PREPARE FOR AJOURNEYOFMOTVIATOIN AND DISCOVERY · HANDS onSCIEN NATURAL SCIENCE PROJECT NATURAL SCIENCE P RI M A Y E DUC A T I O N 1 HANDS ... These materials give pupils the tools

PREPARE FORA JOURNEY OF MOTIVATION

AND DISCOVERY

PRIMARYEDUCATION

FIRST AND SECOND

YEAR

2018-2019

01-Catalogo ZOOM_2018_ING.indd 1 25/5/18 9:27

ARTS AND CRAFTS

SOCIAL SCIENCE

NATURAL SCIENCE

2


PROJECTS

EMOTIONKIT

ROBOTICS

INFORMATION TECHNOLOGY SKILLS

CLASSROOM POSTERS

3

A BRAND NEWMODULAR SYSTEMTHAT TAKES YOUFURTHER

ZOOM, the new educational project from VICENS VIVES,

consists of a modular system of materials, which you can

adapt to the needs of your classroom.

Using active teaching and learning methodologies,

ZOOM allows you to prepare for the academic year

by choosing the materials that best meet your needs with

total freedom.


EMOTIONKIT

SOCIAL SCIENCE

NATURAL SCIENCE

ROBOTICS

CLASSROOM POSTERS

ARTS AND CRAFTS

4

LIFT OFF FOR THE NEW COURSE!

CHOOSE YOUR MATERIALSWITH TOTAL FREEDOM AND ...


5

SOCIAL SCIENCESTUDENT material

• Textbook*

• Welcome Activities* (only for the first year)

• Let's get to work!Booklet consisting of six simple and funexperiments that encourage a love of science anddevelop pupils' critical skills through observationand experimentation.

CLASSROOM material

• Gamification Social ScienceSix games designed to reinforce and expand pupils'knowledge of social science content in a fun way.

DIGITAL material

• Gym*

• Media library*

NATURAL SCIENCESTUDENT material

• Textbook*

• Welcome Activities* (only for the first year)

• Hands on scienceBooklet consisting of six simple and funexperiments that introduce pupils to the principlestrategies of scientific methodology.

CLASSROOM material

• Gamification Natural ScienceSix games designed to reinforce and expand pupils'knowledge of natural science content in a fun way.

DIGITAL material

• Gym*

• Media library*

ARTS AND CRAFTSSTUDENT material

• Textbook*

CROSS-CURRICULAR MATERIAL• Emotionkit

Set of materials designed to facilitate thelearning of social-emotional skills.

• Information technology skillsMaterials to help pupils develop their digitalcompetence.

• RoboticsMaterials to help pupils program robots.

* TextbookThis follows the current curriculum of each subject.

* Welcome ActivitiesThese activities aim to review pupils' knowledge ofthe topic in question.

* GymOnline exercises to tone up the brain.

* Media libraryAudiovisuals help pupils to review and consolidatewhat they have learnt.

TEACHER'S MATERIAL• Projects

Cooperative learning is encouragedthrough cross-curricular projects. Thesehelp pupils consolidate the content studied.

• Didactic guideTeacher's guides with clear instructions onhow to maximise their use of the availablematerials.

• Classroom postersPosters containing key content from SocialScience and Natural Science.

Remember that with your

textbooks, you have online access

to the media library, the gymand the digital book!

*


BOOKS

LEARNING APPROACH6

LEARNING APPROACH

All the topics covered aim to put the blocks of primarycurricular content into context, and have the followingobjectives:

• encourage the acquisition of positive values,

• develop active citizenship,

• aim for gender equality.

Mul

tiple

inte

llig

ence

s

Verbal - linguistic

Logical - mathematical

Naturalistic

Bodily - kinaesthetic

Musical

Intrapersonal

Interpersonal

Visual - spatial

The learning approach of these books is designed todevelop pupils' multiple intelligences and key competences.

These are indicated with the following symbols andcolour codes:

1 324

Key

com

pet

ence

s

Linguistic communication

Mathematics, science andtechnology

Learning to learn

Cultural awareness and expression

Sense of initiative and enterprisingspirit

Social and civic

Digital


7LEARNING APPROACH

The activities are classified according to the cognitiveprocesses required:

Learn: Pupils acquire knowledge from what they study.

