exploring nature and society - second grade 2º - sep

Exploring Natureand Society

Second grade

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This edition of Exploring Nature and Society. Second grade was developed by the Dirección General de Materiales Educativos

(DGME) of the Secretaría de Educación Básica, Ministry of Education.

Secretaría de Educación PúblicaAlonso Lujambio Irazábal

Subsecretaría de Educación BásicaJosé Fernando González Sánchez

Dirección General de Materiales EducativosMaría Edith Bernáldez Reyes

FrontDesing: Comisión Nacional de Librosde Texto Gratuitos

First edition, 2010

D.R. © Secretaría de Educación Pública, 2010 Argentina 28, Centro, 06020, México, D.F.

ISBN: 978-607-469-435-2

Printed in MexicoFREE DISTRIBUTION-NOT FOR SALE

Coordinating technical and pedagogicalDirección de Desarrollo e Innovación de Materiales Educativos, DGME/SEPMaría Cristina Martínez Mercado, Ana Lilia Romero Vázquez, Alexis González Dulzaides

AuthorsMaría del Rosario Martínez Luna, Guillermina Rodríguez Ortiz, Octavio Isario Guzmán, Ignacio Cordero Valentín, David Alejandro Valdés Toledo

Technical-pedagogical reviewAna Flores Montañez, Sandra Villeda Ávila, Irma Laura Mendoza González, Óscar Palacios Ceballos

Editorial CoordinationDirección Editorial, DGMEAlejandro Portilla de Buen, Pablo Martínez Lozada, Zamná Heredia Delgado

Editorial careCarlos Javier Orozco Hurtado

IlustrationFlavia Zorrilla (pp. 5, 8-35, 157-162), María José Ramírez (pp. 4, 36-59, 149-151), José Luis Briseño (pp. 60-77, 141), Blanca Nayelli Barrera (pp. 4-5, 78-99, 133-137), Enrique Martínez (pp. 100-119), Francisco de Anda (p.125), Herenia González (pp. 127-129), Luis Carreño (pp. 30, 74, 97)

DesingMagali Gallegos Vázquez, Jéssica Berenice Géniz Ramírez

Iconographic researchMartín Córdova Salinas

ThanksLa Secretaría de Educación Pública agradece a los más de 38 mil maestros y maestras, a las autoridades educativas de todo el país, al Sindicato Nacional de Trabajadores de la Educación, a expertos académicos, a los Coordinadores Estatales de Asesoría y Seguimiento para la Articulación de la Educación Básica, a los Coordinadores Estatales de Asesoría y Seguimiento para la Reforma de la Educación Primaria, a monitores, asesores y docentes de escuelas normales, por colaborar en la revisión de las diferentes versiones de los libros de texto llevada a cabo durante las Jornadas Nacionales y Estatales de Exploración de los Materiales Educativos y las Reuniones Regionales, realizadas en 2008 y 2009.

La SEP extiende un especial agradecimiento a la Organización de Estados Iberoamericanos para la Educación, la Ciencia y la Cultura (OEI), por su participación en el desarrollo de esta edición. También se agradece el apoyo de las siguientes instituciones: Universidad Nacional Autónoma de México, Universidad Autónoma Metropolitana, Centro de Educación y Capacitación para el Desarrollo Sustentable de la Secretaría de Medio Ambiente y Recursos Naturales, Ministerio de Educación de la República de Cuba. Asimismo, la Secretaría de Educación Pública extiende su agradecimiento a todas aquellas personas e instituciones que de manera directa e indirecta contribuyeron a la realización del presente libro de texto.


1Unit

The Secretaría de Educación Pública (Minister of Public Education), within the framework of the integral educational reform, suggests a new approach to the text books emphasizing the students’ activities and work in order to develop the basic skills for life and work. In this approach it is included as supports to the TICs (Information and Communication Technology, TIC in Spanish), audiovisual and computer materials and equipments, and in addition with the classroom and school libraries, enrich knowledge in Mexican schools.

This text book integrates innovating strategies for the classroom work, demanding teaching skills that take advantage of several information resources, intensive use of technology, and comprehension of the tools and language used by the youth in the knowledge society. At the same time, the result wanted is that the students acquire the abilities to learn by themselves and that the parents value and accompany them in the change toward the New Mexican school of the future.

The making of this book is the result of a series of collaborations with different organizations, such as Alianza por la Calidad de la Educación (Alliance for the quality in education), Parents associations, researchers in education, Testing Services, teachers and several collaborators of different disciplines, as well as experts in design and edition. All of them have enriched the contents of this book from different platforms, and through their experience, and the Secretaría de Educación Pública (Minister of Public Education) is grateful for their commitment to all the children living in Mexico and those who live abroad.

Secretaría de Educación Pública (Minister of Public Education)

Presentation


ContentsKnow your book 6

My daily life 8

Self-check 35 Cutout 153

Let’s explore nature 36

Self-check 59

Cutout 143

My community 60

Self-check 77

Cutout 137

4

Cutout 137

ContentsContentsContentsContentsContentsContentsContentsContents


1Unit

The works and services of my community 78

Self-check 99

Cutout 131

Together we improve our lives 100

Self-check 118

Cutout 121

Bibliography 119

5


With the help of this book you will explore the place where you live, you will discover your body, nature, your community, the means of transport, as well as taking precautions in order to avoid accidents and disasters.

The topics of each block initiate with one or two questions. You will answer them by fi nding clues that will help you in doing the fi nal assignment of each block: portfolio, a scale model, a bulletin board and a mind map. At the beginning of each block the necessary materials for doing your assignments are indicated.

With the help of these clues you will design a project that will benefi t your community and you will practice what you have learned in your course. The instructions for developing your project will be in Block 5.

You can develop these activities individually, in teams or with your class. In these activities your family members can participate, because they are designed to be done at home or at school.

Sections of the bookBloque1

25

Norte

Sur

OesteEste

¿Qué pasaría si hicieras el mismo ejercicio

en enero? ¿Por dónde se ve el Sol durante

ese mes? Coméntalo en clase. Un dato interesante

El símbolo que representa los

puntos cardinales se llama

“rosa de los vientos”.

Dibuja en una hoja el croquis de tu escuela, utiliza los puntos cardinales

para ubicar tu salón y otros lugares de interés, y guárdalo en tu portafolio.

Utilizar los puntos

cardinales para

ubicar lugares.

¿Qué camino sigues para llegar a tu casa? ¿Qué observas?

25

¿Qué símbolos empleas para elaborar un croquis?

Fíjate y hallarás otra pista.

Contesta las siguientes preguntas.

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An interesting fact Important or odd information related to the topic you are working with.

6

Know your book


1Unit

Remember… recommendations that will help you to take care of your health.

Let s play!Invites you to complete the activities with your classmates where you will make use of your knowledge.

The busybodyIn this game you will make use of the knowledge acquired in each block. After each block your level will increase as school year advances.

Self-checkAt the end of each block there will be a moment reserved for your refl ections about the changes in your behavior and abilities.

Let s play!Invites you to complete the activities with your classmates where you will make use of your knowledge.

46

Observa las siguientes imágenes y

resuélvelo.

Vertical1. Elevación natural de terreno.

2. Cuerpo de agua salada que cubre la mayor parte de la Tierra.

3. Corriente de agua continua que desemboca en un lago o mar.

Horizontal4. Cuerpo de agua formado en lugares hundidos del terreno.

5. Campo o terreno plano, cuyas actividades principales son la agricultura

y la ganadería.

1

3

4

2

5

jugar!jugarjugar

!

Crucigrama


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76

Recorta las tarjetas de las páginas

137, 139 y 141 para jugar el tercer

nivel.

Ahora que tienen todas las pistas, formen equipos y reúnanlas. Con la

ayuda de su profesor elaboren su periódico mural y preséntenselo al grupo.

jugar!jugarjugarjugar

!

Preguntón


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Bloque1

9999

BloqueBloqueBloque4

a) Investigué.

b) Organicé la información.

c) Lo expliqué.

Con mi mapa mental...

a) Responsable.

b) Poco cuidadosa.

Mi actitud para preservar los recursos naturales es...

Autoevaluación

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When you fi nd the next icon you will use the cutout material in the fi nal pages of the book.

48

Comenta la siguiente pregunta: ¿qué le pasa a la nieve de la montaña cuando hace calor?

ecuerda que...Tomar agua diariamente te ayuda a mantenerte sano.

