SYLLABUS
Unit 1: Living things
KEY SCIENCE 3
PRIMARY
UNIT 1: LIVING THINGS
1. METHODOLOGY
The work in this first unit focuses on the characteristics and life processes of living
things.
The introductory page reviews the differences between living and non-living things.
The rest of the unit uses speaking, listening, reading and writing activities to describe
the life processes that are shared by all living things: nutrition, sensitivity and
reproduction. We learn about the characteristics that distinguish living things and
classify them into different categories: animals, plants, fungi and micro-organisms.
A series of Can you ...? activities help students strengthen their skills and assimilate
the information on each page.
This unit comes under the block The Diversity of Living Things.
2. TIMING
This unit corresponds to the first fortnight of the first term. It has an estimated duration
of about 15 days.
3. RESOURCES
• Class CD1: Tracks 1-10
• Syllabus and worksheets CD:
- Mixed-ability worksheets: Unit 1
- Reading comprehension worksheets: Unit 1
- Speaking worksheets: Unit 1
- Vocabulary worksheets: Unit 1
• Evaluation worksheets: Unit 1
• Flashcards: Animals, Plants
• Posters
• Interactive whiteboard resources CD-ROM: Unit 1
Web resources:
• Living and non-living things
• Plants, fungi and micro-organisms
• Self-evaluation: Unit 1
1
SYLLABUS
Unit 1: Living things
KEY SCIENCE 3
PRIMARY
4. SYLLABUS
Objectives
• To differentiate living things from non-living things.
• To classify living things using scientific criteria.
• To understand the functions of living things: nutrition, sensitivity and reproduction.
• To stimulate interest in observing and studying living things.
Evaluation criteria
• To identify living things as different from non-living things.
• To know how to group living beings into animals, plants, fungi and micro-organisms.
• To recognise and explain the functions inherent in living things.
• To draw conclusions based on observing the process of plant sensitivity.
Key competencies
• Knowledge and interaction with the physical world
Competence in linguistic communication
• Knowledge and interaction with the physical world
Competence in linguistic communication
• Competence for learning to learn
Competence in linguistic communication
• Social and citizen competence
Competence in linguistic communication
5. KEY COMPETENCIES
• Knowledge and interaction with the physical world: students are encouraged to make
enquiries and acquire knowledge about their natural environment. They learn to
process this knowledge in various formats and apply it to different situations. They are
encouraged to show respect for their natural environment and other living things.
• Information processing and digital competence: students use systematic analysis and
scientific investigation techniques to identify living things. They use ICT to practise and
improve their content knowledge, stimulating their capacity to understand and use
digital information.
• Competence in linguistic communication: the unit encourages students to interact with
classmates to exchange opinions, facts and information through linguistic and
2
SYLLABUS
Unit 1: Living things
KEY SCIENCE 3
PRIMARY
nonlinguistic strategies. Students acquire language that enables them to understand
and describe the characteristics of different types of living things.
• Competence for learning to learn: the content and activities in the unit allow students
to understand the characteristics of different living things. They build on prior
knowledge and experience to assimilate new information.
6. CONTENTS
• Characteristics of living and non-living things.
• The types of living things: animals, plants, fungi and micro-organisms.
• The life processes of living things: nutrition, sensitivity and reproduction.
• Classification of living and non-living things.
• Explanation of the contents of a word map.
• Appreciation of life as something extraordinary.
• A sense of responsibility about taking care of the environment.
3
SYLLABUS
Unit 2: The human body
KEY SCIENCE 3
PRIMARY
UNIT 2: THE HUMAN BODY
1. METHODOLOGY
In this unit, students study people as living things and identify the characteristics that
differentiate us from other animals: our intelligence and capacity for communication.
We learn about our organism by looking at how the systems involved in each function
of the human body work. We examine our body’s external features and the changes
that take place during the different stages of our lives.
The unit opens with an introductory page of photos. Students focus on the activities
taking place in each picture and how these activities relate to a healthy lifestyle.
The rest of the unit uses speaking, listening, reading and writing skills to explore the
main themes: life processes in people; differences between people and animals;
systems involved in life processes; organs of sensitivity; the human life cycle and
stages of people's lives. The unit underlines the importance of keeping our bodies
healthy.
A series of Can you ...? activities help students strengthen their skills and assimilate
the information on each page.
This unit comes under the block The Diversity of Living Things.
2. TIMING
This unit corresponds to the second fortnight of the first term. It has an estimated
duration of about 15 days.
3. RESOURCES
• Class CD1: Tracks 11-17
• Syllabus and worksheets CD:
- Mixed-ability worksheets: Unit 2
- Special Days worksheets: World Food Day
- Reading comprehension worksheets: Unit 2
- Speaking worksheets: Unit 2
- Vocabulary worksheets: Unit 2
• Evaluation worksheets: Unit 2
• Posters
• Interactive whiteboard resources CD-ROM: Unit 2
4
SYLLABUS
Unit 2: The human body
KEY SCIENCE 3
PRIMARY
Web resources:
• Life processes
• The human life cycle
• Health
• Self-evaluation: Unit 2
4. SYLLABUS
Objectives
• To understand the characteristics of people.
• To distinguish among the systems involved in the function of nutrition.
• To describe the parts of the body involved in the function of sensitivity.
• To understand the systems involved in the function of reproduction.
• To define the changes that occur in the human body over time.
Evaluation criteria
• To identify life processes in people and how they are different to animals.
• To list and define the systems involved in the function of nutrition.
• To identify the organs and systems involved in the function of sensitivity.
• To name the systems and organs involved in the function of reproduction.
• To provide examples to illustrate the different stages of the human life cycle.