Apply: Pupils use their knowledge and understanding ofwhat they have learnt in various distinct contexts – theyapply their learning to practical situations and experiments.

Reason: The aim of these activities is to make pupils reflecton their answers, give explanations and apply reasoning.

At the end of each unit, there are self-evaluation exercises sothat the pupils can reflect on how much they have learnt andhow they have learnt it. These exercises will also help pupils tosee which areas need more work.

Audio activities are included to improvepupils' listening skills.

Knowledge activation booklet. Includes activities to helpreview pupils' previous knowledge of the topic in question.

WELCOME ACTIVITIES (only for the first year of primary education)

Tiching links connected to the themes ofthe unit are suggested. These link to onlineresources that allow pupils to do furtherwork on the content to develop a deeperunderstanding of it.

Find out more

about types of

landscapes at:

www.tiching.com/7

6534

3


EXPERIMENT BOOKLETS

DIGITAL MATERIAL

8 LEARNING APPROACH

Textbook of each of the subjects indigital format.

DIGITAL TEXTBOOK

Knowledge activation booklet. Includes activities to helpreview pupils' previous knowledge of the topic in question.

LET'S

ICT!USE Activities to help pupils develop information

handling and digital competence in eachsubject.

LET'S USE ICT!

MEDIA LIBRARYCollection of audiovisual resources (videos,listenings, cartoons, etc,) to consolidate,review and reinforce concepts in the differentsubjects.

Metinstr

A series of self-correcting exercises that pupilscomplete online to consolidate what they havelearnt in class.

GYM

click!click!

SOCIAL SCIENCE

• Let's get to work!This booklet aims to encouragea love of science through sixsimple motivational experiments.Pupils will also develop criticalskills through observation andexperimentation.

P R I M A RY

E D U C A T I O N

2LET’S GET

WORK!

PROJECT

SOCIAL SCIENCE

P R I M A RY

E D U C A T I O N1

PROJECT

SOCIAL SCIENCE

LET’S GETWORK!to

NATURAL SCIENCE

• Hands on scienceThis booklet contains six simple experimentsdesigned to introduce pupils to the principlestrategies of scientific methodology.Cooperative learning is encouraged throughfun experiments using easy-to-find andinexpensive materials.

P R I M A RY

E D U C A T I O N

2HANDS

SCIENon

PROJECT

NATURAL SCIENCE

PROJECT

NATURAL SCIENCE

P R I M A RY

E D U C A T I O N1

HANDS SCIENCEon


ROBOTICS

INFORMATION TECHNOLOGY SKILLS EMOTIONKIT

9LEARNING APPROACH

Materials to help pupils program robots.

TEXTBOOKISBN: 978-84-682-6030-3

COMPUTATIONAL THINKING

PROJECT

P R I M A RY

E D U C A T I O N1

TEXTBOOKISBN: 978-84-682-6031-0

COMPUTATIONAL THINKING

PROJECT

P R I M A RY

E D U C A T I O N

2Materials to help pupils develop their digital competence.

Dash & DotEducationalrobots for

curious minds

With Dash & Dot teachers have all they needto introduce robotics in the classroom in aninterdisciplinary and fun way.

www.vicensvives.com/robots-educativos

For more information, go to:

Emotionkit is a set of materials designed to facilitate thelearning of emotional literacy. It is made up of elevenposters and accompanied by activities to practise in theclassroom. These materials give pupils the tools to:

• learn how to recognise their emotions,

• reflect on how and when they feel them,

• be able to compare them,

• understand how others feel,

• acquire the strategies to successfully deal withdifferent social-emotional situations.

