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27SOCIAL SCIENCE LEARN TOGETHER PRIMARY 3
OP
EN
ING
UN
ITO
PE
NIN
G U
NIT
MEET ANA AND TOM
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28
MEET ANA AND TOM
Work together
Get to know Ana and Tom. Answer their questions.1
54
MEET ANA AND TOM
Hello! I’m Ana. I love
exploring and walking
around new cities. Which
city do you want to travel to?
Hello! I’m Tom. I like studying
History and visiting monuments in
different places. Which period of
History are you most interested in?
Let’s work and learn together!
In every unit, you will find a section called Work together
where you will be asked to work with your classmates in a
cooperative way. You will be using the following cooperative
techniques. Would you like to know a bit more about them?
1 In groups of four, each of you will get one question to answer.
2 Put your pencils in the middle of your desks.
3 Now it is time to talk! Take turns reading your question to the rest of the group. All teammates express their opinions or doubts, discuss ideas and decide on one answer as a group.
4 Now, take back your pencils! It is time to stop talking and to start writing the answer quietly on your own.
5 Repeat the process for each question.
Teammates consult
1 In groups of four, talk about your experiment.
2 Create a hypothesis on your own first, then share it with the rest of your team.
3 Decide on one hypothesis for the whole group to work on.
4 Do the experiment and write down your conclusions.
5 Compare your conclusions with your original hypothesis.
Cooperative investigation
In this book, you will learn about: • different types of maps• continents, countries and capital cities• mountains, oceans, rivers and tributaries around
the world• the geography of Spain• different periods of History• historical sources• ... and lots more!
I’d like to travel to ...
I’m interested in Prehistory /
Ancient History / the Middle
Ages / the Modern Age /
the Contemporary Age.
Useful language
149782_BMLT_U0_3PRIM_SSm_SB.indd Todas las páginas 07/05/18 12:27
GETTING STARTED
•Herewemeetthemaincharactersofthebook,AnaandTom.This introductorypagealsopresents thekeytopicsofthebook(geographyandHistory).
•Elicit some general information about the twocharacters, including age, physical description,wheretheyareandwhattheyaredoing.
STEP BY STEP PAGE 4
Explain thatAnaandTomare the twomaincoursecharacters. Tell thepupils that theywill guide themthroughtheunitsandgoonschooltripstoveryspecialplaces.Elicitsomeplacestheylikevisitingandplacestheywouldliketovisittheyhaveneverbeento.ReferthepupilstotheUsefullanguageboxtoexpresstheirideas.
Activity 1
•AsktwopupilstoreadwhatAnaandTomsayandchoose a few different pupils to answer thequestions.Youcanvotebyshowofhandsthemostpopularcity intheclassandtheperiodofHistorythepupilsaremostinterestedin.
•Read the contents box and write the followingwords on the board in circles:maps, continents,countries and capital cities (Units 1, 2 & 3);mountains,oceans, riversand tributaries (Unit2);thegeographyofSpain(Unit4);periodsofHistory(Unit 5); historical sources (Unit 6). Check theirunderstanding of thesewords. Ask for ideas foreach category and add thewords to the circles.Thenaskthepupilstofindoutwhichunitcoversthetopicstheyhavebrainstormed.
WRAP IT UP
Ask the pupils to open their book on the contentspages2–3,andreadtheunittitles.Theywillhaveseenmanyofthetopicsbefore.Askthemiftheyrememberanythingrelatedtothetopics,e.g.theycanlistsomecountriesinEuropeortalkaboutwheretheyarefrominSpain
4
SUMMARY
Usethisopeningpagetointroducethepupilstothetwomaincoursecharactersandtofindoutsomethingabouttheirinterestsandhobbies.Usethissectiontofamiliariseyourselfandthepupilswitheachother'snamesandtofindoutsomethingabouttheirlikesanddislikesaswell.Youwillalsohavetheopportunitytointroducepupilstothekeytopicsofthebook.
LANGUAGE
•Vocabulary:exploring,walkingaroundcities,studying,visiting,maps,continents,countriesandcapitalcities,periods,sources
•Presentsimple:I'mAnna...
•Verb+gerund:Ilikestudying...
•Future:Youwilllearn...
•Languageforexpressingpreferences:Iwouldliketotravel...
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29SOCIAL SCIENCE LEARN TOGETHER PRIMARY 3
OP
EN
ING
UN
IT
WORK TOGETHER 25
SOCIAL SCIENCE LEARN TOGETHER PRIMARY 3
GETTING STARTED
•Play‘ChineseWhispers’toshowteamwork.Pupilswhisperamessageuptheline.Whenthemessagereachestheend,thepupilsbytheboardwriteupwhat they have heard – and the most correctmessagewinsapoint.TellthepupilsthattheywillalsobeworkingtogetherinScienceclass.
•Discussthebenefitsofgroupwork,suchasreachingsolutions byworking cooperatively, sharing tasksandrespectingeveryone'sviews.
STEP BY STEP PAGE 5
Teammates consult
•Tellthepupilsthatwiththistechnique,theywillbeworkingfirsttogetherandthenalone.Explainthatsharing ideas together isagoodwayof learning,butthismeanswewillalsohavetheresponsibilitytolistentotheideasofothers.
•Read the steps out loud and check the pupilsunderstandtheinstructions.
Cooperative investigation
•Tell the pupils thatwith this technique, theywillworkingroupsoffour.
•Each group will decide on a hypothesis, withcontributionsfromallmembers,decideonaplanofactiontotest thehypothesis,andfinallycomparetheresultswiththehypothesis.
•Brainstormclassroomrulesforworking ingroups,for example: Listen to your partner. Follow the instructions. Help your group.Then,makeaWork together rules poster to display in the classroomfromtherulesthepupilscomeupwith.
WRAP IT UP
Draw a doodle on the board and ask groups tocooperatively investigate it. First each pupil shoulddecidewhattheythinkthedoodleis,thentheysharetheirideasandchoosetheonethewholegroupagreeson.Then thegroupexplains to the restof theclasswhat they think thepicture showsandwhy. Finally,afterallthegroupshaveexplainedtheirhypotheses,theteacherrevealstheanswer.
5
Work together
Get to know Ana and Tom. Answer their questions.1
54
MEET ANA AND TOM
Hello! I’m Ana. I love
exploring and walking
around new cities. Which
city do you want to travel to?
Hello! I’m Tom. I like studying
History and visiting monuments in
different places. Which period of
History are you most interested in?
