Unit 9 I live here

OBJECTIVES

1.Identify what a town is and its main features.2.Identify what a city is and its main features.3.Understand what a town hall is and who is in charge of organising public services.4.Recognise public services in a village and a city.5.Recognise the physical space in which a village or town is located.6.Identify professions related to public services.7.Evaluate positively the development of civic attitudes and citizenship.

ASSESSMENT CRITERIA

1.Recognise the differences between a town and a city.2.Name the elements characteristic of a town and a city.3.In groups, find or take pictures, or make drawings to create an album of distinctive spaces and places of our town or city.4.Recognise different things or activities you can do in a city or a town.5.Develop a list of public buildings in a city or town.6.Make a picture of our city or town with its characteristic features (streets, squares, public transport and public buildings) and the physical environment around it (a plain, the mountains, the sea) and explain it in a simple manner.7.Identify the different public services of a town or city.8.Name the different professions related to public services of a town or city.9.Participate in role-playing games related to the unit theme.10.Develop attitudes, norms and values of community living and respect for the environment in which we live.

BASIC COMPETENCES / SUBCOMPETENCES

ASSESSMENT CRITERIA ACTIVITIES

Competence in linguistic communicationCompetence in linguistic communicationCompetence in linguistic communicationCommunicate, verbally and in writing, simple messages.

2, 5, 6, 8, 9

Use specific vocabulary from each area as an instrument for language enrichment.

1, 2, 3, 4, 5, 6, 7, 8, 9, 10

Process information from oral and written sources.

1, 2, 3, 4, 5, 6, 7, 8, 9, 10

Competence in knowledge and interaction with the physical worldCompetence in knowledge and interaction with the physical worldCompetence in knowledge and interaction with the physical worldAdequate ly perce ive the physical space where life and human activity develop, both at a large scale and in the immediate surroundings.

6

Processing information and digital competenceProcessing information and digital competenceProcessing information and digital competenceFind, select, register and analyse information using the techniques and strategies most appropriate based on the source that contains it (oral, written, audiovisual, digital or multimedia).

3

Social competence and citizenshipSocial competence and citizenshipSocial competence and citizenshipP a r t i c i p a t e a c t i v e l y a n d responsibly in group learning act iv i t ies , respect ing the group’s operating rules.

3, 9, 10

Have skills to participate fully and emotionally in civic life, w h i c h m e a n s b u i l d i n g , accepting and practising social rules in agreement withdemocratic values, exercising rights, freedom, responsibilities and civic duties, and defending the rights of others.

9, 10

Competence in learning how to learnCompetence in learning how to learnCompetence in learning how to learnDeve lop sk i l l s to ob ta in information and assimilate it as personal knowledge, making relationships and integrating the new information with prior knowledge and persona l experience.

1, 3, 4, 7, 9

Learn from others and with others.

3, 9, 10

Competence in autonomy and personal initiativeCompetence in autonomy and personal initiativeCompetence in autonomy and personal initiativeDemonstrate assertiveness and flexibility, as well as social skills to relate to others, cooperate and work in groups: empathise with others, value others’ ideas, communicate and negotiate.

3, 9, 10

VOCABULARY-Avenue-Bridge-Building-Capital-City-Corner-Crosswalk-Downtown-Fire hydrant-In the city-Newstand-Parking meter-People-Police-Pedestrian-Skyscraper-Sidewalk-Street-Streetlight-Suburbs-Town-Townhall-Traffic light-Village

Warming upCan you guess the differences ?Which one is the biggest?And the smallest?What is your favourite to live in?

Write the name of every picture:

123456

Match the pictures with the names

Building-Bridge-Traffic lights-Pedestrian-Townhall-Sidewalk-Crosswalk

Song:

http://www.youtube.com/watch?v=-eMU3O1NNuk&feature=relmfu

Connect the dots and have fun

Watch the video and repeat the occupations

http://www.youtube.com/watch?v=709jALpHktc

Final task...