Key competencies
• Knowledge and interaction with the physical world
Competence in linguistic communication
• Knowledge and interaction with the physical world
Competence in linguistic communication
• Knowledge and interaction with the physical world
Competence in linguistic communication
• Knowledge and interaction with the physical world
Competence in linguistic communication
5
SYLLABUS
Unit 2: The human body
KEY SCIENCE 3
PRIMARY
• Personal autonomy and initiative
Competence in linguistic communication
5. KEY COMPETENCIES
• Knowledge and interaction with the physical world: students learn to identify the
differences between humans and other living things and recognise human life
processes.
They become aware of the changes involved in human development from infancy to
old age. The relationship between a healthy body and a healthy lifestyle is emphasised
as we look at diet, hygiene and physical exercise.
• Information processing and digital competence: the use of ICT throughout the unit to
practise or assimilate content builds familiarity with these technologies and increases
the ability to understand and use digital information.
• Social and citizen competence: students are encouraged to develop healthy habits
and good hygiene.
• Competence in linguistic communication: students use linguistic and non-linguistic
strategies to interact with classmates and exchange opinions, facts and information.
• Competence for learning to learn: the unit content and activities allow students to
appreciate that intelligence and communication are important features which
distinguish human beings from animals. Prior knowledge and experience allow them to
assimilate new information better.
6. CONTENTS
• Life processes in people.
• Differences between people and animals.
• The body systems involved in life processes.
• The stages in people's lives.
• Dialogues and pairwork.
• Knowledge of the human body through texts and diagrams.
• A poster on the human life cycle.
• Respect for different families.
• Adopting healthy habits and appreciating how important they are for keeping healthy.
6
SYLLABUS
Unit 3: The senses
KEY SCIENCE 3
PRIMARY
UNIT 3: THE SENSES
1. METHODOLOGY
Through the work undertaken in this unit, students study the way people receive
information via the senses: sight, hearing, smell, taste and touch. The organs and
functions corresponding to each of the five senses are described and students are
made aware of how they function.
A Let's speak! activity opens the unit, allowing students to talk about the senses and
what they are used for.
The rest of the unit uses speaking, listening, reading and writing skills to explore the
main themes of the unit. It shows how sense organs are located in different parts of the
body and examines how they respond to stimuli. The unit highlights the importance of
hygiene and the need to take care of our sense organs.
This unit comes under the block The Diversity of Living Things.
2. TIMING
This unit corresponds to the third fortnight of the first term. It has an estimated duration
of about 15 days.
3. RESOURCES
• Class CD1: Tracks 18-28
• Syllabus and worksheets CD:
- Mixed-ability worksheets: Unit 3
- Reading comprehension worksheets: Unit 3
- Speaking worksheets: Unit 3
- Vocabulary worksheets: Unit 3
• Evaluation worksheets: Unit 3
• Flashcards: Food
• Posters
• Interactive whiteboard resources CD-ROM: Unit 3
Web resources:
- Hearing
- Smell
- Self-evaluation: Unit 3
7
SYLLABUS
Unit 3: The senses
KEY SCIENCE 3
PRIMARY
4. SYLLABUS
Objectives
• To relate the sense organs to the function of sensitivity.
• To be familiar with the senses, their organs and functions.
• To understand how the sense organs work.
• To appreciate that the senses are able to obtain information from outside us.
• To understand that our sense organs need looking after.
Evaluation criteria
• To recognise the importance of the senses in responding to stimuli.
• To identify the main sense organs and their functions.
• To explain how information is transmitted by each sense organ.
• To relate each sense to the kind of information it transmits.
• To list some good habits for protecting the sense organs.
Key competencies
• Knowledge and interaction with the physical world
Competence in linguistic communication
• Knowledge and interaction with the physical world
Competence in linguistic communication
• Knowledge and interaction with the physical world
Competence in linguistic communication
• Competence for learning to learn
Competence in linguistic communication
• Social and citizen competence
Competence in linguistic communication
5. KEY COMPETENCIES
• Knowledge and interaction with the physical world: the entire unit is designed to
enable students to understand the functions of the different senses and their
relationship with the real world. They learn how to respect and take care of the human
body and use this knowledge to express themselves.
8
SYLLABUS
Unit 3: The senses
KEY SCIENCE 3
PRIMARY
• Information processing and digital competence: the use of ICT throughout the unit to
practise or assimilate content builds familiarity with these technologies and increases
the ability to understand and use digital information.
• Social and citizen competence: students are introduced to the human body by
exchanging ideas about which senses are being used in certain situations. They are
also made aware of the difficulties of members of the community who don’t have full
use of all the senses.
• Competence in linguistic communication: precise language is used to enable students
to talk about their emotions, opinions and experiences related to the subject. They
learn strategies for interacting with each other and also produce written texts.
• Competence for learning to learn: the unit’s activities allow prior experience to be
integrated to generate new knowledge. Students become aware of how the senses
work and recognise language as a tool for expressing their knowledge.
6. CONTENTS
• The function of sensitivity and the senses.
• The senses: organs and functions.
• Hygiene and care of our sense organs.
• Dialogues and pairwork.
• Drawing and labelling a human eye.
• Classification of types of taste.
• A guessing game.
• An investigation of types of sounds.
• Appreciation of personal effort as a way of overcoming difficulties.
• Respect for human differences resulting from disabilities.
• Encouraging care of the sense organs.
9
SYLLABUS
Unit 4: The skeletal and muscular systems
KEY SCIENCE 3
PRIMARY
UNIT 4: THE SKELETAL AND MUSCULAR SYSTEMS
1. METHODOLOGY
Through the work undertaken in this fourth unit, students become familiar with the
skeletal and muscular systems. We describe the skeleton, its functions and some
bones and joints and then look at the characteristics of the muscular system, some of
its muscles and where they are located.
An introductory Let’s speak! activity opens the unit, allowing students to talk about the
parts of the body they can see and those we use when jumping.
