Sociales Assessment

3 PRIM ARY
Social Science
360° ASSESSMENT
This material is a collective work, conceived, designed and created

by the Editorial department at Santillana, under the supervision
of Teresa Grence.
WRITERS
Laura Chamorro, Sheila Tourle and Anna Ubach
ILLUSTRATORS
Jordi Baeza and Grillante
EDITORS
Beatriz Bejarano, Sara J. Checa,
Beatriz G. Hipólito, Gabriela Martín,
Virginia R. Mitchell, Patricia G. Rivera
Heather Sutton and Ros Walford
EDITORIAL MANAGER
María Antonia Oliva
BILINGUAL PROJECT DIRECTOR

Margarita España
Contents
Introduction. What is 360° assessment? . . . . . . . . . . . . . . . . . . . . . . . . . 4
Diagnostic assessment
Initial tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Thinking routines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Continuous assessment
• Unit assessments
Unit 1 assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Unit 2 assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Unit 3 assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Unit 4 assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Unit 5 assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Unit 6 assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
• Self-assessments
Unit 1 self-assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
• Other assessment tools
Oral comprehension rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Reading comprehension rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Oral production rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Oral interaction rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Written production rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
Cooperative learning checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Attitudes assessment dartboard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
The portfolio: a continuous assessment tool . . . . . . . . . . . . . . . . . . . . . . . . 101
Portfolio rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Summative assessment
• Term assessments
Term 1 assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Term 2 assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
Term 3 assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
Final assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
• Other assessment tools

Term challenge assessment scales . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
Self-assessment dartboard. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
Peer assessment scale. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
Assessment scale for the class notebook . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
ASSESSMENT, a key step
in the teaching-learning process
It is well known that assessment contributes to with regards to the situation, and to make the
improving the teaching-learning process. Increasing the appropriate decisions to proceed while
number of opportunities for assessment using different progressively improving the educational activity
tools at different moments has a positive effect on the (Casanova, 2007).
development of competences and on the students' In light of this definition, assessment can be
acquisition of knowledge. considered a bridge between teaching and learning.
Assessment is therefore an intrinsic mechanism linked Regarded in this way, assessment becomes more than
to the learning process. But what exactly do we mean a mere rating function; it becomes a true formative
by assessment? assessment that makes students aware of their own
learning and puts them in charge of it. We must bear
Assessment is defined as a rigorous and systematic in mind that the development of competences
process for collecting data that is incorporated in the requires a methodological change that shifts the
educational process from the very start. It provides focus of learning onto the students, viewing them
continuous and meaningful information about the as active subjects who are responsible for their own
situation. It also allows us to make value judgements progress.
What is 360º ASSESSMENT?

The expression "360° assessment" refers to the
intention of assessing all the relevant aspects of the
teaching-learning processs, graphically portrayed in
a circle. The aim is to draw conclusions from the results
obtained during different moments of the process,
which can then be applied to continually improve the
process.
In the context of this new understanding, assessment
can become the key element that helps us to adapt
the programme and the methodology to the
students' personal characteristics and needs.
This way learning difficulties are detected before
problems or failings arise, and learning can
be carried out more easily.
4
dvantages of the 360° assessment mod
A el
360° The comprehensive approach of the WORLD MAKERS

project assessment allows the teacher to:
• Stimulate student autonomy.
• Monitor the progress and interferences that occur.
• Check the level of content comprehension at every step.
• Increase the opportunities for evaluation, which is
understood as a learning experience.
• Create work groups that are more complete and cohesive.
• Evaluate students' level of competences through a
systematic and comprehensive performance assessment.
• Evaluate objectively, through the perception and the
feedback from different agents in the assessment process.
• Identify learning difficulties, take corrective measures, revise
and adjust the methodology, and personalise the learning
according to the needs that have been identified.
• Define and adjust the teaching programme based on the
individual and collective results obtained.
• Enhance metacognition through self-reflection
done by all participants in the teaching-learning
process.
5
360° assessment
in WORLD MAKERS
360º assessment in the WORLD MAKERS project The 360° assessment model of Santillana's new
is characterised by the variety and diversity of project enables student autonomy by providing
assessment agents, methods, opportunities and
various tools aimed at putting students in charge
tools that can be used at different moments
throughout the teaching-learning process, and not of their own learning through awareness and self-
only at the end when it is too late to intervene. With this reflection. The simple tools offered facilitate a
method, the subject of assessment can be the individual natural environment for assessment in the classroom,
students, and in other cases it can be the group, class besides avoiding biases, since the information
or even the teacher. Teachers generally assess their own
is obtained from various sources. It is assumed,
performance based on the students’ results and then
adapt their pedagogical programme to fit the specific therefore, that the assessment process is the result
needs of the students. of an interaction between tools and agents.
WORLD MAKERS offers the teacher a wide variety of By using multiple tools and by observing different
tools that allow for the assessment of knowledge, signs of learning – which allow for the assessment
skills, abilities and attitudes in order to gauge the
of the starting point, the process and the results
students’ performance in terms of competences
which respond to the "student exit profile" laid out by achieved – a more objective assessment can
the LOMLOE education law. be made.
ssess? Continuous assessmen
When to a t
360º assessment in WORLD MAKERS makes it possible to obtain assessments that
are the result of a formative, active, authentic and self-regulated process that is
carried out at different moments, and that responds to the modern and systemic
concept of assessment that has taken over from the more traditional view.
• Diagnostic function, as it provides information about the students'

situation at the beginning of the school year. It can also be used before
starting a new learning situation or unit, in order to make decisions
Initial regarding the teaching programme.
assessment • Activates the students' prior knowledge.
• It raises the students' awareness about their own baseline and allows
them to set personal goals to focus their efforts.
• Formative function. This is a routine process for gathering

information and interpreting the data in order to make relevant
decisions before, during and after the student's learning process.
Continuous • The assessment tools not only give us information about the level of
competence acquisition, but they also act as the first step towards
assessment initiating dialogue and constructive conversation with the students
about their strengths and areas for improvement. The key here is
for students to identify what causes difficulties for them and to find
efficient strategies to strengthen and improve their learning.
• This is a summative assessment. It is like a snapshot that facilitates

the identification of the students' level of proficiency or competences
once the period in question is over, thus making them aware of their
own progress.
Term and final • On occasion, we might find students who have demonstrated their
proficiency in the continuous assessment, yet are not capable of doing so
assessments in the term assessment. How can we judge their work in this case? How
should we mark it? If changing the tool changes the student's ability to
demonstrate their competence, perhaps we must question the tool and
the conditions of the assessment before questioning the student's level.
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Who assesses?
The agents of assessment
We can talk about three different types of assessments following the

criteria of "who assesses". However, it is key that the three coexist in
balance, and that all of the people involved in the learning process
also serve as agents of assessment.
Hetero-assessment Hetero-
The term hetero-assessment refers to the assessment assessment
processes carried out by people other than the students
themselves.
The WORLD MAKERS assessment tools provide

teachers with varied information that will help to
Teachers detect learning difficulties in time, to adapt the
programming and to take any appropriate
preventive or corrective measures.
Family participation in the education process contributes

to greater transparency and improves communication
between the families and the school. It also increases trust
and solidifies the sense of belonging and identification with
the school's project and with a shared culture of what
Families learning and assessing means.
One way of introducing families as agents of assessment is
to get them involved in the language, objectives and
strategies utilised, sharing with them some of the tools
of the WORLD MAKERS 360º assessment.
• Diagnostic assessment in 4th year.

External • Evaluation of the education system in 6th year.
agents The analysis of the results will translate into
recommendations by the educational authorities.
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Peer assessment, assessment among
Peer classmates
assessment • Aids in learning:
- Learning by helping or with help from others improves learning.
- By examining their classmates' work, students internalise the
success criteria and identify elements of quality.
- Discovering how classmates resolve tasks provides a wide variety
of models.
- Students pay more attention to comments from their peers than
to those from teachers.
• Develops competences: social and civic and learning to learn,
linguistic communication.
• In order for it to work, it is necessary to:
- Clearly communicate to the students the assessment criteria.
- Use peer assessment in tasks they have already learnt. If the task
is new and complex, peer observation can produce tension and
insecurity.
- Repeatedly use the same assessment tools, for example, rubrics
and checklists.
Self-assessment
Self-assessment strengthens metacognitive processes
and enables the development of both the learning to learn
Self- competence and autonomy and personal initiative.
assessment Self-assessment is an introspective process that helps students
to manage their own learning, to make decisions for self-
regulation, and to observe from close up their learning process
(meta-learning), which all help to improve their work strategies.
Furthermore, it allows students to become more aware of
themselves, of their intelligences and of their duty to continue
learning throughout their lives.
Although thinking and evaluating one's own learning is a complex
cognitive exercise, it can be done easily, starting in Primary
Education with suitable assessment tools, such as those
proposed in the 360° assessment in the WORLD MAKERS
project.
9
360º assessment tools
in WORLD MAKERS
The variety of tools included in the WORLD MAKERS project

makes it possible to create a natural assessment environment
in the classroom throughout the school year.
A brief description and example of each assessment tool
can be found in the following pages.
Thinking
routines Initial
Term and final
assessments tests
Challenge
assessment Initial or diagnos Portfolio
scale tic
ass
ses
sm
t e
en
Checklist for
nt
m
ss
Self-assessment group and

sse
dartboard cooperative
ea
work
ativ
Term or summ
Peer
assessment
scale 360° Attitudes
dartboard
Class
nt
Speaking and
me
notebook
interaction
ss
assessment
se
scale rubrics
as
e
ativ
rm
s or fo
u
Unit Continuo Listening
assessments rubric
Self-assessment Reading
questionnaire Writing rubric
rubric
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Diagnostic assessment tools
Thinking routines provide students with useful information

so that they feel motivated, learn self-management skills
and continue persevering along their learning path.
At the same time, this assessment helps the teacher collect
Thinking routines information in order to decide what to teach and how to help
the students. This material offers the possibility of setting aside a
specific time during the school day to use the tools included in the
thinking routines worksheets.
The questionnaires suggested for Social Science are based on a set

of clear and concise questions that require the students to choose
from several options. They are effectively assessment tools that are
easy to correct and that allow the teacher to know the students' Initial tests
previous knowledge in the subject.
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ontinuous or formative assessment too
C ls
The portfolio is a folder or collection of the students' written, graphic

or digital products that demonstrates their achievements, difficulties
and weaknesses, as well as the progress they have made in their
learning and the development of competences.
The portfolio This collection allows the teacher to objectively evaluate not only the
final product, but also the process that the students have followed
throughout.
Included in the WORLD MAKERS 360° assessment are suggestions
for activities and tasks that can be filed in the portfolio, as samples
of students' learning and as a rubric for their assessment.
The checklist is a quick, objective and easy way to evaluate group

work. Moreover, if it is shared with the students, we achieve
transparency by clearly laying out what is expected of the group.
Used in this way, the checklist is a suitable tool for formative Checklist for
assessment focused on the self-regulation of learning. group and
The checklist criteria are objective, clear, relevant and related to cooperative
the learning that will be evaluated. There is a proposed series of traits
that the teacher should watch out for and mark as present or absent. work
In the dartboards, which are often used as an assessment tool, each

portion represents an element to evaluate and each circle is a level
of attainment.
Attitudes Once this dartboard has been completed, the teacher can draw
assessment conclusions about the students' personal attitudes in terms of
participation, compliance with the rules, responsibility, respect for their
dartboard classmates and care of the material. The teacher can compare the
changes in these attitudes over a period of time.
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The rubric is a double-entry table where each criterion that the student must meet
is associated with a description of the different levels of attainment.
It serves as a powerful tool for the self-regulation of learning, since it points
out the path to follow throughout the process. At the same time, it allows for an
objective assessment of attitudes and behaviours that are not easily measured
with other tools.
Rubrics By sharing these tools with the students, a formative assessment is achieved, as
the students know exactly what is expected of them and they are given
information about their strengths and their areas for improvement through the
description of the levels of attainment.
The 360º assessment of the WORLD MAKERS project includes a wide
variety of rubrics in which the expectations for the different tasks are clearly
stated. Among these rubrics, we can find:
• Portfolio rubric
• Language makers rubrics:
- reading
- listening
- writing
- speaking
- interaction
For Social Science, self-assessment questionnaires are provided.

In these questionnaires, the students should choose the answer among
several alternatives. These constitute assessment tools that are easy and Self-assessment
quick to implement, and that the students themselves can correct once
they have finished. multiple-choice
questionnaires
13
These exams are a suitable tool for checking the acquisition of essential
knowledge and the development of competences in a reliable and
objective way.
The unit assessments encourage thinking and contribute to meaningful
learning. They allow the teacher to evaluate the extent of the students'
acquisition of certain lessons; to determine whether they know how to relate
different concepts; and whether they are capable of transferring the skills
Unit assessments they have acquired to another context with different characteristics (without
support, with a time limit, etc.).
The questions or activities included in these assessments are based on real-
life contexts. They often set out from a situation-problem that the student
must analyse in more detail. Furthermore, they include various types of
questions (writing, short answers, multiple choice, interpretation and
assessment, analogies and differences, gap fills, matching, true or false, etc.),
as well as various ways of representing the information (tables, graphics,
texts, images, etc.).
For each unit there are two assessments and the teacher may choose
whichever one they consider more suitable for each one of their students:
• A basic level assessment B.
• An advanced level assessment A.
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ative assessment too
Term or summ ls
The student's notebook allows the teacher to monitor

performance, in addition to serving as a channel of communication
Class notebook between the family and the school. A scale is provided for the
evaluation of the presentation, organisation and execution of the
assessment scale activities and tasks included in the notebook.
The peer assessment scale promotes student learning since it allows

students to internalise the success criteria when they check their Peer
classmates' work. At the same time, students learn to identify elements assessment scale
of quality and positive attitudes in both their classmates' work and
their own. In this way, the social and civic and the learning to learn
competences are stimulated.
The graphic representation of the bullseye makes it easy to reach

immediate conclusions about the self-assessments that the
Self-assessment students have done and to compare them over time. In order to
evaluate their own performance, students mark whichever level they
dartboards feel they have reached.
A scale is provided with specific criteria for each subject

and year that enables the teacher to evaluate the students'
Challenge
individual and collective work on the term challenges related assessment scale
to the SDGs. All scales include the same five performance
levels.
For each term there is an accumulative assessment aimed at evaluating

the students' progress regarding the essential knowledge for that term.
In many cases, these assessments are based on real-life contexts and
Term and final situations and often set out from a situation-problem. There are two
assessments provided for each term, so that the teacher may choose
Term
assessments whichever one they deem more suitable for each one of their students.
assessments • A basic level assessment B.
• An advanced level assessment A.
The Final assessment allows the teacher to evaluate the student's
knowledge at the end of the year.
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Diagnostic
assessment
Initial test
NAME DATE
1 Draw a natural landscape.

There is a mountain range. There is a river.
There is a plain with a forest. There is a plateau with grass.
. Physical redistribution and/or communication on the internet or on social networks is prohibited.

2 Look at the maps and circle the correct information. Then answer the questions.
A B
Content courtesy of
Map A Map B
What type of map is it? physical map / political map physical map / political map
S OC IA L S CIE N C E 3 . P RI M ARY
What can you see ? countries / landscape features countries / landscape features
Name a country you can see on map B:

Name a landscape feature you can see on map A:
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ASSESSMENT B
3 Circle the continents with the children's favourite colours.

Huan's favourite colour is yellow. He lives in Asia.
Farah's favourite colour is green. She lives in Africa.
Irma's favourite colour is blue. She lives in America.
Freyja's favourite colour is purple. She lives in Europe.
Chelsea's favourite colour is orange. She lives in Oceania.

4 Which is the oldest monument? Which country is it in? Complete.
911823_test3_h02_mundo_fisico
Content courtesy of
The Eiffel Tower, The Colosseum, The Alhambra,

France. Year 1887. Italy. Year AD 70. Spain. Year 1238.
S OC IA L S CIE N C E 3 . P RI M ARY
The oldest monument is
It is in
What year is it from?
19
Initial test
NAME DATE
MARK THE CORRECT ANSWER WITH AN ×.

THE ENVIRONMENT AND ITS PRESERVATION
1 What elements do landscapes always have?
a) Only natural elements.

b) Natural elements and possibly some human-made elements.

c) Mountains and trees.
2 What can we see in a mountain landscape?
a) Mountains, plains and beaches.

b) Mountains, mountain ranges and valleys.
c) Mountains, farmland and motorways.
3 What can we see in a flat landscape?
a) Large plains, plateaus, farmland, towns and villages, rivers, etc.

b) Large plains and islands.
c) Large plains and tall mountains.
4 What can we see in a coastal landscape?
a) Only beaches, large hotels and villages.

