Get pupils thinking about other ways of orientating yourself. Lead them to landmarks or natural signs.

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Answer key 1. 1) atmosphere, 2) hydrosphere, 3) globes, 4) air, 5) rocks, 6) parallels 2. 1 . The Earth's layer of rock. 2. The core. 3. The mante. 4. The crust. 4. Pupils draw the image on the left next to parallels and the image on the right next to meridians. 14

1

2

3

Audioscript 1. Atlantic 2. Antarctic 3. Europe 4. Pacific

4

5. America

5

6

6. Asia

1

2 3

Teaching notes

4

Warm-up 1. Activating knowledge. Introduce the review activity by asking pupils what they remember about the unit.

During the lesson 2. Group work. For activities 1 to 3 encourage the pupils to work together in groups and test each other. Pupils tend to review things they already know instead of focusing on the things they don't know. Encourage them to discover one or two areas of the mind map that they need to work on more. Once those areas have been discovered, plan some review work ...make sure the pupils are up to date. Guide them to the expressions: I still don't understand ..., I have trouble with ..., I am not sure about … . 3. Vocabulary focus. Activity 4: Encourage the pupils to use terms of comparison along with different from and similar to. Guide them to the expressions: I think … is more realistic because …, One side is more about … The other side is more about … They both … .

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Answer key 5. a  ) Nowhere. It has no taste. b) No. All animals need air to breathe. c) Yes because air has weight. North

6. Northwest

Northeast

West

East

Southeast Southwest South

7. M  odel answers: I brush my teeth. I take a shower. I swim. I use the toilet. I drink water. 8. continents Europe, America, Asia Missing: Africa, Oceania, Antarctica

Oceans Atlantic, Antarctic, Pacific Missing: Indian, Arctic

9. a) equator; b) axis; c) meridians; d) latitude. 10. a) Precipitation is when the clouds release water back to Earth. b) Clouds form during condensation. c) Evaporation. d) There is rain in the bottom part of the atmosphere. e) No, there is no oxygen in the top part of the atmosphere.

4. Let's think and reflect. Before starting activity 5, ask: How does sound travel? When we say something, why do other people hear it? How does the sound get there? (Open questions: lead the pupils to air.) Guide them to the expressions: It could be … Maybe it travels by … It moves by … Pre-teach the term made up of ('composed'). 5. Group work. For the following activities encourage pupils to choose those whose answers they do not know and then go around the room asking for help from those who do know. Afterwards, the pupils should report what has been learned.

Wrap-up 7. Group work. As a follow-up activity, tell pupils to write two original questions about the unit. Then in pairs, they answer their classmate's questions or ask him or her to explain the right answer.

Personalised learning (Assignments on Saviadigital) Review Assesment

Worksheet. Unit 2 Assessment. Unit 2 Assessment. Term 1

Guide them to the expressions: I need to learn more about … What can you tell me? What do you know about …? 6. Listening. Activity 8. Tell the pupils to prepare for the listening. What could we do to prepare? (Read the categories and predict the answers.) Based on the two categories, what kinds of words are we expecting to hear? (Nouns.) Do the listening once and let pupils compare answers. Do the listening again and check answers.

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Learning standards and outcomes 1.1 F  ind, select and organise specific, significant information. Analyse it, reach conclusions, reflect on the process and communicate orally or in writing. • Find and use information to complete the activities. 3.1 Complete assignments and presentations that involve finding, selecting and organising texts. • Work with texts.

Answer key 1. 1) a; 2) c; 3) b. 2. Highest: the one with the most altitude; contrasts: things that are opposite; rainfall: precipitation. Model answer: The Amazon and Sahara have the highest contrast of rainfall on Earth.

Teaching notes

3. O  pen answer: Pupils can discuss the wildlife, the temperatures and the rainfall.

Warm-up 1. Vocabulary focus. Pre-teach some words and expressions from the reading: shine, bright, upside down, underwater, deepest, contrast, rainfall, 'lungs of the planet'. You should also do a review of extreme contrasts with superlatives: hottest, coldest, driest, wettest, etc.

During the lesson 2. Individual work. Before reading the text, encourage the pupils to read the questions and guess what the text is about. If any of the questions are difficult, pupils should ask before beginning the reading. Teachers often read out texts or have pupils read texts aloud. This has benefits related to pronunciation, but sometimes silent reading should also be practised in the classroom. Often when pupils read aloud, they are focused on correct pronunciation that they do not comprehend what they are reading. Let the pupils read this text silently the first time. They should also underline words they do not know. Give them some time to ask each other what the words mean or look up the words. Once that phase is done, you can read the text aloud and answer the questions.