El agua cambia

¿Cuáles son loscambios del agua enla naturaleza?Conócelos y obténotra pista.

Sofía le dijo a su tío que tenía hambre, así que decidieron sentarse a comer. Ella observó en la punta de la montaña algo de color blanco: “¿Qué es eso, tío?”, preguntó. “Es nieve.”

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7


Unit1


9

1Unit

My daily life


10

I have changed

Look at the four images in the next page.

This week Mary and Saul begin their second year of elementary school, and they noticed how they have changed, and the others too.

How have you changed?

To know, find the clue.

In unit 1 you will create a portfolio that will contain all the clues you were able to fi nd. When you fi nish it, show it to your classmates.

Cardboard WaterWorsted yarnCrayons


11

1Unit

Write the differences you fi nd between Mary and Soul from when they were in the fi rst grade and today that they begin the second grade.

Get a photograph or make a drawing from the time you began fi rst grade, and get another that is current. How have you changed? Stick your photograph or drawing on a sheet of paper, write down what your changes were, in the back of the paper draw how you think you will be as an adult, and keep it in your portfolio.


12

Look at the following calendars and count the months that have passed since you started elementary school, writing the year which they belong.

How many months have passed?

Cut out pages 163 and 164, and write the changes required during the year, and add them to your portfolio.

The people change as months and years go by.

Year

S M T W T F S1 2 3 4 5 6 7

8 9 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 30 31

JANUARYS M T W T F S1 2 3 4 5 6 7

8 9 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27 28

FEBRUARY

S M T W T F S

1 2 3 4 5 6 7

8 9 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 30 31

AUGUST

S M T W T F S1 2 3 4 5 6 7

8 9 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 30 31

OCTOBER

S M T W T F S1 2 3 4 5 6 78 9 10 11 12 13 14

15 16 17 18 19 20 2122 23 24 25 26 27 2829 30

SEPTEMBER

S M T W T F S

1 2 3 4 5 6 7

8 9 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 30

NOVEMBER

S M T W T F S1 2 3 4 5 6 7

8 9 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 30 31

DECEMBER

25 26 27 2822 23 24 25 26 27

S M T W T F S1 2 3 4 5 6 78 9 10 11 12 13 1415 16 17 18 19 20 2122 23 24 25 26 27 2829 30 31

APRIL

S M T W T F S1 2 3 4 5 6 7

8 9 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 30 31

JUNE

22

29

29 30 31

S M T W T F S

1 2 3 4 5 6 7

8 9 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 30 31

MARCH

S M T W T F S1 2 3 4 5 6 7

8 9 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 30 31

MAY10 11 12 13

18 19 20

25 26 27

8S7

13 14

20

27

8 9 10

15 16 17

22 23 24 25

29 30 3120 21

27 28

S M T WT F S

12

34

56

7

89 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 30 31

JULY

Year

The changes you have had as time went by.

lue


13

1Unit

Look at the next photographs and talk with your class about how or if the people look like each other.

S M T W T F S1 2 3 4 5 6 7

8 9 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27 28

FEBRUARY

S M T W T F S1 2 3 4 5 6 78 9 10 11 12 13 1415 16 17 18 19 20 2122 23 24 25 26 27 2829 30 31

APRIL

S M T W T F S1 2 3 4 5 6 7

8 9 10 11 12 13 14

15 16 17 18 19 20 21

22 23 24 25 26 27 28

29 30 31

JUNE

13

Saul asked his mother to show him photographs of his family, and he noticed that he looks a lot like his grandfather.

Do you look like a relative?

Compare yourself and you will find out.and you will find out.

Who do I look like?


14

Cut out page 161 and make families with the characters.

Why did you decide to make the families in that way? Compare and talk about it with a classmate.

Stick some photographs or make a drawing of your family on a sheet of paper. Write if you look like someone in your family and in what aspect, and keep it in your portfolio.

Get photographs from your relatives. Find out who has a similar skin color to yours, the eyes, and the hair, the shape of the face, mouth or nose. You can also identify if your gestures or voice tone resembles someone in your family.

Stick some photographs or make a drawing

Make families

et’s play!

Who do you look like.

lue


15

1Unit

It is necessary to take care of your senses: if you put strange objects in your eyes, mouth, ears or nose you can hurt yourself.

Avoid listening to loud music, because this can decrease your hearing ability.

Tasting very hot or cold things can hurt your sense of taste.

Look at the following image.

Have you ever been in a situation that endangered your ears, eyes, nose, mouth or skin? Discuss it with the class.

Write down the actions that damage your senses and illustrate them on a sheet of paper.

Discuss what happened to María with your class.

One day, María told Saul that she visited the doctor, because she had an earache.

Be alert and you will find the clue?

Be alert and you will find the clue.

I take care of myself

How to take care for your senses.

lue


16

How can people who have diffi culties with hearing, seeing or walking do their activities? Discuss it.

During her visit to the doctor, María met Octavio, a boy who could not see, and she asked her mother how he can walk without seeing.

How does technology help us if our senses do not work properly?

Look around you and find the clue.


17

1Unit

What did you feel when you could not see?How did the stick help you walking?How did you feel when somebody helped you?

1. Form pairs and cover your partner’s eyes with a bandana.

2. Try to walk without help.3. Allow your partner to help you.4. Now, use a walking stick (or a

stick) for guidance.

Some scienti� c discoveries have given origin to technological devices that help improve the life conditions of people who have suffered damage in their eyes, ears or other body parts.

I see, I don’t see.

et’s play!


18

Research how these devices help people that need them and write it down.

Hearing aidGlasses

Cane

Look for and draw a scientifi c or technological device that helps to compensate the decrease in the functions of the senses, and write below is what it is for. Keep your sheet of paper in your portfolio

Harness for guide dog

Technology helps human beings when their senses do not work properly.

Technology helps

lue


19

1Unit

Identify the food you eat, and in the following box write the food that you ate yesterday and when you ate it.

Morning Afternoon Night

Make a similar chart, but with the information of all your classmates and analyze what the foods they eat the most.

12

3

4567

8

9

1011 12

19

ememberEating low salt foods contributes to help you stay healthy and reduce the risk of heart diseases.

12

3

4567

8

9

1011 12 1

2

3

4567

8

9

1011 12

When Saul got home, he told her mother that her friend Jose� na was sick because she ate lots of chips and candy.

What kind of food do you need to eat to maintain good health?

The clue is going to tell you.

Food


20

Look at the “Plate of eating well” and identify in which food group what you eat belongs. Check if your diet and that of your classmates include foods from three groups.

Now draw the foods that are in the place where you live in the following “Plate of eating well”.

emember The large intake of fats and sweets places Mexico among the � rst places for childhood obesity in the world.

Excess weight is more common in girls and obesity in boys.


21

1Unit

Draw your favorite food on a sheet of paper, write why you like it and keep it in your portfolio.

The three food groups are:

• Vegetables and fruits • Cereals and legumes • Foods of animal origin

Remember that food is necessaryfor your body to grow and to work properly.

From the foods you drew in the last activity, choose some and make cards. In teams, shuffl e them and each member of the group, without seeing the, will pick three. The fi rst one to have a combination with the three food groups will win.

Let’s cook!

et’s play!

21

The foods that you need to eat to keep yourself healthy.

lue


22

My school changes

Javier noticed that the school was different when he came back to school.

What are the changes that your school had, now that you are in second grade?

Look carefully and get a clue.

PPRRRRII RRRII

PPRRRRIIIMMMMAAAAAARRRRIIIAAAA


23

1Unit

What changes do you notice in the images of the previous page?

Draw the changes that you noticed in your school when you came back from vacations, describe them and keep it in your portfolio.

Make a tour around your school and indentify the changes that happened during the summer vacations.

How was your school before? How is it now? Do you have a new teacher? Do you have a new classroom?

How do you feel with the changes in your school? Talk about that with your classmates.

from vacations, describe them and keep it in your portfolio.

ememberWalk, walk your pet, go up and down the stairs, help with the chores at home, play outdoors are physical activities that help you to keep yourself healthy.

The changes in your school

lue


24

How do I orientate myself?

What is the position of the Sun at dawn?

Do the same as Javier. Early in the morning place yourself in front of the Sun, and open your arms: the left arm will point to the north, the right arm to the south, your back to the west, and in front of you will fi nd the East. These are the cardinal points.

