Unit 1.

Living organisms
Contents
The cell
The organisation of living things
Living organisms: Five Kingdoms
Beneficial organisms
Harmful organisms
Work it out: Yeast
Amazing people: Louis Pasteur
Put it into practice: Yeast balloons
One World: How to prevent germs from making us sick
RESOURCES
Students Book
P!"#: $%&'
()* #+LL,# -./0: P!"# 12 3( 1$
Students nteracti!e C"
.3/T &
#eac$ers Book
P!"#: '4%56
.3/T & T"#T: P!" 46$
Work%ook
P!"#: 2%7
&las$cards
algae8 amoeba8 antibiotic8 bacterium8 cell8 germ8 vaccine8 virus
Science Resource Pack' #$ird C(cle
Science Class Posters
&* The basic unit of life
Science "igital Resources C" Rom
/nteractive poster: &* The basic unit of life
nimation: &* /nside a gorilla,s bod9
Presentation: &* Build 9our own microscope
/nteractive activities: &* Living organisms
1
Grupo Editorial Luis Vives, 2013
)A*UES
wakening curiosit9 regarding living organisms*
(evelopment of health9 habits*
"ndeavouring to overcome the difficulties of working together and stud9ing topics*
(eveloping creativit9 when working*
(eveloping the values of e:ualit9 and tolerance towards different individuals*
2
Grupo Editorial Luis Vives, 2013
+E#,O"O*O-.
#cience and "nvironment content is presented throughout each unit in such a wa9 that
learning is alwa9s conte;tualised and meaningful* <are has also been taken to ensure
that each new concept presented follows a logical se:uence based on a solid foundation*
The first two pages of the unit serve as an introduction to the topic under stud9* These
pages structure8 present and order the different aspects of the topic area to be worked on
throughout the unit* /n addition8 these pages introduce the new vocabular9 which will
appear in the unit*
The Work it out section allows the teacher to elicit students, previous knowledge
regarding the contents of the unit*
/n the /e0 0ords section8 we present students with new vocabular98 which will help
them to understand the te;ts that are presented throughout the unit* The words are
presented in a visual and aural wa9 and are accompanied b9 conte;tualised definitions*
Thereafter8 in each page of content8 a warm%up :uestion allows the teacher to diagnose
how much students have understood and retained from the previous class* "ach page of
content is presented in such a wa9 that the student receives information in both a written
and pictorial form* This contributes to learning b9 association and the development of
meaningful learning*
/n the Put it into practice section8 students appl9 a scientific method to discover if it is
possible to in1late %alloons using (east* The9 learn how to formulate a h9pothesis and
to test it b9 using the data collected during the e;periment*
/n the One World section8 students learn how to interpret and write instructions while
e;ploring different 0a(s to a!oid germs*
/n the *ets look %ack section8 students review and consolidate content learnt in the unit
with the help of various activities and a mind map*
3
Grupo Editorial Luis Vives, 2013
A##E/#O/ #O C*ASSROO+ ")ERS#.
Work%ook rein1orcement2
.3/T &8 P!"#: 2%7
E3tension acti!ities2
Teacher,s Book8 P!"#: '18 ''8 '78 5= and 5&
-ROUP/-
>hen working on the first two pages of the unit8 we should involve all students as a
group8 making sure the9 all provide some ideas8 in an orderl9 wa9* #tudents should be
encouraged to use as much "nglish as possible and mistake correction should be light*
/deall98 the rest of activities in the unit should be carried out first in groups and then
individuall9*
For the activities on the Put it into practice pages8 groups of four or five students
should be formed*
/#ER"SCP*/AR. */4S
This unit is related to the following fields of knowledge: +aths8 "nglish and rtistic
"ducation*
4
Grupo Editorial Luis Vives, 2013
Aims Assessment
To identif9 the main parts of a cell and
their functions*
a. To associate each part of a cell with
its functions*
To know the main differences between a
plant cell and an animal cell*
%. To differentiate between a plant cell
and an animal cell*
To know the main differences between
unicellular and multicellular organisms*
c. To differentiate between unicellular
and multicellular organisms*
To understand the organisation of
multicellular organisms*
d. To e;plain the difference between a
cell8 a tissue8 an organ8 a s9stem and
an organism*
To classif9 living organisms into the Five
Kingdoms*
e. To describe the main characteristics
of different living organisms and
classif9 them*
To understand the importance of
beneficial microorganisms*
1. To know different e;amples of
beneficial and harmful
microorganisms*
To understand the relationship between
harmful microorganisms and some
illnesses*
To use /*T* to obtain information about
living organisms*
$. To obtain information about living
organisms*
Contents
Parts of a cell and their functions*
(ifferences between plant cells and animal cells*
.nicellular and multicellular organisms*
The organisation of multicellular organisms*
The Five Kingdoms*
Beneficial and harmful microorganisms*
Competences Contri%ution to t$e de!elopment o1 t$e
Basic Competences
Pages Criteria
Competence in
kno0ledge o1 and
/nterpreting and understanding the
ph9sical world through the learnt
$%&' a8 b8 c8 d8
e8 f8 g
5
Grupo Editorial Luis Vives, 2013
interaction 0it$
t$e p$(sical 0orld
concepts*
/dentif9ing the main parts of plant cells
and animal cells and their functions*
5 a8 b8 g
.nderstanding the comple;it9 of
multicellular organisms*
7 d8 g
";plaining the main characteristics of the
organisms belonging to one of the Five
Kingdoms*
&=%&& e8 g
";plaining the difference between
beneficial and harmful microorganisms*
&48 &68
&1
e8 f8 g
Competence in
linguistic
communication
c:uiring vocabular9 related to living
organisms*
$%&' a8 b8 c8 d8
e8 f
/dentif9ing ke9 information while reading
te;ts related to living organisms*
$%&$ a8 b8 c8 d8
e8 f
";pressing views orall9 in small and large
groups*
$%&' a8 b8 c8 d8
e8 f8 g
<ommunicating with classmates* $%&' a8 b8 c8 d8
e8 f8 g
+at$ematical
competence
/mplementing reasoning processes that
lead to obtaining information or solving
problems*
$8 58 78
&=8 &&8
&2
b8 d8 e8 f
+anaging basic mathematical elements* $8 &2 e8 f
?rganising concept maps8 graphs and
charts with a clear presentation applied to
scientific te;ts*
58 78
&28 &$8
&'
a8 b8 c8 d8
e8 f
*earning to learn (eveloping attention and concentration
when doing activities*
$%&$ a8 b8 c8 d8
e8 f
(escribing the differences between a plant
cell and an animal cell using pictures*
5 b
Formulating a h9pothesis and conducting
an e;periment to test it*
&2 e8 f
(eveloping interest8 curiosit9 and love of
learning*
$%&$ a8 b8 c8 d8
e8 f
ccepting own and others, mistakes and
learning from others*
$%&$ a8 b8 c8 d8
e8 f
Cultural and
artistic
competence
(eveloping interest in doing work with
order and cleanliness*
$8 78 &&8
&68 &28
&18 &$
a8 b8 c8 d8
e8 f
?btaining information about cells and 58 7 a8 b8 c
6
Grupo Editorial Luis Vives, 2013
organisation of multicellular organisms
from pictures and diagrams*
(eveloping creativit9* $8 &28
&1
e8 f8 g
Social competence
and citizens$ip
+aking group decisions and taking
responsibilit9 for decisions*
$8 &2 e8 f8 g
.sing dialogue and negotiation to reach
agreements*
$8 &2 e8 f
Competence in
in1ormation and
communication
tec$nologies
#earching for and processing information* $8 &18
&$
b8 e8 g
Autonom( and
personal initiati!e
(eveloping autonom9 and taking
responsibilit9 when performing tasks*
$%&' a8 b8 c8 d8
e8 f8 g
Learning from mistakes and taking
measured risks*
$%&' a8 b8 c8 d8
e8 f8 g
>orking in a cooperative and fle;ible
wa9*
$8 &2 e8 f
7
Grupo Editorial Luis Vives, 2013
Unit 5. nimals
Contents
/nvertebrates
@ertebrates: fish and birds
@ertebrates: reptiles and amphibians
@ertebrates: mammals
>here do mammals liveA
Work it out: How does whale blubber workA
Amazing people: Bean%Baptiste Lamarck
Put it into practice: .sing an identification ke9
One World: nimal fables
RESOURCES
Students Book
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()* #+LL,# -./0: P!"# 12 3( 1$
Students nteracti!e C"
.3/T 4
#eac$ers Book
P!"#: 52%71
.3/T 4 T"#T: P!" 46'
Work%ook
P!"#: &=%&1
&las$cards
arthropod8 cephalopod8 cnidarian8 echinoderm8 e;oskeleton8 metamorphosis8
mollusc8 sponge8 worm
Science Resource Pack' #$ird C(cle
Science Class Posters
6* /nvertebrate animals
Science "igital Resources C" Rom
/nteractive poster: 6* /nvertebrate animals
nimation: &* /nside a gorilla,s bod9
/nteractive activities: 6* nimals
8
Grupo Editorial Luis Vives, 2013
)A*UES
Promoting respect for the environment*
(eveloping curiosit9 about animals*
(eveloping the values of e:ualit9 and tolerance towards different individuals*
Promoting values of respect for others*
)einforcing stud9 habits8 order and responsibilit9*
9
Grupo Editorial Luis Vives, 2013
+E#,O"O*O-.
#cience and "nvironment content is presented throughout each unit in such a wa9 that
learning is alwa9s conte;tualised and meaningful* <are has also been taken to ensure
that each new concept presented follows a logical se:uence based on a solid foundation*
The first two pages of the unit serve as an introduction to the topic under stud9* These
pages structure8 present and order the different aspects of the topic area to be worked on
throughout the unit* /n addition8 these pages introduce the new vocabular9 which will
appear in the unit*
The Work it out section allows the teacher to elicit students, previous knowledge
regarding the contents of the unit*
/n the /e0 0ords section8 we present students with new vocabular98 which will help
them to understand the te;ts that are presented throughout the unit* The words are
presented in a visual and aural wa9 and are accompanied b9 conte;tualised definitions*
Thereafter8 in each page of content8 a warm%up :uestion allows the teacher to diagnose
how much students have understood and retained from the previous class* "ach page of
content is presented in such a wa9 that the student receives information in both a written
and pictorial form* This contributes to learning b9 association and the development of
meaningful learning*
/n the Put it into practice section8 students learn how to use an identi1ication ke( to
classif9 animals*
/n the One World section8 students learn how to interpret a fable and to draw a moral
from it while reading about animals*
/n the *ets look %ack section8 students review and consolidate content learnt in the unit
with the help of various activities and a mind map*
10
Grupo Editorial Luis Vives, 2013
A##E/#O/ #O C*ASSROO+ ")ERS#.