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Unit 2

Learning standards and outcomes 4.2 Describe the surface of the Earth and distinguish between the continents, seas and oceans. • Identify the continents and oceans on Earth. 6.2 Locate the cardinal points, Poles, equator, hemispheres and Earth’s axis of rotation on globes and world maps. • Recognise the cardinal points, the poles, and the parallels and meridians of Earth. 7.1 Recognise and differentiate between the main ways of representing Earth. • Differentiate between a map and a globe.

3. Pair work. During activity 3, guide them to the expressions: I prefer, I would rather … I think … would be better … 4. Let's investigate. Begin with some images that depict distortion. Lead the pupils to discover that this word means and its forms: distort, distorted, distortion. 5. The experiment. Pre-teach some words after passing out the oranges: peel (it is a verb and a noun), cut, spread, cracking. 6. Vocabulary focus. Review what 2D and 3D mean. Give examples. Guide them to the expressions: Who is good at …? Who has the …? How do we do this? Where do we write? Where do we cut?

Wrap-up 7. L et's think and reflect. Get pupils thinking about the main differences between a globe and a map. Which of the following elements are lost when transforming your orange-globes into peel-maps: hemispheres, poles, Earth's tilted axis? (Earth's tilted axis.) Why? (Because a map is flat.)

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Learning standards and outcomes 1.1 F  ind, select and organise specific, significant information. Analyse it, reach conclusions, reflect on the process and communicate orally or in writing. • Find and use information to complete the activities. 2.1 Use information and communications technology to complete assignments using terminology appropriate to the subjects. • Use ICT as a tool for learning and selfassessment. 3.1 Complete assignments and presentations that involve finding, selecting and organising texts. • Work with texts. 7.3 Identify conventional symbols and interpret legends on simple maps. • Know how to represent the most important aspects of a map in a legend. 11.1 Respect the environment. Learn and accept methods for reducing pollution and using water responsibly.

Teaching notes

• Appreciate the importance of water as a limited resource which must be conserved.

Warm-up 1. Activate knowledge. This Final task will help pupils to review the contents of sections 4. Representing Earth and 5. Getting around the planet. Ask them: What is a legend? What do maps use a compass rose for?

Guide them to the expressions: It says to start here …, We need to walk straight …, We have to turn left-right …, We need to look on top of … under … .

During the lesson

Wrap-up

2. Group work. Have the pupils work in groups to create their treasure maps. If your map is correct, another group should be able to follow it to find your treasure. The pupils could be instructed to bring in a small treasure to use for this game.

5. The importance of … The pupils should research this topic in pairs, groups, or individually. They have decided to create a charity event to raise money and awareness about clean drinkable water. They can decide the country and how they want to raise the money and awareness. They could also research charity groups that already exist and report on these. The written work should be published in some form. Some ideas are: comments on a website, a newspaper for kids, and pinning up the articles in the classroom.

3. Ask the pupils what a good and bad map might look like. What should a good map include? Guide them to the expressions: A good map should have ..., It should include ..., It needs to show ... . 4. Once the pupils have completed their maps, the teacher should collect them and then pass out the maps randomly making sure each group gets a new

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map. They then must follow the map to find the treasure. If any of the maps were difficult to understand they must note this.

Unit 2

Dynamics

Dynamic 1. Cardinal points 1. Presentation. The main feature of using physical dynamics in the classroom is that the pupils have a chance to reenact events and actually become a part of the concepts being taught. The idea is to connect certain physical actions with terms and concepts from the unit at hand. At the same time, a physical representation of the content is also applied. In this case, this Teacher May I game is an adaptation of the popular game of Mother May I. Suggested weblink: http://www.e-sm.net/mother_may 2. Aim. For this activity, the aim is to have the pupils comprehend: 1. The cardinal points. 2. How to make polite questions. 3. Vocabulary related to distance. 4. Prepositions of place. 5. Skills: Listening, patience, questioning, working with others. 3. Warm-up. Review the cardinal points by asking all pupils to take one step to the west, then another to the north, another to the east and they finally to the south. Where are you? (They should be back where they started.) 4. In class. In a large area have the pupils stand in a line in groups (if the class is large) or individually (if the class is small). The pupils, as individuals or in groups, must ask the teacher a grammatically correct and polite question about making a movement using one or more of the cardinal points combined with a type of movement (step, leap, jump, slide, etc.) and an adjective to describe the distance. Example: Pupils: Teacher may we take one giant leap to the north? Teacher: Yes, you may. (The pupils do it.) Or, Teacher: No, you may not. However, you can make two tiny steps to the east. There are many ways the teacher could use this game. The objective is to have the pupils learn the cardinal points through kinaesthetic movement.