Take some pictures of your city/town/village,print them and create an album writing the different parts seen in the unit.

Unit 10 OBJECTIVES.1. Finding out about the most important means of transport and their uses.2 .Determining means of transport and where they move: land, sea or air.3 .Defining means of transport as individual or collective according to its function.4. Promoting the use of public transport.5. Learning the rules of cars and bicycles.

6.Identifying risks when using means of transport.

ASSESSMENT CRITERIA.1 Recognising the usefulness of means of transport2.Differentiating between land, sea and air transport.3.Classifying means of transport as individual or collective.4.Understanding the need to use public transport to save energy and avoid pollution.5.Rules of behaviour in different situations 6.Getting to know the basic safety rules of a bicycle and a car

VOCABULARY _air =_ bicycle =_ bicycle lane =_ bus =_ bus stop =_ car =_ helicopter =_ land =_ lorry =_ means of transport =_ motorbike =_ pavement =_ pedestrian =_ private transport =_ plane =_ prohibit =_Pub30c t9a5s769t_ road =_ sea =_ seat belt =_ ship =_ sign _ taxi =_ traffic light =_ traffic sign =_ train =_ travel =_ underground =_ wait =_ warn =_ zebra crossing =Moving aroun

Motivation Activities

What can you see in this picture?

Transport and where they move

Learning the rules

Do you Know the name?

ACTIVITIES1.Complete with vowels

2.Tick the correct transport .

a) plane

b) bicycle

c) motorbike

a) boat

b) plane

c) ship

a) plane

b) boat

c) ship

a) bicycle

b) motorbike

c) car

a) bus

b) train

c) bicycle

a) busb) tube / underground

c) lorry / truck

a) caravan

b) ship

c) boat

a) cable car

b) lorry / truckc) tube / underground

3.Cut and match:

Good transport Bad transport

4.Write and learn:

bike ______________________

car ________________________________

boat _____________________________

train __________________________

Bus___________________________

scooter _____________________________

motorbike _________________________

plane ________________________________

6.-Match CAR BUS TAXI

PUBLIC TRANSPORT PRIVATE TRANSPORT

Bus MOTORBIKE METRO

7.Colour in red public transport and colour in blue private transport.

COACH TAXI

CAR MOTORBIKE

BUS UNDERGROUND

8.Complete the sentences:

I go by bicycle . I use a ….............................. helmet

seatbelt I go by car. I use a …....................................

helmet I go by motorbike. I use a …...............................

knee I go by skateboard. I use a …............ and...............

9.Match and complete:

10.Trace the outline of an object with a crayon. Write the word with the same colour.

_______________________________ _________________________________

_______________________________ __________________________________

11.Look and complete the chart.

By land By air By sea Means of transport

A-B

B-C

C-D

D-E

E-F

F-G

12. Circle the public transports.

VIDEOS & GAMES ON LINE

http://www.youtube.com/watch?feature=player_embedded&v=2c68qD_NExQhttp://www.youtube.com/watch?v=4Dcy_0zmWTY&feature=fvwrelhttp://www.youtube.com/watch?v=5BtWv87V5Dg&feature=relatedhttp://www.youtube.com/watch?v=e44LELaX9Ew&feature=relatedhttp://www.youtube.com/watch?v=VTvFdwq6Hfg&feature=relatedhttp://learnenglishkids.britishcouncil.org/en/songs/ten-little-aeroplanes

UNIT 8LANDSCAPES

OBJECTIVES1. Identify the different types of landscapes of our planet.2. Recognize the own springs characteristics. 3. Distinguish the different parts of a flower. 4. Recognize the differences between natural and artificial landscapes.5. Make a spring landscape by means of papers of colors and stickers of different

measures. 6. Develop habits of conservation and environmental care.7.8. ASSESSMENT CRITERIA9. 1. Recognize the different types of landscapes: desert, mountain, coast and

city.10. 2. Enumerate own springs characteristics: moderate temperature, flowering

comefrom the birds, desire of going out to walk, etc. 11. 3. Differentiate the characteristics of a spring landscape: the Sun, meadows,

mountains, flowers, trees, et12. 4. Identify the different parts of the flower: root, stem, leaf and petals.13. 5. Name characteristics of the landscape of mountain, of plain and of

coast.14. 6. Show interest for the conservation of the nature and to develop habits of

environmental care.