Let’s work and learn together!
In every unit, you will find a section called Work together
where you will be asked to work with your classmates in a
cooperative way. You will be using the following cooperative
techniques. Would you like to know a bit more about them?
1 In groups of four, each of you will get one question to answer.
2 Put your pencils in the middle of your desks.
3 Now it is time to talk! Take turns reading your question to the rest of the group. All teammates express their opinions or doubts, discuss ideas and decide on one answer as a group.
4 Now, take back your pencils! It is time to stop talking and to start writing the answer quietly on your own.
5 Repeat the process for each question.
Teammates consult
1 In groups of four, talk about your experiment.
2 Create a hypothesis on your own first, then share it with the rest of your team.
3 Decide on one hypothesis for the whole group to work on.
4 Do the experiment and write down your conclusions.
5 Compare your conclusions with your original hypothesis.
Cooperative investigation
In this book, you will learn about: • different types of maps• continents, countries and capital cities• mountains, oceans, rivers and tributaries around
the world• the geography of Spain• different periods of History• historical sources• ... and lots more!
I’d like to travel to ...
I’m interested in Prehistory /
Ancient History / the Middle
Ages / the Modern Age /
the Contemporary Age.
Useful language
149782_BMLT_U0_3PRIM_SSm_SB.indd Todas las páginas 07/05/18 12:27
SUMMARY
TheWork togetherpagescontainactivitieswhichhelppupilslearntoworkcooperatively.Therearetwotypesofcooperativelearningtechniquesinthisbook:Teammates consult and Cooperative investigation.
LANGUAGE
•Imperatives:work,read,decide,choose,express,create,share,discuss,compare
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30
Notes
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UN
IT 1
MAPS AND GLOBES
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MAPS AND GLOBESUnit 1
LANGUAGE FOCUS
•Globesandmaps(key,symbols,compassrose,scale,Equator,linesoflongitude,linesoflatitude,NorthPole,SouthPole,hemispheres)
•Givingdirections
•Floorplans
KEY STRUCTURES
•Questionwords
•Prepositions
•Thereis/are
•Can
•Comparativesandsuperlatives
•Timeclausesandreasonclauses
OPENING PAGES
Song:Maps
CONTENT PAGES
Lookingattheworld
Partsofamap
Typesofmaps
Mapsoflocalareas
Thescaleofamap
WORK TOGETHER
A floor plan
REVIEW
STORY
A trip to the map museum
OUR WORLD
The importance of maps
CONTENTS EVALUATION CRITERIA
Pupils will be able to:
LEARNING STANDARDS
Pupils are able to:
KEY COMPETENCES
LIN
MST
DIG
LTL
SOC
AU
T
CU
L
Maps,globesandfloorplans Understanddifferenttypesofmapsandfeatures. Identifytheconventionalsymbolsthatappearonamap.
Identifyandusemapswithdifferentscales.
Drawsimplefloorplansandmapswithdifferentscales.
Introductiontoscientificactivity:sourcesofinformation Research,selectandanalyseinformation. Obtainconcreteandrelevantinformationaboutspecificfactsusingdifferentsources.
Analysetheinformationtoselectthemostrelevant.
Developstrategiestoorganise,memorise,etc.,todisplaytheinformation.
Presentationofwork Presentworkcarriedoutclearlyusingdifferentmedia. Usethecorrectvocabularywithprecisionandcare.
Summarise,orallyorinwriting,theinformationobtainedandtheworkcarriedout.
Personalskills Developsocialskills,responsibility,effortandconcentrationwhilestudying.
Showcriticalsense,personalinitiative,curiosity,interest,creativityandconfidenceinthemselves.
UNIT SUMMARY
Inthisunitpupilswilllearn:
•partsofamap
•typesofmaps(politicalmaps,physicalmaps,worldmaps,streetmaps)
•elementsinmapsandglobes
•theuseofscalesinmaps
•howtodrawafloorplan
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UN
IT 1
33SOCIAL SCIENCE LEARN TOGETHER PRIMARY 3SOCIAL SCIENCE LEARN TOGETHER PRIMARY 3 33
LIN Competenceinlinguisticcommunication
MSTCompetenceinmathematics,scienceandtechnology
DIG Competenceintheuseofnewtechnologies
LTL Competenceinlearningtolearn
SOC Competenceinsocialawarenessandcitizenship
AUT Competenceinautonomouslearningandpersonalinitiative
CUL Competenceinartisticandculturalawareness
CONTENTS EVALUATION CRITERIA
Pupils will be able to:
LEARNING STANDARDS
Pupils are able to:
KEY COMPETENCES
LIN
MST
DIG
LTL
SOC
AU
T
CU
L
Maps,globesandfloorplans Understanddifferenttypesofmapsandfeatures. Identifytheconventionalsymbolsthatappearonamap.
Identifyandusemapswithdifferentscales.
Drawsimplefloorplansandmapswithdifferentscales.
Introductiontoscientificactivity:sourcesofinformation Research,selectandanalyseinformation. Obtainconcreteandrelevantinformationaboutspecificfactsusingdifferentsources.
Analysetheinformationtoselectthemostrelevant.
Developstrategiestoorganise,memorise,etc.,todisplaytheinformation.
Presentationofwork Presentworkcarriedoutclearlyusingdifferentmedia. Usethecorrectvocabularywithprecisionandcare.
Summarise,orallyorinwriting,theinformationobtainedandtheworkcarriedout.
Personalskills Developsocialskills,responsibility,effortandconcentrationwhilestudying.
Showcriticalsense,personalinitiative,curiosity,interest,creativityandconfidenceinthemselves.
DIGITAL RESOURCES
PUPIL'S IWB
LEARNING KIT
•Interactiveactivities
•Flashcards
•Presentation
•Song
•Multimedia
TEACHER'S KIT
•Testgenerator
•Wordlist
•Worksheets
•Lyrics
•Multimedia
•360°evaluationtests
FAMILY CORNER
•Presentations
•Wordlist
•Familyguide
1. 02 Page 7, Activity 6 (Maps song)
1. 03 Page 7, Activity 7 (Maps song)
1. 04 Page 8, Story (A trip to the map museum)
1. 05 Page 10, World maps
1. 06 Page 11, Globes
1. 07 Page 12, Parts of a map
1. 08 Page 13, Types of maps
1. 09 Page 13, Physical maps
1. 10 Page 13, Political maps
1. 11 Page 14, Street maps
1. 12 Page 15, Going places
1. 13 Page 16, The scale of a map
1. 14 Page 16, Large-scale maps
1. 15 Page 16, Small-scale maps
1. 16 Page 17, Floor plans
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34
OPENING PAGES
76
Identify in the picture the instrument we use to find north.
