Social Science

Social Science

Social Science Learning Lab is a collective work, conceived, designed and created by the Primary Educational department at Santillana, under the supervision of Teresa Grence.

WRITERS Isabel Esteban Natalia Gómez Amalia Grau

ILLUSTRATIONS Antonio Aragüez Javier Hernández Carles Martí Javier Monsalvett Miguel Soto

EDITOR Sara J. Checa

EXECUTIVE EDITOR Peter Barton

BILINGUAL PROJECT COORDINATION Margarita España

Teacher's Resource Pack

1

Contents

Introduction to Learning Lab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Student's materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Teacher's materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Teacher's Book Student's Book contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Welcome! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Unit 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Unit 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Audio transcripts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

Worksheets Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Extension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

Graphic organisers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

Language support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78

Diagnostic test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82

Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

Introduction

Learning Lab is a six-level Primary course which progressively introduces the core curricular objectives of Social Science. The language has been carefully graded to provide a gentle progression of the vocabulary and structures. The course has been designed as an effective, user-friendly tool in the classroom.

The aims of Learning Lab are:

• To facilitate content learning and consolidate the language learning processes occurring simultaneously in the CLIL classroom.

• To promote understanding and appreciation of the natural and social environment through situations which reflect the young learner's real world.

• To provide opportunities for young learners to put their personal and social skills into practice.

Key concepts are explained in clear, simple language.

Stimulating activities develop the student's confidence.

Stickers and cut-outs provide a motivating form of consolidation.

Content and language are carefully interwoven.

Learning Lab teaches basic concepts of Social Science through English.

Each unit has raps, songs and videos to aid fluency and pronunciation. These help students to memorise new language.

The series covers the official syllabus for each level.

Language and content are acquired simultaneously.

4

What do you know?

Learning Lab's enquiry-based methodology teaches students to ask questions. • Questions can be used to elicit prior knowledge. In this way the

student becomes the centre of the learning process.

What do you want to know?

Learning Lab presents contents in a visual context. It is adaptable to different learning styles. It involves students in their own learning and helps them to set objectives and maintain motivation.• Large images, real photos• Mini Labs• Graphic organisers• Audios• Key words and language models for oral and written production• Activities that promote lower and higher order thinking skills• Digital tools: videos, audios, interactive activities

Learning Lab offers a student-based approach that caters for diversity: different needs, interests and skills. It caters for all students, so no one is left behind.

Learning Lab teaches the scientific method along with communicative competences in English. In addition, students develop citizenship competences that enable them to grow as fully-integrated members of their communities.

Learning Lab encourages enquiry-based learning:

Enquire

Learn

What have you learnt?

Learning Lab provides different ways to put knowledge into practice:• Final task• Show and tell• Self-assessment• A complete range of assessment materials

Apply

5

Methodology

Learning Lab uses different approaches to ensure students' progression:

The scientific method• Students are encouraged to ask questions about the world around them and to

predict what they will learn: What can you see in these photos? How are these landscapes the same?

• Students train their observation skills as they explore the topics.

• Simple investigations develop the students' skills and encourage them to adopt the scientific method.

• Conclusions to the investigations are analysed and discussed with peers.

Learning skills• Mind maps and graphic organisers help students to organise what they learn.

Questions are adapted to the language level of the class: Are these the same or different? What is the difference between the city and the desert? Do they both have lots of buildings?

Visual learning• High-quality photographs invite students to think about the world around them.

• Colourful illustration provides a setting for scientific learning.

• Using tables and charts, students learn to organise and classify information.

• Stickers aid memorisation of new concepts and consolidate vocabulary.

Multiple intelligences• Drawing activities develop visual-spatial intelligence. Student personalise

their ideas graphically.

• Speech bubbles encourage oral exchange to develop linguistic skills.

• Songs, raps and Total Physical Response activities promote learning through movement.

• Investigations and field work follow the scientific method: observe, think about it, compare, classify, etc.

Observe

Think about it

Compare

Mini Lab

6

Language support • Natural English is used throughout Learning Lab. Repetition of everyday

language is essential and students are exposed to a controlled range of vocabulary and structures. They will gradually begin to understand and respond. Students will eventually begin to produce and experiment with language.