• Anger• Fear• Sadness• Surprise• Happiness• Feelings• Helping others• Learning self-control• Resolving conflict• Taking turns• We all make mistakes

• Comfort• Embarrassment• Disappointment• Love• Disgust• Relaxation• Problems• Understanding• Tolerance• Feelings• Waiting your turn

Emotionkit 1ISBN: 978-84-682-5789-1

Emotionkit 2ISBN: 978-84-682-5845-4

EmotionkitEDUCATIONAL MATERIAL ON EMOTIONAL DEVELOPMENT

· Anger

· Fear

· Sadness

· Surprise

· Happiness

· Feelings

· Helping others

· Learning self-control

· Resolving conflict

· Taking turns

· We all make mistakes

Content: 11 Posters of 88.5 x 62 cm

PROJECT

PR I MARY

E D U C A T I O N1

ISBN

:978-84-682-5789-1

978

8468

2578

9113

545

EmotionkitEDUCATIONAL MATERIAL ON EMOTIONAL DEVELOPMENT

· Comfort

· Embarrassment

· Disappointment

· Love

· Disgust

· Relaxation

· Problems

· Understanding

· Tolerance

· Feelings

· Waiting your turn

Content: 11 Posters of 88.5 x 62 cm

PROJECT

PR I MARY

E D U C A T I O N2


GAMIFICATION MATERIALS TEACHER'S MATERIALS

10 LEARNING APPROACH

For each subject there are specific Gamification materials, whichconsist of different games.

Each game has the pedagogical objective of reinforcing andexpanding knowledge of the content blocks for each subject.

By using games, pupils participate more and their interest for thesubject matter increases.

Learning through play encourages:

• the development of positive competition,

• personal commitment,

• a sense of autonomy,

• improved social skills and emotional control.

Posters containing key content from:

• Social Science

• Natural Science

These consist of bright and colourful pictorialcards with the corresponding word written atthe bottom. They are a great way to present,practise and recycle vocabulary and have animpact on visual learning.

• Social Science

• Natural Science

CLASSROOM POSTERS

FLASHCARDS

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ƒå®µå©ýå

1

2

3

4

5 úscu

PROJECT

SOCIAL SCIENCE

CLASSROOM POSTEP R I M A

E D U C A T I

2

1

2

3

4

PROJECT

SOCIAL SCIENC

CLASSRO

C101803


11LEARNING APPROACH

Cooperative learning is encouraged throughcross-curricular projects. These help pupilsconsolidate the content studied.

PROJECTS

Teacher's guides with clear instructions onhow to maximise the use of the availablematerials, with particular emphasis on thefollowing:

• Evaluation indicators

• Previous knowledge

• Thinking strategies

• Cognitive processes

• Teaching guide

• Emotionkit

• Extension activitiesin the classroom

• Attention to diversity

• Complementary materi

• Useful links

DIDACTIC GUIDE

Programación didáctica con el desarrollo de:

• Contenidos

• Criterios de evaluación

• Estándares de aprendizaje ycompetencias clave

• Descriptores

MATERIAL CURRICULAR

1 ecedario

2 labas Trabadas

3 l árbol de la lectura

4 cribimos dibujando

5 Cuándo escribimos mayúscula?

PROJECT

NATURAL SCIENCE

CLASSROOM POSTERSP R I M A RY

E D U C A T I O N

2PROJECT

NATURAL SCIENCE

CLASSROOM POSTERSP R I M A RY

E D U C A T I O N1

C101805

1 Sense and sensory organs

2 Animals classified by whatthey eat

3 Animals classified by howthey are born

4 Plants

P R I M A RY

E D U C A T I O N

2

PROJECT

RAL SCIENCE

ASHCARDS

-682-5755-6

2575561 3 5 4 1

P R I M A RY

ED

U C A T I O N

1

PROJECT

NATURAL SCIENCE

FLASHCARDS

ISBN: 978-84-682-5754-99 788468 2575491 3 5 4 0

io

ab

e

d

c

POSTERSP R I M A RY

E D U C A T I O N2

1 A day in my life

2 The seasons

3 How to save water

4 Let’s recycle!

PROJECT

SOCIAL SCIENCE

ASSROOM POSTERSP R I M A RY

E D U C A T I O N1

C101803

P R I M A RY

ED U C A T I O N

PROJECT

SOCIAL SCIENCE

2HCARDS

P R I M A RY

E D U C A T I O N

1

PROJECT

SOCIAL SCIENCE

FLASHCARDS

ISBN: 978-84-682-5752-5

9 788468 2575251 3 5 3 8

1-8

© Editorial Vic

Didactic Materials

plasticine. Use different colours for each of the parts of the body if possible.In pairs, stick post-its with the names of the parts of the body onto the plasticineof the other pupil's model.Construct a mobile. Give the pupils a sheet with all the parts of the body. Cutthem and join them together with paper fasteners.Guess what it is. Read the following riddles and solve them all together:I am a body part,