BASIC COMPETENCES / ASSESSMENT CRITERIA / ACTIVITIES

BASIC COMPETENC

ES / SUBCOMPET

ENCES

ASSESSMENT CRITERIA

ACTIVITIES

Competence in linguistic communicationCompetence in linguistic communicationCompetence in linguistic communication

Communicate, verbally and i n w r i t i n g , s i m p l e messages.

1, 3 9,1,12,13,

Speak, listen a n d , i n g e n e r a l , participate in dialogue and debate in an organised and clear manner.

3, 4 10,12

Use specific v o c a b u l a r y f r o m e a c h a r e a a s a n i n s t r u m e n t for language enrichment.

1, 2, 3 1,2,5,6

Compose and m a n a g e d i f f e r e n t k i n d s o f t e x t s w i t h d i f f e r e n t communicative a n d c r e a t i v e purposes.

3 7,10, 12,13

P r o c e s s information from oral and w r i t t e n sources.

1, 2, 3, 4 1,2,5,6,14

Mathematical competenceMathematical competenceMathematical competence

E x p r e s s mathematical information, d a t a a n d d i scuss i ons c lear ly and precisely.

4 15,18

Identify and o r g a n i s e o b j e c t s according to p a r t i c u l a r s p a t i a l criteria.

1, 2 3,4,8. 11

I n t e r p r e t information f r o m d i f f e r e n t t y p e s o f graphs and s i m p l e n u m e r i c a l w o r d problems of daily life.

4 3,4,8,9

Competence in knowledge and interaction with the physical worldCompetence in knowledge and interaction with the physical worldCompetence in knowledge and interaction with the physical world

A p p l y autonomous h e a l t h y h a b i t s r e l a t e d t o s e l f c a r e ( n u t r i t i o n , e x e r c i s e , sleep…).

3, 4 14

T a k e i n t o account the d o u b l e dimension of h e a l t h , individual and c o l l e c t i v e , a n d demonstrate respons ib le behaviour and r e s p e c t towards self and others.

3, 4 14

Processing information and digital competenceProcessing information and digital competenceProcessing information and digital competence

O r g a n i s e , r e l a t e , analyse and s y n t h e s i s e information in o r d e r t o u n d e r s t a n d its meaning and integrate it in outlines b a s e d o n p r i o r knowledge.

3, 4 3,4,9

Cultural and artistic competenceCultural and artistic competenceCultural and artistic competence

Demonstrate d e s i r e a n d w i l l t o d e v e l o p aesthetic and c r e a t i v e s k i l l s , a n d demonstrate i n i t i a t i v e , imag inat i on and creativity t o e x p r e s s through the u s e o f a r t i s t i c codes.

3 6,7,14,18

Competence in learning how to learnCompetence in learning how to learnCompetence in learning how to learn

A p p l y n e w k n o w l e d g e and skills in s i m i l a r situations and in different contexts.

1

Competence in autonomy and personal initiativeCompetence in autonomy and personal initiativeCompetence in autonomy and personal initiative

M a k e respons ib le d e c i s i o n s about actions n e e d e d t o d e v e l o p p e r s o n a l choices and p l a n s w i t h responsibility a n d perseverance.

3 19

Demonstrate assertiveness a n d flexibility, as well as social s k i l l s t o r e l a t e t o o t h e r s , cooperate and w o r k i n g r o u p s : e m p a t h i s e with others, value others’ i d e a s , communicate and negotiate.