Cooperative learning• Working in pairs and groups provides multiple opportunities to use language.

• Total Physical Response activities such as games and action songs aid students' understanding of both content and language. By physically responding to instructions through games, raps and mime, students become familiar with new vocabulary. They will then be ready for more abstract tasks.

• Suggestions for oral activities that can be done in pairs, in groups or with the whole class.

• Working in pairs contributes to language development, at the same time as helping students to grasp key concepts.

Values education and global citizenship • In each unit, students develop citizenship skills that enable them to become

fully-integrated members of their communities.

GroupPair

Visual support with engaging illustrations aids understanding, as does the use of mime and gesture.

Not all students begin to produce language at the same pace, so it is important to assess their levels individually. Oral and written work needs to be adapted accordingly.

The key language objectives in each unit highlight the main vocabulary and structures. However, students will be exposed to a wider range of language for recognition. When their level allows it, they should be encouraged to try out new language.

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Student's materialsThe Student's Books comprise six units, organised into three terms. The first opening spread serves as an introduction to the scientific method (level 1) or key concepts (level 2).

1 Our school

bathroom canteen

classroom

playground

desk

chair

blackboard

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Each Student's Book comes with a separate My picture dictionary.

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The Activity Books provide practise of both the content and language objectives for each level. They can be completed in class or at home.

Cut-outs

M¬ake your own landscape∫.

Hands on! STEPS

1. Sƒtick the natural element∫ on the mountain landscape.

2. Sƒtick the man-made element∫ on the coastal landscape.

4

page 49

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Hands on! These fun cut and colour activities appear in each unit of the Activity Books.

1Social Science Lab

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Teacher's materialsTeacher's Resource PackThe Teacher's Resource Pack consists of the Teacher's Book and a wealth of photocopiable worksheets.

Classroom materialsVisual thinking posters

• 12 posters with colourful illustrations based on the main content. Use them to present or consolidate new concepts. Display them in the classroom.

Flashcards

• 180 flashcards covering levels 1 and 2

Teacher's Book

• Student's Book with answer key

• Lesson plans

• Audio transcripts

Worksheets

• Reinforcement

• Extension

• Graphic organisers

• Language support

• Diagnostic test

• Assessment

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Social Science 1Learning Lab

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Teacher's Resource PackTeacher’s BookResource Worksheets

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Digital ResourcesLearning Lab offers a full range of digital resources:

LibroMedia

The LibroMedia digital textbook is interactive, intuitive and easy to use.

It contains multimedia resources, activities and tools for effective lessons.

Both teacher's and student's versions are available.

Request your user licence here:

digital.santillana.es/contacto

i-book

The Teacher's i-book is an interactive version of the Student's Book. This DVD contains a wide variety of useful multimedia resources. It can be used as a tool for preparing lessons, or in class with an interactive whiteboard (IWB) or projector.

Watch a demo here: clil.santillana.es

Aula Virtual

Aula Virtual is a multi-device application for accessing a large library of digital textbooks, such as the LibroMedia, as well as other digital resources and tools.

Aula Virtual offers different options for customising or creating your own digital contents to send to your students.

Download the latest version here:

digital.santillana.es/descarga-aula-virtual

Our schoolWhat is the name of our school?

Observe1 Point and say.

• children

• teacher

1

Where can you play?

Let’s sing!

A B

Children!

Teacher!

6 six

Think about it1 L¬ook at the photo. Where can you play. Point.

2 Draw your playground. Show your classmate∫.

Where can you play at school?

Final taskM¬ake a good behaviour book

playground

Key words• children• play• school• teacher

I can play in the playground.

7seven

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Information and practice pagesA varied selection of theory and practice material

Opening pagesAn inspiring start to each unit

Our schoolWhat is the name of our school?


• children

• teacher

1

Where can you play?

Let’s sing!

A B

Children!

Teacher!

6 six

Think about it1 L¬ook at the photo. Where can you play. Point.

2 Draw your playground. Show your classmate∫.



playground



7seven

A week at school

There are seven day∫ in one week. A¬t school we study di†erent subject∫ each day.

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

1 Lƒook at the photo∫.What day i∫ art? What day i∫ science?

M¬ake a weekend picture diarySƒaturday and Sƒunday i∫ the weekend.