When Javier went back to school, another change was that his classroom wasn’t the same as he had in the � rst grade. He wants to know the location of the new classroom.

How do I find places?

You will find the clue if you get up early.

NorthNorth SouthSouth

EastEast

WestWestWestWestWestWest


25

1Unit

North

South

West Easte

What would happen if you do the same exercise in January? Where do you see the Sun during that month? Talk about this in class.

An interesting fact

The symbol that represents the cardinal points is called a compass rose.

In a sheet of paper draw a sketch of your school. Use the cardinal points to locate your classroom and other interesting places. Keep it in your portfolio.

Which path do you follow to get to your house? What do you notice?

25

What symbols do you use to draw a sketch?

Think about it, and you’ll find another clue.

Answer the following questions.

Use the cardinal points to identify places.

lue


26

Cut out from page 159 the images that you need to represent the route that you take from your house to the school.

The sketches help us � nd places easily; they are drawings with symbols that represent places.

Look for the meaning of the following symbols and write them down.

26

Your sketch

The symbols to develop a sketch.

lue


27

1Unit

Popocatépetl, Puebla

Ciudad de México

Look at the photographs above and talk about them.

Guadalajara, Jalisco

San Miguel de Allende, Guanajuato

Javier showed Sandra the postcards of some places that he had visited.

Where do you live: in a town or in a city?

By exploring you will know.

The place where I live is in Mexico


28

Do you live in a place similar to one of those photographs?

Why?

Write the name of the place where you live:

Talk with your teacher about where is he or she is from. Write it on the line.

Now ask him (or her) if the name of your town or city has any special meaning, or if it was the name of an important person.

Copy the map of Mexico from the following page, highlight your town and keep it in your portfolio. Write the name of our country.

The town or the city where I live is in Mexico.

lue


29

1Unit

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30

The defense of Chapultepec Castle

In 1847, Mexico was at war with the

United States. On September 13th,

the American Army attacked Mexico s

Military Academy that at that time was

located in Chapultepec Castle.

The teachers, students and other

soldiers worked together to defend the

Military Academy. Among them six

cadets stood out; they are known as

the heroic children. Lieutenant Colonel

of infantry, Felipe Santiago Xicoténcatl

and the schools headmaster, General

José Mariano Monterde also gained

recognition.

30

Juan de la Barrera

Agustín Melgar

Fernando Montes de Oca

Vicente SuárezFrancisco Márquez

Juan Escutia


31

1Unit



In 1847, Mexico was at war with the

United States. On September 13th,

the American Army attacked Mexico s

Military Academy that at that time was

located in Chapultepec Castle.

The teachers, students and other

soldiers worked together to defend the

Military Academy. Among them six

cadets stood out; they are known as

the heroic children. Lieutenant Colonel

of infantry, Felipe Santiago Xicoténcatl

and the schools headmaster, General

José Mariano Monterde also gained

recognition.

Javier and Sandra´s teacher told them that in Mexico City there is an historic building called Chapultepec Castle, and she told them this story.

Why is the defense of Chapultepec Castle commemorated?

The following story will reveal the clue.


32

When the Americans attacked the castle, Lorenzo was studying; he was the brother of the brave Captain Juan Crisónomo Cano who decided to stay and fi ght.

The Captain, aware that his death was almost certain, asked his brother to deliver a letter to his uncle Andrés, in which he explained that he should not worry about them and that everything would be all right.

What do you think about what happened in Chapultepec Castle?

Noticing that in spite of the attack, the Mexicans did not give up, the American Army decided to climb up the hill and the walls of the castle. The cadets gathered in the terraces and the infi rmary, and they fought hand to hand against the enemy. They showed great bravery and love for their homeland.

Now read the following story about the American invasion.


33

1Unit

“Please, uncle Andrés, now you know how

the war will be. The intention of sending

you this letter with my brother is for you

to keep him with you, he must not return,

I don’t want him to be killed; on the

contrary, I want him to be with you and

live happily. I will defend the castle and

my country, although I will die; protect

him, and if he wants to return don’t let

him …”

What do you think about the tale?What was the purpose of the captain Juan Crisóstomo sending the letter with his brother?Discuss it with the class.

An interesting fact

Written letters and others documents that people leave are used to understand what happened in the past.

He also told his brother that before returning to the Castle, he must wait for his uncle to read the letter. “But… what for?” asked Lorenzo. The captain replied that he needed an answer from his uncle. Besides, he suggested hurrying up, because the enemy was already very close.

The youngest brother obeyed and he went to his uncle s house, who carefully read the message that said, among other things, the following:

To know why the Defense of Chapultepec Castle is commemorated.

To know why

lue


34

Now organize the presentation of your portfolios in your group. Explain its contents to your classmates.

Cut out the tables from pages 157 and 159 and stick them together; after that, cut out the cards from pages 153 and 155.

Read the instructions and play with your classmates or with your relatives.

Read the instructions and play with your classmates or

The cards from these pages belong to level 1, and when you fi nish each block, you will get more cards to move forward to the next levels.

Busybody

et’s play!


Bloque1BloqueBloque

3535

11Unit

I take care of my health…

With my portfolio I achieved…

Drinking potable water. Eating vegetables and fruit.

a) Discover new knowledge.

b) Organize information.

c) Show it to my classmates.

Self-check


36

Unit2


37

2Unit

Let’s explore nature


38

Board 30 x 20 cmsPlay doughWooden sticksChips

A long time ago, at the top of Coatépec Hill lived an old lady, mother of 400 warriors and a female

warrior called Coyolxauhqui.One afternoon, she saw a

small ball of feathers fall; the feathers were red, blue and yellow. She kept it in her clothes, and when she

remembered it, she noticed that her belly had grown.

warrior called Coyolxauhqui.mother of 400 warriors and a female

What is in the sky?

How are the Sun, the Moon and the stars?

Find out and you will discover the clue.Find out and you will

With the clues in unit 2 you will identify what is around you, and then you will create a model. At the end you will give a presentation to your classmates.


39

2Unit

Did you like the legend? Talk about it with your classmates. If you know another legend about the Sun, the Moon or the stars, tell it to your classmates.

Now that know you know the characters in the heavens, go out of the classroom and look at the sky, but without looking directly at the Sun, because its light can hurt your eyes.

39

An interesting fact

In the náhuatl language, the ancient Mexicans called the Sun “Tonatiuh” and the Moon “Meztli”.

She was worried because she didn’t want her children to fi nd out she was pregnant. She ran away, but she listened to a voice that told her: “Don’t worry, mother. For your great courage and goodness, I will protect you.”

When she met with her children, a blue cloud with the shape of a warrior appeared, he was beautifully dressed up, with a blue body and a club in his hand. It was Huitzilopochtli.

He knocked Coyolxauhqui down with one punch, making her fall down the hill. After watching this, the other children fl ed.

We watch this battle every day in the sky. Coyolxauhqui is the Moon and the stars are her brothers fl eeing from the Sun, Huitzilopochtli.


40

What can you see when you look at the sky at night?

Draw what you have seen.


41

Look at the following photographs. Discuss the questions with your group, and write some conclusions.

How is the Moon?

How is the Sun?

How are the stars?

2Unit


42

Do the following exercise.

Get a small can, paint it black, and fi ll it halfway with water; you will also need a plastic bottle with some water, a sheet of paper and a piece of butter.

Leave it outdoors for a day and a night.

What happened with the objects that were left out during the day, and what happened with them during the night?

Record what you observed.

Material Day Night

Can with water

Plastic bottle

Sheet of paper

Butter

Talk about your observations with your classmates.


43

The Sun is a star with its own light; its energy reaches the Earth in the form of light and heat. This energy helps the existing life on our planet.

The Moon is a natural satellite of the Earth; it does not have its own light, and it is visible only because the Sun illuminates it.

The stars are celestial bodies with their own light, because of how far they are from the Earth, they can only be seen as small bright points.

An interesting fact

The color of a star demonstrates its temperature: if it is blue, it is hotter than a red one.

Cutout the images from page 151 and stick them on a sheet of paper, on one half put the objects from the day, and on the other half the objects that are seen during the night.

43

Everything that you have learned about the Sun, and its effects on the Earth, and information about the Moon and stars.

Draw in your notebook, the different forms that you would use to represent the Sun, Moon and stars.