The rest of the unit uses speaking, listening, reading and writing activities to explore
the main topics of the unit: types of movement, the bones in the skeleton and the
different kinds of joints and how we move our muscles. Students also revise the senses
and the human body.
The Learning to learn section at the end of the unit allows students to consolidate the
material learnt.
This unit comes under the block The Diversity of Living Things.
2. TIMING
This unit corresponds to the fourth fortnight of the first term. It has an estimated
duration of about 15 days.
3. RESOURCES
• Class CD1: Tracks 29-39
• Syllabus and worksheets CD:
- Mixed-ability worksheets: Unit 4
- Special Days worksheets: Human Rights Day
- Reading comprehension worksheets: Unit 4
- Speaking worksheets: Unit 4
- Vocabulary worksheets: Unit 4
• Evaluation worksheets: Unit 4
• Posters
• Interactive whiteboard resources CD-ROM: Unit 4
Web resources:
- The skeletal system
10
SYLLABUS
Unit 4: The skeletal and muscular systems
KEY SCIENCE 3
PRIMARY
- The muscular system
- Science Challenge: A survey on health
- Self-evaluation: Unit 4
4. SYLLABUS
Objectives
• To understand how the skeletal and muscular systems are related to movement.
• To learn the most important bones and muscles.
• To practise healthy habits related to the skeletal and muscular systems.
• To observe and understand how the skeletal and muscular systems work.
Evaluation criteria
• To recognise the parts of the body involved in movement: bones, muscles and joints.
• To list the main bones and muscles in the head, trunk and limbs.
• To identify healthy habits involving the skeletal and muscular systems.
• To identify the functioning of the skeletal and muscular systems in one's own body.
Key competencies
• Knowledge and interaction with the physical world
Competence in linguistic communication
• Knowledge and interaction with the physical world
Competence in linguistic communication
• Social and citizen competence
Competence in linguistic communication
• Knowledge and interaction with the physical world
Competence in linguistic communication
5. KEY COMPETENCIES
• Knowledge and interaction with the physical world: the unit is designed to impart
knowledge about the workings of the skeletal and muscular systems and relate this
knowledge to the real world. Students develop a caring and respectful attitude toward
the human body and apply this knowledge in different ways.
11
SYLLABUS
Unit 4: The skeletal and muscular systems
KEY SCIENCE 3
PRIMARY
• Information processing and digital competence: the use of ICT throughout the unit to
practise or assimilate content builds familiarity with these technologies and increases
the ability to understand and use digital information.
• Social and citizen competence: the unit introduces students to the importance of good
nutrition and exercise. They are made aware of the stages of the life cycle in both
people and animals.
• Competence in linguistic communication: this unit works precise language to express
experiences in relation to the subject. Using various formats and resources, students
learn to express their thoughts, emotions, experiences and opinions and to establish
connections with each other.
• Competence for learning to learn: the unit’s activities allow prior knowledge and
experience to be integrated and generate new knowledge. Students become aware of
how the human body works and the importance of treating it with care and respect.
They recognise language as a tool for expressing themselves.
6. CONTENTS
• The human body and movement.
• The function of the skeleton: bones and joints.
• The main muscles and what they are for.
• Healthy habits for looking after the skeletal and muscular systems.
• Dialogues and pairwork.
• Illustrations of the skeleton and muscles used to identify their main parts.
• A survey on health.
• Understanding the importance of a healthy diet.
• Acceptance of the limitations of one's own body.
• Showing solidarity with handicapped people.
12
SYLLABUS
Unit 5: Animals
KEY SCIENCE 3
PRIMARY
UNIT 5: ANIMALS
1. METHODOLOGY
In the unit students become more closely acquainted with what animals have in
common and what distinguishes them as living things. We learn different ways of
classifying animals according to what they eat, how they move and the way they
reproduce. We also discover how to classify them as vertebrates and invertebrates, as
well as how to identify the different categories of vertebrates and invertebrates.
An introductory photo and Let’s speak! activity get students to talk about which animals
eat plants and ask themselves what human beings eat.
The rest of the unit uses speaking, listening, reading and writing activities to study how
animals are classified and understand their movement and reproduction.
This unit comes under the block The Diversity of Living Things.
2. TIMING
This unit corresponds to the first fortnight of the second term. It has an estimated
duration of about 15 days.
3. RESOURCES
• Class CD1: Tracks 40-46
• Syllabus and worksheets CD:
- Mixed-ability worksheets: Unit 5
- Special Days worksheets: School Day of Non-violence and Peace
- Reading comprehension worksheets: Unit 5
- Speaking worksheets: Unit 5
- Vocabulary worksheets: Unit 5
• Evaluation worksheets: Unit 5
• Flashcards: Animals
• Posters
• Interactive whiteboard resources CD-ROM: Unit 5
Web resources:
• What do animals eat?
• Vertebrates and invertebrates
• Self-evaluation: Unit 5
13
SYLLABUS
Unit 5: Animals
KEY SCIENCE 3
PRIMARY
4. SYLLABUS
Objectives
• To classify animals by what they eat.
• To identify animals by the ways they move.
• To understand the different ways in which animals reproduce.
• To recognise the difference between vertebrates and invertebrates.
• To understand the impact human activity has on the environment and living things.
Evaluation criteria
• To explain the kinds of foods that herbivores, carnivores and omnivores eat.
• To differentiate between the ways that animals move.
• To define oviparous and viviparous animals.
• To classify animals into vertebrates and invertebrates.
• To demonstrate a critical awareness of the way human activity influences the
environment.