• What activitie∫ can you do at the weekend?

• Draw what you do in the morning, a‡ernoon and evening.

no school

Think about it

Art is on…

Mini Lab

12 twelve

Who are our friends?

We have friend∫ at school.

1 Tick (✓) the good behaviour.

2 Write. Then, draw a friend.

Friend∫ play with you.

Friend∫ help you.

Friend∫ play with you. Friend∫ help you.

Key words• friend• help• play

15

1

fifteen

An opportunity to personalise knowledge, then interact with other students

Highlighted vocabulary lists

Key concepts and language presented in fun activities

Gentle progression of reading and writing skills

Investigations to consolidate learning

Speaking practice with clear models

Clear, simple presentation of main topics

Raps and songs reinforce key concepts. They aid memory and pronunciation.

Labelled, full-colour images to practise key concepts and language

Question to stimulate student's prior knowledge and introduce the main theme

Student's Book

12

Check your progressConcepts1 L¬ook at the photo∫. Draw.

Vocabulary2 M¬atch.

3 ©ircle and write.

I live in a .

grandmadaddy brothersister

good bad

30 thirty

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Apply what you know4 ©omplete.

My progressH¬ow i∫ my work?

house flat

shower bed fridge sofa

home

bathroom bedroom kitchen living room

31

2

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Check your progressFormative assessment of key concepts and language

Final taskAn opportunity to creatively put into practice recently-acquired knowledge and work collaboratively

Self-assessment. Students reward themselves gold or silver medals according to their performance

An opportunity to practise presentation skills and to build confidence

A partner contract to be completed in pairs, before beginning the Final task

An introduction to stimulate interest or revise content

Simple steps for completing the Final task

Carefully-graded activities to check progress

Graphic organisers and mind maps to help students organise what they have learnt

Consolidation of key language

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1 14

1 17

2 23

2 27

3 41

✓ ✓✖ ✖

February OctoberJune

lake

sea

fresh water

salt water 01/02

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4 54

5 69

6 84

Sƒouth A¬merica A¬frica E¬urope

02/02

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StickersColourful images to complete some activities

Cut-outsFun cut-out activities to accompany each term

Make a Carnival mask!Cut-out

1. Decorate and colour a mask.

2. Cut it and make two holes in it.

3. Tie a piece of wool between the holes. Wear your mask!

101one hundred and one

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Make summer clothes!Cut-out

1. Colour the figure and the clothes.

2. Cut out the figure and the clothes.

3. Dress the figure for summer!

103one hundred and three


Easy-to-cut guidelines

Simple instructions

Make a Christmas tree card!Cut-out

1. Decorate and colour the tree.

2. Cut it out and fold it.

3. Write a message on the other side!

Merry Christmas from

Learning Lab!

9999ninety-nine


Seasonally-themed activities to appeal to young learners

photos

stickers for self-assessment

vocabularyillustrations

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2 My home

family

balcony

door

window

garage

flathouse

4 four


bedroom bathroomlivingroom kitchen

uncle

mummy

grandad

daddy

aunt

grandma

brother

sister

5five


5 Our planet

continent∫ ocean∫

A¬rctic OceanA¬tlantic Ocean

A¬ntarctic Ocean Indian OceanPacific Ocean

10 ten


North A¬merica E¬urope A¬sia

North A¬merica E¬urope A¬sia

Sƒouth A¬merica

A¬frica Oceania

A¬ntarctica

Sƒouth

E¬ast

West

North

slate clay marble granite

11eleven


Other words

14 fourteen


The Other words section allows students to build a visual log of new vocabulary.

Each Student's Book unit has a corresponding My picture dictionary double-page.

Dictionary terms are completed by the student.

A colourful range of photos, illustrations and maps, taken from the Student's Book

My picture dictionary

15

• Student's Book with answer key

• Lesson plans

• Audio transcripts

Social Science Teacher's book

UNIT CONTENTS

1

Our school• Where do we eat at school?

• Our classroom

• What do we study at school?

• When do we go to school?

• A week at school

• When is your birthday?

• Values education: Behaviour at school

• Who are our friends?

