Unit 9
I live here
OBJECTIVES 1.Identify what a town is and its main features. 2.Identify what a city is and its main features. 3.Understand what a town hall is and who is in charge of organising public services. 4.Recognise public services in a village and a city. 5.Recognise the physical space in which a village or town is located. 6.Identify professions related to public services. 7.Evaluate positively the development of civic attitudes and citizenship. ASSESSMENT CRITERIA 1.Recognise the differences between a town and a city. 2.Name the elements characteristic of a town and a city. 3.In groups, find or take pictures, or make drawings to create an album of distinctive spaces and places of our town or city. 4.Recognise different things or activities you can do in a city or a town. 5.Develop a list of public buildings in a city or town. 6.Make a picture of our city or town with its characteristic features (streets, squares, public transport and public buildings) and the physical environment around it (a plain, the mountains, the sea) and explain it in a simple manner. 7.Identify the different public services of a town or city. 8.Name the different professions related to public services of a town or city. 9.Participate in role-playing games related to the unit theme. 10.Develop attitudes, norms and values of community living and respect for the environment in which we live.
BASIC COMPETENCES / SUBCOMPETENCES
ASSESSMENT CRITERIA
Competence in linguistic communication Communicate, verbally and in 2, 5, 6, 8, 9 writing, simple messages. Use specific vocabulary from 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 each area as an instrument for language enrichment. Process information from oral 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 and written sources. Competence in knowledge and interaction with the physical world Adequately perceive the 6 physical space where life and human activity develop, both at a large scale and in the immediate surroundings. Processing information and digital competence Find, select, register and 3 analyse information using the techniques and strategies most appropriate based on the source that contains it (oral, written, audiovisual, digital or multimedia). Social competence and citizenship Participate actively and responsibly in group learning activities, respecting the group’s operating rules. Have skills to participate fully and emotionally in civic life, which means building, accepting and practising social rules in agreement with democratic values, exercising rights, freedom, responsibilities and civic duties, and defending the rights of others. Competence in learning how to learn Develop skills to obtain information and assimilate it as personal knowledge, making relationships and integrating the new information with prior knowledge and personal experience. Learn from others and with others.
3, 9, 10
9, 10
1, 3, 4, 7, 9
3, 9, 10
Competence in autonomy and personal initiative Demonstrate assertiveness and 3, 9, 10 flexibility, as well as social skills to relate to others, cooperate and work in groups: empathise with others, value others’ ideas, communicate and negotiate.
ACTIVITIES
VOCABULARY -Avenue -Bridge -Building -Capital -City -Corner -Crosswalk -Downtown -Fire hydrant -In the city -Newstand -Parking meter -People -Police -Pedestrian -Skyscraper -Sidewalk -Street -Streetlight -Suburbs -Town -Townhall -Traffic light -Village
Warming up Can you guess the differences ?Which one is the biggest?And the smallest?What is your favourite to live in?
Write the name of every picture:
1 2 3 4 5 6
Match the pictures with the names
Building-Bridge-Traffic lights-Pedestrian-TownhallSidewalk-Crosswalk
Song: http://www.youtube.com/watch?v=eMU3O1NNuk&feature=relmfu
Connect the dots and have fun
Watch the video and repeat the occupations http://www.youtube.com/watch?v=709jALpHktc Final task... Take some pictures of your city/town/village,print them and create an album writing the different parts seen in the unit.
Unit 10 OBJECTIVES. 1. Finding out about the most important means of transport and their uses. 2 .Determining means of transport and where they move: land, sea or air. 3 .Defining means of transport as individual or collective according to its function. 4. Promoting the use of public transport. 5. Learning the rules of cars and bicycles. 6.Identifying risks when using means of transport. ASSESSMENT CRITERIA. 1 Recognising the usefulness of means of transport 2.Differentiating between land, sea and air transport. 3.Classifying means of transport as individual or collective. 4.Understanding the need to use public transport to save energy and avoid pollution. 5.Rules of behaviour in different situations 6.Getting to know the basic safety rules of a bicycle and a car
VOCABULARY _air = _ bicycle = _ bicycle lane = _ bus = _ bus stop = _ car = _ helicopter = _ land = _ lorry = _ means of transport = _ motorbike = _ pavement = _ pedestrian = _ private transport = _ plane = _ prohibit = _Pub30c t9a5s769t _ road = _ sea = _ seat belt = _ ship = _ sign _ taxi = _ traffic light = _ traffic sign = _ train = _ travel = _ underground = _ wait = _ warn = _ zebra crossing =
Moving aroun
Motivation Activities What can you see in this picture?