Everything that you have

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44

Mountains, plains, rivers, lakes and seas

What are the differences between mountains and plains?

What are the differences among rivers, lakes and seas?

Discover them and find a clue.

One morning, very early, Sofía went with her uncle Jacinto to the countryside. They had to take out the sheep and goats so they could graze. While they were walking, they noticed what was around them.


45

2Unit

Mountains, plains, rivers, lakes and seas Sofía told him that the place where her aunt Nora lives is very different, because there are not so many trees, and because it is dryer and fl atter.

45

Look at the images of the places where Uncle Jacinto and Aunt Nora live. What are the differences?

4545


46

Look at the following images and solve the puzzle.

Vertical 1. Natural rise of land. 2. Body of salt water that covers most of the Earth. 3.Current of continuous water that comes out into a lake or sea.

Horizontal 4. Body of water formed in sunken areas of the land. 5. Field or fl at ground whose main activities are agriculture and livestock.

1

3

4

2

5

Crossword puzzle

et’s play!


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2Unit

Make a drawing of the place where you live locating the mountains, rivers, seas, lakes or plains that you fi nd. Ask if they have names and write them down.

To complete the activity cut out the pieces of page 149 and do the puzzle.

47

The differences between a mountain and a plain and between a river, a lake and a sea.

mountain and a plain and

The differences between a

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Discuss the following question: what happens to the snow on the mountain when it is hot?

ememberDrinking water everyday keeps you healthy.

The water changes

What are the changes of water in nature?

Know them and get a new clue.Know them and get a

Sofía told her uncle that she was hungry, so they decided to sit down and eat. She noticed something white on the top of the mountain. “What is that, uncle?”, she asked. “It is snow.”


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2Unit

Place the ice cubes in the palm of your hand or in a place where there is sunlight. What is going to happen to them? Why? Discuss it with your group, and write down your conclusions.

Now get a glass or a container with a lid, and fi ll it with hot water. Ask an adult for help to avoid spilling the water, because it can burn you.

For a minute, cover the container that has hot water, and then open the container and feel the interior of the lid. What happened?

Look for and do other experiments where you can see the changes of the water.

Make a little experiment: get some ice cubes.

The states of water are: solid, liquid and gaseous. In nature you can fi nd them, for example, in the ice, in a river or in steam.


50

ememberPoor nutrition may have learning problems as a consequence.

Circle with different colors the three physical states of water.

The changes of water in nature.The changes of water The changes of water

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2Unit

Relationships in nature

What animals do you see in the picture?

What plants do you see?

What characteristics do animals and plants have in the place where you live?

Find out and get another clue.

When they were walking back home, there were huge trees and fallen leaves, they saw among the branches a squirrel jumping from one tree to another.

Plants and animals are part of nature.


52

What animals are there in the place where you live?

What plants are there?

Draw the typical plants and animals where you live.


53

2Unit

Investigate where the following animals live, and write it down.


54

Write if the following animals are terrestrial or aquatic.

The plants and animals can be terrestrial or aquatic, that means that they can live in the earth or in water.


55

In teams, collect the clues and make a scale model. Include animals and plants in the place where they live, as well as rivers, lakes or mountains. When you fi nish it, show it to the group.

What other animals or plants do you know? Draw them and write their classifi cation.

Cut out from page 147 the pictures of the animals and stick them on a sheet of paper. Draw the place where they live.

The characteristics of plants and animals.The characteristics of

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56

Look at the following pictures, and talk about the differences between both families.

During the time when Mexico was ruled by Porfi rio Díaz, the people did not choose their leaders freely. There was abuse and exploitation against workers and peasants.

The beginning of the Mexican Revolution Who participated in the Mexican Revolution?

Know them, and you will get the last clue.will get the last clue.

When they returned home, Sofía saw a picture on the wall, and she asked her uncle: “who is he?” “He is my great-great-grandfather, who participated in the Mexican Revolution.”

Porfi rio Díaz


57

2Unit

Francisco I. Madero, in a document called “Plan de San Luis”, wrote some proposals to solve the problems of the country. On November 20th 1910, Madero called all the mexicans to fi ght to improve the situation.

Madero found supporters in several regions of the country: in Chihuahua with Francisco Villa and Pascual Orozco, in Puebla with the siblings Aquiles, Máximo and Carmen Serdán, and in Morelos, with Emiliano Zapata. By early 1911, there were revolutionary uprisings throughout a big part of Mexico.

Some of the ideas that were defended in the Mexican Revolution were the following:

• Right to have land to cultivate it.

• Equality among all mexicans.

• Freedom to choose the rulers.

The beginning of the Mexican Revolution

Francisco I. Madero

Emiliano Zapata

Crowd waiting for the resignation of Díaz


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The land, only the landAnonymous

The land, only the land!The indian rose,to regain the landthat the landowner usurped.Zapata, the southern leaderapostle of conviction,was the voice of the land,its the voice of liberation.You already know my fl ag,very simple is my program,land, liberty and schools,the peasant demands.And in case of breach,what is already promised,we’ll go back to arms,again in rebellion.

Read the following poem.

Cutout the cards from pages 143 and 145 to go to the next level. Have fun!

Talk with your class about what the verse of the mexican folk song expresses, what the peasants claimed during the Revolution, and why it is important to value their work. Write down the conclusion that you have reached in your notebook.

Busybody

et’s play!


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2Unit

I carry out my responsibilities…

With my scale model I was able to…

Self-check

a) With order and on time.

b) Collaborating with everybody.

a) Investigate.

b) Explain.

c) Express my opinion.


Unit3


61

Unit3My community


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Sheets of color paperColored pencilsScissorsGlueMarkersMagazines Photographs

Look at the pictures of the following page and answer the questions in your notebook.

The countryside and the city

Paola told David that during her vacation she went to Guadalajara, and she realized that it was very different from her community.

At the end of the block you will make a bulletin board. With it you will be able to show how your community is. Show it to your classmates.

ememberThe city is where the greatest number of smokers are. People start smoking at the age of 12.

What are the countryside and the city like?

Take a look and find another clue.


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UnitUnit3

How are the houses in the city? How do people in the countryside dress? Where do you see more people? What means of transport are used most in the city? What jobs are performed in the countryside?

The countryside and the city are different. In the countryside most of the activities are agricultural activities, for example: planting products like beans, corn, rice, tomato, onions, chili, or caring for cows, goats, chickens, pigs, and other animals. The countryside is characterized by having few means of transport, hospitals, schools, and most of their houses are made of wood and mud.

The city has a large population, as well as transportation services, hospitals, schools, houses, buildings and big constructions; the activities performed in it are varied.

Country

City


64

Complete the following sentence.

“The place where I live is , because its characteristics

are

”

Discuss your answers with your classmates.

Cut out the images from page 141 and stick them on the following sketches in order to build a scene in the countryside and a scene in the city.

Country


65

CityUnitUnitUnit3


66

On a sheet of paper, draw your community and write down if it is a city or if it is in the countryside. Show your drawing to your classmates and keep it in order to add it to your bulletin board.

ememberThe passive smoker breathes the smoke of the cigarette that someone else is smoking. This can seriously damage your health..

The characteristics of the countryside and the city

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UnitUnit3

Look and discuss.

The past of my community

Communities change with the passage of time.

One day, Paola heard that her community had changed, and she asked her grandfather José how it was before. He answered:“I remember that when we arrived to this community, there were lots of trees, and few houses”.

What changes has your community had?

Identify them and you will get another clue.

Before

After


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Cut out the pictures from page 141, and stick them on the correct box.

Ask your parents, grandparents and people older than you that you know, the following information.

What is the name of your community?

What is the origin of its name or what is its meaning?

Compare and talk about your answers with your classmates.

Ask your grandparents or your parents for a photograph of your community. Put all the photographs from your classmates with yours and then put them in chronological order to make a timeline.

The changes that your community have had in time.

Before After

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UnitUnit3

Share your answers with your classmates, and mark the days they take place in a calendar.

What are the traditions celebrated in your community?

How does your family usually celebrate them?

Customs and traditionsPaola’s aunt’s name is Dorotea; she’s from Pátzcuaro, Michoacán. Paola asked her about the people’s traditions in Pátzcuaro, and she told her that one of the traditions is to decorate the graves of the cemetery with � owers; they place food and spend the night beside them during the Day of the Dead holiday.