3 19

PictureDictionary

NATURAL LANDSCAPES

desertcoastisland

seamountains

valley

beachcliff

ARTIFICIAL LANDSCAPES

cityharbourtulips

daisies

roses

sunflowersPart of a flower

WordDictionary

UNIT DICTIONARY

VOCABULARY

1. Natural landscapes (paisajes naturales)- mountain: montaña- desert: desierto- coast: costa- island: isla- sea: mar- beach: playa- cliff: alcantilado- rocks:rocas

- valley: valle

2. Artificial lanscapes (paisajes artificiales)- city: ciudad- building: edificio- harbour: puerto

3. Spring (primavera)- flowers bloom: florecen las flores- days longer: días más largos- do things outside: hacer cosas al aire libre-birds fly back: los pájaros regresan

4. Flowers (flores)- petal: pétalo- leaf: hoja- stem: tallo- root: raíz- roses: rosas- tulips: tulipanes- daisies: margaritas

- sunflowers: girasoles

Activities

Natural LandscapesActivity 1

Write the wordsCoast Mountain Desert Island Beach Riff Valley Sea

d_ _ _ _ _ b_ _ _ _

r_ _ _ m_ _ _ _ _ _ _ _

i_ _ _ _ _ v_ _ _ _ _

s_ _ c_ _ _ _

Artificial LandscapesActivity 2

Write the words

h_ _ _ _ _ _

c_ _ _

Natural LandscapesActivity 3

Read and match mountains

island

desert

sea

beach valley

coast

Natural or Artificial ?Activity 4

Read and circle

beach natural artificial

city natural artificial

valley natural artificial

buildings natural artificial

island natural artificial

harbour natural artificial

desert natural artificial

riff natural artificial

coast natural artificial

mountain natural artificial

Activity 5

Order and write

Landscapes

yc i t

c t o s a b hec aa r b r u h ol y e a v l

m i n n s a o t u aa e s

Activity 6

Draw a natural landscape

Activity 7

Draw an artificial landscape

Activity 8

Write and Complete

Mountains, valleys and islands are ______ landscapes.

Harbours, cities and buildings are ______ landscapes.

In the coast, there are beaches, _______ and rocks.

There is a lot of water in the _________

natural riffs artificial sea

Activity 9T

F

Activity 10

Write and classify

sea city coast beach desert

harbour mountains valley cliff

We find water in......

We find land in......

Activity 11

Colour the artificial elements

Activity 13

Complete the sentences

outside warm spring daisies

1. Flowers blossom in ___________

2. Days are longer and ___________

3. My favourite flowers are _________

4. People like do things ___________

Spring landscape

Activity 14

Colour the picture

Activity 15

Count and write

Activity 16

Look the parts of a flower

Activity 17

Write and complete

There are f_ _ _ parts in a flower:

1- r _ _ _ _

2- s _ _ _

3- l _ _ _

4- p _ _ _ _ _

petals stem roots leaf

Activity 18

Draw and colour

three tulips four roses

two sunflowers

Activity 19

Draw:

Good

Bad

Take your rubbish with you

Throw cans to the floor

Water the plants and flowers

Throw rubbish to the sea

Light a fire in a picnic

Final Task " Unit 8 "

Write the parts of a flower

Colour the natural elements in greenand the artificial elements in brown

Write and complete

There are many b_________in the cities.R_______, daisies and t__________are my favourite flowers. Birds fly back in s________, the days are l______and people go o___________In the coast we can find riffs, rocks and b__________

Links(páginas web)