Content courtesy of
b) Cliffs, mountains, courses of rivers, large plains, farmland, etc.

c) Islands, archipelagos, cliffs, capes, bays, etc.
S OC IA L S CIE N C E 3. PR I M ARY
5 What is the coast?
a) It is the area of land that meets the sea.

b) It is the landscape made up of large beaches.
c) It is the part of a landscape made up of an island or group of islands.
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ASSESSMENT A
6 Mark the correct statement about rivers.
a) Rivers all follow a straight course until they reach the sea.
b) Rivers begin in the mountains and slowly flow downhill.
c) Rivers begin in the mountains and end in the sea. Along the way, they pass
through mountain, flat and coastal landscapes.
7 Mark the correct definition of water.
a) Water is a liquid. We can also find water in a solid state, when it freezes,
and in a gaseous state, when it is heated.

b) Water is a liquid that we can only find in rivers and lakes.
c) Water is a liquid that we get from snowy mountain tops and rivers.
8 Circle the letter of the photo that shows drinking water.
A B C
9 Examples of atmospheric phenomena include… Content courtesy of
a) precipitation, wind, clouds, storms and rainbows.

b) rain, wind, balloons and sails.
c) wind, waves in the sea and gases in a volcano.
10 The atmosphere is…
a) the layer of water on Earth.

b) the layer of oxygen on Earth.
c) the layer of gases that surrounds the Earth.
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Initial test
SOCIETY AND DEMOCRACY
11 Villages are small settlements that have…
a) low buildings and long, wide streets.

b) a large population and everybody knows one another.
c) a small population, low buildings and short, narrow streets.
12 The local council is made up of…
a) the mayor and the councillors elected by the inhabitants

of the municipality.
b) a very old building in the municipality that tourists visit.
c) the municipality and the territory surrounding it.
13 Which type of jobs obtain raw materials?
a) Jobs that are carried out in factories and workshops.

b) Jobs that are carried out in nature, such as farming, fishing
and mining.
c) Jobs that provide services to other people.
14 Who are the people who provide services?
a) The people who work in factories and workshops.

b) The people who work outdoors.
c) The people whose jobs do not obtain raw materials nor manufactured
products; for example, merchants, dentists, teachers, etc.
Content courtesy of
15 We may only cross the street when…
A B C
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ASSESSMENT A
THE PASSING OF TIME
16 Why do we measure time?
a) To know what happens in every moment of our life.

b) To know if our school is far away.
c) To know what our next holiday will be like.
17 What do we use to measure and tell the time?
a) To count the hours we can use a clock or a small calendar.

b) To count the hours and weeks, we use a clock and a calendar.
c) To count the hours, we use a clock. To count the weeks, we
use a calendar.
18 Examples of units that measure time include…
a) only days and weeks.

b) hours, days, weeks, months and years.
c) hours, weeks, litres and kilograms.
19 Which is the oldest object? Tick.
A B C
Content courtesy of
20 What tells us what life was like in the past?
a) Theatres, buses and trains.

b) Trains and bridges.
c) Monuments, traditions and objects in museums.
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INITIAL TEST
Answer key
ASSESSMENT B
1 Individual drawing (I. D.)
2 Map A: physical map; landscape features
Map B: political map; countries
Model answer (M. A.) Spain
(M. A.) Oceans and continents
3
. Physical redistribution and/or communication on the internet or on social networks is prohibited.hibited.

4 The oldest monument is the Colosseum.
It is in Italy.
Year AD 70. 911823_test3_h02_mundo_fisico
Content courtesy of
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ASSESSMENT A
1 b
) Natural elements and possibly some human-made elements.
2 b
) Mountains, mountain ranges and valleys.
3 a
) Large plains, plateaus, farmland, towns and villages, rivers, etc.
4 c
) Islands, archipelagos, cliffs, capes, bays, etc.
5 a
) It is the area of land that meets the sea.
6 c
) Rivers begin in the mountains and end in the sea. Along the way, they pass through
mountain, flat and coastal landscapes.
7 a
) Water is a liquid. We can also find water in a solid state, when it freezes,
and in a gaseous state, when it is heated.
8 b
) Photo of drinking water running from the tap.
9 a) precipitation, wind, clouds, storms and rainbows.

10 c
) the layer of gases that surrounds the Earth.
11 c
) a small population, low buildings and short, narrow streets.
12 a) the mayor and the councillors elected by the inhabitants of the municipality.
13 b
) Jobs that are carried out in nature, such as farming, fishing and mining.
14 c
) The people whose jobs do not obtain raw materials nor manufactured products; for example,
merchants, dentists, teachers, etc.
15 b
) When the light is green for pedestrians.
16 a
) To know what happens in every moment of our life.
17 c
) To count the hours, we use a clock. To count the weeks, we use a calendar.
18 b
) hours, days, weeks, months and years.
19 c
) The feather pen (quill).
20 c
) Monuments, traditions and objects in museums.
Content courtesy of
25
Thinking
routines
INTRODUCTION
The objective of the thinking routines in the diagnostic assessment is to provide useful
information to the children so that they feel motivated, learn self-management skills and
continue persevering along the path of learning. The objective for the teacher is to gather
information to help them to make decisions about what to teach and how to help the students
in their learning.
The routines included here offer thinking strategies graded according to the children’s
developmental age. They are accompanied by a graphic organiser that the students can use to
express and reflect their thinking. Once the students have learnt the routine, the graphic
organisers will no longer be necessary.
All the thinking routines included in this diagnostic assessment have the following
characteristics in common:

• They are aimed at stimulating different mental habits.
• They allow reflection through metacognitive work.
• T
hey can be used several times throughout the year as they complement the contents
of the curriculum.
• They are easy to learn and teach since they are short and involve only a few steps.
• They can be used individually and collectively..
The thinking routines are an excellent opportunity to take time out in class for thinking.
The mental habits that are trained are:
• Metacognition: thinking about how we think.
• E
mpathetic listening: by sharing our thoughts with others, we make an effort to perceive the
points of view and the emotions of others.
• F
lexible thinking: to be able to change perspective, come up with alternatives and consider
other options.
• Q
uestioning and asking questions: to fill in the gap between what they know and what they
do not know.
Content courtesy of
• C
reation, imagination and innovation: to generate new and clever ideas with fluidity and
originality.
• A
pplication of knowledge to new situations: to rely on their prior knowledge and
experience to resolve each new challenge.

• O
btaining information using all the senses: paying close and precise attention to the world
around us.
• I mpulsiveness control: often at this stage of schooling, children give the first answer that
comes to mind. Sometimes, they answer out loud or they begin their work without having
completely understood the instructions. Other times, they lack an organised plan or any type
28
of strategy to approach the problem, or they immediately form a value judgement about an idea
before having understood it thoroughly. One basic mental habit for the evolution of thought is
effectively learning to stop forming value judgements about matters before understanding them
thoroughly.
• I nterdependent thinking: group work requires the development of a willingness and
openness to accepting friendly constructive feedback. Through this type of interaction,
both collective and individual growth is boosted.
How to teach thinking in class

To stimulate thinking among students through strategies explicitly aimed at thinking more

deeply and with greater breadth and autonomy, the following conditions should be considered:
Using the language of thinking in the classroom

Imprecise language is a reflection of vague thinking. However, using the language of thinking
in class helps the students to organise and communicate their own thinking with greater
precision. Words create categories with which we can think, and for this reason it is vital
that we place thinking at the centre of our discourse.
If we are working, for example, with body organs (lungs, heart, kidneys, etc.), in addition to the
definition of each term, we could also go further and do the following:
• Look at images to find similarities and differences.
• Watch a scene.
• Form hypotheses.
• Test ideas and defend them.
It is important to use the vocabulary in bold, as it fosters development and the expression of
thought.
It is also a good idea to show this language in the classroom on a poster that we can create and
add to together. These “visual call-outs” that refer to mental habits are crucial for internalising a
Content courtesy of
language of thinking.
tick
listen colour
think surprise
observe point
learn
care
ask
memorise improve
mark
draw explain
29
Establishing time for thinking in class
Activating the students with good suggestions is not enough; we must also allow them
dedicated time for thinking, which should be sufficient to cover all individual differences.
Specific time for thinking should be set aside.
Rewarding or reinforcing asking questions

There is a general tendency to exclusively stimulate correct answers.
Nevertheless, from the point of view of learning to think, we should also reward children for
asking questions (Excellent questions! I love your question! Interesting question!). This will help
to incentivise students and help them to see that asking questions is a key part of thinking.

How to organise the classroom to encourage thinking
through the use of the routines
Creating a thinking-friendly atmosphere in the classroom is helpful. In general terms, there
should initially be silence to give the students the calm and time they need to organise
and clarify their thoughts, ideas or conclusions. As the students share their viewpoints in pairs
or as a class, this silence will necessarily be interrupted.
• I ndividually: a set amount of time (approximately two minutes) will be dedicated to

individual thinking. We can use gestures, such as pointing to our head, to indicate that it is the
moment to generate ideas. To stimulate individual thinking we should encourage silence and
try to motivate learning and the development of interior dialogue.
• I n pairs: sometimes our thinking is enriched through listening to the viewpoints of others. In
this arrangement, the idea is that the students’ thinking reaches new directions, integrating
their partner’s point of view. It is key that we generate controlled flows of thought (in pairs or
at most groups of three) so that they may broaden their perspective. In the thinking in pairs
Content courtesy of
step, students should speak in quiet voices so as to not disturb and “contaminate” the
thinking processes of the other pairs in class.
• C
ollectively: by listening to their peers’ ideas, students are able to analyse in depth and
summarise the information, choosing the most relevant ideas. It also allows them to explore
how their own thinking has changed. In the collective thinking step, we insist that students
take turns and use active listening skills (reminding them that they should be able to repeat
what their classmates have said if prompted, and to not repeat what has already been said
when it is their turn to speak). We should also encourage them to progressively add more
details in their speech that help to complete their thoughts.
30
THINKING ROUTINES
GOAL
OBJETIVOS
RUTINA 1 1
ROUTINE 3Parts,
vecespurposes,
Q Analysisconocimientos
Activar of ideas and previos,
complexities
(Qué se, qué quiero saber, clarification (global
cuestionarse thinking
y reflexionar
qué he aprendido) and discovery
sobre nuestrasof the parts
ideas y sus of an
object).
cambios.
ROUTINE2 2
RUTINA Veo, pienso,
3-2-1 bridge me pregunto Activate prior
Describir, interpretar,
knowledge and
preguntarse
establish connections.
o cuestionar.

RUTINA 3 3
ROUTINE Colour-Symbol-Image
Comparo y contrasto Identify and
Analizar ideas,
extract
resumir
the
(C-S-I) información,
essence of theprofundizar
ideas studied.
en la comprensión,
Learn how to represent
permanecer
them
concentrado
in non-verbalsinways.
abandonar
la tarea. creativity.
Stimulate
RUTINA 4 4
ROUTINE Creative questions
Color-Símbolo-Imagen Deepen understanding
Identificar y extraer la esencia
(C-S-I) de las
and explore.
ideas. Aprender
a hacer representarlas
Establish analogies. a través
de formascuriosity
Activate no verbales
and de
comunicación.
creativity.
Content courtesy of
31
ROUTINE 1 Parts, purposes, complexities
In class, we often work with content using lists of specific components; for example, the parts of the
body, the different parts of a speech or of a story, etc. We usually ask questions about these elements
to check student comprehension.
But is it enough to simply know the names of the parts? If we want to reach a more profound
and a richer understanding of how things work, instead of merely listing parts, it is better to work
higher- order thinking skills, delving deeper into the analysis through questions such as the
following:
1. What are the smaller parts that make up the “whole”?
2. What would happen if each one of these parts was missing?

3. What is the purpose of each part?
4. How do the different parts work together to make the “whole”? How do they allow
it to carry out a specific function?
The goal of the Parts, purposes, complexities thinking routine is deep comprehension of a
specific topic and a precise and exact recall. Students think of the object or content they are
going to study and name all the parts that make it up. Once they are all listed, the students have
to think about what each part is for and then choose just one of them. Then they think about it
by answering questions such as: What would happen if that part was missing? What is the
purpose of that part? Etc.
Thinking habits reinforced through the use of this routine

• T
hinking analytically and doing mental operations such as comparing, classifying,
deconstructing, distinguishing, categorising, organising, structuring, integrating
and differentiating.
• Analysing and clarifying ideas.
• Challenging and raising concerns.
Content courtesy of
• Thinking and expressing themselves clearly and with precision.

• Deepening understanding of the concepts compared.
• S
timulating persistence, helping to maintain concentration and not go off task,
and reducing impulsiveness.
32
Parts, purposes, complexities
The object
Resources and goal
RESOURCES: graphic organiser.
The parts
The part under consideration
What would happen if this

part was missing?

What is the purpose of this
part?
GOAL: this thinking tool can be used in many subjects: English, Maths, Natural and Social
Science, Music, etc. It helps to improve comprehension of an explanation or of a topic, and
it facilitates learning of the contents.
For example:
• English: the “object” is the sentence and “the parts” are the subject and the predicate.
• Maths: the “object” is the fraction and “the parts” are the numerator and the denominator.
Step by step
1. Encourage the students to think of an object or a topic they are going to study,
and to name its parts.
2. Once they have identified the parts, they list them in the graphic organiser.
3. They think individually and then collectively about what each part is for.
Content courtesy of
4. Next, they choose just one of the parts and delve deeper:
– What is the function of this part?
– What would happen if this part was missing?
Type of work
Individual, collective, both.
33
ROUTINE 2 3-2-1 bridge
The 3-2-1 bridge routine is used to make the students aware of their prior knowledge and to
help them to relate it with their new conceptions, once they have learnt more about the topic.

• Flexible thinking.
• Stimulating creativity and lateral thinking.
• Encouraging exploration into new ideas and activating prior knowledge.

• Developing the ability to investigate.
• Establishing connections through metaphors.
Resources and goal

3-2-1 bridge
Initial responses Final responses
3 ideas 3 ideas
Content courtesy of
2 questions 2 questions
1 image 1 image
(metaphor) (metaphor)
34
GOAL: this thinking routine can be used when developing comprehension over a long
period of time. It can be used for a concept the students are already familiar with in one
context but not in another; in this way the explanation will focus their learning in a
different direction. This will allow them to build bridges between new ideas and their prior
knowledge each time new information is obtained.
This routine can also be used to work with content the students are only vaguely familiar
with.
Step by step
1. Present a concept in class.
2. Each student works individually, writing three ideas, two questions and a metaphor

about the content they are going to study. By making their thinking visible in the graphic
organiser, they will be able to find the most interesting aspects of each idea. This is the
phase in which prior knowledge is activated.
3. After the content is explained or an activity is carried out, the students return to their
graphic organisers and fill in the second column with three ideas, two questions and
a metaphor. This time, they have new knowledge and more information about the
topic.
4. They will analyse the evolution of their ideas by sharing their initial responses with a
partner and reflecting together on how and why they have changed since learning new
information. At this stage it is important to highlight that their initial responses were
neither right nor wrong, but merely a starting point. The new experiences and
knowledge take their thinking in new directions.
5. Lastly, the students share their ideas with the entire class. Respect, active listening and
thinking are fostered through questions: Are there any new ideas? Have any of the
initial questions been answered or resolved? Have you come up with a better metaphor
in the second part?
Type of work Content courtesy of
Collective, individual, both.

35
ROUTINE 3 C-S-I (Colour-Symbol-Image)
The C-S-I routine helps to identify and distill the essence of ideas and then represent them in
non-verbal ways.
Children will learn to develop metaphorical language, to reflect on a specific event and to make
connections that will improve comprehension.
We are used to believing that we reason with words. However, sometimes it is better to think in
imagery made of colours, symbols or pictures. By taking what they have understood from a text,
video or conversation and converting it into a colour that identifies it, a symbol that represents it
and a picture that summarises it, the students produce metaphors and create their own
understanding of things.

• A
nalytical thinking, focusing on details as well as on the similarities and differences.
This also helps to reduce impulsiveness.
• Relating information they see with their own experiences.
• R
eflecting and making decisions on how to best represent their thoughts or feelings
about the content through symbols.
• Stimulating creativity and lateral thinking.
• R
emembering new vocabulary through multidimensional association with colours,
symbols and images.
• Reinforcing the learning to learn competence.
Resources and goal

Content courtesy of
Colour Symbol
Image
36
GOAL: this routine can be used to improve comprehension of a text, story, explanation,
etc. Students sharing their colours, symbols and images stimulates discussion about a text,
content or event.
Step by step
1. Encourage the students to think about the element or stimulus in question. They
should focus on the details, identifying any interesting concepts and pointing out
similarities and differences for a deeper comprehension. As they read, listen or observe,
they will note down any ideas they find interesting or important.
2. Using the C-S-I chart, the children:
– Will choose the colour they feel represents the essence of an idea.

– Will choose a symbol that best captures the essence of the idea.
– Will select an image that best represents or captures the essence of that idea.
In this way, we will stimulate reflective and lateral thinking and the students will learn to
make decisions through their choices.
3. Once they have filled in the charts, the children will be asked to share their reflections
to spread the thinking in all directions.
Type of work
Content courtesy of
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ROUTINE 4 Creative questions
The Creative questions thinking routine encourages the students to come up with interesting
questions and to play with them for a while in order to explore their creative possibilities.
It also allows them to develop creative thinking and to explore new content.

• Activating curiosity and creativity.
• Delving deeper into the ideas and learning to plan and explore.
• Learning to think of possibilities and analogies.

• Stimulating curiosity and creativity.
Resources and goal

7
Content courtesy of
10
38
GOAL: this routine can be used to introduce new content in order to help the students go
deeper. It can also be used halfway through a unit, as a way to stimulate the students’
curiosity, or at the end of a unit to see how the knowledge they have acquired helps them
to form increasingly interesting questions.
Furthermore, this routine can be used continuously to study the content by posting
an ongoing list of questions in a visible place in the classroom or in the students’ own
notebooks. For example, we can show a sequence of Roman numerals for the first time
and then hand out the graphic organiser in class to stimulate a flow of questions. We write
down the ones that are most relevant to the content in order to discuss them.
Step by step
1. Brainstorm ideas using at least ten questions about the content. If at first the flow of

questions is weak, you can suggest some preliminary ideas to help to get the students
to formulate more interesting and deeper questions about the topic:
• Why?
• What are the reasons?
• What happens if…?
• What is the purpose of…?
• How would it change if…?
• Let’s suppose that…
• What if we knew that…?
• What would change if…?, etc.
2. The class chooses the most interesting questions that came up in the brainstorm.
Then, they choose just one of these and discuss it. If there is time, the rest of the questions
can be used, too.
3. Lastly, reflect as a class: what new ideas do I have on the topic or on the content that
I did not have before?
Type of work
Content courtesy of

39
40
ROUTINE 1 Parts, purposes, complexities
NAME DATE
part?
The parts
The object
was missing?
What is the purpose of this

The part under consideration
Parts, purposes, complexities
What would happen if this part
S OC IA L S CIE N C E 3. PR I M ARY Content courtesy of . Physical redistribution and/or communication on the internet or on social networks is prohibited.
ROUTINE 2 3-2-1 bridge
NAME DATE
3 ideas
1 image
(metaphor)
2 questions
Initial responses
3-2-1 bridge
3 ideas
1 image
(metaphor)
2 questions
Final responses
41
42
ROUTINE 3 C-S-I (Colour-Symbol-Image)
NAME DATE
Symbol
Colour
Image
ROUTINE 4 Creative questions
NAME DATE
10
43
Continuous
assessment
Assessment
Units 1-6
1 We protect landscapes
NAME DATE
1 What colours are these elements on the Earth's surface?