Work%ook rein1orcement2
.3/T 48 P!"#: &=%&1
E3tension acti!ities2
Teacher,s Book8 P!"#: 57 and 74
-ROUP/-
>hen working on the first two pages of the unit8 we should involve all students as a
group8 making sure the9 all provide some ideas8 in an orderl9 wa9* #tudents should be
encouraged to use as much "nglish as possible and mistake correction should be light*
/deall98 the rest of activities in the unit should be carried out first in groups and then
individuall9*
For the activities on the Put it into practice pages8 groups of four or five students
should be formed*
/#ER"SCP*/AR. */4S
This unit is related to the following fields of knowledge: +aths8 "nglish and rtistic
"ducation*
11
Grupo Editorial Luis Vives, 2013
CCPDgina 4$EE
Aims Assessment
To describe the main features of
invertebrate animals*
a. To e;plain the main characteristics of
invertebrate animals*
To classif9 invertebrates into si; groups* %. To describe the main characteristics
of the si; groups of invertebrates and
to classif9 them*
To describe the main features of
vertebrate animals*
c. To e;plain the main characteristics of
vertebrate animals*
To distinguish between invertebrate and
vertebrate animals*
d. To describe the main differences
between invertebrate and vertebrate
animals*
e. To identif9 the main characteristics of
animals and to classif9 them into a
corresponding group*
To use /*T* to obtain information about
animals*
f. To obtain relevant information about
animals*
Contents
<haracteristics of invertebrate animals*
<lassif9ing invertebrate animals*
<haracteristics of vertebrate animals*
<lassif9ing vertebrate animals*
<lassif9ing mammals according to their habitat*
12
Grupo Editorial Luis Vives, 2013
Competences Contri%ution to t$e de!elopment o1 t$e
Basic Competences
Pages Criteria
Competence in
kno0ledge o1 and
interaction 0it$
t$e p$(sical 0orld
/nterpreting and understanding the
ph9sical world through the learnt
concepts*
&5%47 a8 b8 c8 d8
e8 f
/dentif9ing the main characteristics of
invertebrate animals*
4=%4& a8 b8 d8 e8
f
/dentif9 the main characteristics of
vertebrate animals*
44%4$ c8 d8 e8 f
Competence in
linguistic
communication
c:uiring vocabular9 related to the
animals*
&5%47 a8 b8 c8 d8
e
";plaining the process of metamorphosis
in amphibians*
46 b8 c
/dentif9ing ke9 information while reading
te;ts related to animals*
&5%45 a8 b8 c8 e
";pressing views and e;periences orall9
in small and large groups*
&5%47 a8 b8 c8 d8
e8 f
<ommunicating with classmates* &5%47 a8 b8 c8 d8
e8 f
+at$ematical
competence
/mplementing reasoning processes that
lead to obtaining information or solving
problems*
&58 468
418 4$8
45
a8 b8 c8 d8
e
+anaging basic mathematical elements* &58 4=8
4$8 45
a8 b8 c8 d8
e
?rganising concept maps8 graphs and
charts with a clear presentation applied to
scientific te;ts*
4=8 448
468 4$8
458 47
a8 b8 c8 d8
e
*earning to learn (eveloping attention and concentration
when doing activities*
&5%45 a8 b8 c8 d8
e
(escribing the process of metamorphosis
in amphibians using a picture*
46 b8 c
/dentif9ing invertebrate and vertebrate
animal bod9 parts using pictures and
diagrams*
4=8 448
46
a8 b8 c
(eveloping interest8 curiosit9 and love of
learning*
&5%47 a8 b8 c8 d8
e
ccepting own and others, mistakes and &5%45 a8 b8 c8 d8
13
Grupo Editorial Luis Vives, 2013
learning from others* e
Cultural and
artistic
competence
(eveloping interest in doing work with
order and cleanliness*
&58 4&8
468 418
4$8 4'8
45
a8 b8 c8 d8
e
?btaining information about animal bod9
parts and about the life c9cle of a frog
from pictures and diagrams*
4=8 448
46
a8 b8 c
(eveloping skills to carr9 out activities* &5%45 a8 b8 c8 d8
e
(eveloping creativit9* &58 448
4$8 4'
c8 d8 e8 f
Social competence
and citizens$ip
+aking group decisions and taking
responsibilit9 for decisions*
&58 4$8
4'
c8 d8 e8 f
<ooperating and living together* &58 4$8
4'
c8 d8 e8 f
.sing dialogue and negotiation to reach
agreements*
&58 84' c8 d8 e8 f
Competence in
in1ormation and
communication
tec$nologies
#earching for and processing information* &58 448
428 4$8
45
c8 d8 e8 f
14
Grupo Editorial Luis Vives, 2013
Autonom( and
personal initiati!e
(eveloping autonom9 and taking
responsibilit9 when performing tasks*
&5%47 a8 b8 c8 d8
e8 f
Learning from mistakes and taking
measured risks*
&5%47 a8 b8 c8 d8
e8 f
>orking in a cooperative and fle;ible
wa9*
&58 4$8
4'
c8 d8 e8 f
15
Grupo Editorial Luis Vives, 2013
Unit 6. Plants
Contents
The Plant Kingdom
ngiosperm reproduction
The life c9cle of angiosperms
The life c9cle of g9mnosperms
Plant nutrition
)espiration and transpiration
Work it out: #eed germination
Amazing people: !regor +endel
Put it into practice: (oes photos9nthesis occur without chloroph9llA
One World: "normous vegetables
RESOURCES
Students Book
P!"#: 6=%2&
#)* #+LL,# -./0: P!"# 11 3( 1'
Students nteracti!e C"
.3/T 6
#eac$ers Book
P!"#: 7$%&='
.3/T 6 T"#T: P!" 465
Work%ook
P!"#: &$%4&
&las$cards
angiosperm8 cone8 conifer8 fern8 g9mnosperm8 moss8 seedling8 spore
Science Resource Pack' #$ird C(cle
Science Class Posters
2* Plant life c9cle and nutrition
Science "igital Resources C" Rom
/nteractive poster: 2* Plant life c9cle and nutrition
/nteractive activities: 2* Plants
)A*UES
Promoting respect for the natural environment*
16
Grupo Editorial Luis Vives, 2013
(eveloping respect towards plants*
Promoting sensitivit9 towards the protection of nature*
(eveloping stud9 habits and teamwork*
17
Grupo Editorial Luis Vives, 2013
+E#,O"O*O-.
#cience and "nvironment content is presented throughout each unit in such a wa9 that
learning is alwa9s conte;tualised and meaningful* <are has also been taken to ensure
that each new concept presented follows a logical se:uence based on a solid foundation*
The first two pages of the unit serve as an introduction to the topic under stud9* These
pages structure8 present and order the different aspects of the topic area to be worked on
throughout the unit* /n addition8 these pages introduce the new vocabular9 which will
appear in the unit*
The Work it out section allows the teacher to elicit students, previous knowledge
regarding the contents of the unit*
/n the /e0 0ords section8 we present students with new vocabular98 which will help
them to understand the te;ts that are presented throughout the unit* The words are
presented in a visual and aural wa9 and are accompanied b9 conte;tualised definitions*
Thereafter8 in each page of content8 a warm%up :uestion allows the teacher to diagnose
how much students have understood and retained from the previous class* "ach page of
content is presented in such a wa9 that the student receives information in both a written
and pictorial form* This contributes to learning b9 association and the development of
meaningful learning*
/n the Put it into practice section8 students appl9 a scientific method to discover if
p$otos(nt$esis can occur 0it$out c$lorop$(ll* The9 learn how to formulate a
h9pothesis and to test it b9 using the data collected during the e;periment*
/n the One World section8 students learn about enormous !egeta%les 1rom t$e
-uinness Book o1 World Record*
/n the *ets look %ack section8 students review and consolidate content learnt in the unit
with the help of various activities and a mind map*
18
Grupo Editorial Luis Vives, 2013
A##E/#O/ #O C*ASSROO+ ")ERS#.
Work%ook rein1orcement2
.3/T 68 P!"#: &$%4&
E3tension acti!ities2
Teacher,s Book8 P!"#: 778 &==8 &=& and &=2
-ROUP/-
>hen working on the first two pages of the unit8 we should involve all students as a
group8 making sure the9 all provide some ideas8 in an orderl9 wa9* #tudents should be
encouraged to use as much "nglish as possible and mistake correction should be light*
/deall98 the rest of activities in the unit should be carried out first in groups and then
individuall9*
For the activities on the Put it into practice pages8 groups of four or five students
should be formed*
/#ER"SCP*/AR. */4S
This unit is related to the following fields of knowledge: +aths8 "nglish and rtistic
"ducation*
19
Grupo Editorial Luis Vives, 2013
Aims Assessment
To identif9 the main characteristics of
plants*
a. To identif9 the main features of seed
plants and non%seed plants*
To differentiate between seed plants and
non%seed plants*
To differentiate between angiosperms and
g9mnosperms*
c. To e;plain the differences between
angiosperms and g9mnosperms*
To describe the different parts of a flower* d. To recognise the different parts of a
flower and their functions*
To know the life c9cle of angiosperms* e. To e;plain the life c9cle of a
sunflower*
To know the life of g9mnosperms* 1. To e;plain the life c9cle of a pine
tree*
To e;plain the process of photos9nthesis* g. To describe the functions of the
different parts of a plant in the
process of photos9nthesis*
To understand the differences between
respiration and transpiration*
$. To e;plain the importance of stomata
in the process of respiration and
transpiration*
To use /*T* to obtain information about
plants*
i. To obtain relevant information about
plants*
Contents
<haracteristics of plants*
<lassif9ing plants according to how the9 reproduce*
Parts of a flower*
The life c9cle of a sunflower*
The life c9cle of a pine tree*
Photos9nthesis*
Plant respiration and transpiration*
20
Grupo Editorial Luis Vives, 2013
Competences Contri%ution to t$e de!elopment o1 t$e
Basic Competences
Pages Criteria
Competence in
kno0ledge o1 and
interaction 0it$
t$e p$(sical 0orld.
/nterpreting and understanding the
ph9sical world through the learnt
concepts*
6=%2& a8 b8 c8 d8
e8 f8 g8 h
/dentif9ing the main characteristics of
plants*
64 a8 h
";plaining the life c9cles of angiosperms
and g9mnosperms*
62%61 b8 c8 d8 e8
h
.nderstanding the processes of
photos9nthesis8 respiration and
transpiration*
6$8 6' f8 g8 h
Competence in
linguistic
communication
c:uiring vocabular9 related to plants* 6=%2& a8 c8 d8 e8
f8 g
/dentif9ing ke9 information in te;ts
related to plants*
6=%2& a8 c8 d8 e8
f8 g
";plaining the different life process in
plants Clife c9cle8 photos9nthesis8
respiration8 transpirationE*
66%6' b8 c8 d8 e8
f
";pressing views orall9 in small and large
groups*
6=%2& a8 b8 c8 d8
e8 f8 g8 h
<ommunicating with classmates* 6=%2& a8 b8 c8 d8
e8 f8 g
+at$ematical
competence
/mplementing reasoning processes that
lead to obtaining information or solving
problems*
6=8 668
628 618
6$8 658
678 2=
a8 b8 c8 d8
e8 f8 g8 h
+anaging basic mathematical elements* 6=8 668
628 618
6$8 658
678 2=
b8 c8 d8 e8
f
?rganising concept maps8 graphs and
charts with a clear presentation applied to
scientific te;ts*
6=8 668
628 618
6$8 6'8
658 678
a8 b8 c8 d8
e8 f8 g
21
Grupo Editorial Luis Vives, 2013
2=8 2&
*earning to learn (eveloping attention and concentration
when doing activities*
6=%2= a8 b8 c8 d8
e8 f8 g
(escribing the life process of plants using
diagrams*
66%6' b8 c8 d8 e8
f
Formulating a h9pothesis and conducting
an e;periment to test it*
65 f8 h
(eveloping interest8 curiosit9 and love of
learning*
6=%2& a8 b8 c8 d8
e8 f8 g
Learning from others* 6=%2= a8 b8 c8 d8
e8 f8 g
Cultural and
artistic
competence
(eveloping interest in doing work with
order and cleanliness*
6=8 668
618 6'8
658 678
2=
a8 b8 d8 f8
g
(eveloping skills to carr9 out activities* 6=%2& a8 b8 c8 d8
e8 f8 g
?btaining information about plants from
pictures and diagrams*
6=%6' a8 b8 c8 d8
e8 f8 g
(eveloping creativit9* 6=8 628
6'8 65
a8 b8 d8 g
Social competence
and citizens$ip
+aking group decisions and taking
responsibilit9 for them*
6=8 65 a8 f
<ooperating and living together* 6=8 6'8
65
a8 f8 g
Competence in
in1ormation and
communication
tec$nologies
#earching for and processing information* 6=8 628
6$8 6'8
65
a8 b8 d8 g8
h
22
Grupo Editorial Luis Vives, 2013
Autonom( and
personal initiati!e
(eveloping autonom9 when performing
tasks*
6=%2& a8 b8 c8 d8
e8 f8 g8 h
Learning from mistakes and taking
measured risks*
6=%2& a8 b8 c8 d8
e8 f8 g8 h
23
Grupo Editorial Luis Vives, 2013
Unit 7. "cos9stems
Contents
"cos9stems and living things
)elationships between animals
The food chain
:uatic ecos9stems
Terrestrial ecos9stems: forests
!rasslands8 deserts and tundra
Work it out: How do cacti store waterA
Amazing people: <harles (arwin
Put it into practice: How are salt water and fresh water differentA
One World: The maFon )ainforest and )iver
RESOURCES
Students Book
P!"#: 24%16
()* #+LL,# -./0: P!"# 11 3( 1'
Students nteracti!e C"
.3/T 2
#eac$ers Book
P!"#: &=5%&&7
.3/T 2 T"#T: P!" 467
Work%ook
P!"#: 44%4'
&las$cards
commensalism8 consumer8 decomposer8 grassland8 lake8 mutualism8 parasitism8
predation8 river8 tundra
Science Resource Pack' #$ird C(cle
Science Class Posters
1* The food chain
Science "igital Resources C" Rom
24
Grupo Editorial Luis Vives, 2013
/nteractive poster: 1* The food chain
/nteractive activities: 1* "cos9stems
)A*UES
Promoting respect for the natural environment*
ppreciating the importance of forests*
ppreciating the importance of work8 stud9 and effort*
(eveloping order and teamwork*
Learning to share responsibilities with classmates*
)especting class and school rules*
25
Grupo Editorial Luis Vives, 2013
+E#,O"O*O-.