RECURSOS TIC RELACIONADOS CON CONOCIMIENTO DEL MEDIO

http://faculty.washington.edu/chudler/chsense.html : Trabajar en profundidad los cinco sentidos.http://www.aulaintercultural.org/: Diferentes actividades y artículos para trabajar la multiculturalidad.http://earth.google.com/intl/en/: A través de esta página podremos realizar un viaje virtual con nuestros alumnos por los distintos países del mundo.http://www.bam.gov/index.htmlhttp://www.sesameworkshop.org/healthyhabitshttp://www.eatwell.gov.uk/info/games/; http://www.foodafactoflife.org.uk/; http://www.thefreedictionary.com/soyahttp://www.canteach.ca/elementary/songspoems7.htmlhttp://www.kinderplanet.com/carols.htmhttp://www.bbc.co.uk/religion/religions/christianity/christmas/http://www.britishcouncil.org/kids-topics-clothes.htmhttp://www.primarygames.com/science/farmanimals/games.htmhttp://www.kbears.com/farm/http://www.bbc.co.uk/schools/scienceclips/ages/6_7/plants_animals_env.shtmlhttp://www.kidzone.ws/animals/lifecycle.htmhttp://pbskids.org/itsmylife/family/pets/index.htmlhttp://www.recyclenow.com; http://www.bbc.co.uk/schools/barnabybear/games/recycle.shtmlhttp://www.thebigrecyclegame.co.uk/ Juegos relacionados con el reciclaje.http://science.nationalgeographic.com/science/space/solar-systemhttp://www.bbc.co.uk/science/space/www.nasa.gov/audience/forkids/kidsclub/flash/index.htmlhttp://www.hhmi.org/coolscience/vegquiz/plantparts.html Partes de una planta.http://www.tryscience.org/fieldtrips/fieldtrip_shockwave.html?arizona_01: Construir una casa.http://www.bellmuseum.org/distancelearning/prairie/build/index.html: Crear un prado de llanura.http://earth.google.es/ Podemos visitar virtualmente los distintos paisajes.http://www.epa.gov/superfund/kids/alphabet/a.htm Actividades para colorear con palabras que comienzan por las letras del abecedario.

http://www.firstschoolyears.com/geography/local/local.htm: Recursos y actividades para trabajar la calle / mi dirección / educación vial.

http://www.britishcouncil.org/kids-topics-jobs.htm: Recursos, actividades y juegos sobre las profesiones.http://recursos.cnice.mec.es/bancoimagenes/sonidos/directorio.php: Banco de efectos sonoros para poder trabajar con ellos la contaminación acústica.http://concurso.cnice.mec.es/cnice2005/132_English_for_Little_children/index.html#: Gran variedad de actividades en inglés, que nos ayudarán a trabajar con nuestros alumnos de forma lúdica diversos contenidos.http://concurso.cnice.mec.es/cnice2005/132_English_for_Little_children/index.html#: Juegos sobre animales.http://www.kiddiesgames.com/en/sign_language_games.php: Actividades para aprender jugando con el lenguaje de signos.http://w3.cnice.mec.es/eos/MaterialesEducativos/mem2001/ienglish/index.htmlHaz clic en games /the time ,para trabajar el tiempo.http://www.dltk-cards.com/calendar/: Diseña tu propio calendario.http://www.abcteach.com/directory/theme_units/back_to_school/

http://www.kidshealth.org/misc_pages/mybody_SW.html : My body: aparato digestivo, respiratorio y circulatorio.https://educalia.educared.net/externs/ali03/e/home.html?sec=juego&sj=1 : Food Pyramid: juego.http://www.bbc.co.uk/schools/podsmission/bones/annie02.shtml : Formar el esqueleto de un cuerpo humano.http://educalia.educared.net/aacc/e/menufs.html : Aprender a entender y ayudar a las personas discapacitadas mediante juegos y lecturas.http://www.kidshealth.org/kid/ Juegos, actividades y explicaciones sobre la práctica de hábitos saludables.http://www.bam.gov/index.html Página sobre salud y prevención de enfermedades.http://sesameworkshop.org/healthyhabits/ Recursos didácticos para trabajar hábitos saludables.