Colour in using green, blue and brown.
land oceans and seas vegetation
2 Write the name of the Earth's oceans and continents.
Oceans Continents

3 What is a landscape? Tick the correct definition.
All the visible features of a large extension of land.

All the human features of a small extension of land.
4 Label the parts of a mountain. a)
foot
b)
Content courtesy of
peak
slope
c)
5 What is the difference between a mountain and a valley? Circle.

a) A mountain / valley is an area of low land between mountains.
b) A mountain / valley is a very high area of land with steep slopes.
48
ASSESSMENT B
6 Match each physical feature with its definition.

Plateau A large area of high flat land.
Depression A
n area of low flat land surrounded
by higher land.
7 Classify the jobs people have in flat landscapes: offices and crop farming.
Village City

8 Complete the text using these words.
high coasts – coast – cliffs – low coasts – beaches
The is an area of land that meets the sea.

have with sand or stones.
have made of rocks.
9 Label the picture with the following coastal landscape features:

cape, bay, island and peninsula.
a)
b)
Content courtesy of
c) d)
10 What do many people on the coast work in?
49
1 We protect landscapes
NAME DATE
Emma lives in Europe. Her

grandmother lives in a mountain
village in America. Emma is going
to visit her grandmother for a few
days.
1 Look at the map and answer.

hich numbers represent the
W 1
continents of America and Europe? 3
6
2
4
hich ocean lies between the two
W
continents?
5
2 What is a landscape? What is the landscape like where Emma's

grandmother lives?
3 Write two features of the landscape in each photo.
A B Content courtesy of
4 Explain the difference between a mountain and a mountain range.
50
ASSESSMENT A
5 Emma drew a picture of the landscape where she lives to show her grandmother.
Write the coastal features in the picture.
1)
2)
3)
4) 2
olour the low coast

C 3
in blue. 1
4

6 What jobs do people have in mountain landscapes? And in coastal landscapes?
7 Apart from mountain and coastal landscapes, which other landscape

do you know?
Explain the difference between a plateau and a depression.
8 Complete the table with a feature of each landscape. Content courtesy of
Landscape Physical features Human features
Mountain
Flat
Coastal
9 What is a national park? Explain your answer.
51
UNIT 1
Tabla de evaluación de competencias
dades Actividades
COMPETENCIAS CRITERIOS SABERES BÁSICOS
ESPECÍFICAS CRITERIOS
DE EVALUACIÓN SABERES RELACIONADOS
RELACIONADOS
PRUEBA A PRUEBA BB
PRUEBA PRUEBA AA
PRUEBA
Identificar las características, la organización y las

ORGANIZACIÓN Muestra un Demuestra -L
as formas de relieve más
e DE
propiedades de los elementos del medio natural, dominio suficientebuen dominio relevantes.
LA INFORMACIÓN 1, 2, 3, 4,del
n social y cultural a través de la indagación y utilizando suficiente
del tema pero condel1, tema
2, 3, 5,que
9 -L
a transformación y la
Organiza bien y procesos adecuados. 7, pero
8, 10
las herramientas tema
algunas carenciasexpone y degradación de los ecosistemas
las ideas del tema con algunas
y alguna presenta naturales por la acción humana.
que tiene que carencias
información y que bastante
exponer.
Identificar conexiones sencillas entre diferentes alguna
presenta no información
elementos del medio natural social y cultural responde a las que se
información
mostrando comprensión de las relaciones que se que 5, 6, 9
presenta
cuestiones 4, 6, 7, 8con
relaciona

establecen. no responde a el tema.
planteadas.
las cuestiones
EXPRESIÓN ORAL Pronuncia con
planteadas.
Mostrar actitudes que fomenten el bienestar
Se expresa y social, identificando las emociones claridad y fluidez,
emocional Pronuncia
EXPRESIÓN
con claridad ORAL pero con con Pronuncia 6, 9 con
propias y las de los demás, mostrando empatía y claridad y claridad y
Se expresa
yestableciendo
con un volumen continuos
relaciones afectivas saludables. fluidez, pero fluidez la
s. con claridad
adecuado. bloqueos o pausas.
y con un volumen con continuos mayoría de las
PARTICIPACIÓN
adecuado. bloqueos
Intervieneoen palabras y el
es Answer key
Participa en los
pausas.
algunas cuestiones volumen y la
debates y respondiendo entonación
el ASSESSMENT
conversaciones. B preguntas 8 sobre elson
The coast is an area of land that meets
adecuados.
tema.
the sea.
1 Land DE- brown
PARTICIPACIÓN
NORMAS Interviene
Respeta suen Low
turno coasts
Participa en have beaches with sand
o COMUNICACIÓN
Oceans
Participa en los and seas - blue de palabra peroor
algunas stones.
nolos debates
Respeta ylas
debates cuestiones
escucha las High respondiendo
coasts have cliffs made of rocks.

normasVegetation
básicas de - green
conversaciones. aportaciones de preguntas
respondiendo
comunicación oral. los demás.9 a)sobre
preguntas bay el tema
2 O ceans: Pacific Ocean, Atlantic Ocean, sobre el tema. b)ypeninsula
mostrando
n Indian Ocean, Arctic Ocean and AntarcticParticipa de vez eninterés en
OPINIÓN
PERSONAL
Ocean. cuando c)participar.
cape
Expresa sus y en contadas d) island
a Continents:
NORMAS
gustos, DE Asia, America, Africa, Respeta
ocasionessuexpresaEscucha
y Oceania,
COMUNICACIÓN
preferencias y Antarctica and Europe. turno de 10 Myrespetando
sus preferencias any people work in tourism and fishing.
s. Respeta las
opiniones. palabra pero
gustos personales.las normas de
3 T ick:
normas All de
básicas the visible features of a large no escucha comunicación
TOTAL extension of land.
comunicación oral. las ASSESSMENT
aportaciones
y espera su
turnoTOTAL
para
A
4 a) peak de los demás. hablar.
Content courtesy of
1 America is number 6 on the map,

b) slope
OPINIÓN Participa de and Europe
Participa y is number 1.
c) foot
PERSONAL vez en cuando expresa sus
Expresa sus
opiniones
y en contadas These continents
y are separated by
5 a

gustos, ) A
valley is an area of low land between ocasiones the
gustosAtlantic Ocean.
preferencias mountains.
y expresa sus personales.
preferencias y A landscape is all the visible features of
2
opiniones.
b) A mountain is a very high area of land gustos a large extension of land. Emma's
with steep slopes. personales. grandmother lives in a mountain
6 Plateau: a large area of high flat land. landscape.
epression: an area of low flat land
D 3 a
) mountain
TOTAL and valley
surrounded by higher land. b) cliff and island

7 V
illage: crop farming 4 A mountain is a very high area of land with
City: offices steep slopes.
52
mountain range is a group of mountains
A 9 They
are landscapes that are special
that are close together. because of their natural beauty and
5 1) island wildlife. They are designated as national
parks in order to protect them.
2) bay
3) cape
4) archipelago
Colour the beach area in blue.
6 (M.
A.) In mountain landscapes many
people work in tourism and livestock
farming. In coastal landscapes many
people work in tourism and fishing.
7 Flat landscapes.
A
plateau is a large area of high flat land,

while a depression is an area of low flat
land surrounded by higher land.
8 ( M. A.)
Mountain
Physical features: mountain
Human features: tunnel
Flat
Physical features: plateau
Human features: city
Coastal
Physical features: cape
Human features: marina
Content courtesy of
53
2 We look after water
NAME DATE
1 Match each type of motion with its definition.

Tides he motion formed by wind
T
blowing over the surface of the sea.
Waves he regular rise and fall of sea
T
levels.
2 Look at the picture and tick the problems

that happen in seas and oceans.

water pollution
deforestation
plastic waste
3 What is a river? Complete the text using these words.
fresh water – sea – river – flow – high
A is a large, flowing body of .

It begins in a area and flows downhill to the .
All rivers have a channel and a of water.
4 Write T (true) or F (false).

The flow is the amount of water a river carries.
The channel is the area of land that contains the flowing water of a river.
Content courtesy of
A meander is a river that flows into a larger river.
5 Which photo shows people and goods transported on a river? Circle.

A B
54
ASSESSMENT B
6 Label the course of the river: lower course,

middle course and upper course.
a)
b)
c)

7 Write the course of the river that is being described in each case.
Course Description
The channel is wider and deeper. The flow is abundant.
The river gains water from its tributaries.
The channel is narrow and shallow. The flow is low.
The gradient is steep. The river begins high up in
the mountains.
The channel is very wide and deep. The flow is very
abundant. The river reaches the coast where it meets
the sea.
8 Are icebergs made of frozen fresh water

or salt water?
Content courtesy of
9 Where can we find fresh water? Colour.
aquifer ocean lake underground river

10 Write one action we can take to save water.
55
2 We look after water
NAME DATE
Last spring, Lily and her

family went canoeing in a
river. Now she is telling her
class about her experience.
1 Answer the questions.

What type of benefit from rivers is canoeing?
What other benefits from rivers are there?
2 Lily saw some people going river rafting in

this course of the river. Which course is it?
What is it like?
3 After she finished her trip down the river, she made this table. Complete it.
Upper course Middle course Lower course

Content courtesy of
Channel
Flow
4 Lily and her family went canoeing in spring. What was the flow of the river
like at that time of year? Why?
56
ASSESSMENT A
5 Lily noticed that there was still some snow in the mountains.
Why does water freeze on high mountain peaks?
6 A lot of this water will end up as groundwater. Do you know where groundwater
comes from? Why is it important to take care of groundwater?

7 In addition to canoeing, Lily and her family also swam in a nearby lake.
What is the difference between a river and a lake?
8 Lily also likes swimming in the sea. What is the difference between
sea water and river water?
9 Look at the photos and label them: high tide or low tide.
A B Content courtesy of
10 After a day of kayaking and swimming, Lily and her family made sure they
collected all their rubbish and left the area clean. Why did they do this?
57
UNIT 2
dades Actividades
CRITERIOS SABERES RELACIONADOS
ESPECÍFICAS DE EVALUACIÓN RELACIONADOS
PRUEBA A PRUEBA
PRUEBABB PRUEBA
PRUEBAAA

ORGANIZACIÓN Muestra un Demuestra - Las formas de relieve más
DE buen
te propiedades de los elementos del medio natural,
LA INFORMACIÓN
dominio suficiente
1, 3, 4, 5, 6 1, 2, dominio
3, 4, 5, relevantes.
n social y cultural a través de la indagación y utilizando del
suficiente
tema
7, 8, 9pero
del condel tema
6, 8, 9que - La transformación y la
s Organiza bien
las herramientas y procesos adecuados. algunas
tema pero carenciasexpone y degradación de los ecosistemas
las ideas del tema ycon
alguna
algunas presenta naturales por la acción humana.
que tiene que carencias y que bastante
información
Identificar conexiones sencillas entre diferentes
exponer. presenta
alguna no información
elementos del medio natural, social y cultural
responde 1, 4 a las que 6,
información se7, 8
mostrando comprensión de las relaciones que se
establecen. cuestiones
que presenta relaciona con

no responde a el tema.
planteadas.
Identificar problemas ecosociales, proponer posibles las cuestiones
EXPRESIÓN ORAL Pronuncia
planteadas.con
soluciones y poner en práctica estilos de vida
, Se expresa reconociendo comportamientos claridad y fluidez,
sostenible, 2, 10 con Pronuncia 9, 10 con
EXPRESIÓN
con claridad ORAL pero con
Pronuncia
respetuosos de cuidado, corresponsabilidad y
yprotección
Secon un volumen
expresa continuos
claridad y claridad y
del entorno.
as. adecuado.
con claridad bloqueos
fluidez, pero fluidez la
o pausas.
PARTICIPACIÓN
adecuado. Interviene
bloqueos oen palabras y el
es Participa en los algunas
pausas. cuestiones volumen y la
el Answer key
conversaciones. preguntas sobre elson
tema. adecuados.
PARTICIPACIÓN
NORMAS DE Respeta
Intervienesuen
turno Participa en
no ASSESSMENT
COMUNICACIÓN
Participa en los
B de palabra7peroFno
algunas rom top to bottom: middle course, upper
los debates
Respeta ylas
debates escucha
cuestioneslas course and lower course
respondiendo
1 T ides:
normas the
básicas
conversaciones. deregular rise and fall of sea aportaciones
respondiendode preguntas
levels. oral.
comunicación los demás.8 Icebergs
preguntas are made of frozen fresh water.
sobre el tema
sobre el tema. y mostrando
en Waves: the motion formed by wind
OPINIÓN Participa de9 vezCen
olour: aquifer, lake and underground river
interés en
PERSONAL cuando
blowing over the surface of the sea. participar.
10 (M. A.) Use a glass of water when brushing
Expresa sus y en contadas
a gustos,
NORMAS Respeta suexpresa
ocasiones your teeth.
Escucha
y
2 T ick:DEwater pollution and plastic waste
COMUNICACIÓN turno
sus de
preferencias yrespetando
preferencias y
s. Respeta las
opiniones. palabrapersonales.
gustos pero las normas de
3 A river
básicasisde
a large, flowing body of fresh
normas no escucha ASSESSMENT
comunicación A
TOTAL
water. Itoral.
comunicación begins in a high area and flows las y espera su
TOTAL
downhill to the sea. All rivers have a aportaciones1 turno
It is apara
leisure activity.
Content courtesy of
de los demás. hablar.

channel and a flow of water.
Other benefits include the storing of
OPINIÓN
4 T. The flow is the amount of water Participa de Participa
water iny reservoirs and the transport
a river carries. y en contadas
of people and goods.
opiniones y
Expresa sus
T. The channel is the area of land that
gustos, ocasiones 2 The gustos
photo shows the upper course of a
preferencias y
contains the flowing water of a river. expresa sus personales.
river. This section begins high up in the
opiniones. preferencias y
F. A meander is a river that flows into gustos mountains at the river's source. The
a larger river. personales. channel is narrow and shallow. The
gradient is steep and the flow is low.
5 Circle: photo B
3 UpperTOTAL
course
6 a
) upper course Channel: narrow and shallow
b) middle course Flow: low
c) lower course
58
Middle course 8 S
ea water is salt water.
Channel: wider and deeper River water is fresh water.
Flow: abundant
9 a
) low tide
Lower course
Channel: very wide and deep b) high tide
Flow: very abundant 10 Open answer (O. A.)
4 (M. A.) The flow was probably very
abundant because in spring it rains more
and the snow from the mountains melts.
5 B
ecause it is very cold high in the
mountains.
6 Groundwater
comes mainly from
precipitation. Water filters through the soil

and collects underground. We must take
care of groundwater because it is an
important source of fresh water for people.
We use it at home, in industry and to
irrigate crops.
7 A
lake is a large body of water that is
surrounded by land. A river is a large,
flowing body of fresh water that begins in
a high area and flows downhill to the sea.
Content courtesy of
59
3 We keep the air clean
NAME DATE
living things – temperature – rays – gases – air
The atmosphere is the layer of that surrounds the Earth. It is

essential for life on Earth because it filters harmful from the
Sun, it keeps the perfect for life on the planet and it

contains the that need to stay alive.
2 Label the layers of the atmosphere: troposphere, stratosphere and outer layers.
a)
b)
c)
3 These children are recycling. Does this activity harm or help the atmosphere?
Content courtesy of
4 Tick the three atmospheric phenomena in the picture.

rain breeze
clouds storm
hail snow
60
ASSESSMENT B
5 Number each stage of the water cycle.
The water droplets fall as rain.

3
2
The water evaporates.
1
The water ends up in the ocean.
4
The water vapour cools and forms clouds.
What is weather? Write T (true) or F (false).

6
Weather is the state of the atmosphere at a specific time and place.

Weather is the state of the stratosphere at a specific altitude and temperature.
7 Circle the name of the weather instruments shown in the photo.

a) thermometer / weather vane A
b) rain gauge / anemometer B

c) anemometer / thermometer
C
8 What do meteorologists study? Colour.
atmosphere vegetation rivers atmospheric phenomena
9 Label the seasons: spring, summer, autumn and winter.
A B C D
Content courtesy of
10 Which season of the year does the text describe? Write.
It is warm and it rains frequently. Plants look green

and trees grow new leaves. Flowers appear.
61
3 We keep the air clean
NAME DATE
Susan, John's mother,

came to class today to talk
about her job. She is a
meteorologist.
1 What do meteorologists study?

2 List three reasons why the atmosphere is important.
3 What is weather?
Content courtesy of
4 Susan says that atmospheric phenomena occur in one of the layers

of the atmosphere. Read the definitions and identify the layer.
Outer layers I t contains the ozone layer. It

protects us from the harmful rays
of the Sun.
Stratosphere
There is almost no oxygen here.
I t contains the oxygen that living
Troposphere
things breathe.
Colour in blue the layer where atmospheric phenomena take place.

62
ASSESSMENT A
5 Susan has also shown us this weather map. What is the weather like?
What atmospheric phenomena take place?
6 Look at the map again and think about the seasons of the year.
In which seasons do we normally have this type of weather?