#cience end "nvironment content is presented throughout each unit in such a wa9 that
learning is alwa9s conte;tualised and meaningful* <are has also been taken to ensure
that each new concept presented follows a logical se:uence based on a solid foundation*
The first two pages of the unit serve as an introduction to the topic under stud9* These
pages structure8 present and order the different aspects of the topic area to be worked on
throughout the unit* /n addition8 these pages introduce the new vocabular9 which will
appear in the unit*
The Work it out section allows the teacher to elicit students, previous knowledge
regarding the contents of the unit*
/n the /e0 0ords section8 we present students with new vocabular98 which will help
them to understand the te;ts that are presented throughout the unit* The words are
presented in a visual and aural wa9 and are accompanied b9 conte;tualised definitions*
Thereafter8 in each page of content8 a warm%up :uestion allows the teacher to diagnose
how much students have understood and retained from the previous class* "ach page of
content is presented in such a wa9 that the student receives information in both a written
and pictorial form* This contributes to learning b9 association and the development of
meaningful learning*
/n the Put it into practice section8 students appl9 a scientific method to discover the
di11erences %et0een salt 0ater and 1res$ 0ater* The9 learn how to formulate a
h9pothesis and to test it b9 using the data collected during the e;periment*
/n the One World section8 students read an article while e;ploring the importance of the
Amazon Rain1orest and Ri!er*
/n the *ets look %ack section8 students review and consolidate content learnt in the unit
with the help of various activities and a mind map*
26
Grupo Editorial Luis Vives, 2013
A##E/#O/ #O C*ASSROO+ ")ERS#.
Work%ook rein1orcement2
.3/T 28 P!"# 44%4'
E3tension acti!ities2
Teacher,s Book8 P!"#: &&=8 &&48 &&28 &&$ and &&5
-ROUP/-
>hen working on the first two pages of the unit8 we should involve all students as a
group8 making sure the9 all provide some ideas8 in an orderl9 wa9* #tudents should be
encouraged to use as much "nglish as possible and mistake correction should be light*
/deall98 the rest of activities in the unit should be carried out first in groups and then
individuall9*
For the activities on the Put it into practice pages8 groups of four or five students
should be formed*
/#ER"SCP*/AR. */4S
This unit is related to the following fields of knowledge: +aths8 "nglish and rtistic
"ducation*
27
Grupo Editorial Luis Vives, 2013
Aims Assessment
To understand the relationship between
living things and ecos9stems*
a. To describe the three vital functions
of living organisms in ecos9stems*
To identif9 the three vital functions:
nutrition8 interaction and reproduction*
To understand the different relationships
between animals*
c. To identif9 and describe the different
t9pes of intraspecific and interspecific
relationship between animals*
To identif9 the links in a food chain* d. To describe the three links in a food
chain*
To e;plain the main t9pes and
characteristics of a:uatic ecos9stems*
e. To describe the different t9pes of
a:uatic ecos9stem*
To e;plain the main t9pes and
characteristics of terrestrial ecos9stems*
1. To describe the different t9pes of
terrestrial ecos9stem*
To use /*T* to obtain information about
ecos9stems*
g. To obtain relevant information about
ecos9stems*
Contents
"cos9stems*
@ital functions of living things*
)elationships between animals*
The food chain*
:uatic ecos9stems: rivers8 lakes8 seas and oceans*
Terrestrial ecos9stems: forests8 grasslands8 deserts and tundra*

Competences Contri%ution to t$e de!elopment o1 t$e
Basic Competences
Pages Criteria
Competence in /nterpreting and understanding the 24%16 a8 b8 c8 d8
28
Grupo Editorial Luis Vives, 2013
kno0ledge o1 and
interaction 0it$
t$e p$(sical 0orld
ph9sical world through the learnt
concepts*
e8 f8 g
(escribing the main characteristics of
ecos9stems*
22 a8 f
/dentif9ing the different relationships
between animals in an ecos9stem*
21 b8 f
/dentif9ing the main components of a food
chain*
2$ c8 f
(escribing different t9pes of a:uatic and
terrestrial ecos9stem*
2'%27 d8 e8 f
Competence in
linguistic
communication
c:uiring vocabular9 related to
ecos9stems*
24%16 a8 b8 c8 d8
e
/dentif9ing ke9 information in te;ts
related to ecos9stems*
24%16 a8 b8 c8 d8
e
";plaining the different components of a
food chain*
2$ c8 f
";pressing views orall9 in small and large
groups*
24%16 a8 b8 c8 d8
e8 f
+at$ematical
competence
/mplementing reasoning processes that
lead to obtaining information or solving
problems*
248 2$8
1=
c8 d8 e
+anaging basic mathematical elements* 1=8 148
16
c8 d8 e
?rganising concept maps8 graphs and
charts with a clear presentation applied to
scientific te;ts*
2$8 258
1=8 1&8
16
a8 b8 c8 d8
e
*earning to learn (eveloping attention and concentration
when doing activities*
24%14 a8 b8 c8 d8
e
(escribing the components of a food
chain using a picture*
2$ c
Formulating a h9pothesis and conducting
an e;periment to test it*
1= d8 f
(eveloping interest8 curiosit9 and love of
learning*
24%14 a8 b8 c8 d8
e
Learning from others* 24%14 a8 b8 c8 d8
e
Cultural and
artistic
competence
(eveloping interest in doing work with
order and cleanliness*
248 218
2'8 278
1=8 1&8
a8 b8 c8 d8
e
29
Grupo Editorial Luis Vives, 2013
14
?btaining information about a food chain
from a picture*
2$ c
(eveloping skills to carr9 out activities* 24%16 a8 b8 c8 d8
e8 f
(eveloping creativit9* 248 1=8
1&8 14
d8 e8 f
Social competence
and citizens$ip
+aking group decisions and taking
responsibilit9 for them*
248 1=8
1&
c8 d8 f
<ooperating and living together* 248 1=8
1&
c8 d8 f
Competence in
in1ormation and
communication
tec$nologies
#earching for and processing information* 248 2$8
258 278
1=8 1&
c8 d8 e8 f
Autonom( and
personal initiati!e
Taking responsibilit9 when performing
tasks*
24%16 a8 b8 c8 d8
e8 f
Learning from mistakes and taking
measured risks*
24%16 a8 b8 c8 d8
e8 f
30
Grupo Editorial Luis Vives, 2013
Unit 8. +atter
Contents
+atter
#tates of matter
<lassif9ing matter
#eparating mi;tures
Ph9sical and chemical changes
+aterials and their properties
Work it out: Turn salt water into drinking water
Amazing people: ntoine Lavoisier
Put it into practice: cids8 bases and neutrals
One World: Laborator9 safet9 rules
RESOURCES
Students Book
P!"#: 15%$7
()* #+LL,# -./0: P!"# &=$ 3( &=5
Students nteracti!e C"
.3/T 1
#eac$ers Book
P!"#: &42%&61
.3/T 1 T"#T: P!" 42=
Work%ook
P!"#: 45%66
&las$cards
densit98 filter8 fuel8 mass8 matter8 mi;ture8 rust8 volume
Science Resource Pack' #$ird C(cle
Science "igital Resources C" Rom
nimation: 6* @olume changes
/nteractive activities: $* +atter8 energ9 and forces
31
Grupo Editorial Luis Vives, 2013
)A*UES
Promoting sensitivit9 towards safet9 rules in a laborator9*
(eveloping stud9 habits and teamwork*
)einforcing stud9 habits8 order and responsibilit9*
Learning to share responsibilities with classmates*
)especting class and school rules*
32
Grupo Editorial Luis Vives, 2013
+E#,O"O*O-.
#cience end "nvironment content is presented throughout each unit in such a wa9 that
learning is alwa9s conte;tualised and meaningful* <are has also been taken to ensure
that each new concept presented follows a logical se:uence based on a solid foundation*
The first two pages of the unit serve as an introduction to the topic under stud9* These
pages structure8 present and order the different aspects of the topic area to be worked on
throughout the unit* /n addition8 these pages introduce the new vocabular9 which will
appear in the unit*
The Work it out section allows the teacher to elicit students, previous knowledge
regarding the contents of the unit*
/n the /e0 0ords section8 we present students with new vocabular98 which will help
them to understand the te;ts that are presented throughout the unit* The words are
presented in a visual and aural wa9 and are accompanied b9 conte;tualised definitions*
Thereafter8 in each page of content8 a warm%up :uestion allows the teacher to diagnose
how much students have understood and retained from the previous class* "ach page of
content is presented in such a wa9 that the student receives information in both a written
and pictorial form* This contributes to learning b9 association and the development of
meaningful learning*
/n the Put it into practice section8 students appl9 a scientific method to distinguish
between acids' %ases and neutrals* The9 learn how to formulate a h9pothesis and to
test it b9 using the data collected during the e;periment*
/n the One World section8 students learn how to interpret and write instructions while
e;ploring sa1et( rules in a la%orator(*
/n the *ets look %ack section8 students review and consolidate content learnt in the unit
with the help of various activities and a mind map*
33
Grupo Editorial Luis Vives, 2013
A##E/#O/ #O C*ASSROO+ ")ERS#.