Key competencies
• Knowledge and interaction with the physical world
Competence in linguistic communication
• Competence for learning to learn
Competence in linguistic communication
• Knowledge and interaction with the physical world
Competence in linguistic communication
• Knowledge and interaction with the physical world
Competence in linguistic communication
• Social and citizen competence
Competence in linguistic communication
5. KEY COMPETENCIES
• Knowledge and interaction with the physical world: students become familiar with
different types of animals and their surroundings. They learn to classify animals and to
14
SYLLABUS
Unit 5: Animals
KEY SCIENCE 3
PRIMARY
understand the diversity of nature. They express this knowledge using different formats
and resources and apply it to other situations.
• Information processing and digital competence: the use of ICT throughout the unit to
practise or assimilate content builds familiarity with these technologies and increases
the ability to understand and use digital information.
• Social and citizen competence: students acquire knowledge of environmental
problems. Through various activities they take their own personal decisions to protect
the environment and learn to appreciate and respect other living beings.
• Competence in linguistic communication: students use precise language to express
opinions, thoughts and experiences about animals and their surroundings. Using
linguistic and non-linguistic strategies, they interact and produce oral and written texts.
• Competence for learning to learn: students continue to develop a critical and
analytical approach to the environment. They become aware of the different types of
animals and how they live. They recognise language as a tool for carrying out tasks.
6. CONTENTS
• Herbivores, carnivores and omnivores.
• The ways animals move.
• Animal reproduction: oviparous or viviparous.
• Vertebrates and invertebrates.
• Human actions that affect the environment.
• Dialogues and pairwork.
• Classification of animals according to their characteristics.
• Use of images and text to collect information.
• Completion of a table.
• Interest in observing and studying all living things.
• Respect for all animals and, above all, for those in danger of extinction.
• Awareness of sustainable development.
15
SYLLABUS
Unit 6: Plants
KEY SCIENCE 3
PRIMARY
UNIT 6: PLANTS
1. METHODOLOGY
The work in this unit focuses on the characteristics of plants. We learn about the
different parts of plants and their functions.
The Let’s speak! activity on the introductory page allows students to talk about wild
plants, the plants that we grow and why our forests are disappearing.
The rest of the unit uses speaking, listening, reading and writing activities to describe
the different parts of plants, how plants make food, how they reproduce and the
different types of plants. We learn to classify plants into different categories: grasses,
bushes or trees; plants with or without flowers; plants that we grow; and wild plants.
A series of Can you? activities help the students strengthen their skills and assimilate
the information on each page.
This unit comes under the block The Diversity of Living Things.
2. TIMING
This unit corresponds to the second fortnight of the second term. It has an estimated
duration of about 15 days.
3. RESOURCES
• Class CD1: Tracks 47-54
• Syllabus and worksheets CD
- Mixed-ability worksheets: Unit 6
- Reading comprehension worksheets: Unit 6
- Speaking worksheets: Unit 6
- Vocabulary worksheets: Unit 6
• Evaluation worksheets: Unit 6
• Flashcards: Plants
• Posters
• Interactive whiteboard resources CD-ROM: Unit 6
Web resources:
• How do plants make food?
• How do plants reproduce?
• Self-evaluation: Unit 6
16
SYLLABUS
Unit 6: Plants
KEY SCIENCE 3
PRIMARY
4. SYLLABUS
Objectives
• To identify the different parts of a plant.
• To understand how different plants make food.
• To understand how different plants reproduce.
• To identify the different types of plants.
• To identify plants that we grow and plants that grow wild.
Evaluation criteria
• To recognise the different parts of plants.
• To recognise and explain how plants make food.
• To recognise and explain how plants reproduce.
• To classify different plants by type.
• To differentiate between the plants that we grow and plants that grow wild.
Key competencies
• Knowledge and interaction with the physical world
Competence in linguistic communication
• Knowledge and interaction with the physical world
Competence in linguistic communication
• Knowledge and interaction with the physical world
Competence in linguistic communication
• Competence for learning to learn
Competence in linguistic communication
• Knowledge and interaction with the physical world
Competence in linguistic communication
5. KEY COMPETENCIES
• Knowledge and interaction with the physical world: this unit is devoted to plant life.
Students learn about the best use of natural resources and the diversity of nature. They
also study the influence of people on the environment and apply this knowledge to
other situations through various activities.
17
SYLLABUS
Unit 6: Plants
KEY SCIENCE 3
PRIMARY
• Information processing and digital competence: the use of ICT throughout the unit to
practise or assimilate content builds familiarity with these technologies and increases
the ability to understand and use digital information.
• Social and citizen competence: the unit makes students aware of the function of
plants in the life cycle and emphasises the importance of taking care of the
environment. Students are introduced to the problems caused by deforestation.
• Competence in linguistic communication: students use specific plant and
environmental vocabulary to express their thoughts, opinions and experiences
constructively, creating connections with each other and the world in which we live.
• Competence for learning to learn: students obtain information about plants and their
natural environment. They learn to integrate prior knowledge and their own experience
to generate greater knowledge.
6. CONTENTS
• Plants we grow and wild plants.
• Parts of a plant.
• How plants make food.
• How plants reproduce.
• Types of plants.
• Plants with and without flowers.
• Dialogues and pairwork.
• Classification of plants in different ways.
• Collecting and classifying leaves.
• Drawing and labelling flowers.
• An experiment on light sensitivity in plants.
• Interest in observing and studying plants.
• Respect for the environment.
• Understanding the importance of preserving rainforests.
18
SYLLABUS
Unit 7: The Earth
KEY SCIENCE 3
PRIMARY
UNIT 7: THE EARTH
1. METHODOLOGY
In this unit we study the states in which water is found on our planet and how it
changes form. Students learn about the composition of the land and the atmosphere.
We also look at ways of representing the planet. Emphasis is placed on the importance
of reducing water and air pollution on Earth so that it will remain a viable planet.
A photo and speaking activity open the unit, introducing the subject area by allowing
students to talk about the dangers of working underground and the resources found
there.
