THEMATIC UNIT
“The Earth”
for
4º Primaria- 1º Term
ELABORATED BY:
Grupo de Trabajo
“Elaboración de planteamientos didácticos bilingües en áreas no lingüísticas “
Díaz Ojeda, Mª Carmen (coordinadora)……….. (C.E.I.P. Los Boliches)
Barrios Muñoz, Mª Pilar …………..(C.E.I.P. Los Boliches)
Benítez Frías, Eduardo………………(C.E.I.P. Los Boliches)
España Olmedo, Magdalena…………(C.E.I.P. Los Boliches)
Fernández García, Mª del Mar………(C.E.I.P. Los Boliches)
López Márquez, Amelia……………...(C.E.I.P. Valdelecrín)
Millán Santos, Encarnación………….(C.E.I.P. Los Boliches)
Moreno Moreno, Mª Carmen………...(C.E.I.P. Los Boliches)
Rodríguez Cañizares, Sergio…………(C.E.I.P. Los Boliches)
Romero Ariza, Ventura Mª…………..(C.E.I.P. Los Boliches)
Ruiz Godoy, Alicia……………………(C.E.I.P. San Roque)
Sarriá Pérez, Gracia……………….....(C.E.I.P. Valdelecrín)
TOPIC: The Earth
OBJECTIVES
- Learn vocabulary related
to Planets and The Solar
System; animals,
movements, rocks and
minerals
- Understand the
importance of having
healthy habits
- Identify
- Appreciate and
understand the importance
of taking care of our
environment
- Learn about animals’
movements
- Encourage respect for
cultural identify and
cultures that are different
- Show interest in learning
cultural aspects of English
CONTENTS
ACTIVITIES
Conceptual
Procedimental
Attitudinal
- Commands and orders
used to develop an English
classroom
- Specific vocabulary related
to the topic topic (the Milky
Way, The Solar System, the
heavenly bodies, Jupiter,
Mars, Mercury, The Sun,
Earth, Venus, Uranus,
Saturn, Pluto, Neptune)
- Structures and sentences
about plants (grow, stem,
roots, petals, leaves, size,
healthily, spindly, sunlight,
dark, warm, cold)
- Movements: fly, swim,
run, jump, slither
- Musical concepts
(forte/piano;
crescendo/decrescendo;
allegro/adagio;
accelerando/ritardando
- Rocks and minerals and
their properties
- Different kind of
landscapes: coast, mountain,
cold and hot desert
- Vocabulary related to
environment: recycling,
pollution, organic and
inorganic waste, bin, plastic,
bottle, rubbish, tin…
- Learn vocabulary related
to the)
-Compare and contrast
different movements such as
rotation and translation
- Look for, observe and
collect information about
the growing of a plant
- Use new technology to
investigate about the topic
(computers)
- Have group conversations
about planet facts
- Play a role in a
performance
- Take part in a 2-4 week
experiment
-Answer the growing tests
of a plant
- Corporal expression to
identify animals
- Passive and active
auditions
- Identify pitches and shapes
through percussion
instruments)
- Classifying minerals and
learn about characteristics
- Cutting out, modelling,
pressing the plasticine,
pouring plaster
- Show interest in
understanding and
learning
- Understand the
importance of looking
after the environment
- Show interest in
discovering the world
around us
- Take part in a group
work
-Finish their work
properly
- Use the logical and
deductions to answer
questions
- Value and respect the
ecosystem
- Respect and look after
animals
- Improve their
independence and selfconfidence
- Have a good, helpful
attitude toward the class
- Improve their
creativity, imagination
and fantasy
- Value the importance
of rocks and minerals in
our lives
- Appreciate and value
our elderly people
- Collect information
- Classify those
habits that are
important to
- Design a poster
- Make a collage
including the
vocabulary learned
in the unit
- Classify animals
movements and
imitate them
- Participate in
performances
- Design your mask
to play your role
- Enjoy the music
- Storytelling
- Design a poster
using recycled
materials
- Final Project: a
trip to PRINCIPIA
TIMING
One term
RELATION TO OTHER CURRICULAR AREAS
ENGLISH
Classroom routines and polite manners: sit down
please, put your hand up, make a line, everybody be
quiet, look at the board, pick up the pencil, stop talking,
listen carefully, pay attention, please, thank you, etc
SCIENCE
-Learn facts about planets and act it out
- Watch the growth of a plant and complete the
growing tests and information sheets
- Design a poster including animal movements
- Locate living beings in each landscape
The use of prepositions: between, next to, after
Comparatives: big/small, hot/cold, near/far
Structures and sentences: Where’s the Earth? Plant it
in the ground, it needs some water
Remind them the “S” in present actions (third person of
the singular)
Vocabulary to revise: the days of the week and month
of the year, seasons and weather. Animals (wild and
pets)
CITINZENSHIP
Realize the importance of “being green” and the recycling
Respect and take care of the environment
Show attitudes that are respectful and pleasing for other members of the group
ART and CRAFTS
-
-
Make your own calendar
Design your planet mobile
Design and make your
mask to participate in a
performance
Make a fossil
Use recycled materials to
make a poster of a
landscape
WEBSITES
http://www.apples4theteacher.com/starwarp2.html (information about the planets and space vocabulary game)
http://www.kidzone.ws/planets/index.htm ( information about the planets and Earth puzzles)
http://www.kidzone.ws/science/seeds.htm
(experiment: How do seeds grow?)