This is what you use to write,But I am not a knee. But it is not a pen.I am found on your face, One of these has five fingers,I�m what you use to see. And two of them hav(The eye)(TheThen, ask pupils to invent another riddle in pairs.

Attention to diversityPupils with learning difficulties� Individually, label the parts of the body on a doll with the help of t

or a classmate.� Give the vowels to fill the words of activity 5 so that they can cop

Evaluation indicators� Know and name the external partsof the human body and theircharacteristics.� Start developing strategies to docooperative work showing abilitiesto solve conflicts.

Cognitive processesThese activities require that thepupils carry out some processes toremember and identify the parts ofthe body that have been explainedpreviously, apart from selecting themissing letters of the given words.

Moreover, the teacher has to help thepupils associate each sticker with thecorresponding part of the body.

Previous knowledgeAsk the pupils to bring a doll that hasa human body. Explain the parts thatform it. In pairs, pupils touch the partsthat the teacher names on their dolls.

Then, ask for volunteers to say moreparts while the rest of the classtouches them in their dolls. They canalso touch a part of the body of theirdolls and their classmates guesswhich part it is.

Extension activities in the classroomrk with the parts of the body.The pupils bring pictures andillustrations cut from magazines withdifferent parts of the body.Individually, do a collage (like the onethey did with the face) forming a bodywith the corresponding images of theparts of the body.

Then, make a human body with

© Editorial Vicens Vives

1-9

with more pairs wins the game.

Thinking strategiesUse the thinking strategies �Thetraffic light�. This strategy can alsobe used as an evaluative process.

Give them three cards of differentcolours: green, to indicate that it iscorrect, red, to indicate that it is false,and yellow, which means that theyare not sure.Then, the teacher says sentencesrelated to the parts of the body. As anexample: the knees are in the upperlimbs. Individually, Pupils rise thecard that they think it is appropriate.

After each sentence, give the correctanswer and clarify the doubts ofthose pupils that have not got it rightor that were not sure of their answer.

GamificationAssembling my bodyWith this game, pupils will be able tolearn the main parts of the body in afun way.

FlashcardsAs an activity of revision, show theflashcards torso and limbs. Stick onepart on the left side of the blackboardand the other on the right side. Saydifferent parts of the torso and thelimbs.

Pupils have to say if they are parts ofthe torso or parts of the limbs andpoint to the correct flashcard.

them by asking them what is missing in the gaps between consonants.� Highlight the importance of tracing the words without painting outside theline of dots in activity 6.

� A member of the group can help those pupils with learning difficulties to doactivity 7. Explain that they have to detach the stickers and stick them on thecorrect part of the body of the silhouette.

Fast finishers� Ask the pupils where they have different parts of the human body: navel,

foot, hair, elbow, knee, eyes and shoulder. Individually, draw them in asilhouette and point at each of the parts.� Invent a crossword with the parts of the body.� Investigate about the differences and similarities between the parts of the

body of a particular animal, like a dog, and humans. They can do a Venndiagram: in the intersection between both circles, place what they have incommon and, in the remaining space of each circle, write what is different.� Memory-game. Create cards, one with drawings and the other with thename of the part of the body. Paint and cut them. They can play with them inpairs.All the pairs must be place facing down. Individually, take two cardsrandomly in each turn. If they match, they can keep the cards. The person

1-2

Didactic Materials

sentences asking them: What can you do? What faces can you make?

Then, pupils will answer the questions of the Listen and Answer all together as

a brainstorm. The teacher can check the pupils� knowledge about the topic and

they can revise the words.