Work%ook rein1orcement2
.3/T 18 P!"#: 45%66
E3tension acti!ities2
Teacher,s Book8 P!"#: &4'8 &458 &47 and &6&
-ROUP/-
>hen working on the first two pages of the unit8 we should involve all students as a
group8 making sure the9 all provide some ideas8 in an orderl9 wa9* #tudents should be
encouraged to use as much "nglish as possible and mistake correction should be light*
/deall98 the rest of activities in the unit should be carried out first in groups and then
individuall9*
For the activities on the Put it into practice pages8 groups of four or five students
should be formed*
/#ER"SCP*/AR. */4S
This unit is related to the following fields of knowledge: +aths8 "nglish and rtistic
"ducation*
34
Grupo Editorial Luis Vives, 2013
Aims Assessment
To identif9 the properties of matter* a. To e;plain the different properties of
matter*
To identif9 the three states of matter* b. To describe the differences between
the three states of matter*
To identif9 the si; changes in the state of
matter*
c. To describe the main characteristics
of the changes in the state of matter*
To classif9 matter into pure substances
and mi;tures*
d. To e;plain the differences between
pure substances and homogeneous
and heterogeneous mi;tures*
To distinguish between homogeneous and
heterogeneous mi;tures*
To learn the different wa9s to separate
mi;tures*
f. To describe the main characteristics
of each method of separating
mi;tures*
To differentiate between ph9sical and
chemical changes*
g. To identif9 ph9sical and chemical
changes*
To identif9 the properties of materials* $. To describe the properties of different
materials*
To use /*T* to obtain information about
matter*
i. To obtain relevant information about
matter*
Contents
+atter and its properties*
<hanges in the states of matter*
Pure substances and mi;tures*
(ifferent methods to separate mi;tures*
Ph9sical and chemical changes*
+aterials and their properties*
cids8 bases and neutrals*
35
Grupo Editorial Luis Vives, 2013
Competences Contri%ution to t$e de!elopment o1 t$e
Basic Competences
Pages Criteria
Competence in
kno0ledge o1 and
interaction 0it$
t$e p$(sical 0orld
/nterpreting and understanding the
ph9sical world through the learnt
concepts*
15%$7 a8 b8 c8 d8
e8 f8 g8 h
/dentif9ing the properties of matter and
materials*
$=8 $1 a8 g8 h
";plaining changes in the states of matter* $& b8 c8 h
.nderstanding the properties of mi;tures* $4%$6 d8 e8 h
/dentif9ing different t9pes of ph9sical and
chemical change*
$2 e8 h
Competence in
linguistic
communication
c:uiring vocabular9 related to matter* 15%$7 a8 b8 c8 d8
e8 f8 g
/dentif9ing ke9 information in te;ts
related to matter*
15%$7 a8 b8 c8 d8
e8 f8 g
";plaining different processes that matter
undergoes*
$=%$2 a8 b8 c8 d8
e8 f
";pressing views orall9 in small and large
groups*
15%$7 a8 b8 d8 e8
f8 g8 h
+at$ematical
competence
/mplementing reasoning processes that
lead to obtaining information or solving
problems*
158 $=8
$&8 $68
$$8 $5
a8 b8 c8 e
+anaging basic mathematical elements* 158 $=8
$&8 $68
$$8 $5
c8 e8 g
?rganising concept maps8 graphs and
charts with a clear presentation applied to
scientific te;ts*
$=8 $&8
$68 $$8
$'8 $58
$7
a8 b8 c8 d8
e8 f8 g
*earning to learn (eveloping attention and concentration
when doing activities*
15%$5 a8 b8 c8 d8
e8 f8 g
(escribing the processes that matter goes
through using pictures and diagrams*
$=8 $&8
$68 $$8
$'
a8 b8 c8 e
Formulating a h9pothesis and conducting
an e;periment to test it*
$$ h
(eveloping interest8 curiosit9 and love of 15%$7 a8 b8 c8 d8
36
Grupo Editorial Luis Vives, 2013
learning* e8 f8 g
Learning from others* 15%$5 a8 b8 c8 d8
e8 f8 g
Cultural and
artistic
competence
(eveloping interest in doing work with
order and cleanliness*
158 $&8
$68 $18
$$8 $'8
$5
a8 b8 c8 d8
e8 f8 g
(eveloping skills to carr9 out activities* 15%$7 a8 b8 c8 d8
e8 f8 g
(eveloping creativit9* 158 $=8
$48 $28
$$8 $'8
$5
a8 c8 d8 f8
h
Social competence
and citizens$ip
+aking group decisions and taking
responsibilit9 for them*
158 $$8
$'
c8 h
<ooperating and living together* 158 $$8
$'
c8 h
Competence in
in1ormation and
communication
tec$nologies
#earching for and processing information* 158 $=8
$4 $'
a8 c8 d8 h
Autonom( and
personal initiati!e
competence
Taking responsibilit9 when performing
tasks*
15%$7 a8 b8 c8 d8
e8 f8 g8 h
Learning from mistakes and taking
measured risks*
15%$7 a8 b8 c8 d8
e8 f8 g8 h
Unit 9. Forces and machines
Contents
Forces
<ontact forces
3on%contact forces: magnetism
3on%contact forces: gravit9
+achines
Work it out: magic chopstick
Amazing people: /saac 3ewton
37
Grupo Editorial Luis Vives, 2013
Put it into practice: Friction and rollers
One World: The >right Brothers
RESOURCES
Students Book
P!"#: '=%5&
()* #+LL,# -./0: P!"# &=$ 3( &=5
Students nteracti!e C"
.3/T $
#eac$ers Book
P!": &6$%&2'
.3/T $ T"#T: P!" 42&
Work%ook
P!": 62%67
&las$cards
break8 friction8 gravit98 machine8 magnetism8 poles8 tide8 weight
Science Resource Pack' #$ird C(cle
Science Class Posters
$* +achines G technolog9
Science "igital Resources C" Rom
/nteractive poster: $* +achines G technolog9
nimation: 2* /nvisible forces
/nteractive activities: $* +atter8 energ9 and forcesH '* +achines G
technolog9
)A*UES
(eveloping habits of teamwork and respect for others*
.nderstanding the importance of organisation before working*
(eveloping respect for other people,s work and ideas*
Promoting respect for nature*
38
Grupo Editorial Luis Vives, 2013
39
Grupo Editorial Luis Vives, 2013
+E#,O"O*O-.
#cience and "nvironment content is presented throughout each unit in such a wa9 that
learning is alwa9s conte;tualised and meaningful* <are has also been taken to ensure
that each new concept presented follows a logical se:uence based on a solid foundation*
The first two pages of the unit serve as an introduction to the topic under stud9* These
pages structure8 present and order the different aspects of the topic area to be worked on
throughout the unit* /n addition8 these pages introduce the new vocabular9 which will
appear in the unit*
The Work it out section allows the teacher to elicit students, previous knowledge
regarding the contents of the unit*
/n the /e0 0ords section8 we present students with new vocabular98 which will help
them to understand the te;ts that are presented throughout the unit* The words are
presented in a visual and aural wa9 and are accompanied b9 conte;tualised definitions*
Thereafter8 in each page of content8 a warm%up :uestion allows the teacher to diagnose
how much students have understood and retained from the previous class* "ach page of
content is presented in such a wa9 that the student receives information in both a written
and pictorial form* This contributes to learning b9 association and the development of
meaningful learning*
/n the Put it into practice section8 students appl9 a scientific method to discover if
rollers reduce 1riction* The9 learn how to formulate a h9pothesis and to test it b9 using
the data collected during the e;periment*
/n the One World section8 students read an article and learn about t$e Wrig$t
Brot$ers*
/n the *ets look %ack section8 students review and consolidate content learnt in the unit
with the help of various activities and a mind map*
40
Grupo Editorial Luis Vives, 2013
A##E/#O/ #O C*ASSROO+ ")ERS#.
Work%ook rein1orcement2
.3/T $8 P!"#: 62%67
E3tension acti!ities2
Teacher,s Book8 P!"#: &658 &24 and &22
-ROUP/-
>hen working on the first two pages of the unit8 we should involve all students as a
group8 making sure the9 all provide some ideas8 in an orderl9 wa9* #tudents should be
encouraged to use as much "nglish as possible and mistake correction should be light*
/deall98 the rest of activities in the unit should be carried out first in groups and then
individuall9*
For the activities on the Put it into practice pages8 groups of four or five students
should be formed*
/#ER"SCP*/AR. */4S
This unit is related to the following fields of knowledge: +aths8 "nglish and rtistic
"ducation*
41
Grupo Editorial Luis Vives, 2013
Aims Assessment
To know the main characteristics of
forces*
a. To describe the main features of
forces*
To e;plain the main characteristics of
contact forces*
%. To describe the main features of
friction*
To identif9 the two main t9pes of non%
contact force*
c. To describe the main characteristics
of magnetism*
d. To describe the main characteristics
of gravit9*
To recognise the importance of machines* e. To know what machines are used in
agriculture8 transportation and
communication*
To identif9 different machines used in
agriculture8 transportation and
communication*
To use /*T* in order to obtain information
about forces and machines*
g. To obtain relevant information about
forces and machines*

Contents
Forces*
<ontact forces: friction*
3on%contact forces: magnetism and gravit9*
+achines*
42
Grupo Editorial Luis Vives, 2013
Competences Contri%ution to t$e de!elopment o1 t$e
Basic Competences
Pages Criteria
Competence in
kno0ledge o1 and
interaction 0it$
t$e p$(sical 0orld
/nterpreting and understanding the
ph9sical world through the learnt
concepts*
'=%5& a8 b8 c8 d8
e8 f
/dentif9ing and describing the main
characteristics of forces*
'4 a8 f
";plaining the main characteristics of
friction*
'6 b8 f
";plaining the differences between
magnetism and gravit9*
'2%'1 c8 d8 f
.nderstanding the importance of
machines in ever9da9 life*
'$%'' e8 f
Competence in
linguistic
communication
c:uiring vocabular9 related to forces
and machines*
'=%5& a8 b8 c8 d8
e
/dentif9ing ke9 information in te;ts
related to forces and machines*
'=%5= a8 b8 c8 d8
e
";plaining the differences between the
t9pes of forces*
'4%'1 a8 b8 c8 d8
f
";pressing views orall9 in small and large
groups*
'=%5& a8 b8 c8 d8
e8 f
<ommunicating with classmates* '=%5& a8 b8 c8 d8
e8 f
+at$ematical
competence
/mplementing reasoning processes that
lead to obtaining information or solving
problems*
'=8 '48
'68 '28
'18 '58
5=
a8 b8 c8 d8
f
+anaging basic mathematical elements* '=8 '48
'68 '28
'18 '58
'78 5=
a8 b8 c8 d8
f
?rganising concept maps8 graphs and
charts with a clear presentation applied to
scientific te;ts*
'28 '58
'7
a8 b8 c8 d8
e
*earning to learn (eveloping attention and concentration
when doing activities*
'=%5= a8 b8 c8 d8
e
43
Grupo Editorial Luis Vives, 2013
(escribing the differences between
contact and non%contact forces using
pictures and diagrams*
'4%'1 a8 b8 c8 d
Formulating a h9pothesis and conducting
an e;periment to test it*
'5 e8 f
(eveloping interest8 curiosit9 and love of
learning*
'=%5& a8 b8 c8 d8
e
ccepting own and others, mistakes and
learning from others*
'=%5= a8 b8 c8 d8
e
Cultural and
artistic
competence
(eveloping interest in doing work with
order and cleanliness*
'=8 '68
'18 ''8
'58 '78
5=
a8 b8 c8 d8
e
(eveloping skills to carr9 out activities* '=%5& a8 b8 c8 d8
e8 f
(eveloping creativit9* '=8 '68
'18 '$8
'78 5=
a8 b8 c8 d8
e
Social competence
and citizens$ip
+aking group decisions and taking
responsibilit9 for decisions*
'=8 '78
5=
a8 b8 e8 f
<ooperating and living together* '=8 '78
5=
a8 b8 e8 f
.sing dialogue and negotiation to reach
agreements*
'=8 '78
5=
a8 b8 e8 f
Competence in
in1ormation and
communication
tec$nologies
#earching for and processing information* '=8 '68
'28 '$8
''8 '58
'7
a8 b8 c8 d8
e8 f
Autonom( and
personal initiati!e
(eveloping autonom9 and taking
responsibilit9 when performing tasks*
'=%5& a8 b8 c8 d8
e8 f
Learning from mistakes and taking
measured risks*
'=%5& a8 b8 c8 d8
e8 f
>orking in a cooperative and fle;ible
wa9*
'=8 '78
5=
a8 b8 e
44
Grupo Editorial Luis Vives, 2013
Unit :. The "arth
Contents
The universe
The "arth and the +oon
Parts of the "arth
)epresenting the "arth
+inerals
)ocks
Work it out: +ake a compass
Amazing people: 3icolaus <opernicus
Put it into practice: #edimentation
One World: +9ths about volcanoes
RESOURCES
Students Book
Pages: 54%76
()* #+LL,# -./0: P!"# &=' 3( &=7
Students nteracti!e C"
.nit '
#eac$ers Book
Pages: &25%&17
.nit ' test: page 424
Work%ook
Pages: 2=%21
&las$cards
atmosphere8 gala;98 granite8 h9drosphere8 marble8 mineral8 rock8 sulphur
Science Resource Pack' #$ird C(cle
Science Class Posters
5* Parts of the "arth
Science "igital Resources C" Rom
/nteractive poster: 5* Parts of the "arth
Presentation: 4* +ake 9our own volcano
45
Grupo Editorial Luis Vives, 2013
/nteractive activities: 5* The "arth
)A*ORES
(eveloping creativit9 and imagination when doing activities*
>orking with cleanliness and thoroughness8 in a group and individuall9*
ppreciating the importance of stud9ing ever9 da9 and not leaving work unfinished*
46
Grupo Editorial Luis Vives, 2013
+E#,O"O*O-.