http://www.kidzone.ws/science/is-seed.htm
(seed information sheet)
http://www.kidzone.ws/science/as-seed1.htm
(label the seed growth worksheet)
http://www.kidzone.ws/science/as-seed2.htm
(observation sheets)
http://www.coloring.ws/t/flowers/flower14.htm (plant growth color and label page)
http://scholastic.com/magicschoolbus/games/frizfreshfacts/index.htm (interactive page :photosynthesis)
http://teachingtreasures.com.au/Animania/Ani-Main.htm ( information, true-false game, links, classroom activities)
http://www.kidscom.com/games/animal/animal.html (information and games: What am I? )
http://www.thebigzoo.com/zoo/ (virtual zoo: information)
http://www.activityvillage.co.uk/animal_masks_to_print.htm (printable animals masks)
http://www.mineraltown.com/index.php?idioma=1 (Information about minerals)
http://www.wikipedia.org (Information )
http://www.galleries.com/minerals/physical.htm (Information about minerals)
http://www.mbgnet.net/
(information: biomes of the world)
http://www.teachingideas.co.uk/geography/contents.htm (links to worksheets, powerpoints,...)
http://ngfl.northumberland.gov.uk/ict/AAA/habitats.htm
( information, images...animals on different habitats)
MATERIALS and RESOURCES
- Word and pictures cards
- Gestures and mime
- Posters and pictures from magazines and newspapers
- Books, reading texts and school dictionaries
- Computers, power points presentations
- Songs, rhymes and chants
- Blue tack, crayons, scissors, cotton, stickers
- Photocopiable resources and worksheets
- Flashcards (the planets)
-Tape script (“The planets” performance)
- Sports facilities and equipment (playground, gymnasium, hoops, ropes, pneumatics, balls, mats, bricks, banks, handkerchiefs,
balloons, cones…)
- Masks
- Percussion instruments: tambourine, drum, musical/Chinese box, triangle, clef/harpshichod
- Story boards (storytelling)
- Construction paper
EVALUATION
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
m.
n.
o.
p.
q.
r.
I can say the name of the Planets of the Solar System
I place the Planets in their correct locations
I ask and give information about the Earth and the Planets
I identify the two movements of the Earth
I know the names of the seasons, days of the week, months of the year and the weather
I can say the names of the most important parts of a plant
I know the most relevant steps in the growth of a plant
I collaborate in a performance
I identify a wild animal and a pet
I say different kinds of movements
I value the animal kingdom and respect animals
I imitate animals’ movements
I identify different shapes and pitches of sounds
I pay attention to the speed and the strength of sounds
I participate and collaborate during the auditions
I can value the importance of rocks and minerals in our lives and their utilities
I can understand the main features of rocks and minerals
I can follow the instructions given in order to get a fossil
LESSONS PLAN.
TOPIC:
“The Earth”
ENGLISH
SCIENCE
ARTS and CRAFTS
1. The Earth
1.1 The Planets
1.2 The Planets (Performance)
1.3 Build a Planet Mobile and a Calendar
2.1 “Helping plants grow well” and
“Growing plants” (tests)
2.1 How do seeds grow? (observation
sheets, 2-4 weeks experiment, optional)
2.2 Play: “The Growing of a Plant”
2.3 Make your mask to act out the story
2. The Flora
3.1 Vocabulary and structures (animals
and actions)
3.2 Wild animals and pets
3.3 Colour your mask to participate in the
“Animal Carnival”(Music)
3.4 MUSIC: “The animals Carnival”
3.5. PHYSICAL EDUCATION:
Animals
4. Non living things (inert material)
4.1 Tale: “Little Grumpy’s Diamond”
4.2 Classifying minerals
4.3 Let’s make a fossil
5. Landscapes
5.1 Vocabulary and structures
5.2 Landscapes
5.3 Landscapes (animals and plants)
3. The Fauna
FINAL PROJECT
P
R
I
N
C
P
I
A
Name of the activity: The Planets (1.1)
Area: English
Time: One session
1. OBJECTIVES:
1. Learn the name of the nine Planets and identify them in The Solar System
2. Learn about the Planet Earth
2. CONTENTS:
Conceptual
- Vocabulary: The Milky Way,
The Solar System
- Structures: Where’s the Earth?
What are the names of these
planets?
- Prepositions: between, next to,
after
- Comparatives: big-small; hotcold; near-far
Procedimental
- Show and work with flashcards
- Explain and talk about the
Milky Way and The Solar
System
Attitudinal
- The importance of looking
after the environment
3. ACTIVITIES:
-
Complete the crossword
Look at the planets and find the information to complete the sentences
4. RESOURCES:
Worksheets, pencils, flashcards
5. WEBSITES:
http://www.apples4theteacher.com/starwarp2.html (information about the planets and space vocabulary
game)
http://www.kidzone.ws/planets/index.htm ( information about the planets and Earth puzzles)
6. EVALUATION CRITERIA:
By the end of the session students should be able to:
a. I can say the names of the nine Planets of the Solar System
b. I can place the Planets in their correct locations
c. I can give and ask information about the Earth and the Planets
Name of the activity: “The Planets” (Performance) (1.2)
Area: Science
Time: One session
1. OBJECTIVES:
1.