Look at the picture. What type of information does the big map show?
What is the difference between a physical map and a political map?
How many globes can you see in the picture?
What is the difference between a globe and a map?
Listen to the Maps song. Point to the words you hear.
Sing the song.
What do you know? Let’s find out!
LET’S BEGIN
I can see ...
Useful language
1
2
3
4
5
6
7
7
the Equator
compass
GPS
globe
map
continent
MAPS AND GLOBES1
6
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GETTING STARTED
•If you are using an interactivewhiteboard, focusonly on the picture of the school trip to a mapmuseum,noton thequestions. Either elicit ideasabout what is happening in the picture, or askquestions,pointingtoeachpartofthepicture.
•Alternatively,usethewhiteboardwritingtoolsandask thepupils tocomeupto theboard,markanareaofthepictureanddescribewhattheycansee.Helpthemproducefull,correctsentences.
STEP BY STEP PAGES 6–7
Activity 1
Focusthepupils'attentionononeofthedisplaycasestoidentifythecompasses.
Activity 2
Indicatethelargewallmapinthepictureandaskthepupils how colours can help them read maps.Brainstormideasofoceans,countries,etc.
Activity 3
Pointtothemapsonthefarwallinthepicture.Askthepupilshowthemapsdifferandwhattheyshow.Elicitideasabouttheuseofcoloursinphysicalmaps.Askwheneachmapmightbemoreuseful.
Activity 4
Play‘Ispywithmylittleeye...’usingdifferentelementsinthepicture.Then,encouragethepupilstousefullsentencesintheirrepliestothequestion,followingtheexampleintheUsefullanguagebox.
Activity 5
Ask the pupils how the Earth can be represented.Encouragethemtoindicatetheiranswersinthepicture.
Activity 6 1. 02
•Youcanfocusonthepronunciationofthewordsbeforelisteningtothesong(Omap,Ooocontinent,Oocompass,Oglobe).
•Play the song and ask the pupils to point to thewordsastheyhearthem.
Activity 7 1. 03
Playthesongagainandasktheclasstosingalong.
6
SUMMARY
Theaimoftheunitopeneristodeveloppupils'observationalskillsandfindoutwhattheyalreadyknowaboutcontinents,oceans,countriesandmaps.Elicitvocabularyrelatedtomaps,globesandcompasses,aswellasactionverbsthatdescribewhatisgoingoninthescene.
LANGUAGE
•Vocabulary:typesofmaps,tablet,GPS,seas,continents,compass,globe,satellite,theEquator
•Questionwords:what,how,where,which,etc.
•Prepositionsofplace
•Thereis/are...,Icansee...
MATERIALSDigitalflashcards.
1. 02–1. 03 Maps song
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IT 1
35SOCIAL SCIENCE LEARN TOGETHER PRIMARY 3SOCIAL SCIENCE LEARN TOGETHER PRIMARY 3
1. 02 – 1. 03 MAPSWhenyou'relostandneedtogetsomewhere,Amapwillshowyoutheway.UseyourcompassorGPSTogettoyourdestination.
Lotsoftoolstofindyourway,AllovertheworldOnanycontinent.
Whenyou'relostandneedtogetsomewhere,Amapwillshowyoutheway.UseyourcompassorGPSTogettoyourdestination.
Lotsoftoolstofindyourway,AllovertheworldOnanycontinent.
TARGETED QUESTIONS
Are there maps in the classroom? Pupils canpointtopostersonthewall.
What type of information does a compass give?Writethefourinitialsforthefourcardinalpointstohelpthem.
Which maps do you find most interesting? Why? Bringdifferenttypesofmapstoclass.
Encourage the children to name Europeancountries.Askthemtothinkhowtheycouldgothereand if theywouldneedanythingtohelpthemreachtheirdestination.What do you use a GPS for? Discusswiththeclasstheimportanceoftechnologytomakemodernmaps.
WRAP IT UP
Dividetheclassintotwoteams.Chooseapupilfromeachteamtositwiththeirbackstotheboard.Writeawordon the board and thenhave their teammatesgivetheirteammemberscluestoguesstheword.Thefastestteamtoguessthewordwinsthepoint.
360º EVALUATION
Download,printanddistribute theDiagnostic testandSelf-evaluationtestforthepupilstocomplete.
SOLUTIONS
1 CompassorGPS
2 Continentsdividedintocountriesandnamesofsomeoceans
3 Physicalmaps shownatural featureswhereaspoliticalmapsshownationalbordersandcapitalcities.
4 Icanseetwo(oneinfrontofthephysicalmapofEurope,andoneintheforeground).
5 AglobeisamoreaccuraterepresentationoftheEarthintheshapeofasphere,showingthetiltofitsaxisandplacementofthecontinents.Incontrast,mapsshowtheEarthasflat.
6 Continent,map,compass,GPS
7
76
Identify in the picture the instrument we use to find north.
Look at the picture. What type of information does the big map show?
What is the difference between a physical map and a political map?
How many globes can you see in the picture?
What is the difference between a globe and a map?
Listen to the Maps song. Point to the words you hear.
Sing the song.
What do you know? Let’s find out!
LET’S BEGIN
I can see ...
Useful language
1
2
3
4
5
6
7
7
the Equator
compass
GPS
globe
map
continent
MAPS AND GLOBES1
6
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36
STORY
98
Work together
You are going to design the floor plan of a new school. In groups, think of the areas and the different rooms that your dream school will have.
Materials: paper, pencil, colouring materials, ruler, A3-coloured card, glue stick, scissors.
A floor plan
98
Listen, read and act out.
Ana and Tom are exploring the map museum ...2
43
1
How strange! It’s not the
right shape.
Ana, look at this old map
of the Iberian Peninsula.
That’s because
it’s more than
500 years old.
Today, we have new ways
of looking at the Earth.
Like this digital map.
When I touch it, I get
information about
different places.
What do you
two know
about globes?
I know!
They’re
round!
Find out what is
on the other side
of the Earth.
It’s an archipelago ... How
do you pronounce that?
Read the descriptions to guess what they refer to. Then, choose the correct photo to give the answers.
1
a. It represents the Earth as a sphere. b. It works with the help of satellites.