#cience and "nvironment content is presented throughout each unit in such a wa9 that
learning is alwa9s conte;tualised and meaningful* <are has also been taken to ensure
that each new concept presented follows a logical se:uence based on a solid foundation*
The first two pages of the unit serve as an introduction to the topic under stud9* These
pages structure8 present and order the different aspects of the topic area to be worked on
throughout the unit* /n addition8 these pages introduce the new vocabular9 which will
appear in the unit*
The Work it out section allows the teacher to elicit students, previous knowledge
regarding the contents of the unit*
/n the /e0 0ords section8 we present students with new vocabular98 which will help
them to understand the te;ts that are presented throughout the unit* The words are
presented in a visual and aural wa9 and are accompanied b9 conte;tualised definitions*
Thereafter8 in each page of content8 a warm%up :uestion allows the teacher to diagnose
how much students have understood and retained from the previous class* "ach page of
content is presented in such a wa9 that the student receives information in both a written
and pictorial form* This contributes to learning b9 association and the development of
meaningful learning*
/n the Put it into practice section8 students appl9 a scientific method to discover how
sedimentation works* The9 learn how to formulate a h9pothesis and to test it b9 using
the data collected during the e;periment*
/n the One World section8 students read m(t$s a%out !olcanoes*
/n the *ets look %ack section8 students review and consolidate content learnt in the unit
with the help of various activities and a mind map*
47
Grupo Editorial Luis Vives, 2013
A##E/#O/ #O C*ASSROO+ ")ERS#.
Work%ook rein1orcement2
.3/T '8 P!"#: 2=%21
E3tension acti!ities2
Teacher,s Book8 P!"#: &1=8 &1&8 &148 &128 &11 and &1$
-ROUP/-
>hen working on the first two pages of the unit8 we should involve all students as a
group8 making sure the9 all provide some ideas8 in an orderl9 wa9* #tudents should be
encouraged to use as much "nglish as possible and mistake correction should be light*
/deall98 the rest of activities in the unit should be carried out first in groups and then
individuall9*
For the activities on the Put it into practice pages8 groups of four or five students
should be formed*
/#ER"SCP*/AR. */4S
This unit is related to the following fields of knowledge: +aths8 "nglish and rtistic
"ducation*
48
Grupo Editorial Luis Vives, 2013
Aims Assessment
To know the characteristics of the
universe8 the +ilk9 >a9 and the #olar
#9stem*
a. To describe the main features of the
universe8 the +ilk9 >a9 and the #olar
#9stem*
To differentiate between the "arth,s
rotation and revolution*
b. To describe how the "arth,s rotation
and revolution affect seasons and
variations in temperature*
To know the main components of the
geosphere*
c. To distinguish between the geosphere8
h9drosphere and atmosphere and
describe their characteristics*
To know the main parts of the
h9drosphere*
To know the main components of the
atmosphere*
To know the differences between
parallels and meridians*
f. To know how to interpret the
geographical coordinates*
To know the main properties of minerals* g. To describe the main properties of
minerals*
To know the main t9pes of rock* $. To differentiate between the three
t9pes of rock*
To use /*T* in order to obtain information
about the "arth*
i. To obtain relevant information about
the "arth*
Contents
The universe8 the +ilk9 >a9 and the #olar #9stem*
The "arth and the "arth,s movements*
The +oon*
The geosphere8 the h9drosphere and the atmosphere*
Longitude and latitude*
+inerals and rocks*
Competences Contri%ution to t$e de!elopment o1 t$e
Basic Competences
Pages Criteria
Competence in
kno0ledge o1 and
/nterpreting and understanding the
ph9sical world through the learnt
54%76 a8 b8 c8 d8
e8 f
49
Grupo Editorial Luis Vives, 2013
interaction 0it$
t$e p$(sical 0orld
concepts*
/dentif9ing the components of the
universe*
52 a8 g
";plaining the "arth,s movements* 51 b8 g
/dentif9ing the different parts of the "arth* 5$ c8 g
/nterpreting the geographical coordinates
of various places*
5' d8 g
(istinguishing between minerals and
rocks*
55%57 e8 f8 g
Competence in
linguistic
communication
c:uiring vocabular9 related to the "arth* 54%76 a8 b8 c8 d8
e8 f8 g
/dentif9ing ke9 information in te;ts
related to the "arth*
54%76 a8 b8 c8 d8
e8 f
";plaining the "arth,s rotation and
revolution*
51 b
";pressing views orall9 in small and large
groups*
54%76 a8 b8 c8 d8
e8 f8 g
<ommunicating with classmates* 54%76 a8 b8 c8 d8
e8 f8 g
+at$ematical
competence
/mplementing reasoning processes that
lead to obtaining information or solving
problems*
548 528
518 5$8
5'8 7=8
7&
a8 b8 c8 d
+anaging basic mathematical elements* 528 518
5$8 5'8
7&8 748
76
a8 b8 c8 d8
e8 f8 g
?rganising concept maps8 graphs and
charts with a clear presentation applied to
scientific te;ts*
528 518
5$8 5'8
7= 748
76
a8 b8 c8 d8
e8 f
*earning to learn (eveloping attention and concentration
when doing activities*
54%74 a8 b8 c8 d8
e8 f
(escribing the "arth,s movements and the
different parts of the "arth using pictures*
518 5$ b8 c
<onducting an e;periment to test a
h9pothesis*
7= f8 g
(eveloping interest8 curiosit9 and love of
learning*
54%76 a8 b8 c8 d8
e8 f8 g
50
Grupo Editorial Luis Vives, 2013
Learning from others* 54%76 a8 b8 c8 d8
e8 f8 g
Cultural and
artistic
competence
(eveloping interest in doing work with
order and cleanliness*
548 518
5'8 578
7=8 7&8
74
a8 b8 c8 d8
e8 f
?btaining information about the "arth
from pictures*
52%5' a8 b8 c8 d8
g
(eveloping skills to carr9 out activities* 54%76 a8 b8 c8 d8
e8 f
(eveloping creativit9* 548 518
5$8 7=8
7&
a8 c8 f8 g
Social competence
and citizens$ip
+aking group decisions and taking
responsibilit9 for them*
548 7=8
7&
c8 f8 g
<ooperating and living together* 548 7=8
7&
c8 f8 g
Competence in
in1ormation and
communication
tec$nologies
#earching for and processing information* 548 528
7=8 7&
a8 c8 d8 f8
g
51
Grupo Editorial Luis Vives, 2013
Autonom( and
personal initiati!e
(eveloping autonom9 and taking
responsibilit9 when performing tasks*
54%76 a8 b8 c8 d8
e8 f8 g
Learning from mistakes and taking
measured risks*
54%76 a8 b8 c8 d8
e8 f8 g
52
Grupo Editorial Luis Vives, 2013
Unit ;. The "arth,s relief
Contents
#haping the "arth,s surface
?ther forces shaping the "arth,s surface
Landforms: mountains8 hills and valle9s
Landforms: plateau;8 plains and glaciers
Landforms: rivers
?ceans and coastal forms
Work it out: Plate tectonics
Amazing people: Buan de la <osa
Put it into practice: (eforestation and erosion
One World: 3ature stor9
RESOURCES
Students Book
P!"#: 72%&=1
#)* #+LL,# -./0: P!"# &=' 3( &=7
Students nteracti!e C"
.3/T 5
#eac$ers Book
P!"#: &$=%&'&
.3/T 5 T"#T: P!" 426
Work%ook
P!"#: 2$%1&
&las$cards
archipelago8 earth:uake8 gulf8 island8 ocean8 peninsula8 volcano8 valle98 wave
Science Resource Pack' #$ird C(cle
Science Class Posters
7* The "arth,s relief
Science "igital Resources C" Rom
/nteractive poster: 7* The "arth,s relief
/nteractive activities: 7* The "arth,s structure
53
Grupo Editorial Luis Vives, 2013
)A*UES
Promoting respect for the environment*
(eveloping curiosit9 regarding the "arth*
(eveloping creativit9 and imagination when doing activities*
(eveloping order and teamwork skills*
(eveloping habits of order in class*
54
Grupo Editorial Luis Vives, 2013
+E#,O"O*O-.
#cience and "nvironment content is presented throughout each unit in such a wa9 that
learning is alwa9s conte;tualised and meaningful* <are has also been taken to ensure
that each new concept presented follows a logical se:uence based on a solid foundation*
The first two pages of the unit serve as an introduction to the topic under stud9* These
pages structure8 present and order the different aspects of the topic area to be worked on
throughout the unit* /n addition8 these pages introduce the new vocabular9 which will
appear in the unit*
The Work it out section allows the teacher to elicit students, previous knowledge
regarding the contents of the unit*
/n the /e0 0ords section8 we present students with new vocabular98 which will help
them to understand the te;ts that are presented throughout the unit* The words are
presented in a visual and aural wa9 and are accompanied b9 conte;tualised definitions*
Thereafter8 in each page of content8 a warm%up :uestion allows the teacher to diagnose
how much students have understood and retained from the previous class* "ach page of
content is presented in such a wa9 that the student receives information in both a written
and pictorial form* This contributes to learning b9 association and the development of
meaningful learning*
/n the Put it into practice section8 students appl9 a scientific method to discover if
de1orestation a11ects erosion* The9 learn how to formulate a h9pothesis and to test it
b9 using the data collected during the e;periment*
/n the One World section8 students learn how to interpret a fable and draw a moral from
it while reading about nature*
/n the *ets look %ack section8 students review and consolidate content learnt in the unit
with the help of various activities and a mind map*
55
Grupo Editorial Luis Vives, 2013
A##E/#O/ #O C*ASSROO+ ")ERS#.