Explain the changes that happen to plants during these seasons.
7 Explain why it rains. Describe what happens in each stage of the water cycle.
1)
3
2) 2
1
3)
4
4)
Content courtesy of
8 Which weather instrument measures precipitation? Name two more

instruments.
9 Susan is worried about air pollution. Write one example for each case.
Causes air pollution Reduces air pollution
63
UNIT 3
dades Actividades
PRUEBA A PRUEBA
PRUEBABB PRUEBA
PRUEBAAA
Identificar las características, organización y

ORGANIZACIÓN Muestra un Demuestra - Conocimiento del espacio.
e DE
propiedades de los elementos del medio natural, dominio suficientebuen dominio Representación del espacio.
n LA INFORMACIÓN
social y cultural a través de metodologías de 1,del
2, tema
3, 4, 5,pero
suficiente 6,
del7, con1,del
2, tema
3, 4, 5,que
6, 7,
8, 9, 10 8, 9, 10 - El clima y el paisaje. Los
Organiza
indagaciónbien
y utilizando las herramientas y procesos algunas
tema pero carenciasexpone y fenómenos atmosféricos.
las
adecuados. tema
ideas del ycon
alguna
algunas presenta
información - Resolución de operaciones en
exponer. presenta
alguna no información situaciones contextualizadas.
elementos del medio natural social y cultural responde
información a las que se - Hábitos de vida sostenible.
mostrando comprensión de las relaciones que se 5, 10
cuestiones
que presenta 4, 5, 6, 7,con
relaciona 8
planteadas.

establecen.
las cuestiones
planteadas.con
Identificar problemas ecosociales, proponer posibles
Se expresa y poner en práctica hábitos de vida claridad y fluidez,
soluciones
EXPRESIÓN
con ORAL
claridadreconociendo pero con con Pronuncia con
Pronuncia
sostenible, comportamientos
yrespetuosos
Se con un volumen
expresa continuos
de cuidado y protección del entorno y
s. adecuado.
con fluidez,3 pero
bloqueos o pausas. fluidez9la
uso claridad
sostenible de los recursos naturales, y expresando
ylos
con un volumen con continuos mayoría de las
cambios positivos y negativos causados en el
PARTICIPACIÓN
medio por la acción humana.
el conversaciones. preguntas sobre elson
tema. adecuados.
NORMAS DE
PARTICIPACIÓN Respeta
Intervienesuen
turno Participa en
o Answer
Participa en los key
COMUNICACIÓN
Respeta las
de palabra pero nolos debates
algunas
escucha
cuestioneslas respondiendo
debates y
normas básicas
conversaciones. de aportaciones
respondiendo de preguntas
comunicación oral. los demás.
preguntas sobre el tema
ASSESSMENT B 6 T. yW
sobre el tema. eather is the state of the atmosphere
mostrando
n OPINIÓN Participa de vez eninterés en
PERSONAL at a specific time and place.
1 T he atmosphere is the layer of gases that cuando participar.
y en contadas F. Weather is the state of the stratosphere
Expresa sus
a surrounds the Earth. It is essential for life ocasiones
Respeta suexpresaatEscucha
gustos, DE
NORMAS a specific altitude and temperature.
y on Earth
COMUNICACIÓN
preferencias y because it filters harmful rays turno
sus de
s. from
Respeta las the Sun, it keeps the temperature gustos
opiniones. 7 a)las
palabrapersonales.
pero weather vane
normas de
perfect for life on the planet and it
normas básicas de no escucha comunicación
b)yrain gauge
TOTAL comunicación the air that living things need las
containsoral. espera su
TOTAL
aportaciones c)turnoanemometer
para
to stay alive. de los demás. hablar.
8 Colour: atmosphere and atmospheric
Content courtesy of
2 a) outer layers

OPINIÓN Participa de phenomena
Participa y
b) stratosphere
Expresa 9 a)opiniones
y en contadas spring y
c) sus
troposphere
gustos, ocasiones b)gustos
winter
3 Recycling
preferencias y helps the atmosphere. expresa sus personales.
opiniones.
(M. A.) It is an activity that helps reduce preferencias y c) summer
air pollution.
gustos d) autumn
personales.
4 Tick: clouds, rain and storm 10 spring
TOTAL
5 3
. The water droplets fall as rain.
1. The water evaporates. ASSESSMENT A
4. The water ends up in the ocean. 1 M
eteorologists study the atmosphere and
2. The water vapour cools and forms clouds. atmospheric phenomena. They collect
64
data from weather satellites. They display 7 1. The Sun heats the ocean. The water
this information on weather maps. evaporates and becomes water vapour.
2 I t filters harmful rays from the Sun. 2. The water vapour rises and cools.
It keeps the temperature perfect for life It forms clouds.
on the planet. 3. The water droplets join together.
It contains the air that living things need They fall to Earth as rain.
to stay alive.
4. The rain collects in rivers. Water
3 W
eather is the state of the atmosphere ends up in the ocean.
at a specific time and place.
8 A
rain gauge measures precipitation.
4 Outer layers: there is almost no oxygen (M. A.) Other instruments are the weather
here. vane and the thermometer.
tratosphere: it contains the ozone layer.
S 9 ( M. A.)
It protects us from harmful rays of the Sun.
Causes air pollution: vehicle emissions

Troposphere: it contains the oxygen that
Reduces air pollution: zero-emission
living things breathe.
transport
Students colour the troposphere.
5 T
he weather is rainy. Precipitation is the
main atmospheric phenomenon.
6 In spring and autumn.
In spring, plants are green. Trees grow
new leaves and spring flowers appear.
In autumn, leaves on some trees change
to yellow, brown and red. They start to
fall.
Content courtesy of
65
4 We improve our community
NAME DATE
1 Label the photos: city or village.
A B

2 What characterises each type of village? Match.
Tourist villages hey have factories and farms that make
T
or process local products. They are usually
bigger, with a larger population.
Industrial villages any young people go to study or work in
M
the cities. Older people stay, but there are
fewer services.
Small villages T
hey attract tourists who like mountain
walks or enjoy the beaches.
3 Number the parts of a city.
1. historic centre 2. modern district 3. suburbs
Content courtesy of
4 Write A for an advantage of city life or D for a disadvantage.

There are many cars, so traffic jams occur.
There are many services: hospitals, universities, banks, etc.
There are many jobs.
66
ASSESSMENT B
5 What are the main characteristics of cities? Colour.
small population many services low buildings few services
tall buildings large population
territory – municipality – local council

A consists of the buildings, the population and the
surrounding it. Every municipality has a .
7 How do local councils work? Circle the correct word.

a) The people who work in the local council are called police / councillors.
b) The head of the local council is the mayor / citizen.
c) The mayor and the councillors work in the museum / town hall.
8 Which of these are rules we must respect to be responsible citizens? Tick.

Respect road safety. Don't drop litter.
Make loud noises. Clean up after your dog.
9 Which local service does each photo show? Write.
A B C
Content courtesy of
transport cultural and leisure police and fire
10 What do we call the money the local council collects to pay for local services?
67
4 We improve our community
NAME DATE
Your friend Oliver is on holiday in

a village. He has sent you photos
and you can see there are many
tourists there.
1 Which type of village is Oliver in? What other types of village do you know?

2 You have answered your friend, telling him that you are in a city.
Write V for village, or C for city.
The buildings are low. There are many buildings.
The buildings are tall. There are few services.
The streets are wide. The population is small.
The population is large. The streets are short and narrow.
3 You have also told Oliver that you visited the historic centre. Explain
what the streets and buildings are like in each part of the city.
Historic centre Modern district Suburbs
Streets
Content courtesy of
Buildings
4 While you were in the city, you also saw

many cars. What problem can you see
in the photo?
68
ASSESSMENT A
5 You went to the town hall to get information from the tourist office.
What is a town hall and who works there?
What do these people do?
6 You had to ask a police officer where the town hall is. What kind of municipal
service is this?

7 The police officer showed you this street map. A B C D
What building is in square B2 ? And in A1? 1

2
In which square is the town hall?

3
bakery hospital town hall
8 At the town hall, they told you that one of the ways to fight traffic jams
is by using public transport. Which service organises this? Name some
other local services.
Content courtesy of
9 In the village where your friend is spending his holiday, there is an exhibition
on elections and the local council.
Who can vote?
What other things can you do to be a responsible citizen? Name one of them.

10 What are municipal taxes used for?
69
UNIDAD 4
dades Actividades
PRUEBA A PRUEBA
PRUEBABB PRUEBA
PRUEBAAA

ORGANIZACIÓN Muestra un Demuestra - Ocupación y distribución de la
e DE
soluciones y poner en práctica estilos de vida dominio 4 suficientebuen4,dominio
10 población en el espacio.
LA INFORMACIÓN del
suficiente
tema pero del condel tema que
n sostenible. - Organización y funcionamiento
Organiza bien algunas
tema pero carenciasexpone y de la sociedad. Las principales
las ideas del
Conocer lostema
principales órganos de gobierno y ycon
alguna
algunas presenta instituciones y entidades del
que tiene que
funciones de diversas administraciones y servicios carencias y que bastante
información entorno local, regional y
exponer. presenta
alguna 4, 5, 6
información
públicos, valorando la importancia de su gestión para 6, 7, 8, 9,no10 nacional y los servicios públicos
la seguridad integral ciudadana y la participación responde
información a las que 7, se
8, 9, 10
que prestan.
democrática. cuestiones
planteadas.

Identificar las características, la organización y las las cuestiones
planteadas.con
propiedades de los elementos del medio natural,
Se expresa claridad y fluidez,
1, 2, 3, 4, 5 1, 2, 3
social y cultural a través de la indagación y utilizando
EXPRESIÓN
con claridad ORALy procesos adecuados. pero con con Pronuncia con
Pronuncia
las herramientas
y con
Se un volumen
expresa continuos
s. adecuado.
fluidez, pero o pausas.fluidez la
es
Answer key
PARTICIPACIÓN
bloqueos oen
algunas
pausas. cuestiones
palabras y el
volumen y la
Participa en los
el ASSESSMENT
conversaciones. B preguntas sobre elson
tema.
7 a)adecuados.
The people who work in the local
council are called councillors.
1 a ) village Respeta
Intervienesuen
turno
NORMAS DE
PARTICIPACIÓN b)Participa
The head en of the local council is the
COMUNICACIÓN
o b) city
Participa en los de palabra pero nolos debates
algunas
mayor.
Respeta ylas
debates escucha
2 Tourist
normas básicasvillages:
conversaciones. de they attract tourists who aportaciones
respondiendode c)preguntas
The mayor and the councillors work in
preguntas
like mountain walks or enjoy the beaches.sobre el tema. y mostrando the
sobre town
el temahall.
n Industrial villages: they have factories andParticipa de8 vezTen

OPINIÓN ick: Respect
interés en road safety. Don't drop litter.
PERSONAL
farms that make or process local products.cuando Clean up after your dog.
participar.
Expresa sus are usually bigger, with a larger y en contadas
They C.Escucha
transport
a gustos, DE
NORMAS Respeta su9
ocasiones expresa
population.
COMUNICACIÓN
y preferencias y turno
sus de A.yrespetando
preferencias cultural and leisure
s. RespetaSmall
opiniones.las villages: many young people go to gustos
palabrapersonales.
pero las normas de
B. comunicación
police and fire
normas study work in the cities. Older people no escucha
or de
básicas
comunicación
stay, butoral.
there are fewer services. las 10 Taxes.y espera su
TOTAL TOTAL
aportaciones turno para
3 F
rom left to right: 3, 1 and 2
Content courtesy of
OPINIÓN
4 D. There are many cars, so traffic jams Participa ASSESSMENT
de Participa y A
occur. 1 Heopiniones
y en contadas is in a tourist
y village. There are also
Expresa sus
A. There are many services like hospitals, ocasiones
gustos, industrial
gustos and small villages.
universities,
preferencias y banks, etc. expresa sus personales.
2 y V. The buildings are low.
preferencias
opiniones.
A. There are many jobs. gustos C. The buildings are tall.
5 Colour: many services, tall buildings and personales. C. The streets are wide.
large population C. The population is large.
TOTAL
6 A
municipality consists of the buildings, C. There are many buildings.
the population and the territory V. There are few services.
surrounding it. Every municipality has
a local council. V. The population is small.
V. The streets are short and narrow.
70
3 H
istoric centre 6 It is part of the police and fire services.
Streets: narrow.
7 The hospital. The bakery.
Buildings: low. There are monuments
and museums. D1.
Modern district 8 T
ransport services. (M. A.) Other local
Streets: wide. services: cultural and leisure, waste
Buildings: tall. There are offices and shops. management and sanitation services.
Suburbs 9 People over 18 years old can vote.
Streets: they surround the modern district.
Buildings: houses, shopping centres, (M. A.) Collaborate with associations
factories and industrial estates. and respect the laws of the community.
4 A
traffic jam. There are many cars in cities, 10 Municipal
taxes are used to keep the
so traffic jams often occur. streets clean, to maintain the sewers, to
build parks, to build and repair roads, to

5 T
he town hall is the building where the install traffic signs, to regulate the traffic,
local council works. This is made up of etc.
the mayor and the councillors.
The local council organises the
municipality and solves the problems
of the community.
Content courtesy of
71
5 We promote equality at work
NAME DATE
1 Write the types of job below each photo: jobs in nature, jobs in manufacturing,
jobs in services.
A B C

2 What are working conditions? Circle the correct words.
a) The employer / farmer employs the worker.
b) The material / wage is the money the employer pays each worker.
c) The working hours / services are the number of hours that the worker works.
3 Write I for inshore fishing or O offshore fishing.
The fishing grounds are a long way out at sea.

The fishing grounds are near the coast.
Fishermen work in small boats.
Fishermen spend days at sea on large boats. Content courtesy of
4 Put the steps for growing crops in order. Write 1, 2, 3 and 4.
Plant or sow Plough Harvest Fertilise

5 Colour poultry in blue, cattle in green, sheep in yellow and pigs in red.
A B C D
72
ASSESSMENT B
6 Circle the raw materials.
milk spoon wood cheese iron
cacao chair chocolate
7 Classify these products according to the type of industry.
toys – plastic – steel – clothes – cars – fabric

Basic industry Consumer goods industries
8 Tick the services.

media intensive farming emergency services
aquaculture health services cleaning
e-commerce – customer – shop assistant – trade
is the buying and selling of products and services in shops

or on the internet. Trade on the internet is called .
Content courtesy of
The sells the product. The

buys the product.
10 Match each means of transport to a type of infrastructure.

Aeroplane Road
Ferry Airport
Bus Port
73
5 We promote equality at work
NAME DATE
This morning Helen went to

the supermarket with her family.
She noticed some things that
she is now talking about with
her brother.
1 What is trade? To which job sector does trade belong?

2 Helen's family bought some tuna, which her parents say is caught offshore.
Explain the difference between inshore and offshore fishing.
3 In the fresh food section, Helen found several products that come from
different types of crop farming. Complete the table.
Dry crops Irrigated crops
Definition
Content courtesy of
Examples
4 Helen's mum bought her favourite cheese:

mature sheep's cheese. Answer the questions.
From which type of livestock is it?
How are the animals in the photo raised?
74
ASSESSMENT A
5 Helen's parents also bought a dozen eggs. Label the photos with the type
of livestock and tick the box of the one that we take eggs from.
a) b) c)

6 Oil was on the shopping list, too. Look at the pictures and list the steps
of the industrial process.
1 2
1)
2)
3 4 3)
4)
7 When Helen's family finished getting everything on the list,

they went to pay. List each element in the picture. 2
1)
1 4
2)
3)
Content courtesy of
3
4)
8 Helen and her family returned home from the supermarket in the family car. A
car is an example of a means of transport. Name three more means of transport
and the type of infrastructure they use.
75
UNIT 5
dades Actividades
PRUEBA A PRUEBA
PRUEBABB PRUEBA
PRUEBAAA

ORGANIZACIÓN Muestra un Demuestra -D
esigualdad social y acceso a
e DE
soluciones y poner en práctica estilos de vida dominio
2, 3, 4,suficiente
5 buen dominio
2,3, 4, 5 los recursos. Usos del espacio
n LA INFORMACIÓN del
suficiente
tema pero del condel tema que
sostenible. por el ser humano y evolución
Organiza bien algunas
tema pero carenciasexpone y de las actividades productivas.
las ideas dellas
Identificar tema
características, la organización y las ycon
alguna
algunas presenta
que tiene quede los elementos del medio natural,
propiedades 1, 2, 4, 6,y que bastante
información
carencias
1, 4, 6, 7, 8
exponer.
social y cultural a través de la indagación y utilizando presenta
alguna
8, 9, 10no información
las herramientas y procesos adecuados. responde
información a las que se
cuestiones

planteadas.
elementos del medio natural social y cultural las cuestiones
3, 5, 7
Pronuncia 2, 3, 5
mostrando comprensión
EXPRESIÓN ORAL de las relaciones que se planteadas.con
establecen.
Se expresa claridad y fluidez,
EXPRESIÓN
con claridad ORAL pero con con Pronuncia con
Pronuncia
yInteriorizar
Secon normas básicas para la convivencia en el
un volumen
expresa continuos
s. usoclaridad
de los espacios públicos como peatones o como
adecuado.
con bloqueos
fluidez, peroo pausas.fluidez8la
yusuarios de los medios de locomoción.
con un volumen con continuos mayoría de las
PARTICIPACIÓN
respondiendo entonación
el Answer key
debates y
conversaciones. preguntas sobre elson
tema. adecuados.
ASSESSMENT
NORMAS DE
PARTICIPACIÓN B Respeta
Intervienesu7 Basic
turno
en industries:
Participa en plastic, steel, fabric
o COMUNICACIÓN de palabra pero nolos debates
algunas
Participa en los
1 a Consumer goods industries: toys, clothes,
) jobs
Respeta
debates ylas in manufacturing escucha
normas aportaciones cars
b) jobs indenature
básicas
conversaciones.
los demás.8
comunicación oral. Tick: media, emergency services, health
c) jobs in services sobre el tema. y mostrando
n OPINIÓN services
Participa de vez eninterés enand cleaning
PERSONAL cuando
2 a ) The employer employs the worker. 9 Tradeparticipar.
is the buying and selling of products
a b) The wage is the money the employer
gustos, DE
ocasiones and services in shops or on the internet.
Escucha
y paysy each worker.
COMUNICACIÓN
preferencias turno
sus de
preferencias Trade on the internet is called
yrespetando
s. c) T
Respeta lashe working hours are the number
opiniones. gustos pero e-commerce.
palabrapersonales. las normas de The shop assistant sells the
normas básicas de that the worker works. no escucha product. The customer buys the product.
comunicación
of hours las y espera su
TOTAL comunicación oral. TOTAL
10 Aeroplane:
aportaciones turno para airport
3 O . The fishing grounds are a long way de los demás. Ferry:hablar.
port
Content courtesy of
out at sea.
OPINIÓN Participa de Bus: roady
Participa
I. The fishing grounds are near the coast.
I. Fishermen
Expresa sus work in small boats. y en contadas opiniones y
O. F
gustos, ishermen spend days at sea on large ocasionesASSESSMENT
gustos A
preferencias y expresa sus personales.
boats.
1 y Trade is the buying and selling of products
preferencias
opiniones.
4 3
. Plant or sow gustos and services in shops or on the internet.
personales.
1. Plough Trade is part of the services sector.
4. Harvest 2 I n inshore fishing, the fishing grounds are
TOTAL
2. Fertilise near the coast. Fishermen work in small
boats and they return to port every day.
5 Colour: a) green; b) red; c) yellow; d) blue
I n offshore fishing, the fishing grounds are
6 Circle: milk, wood, iron and cacao a long way out at sea. Fishermen spend
76
days at sea on large boats. They have 6 1. Raw material
refrigerators to keep the fish fresh.
2. Industrial process
3 D ry crops 3. Moulding
Definition: crops that do not need much 4. Packaging and distribution
water to grow.
Examples: olives and barley 7 1. Customer
Irrigated crops 2. Shop assistant
Definition: crops that need a lot of water. 3. Product
Examples: rice and corn 4. Card
4 From sheep. 8 (M. A.) Aeroplanes, airports. Trains,
Extensive farming. railway lines. Buses, roads.
5 a) poultry
b) pigs

c) cattle
Tick: the photo on the left
Content courtesy of
77
6 We learn from the past
NAME DATE
1 Read and write: past, present or future.

a) You are doing this exercise now.
b) Your next summer holidays.
c) Your first day at school.
2 Colour in the units of time we use to measure short periods of time.

decade weeks years century days
millennium hours months
3 Look at the timeline and answer the questions.
2014 2015 2016 2017 2018 2019 2020 2021 2022 2023
2017: my first year 2019: I learnt to ride 2022: my sister was

at school a bike born
203938_06_p74_LT_muda
Which is the oldest event?
Which is the most recent event?
What years are included in this timeline?
Complete the text using these words.