2

My home• Do you live in a house?

• Do you live in a flat?

• Where can you sleep?

• Where is the sofa?

• Values education: Behaviour at home

• How many sisters do you have?

• Different families

• Global Citizenship: Different homes

REVIEW Learning Lab game

3

Air and water• Who needs air and water?

• What are the properties of air?

• What are the properties of water?

• How do we use water?

• Values education: How can we save water?

• Global Citizenship: Clean air and water

• What is the weather like?

4

Landscapes• Mountain landscapes• Flat landscapes• Coastal landscapes• Different materials

• Do landscapes change?• Is it natural or man-made?• Fun in landscapes• Global Citizenship: How can we

protect landscapes?


5

Our planet• The blue planet

• Our continents

• Our oceans

• What are maps and globes?

• What is a compass?

• What is the Earth made of?

• Global Citizenship: People and the Earth

6

The sky• The Sun

• The Solar System

• The planets

• The Earth

• Day and night

• The Moon

• The four seasons

• Global Citizenship: The four seasons around the world


CUT-OUTS Term 1: Make a Chirstmas tree card! Term 2: Make a Carnival mask!18

RAPS & SONGS MINI LAB FINAL TASK

Where can you play? Make a weekend picture diary Task Make a good behaviour book

Values education Pair and group work

Home is where you live! Classroom and home behaviour Task Make a family home


Who needs air and water? Make a water journal Task Make an air and water poster


What is a landscape? Make a park map Task Make a plasticine landscape model


We live on Planet Earth! Make a rock collection Task Make a treasure map


What can you see in the sky? Is it day or night? Task Make Sun and Earth hats


Term 3: Make summer clothes!19

What do you need in primary school?

Welcome!

bag book

Compare Observe

4 four

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What do you need in primary school? • Elicit the structure ‘I need…’

and encourage children to complete it with ‘bag’ and ‘book’.

• Show them some flashcards.

Ask:

• Is this a bag?

• Is this a book?

• Add other school objects and repeat the process.

Learning goals• To identify school

objects

Key languageVocabularybagbookLanguage structuresWhat do you need in primary school?I need a bag.I need a book.

Compare and observe

• Students look at the opening images. Ask them where the children in the pictures are.

• Ask them what they are doing. Help them with vocabulary if they need it.

• Write HOME and SCHOOL on the board. Ask children to think of actions and things they do at school and at home.

• Make a list of the ideas under each heading.

Classroom materialFlashcards: SCHOOL

20

pencil rubber crayons

Think about it

5five

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Think about it Ask: What is the boy in the

photograph doing? Possible answers: He is thinking;

he is listening to the teacher; he is doing his homework.

• Ask: What has he got? (a pencil, books, a notebook). Tell them to circle the objects they can see in the image.

• Tell the children that you will name some objects, and

they should find each object in their bags or pencil cases. Pick one flashcard and before showing it to them, say its name out loud.

Ask: Have you got a… ? If they have, they put it on their desks.

Key languageVocabularybagbookpencilrubbercrayonsscissorsgluepencil casesharpener


21

Our school 1Content objectives• To identify objects and places at school

• To identify objects in the classroom

• To recognise the parts of the day

• To learn weekdays and months of the year

Final task: Make a good behaviour book

Language objectivesVocabulary• afternoon, Art (colours, crayons…), bathroom, birthday, blackboard, book, canteen, chair,

children, classroom, crayons, desk, evening, good behaviour, hours, listen, minutes, month (January, February, March, April…) morning, Music (song, rap…), pencil, P.E. (running, football…), play, playground, put your hands up, school, Science, study, subject, teacher, tidy up, week, weekday (Monday, Tuesday, Wednesday…), year.

StructuresPresent simple: • What do you study at school?

• When is your birthday?

• When do you have Maths?

• I can see…

• I like… / I do not like...

• I study…

Assessment criteria• Identify school objects, places, subjects and routines

• Recognise the division of time in days, weeks and months

• Appreciate the importance of good behaviour in the classroom

This unit focuses on the children's immediate environment: the school. It identifies school objects, places, subjects and routines. It also describes the division of time in months and days, and helps children to model their own behaviour.