Work%ook rein1orcement2
.3/T 58 P!"# 2$%1&
E3tension acti!ities2
Teacher,s Book8 P!"#: &$$ and &$5
-ROUP/-
>hen working on the first two pages of the unit8 we should involve all students as a
group8 making sure the9 all provide some ideas8 in an orderl9 wa9* #tudents should be
encouraged to use as much "nglish as possible and mistake correction should be light*
/deall98 the rest of activities in the unit should be carried out first in groups and then
individuall9*
For the activities on the Put it into practice pages8 groups of four or five students
should be formed*
/#ER"SCP*/AR. */4S
This unit is related to the following fields of knowledge: +aths8 "nglish and rtistic
"ducation*
56
Grupo Editorial Luis Vives, 2013
Aims Assessment
To know the different forces shaping the
"arth,s surface*
a. To describe how tectonic plates affect
the "arth,s surface*
b. To e;plain the differences between
weathering and erosion*
To distinguish between the different t9pes
of landform*
c. To e;plain the different t9pes and
characteristics of landforms*
To use /*T* to obtain information about
the "arth,s relief*
d. To obtain relevant information about
the "arth,s relief*
Contents
Tectonic plates: earth:uakes and volcanoes*
>eathering and erosion*
Landforms: mountains8 hills and valle9s*
Landforms: plateau;8 plains and glaciers*
)ivers*
<oastal landforms*
57
Grupo Editorial Luis Vives, 2013
Competences Contri%ution to t$e de!elopment o1 t$e
Basic Competences
Pages Criteria
Competence in
kno0ledge o1 and
interaction 0it$
t$e p$(sical 0orld
/nterpreting and understanding the
ph9sical world through the learnt
concepts*
72%&=1 a8 b8 c8 d
/dentif9ing the different forces that shape
the "arth,s surface*
7$ a8 d
(istinguishing between weathering and
erosion*
7' b8 d
/dentif9ing the different t9pes of
landform*
75%&=& c8 d
Competence in
linguistic
communication
c:uiring vocabular9 related to the
"arth,s relief*
72%&=1 a8 b8 c
";plaining the process of volcano
formation*
7$ a8 d
(escribing the characteristics of different
landforms*
75%&=& c8 d
/dentif9ing ke9 information while reading
te;ts about the "arth,s relief*
72%&=2 a8 b8 c
";pressing views and e;periences orall9
in small and large groups*
72%&=1 a8 b8 c8 d
<ommunicating with classmates* 72%&=1 a8 b8 c8 d
+at$ematical
competence
/mplementing reasoning processes that
lead to obtaining information or solving
problems*
728 758
778
&=&8
&=4
a8 b8 c8 d
+anaging basic mathematical elements* 728 7$8
&=4
a8 b8 c
?rganising concept maps8 graphs and
charts with a clear presentation applied to
scientific te;ts*
7$8
&==8
&=&8
&=48
&=1
a8 b8 c8 d
*earning to learn (eveloping attention and concentration
when doing activities*
72%&=2 a8 b8 c
(eveloping interest8 curiosit9 and love of
learning*
72%&=1 a8 b8 c
/dentif9ing the main parts of a volcano in
a picture*
7$ a
58
Grupo Editorial Luis Vives, 2013
(escribing the parts of a river using in a
picture*
&== c
Formulating a h9pothesis and conducting
an e;periment to test it*
&=4 b8 d
/dentif9ing the different coastal landforms
in a picture*
&=& c
ccepting own and others, mistakes and
learning from others*
72%&=2 a8 b8 c8 d
Cultural and
artistic
competence
(eveloping interest in doing work with
order and cleanliness*
728 7'8
778
&=&8
&=48
&=68
&=2
a8 b8 c8 d
?btaining information about the "arth,s
relief from pictures and diagrams*
7$8
&==8
&=&
a8 c
(eveloping skills to carr9 out activities* 72%&=1 a8 b8 c
(eveloping creativit9* 728
&=48
&=6
a8 b
Social competence
and citizens$ip
+aking group decisions and taking
responsibilit9 for them*
728
&=48
&=6
a8 b
<ooperating and living together* 728
&=48
&=6
a8 b
.sing dialogue and negotiation to reach
agreements*
728
&=48
&=6
a8 b
Competence in
in1ormation and
communication
tec$nologies
#earching for and processing information* 728 7'8
758 778
&==8
&=&8
&=4
a8 b8 c8 d
Autonom( and
personal initiati!e
(eveloping autonom9 and taking
responsibilit9 when performing tasks*
72%&=1 a8 b8 c8 d
Learning from mistakes and taking 72%&=1 a8 b8 c8 d
59
Grupo Editorial Luis Vives, 2013
measured risks*
>orking in a cooperative and fle;ible
wa9*
728 &=4 a8 b
60
Grupo Editorial Luis Vives, 2013
Unit <. >eather and climate
Contents
"lements of weather and climate
<limate factors
The "arth,s climates
<limates in #pain
)epresenting the weather
#evere weather
Work it out: storm in a bottle
Amazing people: !abriel Fahrenheit
Put it into practice: >eather fronts
One World: How to make a kite
RESOURCES
Students Book
P!"#: &&=%&4&
()* #+LL,# -./0: P!"# &15 3( &$=
Students nteracti!e C"
.3/T 7
#eac$ers Book
P!"#: &'$%&5'
.3/T 7 T"#T: P!" 422
Work%ook
P!"#: 14%1'
&las$cards
anemometer8 barometer8 hurricane8 h9grometer8 rain gauge8 storm8 thermometer8
tornado
Science Resource Pack' #$ird C(cle
Science "igital Resources C" Rom
nimation: 1* )elief and climates
)A*UES
Participating responsibl9 in class discussion*
(eveloping order and teamwork*
61
Grupo Editorial Luis Vives, 2013
(eveloping order and cleanliness in all aspects of life*
Fostering curiosit9 regarding the world around us*
62
Grupo Editorial Luis Vives, 2013
+E#,O"O*O-.
#cience and "nvironment content is presented throughout each unit in such a wa9 that
learning is alwa9s conte;tualised and meaningful* <are has also been taken to ensure
that each new concept presented follows a logical se:uence based on a solid foundation*
The first two pages of the unit serve as an introduction to the topic under stud9* These
pages structure8 present and order the different aspects of the topic area to be worked on
throughout the unit* /n addition8 these pages introduce the new vocabular9 which will
appear in the unit*
The Work it out section allows the teacher to elicit students, previous knowledge
regarding the contents of the unit*
/n the /e0 0ords section8 we present students with new vocabular98 which will help
them to understand the te;ts that are presented throughout the unit* The words are
presented in a visual and aural wa9 and are accompanied b9 conte;tualised definitions*
Thereafter8 in each page of content8 a warm%up :uestion allows the teacher to diagnose
how much students have understood and retained from the previous class* "ach page of
content is presented in such a wa9 that the student receives information in both a written
and pictorial form* This contributes to learning b9 association and the development of
meaningful learning*
/n the Put it into practice section8 students appl9 a scientific method to discover the
wa9 0eat$er 1ronts work* The9 learn how to formulate a h9pothesis and to test it b9
using the data collected during the e;periment*
/n the One World section8 students learn how to follow and write instructions while
making a kite and a paper aeroplane*
/n the *ets look %ack section8 students review and consolidate content learnt in the unit
with the help of various activities and a mind map*
63
Grupo Editorial Luis Vives, 2013
A##E/#O/ #O C*ASSROO+ ")ERS#.
Work%ook rein1orcement2
.3/T 78 P!"# 14%1'
E3tension acti!ities2
Teacher,s Book8 P!"#: &'58 &'78 &5=8 &5& and &56
-ROUP/-
>hen working on the first two pages of the unit8 we should involve all students as a
group8 making sure the9 all provide some ideas8 in an orderl9 wa9* #tudents should be
encouraged to use as much "nglish as possible and mistake correction should be light*
/deall98 the rest of activities in the unit should be carried out first in groups and then
individuall9*
For the activities on the Put it into practice pages8 groups of 2 or 1 students should be
formed*
/#ER"SCP*/AR. */4S
This unit is related to the following fields of knowledge: +aths8 "nglish and rtistic
"ducation*
64
Grupo Editorial Luis Vives, 2013
Aims Assessment
To know the differences between weather
and climate*
a. To describe the differences between
weather and climate*
%. To describe the elements of climate
and their characteristics*
To know what climate is* c. To describe the factors that affect
climate*
To identif9 the different t9pes of climate* d. To describe the characteristics of the
different t9pes of climate*
To recognise the five t9pes of climate in
#pain*
e. To identif9 the five t9pes of climate in
#pain*
To identif9 the different elements of
weather maps*
f. To interpret weather maps*
To identif9 different e;amples of severe
weather*
g. To describe the different t9pes of
severe weather and their
characteristics*
To use /*T* in order to obtain information
about weather and climate*
h. To obtain relevant information about
weather and climate*
Contents
"lements of climate and weather*
Factors that affect weather*
The "arth,s climates*
The climates in #pain*
>eather maps*
";amples of severe weather*
65
Grupo Editorial Luis Vives, 2013
Competences Contri%ution to t$e de!elopment o1 t$e
Basic Competences
Pages Criteria
Competence in
kno0ledge o1 and
interaction 0it$
t$e p$(sical 0orld
/nterpreting and understanding the
ph9sical world through the learnt
concepts*
&&=%
&4&
a8 b8 c8 d8
e8 f8 g8 h
/dentif9ing the elements of climate and
the factors that affect it*
&&4%
&&6
a8 b8 c8 h
";plaining the differences between the
different t9pes of climate in #pain*
&&2%
&&1
d8 e8 h
/dentif9ing the different s9mbols on
weather maps*
&&$ f8 h
(escribing the different t9pes of severe
weather*
&&' g8 h
Competence in
linguistic
communication
c:uiring vocabular9 related to weather
and climate*
&&=%
&4&
a8 b8 c8 d8
e8 f8 g8 h
/nterpreting a weather map* &&$ f
/dentif9ing ke9 information in te;ts
related to weather and climate*
&&=%
&4&
a8 b8 c8 d8
e8 f8 g8 h
";pressing views orall9 in small and large
groups*
&&=%
&4&
a8 b8 c8 d8
e8 f8 g8 h
<ommunicating with classmates* &&=%
&4&
a8 b8 c8 d8
e8 f8 g8 h
+at$ematical
competence
/mplementing reasoning processes that
lead to obtaining information or solving
problems*
&&=8
&&68
&&18
&&$8
&&'8
&&7
c8 e8 f8 g
66
Grupo Editorial Luis Vives, 2013
+anaging basic mathematical elements* &&=8
&&$8
&&'8
&&58
&&78
&4=
a8 f8 g
?rganising concept maps8 graphs and
charts with a clear presentation applied to
scientific te;ts*
&&68
&&28
&&18
&&$8
&&58
&&78
&4=8
&4&
a8 b8 c8 d8
e8 f8 g8 h
*earning to learn (eveloping attention and concentration
when doing activities*
&&=%
&4=
a8 b8 c8 d8
e8 f8 g
Formulating a h9pothesis and conducting
an e;periment to test it*
&&5 f8 g8 h
(eveloping interest8 curiosit9 and love of
learning*
&&=%
&4&
a8 b8 c8 d8
e8 f8 g
Learning from others* &&=%
&4=
a8 b8 c8 d8
e8 f8 g
Cultural and
artistic
competence
(eveloping interest in doing work with
order and cleanliness*
&&68
&&18
&&'8
&&58
&&78
&4=
a8 b8 c8 d8
e8 f8 g
Following instructions to make a kite* &&7 b8 f
(eveloping skills to carr9 out activities* &&=%
&4&
a8 b8 c8 e8
f8 g8 h
(eveloping creativit9* &&58
&&78
&4=
a8 f8 g8 h
67
Grupo Editorial Luis Vives, 2013
Social competence
and citizens$ip
+aking group decisions and taking
responsibilit9 for them*
&&=8
&&58
&&7
a8 f8 g8 h
<ooperating and living together* &&58
&&7
a8 f8 g8 h
Competence in
in1ormation and
communication
tec$nologies
#earching for and processing information* &&=8
&&68
&&18
&&$8
&&5
c8 e8 f8 h
Autonom( and
personal initiati!e
(eveloping autonom9 and taking
responsibilit9 when performing tasks*
&&=%
&4&
a8 b8 c8 d8
e8 f8 g8 h
Learning from mistakes and taking
measured risks*
&&=%
&4&
a8 b8 c8 d8
e8 f8 g8 h
>orking in a cooperative and fle;ible
wa9*
&&=8
&&58
&&7
a8 f8 g8 h
68
Grupo Editorial Luis Vives, 2013
Unit 1=. Population and econom9
Contents
Population
<lassif9ing population
#tud9ing population
Population in #pain
"conomic activit9
Work it out: #pain,s population
Amazing people: +other Teresa
Put it into practice: #chool population p9ramid
One World: ?verpopulation
RESOURCES
Students Book
P!"#: &44%&66
()* #+LL,# -./0: P!"# &15 3( &$=
Students nteracti!e C"
.3/T &=
#eac$ers Book
P!"#: &55%&77
.3/T &= T"#T: P!" 421
Work%ook
P!"#: 15%$6
&las$cards
customer8 forestr98 health care8 immigrant8 mining8 raw material8 rural population8
urban population
Science Resource Pack' #$ird C(cle
Science Class Posters
&=* #panish emplo9ment sectors
Science "igital Resources C" Rom
/nteractive poster: &=* "mplo9ment sectors
69
Grupo Editorial Luis Vives, 2013
/nteractive activities: &=* Population and econom9
)A*UES
(eveloping respect for other people,s work and ideas*
(eveloping respect for the environment*
Promoting teamwork inside and outside the classroom*
(eveloping habits of order in class*
70
Grupo Editorial Luis Vives, 2013
+E#,O"O*O-.