How have your community’s festivities changed?

Find out and you will get a clue.

69


70

Now choose one of your community s holidays and ask to your grandparents or parents how they used to celebrate it when they were kids. With the information you get, make a report and read it to your classmates.

Now in order to know more research the following questions.

Compare and talk about your answers with your classmates.

What languages are spoken in your community?

What are the typical dishes of your community?

What are the typical clothes?

What is the most visited place?


71

Research the holidays or festivities celebrated in other communities and compare them with the one of your community. Now complete the next board.

The festivities and traditions of a community are not always the same as those of others, because each community has its own characteristics. That is why our country has a great variety of traditions that enrich our culture.

My community Another community

Name of the festival

Music that it accompanies

Traditional clothing

Language spoken in that place

Costumes and traditions

The costumes and traditions are celebrated in different ways, and the celebration changes with time.

traditions are celebrated

Cervantes Culture Festival

The costumes and

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Name: Age:

Place where he/she lives:

Is he originally from there?

How long has he been living there?

Has he ever moved from his community or city?

Why?

Can he fi nd what he/she needs in the place where he lives?

Ask an adult to answer the questions in this survey.

Another of Paola´s uncle is a doctor. His name is Andrés, and he lives in Saltillo, Coahuila. He told her that when he was a kid, there were not any doctors nor hospitals in his community. Also, the school was too far, so he decided to go to the city.

People move from the place where they live looking for better conditions for their families. For various reasons, they have to live in different communities, cities or country where they were not born, they move from one place to another, and this movement is called migration.

Why do people from a community move to another one?

You will know when you find the clue.

The migration in my community


73

In group, compare the answers you have gotten, and talk about them.

Why do you think that people move from one place to another?

Invite a person who has recently arrived in your community to your classroom to talk about his experience.

Blo-

3

People migrate looking for better conditions of life.

People migrate

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Her uncle Andrés told Paola that the colors of the � ag have their origin in the � ag of the Trigarante Army, with which Agustín de Iturbide declared the Mexican independence from Spain in 1821. In those days, it was given another meaning; green symbolized the independence, the white, symbolized the purity, and the red the union of all the mexicans.

Agustín de Iturbide

The mexican coat of arms is inspired in the Pre-hispanic legend, in which Huitzilopochtli, the most important god of the mexican gods, told them that they would � nd a proper place to found Tenochtitlan � nding an eagle standing on a cactus eating a snake.

What´s the origin and meaning of the Coat of Arms and the colors of the Flag?

To know it look for the clue.

The National Flag


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The National Flag symbolizes our origin, our feelings and our identity as Mexicans, that´s why it is important to respect it, and we commemorate it on February 24th.

Why is it important to appreciate our fl ag?

Draw a fl ag on a calendar on the date we celebrate it.

The meaning of two of our National symbols, the Flag and the Coat of Arms, as well as the day we commemorate our national symbol: February 24th.

The meaning of two of our

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Cut the cards from pages 137, 139 and 141 to play the third level.

Now that you have all the clues, make teams with your classmates and put them together. With the help of your teacher create a bulletin board, make and give a presentation to your class.

Busybody

et’s play!


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UnitUnit3

I like to play with…

To do my bulletin board I could…

a) Gather all the clues.

b) Organize them on it.

c) Give a presentation to all my classmates.

a) Other classmates who look like me in the way they dress and comb their hair.

b) Other classmates who are different to me.

Self-check


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UnitUnit4


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Unit4The works and services of my community


80

The natural resources

Look at the following images and write on your notebook where do these products come from?

In class, Leonor told Patti that she traveled to Campeche with her parents and in the way she saw rivers and a lot of plants and animals.

What are the natural resources and why are they important in our life?

Identify them and find the clue.

In this unit you will elaborate a mental map with the activities that you will do about the natural resources, means of transportation, trade, the products and the public services of your community, following this model.

Chair

ShirtShoes

Fruit

Gasoline

Cards, markers, ruler and glue

Clue

Clue

Clue

Clue Clue

Clue

Title


81

The plants, the animals, the water, the Sun and minerals are natural resources and we can make different products with them. For example, gasoline is made from oil.

81

What natural resources are available where you live?

What would it happen if there were not any natural resources?

8181

Match the objects with the natural resources they are made or come from.

UnitUnit4


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Why is it important to take care of the natural resources?

On a sheet of paper draw a natural resource, and write its importance for human activities in your notebook.

Keep your drawing for your mental map.

Look at the two following images.

The importance of the natural resources.

On a sheet of paper draw a natural resource,

The importance of the

On a sheet of paper draw a natural resource, and write its importance for human On a sheet of paper draw a natural resource, and write its importance for human On a sheet of paper draw a natural resource, and write its importance for human lue


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UnitUnit4

Organize yourself with your class and write the name of some of the items that are in the classroom, and then identify what natural resources were employed to make them.

Share your answers.

Products from the country and the industries

Look at the process to make a blouse from cotton and circle the natural resources used to make it.

In Campeche, Leonor and her mother each bought an embroidered cotton blouse.

Where do you get the products you use?

Follow the process and you will know.

Cottonfi eld

Dressmaking workshop

Textile factory


84

Do you know how a chair is made, orange juice or a sack made of henequén fi ber? Choose one of this objects or another one made in your community, then draw the process to make it.

Compare your drawings with your classmates drawings. If you skipped a step, draw it!

Look at the process to make tortillas.

1 2 3


85

UnitUnit4Draw the process to produce a product following the next steps.

Natural Resource Production Process Product

Research where the following products are from; are they from the country or industry? Share your answers with your classmates.

Before During After

The products come from the country or industry.

The products come

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86

Trade and transportation

What other products are transported in ships?

Research and write what can be transported on a train, on a plane, on a horse and on a bike. Talk about it with your classmates.

Answer the following questions.

In Campeche Leonor saw cars being unloaded from a ship.

What is the importance of trade and transportation in the development of the communities?

Travel to find the clue.


87

UnitUnit4The modes of transport are classi� ed as ground, air and water.

Ground

Air

Water

What other modes of transport do you know? Draw them.


88

Put a check ✔ where the sales and purchases take place in your community.

An interesting fact

The word “tianguis” comes from the word tianquiztli, which in náhuatl means market. The nahuas set up the tianguis every fi ve days, and the most important ones were the tianguis in Tenochtitlan, Texcoco, Tlaxcala, Xochimilco and Huejotzingo.


89

UnitUnit4Research and talk about with the class where the products that are sold in your community come from, and what are the products from your community that are sold in other places.

Draw some of those products.

Trade is an activity in which products and services are exchanged. To make them go from one place to another transport is used.

On a sheet of paper draw the transports available in your community and what kind of products they transport.

The importance of transports and trade.The importance of

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Public services

Surely, there are different public services in the place where you live. Talk about them with your class, and in the next chart write those there are and those that are lacking.

Public services available Public services that we lack

Leonor stayed with her cousins in Campeche for eight days. There, the garbage truck passes three days a week.

What are the benefits that we get from the public services?

Using them in a responsible way will give you the clue.

What do you see in the image?

The paving of the streets, the garbage collection and the distribution of electricity are very important services.


91

UnitUnit4Talk with your classmates what would happen if there weren’t any public services in your community.

In the same way, it is important to take care of the services we have. What kind of actions contribute to taking care of the following services? Write them on a sheet of paper.

With the information you wrote, now make teams with your classmates and make posters showing the benefi ts for the community of those services and the way they can take care of them.

Escuela


92

Electricity is a public service. What kind of activities can you do thanks to it? Draw two appliances that work with electricity and draw what they are useful for. Talk about this with your classmates.

Talk about the differences that are in the next images with your classmates.

Now

Before


93

UnitUnit4What are the advantages of using electrical appliances?

Despite they are easy to use, you must be careful with the electrical appliances. Look at the following images and talk about how you can avoid accidents using them.

Remember to use the electrical appliances and electric system properly in order to avoid accidents that can cause you wounds or burns.

Draw how the public services have changed and keep your drawing for the mental map.

Remember the bene� ts of having public services like electricity, and how they have changed with time.

Remember the bene� ts of

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Look at the next pictures and talk about them.

What kinds of jobs are done in your community?

The jobs from yesterday and today

In Campeche’s municipal market Leonor and her cousins saw a man making a rucksack with henequén.