2.
3.
Identify the heavenly bodies of the Solar System
Recognize the Earth’s movements
Participate in a performance
2. CONTENTS:
Conceptual
- Vocabulary: Earth’s
movements (rotation and
translation); month, season, day,
night; heavenly bodies (Jupiter,
Mars, Mercury, The Sun, Earth,
Venus, Uranus, Saturn, Pluto,
Neptune); Solar System; satellite
Procedimental
- They will be given different
pictures of the heavenly bodies
- We will learn facts about
planets
Attitudinal
- Finish their work properly
- Show interest in learning
- Realize the importance of
looking after the environment
- Play a role in a performance
3. ACTIVITIES:
We will read the tape script and then we will divide the class in groups of 10 to play the role of every
planet and the Sun.
4. RESOURCES:
Tape script
Flashcards (The Planets and the Sun)
5. WEBSITES:
http://www.apples4theteacher.com/starwarp2.html (information about the planets and space vocabulary
game)
http://www.kidzone.ws/planets/index.htm ( information about the planets and Earth puzzles)
6. EVALUATION CRITERIA:
By the end of the session students should be able to:
a. I identify the two movements of the Earth
PLAY: “THE PLANETS”
TAPE SCRIPT:
HEAVENLY BODIES: Hello! We are the heavenly bodies! We are going to introduce ourselves!
THE SUN: I’m a star. My name is The Sun. I’m in the middle of everything and my colour is yellow. All
the planets turn around me!
MERCURY: I’m Mercury: The nearest planet to the Sun. I’ve got plenty of craters caused by meteor
impacts.
VENUS: I’m the brightest planet in the sky.
THE EARTH: They call me “the blue planet” because three quarters of me is covered by water. I turn
around myself. This is the rotation movement and I spend 24 hours doing it.
I also circle the sun. This is the translation movement. A complete orbit around the sun takes 365 days.
The Moon turns around me too!
MARS: They call me “the red planet”. I’m the home of the largest volcano found in the solar system
(which is called the Olympus Mons).
JUPITER: I’m the largest planet of the solar system.
SATURN: I’m the second biggest planet. Around me you can see a ring made of gaslight and powder.
URANUS: I’m an ice rock planet. You can see me only when the night is clear.
NEPTUNE: I was discovered in 1846. I’m still trying to complete an orbit around the sun! I’m really
slow!
PLUTO: I’m not a planet any more!
HEAVENLY BODIES: Please, take care of your planet!!
Name of the activity: Make a planet mobile and build a calendar (1.3)
Area: Arts and Crafts
Time: One session
1. OBJECTIVES:
1. Review the name of the planets and build a planet mobile
2. Review the months of the year
2. CONTENTS:
Conceptual
- Vocabulary: the days of the
week and months of the year;
names of the planets; seasons
and the weather
- Instructions: pick up your
scissors, colour it, stick it, glue
and write the name
Procedimental
- Look at the model and make
yours
- They will be given a cut-out to
make their calendar
Attitudinal
- Finish their work properly
3. ACTIVITIES:
-
Look at the model and make your planet mobile
Colour your cut-out, cut and fold it to make your calendar
4. RESOURCES:
Cardboard, yarn, scissors, coat hanger, glue, crayons, blue tack
5. WEBSITES:
6. EVALUATION CRITERIA:
By the end of the session students should be able to:
a.
b.
c.
d.
I identify instructions to make a calendar and a mobile
I can do my work and finish it on time
I know the names of the seasons, days of the week, months of the year and the weather
I know the names of the planets of the solar system
Name of the activity: “Helping plants grow well” and “Growing plants” (tests) (2.1)
Area: English
Time: One session
1. OBJECTIVES:
1. Identify what all plants need to grow well
2. Be able to deduce the meaning of the words by their context
2. CONTENTS:
Conceptual
- Vocabulary: grow, flower,
stem, roots, petals, leaves, size,
bigger, healthily, spindly, dark,
sunlight, warm, cold
- Tick the right answer and cross
the wrong ones (optional)
Procedimental
- They will be given a test and
we will read it aloud to be sure
they understand the meaning of
the questions and answers
Attitudinal
- Finish their work properly
- Show interest in learning
- Use the logical and deduction
to answer the questions
3. ACTIVITIES:
Read the test and tick the right answer.
To improve their vocabulary there is a 2-4 week experiment and its worksheets in the following links
(look in WEBSITES)
4. RESOURCES:
Test sheets (“Helping plants grow well” and “Growing plants”)
5. WEBSITES:
http://www.kidzone.ws/science/seeds.htm
(experiment: How do seeds grow?)
http://www.kidzone.ws/science/is-seed.htm
(seed information sheet)
http://www.kidzone.ws/science/as-seed1.htm
(label the seed growth worksheet)
http://www.kidzone.ws/science/as-seed2.htm
(observation sheets)
http://www.coloring.ws/t/flowers/flower14.htm (plant growth color and label page)
6. EVALUATION CRITERIA:
By the end of the session students should be able to:
a.