Transport and where they move
Learning the rules
Do you Know the name?
ACTIVITIES 1.Complete with vowels
2.Tick the correct transport .
a) plane
a) boat
a) plane
a) bicycle
b) bicycle
b) plane
b) boat
b) motorbike
c) motorbike
c) ship
c) ship
c) car
a) bus
a) bus b) tube / underground
a) caravan
a) cable car
b) ship
b) lorry / truck c) tube / underground
b) train c) bicycle
c) lorry / truck
c) boat
3.Cut and match:
Good transport
Bad transport
4.Write and learn:
bike
______________________
car ________________________________
boat _____________________________
train
__________________________
Bus___________________________
scooter _____________________________
motorbike _________________________
plane ________________________________
6.-Match CAR
BUS
PUBLIC TRANSPORT
Bus
TAXI
PRIVATE TRANSPORT
MOTORBIKE
METRO
7.Colour in red public transport and colour in blue private transport.
COACH
CAR
BUS
TAXI
MOTORBIKE
UNDERGROUND
8.Complete the sentences:
helmet seatbelt
I go by bicycle . I use a
…..............................
I go by car. I use a …....................................
helmet
I go by motorbike. I use a …...............................
knee
I go by skateboard. I use a …............ and...............
9.Match and complete:
10.Trace the outline of an object with a crayon. Write the word with the same colour.
_______________________________
_________________________________
_______________________________
__________________________________
11.Look and complete the chart.
By land By air A-B B-C C-D D-E E-F F-G
By sea Means of transport
12. Circle the public transports.
VIDEOS & GAMES ON LINE http://www.youtube.com/watch?feature=player_embedded&v=2c68qD_NExQ http://www.youtube.com/watch?v=4Dcy_0zmWTY&feature=fvwrel http://www.youtube.com/watch?v=5BtWv87V5Dg&feature=related http://www.youtube.com/watch?v=e44LELaX9Ew&feature=related http://www.youtube.com/watch?v=VTvFdwq6Hfg&feature=related http://learnenglishkids.britishcouncil.org/en/songs/ten-little-aeroplanes
UNIT 8 LANDSCAPES 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.
OBJECTIVES Identify the different types of landscapes of our planet. Recognize the own springs characteristics. Distinguish the different parts of a flower. Recognize the differences between natural and artificial landscapes. Make a spring landscape by means of papers of colors and stickers of different measures. Develop habits of conservation and environmental care. ASSESSMENT CRITERIA 1. Recognize the different types of landscapes: desert, mountain, coast and city. 2. Enumerate own springs characteristics: moderate temperature, flowering comefrom the birds, desire of going out to walk, etc. 3. Differentiate the characteristics of a spring landscape: the Sun, meadows, mountains, flowers, trees, et 4. Identify the different parts of the flower: root, stem, leaf and petals. 5. Name characteristics of the landscape of mountain, of plain and of coast. 6. Show interest for the conservation of the nature and to develop habits of environmental care. BASIC COMPETENCES / ASSESSMENT CRITERIA / ACTIVITIES
BASIC ASSESSMEN ACTIVITIES COMPETENC T CRITERIA ES / SUBCOMPET ENCES Competence in linguistic communication Communicate, verbally and in writing, s i m p l e messages.
1, 3
9,1,12,13,
Speak, listen and, in g e n e r a l , participate in dialogue and debate in an organised and clear manner.
3, 4
10,12
Use specific vocabulary from each area as an instrument for language enrichment.
1, 2, 3
1,2,5,6
Compose and m a n a g e different kinds of texts with different communicativ e and creative purposes.
3
7,10, 12,13
P r o c e s s information from oral and w r i t t e n sources.
1, 2, 3, 4
1,2,5,6,14
Mathematical competence E x p r e s s mathematical information, data and discussions clearly and precisely.
4
15,18
Identify and organise o b j e c t s according to particular s p a t i a l criteria.
1, 2
3,4,8. 11
Interpret information f r o m different types of graphs and s i m p l e numerical w o r d problems of daily life.