How have the jobs in your community changed?

Work and you will find the clue.


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UnitUnit4

How have the jobs in your community changed over time?

Cut out the “memory” or “concentration” game from pages 135 and 137, and play to know what tools people use to do their work.

Talk about the tools people use to work in your community.

The jobs from yesterday and today

Before Now


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An interesting fact

In the past, you could fi nd “cantores”, people that spread news from one town to another, and they used to write their Mexican folk songs on paper in order to sell them. Thanks to their work, people could fi nd out what was happening in other places.

Investigate the occupations that existed in your community and that have disappeared now. Discuss it with your group.

On a sheet of paper, draw the occupation that you would like to be as an adult and keep it for the mental map.

Investigate the occupations that existed in

“The old occupations”

Some time ago, products like

cutlery, books and cars were only

manufactured by hand. One of

the oldest human occupations

was blacksmith; it took place in

workplaces known as smithies,

and there objects made of iron

were created. When a housewife

had a broken pot shewaited for the

“welders of crockery” (as they were known)

to have them repair it.

Another old job is herding working animals,

like mules and horses, to transport

products from one place to another.

Being a day laborer is not a new

occupation: there have always

been people devoted to help the

peasants.

The occupations that currently are in your community and how have they have changed.

The occupations that

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UnitUnit4

The population contributed with material goods in order that the mexican government might be able to buy the platforms and plants of the european and north american companies that extracted that natural resource.

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The Oil Expropriation

In Campeche, from the highway, some metal structures in the middle of the sea are visible. “Look, Leonor, those are Pemex platforms, where petroleum is extracted”, her uncle Ignacio told her.

What do we commemorate on March 18th?

History will give you the clue.

A long time ago, the companies that extracted the petroleum within the

mexican territory were foreign � rms. However, on March 18th 1938, president Lázaro Cárdenas removed the right from the foreigners.


98

Cut out the cards from pages 131 and 133. With them you will play the fourth level.

What products do you know that are obtain from processing the oil? Cut out the pictures from page 133 that show them, and glue them on the following mental map.

Oil

Collect the clues and make the mental map from material in the block.

The Oil Expropriation is commemorated.The Oil Expropriation

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UnitUnit4

a) Researched.

b) Organized the information.

c) Explained it.

With my mental map I…

a) Responsible.

b) Not very careful.

My attitude to preserve the natural resources is…

Self-check

With my mental map I…


100

Unit5


101

Unit5Bloque

Together we improve our life


102

Monica takes a bath in the evenings. One day, her mother called her to get into the tub: “Moni, come, I have everything ready for your bath!” When she arrived she felt the water, and said: “Mommy, but be sure the water is warm please! The other day it was very hot”.

When Monica comes into the bathroom, what she should be careful with? Why?What might happen to her if she is not careful? What does she have to do, in order to prevent an accident? Discuss it with your group.

Burn precautions

Decide which of the following elements: portfolio, bulletin board, model, or mental map you are going to use to present the topic: “Let’s improve our community”. When you have fi nished, present your work to the rest of the group.

How do you identify the temperature of the things? How do you take care to prevent accidents?

To not burn yourself find the clue.

Why did she ask her mother to make sure the water was not too hot?What would happen if you take a bath with boiling water? Discuss it.


103

UnitUnit5It is important to be careful when you use hot items, because they can burn you. Discuss with your classmates if they had have an accident with these objects.

Do the following activity.

1. Put your hands in ice water. 2. Take them out, and touch your

face. How do they feel? 3. Now rub your hands together. 4. Stop rubbing them, and

immediately put them on your face again.

Record your experience.

Experiment What happened to your hands?

What do you feel when you

touch your face?

What sense did you use?

Hands in ice water

Rubbed hands

Discuss your answers with your classmates.


104

Now, in teams, collect the following items:

• A plastic bottle• A metal spoon• A wooden spoon

1. Put the items under the sunlight for two hours.

2. After that time, touch the items and write down how their temperature is: cold, warm, hot or very hot.

Metal spoon Wooden spoon Plastic bottle

Why do the items get hot?

Which object was hottest?

Why do you think that one is hotter than the others?


105

UnitUnit5Look at the following pictures and then discuss them with the group.

Write a recommendation to prevent an accident with hot objects or liquids.

Identify the temperature of the items to prevent accidents.

Of those actions: which of them are dangerous? Why? How can you prevent the dangers they represent? What would you recommend to the children in each picture?

Identify the temperature

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106

Disaster prevention

Look and talk about the following pictures.

While Monica was taking a bath she told to her mother that in her school they had a disaster drill.

There are risks that put our lives, material goods and the environment in danger. That is

why it is necessary to know what to do to prevent the disasters, and how to support people who need support.

How do you collaborate in the prevention of disasters?

Do not run, push or shout and you will know the clue.


107

UnitUnit5The disasters can be caused by natural phenomena like rain, or by human causes, like a bon� re that was incorrectly put out.

• What situations that could cause a disaster exist in the place where you live?

• What actions are taken to prevent these disasters? • Do you know what to do when a disaster takes place?

Look at the following images and write what they represent.


108

A drill is an exercise that helps us to prevent, and know how to react to, an event that could endanger our life.

Look at the following images and write what they represent.

Perform a fi re or earthquake drill and write down why it is important to carry out them periodically.

PUNTO DEREUNION

ZONA DESEGURIDAD

SALIDA DE EMERGENCIA

The actions to prevent a disaster.The actions to

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UnitUnit5Environmental care

Cut out the cards from pages 127 and 129, look at them and play.

Form three teams:

• Team 1: jury. • Team 2: gets the red cards. • Team 3: gets the green cards.

The judge will give the word to each team.

The red and green teams must defend what the cards are showing, even if they disagree.

At the end the jury will say who is right and why.

After the game ends, talk about how everyone felt about the role they had to play.

What do I do to care forthe environment?

Enjoy it to find another clue.

“But, you know what, some of my classmates didn’t want to participate in the drill, and my teacher explained why it is important to perform certain activities even though we still don’t understand them.”

Let’s practice what you have learned about taking care of the environment with the game “The judge”.

The judge

et’s play!


110

Create a campaign of environmental care in your community.

Now, write and draw your proposals in order to achieve the following actions:

• Use water responsibly • Keep clean areas • Save electric energy • Protect natural areas • Separate the organic and inorganic garbage • Propose measures to avoid producing so much garbage

110


111

Cut out the board from page 125.

The actions to care for the Environment.

1. To play are required a dice and some chips. Decide who will throw the dice � rst.

2. Each player will throw the dice and will move forward the number of blocks as indicated. If you reach a block where a ladder begins, you will have the luck to climb it, but if the block has the snout of the snake, you must go down the tail.

3. The winner will be the � rst one to reach the goal.

Think about the actions that show you the images on the game, and discuss them.

Snakes and ladders

et’s play!

The actions

lue

UnitUnit5


112

“Mom, remember that tomorrow at school we will present the projects that we did during the school year, and you must go”, Monica told to her mother.

Project: Let’s improve our community

Organize your own presentation taking into account:

1. Form teams.

2. Decide which team will present the portfolio, which the model, the bulletin board and the mental map respectively.

3. Each student will present their work according to its team. If they have to present the mental map or the bulletin board, each one will be presented by all the members of the team.

4. Write a note explaining the content of their work, how they did it, and what they learned when they did it.


113

UnitUnit5

How was your participation in the team?

Now, write in your notebook and analyze the suggestions that were made for you to improve your projects.

5. Decide the order in which the projects will be presented.

6. Choose a place to put the projects, where everybody can see them after the presentations.

7. Make an invitation where you can write the name of the person that you are inviting, the reason for the invitation, the time and place where the projects will be presented.

8. Post a cardboard, in order that the guests can write suggestions to improve the projects.

9. At the end of the presentations place the projects in the assigned places.


114

Throughout history, the workers have been treated unfairly. The factories owners did not pay enough, or made them work for long hours, with discrimination and without medical attention. Therefore, they had to � ght to defend their rights as workers.

The Labor Day commemoration

Why do we celebrate Labor Day?

Defend your rights and you will reach the clue.

Monica’s brother told her, that on May 1st he will parade with his coworkers. Monica asked: “Why are you going to march in a parade?”


115

UnitUnit5One of the most important protests happened on May 1st 1886, when the workers of some factories in Chicago, USA, warned the businessmen and the government that if the eight-hour working day wasn’t respected, they would stop working.