#cience and "nvironment content is presented throughout each unit in such a wa9 that
learning is alwa9s conte;tualised and meaningful* <are has also been taken to ensure
that each new concept presented follows a logical se:uence based on a solid foundation*
The first two pages of the unit serve as an introduction to the topic under stud9* These
pages structure8 present and order the different aspects of the topic area to be worked on
throughout the unit* /n addition8 these pages introduce the new vocabular9 which will
appear in the unit*
The Work it out section allows the teacher to elicit students, previous knowledge
regarding the contents of the unit*
/n the /e0 0ords section8 we present students with new vocabular98 which will help
them to understand the te;ts that are presented throughout the unit* The words are
presented in a visual and aural wa9 and are accompanied b9 conte;tualised definitions*
Thereafter8 in each page of content8 a warm%up :uestion allows the teacher to diagnose
how much students have understood and retained from the previous class* "ach page of
content is presented in such a wa9 that the student receives information in both a written
and pictorial form* This contributes to learning b9 association and the development of
meaningful learning*
/n the Put it into practice section8 students appl9 a scientific method to make a sc$ool
population p(ramid* The9 learn how to formulate a h9pothesis and to test it b9 using
the data collected during the e;periment*
/n the One World section8 students read an article while learning about the threats of
o!erpopulation*
/n the *ets look %ack section8 students review and consolidate content learnt in the unit
with the help of various activities and a mind map*
71
Grupo Editorial Luis Vives, 2013
A##E/#O/ #O C*ASSROO+ ")ERS#.
Work%ook rein1orcement2
.3/T &=8 P!"# 15%$6
E3tension acti!ities2
Teacher,s Book8 P!"#: &7&8 &72 and &7$
-ROUP/-
>hen working on the first two pages of the unit8 we should involve all students as a
group8 making sure the9 all provide some ideas8 in an orderl9 wa9* #tudents should be
encouraged to use as much "nglish as possible and mistake correction should be light*
/deall98 the rest of activities in the unit should be carried out first in groups and then
individuall9*
For the activities on the Put it into practice pages8 groups of four or five students
should be formed*
/#ER"SCP*/AR. */4S
This unit is related to the following fields of knowledge: +aths8 "nglish and rtistic
"ducation*
72
Grupo Editorial Luis Vives, 2013
Aims Assessment
To e;plain the main features of
population*
a. To describe the main features of
population densit9 and population
distribution*
To know how population is classified* b. To describe the main groups of
population*
To identif9 the factors that affect
population*
c. To know how to calculate the natural
growth rate and the actual population
growth*
To e;plain the main features of #pain,s
population*
d. To describe the main characteristics
of #pain,s population*
To know the characteristics of economic
sectors in #pain*
e. To describe the main activities of
#panish econom9*
To use /*T* to obtain information about
population and econom9*
f. To obtain relevant information about
population and econom9*
Contents
Population densit9*
Population distribution*
<lassif9ing population*
Population p9ramids*
<hanges in population siFe*
Life e;pectanc9*
Population in #pain*
"conomic sectors in #pain*
73
Grupo Editorial Luis Vives, 2013
Competences Contri%ution to t$e de!elopment o1 t$e
Basic Competences
Pages Criteria
Competence in
kno0ledge o1 and
interaction 0it$
t$e p$(sical 0orld
/nterpreting and understanding the social
world through the learnt concepts*
&44%
&66
a8 b8 c8 d8
e8 f
/dentif9ing the differences between
population densit9 and population
distribution*
&42 a8 f
<lassif9ing population* &41 c8 f
(escribing the main features of #pain,s
population*
&4' d8 f
/dentif9ing the main activities of #pain,s
econom9*
&45%
&47
e8 f
Competence in
linguistic
communication
c:uiring vocabular9 related to
population and econom9*
&44%
&66
a8 b8 c8 d8
e
";plaining different aspects of population* &42%
&4'
a8 b8 c8 d
/dentif9ing ke9 information in te;ts about
population and econom9*
&44%
&66
a8 b8 c8 d8
e
";pressing views orall9 in small and large
groups*
&44%
&66
a8 b8 c8 d8
e8 f
<ommunicating with classmates* &44%
&46
a8 b8 c8 d8
e8 f
+at$ematical
competence
/mplementing reasoning processes that
lead to obtaining information or solving
problems*
&448
&428
&418
&4$8
&4'8
&6&
a8 b8 c8 d
74
Grupo Editorial Luis Vives, 2013
+anaging basic mathematical elements* &448
&428
&418
&4$8
&4'8
&6=8
&6&8
&648
&66
a8 b8 c8 d8
e8 f
?rganising concept maps8 graphs and
charts with a clear presentation applied to
scientific te;ts*
&448
&428
&418
&4$8
&4'8
&6=8
&648
&66
a8 b8 c8 d8
e8 f
*earning to learn (eveloping attention and concentration
when doing activities*
&44%
&64
a8 b8 c8 d8
e
(eveloping interest8 curiosit9 and love of
learning*
&44%
&64
a8 b8 c8 d8
e
ccepting own and others, mistakes and
learning from others*
&44%
&64
a8 b8 c8 d8
e
Cultural and
artistic
competence
(eveloping interest in doing work with
order and cleanliness*
&448
&418
&4'8
&478
&6=8
&64
a8 b8 c8 d8
e8 f
(eveloping skills to carr9 out activities* &44%
&66
a8 b8 c8 d8
e8 f
(eveloping creativit9* &448
&4'8
&458
d8 e8 f
75
Grupo Editorial Luis Vives, 2013
&6&
Social competence
and citizens$ip
+aking group decisions and taking
responsibilit9 for them*
&448
&6=8
&6&
a8 b8 c8 d
<ooperating and living together* &448
&6=8
&6&
a8 b8 c8 d
.sing dialogue and negotiation to reach
agreements*
&448
&6=8
&6&
a8 b8 c8 d
Competence in
in1ormation and
communication
tec$nologies
#earching for and processing information* &448
&418
&4$8
&458
&6=8
&6&8
&64
a8 b8 c8 d8
e8 f
Autonom( and
personal initiati!e
(eveloping autonom9 and taking
responsibilit9 when performing tasks*
&44%
&66
a8 b8 c8 d8
e8 f
Learning from mistakes and taking
measured risks*
&44%
&66
a8 b8 c8 d8
e8 f
76
Grupo Editorial Luis Vives, 2013
Unit 11. Prehistor9 and the ncient >orld
Contents
Prehistor9
ncient Histor9: pre%)oman tribes
ncient Histor9: colonies
The )oman "mpire
Hispania and the )oman "mpire
Work it out: )oman numerals
Amazing people: Herodotus
Put it into practice: +ake a timeline
One World: #laver9
RESOURCES
Students Book
P!"#: &62%&21
()* #+LL,# -./0: P!"# &17 3( &$&
Students nteracti!e C"
.3/T &&
#eac$ers Book
P!"#: 4==%4&&
.3/T && T"#T: P!" 42$
Work%ook
P!"#: $2%$7
&las$cards
amphitheatre8 craftsman8 emperor8 irrigation8 megalith8 nomad8 settlement8 weapon
Science Resource Pack' #$ird C(cle
Science Class Posters
&4* The histor9 timeline
Science "igital Resources C" Rom
/nteractive poster: &4* The histor9 timeline
nimation: 6* +ake a #tone ge tool
/nteractive activities: &4* Histor9
77
Grupo Editorial Luis Vives, 2013
)A*UES
Learning the importance of the past*
)especting others*
(eveloping habits of effort8 stud9 and work*
#haring responsibilit9 with others*
78
Grupo Editorial Luis Vives, 2013
+E#,O"O*O-.
#cience and "nvironment content is presented throughout each unit in such a wa9 that
learning is alwa9s conte;tualised and meaningful* <are has also been taken to ensure
that each new concept presented follows a logical se:uence based on a solid foundation*
The first two pages of the unit serve as an introduction to the topic under stud9* These
pages structure8 present and order the different aspects of the topic area to be worked on
throughout the unit* /n addition8 these pages introduce the new vocabular9 which will
appear in the unit*
The Work it out section allows the teacher to elicit students, previous knowledge
regarding the contents of the unit*
/n the /e0 0ords section8 we present students with new vocabular98 which will help
them to understand the te;ts that are presented throughout the unit* The words are
presented in a visual and aural wa9 and are accompanied b9 conte;tualised definitions*
Thereafter8 in each page of content8 a warm%up :uestion allows the teacher to diagnose
how much students have understood and retained from the previous class* "ach page of
content is presented in such a wa9 that the student receives information in both a written
and pictorial form* This contributes to learning b9 association and the development of
meaningful learning*
/n the Put it into practice section8 students make a timeline about the )oman "mpire*
/n the One World section8 students read an article and learn about sla!er( in t$e
Ancient World*
/n the *ets look %ack section8 students review and consolidate content learnt in the unit
with the help of various activities and a mind map*
79
Grupo Editorial Luis Vives, 2013
A##E/#O/ #O C*ASSROO+ ")ERS#.