22

Timing

October November December

Unit 1 outline

Final task

Make a good behaviour book

Our school

Places in the school

School objects

Subjects

Parts of the day

Weekdays and months

Good behaviour

Unit 1 resources

Digital resources

• LibroMedia / i-book, unit 1

• Audio: unit 1

Classroom materials

• Visual thinking posters: My school / Time

• Flashcards: SCHOOL, UNIVERSE

Photocopiable materials

• Reinforcement worksheet 1 • Extension worksheet 1 • Graphic organisers: Our school / Days • Language support: unit 1 • Diagnostic test • Assessment worksheets 1A and 1B

My picture dictionary

Pages 2-3

Other materials

• Activity Book, unit 1 Cut-outs: Complete the charts

• CLIL Readers

23

Our schoolOur schoolWhat is the name of our school?


• children

• teacher

1

Where can you play?

Let’s sing!

A B

Children!

Teacher!

6 six

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Learning goals• To identify people

who work / go to school

• To say the name of our own school

Key languageVocabularychildrenteacherplaysingschoolfriendsballplaygroundparkLanguage structuresWhere can you play? I can play…How many children are there? There are…

Observe1 Point and say

Ask:What can you see in the photos?

Where are they?

Possible answers: A teacher / children.

At school / in the park / in the playground.

Let's sing [TRACK 1]

Songs are motivating and appealing to young children. They are a good way to break the classroom routine and to help children to absorb new information and to revise prior knowledge.

• Tell the children they are going to listen to a song. In the song children are talking about places where they can play.

• Use flashcards to learn about places to play in.

>> Full transcript, page 58

24

Think about it2 L¬ook at the photo. Where can you play? Point.

3 Draw your playground. Sƒhow your classmate∫.



playground



7seven

Open answer (O. A.)

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Learning goals• To identify places in a

school

• To watch a short video to introduce content related to the unit topic

Key languageVocabularychildrenplaygoalpark

treeteacherschoolplayground

Language structuresWhere can you play at school? I can play… I can play with my friends. I can play football / basketball / in the playground.

Classroom materialVisual thinking poster: My school

Flashcards: SCHOOL

Think about it2 Look at the photo. Where can you

play? Point. • After speaking about the photo

and the objects they can see in it (a tree, a goal, a hoop), ask:

Where can you play at school? and have them point at it. Next, show them some flashcards with other places at school and ask them if they can play there.

Final taskMake sure the children understand what good behaviour is and tell them they will have to perform a final task at the end of the unit. They will have to reflect on their own behaviour and make a classroom good behaviour book.

LibroMedia / i-book VideoPlay the video, first with subtitles on, then without them. Ask questions and discuss with the class.

25

eight

Where do we eat at school?

classroom playground bathroom canteen

Think about it2 M¬atch.

Our school ha∫ di†erent part∫.

playgroundclassroom bathroom canteen

1 L¬isten, point and say.

8

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Learning goal• To identify the

different parts of a school

Key languageVocabularyplayground classroom bathroom canteen music room library computer room

Language structuresWhere do we eat / study / read / play music at school? We eat / study / read /play music in the…

Key concepts• A school is formed of

different spaces where you can do different things.


1 Listen, point and say [TRACK 2] • Have students

describe the pictures and help them say the words. Then, play the audio. Students point to the correct place at the same time as they say the word.

>> Full transcript, page 58

Think about it2 Match.

Ask: Where can you find a book / ball…?• Ask the students to say what they can see in the

photos and then match them to the words above.26

Our classroom

3 ©olour.

4 What can you see in our classroom?

desk

blackboard

There are di†erent thing∫ in our classroom.

chair

I can see a blackboard.

chair deskblackboard

Key words• bag• book• crayons• pencil

9

1

nine

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Learning goals• To identify the

different objects in a classroom

Key languageVocabularyblackboard chairdesk bagbook crayons pencil greenred blueLanguage structuresWhat can you see in our classroom?I can see a blackboard. There is a… in my classroom. Key concepts• We need different

objects in the classroom to study, work and learn.


Our classroom3 Colour

• Before beginning the activity, elicit the things that students can find in the classroom (books, shelves, board, posters, desks, etc.) and ask them if they can see them in the picture.