Do you know? In pairs, the pupils will answer the questions. After that, they

estion about an aspect of the human body that has aroused their

exin the illustratio

Teaching guide

Motivational activity

Look at the picture, where a group of people is at the

pupils questions about the elements that are related to t

sun�s rays: the beach umbrella, the sunglasses, the sun

Compare the similarities and differences of Pip and th

the class. Guide the pupils with questions. Finally,

expressions of the characters of the picture and di

are. Also, ask them to explain situations where they h

IMPORTANT NOTE

● Any text from the book that is not

written in cursive should be read

aloud to the pupils by the teacher.

Evaluation indicators

� Develop experimental and obser-

vational skills with their body.

� Uses vocabulary related to the

parts of the body that they already

know, to the acknowledgement

and expression of feelings and to

healthcare.

� Start developing strategies to do

cooperative work showing respect

for the opinions of their classmates.

Previous knowledge

Bring a doll to class with the parts of

its body disassembled. Ask:

� What has happened to the doll?

� What�s the name of the missing

parts? Which movements can the

doll do?

Thinking s

Listen and answer. Listen and po

see TRACK 03 transcript at the end of

Unit 03.

Focus pupils� attention on the Useful

Language box. Play Track 04. Stop it

after each sentence and make them

repeat.

Project the image of Pip on the IWB.

Read the first sentence and point to

the three arms. Ask them: What does

Pip have?

Pupils make simple sentences with

the parts of the body that they know.

Repeat the activity with the other two

1-3

of the material, which has the

objective of:

� Analysing facial expressions and

how two people who fight for an

object feel.

� Expressing those things that pupils

dislike about the behaviour of other

people and about those things that

other people dislike about the pupils�

behaviour

� Developing strategies to learn how

to negotiate with the objective to

solve conflicts.

Chant

Pupils listen to and say the chant.

Then, they draw a picture of what they

hear on page 118. See TRACK 05

transcript at the end of Unit 03.

Answer Key

Pip travels to Earth

� Pupils listen to the text.

Listen and answer

� Listen and point:

Pupils point at Pip the alien, the

mother and baby, and the old man

sunbathing. They then talk about

the body parts that they know

(arms, legs, head, etc.). They

finish by talking about the body

parts that Pip has.

� Sample answer: Pip has three

arms, a big head and four legs.

Do you know?

� Pupils talk about the organs they

know (lungs, stomach, etc.)

wers. Sampleand jump with

Attention to diversity

Read the text about Pip aloud to those pupils with learning difficulties. Give

them visual references of the elements of the reading. As an example, every

time that a part of the body or a physical characteristic appears show them the

corresponding image to facilitate the oral comprehension of the reading.

Concept map

Find a concept map with the contents of the unit below. Guide the pupilst with the contents of

1-10


Didactic Materials

In turns, answer the questions individually. Guide them towards the conclusion

that joints are necessary to do any movement.

VideoThe human body

Through this video, pupils can revise the contents learnt so far: the acceptance

of their own body and their classmates�, and the identification of the main parts

of the face and the body.

Extension activities in the classroom� Recognise our joints. Get pupils to say activities like running, eating,

bending down to grab an object from the floor, stretching to take something

which is in a higher position, etc. Now, analyse which joints are needed to

do all these movements.� The game of sculptures. In pairs, a member plays the clay to be sculpted

and, the other, the sculptor. The sculptor sculpts moving the parts of the

body and the joints of the person who is the clay. Follow the model of an

Evaluation indicators� Identify, locate and name the jointsof the body.

� Start developing the strategies todo cooperative works showingabilities to solve conflicts.

Cognitive processesPupils will experiment differentmovements. The teacher will guidethem to help them identify the jointsresponsible for those movements.Moreover, they will have to

remember and locate the name ofeach joint. Teachers can help themidentify the missing joints of thefollowing activity and, then, they canwrite the correct word.In this type of activities, it is advisable

that pupils identify the joints on theirown body and, then, on the others�bodies.