Story
A trip to the map museum
Steps
Each group member decides which part of the school they are going to work on (classroom, toilets, dining hall and library).
Design your room, drawing the floor plan and adding any important details. Think about these things to include:
• Size and scale. How big or small will it be?• Furniture. Will there be desks, chairs or shelves?• Doors and windows. Where will the door be? How many
windows will it have?
As a group, prepare a blank school floor plan and answer the questions to help you decide where each room should go.
a. Where is the north in your school floor plan? Which rooms should get most sunlight?
b. What is the best location for the toilets?c. Does any room need to be bigger or smaller?d. Is there room for the corridors?
Think first
It’s New Zealand!
1
2
3
Evaluate your cooperative learning.
Not exactly ...
Globes are shaped
like a sphere.
The toilets should be ...
... should / shouldn’t be
bigger / smaller than ...
Useful language
1 12 2
149782_BMLT_U1_3PRIM_SSm_SB.indd 8-9 26/03/18 14:51
GETTING STARTED
•Indicatethestoryandaskthepupilswhattheycanseeinit.Elicitideasaboutwhattheymightfindatamapmuseum.
•Reviewtheinstruments,map,globeandcompass.Giveaclueandelicittheword.Say:It'sflat. (map) It can spin around. (globe) It shows us which direction we are going in. (compass).
STEP BY STEP PAGE 8
A trip to the map museum 1. 04
•Askthreepupilstoreadthestoryfromthebook.Therestoftheclassshouldreadalong.
•Theconceptscanbefurtherreinforcedbydividingtheclass intogroupsofthreeandaskingthemtoactoutthestory,eachtakingtheroleoftheteacher,AnaandTom.
•This isagoodopportunity toworkon intonationandexpressivelanguage.
Activity 1
Ask the class to readout the two sentencesbeforetheychoosethecorrectphoto.Pupilsshouldputtheirhandsuptoanswer.Then,theycandrawapictureofpresent-day Iberian Peninsula and check with theirpartner.
WRAP IT UP
Askthepupilstolookatthefirstframe.Elicitideasofwhythefirstmapmightbethewrongshape(It's too old and innacurate.).
FAST FINISHERS
Use a real compass to let the pupils find whichdirectionnorthisintheclassroom.
8
SOLUTIONS
1 a.1;b.1
SUMMARY
ThispageopenswithastoryinwhichthepupilshavetheopportunitytoseeAnaandTomataparticularmomentoftheirschooltriptoamapmuseum.Inthestory,theyarelearningaboutmapsandglobes.
LANGUAGE
•Vocabulary:peninsula,archipelago,digitalmap,shape,globe,sphere,satellite,GPS,compass
•Timeclauses
1. 04 A trip to the map museum
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UN
IT 1
37SOCIAL SCIENCE LEARN TOGETHER PRIMARY 3SOCIAL SCIENCE LEARN TOGETHER PRIMARY 3
WORK TOGETHER 9
SUMMARY
PupilswillusetheTeammates consulttechniquetohelpthemdeveloptheirthinkingandreasoningskills.Asagroup,pupilswilldiscusstheirideas,eachformingandexplainingtheirownconclusions,whilekeepingtheirpencilsinthemiddleoftheirdesks.Oncetheyhavefinishedthediscussion,theytaketheirpencilsandstartworkingonthequestionortask.Finally,theysharetheirwork.
LANGUAGE
•Vocabulary:partsofaschool
•Prepositions:behind,infront,opposite,nextto
•Comparatives
•Languageforsuggestingideas:Ithink...,Thisshould/shouldn't...,Whydon'twe...?,Howabout...?
MATERIALSPaper,pencil,colouringmaterials,ruler,A3-colouredcard,gluestick,scissors.
GETTING STARTED
•Talkabouttheclassyouareallin,howbigitis,howthe tables and chairs are displayed, where theteacher'sdeskis,etc.Askthepupilsiftheylikehowthingsaredisplayedandiftheychangedthingsfromone place to another. If you have time, you candiscusswiththewholeclassiftheyprefersittinginrows, ingroupsor in circles, etc., andencouragethemtojustifytheiranswers.
•Brainstormideasforanidealschoolwiththepupils.Allow them to be as creative and imaginative astheylikeatthisstage.
STEP BY STEP PAGE 9
•Step 1.Dividetheclassintoworkinggroupsoffour.Eachmemberofthegroupchoosesorisallocatedapartoftheschooltoworkon.Thiscanbedonebychoosingslipsof foldedpaperwith thenamesofthepartsoftheschoolwrittenoneach.
•Step 2. Eachpupilworksontheirplanindividually,thinkingaboutallthemainpointsandfeaturestheirsectionrequires,andfollowingthepointersinthebook.Make sure theyhaveall thematerials theyneedonhandandaclearsurfacetoworkon.
•Step 3. At this stage, they should combine theirideas tomake thenewplanusing the ideas fromtheirindividualwork.Itisimportantthattheylookatthelistedquestionswhichmakethemthinkabouthow they are going to prepare theirwork. Drawtheir attention to theUseful languagebox.Makesuretheyagreeonaunifiedscaleandorientationofthebuildingasawhole.Finally, theypresent theirschoolplantotheclass.
WRAP IT UP
Thefinalfloorplanscanformpartofawalldisplay.
360º EVALUATION
Download, print and distribute the Cooperativelearningevaluationforthepupilstocomplete.
98
Work together
You are going to design the floor plan of a new school. In groups, think of the areas and the different rooms that your dream school will have.
Materials: paper, pencil, colouring materials, ruler, A3-coloured card, glue stick, scissors.
A floor plan
98
Listen, read and act out.
Ana and Tom are exploring the map museum ...2
43
1
How strange! It’s not the
right shape.
Ana, look at this old map
of the Iberian Peninsula.
That’s because
it’s more than
500 years old.
Today, we have new ways
of looking at the Earth.
Like this digital map.
When I touch it, I get
information about
different places.
What do you
two know
about globes?
I know!
They’re
round!
Find out what is
on the other side
of the Earth.
It’s an archipelago ... How
do you pronounce that?
Read the descriptions to guess what they refer to. Then, choose the correct photo to give the answers.
1
a. It represents the Earth as a sphere. b. It works with the help of satellites.
Story
A trip to the map museum
Steps
Each group member decides which part of the school they are going to work on (classroom, toilets, dining hall and library).
Design your room, drawing the floor plan and adding any important details. Think about these things to include:
• Size and scale. How big or small will it be?• Furniture. Will there be desks, chairs or shelves?• Doors and windows. Where will the door be? How many
windows will it have?