The rest of the unit uses speaking, listening and reading and writing activities to
explore the main topics of the unit: the way the Earth is represented by globes and
maps and how to locate different places on both; states of water in the water cycle,
including oceans, seas and fresh water; different types of land masses and their rocks
and minerals; and the importance of the atmosphere.
This unit comes under the block The Environment and its Conservation.
2. TIMING
This unit corresponds to the third fortnight of the second term. It has an estimated
duration of about 15 days.
3. RESOURCES
• Class CD2: Tracks 1-10
• Syllabus and worksheets CD:
- Mixed-ability worksheets: Unit 7
- Reading comprehension worksheets: Unit 7
- Speaking worksheets: Unit 7
- Vocabulary worksheets: Unit 7
• Evaluation worksheets: Unit 7
• Flashcards: Jobs
• Posters
• Interactive whiteboard resources CD-ROM: Unit 7
19
SYLLABUS
Unit 7: The Earth
KEY SCIENCE 3
PRIMARY
Web resources:
• How do we represent the Earth?
• Water
• Self-evaluation: Unit 7
4. SYLLABUS
Objectives
• To identify water as the planet’s key component and become familiar with the water
cycle.
• To be familiar with the characteristics of the other components of our planet: land and
atmosphere.
• To become familiar with on the different ways of representing the Earth.
• To understand the role of technology in acquiring knowledge about the Earth.
Evaluation criteria
• To explain the different states of water on the planet and describe the water cycle.
• To define what continents, rocks and minerals are and understand the role of the
atmosphere.
• To show how globes and maps represent our planet.
• To see how technological progress affects our knowledge of our planet.
Key competencies
• Knowledge and interaction with the physical world
Competence in linguistic communication
• Knowledge and interaction with the physical world
Competence in linguistic communication
• Competence for learning to learn
Competence in linguistic communication
• Social and citizen competence
Competence in linguistic communication
20
SYLLABUS
Unit 7: The Earth
KEY SCIENCE 3
PRIMARY
5. KEY COMPETENCIES
• Knowledge and interaction with the physical world: the entire unit is designed to
enable students to learn to interpret their surroundings and realise the importance of
water in the life cycle. They look at how the Earth is represented through globes and
maps and transfer this knowledge to different formats, applying it to other situations.
• Information processing and digital competence: the use of ICT throughout the unit to
practise or assimilate content builds familiarity with these technologies and increases
the ability to understand and use digital information.
• Social and citizen competence: the unit introduces students to the dangerous aspects
of some jobs. Students discuss why certain jobs are hazardous. They also learn the
importance of maps and their different uses.
• Competence in linguistic communication: students use specific language to express
their opinions and experiences regarding the topics in the unit. They use new and prior
knowledge to produce oral and written texts to communicate and establish connections
with each other.
• Competence for learning to learn: students are made aware of the important role
water plays in our lives. They also learn to recognise language as a tool for
communicating this knowledge.
6. CONTENTS
• The components of our planet: water, land and the atmosphere. Their main
characteristics.
• Representations of the Earth: globes and maps.
• Scientific progress and knowledge of the Earth.
• Dialogues and pairwork.
• Illustrated diagram of the water cycle.
• Recognition of the cardinal points on a map.
• List of ways to save water.
• Interest in observing and studying our planet and its natural resources.
• Respect for the environment.
• Understanding of water as essential for life.
21
SYLLABUS
Unit 8: The Solar System
KEY SCIENCE 3
PRIMARY
UNIT 8: THE SOLAR SYSTEM
1. METHODOLOGY
In this unit we study the different kinds of celestial bodies visible in the sky. We learn
about the Solar System, especially the eight planets that orbit the Sun. We also study
the Moon, the Earth’s satellite. We examine our planet’s revolution and how it affects
the seasons, and learn about how the Earth rotates, causing day and night.
The unit opens with an introductory photograph and speaking activity, allowing
students to ask and answer questions about the night sky. Students learn that
atmospheric pollution is harmful for living things and also makes it difficult to see into
space.
The rest of the unit uses speaking, listening, reading and writing activities to explore
the main topics of the unit. Students learn about the Sun, planets and satellites in the
context of the Solar System. They go on to study the Moon and its different phases and
are intoduced to the Earth’s revolution and rotation.
The Learning to learn section at the end of the unit helps students assimilate the
material they have studied.
This unit comes under the block The Environment and its Conservation.
2. TIMING
This unit corresponds to the fourth fortnight of the second term. It has an estimated
duration of about 15 days.
3. RESOURCES
• Class CD2: Tracks 11-19
• Syllabus and worksheets CD:
- Mixed-ability worksheets: Unit 8
- Special Days worksheets: World Water Day
- Reading comprehension worksheets: Unit 8
- Speaking worksheets: Unit 8
- Vocabulary worksheets: Unit 8
• Evaluation worksheets: Unit 8
• Flashcards: Animals, Plants
• Posters
• Interactive whiteboard resources CD-ROM: Unit 8
22
SYLLABUS
Unit 8: The Solar System
KEY SCIENCE 3
PRIMARY
Web resources:
• The Solar System
• The Earth’s movements
• Science Challenge: The Solar System
• Self-evaluation: Unit 8
4. SYLLABUS
Objectives
• To identify the main kinds of celestial bodies that make up the universe.
• To know what the Solar System is and the planets that comprise it.
• To recognise the Moon as a satellite of the Earth and become familiar with its phases.
• To understand the revolution and rotation of the Earth and their effects.
Evaluation criteria
• To define the major types of celestial bodies in the universe and give examples.
• To explain what the Solar System is and name the planets that make it up.
• To identify the Moon as a satellite of the Earth and demonstrate the four phases.
• To describe the Earth’s revolution and rotation and relate revolution to the seasons
and rotation to day/night.