Previous knowledgeEnter the class with straight legs ande arms in a 90º-angle position.ow them the difficulties to getough the door.

oss the class without bending anynt. Then, try to bend down to take

object from the floor withoutnding the legs. Ask some

questions to reflect about what theyhave seen. As an example:� What happens to me? Why can�t I

bend neither my arms, nor my legsnor bend down?� How would I be bale to bend the

arms? What do we have in thelegs that help us bend them?


1-11

� Activity 10 should be fragmentedin short parts. First, pupils identifythe joints in each character withthe help of the teacher. Then, askthem if their joints are bent.Fast finishers

� Investigate and reflect on the partsof the body that footballers usewhen they kick the ball and whichjoints they use in their movements.Look for information about theparts of the body that have beenmentioned before and make amural with the information. Thisactivity can be done in groups.� Using a pipe cleaner, copy the

yoga postures that the teachersuggests.

� Investigate about the possibility ofmovement of each joint, analysingwhich movements can be doneand which cannot.

Useful linkshttp://www.tiching.com/767264Video where different parts of the

body and joints can be identified in agymnast in movement.

Flashcards� As a motivational activity, stick the

flashcards knee, ankle and elbowon the blackboard with the namescovered. Write the names on theblackboard and read them aloud.

Pupils have to say which namematches each flashcard. Then,uncover the names.� After that, pupils can play a game

with the flashcards. The teachershows one flashcard each timeand they have to touch the jointthat the flashcard shows.The teacher can also say the

name of the joint aloud togetherwith showing the flashcard tomake it easier for the pupils.

image where a person appears performing a particular movement. After

each sculpture, comment with all the class which joints they had to move to

do that movement.� Say that, in order to be healthy, people have to do exercise and that a good

way is doing yoga. Explain that yoga is a concentration technique which is

practiced to achieve a greater physical and mental control.

Show pictures of yoga postures to the pupils. In groups of 3, copy them: one

of they will be the gymnast copying the posture and the other two will place

round stickers in the joints that they gymnast is bending. Change the roles in

each picture.

Attention to diversityPupils with learning difficulties� First, pupils have to experience where their joints are and the movements

that they can do. Then, they can experiment it using a doll or a mannequin.

� Activity 8 should be done with the help of somebody that guides their

movements and that can serves them as a model.

� Give them the words written in cards for activity 9. Then, they can put them

in the correct place and copy them.

click!


12

ISBN: 978-84-682-5607-8

9 788468 2560781 4 1 8 9

PROJECT

SOCIAL SCIENCE

PR I M A RY

E D U C A T I O N

1Let's get to work!Knowledge activation booklet

ISBN: 978-84-682-5765-5

Hands on scienceKnowledge activation booklet

ISBN: 978-84-682-5764-8

SOCIAL SCIENCE

NATURAL SCIENCE

P R I M A RY

E D U C A T I O N1

PROJECT

SOCIAL SCIENCE

LET’S GETWORK!to

PROJECT

NATURAL SCIENCE

P R I M A RY

E D U C A T I O N1

HANDSSCIENCEon

TEXTBOOK + Welcome ActivitiesISBN: 978-84-682-5607-8

PR I M A RY

E D U C A T I O N

1

PROJECT

SOCIAL SCIENCE

WELCOMEACTIVITIES

ISBN: 978-84-682-5607-8

9 788468 2560781 4 1 8 9

TEXTBOOK + Welcome ActivitiesISBN: 978-84-682-5606-1

ISBN: 978-84-682-5606-1

9 788468 2560611 4 1 8 6

PROJECT

NATURAL SCIENCE

WELCOMEACTIVITIES

PRI M A RY

E D U C A T I O N

1ISBN: 978-84-682-5606-1

9 788468 2560611 4 1 8 6

PROJECT

NATURAL SCIENCE

PR I M A RY

E D U C A T I O N

1

PRIMARY

E D U C AT I O N1

PRIMARY

E D U C AT I O N1

03_Catalogo ZOOM_2018_ING.indd 12 25/5/18 9:24

13

Gamification Social ScienceGame box for the classroom

ISBN: 978-84-682-5750-1

Gamification Natural ScienceGame box for the classroom

ISBN: 978-84-682-5748-8

PROJECT

ARTS AND CRAFTS

PR I M A RY

E D U C A T I O N

1TEXTBOOKISBN: 978-84-682-5605-4

PRIMARY

E D U C AT I O N1

Remember that with your SOCIAL SCIENCEand NATURAL SCIENCE textbooks,

you have online access to the media library,the gym and the digital book!