Content courtesy of
caves – stone tools – human beings – berries – fire

The first lived many thousands of years ago.

They lived in huts or .
They discovered and made .
They hunted, fished and gathered fruits and .
78
ASSESSMENT B
5 Label the picture with these words.
church – bridge – castle – house – crops
c)
a)
d)
b)
e)

6 Match each term with its definition.
Castle A building made of wood and straw.
House building made of stone and

A
surrounded by a wall.

Around 200 years ago, people built the first large factories.
Working-class neighbourhoods were built near factories.
Poor people lived in residential neighbourhoods.
8 Circle the characteristics of modern cities.

a) Inside / Outside the city centre, there are residential neighbourhoods.
b) Factories are built in industrial / urban estates.
Content courtesy of
c) There are high-rise flats and narrow / wide avenues.
9 Tick three examples of traditions.

statue stories and legends cathedral

dances and songs patron saint typical costumes
10 Is New Year's Day a festival or a tradition?
79
6 We learn from the past
NAME DATE
It is Alice's birthday soon.

She is going to celebrate it
in the castle in her town with
all her friends.
1 Alice is turning nine.

Next year, when she turns ten, she will be a … old.
millenium decade century
Number the units for measuring time from smallest to biggest (1, 2, 3…).
year hour month week
2 Alice has told you about some events from her life. Draw arrows
from the events to the correct dates on the timeline.
2022: her sister was 2017: she changed 2018: she learnt to
born schools ride a bike
2014 2015 2016 2017 2018 2019 2020 2021 2022 2023
3 Write the three steps you need to follow to represent your personal
history on a timeline.
Content courtesy of
1) 203938_06_p74_LT_muda
2)
3)
4 Alice's birthday is in a few days. Write P for the events that are taking place in
the present. Write F for the events in the future. Write B if it was in the past.
Today is Thursday. You bought her a gift yesterday.
The birthday is on a Saturday. Alice will turn nine in two days.
80
ASSESSMENT A
5 The castle where the birthday party will be celebrated was built thousands
of years ago. Complete this table on what life was like in that period.
Characteristics
Types of buildings
Jobs
6 The castle is a historical monument. What are historical monuments?

Name two other ways we can find out about the past.
7 A long time ago, people lived in caves. What discovery improved their lives?
How did they obtain food?
8 Alice lives in an old city. Compare the city today with the same city
200 years ago.
9 You plan to go to the birthday party in the castle by car.

Content courtesy of
When was the car, or automobile, invented?

How did people move around in each period in the history of your city? Explain.
10 Why do you think it is important to take good care of our cultural heritage?
81
UNIT 6
dades Actividades
PRUEBA A PRUEBA
PRUEBABB PRUEBA
PRUEBAAA
Proteger el patrimonio natural y cultural y valorarlo

ORGANIZACIÓN Muestra un Demuestra - El tiempo histórico. Nociones
e DE
como un bien común, adoptando conductas dominio suficientebuen dominio temporales y cronología.
LA INFORMACIÓN del condel tema
n respetuosas para su disfrute y proponiendo acciones del
suficiente
tema
9, 10 pero 10, 6 que Ubicación temporal de las
s Organiza bien
para su conservación y mejora. algunas
tema pero carenciasexpone y grandes etapas históricas.
alguna
algunas presenta – Las expresiones artísticas y
información culturales prehistóricas y de la
Identificar hechos del entorno social y cultural desde
exponer. presenta
alguna no información Antigüedad y su
la Prehistoria hasta la Edad Antigua, empleando las que
responde
información a
1, 2, 3, 7, 8 las 1, 2, 3,se4, 6, 7, 9 contextualización histórica
nociones de causalidad, simultaneidad y sucesión. cuestiones
que presenta relaciona con desde una perspectiva de

planteadas. género.
las cuestiones
Conocer personas,
ORAL grupos sociales relevantes y Pronuncia – La función del arte y la cultura
EXPRESIÓN planteadas.con
formas de vida de las sociedades desde la Prehistoria claridad y fluidez, en el mundo de la Prehistoria y
Se expresa 4, 5, 6 5, 7, 8
hasta la Edad Antigua, incorporando la perspectiva
EXPRESIÓN pero con con Pronuncia con
Pronuncia la Edad Antigua.
con claridad ORAL
de género. continuos
y con
Se un volumen
expresa
as. adecuado.
o pausas.
PARTICIPACIÓN
es
Answer key
Participa en los algunas
pausas. cuestiones
respondiendo entonación
volumen y la
debates y
tema. adecuados.
ASSESSMENT B 6 Castle: a building made of stone and
NORMAS DE
Intervienesuen
turno Participa en
COMUNICACIÓN
surrounded by a wall.
o 1 a ) present
Participa en los de palabra pero nolos debates
algunas
Respeta ylas
debates escucha
cuestioneslas House: a building made of wood and straw.
respondiendo
normasb) básicas
futurede
conversaciones. aportaciones
c) past oral.
comunicación los demás.7 T. sobre
preguntas Around 200 years ago, people built the
el tema
sobre el tema. yfirst large factories.
mostrando
2 Colour:

PERSONAL weeks, years, days, hours cuando T. participar.
Working-class neighbourhoods were
and
Expresa susmonths y en contadas built near factories.
a gustos, DE
NORMAS Respeta suexpresaEscucha
ocasiones
3 2017: F.yrespetando
Poor people lived in residential
y COMUNICACIÓN
preferencias y my first year at school turno
sus de
preferencias
s. Respeta
opiniones. las palabrapersonales.
gustos pero neighbourhoods.
las normas de
2022:
normas básicas de
my sister was born no escucha8 comunicación
a)yO utside the city centre, there are
TOTAL Fromoral.
comunicación 2014 to 2023 las espera su
residential
TOTAL neighbourhoods.
aportaciones turno para
4 T he first human beings lived many de los demás. b)hablar.Factories are built in industrial estates.
Content courtesy of
thousands of years ago.

OPINIÓN Participa de c)Participa
T
here are
y high-rise flats and wide
They lived in huts or caves.
PERSONAL avenues.
vez en cuando expresa sus
Expresa sus y en contadas opiniones y
They discovered fire and made stone tools.
gustos, ocasiones 9 Tick: dances and songs, stories and
gustos
They hunted,
preferencias y fished and gathered fruits expresa sus legends, and typical costumes
personales.
and berries. preferencias y
opiniones.
gustos 10 New Year's Day is a festival celebrated
5 a) crops personales. on the 1st of January.
b) bridge
c) castle ASSESSMENT
TOTAL
A
d) church
e) house 1 Tick: decade
82
. year
4 owadays, most people live in towns or
N
1. hour cities, in high-rise flats. There are also
3. month residential neighbourhoods outside the
city centres, with houses. Factories are
2. week located outside the city in industrial
2 I. D. estates. Neighbourhoods are connected
by wide avenues. There are new services,
3 1 . Select the events. like sewerage systems, street lighting and
2. Find out the dates. waste management.
3. Put the dates in order. 9 About 100 years ago.
4 P. Today is Thursday. A long time ago, people walked
F. The birthday is on a Saturday. everywhere; then they rode horses, used
B. You bought her a gift yesterday. carts or travelled by boat. Between 200
F. Alice will turn nine in two days. and 100 years ago, new means of

transport appeared: the steamboat,
5 T
ypes of buildings: castle, church, the railways, the automobile and the
monastery and house aeroplane. Today, there are also
Jobs: most people worked in the country. underground trains and high-speed
They cultivated crops. trains.
6 Historical
monuments are very old 10 O. A.
buildings that were built during different
periods in history. For example, castles,
palaces, churches, cathedrals, mosques,
bridges, fountains and statues.
(M. A.) Traditions and historical figures.
7 F
ire. They fished, hunted and gathered
fruits and berries.
8 ( M. A.) Around 200 years ago, people built
the first large factories. Working-class
neighbourhoods with small houses were
built near factories. Rich people lived in
residential neighbourhoods with large
houses and gardens where the streets were
wide and had gaslights.
Content courtesy of
83
Self-assessment
Units 1-6
1 Self-assessment
NAME DATE

1 All the visible features of a large extension of land are called a…
a) relief. c) landscape.
b) vegetation. d) continent.
2 What do we call the lowest part of a mountain?

a) peak c) valley
b) slope d) foot
3 Which feature of flat landscapes is the highest?
a) plateau c) hill
b) depression d) valley
4 Which feature of coastal relief does the photo show?
a) cape
b) island
c) gulf
d) peninsula
Content courtesy of
5 Which statement is true?
a) Mountain towns are usually large and have wide motorways.

b) There are usually a lot of factories in villages in flat landscapes.
c) In cities in flat landscapes, many people work in crop farming.

d) On the coast there is a lot of tourism.
1: C; 2: D; 3: A; 4: B; 5: D. ANSWERS
86
2 Self-assessment
NAME DATE

1 The regular rise and fall of sea levels is called…
a) waves. c) corals.
b) tides. d) pollution.
2 What is a tributary?

a) A large, flowing body of fresh water that flows from high areas
downhill to the sea.
b) A flowing body of fresh water that flows into a larger river.
c) The area of land that contains the flowing water of a river.
d) The amount of water that a river carries.
3 Where can we find water in a solid state (ice)?
a) at the poles c) in aquifers

b) in seas d) in rivers
4 Which course of a river does the photo show?
a) upper course
b) middle course
Content courtesy of
c) lower course
d) all of the above
Water that filters through the soil and is stored underground forms…
a) a river. c) an aquifer.
b) a well. d) a spring.
1: B; 2: B; 3: A; 4: B; 5: C. ANSWERS
87
3 Self-assessment
NAME DATE

1 What is the name of the layer of the atmosphere that contains the oxygen
that living things breathe?
a) stratosphere c) troposphere
b) hydrosphere d) outer layer

2 Which atmospheric phenomena are types of precipitation?
a) rain and wind c) rain, breeze and clouds

b) rain, snow and hail d) all of the above
3 Which instrument measures the speed of wind?
a) anemometer c) rain gauge

b) thermometer d) weather vane
4 Which statement is false?

a) The longest days of the year are in summer.
b) In spring, many trees grow new leaves.
c) In winter, nights are very long.
d) It rains very little in autumn. Content courtesy of
5 What is air pollution?
a) Air that does not contain any oxygen.

b) Air that blows at night.
c) Air that contains droplets of water.

d) Air that contains smoke, ash and harmful gases.
1: C; 2: B; 3: A; 4: D; 5: D. ANSWERS
88
4 Self-assessment
NAME DATE

1 In which places are the streets narrow, the buildings low and the population
small?
a) cities c) villages
b) municipalities d) suburbs

2 What do we call the oldest part of a city?
a) modern district c) suburbs

b) historic centre d) main square
3 One disadvantage of city life is…
a) the loneliness that many people feel in a crowded city.

b) the job opportunities.
c) the number of services available.
d) the streets are too wide.
4 A town hall is…
a) a municipality with a large population.

b) the building where the local council works.
c) a type of public service. Content courtesy of
d) a tax that is used to improve services.
5 Which type of local service does the photo show?
a) police and fire services

b) waste management and sanitation services

c) cultural and leisure services
d) transport services
1: C; 2: B; 3: A; 4: B; 5: B. ANSWERS
89
5 Self-assessment
NAME DATE

1 Working conditions are…
a) jobs that transform raw materials into manufactured products.

b) things such as the hours, the wage and the number of holidays of a job.
c) services such as waste management and information technology.

d) only the number of hours that a worker works.
a) Aquaculture is the raising of plants, algae, fish and shellfish in

controlled conditions.
b) Fishing can be inshore fishing or extensive fishing.
c) In inshore fishing, the boats are very large.
d) Fishing grounds are areas where fishing is prohibited.
3 Look at the photo. Which type of livestock do you see?
a) poultry c) cattle
b) pigs d) sheep
4 Textile manufacturing is… Content courtesy of
a) a basic industry. c) a services job.

b) a consumer goods industry. d) a natural process.
The person who assists travellers in a hotel is a…

a) shop assistant. c) mountain guide.

b) receptionist. d) driver.
1: B; 2: A; 3: D; 4: A; 5: B. ANSWERS
90
6 Self-assessment
NAME DATE

1 A century is…
a) 1,000 years. c) 100 years.

b) 10 years. d) 100,000 years.
2 Thousands of years ago, people lived in…

a) cities. c) monasteries.
b) castles. d) caves.
a) About a thousand years ago, people lived in villages.

b) Monasteries were surrounded by walls.
c) Peasants lived in castles.
d) Railways were invented about a thousand years ago.
4 What period does this painting show?
a) Thousands of years ago

b) 200 years ago
c) A thousand years ago
Content courtesy of
d) The present
5 Traditions exist because…

a) older people pass them on. c) internet videos show them.

b) they are in books. d) festivals keep them alive.
1: C; 2: D; 3: A; 4: B; 5: A. ANSWERS
91
Other assessment tools
94
Social Science
Oral comprehension rubric
Student's name Date
LEVELS OF ACHIEVEMENT SCORE

CRITERIA (UNITS)
LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
(1 point) (2 points) (3 points) (4 points) 1 2 3 4 5 6
They are easily

They occasionally get They do not get distracted They pay close attention during the
ATTENTION distracted during the
distracted. during the listening activity. entire listening activity.
listening activity.
They have difficulty in

They do not grasp the They identify and express the They give a detailed summary of
COMPREHENSION grasping the overall
overall meaning. meaning of the text. the purpose of the text.
meaning.
Besides identifying the main

They do not identify the They identify the main They distinguish between the main
MAIN IDEAS ideas, they also identify
main ideas of the text. ideas of the text. ideas and the secondary ones.
secondary ones.
They do not identify They identify the

They have difficulty in They identify the communicative
the context of the communicative situation and
CONTEXT identifying the situation and contribute detailed
communicative contribute some information
communicative situation. information about it.
situation. about it.
They are unable to infer They infer some They make inferences from They make inferences from the
INFERENCES any information from information but with the listening and contribute listening and contribute derived
the listening. difficulty. derived ideas. ideas and conclusions.
TOTAL
Score: Between 5 and 8: poor Between 9 and 12: satisfactory Between 13 and 16: good Above 17: excellent
Social Science
Reading comprehension rubric
Student's name Date

CRITERIA (UNITS)
They are distracted They are occasionally They do not get distracted They pay close attention while
ATTENTION
while reading. distracted while reading. while reading. reading.
They have difficulty in

They do not grasp the
grasping the overall
overall meaning. They They identify and express the They give a detailed summary of
meaning. They omit
COMPREHENSION express a vague or meaning of the text and the purpose of the text. They
parts of the text that
confused idea about the locate the main ideas. identify its function or use.
complete the meaning of
text.
the text.
Besides identifying the main

They do not identify the They identify the main They distinguish between the main
MAIN IDEAS ideas, they also identify
main ideas of the text. ideas of the text. ideas and the secondary ones.
secondary ones.
They identify the They identify the communicative

They identify neither They identify the
communicative situation, situation and contribute detailed
the communicative communicative situation and
CONTEXT AND FORM yet only with prior information about it, as well as
situation nor the type of contribute some information
information about the distinguishing which type of text
text. about it.
type of text it is. it is.
They are unable to infer They infer some They make inferences from They make inferences from the
INFERENCES any information from information but with the reading and contribute reading and contribute derived
the text. difficulty. derived ideas. ideas and conclusions.
TOTAL
TOTAL
S OC IA L S CI E NC E 3. PR IM A RY Content courtesy of . Physical redistribution and/or communication on the internet or on social networks is prohibited.
95
96
Social Science
Oral production rubric
Student's name Date