Key competencies
• Knowledge and interaction with the physical world
Competence in linguistic communication
• Knowledge and interaction with the physical world
Competence in linguistic communication
• Competence for learning to learn
Competence in linguistic communication
• Competence for learning to learn
Competence in linguistic communication
23
SYLLABUS
Unit 8: The Solar System
KEY SCIENCE 3
PRIMARY
5. KEY COMPETENCIES
• Knowledge and interaction with the physical world: this unit will enable students to
understand the elements that make up the Solar System. They learn to hypothesise
and predict the consequences of various situations. They then transfer this knowledge
to different formats and apply it to other situations.
• Information processing and digital competence: the use of ICT throughout the unit to
practise or assimilate content builds familiarity with these technologies and increases
the ability to understand and use digital information.
• Social and citizen competence: this unit teaches students about how the position and
movement of the Earth affect people around the world differently. In a Can you …?
activity they recognise the importance of protecting their skin from the Sun.
• Competence in linguistic communication: students are provided with precise language
to express their thoughts, opinions and experiences regarding the Solar System. They
communicate using different linguistic and non-linguistic strategies and interact in order
to produce oral and written texts.
• Competence for learning to learn: in this unit students learn to develop their own
creative thoughts. They become aware of how the Solar System works and recognize
language as a tool for expressing their knowledge.
6. CONTENTS
• Celestial bodies: stars, planets, satellites, comets and asteroids.
• The Solar System.
• The Earth’s satellite: the Moon and its phases.
• Our planet's movements and their effects.
• Dialogues and pairwork.
• Observation and visual representation of the different phases of the Moon.
• Viewing illustrations and diagrams of celestial bodies.
• Awareness of the need to keep our air clean.
• Importance of protection against the Sun.
• Interest in observing and studying the Universe.
• Appreciation of scientific progress.
24
SYLLABUS
Unit 9: Landscapes
KEY SCIENCE 3
PRIMARY
UNIT 9: LANDSCAPES
1. METHODOLOGY
In this unit we study the differences between natural and man-made landscapes and
the kinds of changes that transform landscapes. Students learn the characteristics and
names of the main features of mountainous and flat landforms.
They also study the different forms which water takes on our planet, what coastal
landscapes are like, and how water is such an important component of other
landscapes. The section on man-made landscapes discusses the difference between
urban and rural environments.
The unit opens with a photograph and a Let’s speak! activity which allow students to
compare the natural and man-made features of a rural landscape.
The rest of the unit uses speaking, listening, reading and writing activities to explore
the main topics of the unit: the characteristics and different types of natural landscapes;
the importance of water; and urban and rural man-made landscapes.
This unit comes under the block The Environment and its Conservation.
2. TIMING
This unit corresponds to the first fortnight of the third term. It has an estimated duration
of about 15 days.
3. RESOURCES
• Class CD2: Tracks 20-30
• Syllabus and worksheets CD:
- Mixed-ability worksheets: Unit 9
- Special Days worksheets: World Health Day
- Reading comprehension worksheets: Unit 9
- Speaking worksheets: Unit 9
- Vocabulary worksheets: Unit 9
• Evaluation worksheets: Unit 9
• Flashcards: Landscapes
25
SYLLABUS
Unit 9: Landscapes
KEY SCIENCE 3
PRIMARY
• Posters
• Interactive whiteboard resources CD-ROM: Unit 9
Web resources:
• What are landscapes?
• Man-made landscapes
• Self-evaluation: Unit 9
4. SYLLABUS
Objectives
• To define landscapes by their features and differentiate between natural and manmade landscapes.
• To understand changes in landscapes.
• To become familiar with land relief as a basic feature of landscapes.
• To understand the importance of water in landscape formation and define the forms in
which it appears.
• To understand the main features of man-made landscapes.
Evaluation criteria
• To identify landscapes by their natural and man-made features.
• To define natural and man-made changes in landscapes.
• To differentiate between mountainous and flat relief and be able to give examples.
• To explain the forms in which water appears in landscapes.
• To recognise man-made landscapes and their main features.
Key competencies
• Knowledge and interaction with the physical world
Competence in linguistic communication
• Social and citizen competence
Competence in linguistic communication
• Knowledge and interaction with the physical world
Competence in linguistic communication
26
SYLLABUS
Unit 9: Landscapes
KEY SCIENCE 3
PRIMARY
• Knowledge and interaction with the physical world
Competence in linguistic communication
• Social and citizen competence
Competence in linguistic communication
5. KEY COMPETENCIES
• Knowledge and interaction with the physical world: the unit enables students to
acquire a coherent perception of the physical space in which we live and understand
the effects of the interaction between human activity and natural surroundings.
• Information processing and digital competence: the use of ICT throughout the unit to
practise or assimilate content builds familiarity with these technologies and increases
the ability to understand and use digital information.
• Social and citizen competence: students come to understand the importance of
respecting the countryside and the natural world. They are encouraged to develop an
interest in conservation.
• Competence in linguistic communication: students become familiar with landscape
vocabulary and use this language to express their opinions, thoughts and experiences
related to this subject to interact with each other and produce oral and written texts.
• Competence for learning to learn: students become aware of how to view their natural
surroundings and recognise language as a tool for carrying out various tasks. They are
encouraged to analyse the environment in which they live.
6. CONTENTS
• The natural and man-made features of landscape.
• Land relief as a basic feature of the landscape.
• Landscapes in which water appears.
• Dialogues and pairwork.
• Drawing and labelling a mountain.
• Identifying features of the local landscape.
• Making a list of measures to protect the local environment.
• An investigation of nature reserves.
• Care of and respect for nature.
27
SYLLABUS
Unit 9: Landscapes
KEY SCIENCE 3
PRIMARY
• Recognition of the value of water.
• Understanding of actions aimed at protecting the environment.