And the ARTS AND CRAFTStextbook includes online

access to the digital book.

ARTS AND CRAFTS


14

Hands on scienceKnowledge activation booklet

ISBN: 978-84-682-5861-4

SOCIAL SCIENCE

NATURAL SCIENCE

P R I M A RY

E D U C A T I O N

2LET’S GET

WORK!to

PROJECT

SOCIAL SCIENCE

Let's get to work!Knowledge activation booklet

ISBN: 978-84-682-5860-7

P R I M A RY

E D U C A T I O N

2HANDS

SCIENCon

PROJECT

NATURAL SCIENCE

Gamification Social ScienceGame box for the classroom

ISBN: 978-84-682-5751-8

SOCIAL SCIENCEGAMIFICATION P R I M A RY

E D U C A T I O N

2Game : 48 cards (6 x 6 cm)+ 4 picture boards (20 x 14.2 cm) + instructions1

Game : 20 cards (6 x 9 cm) + 30 cards (6 x 6 cm) + instructions2

Game : 2 sudoku boards (20 x 28.4 cm) + 16 cards (4.5 x 4.5 cm) + instructions3

Game : 44 cards (6 x 9 cm) + instructions4



PROJECT

SOCIAL SCIENCE

Gamification Natural ScienceGame box for the classroom

ISBN: 978-84-682-5749-5

NATURAL SCIENCEGAMIFICATION P R I M A RY

E D U C A T I O N

2PROJECT

NATURAL SCIENCE


Game : 1 game board (20 x 28.4 cm) + instructions2

Game : 5 picture cards (20 x 14.2 cm) + instructions3




TEXTBOOKISBN: 978-84-682-5613-9

PROJECT

SOCIAL SCIENCE

PR I M A RY

E D U C A T I O N

2

TEXTBOOKISBN: 978-84-682-5612-2

PROJECT

NATURAL SCIENCE

PR I M A RY

E D U C A T I O N

2

PRIMARY

E D U C AT I O N

2

PRIMARY

E D U C AT I O N

2


15

PR I M A RY

E D U C A T I O N

2

PROJECT

ARTS AND CRAFTS

TEXTBOOKISBN: 978-84-682-5611-5

PRIMARY

E D U C AT I O N

2ARTS AND CRAFTS

Remember that with yourSOCIAL SCIENCE and

NATURAL SCIENCE textbooks,you have online access to themedia library, the gym and

the digital book!

FIRTS YEAR SECOND YEAR

SOCIAL

SCIEN

CE

• Textbook + Welcome ActivitiesISBN: 978-84-682-5607-8

• Let’s get to work!ISBN: 978-84-682-5765-5

• Gamification Social ScienceISBN: 978-84-682-5750-1

• TextbookISBN: 978-84-682-5613-9

• Let’s get to work!ISBN: 978-84-682-5860-7

• Gamification Social ScienceISBN: 978-84-682-5751-8

NATU

RAL

SCIEN

CE • Textbook + Welcome ActivitiesISBN: 978-84-682-5606-1

• Hands on scienceISBN: 978-84-682-5764-8

• Gamification Natural ScienceISBN: 978-84-682-5748-8

• TextbookISBN: 978-84-682-5612-2

• Hands on scienceISBN: 978-84-682-5861-4

• Gamification Natural ScienceISBN: 978-84-682-5749-5

ARTS

AND

CRAFTS • Textbook

ISBN: 978-84-682-5605-4• Textbook

ISBN: 978-84-682-5611-5

1 2

And the ARTS AND CRAFTStextbook includes online

access to the digital book.


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C10

1846


Documents

PREPARE FOR AJOURNEYOFMOTVIATOIN AND DISCOVERY · HANDS onSCIEN NATURAL SCIENCE PROJECT NATURAL SCIENCE P RI M A Y E DUC A T I O N 1 HANDS ... These materials give pupils the tools