I know the names of the most important parts of a plant
This experiment uses 3 samples to examine the growth of seeds. I always recommend that
the adult leading the experiment, attempt it on their own before doing it with a group of
children.
What you need:
three seeds for each child -- corn, bean and radish
they are large seeds with different shapes and colors
they have different types of leaves/growth when they start
they all germinate fairly quickly.
8 1/2 x 11 inch (ish) piece of cardstock or light cardboard
ziploc or plastic lunch bag
paper towel
tape
water
2 to 4 weeks of experiment time
Optional: Magnifying glass
Optional: Seed information sheet
Optional: Label the Seed Growth Worksheet
Optional: Seed Growth Printable Observation Sheets
You can fill in these sheets daily, when something interesting happens or weekly (it's up
to you).
Make sure you complete a sheet when you first put the seeds in (making observations
about what the seed coats look like, feel like, etc).
Optional: Plant Growth color and label page (label the roots, leaves, stem, flower on the
page)
Safety Considerations:
Some seeds have a pinkish colored poison covering them so that insects don't get to
them. Do not use seeds with this coating.
Directions - Preparation:
Fold the paper towel in half and crease. Unfold. (you can double your paper towel to
make it a bit sturdier if you like)
Poke three very small small holes, equally spaced, along the fold of the paper towel (we
used a sharp pencil to do this)
Place the seeds over top of the holes (one over each hole).
Fold the paper towel back up and staple up the side (to make a pouch).
Label the top of the paper towel (bean, corn and radish)
Carefully place the paper towel (fold side down, so the seeds don't fall out) into the
ziploc bag.
Tape the ziploc bag onto the piece of card stock, leaving the top open. Tape as firmly as
possible.
Pour a small amount of water into the ziplock bag (the paper towel should end up
damp) Do not close the bag
Hang your experiment on the wall in a bright location
Directions - Maintenance:
Each morning, check the experiment. Pour more water in to keep the paper towel moist.
Peek inside the ziploc bag/paper towel to see what the seed is doing
The seed should break open. The roots should grow down through the small hole you
poked in the paper towel.
Name of the activity: Play : “Watch How a Plant Grows” (2.2)
Area: Science
Time: One session
1. OBJECTIVES:
1.
2.
Learn the most relevant steps in the growth of a plant
Participate in a performance
2. CONTENTS:
Conceptual
- Sentences: Plant it in the
ground; it needs some water; the
seed needs sunshine; take care of
the plant.
Procedimental
- We will read the tape script in
front of the class.
- They can choose a role and act
out the story in groups.
- They can perform it in front of
the class
Attitudinal
- Finish their work properly
- Show interest in learning
- Participate in a play
3. ACTIVITIES:
Read the tape script, choose a role and act out the story.
We can help by showing them the way to play every role.
4. RESOURCES:
Tape Script
5. WEBSITES:
http://scholastic.com/magicschoolbus/games/frizfreshfacts/index.htm
(interactive page :photosynthesis)
6. EVALUATION CRITERIA:
By the end of the session students should be able to:
a. I know the most relevant steps in the growth of a plant
b. I collaborate in a performance
Name of the activity: Play : “Watch How a Plant Grows” (2.2)
Play: “Watch how a plant grows!”
TAPE SCRIPT
NARRATOR: Look children! Here’s a little seed. Plant it in the ground!
CHILDREN: All right! Let’s plant it in the ground!
NARRATOR: Very well! Now it needs some water…
CHILDREN: Water, water, where are you?
CLOUD: Hello! Do you need me?
CHILDREN: Yes, the seed needs you…Please, water it, water it, water all around!
NARRATOR: Very well! Now the seed needs sunshine…
CHILDREN: Mr. Sun, Mr. Sun, we need you, where are you?
MR. SUN: Hello! Here I am, do you need me?
CHILDREN: Yes, our plant needs sunshine to grow…Please, add a little sunshine. Just
like so…
NARRATOR: Very well…Oh watch the plant, watch the plant, watch how the plant is
growing…
FLOWER: Thank you Mr. Sun for your sunshine. Thank you Miss Cloud for your water
and thank you children for taking care of me!
Name of the activity: Make your own mask to act out the story! (2.3)
Area: Arts and Crafts
Time: One session
1. OBJECTIVES:
1. Finish their work properly
2. CONTENTS:
Conceptual
- Sentences: pick up your
scissors, choose a card, design
your character, draw and cut it.
- Make two holes and tie the
elastic
Procedimental
- They will be shown an
example of masks previously
done for every character.
Attitudinal
- Finish their work properly
- Show interest in learning
3. ACTIVITIES:
Make your mask. You can design yours or use the examples to make one similar.
4. RESOURCES:
Scissors, crayons, coloured cards, glue, etc.
5. WEBSITES:
6. EVALUATION CRITERIA:
By the end of the session students should be able to:
a. I identify the instructions to make the mask
Name of the activity: Animals (3.2)
Area: Science
Time: One session.