28
SYLLABUS
Unit 10: Where do we live?
KEY SCIENCE 3
PRIMARY
UNIT 10: WHERE DO WE LIVE?
1. METHODOLOGY
In this unit we identify the characteristic features of a locality and the main differences
between cities, towns and villages. It discusses the advantages and disadvantages of
living in urban and rural areas. We explain how a population may be classified in
different ways and why population increases or decreases. We also stress the
importance of dialogue with the people we live with as the best way to reach
agreements and resolve conflicts.
The unit opens with a photograph of Ancient Greece. The accompanying Let’s speak!
activity encourages students to discuss ancient and modern buildings in their own
community, Europe and the rest of the world.
The rest of the unit uses speaking, listening, reading and writing activities to explore
the main topics of the unit. It ends with a speaking activity in which students identify
different groups of people and their role in society.
This unit comes under the block People, Culture and Social Organisation.
2. TIMING
This unit corresponds to the second fortnight of the third term. It has an estimated
duration of about 15 days.
3. RESOURCES
• Class CD2: Tracks 31-39
• Syllabus and worksheets CD:
- Mixed-ability worksheets: Unit 10
- Reading comprehension worksheets: Unit 10
- Speaking worksheets: Unit 10
- Vocabulary worksheets: Unit 10
• Evaluation worksheets: Unit 10
• Interactive whiteboard resources CD-ROM: Unit 10
Web resources:
• Local areas
• Where do people live?
• Self-evaluation: Unit 10
29
SYLLABUS
Unit 10: Where do we live?
KEY SCIENCE 3
PRIMARY
4. SYLLABUS
Objectives
• To define localities as places where people live and recognise their features.
• To become familiar with some of the specific features of villages and cities.
• To understand that the population of a place is made up of the people who live there.
• To understand that a population rises and falls.
Evaluation criteria
• To identify the features of a locality and read a street map.
• To identify specific features of villages and cities.
• To distinguish between rural and urban populations and between the active and
inactive population.
• To distinguish between population change as a result of migration and natural
increase or decline.
Key competencies
• Social and citizen competence
Competence in linguistic communication
• Social and citizen competence
Competence in linguistic communication
• Information processing and digital competence
Competence in linguistic communication
• Mathematical competence
Competence in linguistic communication
5. KEY COMPETENCIES
Knowledge and interaction with the physical world: this unit enables students to
understand the difference between urban and rural localities, establishing a relationship
between aspects of the real world. They learn about why population increases and
decreases and apply this knowledge to different situations.
• Information processing and digital competence: the use of ICT throughout the unit to
practise or assimilate content builds familiarity with these technologies and increases
the ability to understand and use digital information.
30
SYLLABUS
Unit 10: Where do we live?
KEY SCIENCE 3
PRIMARY
• Social and citizen competence: the unit introduces students to city and country
lifestyles. It discusses the types of people who live in these places and foments a
respect for old and young, native and immigrant, within such communities.
• Competence in linguistic communication: the unit gives students the language to
discuss their experiences in relation to rural and urban life and population. It
encourages them to use linguistic and non-linguistic strategies to express thoughts,
opinions and experiences, interact with each other and produce oral and written texts.
• Competence for learning to learn: the unit’s activities integrate prior knowledge and
experience to generate new knowledge. Students become aware of different ways of
life in urban and rural communities and recognise language as a tool for expressing
themselves and establishing connections with others.
6. CONTENTS
• Characteristic features of localities.
• Cities and villages.
• The urban and rural population.
• The active and inactive population.
• Dialogues and pairwork.
• Reading town street plans and using a GPS.
• Analysis and interpretation of pictures of different localities.
• Comparison of a village and a city.
• Fostering dialogue in order to resolve conflicts.
• Positive expression of the feeling of citizenship.
• Relative understanding of cities in different cultures.
31
SYLLABUS
Unit 11: Local government
KEY SCIENCE 3
PRIMARY
UNIT 11: LOCAL GOVERNMENT
1. METHODOLOGY
In this unit we learn about different types of municipalities and explain how a
municipality is organised. We study how local representatives are elected, the nature of
municipal government and the functions of the city council. The unit also describes the
types of municipal services offered. We discuss the city council's obligations and the
rights and responsibilities of citizens.
An introductory page of photos opens the unit, accompanied by a Let’s speak! activity,
allowing students to discuss their rights and responsibilities. They then look at different
ways they can protect both themselves and their environment.
The rest of the unit uses speaking, listening, reading and writing activities to explore
other aspects of this subject. Special emphasis is placed on the importance of road
safety on the unit's final page.
This unit comes under the block People, Culture and Social Organisation.
2. TIMING
This unit corresponds to the third fortnight of the third term. It has an estimated duration
of about 15 days.
3. RESOURCES
• Class CD2: Tracks 40-48
• Syllabus and worksheets CD:
- Mixed-ability worksheets: Unit 11
- Special Days worksheets: World Environment Day
- Reading comprehension worksheets: Unit 11
- Speaking worksheets: Unit 11
- Vocabulary worksheets: Unit 11
• Evaluation worksheets: Unit 11
• Posters
• Interactive whiteboard resources CD-ROM: Unit 11
Web resources:
• Local government
32
SYLLABUS
Unit 11: Local government
KEY SCIENCE 3
PRIMARY
• Road safety
• Self-evaluation: Unit 11
4. SYLLABUS
Objectives
• To relate the concepts of municipality and city council.
• To identify the main features of municipalities.
• To understand democratic values through municipal elections.
• To understand and appreciate municipal services.
• To learn and respect traffic regulations.
Evaluation criteria
• To define a municipality as the set of localities governed by a city council.
• To relate municipalities to their main features.
• To explain what is involved in municipal elections and the main functions of the city
council.