http://ww.kinderplanet.com/carols.htm Canciones tradicionales navideñas.http://ww.bbc.co.uk/religion/religions/christianity/christmas/ Información relativa a la navidad.http://www.bbc.co.uk/cbeebies/tweenies/gametime/christmastree/ Decoración de un árbol navideño.http://holidays.pppst.com/dayofthedead.html Recursos educativos sobre la festividad mexicana de “El Día de los Muertos ”.http://oesi.cervantes.es/traduccionAutomatica.html Servicio interactivo de traducción automática del Instituto Cervantes.http://reddeparquesnacionales.mma.es/en/parques/ Fauna y flora de los parques nacionales de España.http://www.bbc.co.uk/nature/reallywild/: Contenidos diversos sobre el mundo animal.http://reddeparquesnacionales.mma.es/en/parques/teide/patrimonio/patrimonio_indice.htm : Visitar parques nacionales y ver su vegetación.http://www.hhmi.org/coolscience/vegquiz/plantparts.html: Reconocer las diferentes partes de las plantas en los alimentos.http://www.primarygames.com/science/flowers/flowers.htm: Ideas y recursos sobre las plantas.http://www.bbc.co.uk/schools/ks2bitesize/science/activities/plants_grow.shtml Cómo ayudar a crecer una planta.

http://earth.google.es/: Con la ayuda de esta web podemos visitar virtualmente el Amazonas, comparar su extensión con la de otros ecosistemas naturales del planeta y comentar qué países ocupa y los riesgos de su deforestación.http://educalia.educared.net/externs/aigua/e/index.html?8nens El agua: juegos, consumo, etc.http://www.kidzone.ws/water/index.html Información y actividades sobre el ciclo del agua.http://www.epa.gov/OGWDW/kids/flash/flash_watercycle.html Presentación animada del ciclo del agua.http://www.bbc.co.uk/schools/scienceclips/ages/6_7/forces_movement.shtml Juego sobre fuerzas y movimiento.http://www.bbc.co.uk/schools/scienceclips/ages/7_8/magnets_springs.shtml Juegos para trabajar la fuerza de atracción de los imanes, características de los materiales, etc.http://educalia.educared.net/externs/est02/e/index.html Web educativa que contiene juegos y actividades sobre las ciudades y pueblos.http://educalia.educared.net/aacc/e/menufs.html : Web educativa con juegos y recursos para ayudar a entender las necesidades de las personas discapacitadas.http://www.thinkroadsafety.gov.uk/index.htm_: Web educativa que contiene juegos y actividades para enseñar educación vial.http://recursos.cnice.mec.es/bancoimagenes/senales/index.php: Visitar la web del MEC, hacer clic en “directorio ” y después en “señales de tráfico ”.http://earth.google.com/intl/es/: Con Google Earth podremos explorar y visitar cualquier lugar de la Tierra.http://www.britishcouncil.org/kids-topics-jobs.htm: Recursos, actividades y juegos sobre las profesiones.http://www.epa.gov/osw/kids/games/lineup/lineup.htm: Juego sobre materias primas.http://www.cnice.mec.es/ninos/las_lenguas/: Recursos educativos en inglés.http://educalia.educared.net/edujsp/primaria/jocs/jocs.jsp?&idioma=en: Programas, proyectos, juegos y otros recursos educativos en inglés para trabajar diversos contenidos relacionados con el área de Conocimiento del Medio.http://www.primaryscience.ie/dps2005/activities_web_links.php:Enlaces educativos relacionados con el área de Conocimiento del Medio.http://earth.google.com/intl/en/Herramienta de búsqueda para poder visitar vía satélite cualquier lugar de nuestro planeta.http://www.bbc.co.uk/schools/starship/english/blastrocket.shtml Juego sobre formas verbales en pasado.http://www.kidspast.com/world-history/index.php Recursos educativos sobre historia.http://ares.cnice.mec.es/ciengehi/index.html Recurso del MEC elaborado para el área de Ciencias, Geografía e Historia de Educación Primaria.