1. Objectives:
1. Learn the name of wild animals and pets.
2. Learn animal’s movements.
3. Take care of our environment and appreciate the animal kingdom.
2. Contents:
Conceptual
- Vocabulary: lion,
monkey, dog, cat, panther,
elephant, bird, snake…
- Movements: Fly, swim,
run, jump, slither ...
Procedimental
- Identify and talk about
wild animals and pets
- Imitate different kinds of
movements
- Use new technology to
find more information
about the topic
Attitudinal
- Value and respect the
ecosystem
- Respect and look after
animals
3. Activities:



Classify the images in two groups: wild animals and pets
Work in groups to design a poster about animals and movements.
Use new technology to find information about animals movements
4. Resources:
Computers, maps, pictures, photos…
5. Websites:
http://teachingtreasures.com.au/Animania/Ani-Main.htm ( information, true-false game, links, classroom
activities)
http://www.kidscom.com/games/animal/animal.html (information and games: What am I? )
http://www.thebigzoo.com/zoo/ (virtual zoo: information)
6. Evaluation criteria:
At the end of the session students should be able to:
a. I can identify a wild animal and a pet
b. I can say different kinds of movements
c. I value the animal kingdom and respect animals.
Write the name of these animals and say if they are wild or not.
________________________
_________________________
_____________________
____________________________
__________________________
_________________________
_________________________
_____________________________
Match these animals with their movements:
Sheep
Swim
Snake
Jump
kangaroo
Fly
Bee
Fly and walk
Whale
Run
Otter
Swim and walk
Eagle
Fly
Wolf
Run
Turtle (flippers)/tortoise
Slither
Write the name of three animals in every line:
Quadruped (4 legs ): _______________________________________________
Reptil : ___________________________________________________________
Flying : __________________________________________________________
Biped (2 legs): _____________________________________________________
Jumper:___________________________________________________________
Swimmer:_________________________________________________________
Name of the activity: Make your masks for “The Animals Carnival” (3.3)
Area: Arts and Crafts
Time: Two sessions
1. OBJECTIVES:
1. Colour and shade the mask in the proper way
2. Learn how to decorate and finish them
2. CONTENTS:
Conceptual
- Techniques: colour, shade, cut
and carry out the masks.
Procedimental
-Try to find the mask using new
technology
- Colour and cut out the masks
- Finish the masks and complete
them using an elastic gum.
Attitudinal
- Improve their imagination,
fantasy and their creativity
- Participate and collaborate
3. ACTIVITIES:
Colour and finish your masks
Use different materials to decorate your masks
Make groups of four ( lions, turtles, hens/cocks and elephants)
4. RESOURCES:
Cardboards, crayons, glue, scissors, elastic band, hole punch, different materials to decorate their masks
5. WEBSITES:
http://www.activityvillage.co.uk/animal_masks_to_print.htm
6. EVALUATION CRITERIA:
By the end of the session students should be able to:
a.
b.
c.
d.
I know how to colour
I can shape and cut properly
I can carry out a mask
I demonstrate creativity
(printable animals masks)
Name of the activity: “The Animals Carnival” Author of the play: Camile Saint-Saïns
Area: Music
Time: Two sessions
(3.4)
1. OBJECTIVES:
1. Review musical concepts
2. Identify different instruments
3. Learn about the play and the author
2. CONTENTS:
Conceptual
- Musical concepts:
forte / piano;
crescendo / decrescendo;
allegro / adaggio;
acelerando / ritardando;
treble (agudo) / bass
(graves)
Procedimental
- Identify different shapes of
music using mimic and gestures
- Identify pitches and shapes
(treble, bass, allegro, etc.)
through percussion instruments
- Passive and active auditions
- Corporal expression to identify
animals
- We will use mask to
characterize every animal
Attitudinal
- Show interest in learning
- Enjoy the music
3. ACTIVITIES:
First audition from their places
Identify every animal with a music
Make groups, choose an animal and imitate it using the masks.
You have to listen to the music again. You are statues and you can only move and dance when you hear
the instrument related to your animal.
4. RESOURCES:
Animal masks
CD and CD player
Percussion instruments: tambourine, drum, musical/Chinese box, triangle, clef/harpshichod
5. WEBSITES:
6. EVALUATION CRITERIA:
By the end of the session students should be able to:
a. I identify different shapes and pitches of sound
b. I pay attention to the speed and the strength of sound
c. I participate and collaborate during the auditions
Name of the activity: Animals
Area: Physical education
Time: One session.
(3.5)
1. Objectives:
1. Improve their movements, jumps and turns giving actions to new situations
2. Adopt and coordinate global actions related to motive abilities.
3. Learn animals’ movements.
4. Acquire independence and self-confidence in their actions.
2. Contents:
Conceptual
Procedimental
Attitudinal
- Vocabulary: lion. monkey,
dog, cat, panther, elephant,
bird, snake…
- Games to practise basic
movements.
- Improve their independence
and self-confidence.
-Instructions: Fly, run, jump,
swim,
- Design a zoo-circuit in order
to practise different kinds of
movements.
- Think about the parts of our
body involved in the actions.