As a group, prepare a blank school floor plan and answer the questions to help you decide where each room should go.
a. Where is the north in your school floor plan? Which rooms should get most sunlight?
b. What is the best location for the toilets?c. Does any room need to be bigger or smaller?d. Is there room for the corridors?
Think first
It’s New Zealand!
1
2
3
Evaluate your cooperative learning.
Not exactly ...
Globes are shaped
like a sphere.
The toilets should be ...
... should / shouldn’t be
bigger / smaller than ...
Useful language
1 12 2
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38
LOOKING AT THE WORLD
1110
NorthernHemisphere
SouthernHemisphere
World mapsWe know what the Earth really looks like because we can take
photos of it from aeroplanes and satellites. We use these photos
to create maps and globes.
Maps show the Earth as flat. There are lots of imaginary lines
on a world map which help us locate different places on the
Earth’s surface.
GlobesGlobes show the Earth as a sphere. They represent the Earth as
it really is. Globes also show how the Earth is tilted on its axis.
The Earth’s axis goes through the North Pole and the South Pole.
Globes are more realistic than maps. They show the correct
shape, size and distances of land and water on the Earth, but in
smaller proportions.
Looking at the world
Where is there more land: in the Northern or in the Southern Hemisphere?
Name some countries that are in the Northern Hemisphere.
Look for some countries in the Southern Hemisphere. Which continent are they in?
3
1
2
Make a list of the countries the Equator passes through.
Which ocean do the Greenwich Meridian and the Equator cross at?
Do most people use maps or GPS to get to places? What are the advantages of it?
4
5
6
What is the name of the
person who makes maps?
Lines of latitude go horizontally around the Earth. We use these lines to measure distance from the Equator.
Lines of longitude go vertically around the Earth from the North Pole to the South Pole. We use these lines to measure distance from the Greenwich Meridian.
The Equator divides the Earth into the Northern Hemisphere and the Southern Hemisphere.
The Greenwich Meridian divides the Earth into the Eastern Hemisphere and the Western Hemisphere.
North Pole
axis
South Pole Meridian Line, Greenwich (London)
the Equator
Gre
enw
ich
Mer
idia
n
... are better than ...
because ...
Useful language
149782_BMLT_U1_3PRIM_SSm_SB.indd 10-11 26/03/18 14:51
GETTING STARTED
•Introduce themain concepts dealtwithon thesetwo pages:maps and globes. Show the pupils amaporaskthemtolookatthepictureofdifferentmapsonpages6-7.Drawacircleontheboardandwrite thewordmap in the centre to build up aconceptmapwithwords and phrases related tomaps:Maps show rivers and mountains. Some maps show roads. Some maps show countries, cities, towns,etc.Thendothesamewithglobe.Thereisanexampleofaglobeonpage8.
•Indicate the initial question and elicit answers(cartographer).
STEP BY STEP PAGES 10–11
•Ask the pupils to read the introduction to thesectionoraskavolunteertoreaditoutloud.Askconceptquestionstochecktheirunderstanding.
•Encouragethepupilstolookatthemaponpage10and discuss how the imaginary lines divide theworldmap.
•Providepupilswithtimetolookatthepictureoftheglobeonpage11andaskthemtofindthelinesoflatitude,longitude,theEquatorandtheGreenwichMeridian.
Activity 1
Askthepupils tostudy themaponpage10beforetheyraisetheirhandstoanswer.
Activity 2
TellthepupilstopointtotheEquatorontheirmapsandsaywhatitdividestheEarthinto.ExplainthatallthecountriesabovetheEquatorare intheNorthernHemisphereandall thecountriesbelowtheEquatorareintheSouthernHemisphere.ElicitwhereSpainis(Northern Hemisphere). Encourage them to use apoliticalworldmaptochecktheiranswers.
Activity 3
IndicatejustthepartofthemapbelowtheEquator.Point out that there are far fewer countries in thissectionofthemap.ElicitthenamesofthecontinentsandaskthemtonamesomecountriesintheSouthernHemisphere.
10
SUMMARY
Thisdouble-pagespreadservestocompareandcontrastthetwoformsofrepresentingtheEarth:mapsandglobes.Pupils willlearnhowglobesrepresenttheEarthinamorerealisticwayasasphere.Pupilsaregivenabasicintroductiontotheconceptsoflinesoflatitudeandlongitude,theEquator,etc.
LANGUAGE
•Vocabulary:flat,horizontal,vertical,latitude,longitude,North/SouthPole,Equator,Meridian,Northern/Southern/Eastern/WesternHemisphere,sphere,axis
•Prepositions:above,to,below,around,from,through,between
•Comparisons:betterthan
•Reasonclauses:because
1. 05 World maps
1. 06 Globes
149784_BMLT_3PRIM_SSm_TB_031-049_U1.indd 38 06/07/18 12:07
UN
IT 1
39SOCIAL SCIENCE LEARN TOGETHER PRIMARY 3SOCIAL SCIENCE LEARN TOGETHER PRIMARY 3
11
Activity 4
Elicitnamesofcountries.Generateasmanynamesasyou canbefore showing thepupils amap to checktheiranswers.Youcanextendtheactivitybyaskingtoidentify thecontinentswhere thecountries theysayarelocatedin.
Activity 5
Elicit the names of some of the world's seas andoceans. Then, encourage thepupils tonamewherethetwolinescross.
Activity 6
•Askthepupilswheretheycanfinddifferenttypesofmaps,plansofbuildings,etc.
•Pupilsshoulddiscusstheiranswers inpairsbeforesharingwiththeclass.DrawtheirattentiontotheUsefullanguageboxasareferencefortheirreplies.
WRAP IT UP
AskthepupilsthelasttimetheyhaveusedamaporaGPS.Elicitideasanddiscusswhichoneiseasiertouseandwhichonetheylikebest.
FAST FINISHERS
Toexplorethedifferencesbetweenamapandaglobe,thepupilscantrytowrapanorangewithasheetofpaper.Then,theycanpeelitandtrytoflattenthepeelintoarectangularshape.
SOLUTIONS
1 IntheNorthernHemisphere
2 Pupils'ownanswers
3 Pupils'ownanswers
4 Ecuador, Colombia, Brazil, Sáo Tomé andPríncipe, Gabon, Republic of the Congo,DemocraticRepublicofCongo,Uganda,Kenya,Somalia,Maldives,IndonesiaandKiribati
5 TheAtlanticOcean
6 Pupils'ownanswers
1110
NorthernHemisphere
SouthernHemisphere
World mapsWe know what the Earth really looks like because we can take
photos of it from aeroplanes and satellites. We use these photos
to create maps and globes.