Dynamic 2: Representing Earth 1. Aim. The aim is to have the pupils comprehend that Earth is a sphere, the six continents, the location of the continents in relation to one another, the five Oceans, the concept of Pangea and movement of Earth’s Crust, the Earth’s hemispheres, latitude and longitude. Skills: teamwork, distance, estimation, mathematical divisions. 2. Preparation. For this dynamics activity, you will need: 1. Coloured paper to make the continents and oceans. 2. S  tring or rope to represent the lines of longitude and latitude. 3. In class. This activity can be done as a class or in smaller groups. The work is divided and all the groups perform the final act together. Begin by assigning pupils to the continents and oceans. The continents: Give the pupils coloured paper, scissors, glue or tape and markers. Looking a a globe, map, or the illustrations in the SB, pupils should construct their continents and include large areas divided by colour. (If your pupils are ready to go more into detail, you can include parts of continents and glue them together. (for example: America – Canada, Greenland USA, Central America, South America and Caribbean). The Oceans: Create the oceans with blue papers. Name the oceans when they are ready. Have the pupils tape or glue blue pieces of coloured paper together to create the size of the oceans. Largest to smallest: Pacific, Atlantic, Indian, Southern (Antarctic), and Arctic. Tell them millions of years ago the crust started moving. Have the pupils shake their bodies. Have the oceans push forward. Little by little the continents begin breaking apart and moving away from each other. As the continents separate, have the oceans begin to move into place. Take out the string or rope and ask the pupils to add the equator to the 'globe' we are creating. The teacher should ask the pupils: Who should I give this string to?, Which continents should I cross the string over? Place the string around the whole human globe. You could also have a map or globe image projection at the same time as you are doing this activity to help the pupils see where they should be. Which six countries should the equator be crossing? Once the equator is in place, ask the pupils if their continent is in the northern or southern hemisphere and how they know (relation to the equator.)

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Audioscript 7

Page 14, activity 1. 1. Our atmosphere has different layers. Spacecrafts or satellites fly in the top layer where there is little oxygen. Other means of transport, like aeroplanes and hot air balloons, fly in the bottom layer. Because this part of the atmosphere has lots of oxygen and water vapour, this is the area that lets living things breathe and makes clouds in the sky.

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Page 15, activity 4. 1. It happens when the clouds release water back to Earth, like when it rains. 2. It happens when the hot sun turns the water in the oceans and lakes into water vapour and it rises to the sky. 3. It happens when the water vapour in the sky gets cold and makes the clouds. 4. It happens when rivers transport the water back to the ocean. 5. This is when water goes into the ground. Springs are where new rivers form and the water comes back to the surface. Page 16, activity 5. 1. At our house, we recycle old newspapers. We take them to the blue recycling bin in the street. 2. My friends and I are making these neat bracelets with old ribbons and buttons. Aren’t they pretty? 3. I make sure I don’t use a lot of water when I’m brushing my teeth. Did you know you can save up to 19 litres of water a day by just turning off the tap when you brush?

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Page 17, activity 7. 1. The rocks and minerals that make up our planet are called the geosphere. There are three main layers of the geosphere: the crust, the mantle and Earth’s core. Earth’s core is its centre. It is very hot here, so colour the core red. Earth’s middle layer is very thick. Because it is made up of liquid rock, colour it orange, like the lava that comes out of volcanoes. The part of Earth that we see is its crust. The parts of the crust that stand above the oceans are called continents. Because it is made up of solid rock, colour the crust brown. Icono audio 11 Unit 2, page 19, activity 11. Draw in the compasses the cardinal point that shows where the children are. Then, answer the questions. PAUL: Alan, George? It’s me Paul. Where are you two? I’m here at the tree already and neither of you are here! Remember, the tree is to the East of the river! GEORGE: I’m George and I’m still at the south part of the river, but I’m walking towards the big tree with my dog. We’ll be there soon. ALAN: I t’s me Alan. Did you say east? I’m going west with my bicycle! PAUL: Oh, Alan! You’re going the wrong way! Turn around!

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