• Turn the students' attention to activity 3. Tell them to colour the blackboard in green, the chair in red and the desk in blue.

4 What can you see in our classroom? • In pairs, students talk about what they can

see in their classroom.

Picture dictation:• Ask the students to

draw a classroom. They listen to you while you tell them what they can find in the classroom. Students listen and draw the objects you say:

There is a blackboard. There are four desks. There are red books…

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What do we study at school?

1 M¬atch. Write the subject∫.

Sƒcience

P. E.

M¬usic

A¬rt

We study di†erent subject∫ at school.

10 ten

A¬rt

M¬usic

Sƒcience

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different school subjects

• To express likes and dislikes about school subjects

Key languageVocabularyScience Music P.E. Art English Maths

Language structuresWhat do you study at school? We study Science at school. What do you like / dislike to study at school? I like… / I dislike…


Extension• Give students a piece

of paper and ask them to think about their timetable for the day. Tell them that each school day is divided into different sessions where they study different subjects. Ask them to draw the subjects they have and write the names of the subjects under the corresponding pictures.

What do we study at school?1 Match. Write the subjects.

• Ask students the name of the teacher who teaches each subject at school, while showing them the corresponding flashcard.

• Ask them to repeat after you: ‘Teacher X teaches Music / P.E. / Art / English…’

• Say ‘We study English in the classroom’. Students repeat after you. Include other subjects if necessary.

• Look at the book and ask: ‘Where do you study Science, P.E., Art, Science?’ Students answer.

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When do we go to school?

We divide day∫ into three part∫.

We measure day∫ in hour∫ and minute∫.

2 L¬ook at the activitie∫. ©ircle the odd one∫ out.

Morning

Afternoon

Evening

morning a‡ernoon evening

Think about it

11

1

eleven

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different parts of the day and speak about daily routines

Key languageVocabularymorning afternoon evening hours minute have breakfast go to sleep get up wake up play with my toys do my homework numbers from 1 to 12 o'clock

Language structuresWhat do you do in the morning? I have breakfast in the morning.

There are 24 hours in a day / 7 days in a week.

Key concepts• We measure time to

help us organise our daily lives.

Classroom materialFlashcards: UNIVERSE

Extension• Draw clocks with

different times on the blackboard and teach students how to say the time with o'clock.

Think about it2 Look at the activities. Circle the odd ones out.

• Have students look at the pictures of morning, afternoon and evening and tell you the differences between each picture: The sun is rising in the morning, it is in the sky in the afternoon and it is not there in the evening.

Ask:What do you do in the morning / afternoon / evening? I get up / I do my homework / I go to sleep. • Draw their attention to the table and

ask them to circle the odd one out. Have them tell you why.

2929

A week at school

There are seven day∫ in one week. A¬t school we study di†erent subject∫ each day.

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

1 L¬ook at the photo∫.What day i∫ A¬rt? What day i∫ Sƒcience?

M¬ake a weekend picture diarySƒaturday and Sƒunday i∫ the weekend.

• What activitie∫ can you do at the weekend?

• Draw what you do in the morning, a‡ernoon and evening.

no school

Think about it

Art is on…

Mini Lab

12 twelve

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Learning goals• To learn and identify

the seven days of the week

Key languageVocabularyNatural Science Social Science Music P.E. Art English Maths week days places at school

Language structuresWhen do you study X at school? On Monday.

What do you study at school? We study Science at school.

What do you like / not like to study at school? I like / I do not like…

Think about it1 Look at the photos

What day is Art? What day is Science?

Previous knowledgeSchool places, school objects, division of days.

• Play ‘I spy with my little eye something beginning with…’ to help them remember the vocabulary learned.

• Ask one student to read There are seven days… Now ask students to focus on the timetable.

Ask: What day is Art? / Art is on…

• Repeat with the students' own timetable.

Mini LabMake a weekend picture diary• Tell students that Saturday and Sunday

are the days of the weekend.Ask: Do you come to school on Saturday?

• Ask them to think about what they do at the weekend.

• Give students a sheet of paper and ask them to draw what they do in the morning, in the afternoon and in the evening on Saturday and Sunday.

30

When is your birthday?

There are 12 month∫ in one year.