CRITERIA (UNITS)
They have difficulties

They express themselves Their expression is correct, fluent
ORAL EXPRESSION with oral expression or Their expression is correct,
correctly, but with errors and organised, and it interests and
they express themselves fluent and organised.
or with difficulty. motivates their classmates.
with great limitations.
Their ideas are not

Their ideas do not Their ideas are well-founded, They express plenty of well-
well-founded. They do
JUSTIFICATION contradict the content and they cite sources and founded ideas, citing sources
not present solid
they have studied. answer with arguments. and answering with arguments.
arguments.
They respect neither They respect other They let other people take They let other people speak, and
CONSIDERATION FOR the opinions nor the people’s turns, but they turns speaking and they they listen attentively and respect
OTHERS participation of their do not show a positive respect their opinions, even if other people’s opinions, even if they
classmates. listening attitude. they do not agree with them. do not agree with them.
They do not use any They use strategies for presenting

They use strategies for
STRATEGIES strategies that could They have begun to use (outlines, notes, summaries) that
presenting (outlines, notes,
help them express some useful strategies. help them to make well-ordered,
summaries).
themselves better. clear and efficient presentations.
They do not use any They use some additional They use images, data, They use images, data, photos, etc.
PRESENTATION AIDS additional resources in resources in their photos, etc. in their in their presentation that make it
their presentation. presentation. presentation. very fun and interesting.
TOTAL
TOTAL
Social Science
Oral interaction rubric
Student's name Date

CRITERIA (UNITS)
1 2 3 4 5 6
(1 point) (2 points) (3 points) (4 points)
They carry out a preliminary

They make arguments that Their argument
They make incomplete analysis to prepare for the activity.
PLANNING do not entirely correspond corresponds with the
arguments. Their argument corresponds
with the activity. activity.
perfectly with the activity.
They nearly always speak They always speak clearly,

They do not speak clearly
clearly but with some but make some They always speak clearly and do
CLARITY and/or they make several
pronunciation mistakes pronunciation mistakes not make pronunciation mistakes.
pronunciation mistakes.
(more than one). (one or more).
They have bad posture They have good posture; they

BODY LANGUAGE They sometimes have They have good posture
and/or do not look at their appear relaxed and confident.
AND VISUAL good posture and make and make eye contact
classmates during the They make eye contact during the
CONTACT eye contact. during the activity.
activity. activity.
Their arguments are not Nearly all of their

One of their arguments is All of their arguments are based
PRECISION precise or are not based on arguments are based on
not based on facts. on facts.
facts. facts.
They rush to the end of the They sometimes go off

They sometimes go off
ATTITUDE activity. There are sudden topic or rush their They stay on topic and do not rush.
topic.
changes of topic. classmates.
TOTAL
97
98
Social Science
Written production rubric
Student's name Date
LEVELS OF ACHIEVEMENT
SCORE
CRITERIA (UNITS)
1 2 4 6
Their sentences lack Most sentences are
Most sentences are correctly All sentences are correctly
SENTENCE structure or appear correctly structured, but
structured and there is a structured and there is a variety
STRUCTURE incomplete, or they do not they all have a similar
variety of structures. of structures.
make sense. structure.
They make several They make a few mistakes

mistakes in their use of in their use of capital They make one or two They do not make any mistakes
USE OF UPPER CASE capital letters and/or letters and/or punctuation, mistakes in their use of upper in their use of upper case or
AND PUNCTUATION punctuation, and this is and this distracts the case or punctuation, but their punctuation, and so their work is
noticeable and interrupts reader and interrupts the work is still easy to read. exceptionally easy to read.
the flow of information. flow of information.
There are between three

There are six or more There are no more than two There are no major spelling
SPELLING and five major spelling
major spelling mistakes. major spelling mistakes. mistakes.
mistakes.
LEXICAL AND General mistakes in There are some mistakes in The grammatical concord is The grammatical concord is
GRAMMATICAL grammatical agreement: grammatical agreement: nearly always accurate: accurate: number, verb tense,
COHERENCE number, verb tense, etc. number, verb tense, etc. number, verb tense, etc. etc.
The text does not follow

The text does not comply
SUITABILITY WITH the given guidelines (in The text generally follows the The text follows the given
with all the given
THE CONTEXT terms of the type of text, given guidelines. guidelines.
guidelines.
length, etc.).
TOTAL
COOPERATIVE LEARNING CHECKLIST 3–4
Subject Term
Task description
TEAM 1 TEAM 2 TEAM 3 TEAM 4

MEMBERS MEMBERS MEMBERS MEMBERS

TEAMS
1 2 3 4
All members of the team have participated in the activity.

COHESION
All members are well-integrated in the team.
They are respectful and tolerant of other students' opinions.
They negotiate and reach agreements if any difficulties arise.

ATTITUDE
They are capable of resolving conflicts.
They bear in mind other people's ideas.
They finish their work on time and hand it in by the deadline.

RESPONSIBILITY
They are punctual to group meetings.
They divide the work into subtasks with time limits and
deadlines.
ORGANISATION
They respect and follow through with the role they have been
Content courtesy of
assigned (spokesperson, coordinator, moderator, secretary).
The finished work is satisfactory and coherent.
They meet the established objectives.

S O CI AL S CI E NC E 3. PR IM ARY
QUALITY OF THE
RESULTS They show interest in the quality of their work and the final
product (tidiness, cleanliness, varied resources, details, etc.).
They use oral and written language correctly.
*Mark with an X if the team overall demonstrates the skill or aspect being evaluated.
99
ATTITUDES
ESCALA ASSESSMENT DARTBOARD
DE COEVALUACIÓN Tercer ciclo
Primary
Student's name Date
They participate
actively and
collaborates
with others.

They respect the rules of
coexistence everywhere
(classroom, playground,
They take care of lunchroom).
school materials and
facilities.
They show respect for They take on all tasks

classmates and their responsibly and
opinions. mindfully.
Content courtesy of
1 Never or rarely
2 Sometimes
3 Almost always
4 Always
100
The portfolio
A continuous assessment tool
INTRODUCTION
Obtaining information about the student in real situations, both in the classroom and elsewhere,
is necessary for assessing basic competences. Accordingly, traditional exams and assessments
do not suffice for evaluating competences; other assessment instruments and strategies are
therefore required. In this light, the portfolio serves as a valuable contribution.
The portfolio is a folder or collection of the students' written, graphic or digital work. Students'
achievements and difficulties, as well as their process in developing their learning and
acquisition of competences, all become apparent through the portfolio. It is therefore an open

record of the students' school experiences that we can use as an assessment tool.
By observing the collection of assignments, the teacher can use objective evidence to assess
not only the final products, but also the process through which the students have carried out
the projects.
The portfolio also encourages self-assessment, as it allows the students to evaluate their own
work, reflect on what they have learnt, and identify what aspects they should improve.
Consequently, the portfolio is a metacognitive element.
In order for it to successfully fulfill its purpose, it should be done following certain guidelines:
1. W
e should choose the products that substantively represent the students' progress. Not
necessarily all work done in class should enter the portfolio. We should define exactly what
it is that will be assessed and how it will be assessed, and communicate this to the students.
Otherwise, the portfolio will simply become an album of classwork.
2. I t is a good idea to accustom the students to selecting one or two demonstrations of their
learning every week. This will help them to choose the final components. For the portfolio,
they should choose their best work and the activities that most clearly demonstrate their
achievements. The idea is that they display their abilities in the best possible way.
3. G
enerally, the portfolio is done individually; however, it can also be done as a group. Either
way, we must bear in mind that no two portfolios are the same, since each student – and
Content courtesy of
each group – learns at a different pace.

4. W
e must share with the students the purpose of the portfolio: for which subjects and at what
times it will be used, who will assess it, the assignments the students should include and the
reasons why, how it should be organised, what sections it should include, etc. They should
not simply file all their work haphazardly.

5. T
he portfolio is usually kept in a ring binder or in a folder. The students should have it ready
at the start of the course and will use it as many times as the teacher deems necessary. At the
very least, it should be reviewed halfway through the term and again at the end of the term.
However, it is a good idea to review the folders no more than one month after beginning the
portfolio, in order to make sure that the procedures and the objectives established at the
101
beginning have been understood and are being carried out correctly by the students.
6. W
e should establish moments for group reflection on the assignments in the portfolio. Also,
as much as possible, we should encourage the students to present their archived work and
evidence of learning, either in the classroom or at the school. Of course, this should also be
shared with the families.
COMPONENTS OF THE PORTFOLIO

Although the structure itself of a portfolio is known for its versatility and depends on the
established educational goals, we can include a fixed set of sections:
1. A
table of contents, which can be decided upon by the teacher, or alternatively, it could be
left open for the student to decide upon.
2. A

n introduction in which the objectives of the portfolio are presented. These should explain
the starting point for a unit or specific subject.
3. T
he collection of work and the documentation that make up the body of the portfolio and
show off the students' skills in each unit. Each item should include the date, the reason why
it was chosen to be included in the portfolio and, if possible, a self-reflection about the unit.
4. A
final section with a summary of what has been learnt in relation to the contents
worked on.
SOCIAL SCIENCE 3 PORTFOLIO

UNIT 1. We protect landscapes
In this unit, the students learn about the different types of landscapes we can find on Earth;
mountain, coastal and flat landscapes; and how people change them. The students work with
several photos and maps. Suggestions for the portfolio include:
1. Write a description of a landscape in your area.
2. Draw your favourite landscape and label the features.
3. Make a model of a landscape using modelling clay.
Content courtesy of
UNIT 2. We look after water

This unit highlights the importance of water for people's lives. The students will learn about the
water cycle and the difference between freshwater and saltwater bodies of water. Suggestions
for the portfolio include:

1. Draw and label the course of a river.
2. Find large rivers on a world atlas. Write their names in your notebook.
3. Write three ways you use water at home.
102
UNIT 3. We keep the air clean
This unit allows the students to understand the atmosphere as the place where atmospheric
phenomena occur, how these phenomena are classified and represented; and their effects
on the landscape. Suggestions for the portfolio include:
1. Describe the weather today.
2. Draw a landscape in each season.
3. Investigate different types of clouds. Draw and label them.
UNIT 4. We improve our community

This unit describes the characteristics of villages and cities, how they are organised and the
different services that each one offers. Suggestions for the portfolio include:
1. Find a photo of your town hall.

2. Draw a poster to promote public transport in your area.
3. Write about a popular tourist destination in your area.
UNIT 5. We promote equality at work

This unit covers the different types of jobs that exist and how they are classified, like jobs in
nature, jobs in manufacturing and jobs in services. Suggestions for the portfolio include:
1. Invent a product using raw materials.
2. Draw an advertising poster for a new product.
3. Investigate aquaculture. What types of fish are raised?
UNIT 6. We learn from the past

This unit explains how to measure time in units, as well as the evolution of a place throughout
history from the first human beings to the present. Suggestions for the portfolio include:
1. Find pictures of monuments in Spain. Cut them out and label them.
2. Draw and label a timeline for a member of your family. Content courtesy of
3. Write about a famous festival.

103
104
Portfolio rubric
Student's name Subject Date
LEVELS OF ACHIEVEMENT
CRITERIA SCORE
(1 point) (2 points) (3 points) (4 points)
ORGANIZACIÓN
NEATNESS DE The
Muestra
classwork
un dominio
included in The
Muestra
classwork
un dominio
is in adequate Most
Demuestra
of thebuen
classwork
dominio
has del All
Demuestra
of the classwork
un buenhas
LA INFORMACIÓN the
insuficiente
portfoliodel
is not
temain good
y de los condition,
suficiente del
buttema
the student
pero con been
tema done
que expone
adequately,
y presenta
neatly been
dominiodone deladequately
tema que and
Takes care of the
Organiza
presentation
bien of their condition.
contenidosThe questudent
expone.hasLa has
algunas
not taken
carencias
much y alguna
care of and
bastante
takinginformación
care of its que se much
expone, care
la información
has been taken que
las ideas
work del tema que not
información
taken care que
of presenta
its no its
información
presentation.
que presenta no presentation.
relaciona con el tema. in
presenta
its presentation.
tiene que exponer. presentation.
responde a las cuestiones responde a las cuestiones se encuentra relacionada
planteadas. planteadas. con el tema y responde a
ORGANISATION The work included in the The organisation of the work The work is organised in the The
las cuestiones well
portfolio isplanteadas.
Adequately organises folder is totally disorganised included in the folder needs folder by date, although the organised. All work is
EXPRESIÓN
their workORAL
in the and
No eslacks
capaza name
de expresarse
and/or improvement,
Pronuncia con andclaridad
only ysome date
Pronuncia
has not conalways
claridad
been
y labelled
Se expresawith cona title
buenaand the
Sefolder
expresa date.
con claridad y fluidez. includes
fluidez, pero
the date.
con continuos written
fluidez la
down.
mayoría de las date,
pronunciación,
and is organised
con claridad
in
con claridad El volumen y la entonación bloqueos o pausas. palabras y el volumen y la ay fluidez
tidy fashion.
en todo su
y con un volumen no son adecuados. entonación son adecuados. discurso
ACCURACY Some of the activities have Several activities have been Most activities have been All activities
y con have been
un volumen y una
adecuado.
Does the activities in not been done, others are done incorrectly. Some of done correctly. The team's or done correctly.
entonación The team's
adecuados.
the portfolio correctly incomplete or done the team's or teacher's teacher's suggestions have or teacher's suggestions
PARTICIPACIÓN incorrectly,
No participaanden the
las team's or suggestions
Interviene enhave
algunas
been taken been
Participa
takeneninto
los debates
account. have
Participa
beenactivamente
taken into en
Participa en los debates teacher's
conversaciones
suggestions
ni en los
have into
cuestiones
account.
respondiendo respondiendo preguntas account.
los debates empleando el
y not
debates.
been taken into account. preguntas sobre el tema. sobre el tema y mostrando vocabulario adecuado.
conversaciones. interés en participar. Responde preguntas sobre
APPLICATION The portfolio does not reveal The portfolio reveals that The portfolio reveals that The portfolio
el tema y muestrareveals that
interés
Applies what has been that the contents studied in only some of the contents most of the contents studied all
porthe contents
participar studied in
y dar
learnt in class to the the units have been studied in the units have in the units have been the units have
información been deeply
completa.
work in the portfolio assimilated. been assimilated. assimilated. and meaningfully
NORMAS DE No respeta su turno de Respeta su turno de palabra Escucha respetando las Espera su turno para hablar
assimilated.
COMUNICACIÓN palabra, corta a sus pero no escucha las normas de comunicación y y escucha atentamente a
EXTENSION
Respeta las normas Does not include
compañeros any new
y compañeras Includes at least
aportaciones de los new
onedemás. Includes
espera suatturno
leastpara new
two hablar. Includes
sus all the activities
básicas
Includes
denew activities activities
mientras participan
apart fromythose
no activity in addition to those activities in addition to those that the teacher
compañeros has
y compañeras
comunicación oral.
in the portfolio mentioned the book.
escucha susinaportaciones. that appear in the book. that appear in the book. suggested
respetandofor lasthe portfolio.
normas de
comunicación.
OPINIÓN PERSONAL No participa y no expresa Participa de vez en cuando Participa y expresa sus Expresa sus ideas, TOTAL
Expresa sus gustos, sus preferencias y gustos y en contadas ocasiones opiniones y gustos opiniones
preferencias y personales
Score: Between de5forma
and 8:oral.
poor Between expresa 9 and preferencias
sus12: satisfactory y Between personales.
13 and 16: good Betweeny17 preferencias de forma
and 20: excellent
opiniones. gustos personales. autónoma, las argumenta y
se interesa por las de los
demás.
TOTAL
Summative
assessment
Assessments
Terms 1-3
Final assessment
Term 1 assessment
NAME DATE
1 Complete the text with these words.
valley – mountain – mountain range
A is a very high area of land with steep slopes.

A is a group of mountains that are close together.
A is an area of low land between mountains.

2 Look and the picture and complete.
Type of landscape: flat / coastal
rite the number that represents
W
each landform. 1
2
depression plateau
3 Match each term with its definition.

Gulf large area of sea that extends
A
into the land.
Cape n area of land surrounded by
A
water.
Island n area of land that extends into
A
the sea.
Content courtesy of
4 Which type of coast does the photo show,

a low coast or a high coast? Can you see
cliffs or beaches?
5 In which landscape do many people work in crop farming? And livestock farming?
Mountain landscape:
Flat landscape:
108
ASSESSMENT B

Oceans and seas are small bodies of salt water.
Waves are formed by wind blowing over the surface of the sea.
Tides are the irregular rise and fall of sea levels.
huge variety of living things live in oceans and seas. There are algae,
A
plants and animals.
7 Which are the main features of a river? Circle the correct definition.
a) The channel / flow is the amount of water that a river carries. It changes

with the seasons.
b) The channel / flow is the area of land that contains the flowing water
of a river. It changes in size as a river flows downhill.
8 Write the number that represents 1

each course of the river in the picture.
upper course
middle course 3
lower course
9 Where can we find fresh water on Earth? Tick.

lakes seas icebergs oceans rivers
Content courtesy of
10 Label the picture with these terms: well, spring, underground river
and aquifer.
c)
a) d)
b)
109
Term 1 assessment
NAME DATE
Abasi is a new classmate who has just

moved from Egypt, in Africa. On his
first day at school, he told the class
about his favourite place: the Nile, one
of the longest rivers in the world.
1 Find and circle Africa on the map.

Then find and circle Europe.

xplain what the different colours
E
on the map mean.
2 Abasi shows you this photo of the Nile.

Answer these questions:
What is the channel like?
And the flow?
This is the middle course of the river.
What is it like?
3 The photo shows one of the ways that people use rivers. Explain it.
Content courtesy of
4 The landscape in the photo is flat. Explain which type of activities

usually take place there.
110
ASSESSMENT A
5 Abasi has said that in the upper course of the Nile there is a lake. What is a lake?
6 The Nile flows into the Mediterranean Sea. What is a sea?
Look at this coastal landscape. List the coastal features that each number

7
represents.
1)
2) 1
3)
2
4) 3
4
5) 5
8 Abasi has also told the class that in Egypt, a lot of groundwater is used.
What is an aquifer?
What is groundwater used for? Why is it important to take care of it?
Content courtesy of
9 Your teacher has asked Abasi what he likes most about the landscape
where he lives now. He says:
It is cold and it snows in winter. It is a
There are low areas with rivers.