When the strike started, many workers were threatened or � red, other were beaten or accused of rebellion and of causing violence. Even in 1887, some workers were imprisoned and taken to the gallows.

The Labor Day commemoration


116

In 1889, a Congress of Workers was held in Paris, and it was established that the � rst day of May will be celebrated as the International Workers’ Day or Labor Day (or just May Day). The day was established to honor the death of workers in Chicago, and they would be known as the Martyrs of Chicago or the Haymarket Martyrs.

The struggle of those workers achieved an eight hour work day as maximum. This right was achieved in Mexico after the Mexican Revolution, in article 123 of the Constitution of 1917.

Look at the following pictures and talk with your class about the differences between the two workers, for example: their clothes, the place they are working and the machinery or tools they use.


117

UnitUnit5Have the workers’ conditions really improved?Why is it important to celebrate Labor Day?

Cut out the cards on pages 121 and 123, and with them, you will play level 5.

What can be done to make the lives of workers better? Make a poster and present it to your classmates to fi nd the last clue.

On May 1st Labor Day is commemorated.

On May 1

lueBusy body

et’s play!


With my project I achieved…

a) Refresh my work.

b) Organize the information.

c) Show one of my projects.

a) I offer help to someone who needs it.

b) I take part in group activities.

I am supportive when…

Self-check

118

UnitUnit5


Bibliography

119

Alemán Valdés, Miguel, La verdad del petróleo en México, 2a. ed., México, Grijalbo, 1977.

Bachmann, Lia et al., Recursos naturales y ambientales en un mundo global, Buenos Aires, Longseller, 2002.

Barona Lobato, Juan, La expropiación petrolera, México, Secretaria de Relaciones Exteriores, 1974.

Bermúdez, Antonio, La política petrolera mexicana, México, Pemex, 1988.

Ceniceros, Fabián et al., Geografía general, México, McGraw-Hill, 1994.

De Marsily, Ghislain, El agua, México, Siglo XXI, 2004.

Díaz Barriga Arceo, Frida, La enseñanza situada: vinculación entre la escuela y la vida, México, McGraw-Hill, 2006.

Fernández, Justino, “Una aproximación a Coyolxauhqui”, en Eduardo Matos et al., Coyolxauhqui, México, UNAM, 1963.

Frade Rubio, Laura, La evaluación por competencias, México, SEP, 2008.

---------- Planeación por competencias, México, SEP, 2008.

Fuentes, Luis Ignacio, Geografía general, México, Limusa, 1981.

Guaresti, Juan José, Los servicios públicos, Buenos Aires, Universidad de Buenos Aires, 1957.

Novelo, Victoria, Artes y ofi cios mexicanos, México, CIESAS, 2000.

Saint-Onge, Michel, Yo explico pero ellos... ¿aprenden?, México, SEP-Fondo de Cultura Económica/Ediciones Mensajero, 2010.

Zabala Vidiella, Antoni, La práctica educativa. Cómo enseñar, México, Graó-Colofón, 2008.

Unit5


Exploring Nature and Society.Second grade

Was printed by assignment of xxx in the workshops of XXX in XXX in the month of XXX 2010.

© Photo Stock: pp. 13 (izq.), 13 (der.), 14 (ab.), 18 (arr. izq.), 27 (arr. izq.), 27 (ab. izq.), 27 (ab. der.), 43 (izq.), 46 (arr. izq.), 46 (ab. izq.), 46 (ab. der.), 53 (arr. izq.), 53 (arr. centro), 53 (arr. der.), 53 (der. centro), 53 (ab. izq.), 53 (ab. der.), 54 (arr. centro), 54 (arr. izq.), 54 (arr. centro), 54 (arr. der.), 54 (izq. centro), 54 (centro), 54 (der. centro), 54 (ab. izq.), 54 (ab. der.), 67 (arr.), 67 (ab.), 89, 94 (izq.), 94 (der.), 95 (izq.), 106 (der.), 116 (izq.), 116 (der.), 147

© Latinstock: pp. 14 (arr.), 18 (ab. izq.), 18 (ab. der.), 27 (arr. der.), 46 (der. centro), 53 (izq. centro), 53 (centro), 53 (ab. centro), 54 (arr. der.), 54 (ab. centro), 56 (ab.), 57 (arr. izq.), 57 (der. centro), 106 (arr. izq.)

P.18 (arr. der.), fotografía: Raúl Barajas, Acervo iconográfi co DGME-SEP, p. 31, fotografía: Raúl Barajas, Acervo iconográfi co DGME-SEP, p. 41 (arr.), Luna llena, NASA Human Spacefl ight Collection, p. 41 (centro), Sol, NASA-EESA, Solar and Heliospheric Observatory Soho, p. 41 (ab.), V838 Mon, NASA-EESA and H. Bond (STScl), p. 43, Spiral Galaxy M51, NASA/JPL-Caltech/R. Kennicutt (Univ. of Arizona)/DSS, p. 46 (arr. der.), fotografía: Raúl Barajas, Acervo iconográfi co DGME-SEP, p. 56 (arr. izq.), fotografía: Ignacio de la Torre y Amada Díaz de De la Torre, en Santiago Tenextepango, ca. 1900, CERG, p. 56 (arr. der.), peones del estado de Oaxaca, fotografía: C. B. Waite, ca. 1900, Fototeca del Instituto Nacional de Antropología e Historia (FINAH), p. 57 (ab.), multitud espera afuera de la Cámara de Diputados la confi rmación de las renuncias de Porfi rio Díaz y Ramón Corral, de la revista La Semana Ilustrada, México, junio de 1911, Hemeroteca Nacional (HN), p. 94 (izq.), Diego Rivera (1886-1957), Making Tortillas, (1926), oleo sobre tela, 89.5 x 107.3 cm, Universidad de California, p. 95 (der.), fotografía: Raúl Barajas, Acervo iconográfi co DGME-SEP, p. 106 (ab.i zq.), fotografía: Martín Córdova.

Iconographic credits


121

What happens if you pollute the environment?

a) It can affect our health, the animals, and plants living on the planet.

b) The sky looks ugly.c) The environment benefi ts.d) The environment is

revitalized.

Who are commemorated on

May 1st?

a) The Child Heroes.b) The Chicago Martyrs.c) The 201 Squad.d) The revolutionaries.

Select an action so you improve your

community.

a) Sorting the trash.b) Not wasting water.c) Throw litter.d) Mistreat plants.

What’s the article in the mexican

Constitution related to the workers’

rights?

a) 3rd

b) 27th

c) 33rd

d) 123th

What was one of the rights demanded by

the Chicago workers?

a) Eight-hour work day.b) Working without health

care.c) Working with food service.d) Working less with the

same pay.

How do you help to improve the environment?

a) Polluting water.b) Burning tires.c) Sorting waste.d) Throwing out litter.

How can you help the environment?

a) Throwing out litter.b) Breaking off the branches

from the trees.c) Taking care of the plants.d) Throwing rocks at the

animals.

EX2 recortable_INGLES.indd 121 21/6/10 17:25:52

123

What happens to a metal spoon if you

put it under the sunlight?

a) It gets hot.b) It gets cold.c) It goes soft.d) It goes hard.

What is the coldest food?

a) Ice pop.b) Chocolate bar.c) Soup.d) Jello.

Choose the disaster.

a) Volcano.b) Flood.c) Intense rain.d) Bonfi re.

What happens to ice when you leave it

under the sun light?

a) It gets colder.b) It is dry.c) It gets hot.d) It melts.

What’s the action used to save electricity?

a) Turning on the lights as you need them.

b) Leaving the lights on all night.

c) Connecting all the electric appliances to one socket.

d) Leave the refrigerator door open after taking out the food.

A way to save water.

a) Wash the street with a hose.

b) Brushing our teeth with only one glass of water.

c) Leave the faucet running to wash the dishes.

d) Wash the clothes with dirty water.

What action helps you to

prevent burns?

a) Being under the Sun for a long time.

b) Touching liquids without knowing what they are.

c) Lighting fi reworks inside a house.

d) Wearing gloves to touch hot items.

What are drills done for?

a) To prevent accidents.b) To see if we are alert.c) To waste time.d) To play with the sick.