2 E¬mma'∫ birthday i∫ 5th June. Point to her birthday on the calendar.

3 When i∫ your birthday? Find it on the calendar.

4 Write.

Think about it

M¬y birthday i∫ .

My birthday is…

You have one birthday each year.

2020

Key words• day• month• year

13

1

thirteen

O. A.

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Learning goals• To learn and identify

the twelve months of the year

Key languageVocabularyyear month January February March April May June July August September October November December birthday

Language structuresWhen is your birthday? My birthday is 5th JuneThere are…Emma's birthday is…

Classroom materialVisual thinking poster: Time

Extension• Ask students to draw a

picture of themselves and write their name below. Write the months of the year on a big piece of paper or card.

• Ask the children to take turns to find their birth month and stick their picture under it.

When is your birthday?2 Emma's birthday is 5th June. Point to her

birthday on the calendar. • Display the Time poster on the wall.

Explain that there are 30 or 31 days in a month, and 28 in February. Students find Emma's birthday on their calendars and point to it.

Think about it3 When is your birthday? Find it on the calendar.

• Students look for their own birthdays on their calendars. Ask them to say the date, giving them help if needed.

4 Write • Students write their birthday in the box.

3131

legarm

Think about it1 Which behaviour i∫ good? ✓ Which behaviour

i∫ bad? ✖ Use your sticker∫.

Behaviour at school

Good behaviour i∫ important.

I listen. I put my hand up. I tidy up.

14 fourteen

✓ ✓

✖ ✖

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Think about it1 Which behaviour is

good? Which behaviour is bad?

Previous knowledgeMake sure students understand what good behaviour is by getting them to think about your own classroom rules.

Ask:• What are the

students doing in the pictures? Is it good behaviour?

• Let them think about which pictures show good behaviour or bad behaviour. Give them some time to put their stickers in the right place - (✘) for bad behaviour, (✓) for good behaviour.

Learning goals• To reflect about what

good behaviour is

Key languageVocabularylistenput your hand uptidy uphelp your friendplay with your friend

Language structuresWhich behaviour is good / bad?

32

Who are our friends?

We have friend∫ at school.

2 Tick (✓) the good behaviour.

3 Write. Then, draw a friend.

Friend∫ with you.

Friend∫ you.

Friend∫ play with you. Friend∫ help you.

Key words• friend• help• play

15

1

fifteen

O. A.play

help

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Learning goals• To reflect on the

importance of friendship and of being respectful to others

Key languageVocabularyListen put your hand up tidy up help your friend play with your friend

Language structuresWhat is a friend? What can you do with your friends?

ExtensionLinguistic intelligence:• If you have time, ask

the children to describe their friends and why they think they are good friends. Help them with vocabulary and expressions.

3 Write. Then, draw a friend. • Have students look at the

pictures in activity 2 again, then ask: Do friends help / play with you?

• Tell them to write the words ‘play’ and ‘help’ in the sentences. Ask them to draw a picture of a friend.

Who are our friends?2 Tick (✓) the good behaviour.

Ask:What are the children doing in the pictures?

Possible answers:A boy is helping his friend on the floor; three boys are playing and one is alone; two girls are playing with a ball.• Ask students to tick (✓) good behaviour. 33

sixteen

Check your progress1 Tick (✓) the thing∫ in your classroom.

Vocabulary2 M¬atch.

playground classroom bathroomcanteen

✓

16

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Vocabulary 2 Match.

Ask:

Where can you play with your friends / have lunch / study / drink some water?

• Ask the students to say what they can see in the photos and then match them to the words below.

Check your progress 1 Tick (✓) the things in

your classroom. • Read the

instructions and say the names of the objects out loud. Elicit the correct answers.

• Ask students which objects from the photos they can see in their classroom.

Learning goals• To revise the key

concepts and vocabulary from unit 1

Extension• Divide the class in groups of three or four students. Tell them to choose a

place in the school (each group must a choose a different place) and ask them to draw it on an A3 sheet of paper. When they have drawn their places (canteen, playground, classroom, bathroom), stick their pictures on the wall. Write the title 'Our school' above the pictures.

34

seventeen

Concepts3 Tick (✓) the good behaviour.