Work%ook rein1orcement2
.3/T &&8 P!"#: $2%$7
E3tension acti!ities2
Teacher,s Book8 P!"#: 4=48 4=18 4=$8 4=' and 4=5
-ROUP/-
>hen working on the first two pages of the unit8 we should involve all students as a
group8 making sure the9 all provide some ideas8 in an orderl9 wa9* #tudents should be
encouraged to use as much "nglish as possible and mistake correction should be light*
/deall98 the rest of activities in the unit should be carried out first in groups and then
individuall9*
For the activities on the Put it into practice pages8 groups of four or five students
should be formed*
/#ER"SCP*/AR. */4S
This unit is related to the following fields of knowledge: +aths8 "nglish and rtistic
"ducation*
80
Grupo Editorial Luis Vives, 2013
Aims Assessment
To identif9 the main periods of
Prehistor9*
a. To describe the main characteristics
of the #tone ge*
%. To describe the main characteristics
of the +etal ges*
To identif9 the different pre%)oman tribes
in the /berian Peninsula*
c. To describe the different pre%)oman
tribes and identif9 the parts of the
/berian Peninsula that the9 inhabited*
To identif9 the different civilisations that
inhabited the /berian Peninsula*
d. To describe the different civilisations
that inhabited the /berian Peninsula*
To identif9 the main characteristics of the
)oman "mpire*
e. To describe the characteristics of
)oman societ98 culture and religion*
To recognise the importance of the
)oman rule over the /berian Peninsula*
f. To describe the main features of
Hispania*
To use /*T* to obtain information about
Prehistor9 and the ncient >orld*
g. To obtain relevant information about
Prehistor9 and the ncient >orld*
Contents
Prehistor9: the #tone ge*
Prehistor9: the +etal ges*
Pre%)oman tribes in the /berian Peninsula*
<ivilisations in the /berian Peninsula*
The )oman "mpire*
Hispania*
81
Grupo Editorial Luis Vives, 2013
Competences Contri%ution to t$e de!elopment o1 t$e
Basic Competences
Pages Criteria
Competence in
kno0ledge o1 and
interaction 0it$
t$e p$(sical 0orld
/nterpreting and understanding Histor9
through the learnt concepts*
&62%
&21
a8 b8 c8 d8
e8 f8 g
/dentif9ing the different pre%)oman tribes
and civilisations that inhabited the /berian
Peninsula*
&65%
&67
c8 d8 g
(escribing the main features of the
)oman "mpire and Hispania*
&2=%
&2&
e8 f8 g
Competence in
linguistic
communication
c:uiring vocabular9 related to Prehistor9
and the ncient >orld*
&62%
&21
a8 b8 c8 d8
e8 f
/dentif9ing ke9 information while reading
te;ts about Prehistor9 and the ncient
>orld*
&62%
&21
a8 b8 c8 d8
e8 f
";pressing views orall9 in small and large
groups*
&62%
&21
a8 b8 c8 d8
e8 f8 g
<ommunicating with classmates* &62%
&21
a8 b8 c8 d8
e8 f8 g
+at$ematical
competence
/mplementing reasoning processes that
lead to obtaining information or solving
problems*
&628
&6$8
&6'8
&658
&2=8
&2&8
&248
&26
a8 b8 c8 e8
f8 g
82
Grupo Editorial Luis Vives, 2013
+anaging basic mathematical elements* &628
&6$8
&6'8
&658
&678
&2=8
&2&8
&24
a8 b8 c8 e8
f8 g
?rganising concept maps8 graphs and
charts with a clear presentation applied to
scientific te;ts*
&628
&658
&678
&2=8
&2&8
&248
&228
&21
a8 b8 c8 d8
e8 f8 g
*earning to learn (eveloping attention and concentration
when doing activities*
&62%
&22
a8 b8 c8 d8
e8 f
?btaining information from maps* &65%
&2&
c8 d8 e8 f8
g
(eveloping interest8 curiosit9 and love of
learning*
&62%
&21
a8 b8 c8 d8
e8 f
Learning from others* &62%
&21
a8 b8 c8 d8
e8 f
Cultural and
artistic
competence
(eveloping interest in doing work with
order and cleanliness*
&628
&6'8
&678
&2&8
&248
&22
a8 b8 c8 d8
e8 f
(eveloping skills to carr9 out activities* &62%
&22
a8 b8 c8 d8
e8 f
(eveloping creativit9* &6'8
&658
&2&8
b8 c8 d8 e
83
Grupo Editorial Luis Vives, 2013
&248
&26
Social competence
and citizens$ip
+aking group decisions and taking
responsibilit9 for them*
&628
&248
&26
e8 f8 g
<ooperating and living together* &628
&248
&26
e8 f8 g
Competence in
in1ormation and
communication
tec$nologies
#earching for and processing information* &628
&6$8
&6'8
&658
&2&8
&248
&26
a8 b8 c8 e8
f
Autonom( and
personal initiati!e
(eveloping autonom9 and taking
responsibilit9 when performing tasks*
&62%
&21
a8 b8 c8 d8
e8 f8 g
Learning from mistakes and taking
measured risks*
&62%
&21
a8 b8 c8 d8
e8 f8 g
84
Grupo Editorial Luis Vives, 2013
Unit 15. The +iddle ges
Contents
The !ermanic invasions
l%Indalus
"ducation and culture in l%Indalus
The )econ:uista
People in the <hristian Kingdoms
Life in the <hristian Kingdoms
Work it out: +ake an hourglass
Amazing people: lfonso J
Put it into practice: +aking paper
One World: +onsters from the +iddle ges
RESOURCES
Students Book
P!"#: &2$%&1'
()* #+LL,# -./0: P!"# &17 3( &$&
Students interacti!e C" Rom
.3/T &4
#eac$ers Book
P!"#: 4&4%442
.3/T &4 T"#T: P!" 42'
Work%ook
P!"#: '=%'1
&las$cards
cathedral8 church8 fortress8 hamlet8 monaster98 mos:ue8 printing press8 watermill
Science Resource Pack' #$ird C(cle
Science Class Posters
&4* The histor9 timeline
Science "igital Resources C" Rom
/nteractive poster: &4* The histor9 timeline
nimation: $* Histor9 of a village
85
Grupo Editorial Luis Vives, 2013
/nteractive activities: &4* Histor9
)A*UES
Learning to respect the past and the importance of tradition*
Promoting tolerance and teamwork*
(eveloping personal initiative and creativit9*
.nderstanding the importance of investigating the past in order to understand the
present*
86
Grupo Editorial Luis Vives, 2013
+E#,O"O*O-.
#cience and "nvironment content is presented throughout each unit in such a wa9 that
learning is alwa9s conte;tualised and meaningful* <are has also been taken to ensure
that each new concept presented follows a logical se:uence based on a solid foundation*
The first two pages of the unit serve as an introduction to the topic under stud9* These
pages structure8 present and order the different aspects of the topic area to be worked on
throughout the unit* /n addition8 these pages introduce the new vocabular9 which will
appear in the unit*
The Work it out section allows the teacher to elicit students, previous knowledge
regarding the contents of the unit*
/n the /e0 0ords section8 we present students with new vocabular98 which will help
them to understand the te;ts that are presented throughout the unit* The words are
presented in a visual and aural wa9 and are accompanied b9 conte;tualised definitions*
Thereafter8 in each page of content8 a warm%up :uestion allows the teacher to diagnose
how much the students have understood and retained from the previous class* "ach page
of content is presented in such a wa9 that the student receives information in both a
written and pictorial form* This contributes to learning b9 association and the
development of meaningful learning*
/n the Put it into practice section8 students learn how to make paper*
/n the One World section8 students read a stor9 about the monsters 1rom t$e +iddle
Ages*
/n the *ets look %ack section8 students review and consolidate content learnt in the unit
with the help of various activities and a mind map*
87
Grupo Editorial Luis Vives, 2013
A##E/#O/ #O C*ASSROO+ ")ERS#.
Work%ook rein1orcement2
.3/T &48 P!"#: '=%'1
E3tension acti!ities2
Teacher,s Book8 P!"#: 4&1 and 44=
-ROUP/-
>hen working on the first two pages of the unit8 we should involve all students as a
group8 making sure the9 all provide some ideas8 in an orderl9 wa9* #tudents should be
encouraged to use as much "nglish as possible and mistake correction should be light*
/deall98 the rest of activities in the unit should be carried out first in groups and then
individuall9*
For the activities on the Put it into practice pages8 groups of four or five students
should be formed*
/#ER"SCP*/AR. */4S
This unit is related to the following fields of knowledge: +aths8 "nglish and rtistic
"ducation*
88
Grupo Editorial Luis Vives, 2013
Aims Assessment
To identif9 the main features of the
!ermanic invasions*
a. To describe the characteristics of the
Kingdom of @isigoths*
To identif9 the main characteristics of
+uslim #pain*
%. To describe life in +uslim #pain*
To recognise the importance of rt and
<ulture of l%Indalus*
c. To describe some e;amples of +uslim
rt and <ulture*
To e;plain the end of l%Indalus* d. To describe the main events of the
)econ:uista*
To identif9 the main groups of medieval
societ9*
e. To describe the groups in medieval
societ9*
To e;plain the main features of life in the
+iddle ges*
1. To describe life in the +iddle ges*
To use /*T* to obtain information about
the +iddle ges*
g. To obtain relevant information about
the +iddle ges*
Contents2
!ermanic invasions: the @isigoths*
Life in l%Indalus*
rt and <ulture in l%Indalus*
The )econ:uista*
+edieval societ9*
Life in the +iddle ges*
89
Grupo Editorial Luis Vives, 2013
Competences Contri%ution to t$e de!elopment o1 t$e
Basic Competences
Pages Criteria
Competence in
kno0ledge o1 and
interaction 0it$
t$e p$(sical 0orld
/nterpreting and understanding Histor9
through the learnt concepts*
&2$%
&1'
a8 b8 c8 d8
e8 f8 g
(escribing the characteristics of the
period of !ermanic invasions*
&25 a8 g
/dentif9ing the main features +uslim
#pain*
&27 b8 g
/dentif9ing some e;amples of +uslim rt
and <ulture*
&1= c8 g
(escribing the groups in medieval societ9
and the main characteristics of their life*
&1&%
&16
d8 e8 f8 g
Competence in
linguistic
communication
c:uiring vocabular9 related to the
+iddle ges*
&2$%
&1'
a8 b8 c8 e8
f
/dentif9ing ke9 information while reading
te;ts related to the +iddle ges*
&2$%
&1$
a8 b8 c8 d8
e8 f
";pressing views orall9 in small and large
groups*
&2$%
&1'
a8 b8 c8 d8
e8 f
<ommunicating with classmates* &2$%
&1'
a8 b8 c8 d8
e8 f
+at$ematical
competence
/mplementing reasoning processes that
lead to obtaining information or solving
problems*
&2$8
&1&8
&148
&168
&12
d8 e8 f8 g
90
Grupo Editorial Luis Vives, 2013
+anaging basic mathematical elements* &2$8
&258
&278
&1=8
&1&8
&148
&168
&12
a8 b8 c8 d8
e8 f
?rganising concept maps8 graphs and
charts with a clear presentation applied to
scientific te;ts*
&258
&278
&1&8
&148
&118
&1'
a8 b8 d8 e
*earning to learn (eveloping attention and concentration
when doing activities*
&2$%
&1$
a8 b8 c8 d8
e8 f
(eveloping interest8 curiosit9 and love of
learning*
&2$%
&1$
a8 b8 c8 d8
e8 f
Learning from others* &2$%
&1$
a8 b8 c8 d8
e8 f
Cultural and
artistic
competence
(eveloping interest in doing work with
order and cleanliness*
&2$8
&278
&1&8
&168
&128
&1$
a8 b8 c8 d8
e
/nterpreting maps and diagrams* &258
&278
&1&8
&14
a8 b8 d8 e
(eveloping skills to carr9 out activities* &2$%
&1'
a8 b8 c8 d8
e8 f
(eveloping creativit9* &2$8
&1=8
&168
c8 f8 g
91
Grupo Editorial Luis Vives, 2013
&128
&11
Social competence
and citizens$ip
+aking group decisions and taking
responsibilit9 for them*
&2$8
&128
&11
c8 f8 g
<ooperating and living together* &2$8
&128
&11
c8 f8 g
Competence in
in1ormation and
communication
tec$nologies
#earching for and processing information* &2$8
&1=8
&148
&168
&11
c8 e8 f8 g
Autonom( and
personal initiati!e
(eveloping autonom9 and taking
responsibilit9 when performing tasks*
&2$%
&1'
a8 b8 c8 d8
e8 f8 g
Learning from mistakes and taking
measured risks*
&2$%
&1'
a8 b8 c8 d8
e8 f8 g
92
Grupo Editorial Luis Vives, 2013