Maps show the Earth as flat. There are lots of imaginary lines
on a world map which help us locate different places on the
Earth’s surface.
GlobesGlobes show the Earth as a sphere. They represent the Earth as
it really is. Globes also show how the Earth is tilted on its axis.
The Earth’s axis goes through the North Pole and the South Pole.
Globes are more realistic than maps. They show the correct
shape, size and distances of land and water on the Earth, but in
smaller proportions.
Looking at the world
Where is there more land: in the Northern or in the Southern Hemisphere?
Name some countries that are in the Northern Hemisphere.
Look for some countries in the Southern Hemisphere. Which continent are they in?
3
1
2
Make a list of the countries the Equator passes through.
Which ocean do the Greenwich Meridian and the Equator cross at?
Do most people use maps or GPS to get to places? What are the advantages of it?
4
5
6
What is the name of the
person who makes maps?
Lines of latitude go horizontally around the Earth. We use these lines to measure distance from the Equator.
Lines of longitude go vertically around the Earth from the North Pole to the South Pole. We use these lines to measure distance from the Greenwich Meridian.
The Equator divides the Earth into the Northern Hemisphere and the Southern Hemisphere.
The Greenwich Meridian divides the Earth into the Eastern Hemisphere and the Western Hemisphere.
North Pole
axis
South Pole Meridian Line, Greenwich (London)
the Equator
Gre
enw
ich
Mer
idia
n
... are better than ...
because ...
Useful language
149782_BMLT_U1_3PRIM_SSm_SB.indd 10-11 26/03/18 14:51
149784_BMLT_3PRIM_SSm_TB_031-049_U1.indd 39 06/07/18 12:07
40
PARTS OF A MAP
1312
Parts of a map
Which archipelago is Lanzarote part of?
Use a ruler. What is the real distance of 1.5 centimetres on the map?
What do these symbols represent?
2
3
1
Types of maps
There are many types of maps which all show
you different information.
Physical mapsPhysical maps show the location of important
natural features, such as mountains, rivers
and lakes. Different colours are used to
show the elevation of land and the depth
of water.
Political mapsPolitical maps show land divided into different
areas and countries. They also show the
capital cities of countries and other important
cities. Each colour shows the separate areas of
land divided by political borders.
Look at the maps of the United Kingdom.
a. How many countries make up the UK? What are their capital cities?
b. Which is the highest mountain in England?
Can you name the countries which border Spain?2
1
ISLAND OF LANZAROTEOrzola
ArrietaTinajo
El GolfoN
S
EW
airport
museum
port
park
hospital
beach
road
motorway
0
0 5 miles
5 10 km
La Santa
Mirador del Río
Arrecife
Costa Teguise
Puertodel Carmen
TíasYaiza
Playa Blanca
Parque Nacionalde Timanfaya
Haría
Teguise
Los Valles
TalcheSan
Bartolomé
ENGLAND
London
IRELAND
SCOTLAND
NORTHERNIRELAND
WALES
Edinburgh
Belfast
CardiffCelticSea
Manchester
Swansea
Glasgow
Derry-Londonderry
citycapital cityborder
N
S
EW
ATLA
NTI
C O
CEAN
No
r t h S
ea
E n g l i s h C h a n n e l
N
S
EW
Ben Nevis1,344m
Slieve Donard850m
Pennines
Grampia
n M
ount
ains
Northwes
t High
lands
Cambrian
Mou
ntai
ns
Southern Uplands
Thames
EdenScafell Pike978m
Snowdown1,085 m
CelticSea
E n g l i s h C h a n n e l
2,0001,0005002000 sea level
2003,0005,000
Depth (in metres)
Height (in metres)Highest points
ATLA
NTI
C O
CEAN
No
r t h S
ea
Maps are tools that show us different places on Earth. Each part
of a map provides important information. Look at this map of
Lanzarote and learn how to read it.
The compass rose shows the cardinal points: north, south, east and west.
The scale shows the real distance between places.
Symbols are small pictures that represent real things like mountains, rivers, roads and buildings.
The key tells us the meaning of symbols.
political map of the United Kingdom
physical map of the United Kingdom
The highest mountain is ...
Useful language
What are maps used for?
Think of different types
of maps.
What do different colours
on a physical map mean?
a b c d
A compass has a magnetic
needle that always points
north.
Project tips
149782_BMLT_U1_3PRIM_SSm_SB.indd 12-13 26/03/18 14:51
12
SUMMARY
Thispagefocusesonthedifferentpartsofamapincludingthecompassrose,scale,symbolsandkey.
LANGUAGE
•Vocabulary:compassrose,cardinalpoints,scale,symbols,key,distance
•Affirmativeandnegativeshortanswers:Yes,itdoes/No,itdoesn't;Yes,theydo/No,theydon't
•Purposeclauses:Weusea...to...
1. 07 Parts of a map
SOLUTIONS
1 TheCanaryIslands
2 Approximatelysevenandahalfkilometres
3 a.information;b.hotel;c.trainstation; d.policestation
GETTING STARTED
•Play‘Hangman’toreviewkeyvocabularyfromthepreviouspages.
•Indicate the initial question and elicit answers.(Maps are used to find out where we are going. There are physical maps, political maps, tourist maps, climate maps, road maps, etc.).Extendbyaskingwhentheylastusedamap,whytheyuseditandwheretheyweregoingto.
STEP BY STEP PAGE 12
•Ask the pupils to read the introduction to thesection.
•FocusonthemapofLanzarote.Elicit ideasaboutwhattheislandislike.Askquestionsabouthowbigit couldbe,what theweathercouldbe like,howmanypeoplelivethere,etc.
•Discussthemapwiththeclassandchecktoseeiftheyunderstandallthepartsofthemap.
Activity 1
Elicitanswersand,ifpossible,askthepupilstofindtheCanaryIslandsonapoliticalmap.
Activity 2
Askthepupilstousetheirrulerstocheckthedistancesbetweenvariouspointsonthemap.
Activity 3
•Pupils canwork individuallyor inpairs. Then, tellthem to think of more symbols they can see intowns/citiesanddrawthemintheirnotebooks.
•RemindthepupilsthattheProjecttipsboxpointsout important information theywill need for theTerm1project.