Apply what you know4 ©omplete with your sticker∫.

There are 12 months

in one year.

January

M¬arch November

December

A¬pril

M¬ay Sƒeptember

A¬ugust July

My progressH¬ow i∫ my work? 17

1

February

October

June

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My progressStudents should be encouraged to consider the work they have completed over the course of the unit, before rewarding themselves with a gold or silver sticker.

Apply what you know 4 Complete with your

stickers. • Ask the students

how many days there are in a week (7) and how many weeks there are in a month (4). Ask them to say the names of the weekdays out loud. Then ask them to say the names of the months.

• Students look for the stickers to complete the diagram with the missing months.

Concepts 3 Tick (✓) the good

behaviour. • Read the

instructions and ask students what the children are doing in each picture. Ask them if it is good behaviour or not.

• Students tick the pictures of good behaviour.

35

Playground!

Make a good behaviour book1 L¬ook at the photo∫ with a partner. Where

are the children?

2 Work with a partner. ©hoose a part of the school.

3 ©omplete your Final task contract.

Final task

foto de niños en el patioFinal task contract

Tick (✓)

playground canteen classroom

We work together!

Photo A?

A B C

18 eighteen

Name

O. A.

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Learning goal• To revise the key

concepts and vocabulary from unit 1

Key languageVocabularySchool places and good behaviour.

Language structuresWhere are the children? What are they doing? I like the playground / canteen, etc.

1 Look at the photos with a partner. Where are the children? • In pairs, students

ask where the children are and answer the question.

2 Work with a partner. Choose a part of the school. • Remind the

students of the different places at school, even if they do not appear in the lesson.

• Encourage them to use the vocabulary and structures practised during the lesson to complete this task.

3 Complete your final task contract. • Once the pairs have chosen a place, ask them to tick the name of

it on the contract.• Students can also choose other parts of the school, if they prefer.• Each student writes their name in both students' books.

36

Task steps4 With your partner, follow the step∫.

M¬ake page∫ for the good behaviour book.

You need• coloured paper• crayons

5 Join the page∫ from the group∫ to make your clas∫ rule book.

• ©hoose a colour for your page∫ of the good behaviour book.

• Think of good behaviour for your part of the school.

• Draw good behaviour on each page.

Describe your page∫ to your clas∫.

• What good behaviour can you see?

• H¬ow many children can you see in the picture∫?

Tell your clas∫!

Show and tell

19

1

nineteen

Have fun!

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Task steps 4 With your partner,

follow the steps. Make pages for the good behaviour book. • Read each step

aloud and draw the students' attention to the explanatory images.

• Make sure that students work cooperatively.

• Give each student a piece of coloured paper so that they can draw the good behaviour they chose.

5 Join the pages from the groups to make your class rule book. • Once the students

have explained their pictures to the class, put them together in a book.

Show and tellDescribe your pages to your class.

• Make sure students understand what they have to do and give them time to prepare their answers. Write key language on the blackboard to help them.

• In pairs, children come to the front of the classroom and explain their pictures to their classmates.

Extension• You can add your classroom rules to this book, as well as any other good behaviour

rules that you consider important. Some examples are: work in silence, wait for your turn, say please and thank you. In addition, students can make a cover for the book. When the book is finished, it can be displayed permanently in the classroom.

37

Social Science Worksheets

• Reinforcement• Extension• Graphic organisers• Language support• Diagnostic test• Assessment

PHOTOCOPIABLE MATERIAL © 2018 SANTILLANA EDUCACIÓN, S.L.

Name Date

1 Trace the part∫ of your school.

2 Where i∫ Adrian? Look at the school plan and number.

Our school REINFORCEMENT1

1 2 3 4

playground classroom bathroom

62

PHOTOCOPIABLE MATERIAL © 2018 SANTILLANA EDUCACIÓN, S.L.

Name Date

3 Write the day∫ of the week.

Our school

4 What subject∫ do you study at school? Complete.

rt

Sci nce

M sic

P.

REINFORCEMENT1

M

TT

W

SS

F

6

5

73

4

2

1

1. Monday

2. Tuesday

3. Wednesday

4. Thursday

5. Friday

6. Saturday

7. Sunday

63

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Social Science