Tourism is an important activity. landscape.
10 Through which landscapes does each course of a river pass?
111
TERM 1
dades Actividades
PRUEBA A PRUEBA
PRUEBABB PRUEBA
PRUEBAAA

ORGANIZACIÓN Muestra un Demuestra - Las formas de relieve más
e DE
propiedades de los elementos del medio natural, dominio suficiente buen dominio relevantes.
LA INFORMACIÓN
1, 2, 4, 6 1, 2, 3, 4, 5,
n social y cultural a través de la indagación y utilizando del
suficiente
tema del condel tema
pero
8, 9, 10 6, 8, 9que - La transformación y la
Organiza bien
las herramientas y procesos adecuados. algunas
tema pero carenciasexpone y degradación de los ecosistemas
alguna
algunas presenta naturales por la acción humana.
que tiene que
Identificar conexiones sencillas entre diferentes carencias y que bastante
información
exponer.
elementos del medio natural social y cultural presenta
mostrando comprensión de las relaciones que se 3, 5, 7a las que se
responde
información 7, 10
establecen. cuestiones

planteadas.
las cuestiones
Identificar problemas
EXPRESIÓN ORAL ecosociales, proponer posibles Pronuncia
planteadas.con
soluciones y poner en práctica estilos de vida claridad y fluidez,
Se expresa
sostenible, reconociendo comportamientos
EXPRESIÓN pero con con Pronuncia
Pronuncia 8 con
con claridad ORAL
respetuosos de cuidado, corresponsabilidad y continuos
y con
Se un volumen
expresa
s. protección del entorno. bloqueos
fluidez, peroo pausas. fluidez la
adecuado.
con claridad
PARTICIPACIÓN
es algunas
Answer key
Participa en los
ASSESSMENT B tema. F. T ides are the irregular rise and fall
adecuados.
NORMAS DE
PARTICIPACIÓN Respeta suen
Interviene turno Participa en of sea levels.
o 1 A mountain is a very high area of land withde
COMUNICACIÓN palabra peroT.nolos
algunas A huge variety of living things live in
debates
Participa en los
steep
Respeta
debates ylas slopes. escucha
oceans and seas. There are algae, plants
normas básicas de aportaciones
A mountain range is a group of mountains
conversaciones. and animals.
that are close together. sobre el tema.
7 a)yTmostrando
he flow is the amount of water that
n A valley is an area of low land between Participa de vez eninterés en
OPINIÓN
PERSONAL cuando a river carries. It changes with the
mountains. participar.
Expresa sus y en contadas seasons.
a gustos,
NORMAS DE Respeta suexpresaEscucha
ocasiones
2 Type of landscape: flat
COMUNICACIÓN b)yrespetando
The channel is the area of land that
y preferencias y turno
sus de
preferencias
s. Respeta 2.
opiniones.lasdepression 1. plateau. palabrapersonales.
gustos pero contains the flowing water of a river. It
las normas de
normas básicas de no escucha changes in size as a river flows downhill.
comunicación
TOTAL 3 G ulf: a large
comunicación oral. area of sea that extends into las y espera su
TOTAL
aportaciones8 1. upper course
turno para
the land.
Content courtesy of
3. middle course
Cape: an area of land that extends into
the sea.
OPINIÓN Participa de 2. Participa
lower course
y
Island:
Expresa sus an area of land surrounded by 9 Tick:
y en contadas lakes,y icebergs and rivers
opiniones
water.
gustos, ocasiones gustos
preferencias y 10 a)personales.
expresa sus well
4 A
high
opiniones. coast. I can see cliffs. preferencias y b) aquifer
gustos
5 Mountain landscape: livestock farming personales. c) spring
Flat landscape: crop farming d) underground river
TOTAL
6 F. Oceans and seas are small bodies of salt
water. ASSESSMENT A
T. Waves are formed by wind blowing over
the surface of the sea. 1 I. D.
112
G
reen indicates vegetation. Blue 7 1 . beach
represents the oceans and seas.
2. bay
Brown indicates land.
3. cape
2 he channel is wide.
T 4. archipelago
The flow looks abundant. 5. island
In this course, the river obtains water 8 n aquifer is a body of porous rock that
A
from many tributaries. For this reason,
stores water like a huge sponge.
its channel is wide and deep and its flow
increases. The water flows slowly and We use it at home, in industry and to
the river forms bends called meanders. irrigate crops. It is important to take care
of it because it is a source of fresh water
3 T
he photo shows transport. Some rivers for people.
are navigable, so we use them for travelling
and transport. 9 It is a mountain landscape.
4 In villages, many people work in crop 10 The
upper course: mountain landscape

farming. They cultivate land for growing The middle course: flat landscape
crops. Crops grow well on flat plains near The lower course: coastal landscape
rivers. People who live in towns and cities
work in shops, hospitals, offices, factories,
etc.
5 A
lake is a large body of water that is
surrounded by land.
6 A
sea is a large body of salt water. It is in
constant motion caused by waves and
tides.
Content courtesy of
113
Term 2 assessment
Evaluación del segundo trimestre
NAME DATE
1 Which layer of the atmosphere contains the oxygen we breathe? Tick.

outer layers stratosphere troposphere
2 Number the stages of the water cycle.
The water droplets join together. When

they get heavy, they fall to Earth as rain.

2 Some water filters into the soil.
3 The rest ends up in the ocean.
1 The water vapour rises and cools. It

condenses and forms clouds.
4
The Sun heats the ocean. The water
evaporates and becomes water vapour.
3 Match.
Rain gauge It measures how hot or cold the air is.
Anemometer It measures the speed of the wind.
Thermometer I t shows the direction the wind comes
from.
Weather vane
I t measures the amount of rain that falls
in one day. Content courtesy of
4 Write one thing we can do to protect the atmosphere.
5 When does each season start? Write: September, March, June or December.
Spring
Summer
Autumn
Winter
114
B
PRUEBA B
ASSESSMENT
6 Circle the main characteristics of villages and cities.

a) Villages have a small / large population. The buildings are low / tall.
The streets are short and wide / narrow. There are many / few services.
b) Cities have a small / large population. The buildings are low / tall.
The streets are wide / narrow. There are many / few services.
7 Look at the picture and number the parts

of the city.
1) historic centre

2) modern district 1
3) suburbs
8 Complete the text about the advantages and disadvantages of city life.
lonely – services – traffic jams – jobs – pollution
Cities have many , like hospitals and universities. There

are many . People work in shops, banks, etc.
There are also problems. Car emissions cause air . Many
people feel . There are many cars, so occur.
9 Who forms the local council? Colour.
mayor teachers councillors police

Content courtesy of
10 Write the local service: cultural and leisure, or police and fire.
a) b)
115
Term 2 assessment
NAME DATE
On Friday, Jack's class is going

to the Science Museum in his
municipality. He is preparing
for the trip.
A B C D E F
1
Look at the street map of Jack's municipality.
Calle del Roble

1
1
museum

Parque del
In which square is the school? 2
Ayuntamiento
Calle de la Luna
2
And the museum? town
Calle hall
del Sol
Calle de la Fresa
Calle del Castaño
Av
3
hat route will he take to get from
W 3
en
ida
ul
the school to the museum? Write down
de
Calle del Río
o Az
Rí
la
the squares.
Lib
4
Calle de la Jara
4
er
ta
Calle de la Sal
d
school
Calle del Pino
5
5
A B C D E
2 Jack lives in a city. How is it different from a village?
3 Explain what the buildings are like in these areas of a city.

In which area is the museum?
Content courtesy of
Modern district
Suburbs
Historic centre
4 On his way to the museum, he will pass the town hall. Explain what it is
and what work is done there.
116
ASSESSMENT A
5 Jack is going by bus to the museum. Which type of local service is it?
Name another local service.
6 Jack checked the weather to know what clothes to wear. Look

at the weather map and answer the questions.
ho makes weather maps? How do they
W
make them?

I n which layer of the atmosphere do
atmospheric phenomena take place?
Friday
According to the map, what will the weather be like on Friday?
7 At what moment of the water cycle do clouds form? Explain it.
8 If this school trip is in spring, what changes will Jack see in the vegetation? Content courtesy of
9 Air pollution is a serious problem.

What causes it?
What can we do to protect the atmosphere?
117
TERM 2
dades Actividades
PRUEBA A PRUEBA
PRUEBABB PRUEBA
PRUEBAAA
Identificar las características, organización y

ORGANIZACIÓN Muestra un Demuestra -C onocimiento del espacio.
e DE
propiedades de los elementos del medio natural, dominio suficientebuen dominio Representación del espacio.
n LA INFORMACIÓN
social y cultural a través de metodologías de del
suficiente
1, 2, tema 7, 8,condel
4, 5, 6,pero
del 1, 2,tema
3, 6, 7,que
8, 9 - E
l clima y el paisaje. Los
Organiza
indagación bien
y utilizando las herramientas y procesos algunas
tema pero carenciasexpone y fenómenos atmosféricos.
las ideas del tema
adecuados. yconalguna
algunas presenta
información -R esolución de operaciones en
exponer. presenta
alguna no información situaciones contextualizadas.
elementos del medio natural, social y cultural responde
información a las que se - O
rganización y funcionamiento
3, 6
cuestiones
que presenta 2, 3 con
relaciona de la sociedad. Las principales
mostrando comprensión de las relaciones que se
instituciones y entidades del

establecen. no responde a el tema.
planteadas.
las cuestiones entorno local, regional y
EXPRESIÓN ORAL
Identificar problemas ecosociales, proponer posibles Pronuncia
planteadas. con nacional y los servicios públicos
soluciones
Se expresa y poner en práctica hábitos de vida claridad y fluidez, que prestan.
EXPRESIÓN
sostenible,
con ORAL
claridadreconociendo comportamientos pero con con Pronuncia con - H
Pronuncia ábitos de vida sostenible.
yrespetuosos
Secon de cuidado y protección del entorno y
un volumen
expresa continuos
4, 8 9
s. sostenible de los recursos naturales, y expresando bloqueos
usoclaridad
adecuado.
con fluidez, pero o pausas. fluidez la
ylos
concambios positivos y negativos causados en el
un volumen con continuos mayoría de las
PARTICIPACIÓN
medio por la acción humana.
debates respondiendo entonación
Conocery los principales órganos de gobierno y
funciones de diversas administraciones y servicios
tema. adecuados.
públicos, valorando la importancia de su gestión para 9, 10 4, 5
la seguridad ciudadana y la participación Respeta
Interviene suenturno Participa en
NORMAS DE
PARTICIPACIÓN
o democrática.
COMUNICACIÓN de palabra pero nolos debates
algunas
Participa en los
Respeta
debates y las escucha
cuestiones las respondiendo
normas básicas de
Answer key
ASSESSMENT
PERSONAL B cuando 4 (M. A.) Save electricity.
participar.
a ocasiones
5 Spring:
Respeta suexpresa Escucha March
gustos,
NORMAS
1 T
ick:DE
troposphere
y COMUNICACIÓN
preferencias y turno
sus de
preferencias Summer:
yrespetando June
s. 2 3. The water droplets join together. When
Respeta
opiniones. las palabra
gustos pero
personales. las normas de
Autumn: September
normas they de heavy, they fall to Earth as rain.no escucha
básicasget comunicación
comunicación oral. las Winter:
y esperaDecember
su
TOTAL 4. Some water filters into the soil. The restaportaciones turnoTOTAL para
de los demás. a)hablar. Villages have a small population. The
ends up in the ocean. 6
Content courtesy of
buildings are low. The streets are short and

2. The water vapour rises and cools. It
Participa de narrow.
OPINIÓN There
Participa y are few services.
condenses and forms clouds.
b) Cities have a large population. The
1. Tsus
Expresa he Sun heats the ocean. The water y en contadas opiniones y
gustos, evaporates and becomes water vapour. ocasiones
buildings
gustos are tall. The streets are wide.
preferencias y expresa sus There are many services.
personales.
3 Rain gauge: it measures the amount of rain
opiniones. preferencias y
7 From left to right: 3, 2 and 1
that falls in one day. gustos
personales.8 Cities have many services, like hospitals
nemometer: it measures the speed of
A
the wind. and universities. There are many jobs.
PeopleTOTAL
work in shops, banks, etc.
Thermometer: it measures how hot or cold There are also problems. Car emissions
the air is. cause air pollution. Many people feel
Weather vane: it shows the direction the lonely. There are many cars, so traffic jams
wind comes from. occur.
118
9 Colour: mayor and councillors 6 eteorologists make weather maps.
M
They collect data from weather satellites
10 a
) police and fire that orbit the Earth and weather
b) cultural and leisure stations.
In the troposphere.
ASSESSMENT A It will be cloudy.
7 W
hen the Sun heats the ocean, the water
1 he school is in B4, and the museum,
T evaporates and becomes water vapour. As
in D1. it rises and cools, it condenses and forms
H
e will leave square B4 and move tiny water droplets. These form clouds.
towards B2. Then he will go through 8 D
uring the spring, plants look green and
squares C2 and D2 to get to the trees grow new leaves. Also, spring flowers
museum. appear.

2 C
ities have a larger population, they have 9 I ndustrial emissions, vehicle emissions,
various neighbourhoods and areas, and and volcanoes and wildfires cause air
they attract many people because they pollution.
have a lot of services and jobs.
(M. A.) To reduce air pollution, we can
3 M
odern district: the buildings are tall and recycle, use zero-emission transport and
there are offices and shops. save electricity.
Suburbs: there are houses, shopping
centres, factories and industrial estates.
Historic centre: the buildings are low.
The museum is here.
4 The town hall is the building where the
local council works. The local council
organises the municipality and solves the
problems of the community.
5 T
ransport service. Other services include
police and fire, cultural and leisure, and
waste management and sanitation
services.
Content courtesy of
119
Term 3 assessment
NAME DATE
1 Classify these jobs into job sectors.
teacher – factory worker – farmer – fisherman – doctor – craftperson
Jobs in nature Jobs in manufacturing Jobs in services

2 Circle the word that corresponds to the definition.
a) Dry / Irrigated crops do not need much water to grow.
b) In extensive / intensive farming, animals live in pens and eat hay or dry feed.
c) Farmers first plough / harvest the soil to make it ready for sowing.
d) Inshore / Offshore fishing uses large boats a long way out at sea.
e) Livestock / Fishing grounds are areas of the sea where there are many fish.
3 Look at the photo and number the types

of farm animals.
1) sheep
2) cattle
3) poultry
Content courtesy of
4) pigs
4 Which industries transform raw materials: basic or consumer goods industries?

5 Tick the jobs that provide services.

firefighter sheep farmer factory worker
craftsperson receptionist teacher
120
ASSESSMENT B
6 What do we use measure time? Match.

Clock W
e use it to measure days, weeks,
months and years.
Calendar We use it to tell the time.
7 Label the picture with these words.
fishing – cave painting – gathering fruits – hunting

a)
c)
b)
d)
8 Colour three inventions discovered 200 years ago.
steamboat castle underground train railway
cart electricity aeroplane high-speed train
9 Write T (true) or F (false). Correct the false sentences.

Nowadays, most people live in towns and cities.
Content courtesy of
Nowadays, transport is slower.

Nowadays, there are high-rise flats and narrow avenues.
10 Write one example of a festival.
121
Term 3 assessment
NAME DATE
Your city's patron saint festival

is this week. There are many
cultural and traditional activities
planned over the next few days.
1 What is the difference between a patron saint festival and a tradition?

2 One of the activities is a market where traditional products from the area
are sold. Look at the picture and answer the questions.
Wheat is a dry crop. What does this mean?
ame two manufactured products we

N
can make with wheat.
3 At the festival, you can see local livestock. What raw materials do we take
from them?
a) Sheep:
Content courtesy of
b) Cattle:
c) Pigs:
4 In the main square, there will be an exhibition of the typical jobs in the area.
Write N (jobs in nature), M (jobs in manufacturing) or S (jobs in services).
craftsperson fisherman tour guide
construction worker apple farmer baker
teacher pilot miner
122
ASSESSMENT A
5 Many tourists come to visit the festival. They come by different means
of transport. Complete the table.
Transport Infrastructure When it was invented
Car
High-speed train
Aeroplane
6 In the museum, there is an exhibition of photos taken around the city. Write

the number that corresponds to each part of the city and its time period.
Cave:
Castle:
Old factory:
4
Wide avenues: 1 2 3
7 The castle is a popular tourist attraction. What were the houses like
in each period of history?
Many thousands of years ago:
A thousand years ago:
200 years ago:
Nowadays:
8 Your town became a city 200 years ago. Write two advantages and two
Content courtesy of
problems of living during that period.