3. Activities:
 Warmers:
- Let’s go on a safari: pupils will imitate the movement of an animal.

Main games:
o We are …. tigers: To catch each other running like an animal
- Zoo-circuit: In this route children should run imitating the animal specified in every strech

Relax:
- “Animalico”: One of the pupils will touch and pet the heads of their colleagues. They should be
able to avoid laughing or move. In this case they lose the game.
4. Resources:
- Sports facilities: Playground and gymnasium
- Sports equipment: hoops, ropes, pneumatics, balls, sticks, mats, bricks, banks, handkerchiefs ,
balloons, cones.
5. Websites:
6. Evaluation criteria:
At the end of the session children should be able to:
- I can imitate animals’ movements.
- I follow motive instructions.
- I have a good, helpful attitude toward the class
PLAY: ANIMALS FUN
Once upon a time there was a big elephant (tambourines). He used to play with his friend
the chimpanzee (Chinese boxes).
Sometimes, the elephant was angry but as they were real friends, so nothing really
happened and they kept on playing together.
One day, while they were playing, they realized that an enormous lion was coming around
(drums).
The very calm elephant told the chimpanzee to ride him. They wanted to go to another
place, so that nobody would disturb them again.
So the lion stayed there, bored and watching them leave.
After a long walk, they got to a farm full of hens, cocks (triangles) and turtles
(clefs/harpsichords).
At the very beginning, when they saw the elephant they got scared. The chimpanzee
screamed and screamed all the time. The hens and the cocks started to sing non-stop. The
turtle, completely scared, rushed out to the pond. They were all in a mad rush.
Suddenly they looked at each other and stopped. After a couple of seconds they started to
laugh and laugh.
But, after a little while, in the middle of the fun Mr. Gregory (who had a terrible sense of
humour) appeared and then all of them ran away!
NAME OF THE ACTIVITY: TALE “LITTLE GRUMPY’S DIAMOND” (4.1)
AREA: English
TIME: One session
1.- OBJECTIVES:
1.
2.
3.
4.
5.
6.
7.
To identify the names of different rocks and minerals.
To learn the minerals’ properties…
To appreciate the importance of our elderly people in our lives.
To value the importance of rocks and minerals in our lives.
To improve the ability of guessing and predicting what could happen in a story.
To understand the meaning of a tale.
To enjoy listening to English story-telling.
2.- CONTENTS:
Conceptual
Procedimental
Attitudinal
- Names of different rocks and
minerals.
- Concepts of the kinds of
minerals and their properties.
- Vocabulary from the tales.
- Words related to polite
manners.
- Vocabulary about the
families.
- Introduce the vocabulary
related to rocks and minerals.
- Listen to the tale and
understand the meaning of it.
- Predict and guess what is
going to happen in a story.
- Recognise and identify the
different parts of a tale.
- Put the picture of the story in
the correct order.
- Value the importance of
rocks and minerals.
- Show interest in listening to
a tale.
- Appreciate their own ability
to understand a story in English.
- Be conscious of their
knowledge of the English
language.
-Recognise and respect
elderly people as a very
important part of our lives and
family history.
3.- ACTIVITIES:
A) Pre-listening activities:
 Identify the vocabulary that appears in the story by look at the story boards.
 Predict what is going to happen.
B) While-listening activities:
 Listen to the story.
 Point to the different pictures while they are listening to the tale.
C) Post-listening :
 Match the pictures with the sentences that appeared in the tale in a worksheet.
 Put the pictures in order to make the story (cutting them out and sticking them in another
worksheet)
4.- RESOURCES:
 Story boards.
 Worksheet.
 Glue, scissors, crayons...
 Flashcards with the different minerals and rocks.
5.- WEBSITES:
http://www.mineraltown.com/index.php?idioma=1 (Information)
http://www.wikipedia.org (Information)
http://www.galleries.com/minerals/physical.htm (Information)
6.- EVALUATION CRITERIA:








I can name different rocks and minerals.
I can listen to a story in English.
I can remind the different groups of minerals.
I can recognise the minerals’ features.
I can value the importance of rocks and minerals in our lives and their utilities.
I can distinguish the different parts of a story.
I can enjoy listening story in English.
I can value, appreciate and love our elderly people and all the things we can learn from them.
ANEXO 1
TALE:
“LITTLE GRUMPY’S
DIAMOND”
It was a cold night. Grumpy was quietly reading a book next to the fire place, when his grandson,
Little Grumpy came into the room.
NARRATOR:
LITTLE GRUMPY:
-Granddad! I’m very happy and nervous. Tomorrow is my birthday. I will be seven and I think I
will receive some presents.
-
Oh it is true! I completely forgot it.
GRUMPY:
NARRATOR:
Little Grumpy’s face got very sad. He loved his grandfather. He would have liked to have a
beautiful present from him, but he realised his granddad was very old and sometimes he forgot things. The
most important thing was spending time with him (he thought). He was the best and the most intelligent
person he had ever known. He admired his granddad.
GRUMPY:
-And what would you like to have for your birthday?
LITTLE GRUMPY:
-Well, you know I love minerals like you.