125


127

Unit 5


129

Unit 5


131

Bloque 1Tool used by a

laborer…

a) Computer.b) Spoon.c) Handsaw.d) Hammer.

It is a service that promotes knowledge

and education.

a) Hospital.b) School.c) Fire Station.d) Postal Service.

What appliance needs electricity to

work?

a) Pliers.b) Stove.c) Blender.d) Grinding dish.

Which of the following activities is

a trade?

a) Doctor.b) Carpenter.c) Engineer.d) Teacher.

What’s commemorated on

March 18th?

a) Mexican Revolution.b) Proclamation of the

Constitution of 1917.c) Oil Expropriation.d) Proclamation of the

Reform Laws.

What occupation has disappeared with the

passage of time?

a) Muleteer.b) Professor.c) Actor.d) Singer.

What natural resource does wood

come from?

a) Minerals.b) Soil.c) Trees.d) Animals.

What product comes from an animal?

a) Tortilla.b) Bread.c) Wool.d) Fabric.

What can we do to keep the sewage system working

properly?

a) Not dropping litter on the street.

b) Not sweeping the street.c) Pouring paint in the sewer.d) Dropping litter in the

sewer.


133

What natural resource provides

light and heat?

a) Water.b) Sun.c) Animals.d) Plants.

¿What natural resource is vital for

human beings?

a) Water.b) Oil.c) Mountain.d) Rock.

What product is made with oil?

a) Metal key ring.b) Plastic car.c) Wooden chair.d) Leather belt.

What product comes from the country?

a) Soda.b) Vegetables.c) Plastic.d) Silver.

Where can you buy different kind of

products?

a) Theater.b) School.c) Park.d) Market.

What kind if transportation is used on seas and

oceans?

a) Airplane.b) Bicycle.c) Boat.d) Motorboat.


135

Unit 4


137

Unit 4

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t do

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call

the

peop

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ho le

ave

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look

ing

for b

ette

r co

nditi

ons o

f life

?

a) I

mm

igra

nts.

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ouris

ts.

c) M

igra

nts.

d) W

orke

rs.

Wha

t sym

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an

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gend

of t

he se

arch

of

the

prom

ised

la

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ised

by

Hui

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poch

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atio

nal a

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m.

b) M

exico

’s na

tiona

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Coa

t of A

rms.

d) P

oliti

cal C

onst

itutio

n.


139

Which are the means of transportation in

the country?

a) Boat and helicopter.b) Truck and horses.c) Plane and donkey.d) Bus and subway.

Mention a service you can fi nd in the

country.

a) Subway.b) Airport.c) Hospital.d) Health clinic.

The celebration of the Day of the Dead and the Dance of the Elderly are examples

of…

a) Traditions.b) Commemorations.c) Dances.d) Customs.

What elements are parts of the traditions and

customs of your community?

a) Food, music and clothing.b) Clothing, the way you talk

and the people.c) The music, the kindness of the people and the color of the clothing.d) The place, the time and

the beliefs.

Describe a custom of your family.

Free response.

What do you call the way a community

celebrates a tradition and passes it on

generation to generation?

a) Habit.b) Conduct.c) Rule.d) Custom.

Mention a reason why people leave

their communities to set in another.

a) Make friends.b) Have a nice place to live.c) Look for a job.d) Find a place to have fun.

What symbol represents the

independence, purity and union of the

mexicans?

a) Child Heroes.b) Political Constitution.c) National Flag.d) Mexican Independence.


141

Unit 3

It is a place with houses, buildings,

cars and a lot of people walking on

the street.

a) City.b) Common land.c) Country.d) Colony.

It is a place that has houses with tiles on the roof, sown fi elds; the people

ride horses, travel on roads or walk.

a) City.b) Common land.c) Country.d) Neighborhood.

Where do the people of the city work?

a) Plantations.b) Sea.c) Offi ces and factories.d) Cowsheds.


143

Describe a countryside.

Free response.

Name the body of salt water that covers

the most of the Earth’s surface

a) Pond.b) Lagoon.c) River.d) Sea.

What happens when you hold an ice cube

in your hand for a minute?

a) It gets hot.b) It melts.c) Nothing.d) It chills the hand.

What happens when you boil water?

a) It freezes.b) It gets cold.c) It evaporates.d) It vanishes.

On November the 20th 1910, the

Mexican Revolution started. What

historic character was part of it?

a) José María Morelos. b) Benito Juárez.c) Miguel Hidalgo y Costilla.d) Francisco Villa.

What kind of animals are the monkeyand the coyote?

a) Land animals.b) Marine animals.c) Flying animals.d) Underground.


145

What is necessary to have life on Earth?

a) The warmth of the Earth.b) Sunlight.c) The warm of humans.d) Moonlight.

What is the name of the star that provides

us with light and heat?

a) Sun.b) Moon.c) Mars.d) Earth.

What are the celestial bodies with

their own light?

a) Earth.b) Stars.c) Moon.d) Satellite.

It does not have its own light, it

is illuminated by sunlight.

a) Sun.b) Moon.c) Earth.d) Stars.

What animal can be seen on the Moon

according to a legend?

a) Dog.b) Cat.c) Rabbit.d) Lion.

What are the names of the Sun and Moon

in náhuatl?

a) Tonatiuh and Meztli.b) Huitzilopochtli.c) Coyolxauhqui.d) Tláloc.

Mention an action that you can do to

save water.

a) Turn off the faucet.b) Fix the water leaks.c) Don’t use.d) Pay for it.


147

Unit 2


149

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149

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151

Unit 2


153

Mention the cardinal point

where the Sun rises at dawn.

a) East.b) West.c) North.d) South.

Mention the four cardinal points.

a) Right, left, front, behind.b) Up, down, behind, front.c) In, out, on, under.d) East, west, north south.

What is the name of the country where

you live?

a) China.b) Japan.c) Mexico.d) Sweden.

What do we celebrate in Mexico on September 13th?

a) The defense of Chapultepec Castle.

b) The Battle of Puebla.c) The Mexican Revolution.d) The Independence war.

Why is it important to have a balanced

diet?

a) To party with someone.b) To have fun.c) To breathe well.d) To grow up healthy.

From the “Plate of eating well” choose

one of the food groups.

a) Fruit and cereals.b) Vitamins and minerals.c) Vegetables/fruits.d) Minerals and legumes.


155

What are the eyes useful for?

a) Thinking.b) Talking.c) Seeing.d) Feeling.

What is the ear useful for?

a) Listening.b) Talking.c) Looking.d) Feeling.

What device is needed by a

handicapped person to walk?

a) Cane (red and white).b) Wheel chair.c) Glasses.d) Computer.

Describe how your school was in the past and how it is

now.

Free response.

How many months does a year have?

a) 12. b) 9.c) 18.d) 10.

What happens if you put a strange object into your ears, eyes

or nose?

a) It improves my health.b) It affects my senses.c) It hurts my spirit. d) It improves my senses.

Mention the person who is in charge of keeping the school clean and in good

conditions.

Free response.


157

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158

Busy body

(To play you need a dice, which is not included in the material.)

1. You need a minimum of two players.2. The cards are put into the center, with the questions face-down.3. Taking turns, each player throws the dice and the classmate takes a card, reads the

question, and if he answers correctly, advances the number of boxes indicated on the dice.

4. In this level, the first who arrives at the tenth box wins.5. The number of cards you play with changes with the block that you have finished.

With successive blocks you will have more cards.


159

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Unit 1


161


163

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165

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Evaluation of the student

Help us to improve your book. Make your answer with a cross ✘.

Did you like your book?

Did you like the activities?

Did you like the images?

LJ

Were the instructions of the activities clear?

Which ones weren’t clear?

Did the activities help you to find the clues?

Which ones didn’t help you?

Did the clues help you to prepare the tasks in every unit?

Which ones didn’t?

Would you like to have another book?

Thank you!

All Most None


SEP

Dirección General De Materiales eDucativosDirección de Desarrollo e Innovación de Materiales Educativos

Viaducto Río de la Piedad 507, cuarto piso,Granjas México, Iztacalco,

08400, México, D. F.

Datos generales

Entidad:

Escuela:

Turno: Matutino Vespertino Escuela de tiempo completo

Grado:


exploring nature and society - second grade 2º - sep

Documents

centro de educacin

ministerio de educacin

educacin primaria

the text

mara jos ramrez

ministry of education

herenia gonzlez

enrique martnez