4
3,4,8,9
Competence in knowledge and interaction with the physical world A p p l y autonomous h e a l t h y h a b i t s related to self care (nutrition, exercise, sleep‌).
3, 4
14
Take into account the d o u b l e dimension of h e a l t h , individual and collective, a n d demonstrate responsible behaviour and r e s p e c t towards self and others.
3, 4
14
Processing information and digital competence
Organise, r e l a t e , analyse and synthesise information in order to understand its meaning and integrate it in outlines based on p r i o r knowledge.
3, 4
3,4,9
Cultural and artistic competence Demonstrate desire and will to d e v e l o p aesthetic and creative skills, and demonstrate initiative, imagination and creativity to express through the use of a r t i s t i c codes.
3
6,7,14,18
Competence in learning how to learn Apply new knowledge and skills in s i m i l a r situations and in different contexts.
1
Competence in autonomy and personal initiative
M a k e responsible decisions about actions needed to d e v e l o p personal choices and plans with responsibility a n d perseverance.
3
19
Demonstrate assertiveness a n d flexibility, as well as social skills to relate to o t h e r s , cooperate and work in g r o u p s : empathise with others, value others’ i d e a s , communicate and negotiate.
3
19
Picture Dictionary
NATURAL
LANDSCAPES desert coast island
sea mountains valley
beach cliff
ARTIFICIAL LANDSCAPES city harbour
tulips
daisies roses
sunflowers Part of a flower
Word Dictionary
UNIT DICTIONARY VOCABULARY 1. Natural landscapes (paisajes naturales) - mountain: monta単a - desert: desierto - coast: costa - island: isla - sea: mar - beach: playa - cliff: alcantilado - rocks:rocas
- valley: valle 2. Artificial lanscapes (paisajes artificiales) - city: ciudad - building: edificio - harbour: puerto
3. Spring (primavera) - flowers bloom: florecen las flores - days longer: días más largos - do things outside: hacer cosas al aire libre -birds fly back: los pájaros regresan
4. Flowers (flores) - petal: pétalo - leaf: hoja - stem: tallo - root: raíz - roses: rosas - tulips: tulipanes - daisies: margaritas
- sunflowers: girasoles
Activities
Natural Landscapes Activity 1 Write the words Coast
Mountain Desert
d_ _ _ _ _
r_ _ _
i_ _ _ _ _
Island Beach Riff Valley Sea
b_ _ _ _
m_ _ _ _ _ _ _ _
v_ _ _ _ _
s_ _
c_ _ _ _
Artificial Landscapes Activity 2 Write the words
h_ _ _ _ _ _
c_ _ _
Natural Landscapes Activity 3 Read and match
mountains island
desert
sea
beach valley
coast
Natural or Artificial ? Activity 4 Read and circle beach
natural
artificial
city
natural
artificial
valley
natural
artificial
buildings
natural
artificial
island
natural
artificial
harbour
natural
artificial
desert
natural
artificial
riff
natural
artificial
coast
natural
artificial
mountain
natural
artificial
Activity 5 Order and write Landscapes c
y t
i
c s a
o
t
b e c a
h
a
r b r u h o l y e a v l m n
i
a s
e
n s a o t u a
Activity 6 Draw a natural landscape
Activity 7 Draw an artificial landscape
Activity 8 Write and Complete Mountains, valleys and islands are ______ landscapes.
Harbours, cities and buildings are ______ landscapes. In the coast, there are beaches, _______ and rocks. There is a lot of water in the _________ natural
riffs
artificial
Activity 9 T F
sea
Activity 10 Write and classify sea
city
harbour
coast
beach
desert
mountains valley cliff
We find water in......
We find land in......