GRUMPY:
-
Oh! It’s true. I really love rocks and minerals ... I started working in the mine when I was
a little boy, like you now.
NARRATOR:
Little Grumpy’s face changed again, he felt very happy. He was sure that he was going to learn
a lot, listening to his granddad.
GRUMPY:
-As you know. Rocks and minerals are non-living things. They are inorganic.
LITTLE GRUMPY:
- In spite of that, they are very important in our lives. We can make many things with them.
GRUMPY:
-Yes it is true. For example Marble and Granite are used for making things such as buildings,
statues, floors...
LITTLE GRUMPY:
-Granddad. Are all minerals similar?
GRUMPY:
-No, they aren’t. They have got different properties. For instance, some of them like Magnesite,
have got many colours. Others have got only one colour such as Garnet, which is red and Apatite
which is blue.
Apart from the colours, some minerals can be soft or hard. Talc is the softest, and Diamonds are
the hardest. Diamonds are brilliant and the most beautiful mineral I have never seen. It is used in
jewellery.
LITTLE GRUMPY:
- Did you get many diamonds when you worked in the mine?
GRUMPY:
- No, I didn’t. I have found only one diamond in all my life. I will never forget that day.
LITTLE GRUMPY:
-What did you do with it?
GRUMPY:
- The diamond is a precious stone so it should belong to a precious person, and the most beautiful
person for me ... was your granny.
LITTLE GRUMPY:
- So my granny has got the diamond!
GRUMPY:
-Yes, she has. The diamond is as special as she is. Let me tell you that, apart from the diamond,
which is considered the most beautiful mineral in the world, there are many interesting minerals such as
Magnetite, which attracts iron (this is a metal) and Aragonite which has got many shapes: crystal...
NARRATOR:
Granny, came into the room. Supper was ready and everyone was waiting for them. Grumpy and
his curious little grandson left the room together.
That night Little Grumpy dreamt about minerals and diamonds.
The next morning, on his birthday, when he opened his eyes the first thing he saw was a small
packet with an envelope on his night table. It was his first birthday present.
He ripped the wrapping paper and… a beautiful stone appeared... it was a DIAMOND! His
granddad’s diamond. He read the letter “The diamond is a precious stone so it should belong to a
precious person”. He realised how much his granddad loved him. It was one of the happiest they days of
his life.
THE END.
Name of the activity: Classifying minerals. (4.2)
Area: Science.
Time: 1 session.
1.OBJECTIVES:
-To develop reading ability.
-To obtain information through a scientific text and images.
-To get a general idea of rocks and minerals and their main characteristics.
2.CONTENTS:
CONCEPTS
-Vocabulary related to the
theme.
-Adjectives (colours,
hard/soft...) and some other
features of rocks and
minerals.
PROCEDURES
-Reading of an easy
scientific text.
-Getting the information
required.
-Matching images and
information.
ATTITUDES
-Show interest in learning
about rocks and minerals.
3.ACTIVITIES: (Worksheets)
-Reading of the text.
-Completing the charts.
-Looking at the flashcards, numbering the rocks and the minerals in the charts.
4.RESOURCES:
-Text (worksheet).
-Classifying charts.
-Flashcards.
5.WEBSITES:
http://www.mineraltown.com/index.php?idioma=1 (information)
http://www.wikipedia.org (information)
http://www.galleries.com/minerals/physical.htm (information)
6.EVALUATION CRITERIA:
-I can read a text about rocks and minerals in English.
-I can obtain information to complete the charts.
-I can match the images of the flashcards with the elements written on the texts.
-I can understand the main features of rocks and minerals.
Name of the activity: Let’s make a fossil.
Area: Arts and Crafts.
Time: 1 session.
(4.3)
1.OBJECTIVES:
-To manipulate different materials for artistic creations.
-To transfer scientific information to arts and crafts work.
-To follow the instructions given for the work.
-To value their creations.
2.CONTENTS:
CONCEPTS
-Vocabulary related to the
activity.
-Orders to be followed.
-Main ideas of what a fossil
is.
PROCEDURES
-Reading.
-Cutting out, modelling,
pressing the plasticine,
pouring plaster.
ATTITUDES
-Show interest and curiosity
for the theme.
-Take care of their work.
-Enjoy themselves.
3.ACTIVITIES:
-Read an introductory text about fossils.
-Make a plane circle with plasticine.
-Put a leaf on it and press it until it has left its mark.
-Take off the leaf carefully.
-Cut out a line of construction paper of 2 or 3cm.
-Put it around the plasticine where the leaf left the mark.
-Pour the plaster of Paris.
-Let it dry.
-Now you can study your fossil of a leaf.
4.RESOURCES:
-Text.
-Leaves.
-Plasticine.
-Construction paper.
-Plaster of Paris.
5.WEBSITES:
http://www.wikipedia.org (information)
6.EVALUATION CRITERIA:
-I can get the main idea of what a fossil is by reading an easy text.
-I can use different materials to make my fossil.
-I can follow the instructions given in order to get my fossil.
Text:
ROCKS AND MINERALS:
The solid part of the Earth consists of rocks.
Rocks are non-living objects and are inorganic.
Rocks are made of other materials called minerals.