• To list the main municipal services and to explain what a commonwealth of
municipalities is.
• To act as a responsible pedestrian, observing traffic regulations.
Key competencies
• Social and citizen competence
Competence in linguistic communication
• Social and citizen competence
Competence in linguistic communication
• Social and citizen competence
Competence in linguistic communication
• Competence for learning to learn
Competence in linguistic communication
• Social and citizen competence
Competence in linguistic communication
33
SYLLABUS
Unit 11: Local government
KEY SCIENCE 3
PRIMARY
5. KEY COMPETENCIES
• Knowledge and interaction with the physical world: the unit builds students’ capacity
to interpret their surroundings and establish relationships between the various
elements of the real world, in this case local government. They express this knowledge
by applying it to other situations.
• Information processing and digital competence: the use of ICT throughout the unit to
practise or assimilate content builds familiarity with these technologies and increases
the ability to understand and use digital information.
• Social and citizen competence: the unit introduces students to the workings of local
government by talking about their rights and responsibilities. The unit also builds
understanding of different jobs and services in the community.
• Competence in linguistic communication: the unit uses precise language to discuss
local government and the community. It encourages students to use linguistic and nonlinguistic strategies to express thoughts, opinions and experiences, interact and
produce oral and written texts.
• Competence for learning to learn: the unit’s activities integrate prior knowledge and
experience in order to generate new knowledge. Students become aware of how their
local government is elected and how it functions. They recognise language as a tool for
carrying out the different tasks.
6. CONTENTS
• Municipalities: characteristics.
• Local elections and municipal government.
• Municipal services and municipalities.
• Traffic organization and road safety.
• Dialogues and pairwork.
• An investigation of one's own municipality.
• Identifying ways of preventing pollution in the neighbourhood.
• Completing a chart of civic and personal responsibilities.
• Fostering democratic values.
• Raising awareness of citizens' rights and obligations.
• Appreciation of the services provided by city councils.
34
SYLLABUS
Unit 12: Work
KEY SCIENCE 3
PRIMARY
UNIT 12: WORK
1. METHODOLOGY
In this unit we study the three sectors of the economy. First we look at a range of jobs
that provide services. The next section examines how we obtain natural resources
through agriculture, livestock farming, fishing and mining. Students are made aware of
the dangers involved in some of these occupations. Next, students examine
manufacturing, distinguishing between large-scale manufacturing industries and small
workshops. We learn about different types of industry, such as textiles, chemicals and
metallurgy.
A photograph and Let’s speak! activity open the unit. They invite students to reflect on
different types of jobs and the conditions in which people work.
The rest of the unit uses speaking, listening, reading and writing activities to explore
other aspects of the world of work, including voluntary work. A Science Challenge task
on safety at work raises students' awareness of this issue.
This unit comes under the block People, Culture and Social Organisation.
2. TIMING
This unit corresponds to the fourth fortnight of the third term. It has an estimated
duration of about 15 days.
3. RESOURCES
• Class CD2: Tracks 49-57
• Syllabus and worksheets CD:
- Mixed-ability worksheets: Unit 12
- Reading comprehension worksheets: Unit 12
- Speaking worksheets: Unit 12
- Vocabulary worksheets: Unit 12
• Evaluation worksheets: Unit 12
• Flashcards: Jobs, various
• Posters
• Interactive whiteboard resources CD-ROM: Unit 12
Web resources:
• Services
• Manufacturing
35
SYLLABUS
Unit 12: Work
KEY SCIENCE 3
PRIMARY
• Science Challenge: Safety at work
• Self-evaluation: Unit 12
4. SYLLABUS
Objectives
• To learn the activities that provide us with natural products.
• To understand the concepts of raw material and manufactured product.
• To distinguish between small-scale manufacturing and industry.
• To understand the concept of services and indicate some jobs which offer services.
• To appreciate the concept of responsible consumption.
Evaluation criteria
• To explain the features of agriculture, livestock farming, fishing and mining.
• To name different processed goods and raw materials.
• To describe manufacturing processes in large factories.
• To list some types of services and the professions offering them.
• To understand what being a responsible consumer means.
Key competencies
• Knowledge and interaction with the physical world
Competence in linguistic communication
• Knowledge and interaction with the physical world
Competence in linguistic communication
• Competence for learning to learn
Competence in linguistic communication
• Competence for learning to learn
Competence in linguistic communication
• Personal autonomy and initiative
Competence in linguistic communication
36
SYLLABUS
Unit 12: Work
KEY SCIENCE 3
PRIMARY
5. KEY COMPETENCIES
• Knowledge and interaction with the physical world: the entire unit is designed to help
the students build the capacity to interpret their surroundings and establish
relationships between the various elements which make up the real world in the context
of the world of work.
• Information processing and digital competence: the use of ICT throughout the unit to
practise or assimilate content builds familiarity with these technologies and increases
the ability to understand and use digital information.
• Social and citizen competence: the unit introduces students to the world of work,
using the Let’s speak activity to identify places of work and recognise the different
conditions people work under.
• Competence in linguistic communication: the unit uses precise language to discuss
experiences and opinions in the context of the different types of jobs people in the
community do. They use linguistic and non-linguistic strategies to produce oral and
written texts.
• Competence for learning to learn: the unit’s activities allow prior knowledge and
experience to be integrated and generate new knowledge. In the Learning to learn
section, they recycle vocabulary and structures from previous units.
6. CONTENTS
• Jobs which obtain natural resources.
• Jobs which make manufactured products.
• Jobs that provide services.
• Responsible consumption.
• Dialogues and pairwork.
• Classifying types of products.
• An investigation into packaging.
• Interpretation of information from texts and photos.
• Safety in work environments.
• Encouraging container recycling.
• Awareness that all jobs are necessary.
• Raising awareness in order to achieve responsible consumption.
37