WRAP IT UP
Inpairs,theycantalkaboutwhereplacesare,usingthecardinalpoints(Mirador del Río is in the north of the island.).
149784_BMLT_3PRIM_SSm_TB_031-049_U1.indd 40 06/07/18 12:07
UN
IT 1
41SOCIAL SCIENCE LEARN TOGETHER PRIMARY 3
TYPES OF MAPS 13
1. 08 Types of maps
1. 09 Physical maps
1. 10 Political maps
1312
Parts of a map
Which archipelago is Lanzarote part of?
Use a ruler. What is the real distance of 1.5 centimetres on the map?
What do these symbols represent?
2
3
1
Types of maps
There are many types of maps which all show
you different information.
Physical mapsPhysical maps show the location of important
natural features, such as mountains, rivers
and lakes. Different colours are used to
show the elevation of land and the depth
of water.
Political mapsPolitical maps show land divided into different
areas and countries. They also show the
capital cities of countries and other important
cities. Each colour shows the separate areas of
land divided by political borders.
Look at the maps of the United Kingdom.
a. How many countries make up the UK? What are their capital cities?
b. Which is the highest mountain in England?
Can you name the countries which border Spain?2
1
ISLAND OF LANZAROTEOrzola
ArrietaTinajo
El GolfoN
S
EW
airport
museum
port
park
hospital
beach
road
motorway
0
0 5 miles
5 10 km
La Santa
Mirador del Río
Arrecife
Costa Teguise
Puertodel Carmen
TíasYaiza
Playa Blanca
Parque Nacionalde Timanfaya
Haría
Teguise
Los Valles
TalcheSan
Bartolomé
ENGLAND
London
IRELAND
SCOTLAND
NORTHERNIRELAND
WALES
Edinburgh
Belfast
CardiffCelticSea
Manchester
Swansea
Glasgow
Derry-Londonderry
citycapital cityborder
N
S
EW
ATLA
NTI
C O
CEAN
No
r t h S
ea
E n g l i s h C h a n n e l
N
S
EW
Ben Nevis1,344m
Slieve Donard850m
Pennines
Grampia
n M
ount
ains
Northwes
t High
lands
Cambrian
Mou
ntai
ns
Southern Uplands
Thames
EdenScafell Pike978m
Snowdown1,085 m
CelticSea
E n g l i s h C h a n n e l
2,0001,0005002000 sea level
2003,0005,000
Depth (in metres)
Height (in metres)Highest points
ATLA
NTI
C O
CEAN
No
r t h S
ea
Maps are tools that show us different places on Earth. Each part
of a map provides important information. Look at this map of
Lanzarote and learn how to read it.
The compass rose shows the cardinal points: north, south, east and west.
The scale shows the real distance between places.
Symbols are small pictures that represent real things like mountains, rivers, roads and buildings.
The key tells us the meaning of symbols.
political map of the United Kingdom
physical map of the United Kingdom
The highest mountain is ...
Useful language
What are maps used for?
Think of different types
of maps.
What do different colours
on a physical map mean?
a b c d
A compass has a magnetic
needle that always points
north.
Project tips
149782_BMLT_U1_3PRIM_SSm_SB.indd 12-13 26/03/18 14:51
SUMMARY
Pupilsareintroducedtoaphysicalmapandapoliticalmap.Bycomparingthesetwomaps,theywillunderstandthatdifferenttypesofmapscanshowdifferentinformationaboutthesamearea.
LANGUAGE
•Vocabulary:physicalmap,politicalmap,naturalfeatures,man-madefeatures,country,capitalcity,politicalborders,elevation,height,depth
•Comparativesandsuperlatives:thehighest,higherthan,thelowest,lowerthan,thedeepest,deeperthan
SOLUTIONS
1 a.England(London),Scotland(Edinburgh)Wales(Cardiff)andNorthernIreland(Belfast);b.ScafellPike–978metres
2 France,Portugal,Morocco,AndorraandUnitedKingdom
GETTING STARTED
•Tellthepupilsto lookatthemapsandask:What place do these maps show? (The United Kingdom).ThenexplainthatIreland(ingreycolour)isacountrybutitisnotpartoftheUnitedKingdom,althoughitdoesformpartoftheBritisharchipelago.
•Indicatetheinitialquestionandelicitanswers(water depth and elevation of land).
STEP BY STEP PAGE 13
Askthepupilstoreadtheintroductiontothesection.Elicitwhatkindofinformationthepupilsthinkthesetwomaps show us (political map: countries, cities, capital cities; physical map: rivers, mountains).
Activity 1
•Focusthepupilsonthepoliticalmapkeyandelicitthecapitalcitiesandthecitiesonthemap.
•Pupilsshouldbeabletofindthemountainsonthephysicalmap,buttheywillhavetousethepoliticalmaptofindwhichcountryeachmountainbelongsto.DrawtheirattentiontotheUsefullanguageboxasareferencefortheiranswers.
Activity 2
Elicitanswersfromthewholeclass.Useapoliticalmaptoshowtheanswersifpossible.
WRAP IT UP
FinddifferenttypesofmapsoftheUnitedKingdomonthe internet to show the pupils.Many applicationshavemapswhichfeaturelocalinformation,landforms,orsatelliteimages.
FAST FINISHERS
AskthepupilstocopytheoutlineoftheUKfromthephysicalmapandaddmoreriversandmountains.
149784_BMLT_3PRIM_SSm_TB_031-049_U1.indd 41 06/07/18 12:07
42
MAPS OF LOCAL AREAS
1514
Maps of local areas
Street mapsStreet maps are maps of smaller areas, such as a town or a city.
They show natural features, like forests and rivers, and
man-made features, such as hospitals, roads and parks. You can
use these maps to find directions to places you want to go to.
Going placesStreet maps can help you go from one place in town to another.
A metro map helps you find your way around a large city by
travelling underground.
A
1 2 3 4 5 6 7 8 9
B
C
D
E
F
MA
I N S
TR
EE
T
N E W P O R T R O A D
MARKET LANE
RIV
ER
SI D
E A
VE
NU
E
P I NE T
R E E ST R E E T
BU
TT
ER
F I EL D
PA
RK
W I N D Y B R I D G E
A S H T O N R O A D
KN
IGH
T'S LAN
E
RO
SE
ST
RE
ET
BUTCHER'S LANE
WIN
DS
OR
RO
AD
MU
RK
Y
RI V
ER
tourist information
hotel
museum
car park
hospital
post office
petrol station
university
shopping centre
train station
restaurant
bank
bus station
police station
public telephone
public toilet
Street maps show you the names of streets.