Activity 11 Colour the artificial elements
Activity 13 Complete the sentences outside
warm
spring
daisies
1. Flowers blossom in
___________
2. Days are longer and
___________
3. My favourite flowers are _________ 4. People like do things
___________
Spring landscape Activity 14 Colour the picture
Activity 15 Count and write
Activity 16 Look the parts of a flower
Activity 17 Write and complete
There are f_ _ _ parts in a flower: 1- r _ _ _ _ 2- s _ _ _ 3- l _ _ _
4- p _ _ _ _ _ petals
stem
roots
Activity 18 Draw and colour
three tulips
four roses
leaf
two sunflowers Activity 19 Draw:
Good Bad Take your rubbish with you Throw cans to the floor Water the plants and flowers Throw rubbish to the sea
Light a fire in a picnic
Final Task " Unit 8 " Write the parts of a flower
Colour the natural elements in green and the artificial elements in brown
Write and complete There are many b_________in the cities. R_______, daisies and t__________are my favourite flowers. Birds fly back in s________, the days are
l______and people go o___________ In the coast we can find riffs, rocks and b__________
Links (pรกginas web)
RECURSOS TIC RELACIONADOS CON CONOCIMIENTO DEL MEDIO http://faculty.washington.edu/chudler/chsense.html : Trabajar en profundidad los cinco sentidos. http://www.aulaintercultural.org/: Diferentes actividades y artículos para trabajar la multiculturalidad. http://earth.google.com/intl/en/: A través de esta página podremos realizar un viaje virtual con nuestros alumnos por los distintos países del mundo. http://www.bam.gov/index.html http://www.sesameworkshop.org/healthyhabits http://www.eatwell.gov.uk/info/games/; http://www.foodafactoflife.org.uk/; http://www.thefreedictionary.com/soya http://www.canteach.ca/elementary/songspoems7.html http://www.kinderplanet.com/carols.htm http://www.bbc.co.uk/religion/religions/christianity/christmas/ http://www.britishcouncil.org/kids-topics-clothes.htm http://www.primarygames.com/science/farmanimals/games.htm http://www.kbears.com/farm/ http://www.bbc.co.uk/schools/scienceclips/ages/6_7/plants_animals_env.shtml http://www.kidzone.ws/animals/lifecycle.htm http://pbskids.org/itsmylife/family/pets/index.html http://www.recyclenow.com; http://www.bbc.co.uk/schools/barnabybear/games/ recycle.shtml http://www.thebigrecyclegame.co.uk/ Juegos relacionados con el reciclaje. http://science.nationalgeographic.com/science/space/solar-system http://www.bbc.co.uk/science/space/ www.nasa.gov/audience/forkids/kidsclub/flash/index.html http://www.hhmi.org/coolscience/vegquiz/plantparts.html Partes de una planta. http://www.tryscience.org/fieldtrips/fieldtrip_shockwave.html?arizona_01: Construir una casa. http://www.bellmuseum.org/distancelearning/prairie/build/index.html: Crear un prado de llanura. http://earth.google.es/ Podemos visitar virtualmente los distintos paisajes. http://www.epa.gov/superfund/kids/alphabet/a.htm Actividades para colorear con palabras que comienzan por las letras del abecedario.
http://www.firstschoolyears.com/geography/local/local.htm: Recursos y actividades para trabajar la calle / mi dirección / educación vial. http://www.britishcouncil.org/kids-topics-jobs.htm: Recursos, actividades y juegos sobre las profesiones. http://recursos.cnice.mec.es/bancoimagenes/sonidos/directorio.php: Banco de efectos sonoros para poder trabajar con ellos la contaminación acústica. http://concurso.cnice.mec.es/cnice2005/132_English_for_Little_children/index.html#: Gran variedad de actividades en inglés, que nos ayudarán a trabajar con nuestros alumnos de forma lúdica diversos contenidos. http://concurso.cnice.mec.es/cnice2005/132_English_for_Little_children/index.html#: Juegos sobre animales. http://www.kiddiesgames.com/en/sign_language_games.php: Actividades para aprender jugando con el lenguaje de signos. http://w3.cnice.mec.es/eos/MaterialesEducativos/mem2001/ienglish/index.html Haz clic en games /the time ,para trabajar el tiempo. http://www.dltk-cards.com/calendar/: Diseña tu propio calendario. http://www.abcteach.com/directory/theme_units/back_to_school/ http://www.kidshealth.org/misc_pages/mybody_SW.html : My body: aparato digestivo, respiratorio y circulatorio. https://educalia.educared.net/externs/ali03/e/home.html?sec=juego&sj=1 : Food Pyramid: juego. http://www.bbc.co.uk/schools/podsmission/bones/annie02.shtml : Formar el esqueleto de un cuerpo humano. http://educalia.educared.net/aacc/e/menufs.html : Aprender a entender y ayudar a las personas discapacitadas mediante juegos y lecturas. http://www.kidshealth.org/kid/ Juegos, actividades y explicaciones sobre la práctica de hábitos saludables. http://www.bam.gov/index.html Página sobre salud y prevención de enfermedades. http://sesameworkshop.org/healthyhabits/ Recursos didácticos para trabajar hábitos saludables. http://ww.kinderplanet.com/carols.htm Canciones tradicionales navideñas. http://ww.bbc.co.uk/religion/religions/christianity/christmas/ Información relativa a la navidad. http://www.bbc.co.uk/cbeebies/tweenies/gametime/christmastree/ Decoración de un árbol navideño. http://holidays.pppst.com/dayofthedead.html Recursos educativos sobre la festividad mexicana de “El Día de los Muertos ”. http://oesi.cervantes.es/traduccionAutomatica.html Servicio interactivo de traducción automática del Instituto Cervantes. http://reddeparquesnacionales.mma.es/en/parques/ Fauna y flora de los parques nacionales de España. http://www.bbc.co.uk/nature/reallywild/: Contenidos diversos sobre el mundo animal. http://reddeparquesnacionales.mma.es/en/parques/teide/patrimonio/ patrimonio_indice.htm : Visitar parques nacionales y ver su vegetación. http://www.hhmi.org/coolscience/vegquiz/plantparts.html: Reconocer las diferentes partes de las plantas en los alimentos. http://www.primarygames.com/science/flowers/flowers.htm: Ideas y recursos sobre las plantas. http://www.bbc.co.uk/schools/ks2bitesize/science/activities/plants_grow.shtml Cómo ayudar a crecer una planta.
http://earth.google.es/: Con la ayuda de esta web podemos visitar virtualmente el Amazonas, comparar su extensión con la de otros ecosistemas naturales del planeta y comentar qué países ocupa y los riesgos de su deforestación. http://educalia.educared.net/externs/aigua/e/index.html?8nens El agua: juegos, consumo, etc. http://www.kidzone.ws/water/index.html Información y actividades sobre el ciclo del agua. http://www.epa.gov/OGWDW/kids/flash/flash_watercycle.html Presentación animada del ciclo del agua. http://www.bbc.co.uk/schools/scienceclips/ages/6_7/forces_movement.shtml Juego sobre fuerzas y movimiento. http://www.bbc.co.uk/schools/scienceclips/ages/7_8/magnets_springs.shtml Juegos para trabajar la fuerza de atracción de los imanes, características de los materiales, etc. http://educalia.educared.net/externs/est02/e/index.html Web educativa que contiene juegos y actividades sobre las ciudades y pueblos. http://educalia.educared.net/aacc/e/menufs.html : Web educativa con juegos y recursos para ayudar a entender las necesidades de las personas discapacitadas. http://www.thinkroadsafety.gov.uk/index.htm_: Web educativa que contiene juegos y actividades para enseñar educación vial. http://recursos.cnice.mec.es/bancoimagenes/senales/index.php: Visitar la web del MEC, hacer clic en “directorio ” y después en “señales de tráfico ”. http://earth.google.com/intl/es/: Con Google Earth podremos explorar y visitar cualquier lugar de la Tierra. http://www.britishcouncil.org/kids-topics-jobs.htm: Recursos, actividades y juegos sobre las profesiones. http://www.epa.gov/osw/kids/games/lineup/lineup.htm: Juego sobre materias primas. http://www.cnice.mec.es/ninos/las_lenguas/: Recursos educativos en inglés. http://educalia.educared.net/edujsp/primaria/jocs/jocs.jsp?&idioma=en: Programas, proyectos, juegos y otros recursos educativos en inglés para trabajar diversos contenidos relacionados con el área de Conocimiento del Medio. http://www.primaryscience.ie/dps2005/activities_web_links.php:Enlaces educativos relacionados con el área de Conocimiento del Medio. http://earth.google.com/intl/en/ Herramienta de búsqueda para poder visitar vía satélite cualquier lugar de nuestro planeta. http://www.bbc.co.uk/schools/starship/english/blastrocket.shtml Juego sobre formas verbales en pasado. http://www.kidspast.com/world-history/index.php Recursos educativos sobre historia. http://ares.cnice.mec.es/ciengehi/index.html Recurso del MEC elaborado para el área de Ciencias, Geografía e Historia de Educación Primaria.