Some rocks like marble, are made of only one mineral, called calcite. Many other rocks are made of
various different minerals. An example is granite, which is made of three minerals: quartz, feldspar and
mica.

PROPERTIES OF MINERALS:
Some properties of minerals:
 Minerals can be hard, like diamonds. Other minerals are soft, like talc.
 Minerals can have only one colour, like apatite, which is blue, or garnet, that is red. Others can
have several colours, magnetise, for example.
 Some minerals, like magnetite, can attract iron.
 Some minerals can have special shapes called crystals, like aragonite.
Text: FOSSILS
Fossils are remains of a plant or an animal that were buried under layers of soil, rock and sand a long
time ago.
The bodies of all these living things changed into hard rock, leaving an impression on the rock.
Fossils help us to learn about living things that do not exit any more, like the dinosaurs.
Flashcards:
Talc
Diamond
Magnetite
Garnet
Aragonite
Feldspar
Apatite
Marble
Magnesite
Mica
Quartz
granite
Worksheets:
Name:
Course:

Read the text and try to complete the charts below:
Non-living things
Characteristics Hard
1 mineral:_______
3 minerals:______
Rocks
Soft
Blue
Minerals
Numbers
*Now, read the text again and check your answers.
Red
Special
shape:
crystals.
Name of the activity: LANDSCAPES (5.2)
Area: Science
Time: One session
1. Objectives:
1. Recognize and distinguish different kinds of landscapes: coast, mountain, cold desert and
hot desert.
2. Relate some living beings to every landscape.
3. Understand the importance of conserving the natural environment.
2. Contents:
Conceptual
- Vocabulary: coast, mountain,
cold desert, hot desert, seagull,
camel, palm tree, polar bear,
penguin, forest, eagle, scorpion,
seal, ibex, walrus…
Procedimental
- Differentiate the principal
characteristics of each
landscape.
- Locate living beings in each
landscape.
- Use the web to complete
information about this
subject.
Attitudinal
- Look after and respect the
environment.
- Show sensitivity towards
areas that are free from
pollution and reject
irresponsible behaviour.
- Show interest in learning
abotu the environment and
recycling.
3. Activities:
- Write the name of landscapes under the photos.
- Associate some sentences with the corresponding landscape.
- Mark in a table the suitable animals for each landscape.
- Write the name of living things under the picture.
- Classify the organic and inorganic waste in the correct bin.
4.Resources
Worksheets
Landscapes photos.
5. Websites:
http://www.mbgnet.net/
(information: biomes of the world)
http://www.teachingideas.co.uk/geography/contents.htm (links to worksheets, powerpoints,...)
http://ngfl.northumberland.gov.uk/ict/AAA/habitats.htm
( information, images...animals on different habitats)
6. Evaluation criteria:
- Match four animals with their landscapes.
- Complete some sentences about different landscapes.
-Learn abotu the problems of land and water pollution.
-Adopt respectful attitudes towards conserving the natural environment
You can see lots of landscapes in the world, but we are going to learn about four of them:
mountains, coast, hot desert and cold desert.
1. Write the name under every landscape photo.
________________________
______________________
___________________________
___________________________
2. Relate every sentence with the corresponding landscape
It has a dry climate with little rain. Some of them have no
rain at all for years. The Sahara is the biggest one. You
can find camels, scorpions and palm trees there.
coast
Summers are cool and winters are very cold. There is very
little rainfall. Polar bears and penguins are examples of
animals that live there.
hot desert
It is colder at the top than at the botton. It is warm in
summer and very cold in winter. It rains a lot in winter but
not too much in summer.
mountain
It is very hot in summer and warm in winter. There is very
little rainfall. In this landscape there are some beaches
and you can see seagulls.
Cold desert
3. Do you know these living beings ? If you don´t know them, ask the teacher and write
their names.
_________________
________________
__________________
__________________
________________
___________________
_________________
___________________
____________________
4. Mark in this table the suitable animals for each landscape
animals
Aigle
Polar bear
Scorpion
Seal
Seagull
Camel
Squirrell
Hot desert
Cold desert
mountain
coast
Name of the activity: LANDSCAPES (5.3)
Area: Art and Crafts
Time: One session
1. Objectives:
1. Recognize and distinguish different kinds of landscapes: coast, mountain,
cold desert and hot desert.
2. Use recycled materials to make a poster.
2. Contents:
Conceptual
-Vocabulary: coast,
mountain, cold desert,
hot desert, paper,
plastic, bottle, rubbish,
tins,...
-Active: Where does he
live?
Procedimental
- - Differentiate the
principal characteristics
of each landscape.
- - Make a compromise
relating to the
conservation of the
natural environment.
- - Use recycled materials
to make a work of art
Attitudinal
- - Respect for
environment
3. Activities:
- Look at the pictures and circle the wrong things.
- Working in groups of two or three, make posters about landscapes with recycled
materials.
4. Resources:
Recycled materials
Worksheet5. Websites
http://www.mbgnet.net/
(information: biomes of the world)
6. Evaluation
- Can use properly the colouring and shaping techniques
2. In groups of two we are going to make a poster of a landscape. We have to use recycled
materials.