9 One of the city's most important historical figures was born a century ago.
How many years are there in a century?
What do we use to measure short periods of time?
123
TERM 3
dades Actividades
PRUEBA A PRUEBA
PRUEBABB PRUEBA
PRUEBAAA
Proteger el patrimonio natural y cultural y valorarlo

ORGANIZACIÓN Muestra un Demuestra -D
esigualdad social y acceso a
e DE
como un bien común, adoptando conductas dominio suficientebuen dominio los recursos. Usos del espacio
LA INFORMACIÓN del 10 pero
suficiente
tema 1, 9 que
del condel tema
n respetuosas para su disfrute y proponiendo acciones por el ser humano y evolución
s Organiza bien
para su conservación y mejora. algunas
tema pero carenciasexpone y de las actividades productivas.
alguna
algunas presenta -E
l tiempo histórico. Nociones
información
Identificar hechos del entorno social y cultural desde temporales y cronología.
exponer. presenta
la Prehistoria hasta la Edad Antigua, empleando las 8 6 Ubicación temporal de las
nociones de causalidad, simultaneidad y sucesión. responde
información a las que se grandes etapas históricas.
cuestiones
– Las expresiones artísticas y

planteadas.
Conocer personas, grupos sociales relevantes y culturales prehistóricas y de la
las cuestiones
formas de vida
EXPRESIÓN ORALde las sociedades desde la Prehistoria Pronuncia con Antigüedad y su
planteadas.
7, 9 7, 8
hasta la Edad Antigua, incorporando la perspectiva de claridad y fluidez, contextualización histórica
Se expresa
género.
EXPRESIÓN pero con con Pronuncia con
Pronuncia desde una perspectiva de
con claridad ORAL
continuos
claridad y claridad y género. La función del arte y la
y con
Se un volumen
expresa
Identificar cultura en el mundo de la
as. claridadlas características, la organización y las
adecuado.
con bloqueos
o pausas.
Prehistoria y la Edad Antigua.
ypropiedades
con un volumende los elementos del medio natural, con continuos mayoría de las
social y cultural a través de la indagación y utilizando
PARTICIPACIÓN
1, 2, 3, 4,oen
bloqueos 5 palabras
2, 3, 4,y5el
es las herramientas
Participa en los y procesos adecuados. algunas
tema. adecuados.
NORMAS DE
Intervienesuen
turno Participa en
o COMUNICACIÓN de palabra pero nolos debates
algunas
Participa en los
Respeta ylas
debates escucha
Answer key
normas básicas de
n ASSESSMENT
OPINIÓN B Participa de6 vezCen
lock:
interéswe
en use it to tell the time.
PERSONAL cuando participar.
1 J obs
Expresa susin nature: farmer, fisherman y en contadas Calendar: we use it to measure days,
a gustos, DE
ocasiones weeks,
Escuchamonths and years.
Jobs in manufacturing: craftsperson,
COMUNICACIÓN turno
sus de
y preferencias y 7 a) gathering fruits
s. factory worker
Respeta las
opiniones. palabrapersonales.
gustos pero las normas de
Jobs
normas in services:
básicas de doctor, teacher no escucha b)comunicación
fishing
comunicación oral. las c)ycave
esperapainting
su
TOTAL TOTAL
2 a ) Dry crops do not need much water aportaciones turno para
to grow. de los demás. d)hablar.
hunting
Content courtesy of
b) In intensive farming, animals live in

OPINIÓN
8 Colour:
Participa de steamboat,
Participa y railway and electricity
PERSONAL pens and eat hay or dry feed. 9 T. expresa
vez en cuando sus
Nowadays, most people live in towns
Expresa sus y en contadas opiniones y
c) Farmers first plough the soil to make and cities.
gustos, ocasiones gustos
it ready for sowing. expresa sus F. Nowadays,
personales. transport is slower.
preferencias y
d) Offshore fishing uses large boats a longpreferencias y
opiniones.
way out at sea. gustos F. Nowadays, there are low-rise flats
personales. and narrow avenues.
e) Fishing grounds are areas of the sea
where there are many fish. Corrected sentences:
Nowadays, TOTALtransport is faster.
3 From left to right: 2, 3, 4 and 1 Nowadays, there are high-rise flats
4 Basic industries transform raw materials. and wide avenues.
5 Tick: firefighter, teacher and receptionist 10 (M. A.) Carnival
124
ASSESSMENT A 6 3.
Cave: many thousands of years ago
1 A
patron saint festival is an event that 2. Castle: a thousand years ago
celebrates the life of a local patron saint. 1. Old factory: 200 years ago
A tradition is a custom that is part of the 4. Wide avenues: nowadays
culture of a place.
7 any thousands of years ago: huts and
M
2 I t means it does not need much water caves.
to grow.
A thousand years ago: castles and
(M. A.) Bread and biscuits. villages with wood and straw houses.
3 a) Sheep: wool 200 years ago: small houses in working-
b) C attle: milk class neighbourhoods, large houses with
gardens in residential neighbourhoods.
c) Pigs: meat
Nowadays: houses and high-rise flats.
4 M: craftsperson
8 (M. A.)

N: fisherman Advantages: machines were powered by
S: tour guide steam engines, electricity was discovered,
M: construction worker and transport improved thanks to the
N: apple farmer invention of railways and steamboats.
M: baker Problems: workers were poor and lived in
small houses near factories. Many young
S: teacher children also worked in factories.
S: pilot
9 100 years
N: miner
Hours, days, weeks, months and years
5 Car
Infrastructure: roads
When was it invented: about 100 years ago
High-speed train
Infrastructure: railway lines
When was it invented: nowadays
Aeroplane
Infrastructure: airports
When was it invented: about 100 years ago
Content courtesy of
125
Final assessment
NAME DATE
1 Draw and label a mountain landscape. Include:

A valley
A mountain range
A forest
A river
A human feature

2 Do these bodies of water have salt water or fresh water? Write.
a) Ocean: c) Lake:
b) River: d) Sea:
3 Label the stages of the water cycle.

The water vapour forms clouds. The water evaporates.
The water ends up in the ocean. The water droplets fall as rain.
c)
b)
Content courtesy of
a)
d)
4 Circle the correct course of the river.

a) In the upper / lower course, the river reaches the coast.
b) In the upper / middle course, the river begins high up on the mountains.
126 c) In the lower / middle course, the river flows slowly across plains.
FINAL ASSESSMENT

Villages are small settlements.
Villages have a large population.
Cities are large settlements.
Cities are smaller than villages.
6 What is the local council? Tick the correct definition.

It is the building where the mayor and the councillors work.

It is the government that represents all the people in a municipality.
7 Match the different job sectors to the types of jobs.

Jobs in nature These jobs provide services to other people.
Jobs in manufacturing hese jobs obtain raw materials directly
T
from nature.
Jobs in services hese jobs transform raw materials into
T
manufactured products.
8 Classify these jobs. Write N (jobs in nature), M (jobs in manufacturing)

or S (jobs in services).
doctor farmer craftsperson miner teacher
9 Write the number of years each unit of time represents.

a) Decade: years
Content courtesy of
b) Century: years
c) Millennium: years
Put these events in order. Write 1, 2, 3 and 4.

10
a) A thousand years ago, people built stone castles and wood houses.
b) Around 200 years ago, people built the first factories.
c) Many thousands of years ago, people discovered fire.
d) Nowadays, most people live in towns or cities.
127
FINAL ASSESSMENT
Answer key
1 I . D. 7 J obs in nature: these jobs obtain raw
2 a materials directly from nature.
) salt water
b) fresh water J obs in manufacturing: these jobs
transform raw materials into manufactured
c) fresh water products.
d) salt water
Jobs in services: these jobs provide
3 a
) The water evaporates. services to other people.
b) The water vapour forms clouds. 8 S
. doctor
c) The water droplets fall as rain. N. farmer
d) The water ends up in the ocean. M. craftsperson
4 a) In the lower course, the river reaches N. miner

the coast. S. teacher
b) I n the upper course, the river begins 9 a) 10
high up on the mountains.
c) In the middle course, the river flows b) 100
slowly across plains. c) 1,000
5 T
. Villages are small settlements. 10 a
) 2
F. Villages have a large population. b) 3
T. Cities are large settlements. c) 1
F. Cities are smaller than villages. d) 4
6 T
ick: It is the government that represents
all the people in a municipality.
Content courtesy of
128
Other assessment tools
Social Science
CHALLENGE ASSESSMENT SCALE: FOOD FOR ALL
Student's name Date
GRADING
NIVELES SCALE
DE DESARROLLO
CRITERIA
ASPECTOS QUE SE EVALÚAN 1 2 3 4 5
INTERPRETATIONDE
IDENTIFICACIÓN OFEMOCIONES
AN INFOGRAPHIC
Conoce las emociones básicas.

They recognise the parts that
make up an infographic and know
how to interpret it.
IDENTIFICACIÓN DE EMOCIONES
Reconoce las emociones
ANALYSIS
en loscan
They demás.
identify the different
elements in an infographic.
REPRESENTACIÓN DE EMOCIONES
SELECTION
Dibuja emociones
They actively participate in
y las identifica.
selecting new elements to add
to the infographic.
VOCABULARIO
Conoce el vocabulario relativo
SEARCH FOR INFORMATION
a las emociones.
They participate in finding
information about food banks.
TRABAJO EN EQUIPO
Su desempeño en el trabajo
TEAMWORK
en equipo es adecuado.
They are a competent member
of the team.
EXPRESIÓN
EXPRESSION
Identifica sus emociones y sabe
Content courtesy of
expresar
They cómoquestions
prepare se siente.to ask
local food banks.
PRODUCTO FINAL
FINAL PRODUCT
Confecciona el cartel de las
They make an infographic
emociones con su equipo.
to explain how to organise
a food collection.
1: Unsatisfactory 2: Poor 3: Satisfactory 4: Good 5: Excellent
130
Social Science
CHALLENGE ASSESSMENT SCALE: RESPECT ANIMALS
Student's name Date
GRADING
NIVELES SCALE
DE DESARROLLO
CRITERIA
IDENTIFICACIÓN DE
INTERPRETATION OF EMOCIONES
A WORLD MAP
They understand
Conoce las emociones
how useful
básicas.
a

world map is to represent an
environmental problem.
IDENTIFICATION
They identify the threats that
en los demás.
endangered animals suffer.
REPRESENTACIÓN
ASSESSMENT DE EMOCIONES
Dibujaassess
They emociones
the impact the
y las identifica.
extinction of animals can cause
in a habitat.
VOCABULARIO
VOCABULARY
Conoce el vocabulario relativo
They know the vocabulary
a las emociones.
related to the habitats where
animals live.
TRABAJO EN EQUIPO
TEAMWORK
en equipo
They are a es adecuado.member
competent
of the team.
EXPRESIÓN
EXPRESSION
They ask cómo
questions about
Content courtesy of
expresar se siente.
threats animals face.
PRODUCTO
FINAL FINAL
PRODUCT
Confecciona el cartel
They make a world mapdeof
las
endangered animals.
131
Social Science
CHALLENGE ASSESSMENT SCALE: ACHIEVE GENDER EQUALITY
Student's name Date
GRADING
NIVELES SCALE
DE DESARROLLO
CRITERIA

IDENTIFICACIÓN
SELECTION OF A PRESENTATION
DE EMOCIONES
They recognise
Conoce las emociones
different
básicas.
types
of presentations and select the
one they prefer.
IDENTIFICATION
They can identify different jobs
en los demás.
in each of the job sectors that
exist.
REPRESENTACIÓN DE EMOCIONES
CREATION
Dibuja emociones
They contribute to creating the
y las identifica.
information cards on the jobs
they have chosen.
VOCABULARIO
Conoce
DECISION
el vocabulario relativo
a las emociones.
They participate in the analysis
and preparation of the
presentation they have chosen.
TRABAJO EN EQUIPO
en equipo es adecuado.
TEAMWORK
They are a competent member
of the team.
Content courtesy of
EXPRESIÓN
FINAL PRODUCT
expresar cómo se siente.
They show their presentation
and give the talk about different
types of jobs to the class.
PRODUCTO FINAL
Confecciona el cartel de las

132
SELF-ASSESSMENT
ESCALA DARTBOARD
DE COEVALUACIÓN Tercer ciclo
3–4
NAME DATE
Colour in the dartboard and measure your progress:

4 Excellent 3 Good 2 Satisfactory 1 Poor
If I had a problem, I completed all my

tasks on time.

I tried to solve it.
PROBLEM SOLVING RESPONSIBILITY
I take care of my
materials and I
keep my agenda
4 tidy and up-to-
3 date.
I worked well 2 MATERIAL
on my own. 1
AUTONOMY
Content courtesy of
RELATIONS
WITH OTHERS MOTIVATION
I get on well with I am interested
my classmates. in the units we
worked on.
133
PEER ASSESSMENT SCALE 3–4
The aim of this activity is to help your classmates

to improve. When completing this table, think about
their work and their attitude.
Name of your classmate
Forget you are friends

for this evaluation.

CASI
ALMOST
SIEMPRE A VECES
ALWAYS SIEMPRE SOMETIMES
ALWAYS
11 They
They help
help those
those who need it.
in need.
2
2 They respect
Respeta other people's
las opiniones e ideasopinions.
de los demás.
3
3 They
Trae abring
clasethe necessary
el material materials to class
necesario
and they keepordenado.
y lo mantiene them tidy.
4
4 They
Cuidatake care of de
el material theuso
classroom material.
colectivo.
5
5 They participate
Participa in group activities
en las actividades de grupoand
they contribute
y aporta ideas. ideas.
6
6 They listen
Atiende toexplicaciones
a las the teacher. del
profesorado.
Content courtesy of
7 They finish their work on time.

7 Termina sus tareas a tiempo.
8 They raise their hand before speaking.
8 Levanta la mano cuando quiere hablar.
9 They ask for help when needed and ask

9 questions
Pide ayudawhen they do not
si lo necesita understand
y pregunta
something.
cuando no entiende algo.
10
10 They carry
Realiza out theque
las tareas tasks they have been
le corresponden
assigned when we work
cuando trabajamos in teams.
en equipo.
134
3–4
ASSESSMENT SCALE FOR THE CLASS NOTEBOOK
Student's name Date
ALMOST
ALWAYS SOMETIMES
ALWAYS
The notebook is well cared for and the

student's information is clear and easily

identifiable.
The beginning of each unit is clearly

marked and it includes the unit number.
PRESENTATION The student has left suitably sized

margins.
The activity numbers and their

corresponding page numbers are clearly
marked.
The pages are neat, free of scribbles.
The notebook follows the order indicated

in class and is free of blank spaces or pages
with other contents.
ORGANISATION
It includes the unit concept map.
The titles and key words are underlined.
The work is organised by units or by terms.

Content courtesy of
All of the assigned activities have been

completed.
ACTIVITIES
AND TASKS
The handwriting is clear and legible.
The mistakes are marked and corrected.
135
Art director: José Crespo
Cover illustration: Natalia CocoD’Mor
Design coordinator: Rosa Marín
Art coordinator: Carlos Aguilera
Design development coordinator: Javier Tejeda
Design development: Raúl de Andrés, Jorge Gómez and Cleofé Ramírez
Technical director: Jorge Mira

Technical coordinator: Lourdes Román
Layout: Marisa Valbuena
Cartography: Tania López and Marcos Testón
Proofreading: Rosalie Wheeler
Photo researcher: Marina de León-Sotelo
Photographs: ARCHIVO SANTILLANA
© 2022, Sanoma Educación, S. L. U.

Santillana is a registered trademark, directly or indirectly, of Grupo Santillana
Educación Global, S. L. U. Licensed to Sanoma Educación, S. L. U.
Ronda de Europa, 5
28760 Tres Cantos, Madrid
Printed in Spain This material is protected by copyright law and is the intellectual property of
Santillana. Permission to make multiple copies is restricted solely to legitimate
classroom use. All other uses are prohibited, especially those with commercial
ends or through physical redistribution and/or communication on the internet
CP: 223022 or on social networks.

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3 PRIM ARY

This material is a collective work, conceived, designed and created

BILINGUAL PROJECT DIRECTOR

Introduction. What is 360° assessment? . . . . . . . . . . . . . . . . . . . . . . . . . 4

• Other assessment tools

What is 360º ASSESSMENT?

360° The comprehensive approach of the WORLD MAKERS

• Diagnostic function, as it provides information about the students'

• Formative function. This is a routine process for gathering

• This is a summative assessment. It is like a snapshot that facilitates

We can talk about three different types of assessments following the

The WORLD MAKERS assessment tools provide

Family participation in the education process contributes

• Diagnostic assessment in 4th year.

The variety of tools included in the WORLD MAKERS project

Self-assessment group and

Thinking routines provide students with useful information

The questionnaires suggested for Social Science are based on a set

The portfolio is a folder or collection of the students' written, graphic

The checklist is a quick, objective and easy way to evaluate group

In the dartboards, which are often used as an assessment tool, each

For Social Science, self-assessment questionnaires are provided.

The student's notebook allows the teacher to monitor

The peer assessment scale promotes student learning since it allows

The graphic representation of the bullseye makes it easy to reach

A scale is provided with specific criteria for each subject

For each term there is an accumulative assessment aimed at evaluating

1 Draw a natural landscape.

. Physical redistribution and/or communication on the internet or on social networks is prohibited.

Name a country you can see on map B:

3 Circle the continents with the children's favourite colours.

. Physical redistribution and/or communication on the internet or on social networks is prohibited.

The Eiffel Tower, The Colosseum, The Alhambra,

The oldest monument is

MARK THE CORRECT ANSWER WITH AN ×.

1 What elements do landscapes always have?

a) Only natural elements.

. Physical redistribution and/or communication on the internet or on social networks is prohibited.

2 What can we see in a mountain landscape?

a) Mountains, plains and beaches.

3 What can we see in a flat landscape?

a) Large plains, plateaus, farmland, towns and villages, rivers, etc.

4 What can we see in a coastal landscape?

a) Only beaches, large hotels and villages.

b) Cliffs, mountains, courses of rivers, large plains, farmland, etc.

5 What is the coast?

a) It is the area of land that meets the sea.

6 Mark the correct statement about rivers.

7 Mark the correct definition of water.

. Physical redistribution and/or communication on the internet or on social networks is prohibited.

8 Circle the letter of the photo that shows drinking water.

9 Examples of atmospheric phenomena include… Content courtesy of

a) precipitation, wind, clouds, storms and rainbows.

10 The atmosphere is…

a) the layer of water on Earth.

SOCIETY AND DEMOCRACY

11 Villages are small settlements that have…

a) low buildings and long, wide streets.

12 The local council is made up of…

a) the mayor and the councillors elected by the inhabitants

. Physical redistribution and/or communication on the internet or on social networks is prohibited.

13 Which type of jobs obtain raw materials?

a) Jobs that are carried out in factories and workshops.

a) Large plains, plateaus, farmland, towns and villages, rivers, etc.

a) the mayor and the councillors elected by the inhabitants

a) The people who work in factories and workshops.

a) To count the hours we can use a clock or a small calendar.

• I ndividually: a set amount of time (approximately two minutes) will be dedicated to

• Thinking and expressing themselves clearly and with precision.

olour the low coast