Street maps are usually divided into squares to help you find places on the map more easily. Each square corresponds to a letter and a number.
Look at the street map. What places can you find in these squares?
a. A4 b. E5 c. B8 d. C1
Where can you go if ...
... you want to visit an exhibition? ... you break your leg?
Design symbols for a school, cinema and library.
2
3
1
turn left turn right go straight on
go past it is on the left
it is on the right
How do I get from the ... to
the ...?
Go straight on and turn left
/ right.
It is on the left / right.
Take the ... line. It is the first
/ second, etc., stop.
Take the ... line to ... station
and then take the ... line to
... station.
Useful language
Look at the street map. Ask your partner how to go from the supermarket to the bank.
MA
I N S
TR
EE
T
C H U R C H R O A D
PA
RK
ST
RE
ET
C E N T R A L A V E N U E
C A S T L E S T R E E T
M U S E U M S T R E E T
100 m
N
S
EW
Look at the metro map. How do you get from Queensway Station (red line) to Leicester Square (black line)?
4
5
What do the letters GPS
stand for?
149782_BMLT_U1_3PRIM_SSm_SB.indd 14-15 26/03/18 14:52
14
SUMMARY
Thisdouble-pagespreadhelpthepupilsreviewkeysandsymbols,whilelookingatastreetmapthatisdividedintosquares.Pupilswillpractiseusingthelettersandnumberspresentedonthegridtoacquirenewmap-readingskills.
Pupilswillalsohavetheopportunitytopractisegivingdirectionsusingastreetmapandametromap.
LANGUAGE
•Vocabulary:streetmap,square,symbol,key,coordinate
•Questions:HowdoIgetfrom...to...?
•Givingdirections:turnleft/right,gostraighton,gopast,itisontheleft/right.Itisthefirst/secondstop,Takethe...lineandthentakethe...lineto...station
1. 11 Street maps
1. 12 Going places
GETTING STARTED
•Revisemap symbolsbydrawinga symbolon theboard and asking the pupils to name what itrepresents.Then,youcaninvitevolunteerstodrawa symbol and ask the class to guess what itrepresents.
•Indicate the initial question and elicit answers(Global Positioning System).Asanextensionactivity,ask the pupils if they knowwhat a GPS uses tocalculateapositiononEarth(a satellite).
STEP BY STEP PAGES 14–15
•Indicatetheintroductorytextonpage14andaskthepupils to read it. Tell them to find theplacesrepresentedinthekey.Thiscouldbedoneasaclassactivityorinpairs.
•Indicatethenumbersandlettersalongtheleft-handsideandtopofthemap.Explainthattogethertheymakefindingthingsonmapsmucheasier.Pointoutthatwe say the letter first and then thenumberwhenwegiveacoordinate.
•Indicatetheintroductorytextonpage15andthedirection symbols on the right. Practise readingthem out loud, focussing on pronunciation andintonation.
Activity 1
Ask thepupils to findAat the top leftof themapand 4alongthetopofthemap.WheretheymeetisA4.Theyshouldlookatthekeytoconfirmwhatthesymbolmeans.
Activity 2
Pupils should study themapbefore answering.Askthemtogiveyouthecoordinatesofbothpointsonthemap.
Activity 3
Studythesymbolsonthemapandelicittheimportantfeaturesaboutthem,suchasacleardistinctivedesign,colours,etc.Askthepupilstocomeupwiththeirownideasforaschool,cinemaandlibrary.
149784_BMLT_3PRIM_SSm_TB_031-049_U1.indd 42 06/07/18 12:07
UN
IT 1
43SOCIAL SCIENCE LEARN TOGETHER PRIMARY 3
15
1514
Maps of local areas
Street mapsStreet maps are maps of smaller areas, such as a town or a city.
They show natural features, like forests and rivers, and
man-made features, such as hospitals, roads and parks. You can
use these maps to find directions to places you want to go to.
Going placesStreet maps can help you go from one place in town to another.
A metro map helps you find your way around a large city by
travelling underground.
A
1 2 3 4 5 6 7 8 9
B
C
D
E
F
MA
I N S
TR
EE
T
N E W P O R T R O A D
MARKET LANE
RIV
ER
SI D
E A
VE
NU
E
P I NE T
R E E ST R E E T
BU
TT
ER
F I EL D
PA
RK
W I N D Y B R I D G E
A S H T O N R O A D
KN
IGH
T'S LAN
E
RO
SE
ST
RE
ET
BUTCHER'S LANE
WIN
DS
OR
RO
AD
MU
RK
Y
RI V
ER
tourist information
hotel
museum
car park
hospital
post office
petrol station
university
shopping centre
train station
restaurant
bank
bus station
police station
public telephone
public toilet
Street maps show you the names of streets.
Street maps are usually divided into squares to help you find places on the map more easily. Each square corresponds to a letter and a number.
Look at the street map. What places can you find in these squares?
a. A4 b. E5 c. B8 d. C1
Where can you go if ...
... you want to visit an exhibition? ... you break your leg?
Design symbols for a school, cinema and library.
2
3
1
turn left turn right go straight on
go past it is on the left
it is on the right
How do I get from the ... to
the ...?
Go straight on and turn left
/ right.
It is on the left / right.
Take the ... line. It is the first
/ second, etc., stop.
Take the ... line to ... station
and then take the ... line to
... station.
Useful language
Look at the street map. Ask your partner how to go from the supermarket to the bank.
MA
I N S
TR
EE
T
C H U R C H R O A D
PA
RK
ST
RE
ET
C E N T R A L A V E N U E
C A S T L E S T R E E T
M U S E U M S T R E E T
100 m
N
S
EW
Look at the metro map. How do you get from Queensway Station (red line) to Leicester Square (black line)?
4
5
What do the letters GPS
stand for?
149782_BMLT_U1_3PRIM_SSm_SB.indd 14-15 26/03/18 14:52
SOLUTIONS
1 a.museum;b.supermarketc.hospital;d.restaurant
2 Museum;Hospital
3 Pupils'ownanswers
4 Pupils'ownanswers
5 TaketheredlinewesttoTottenhamCourtRoadstation,andthentake theblack linesouth toLeicesterSquarestation.
Activity 4
Tellthepupilstotraceouttherouteonthemapbeforethey explain to their partner how to get from thesupermarket to the bank. Choose other points forthemtotraveltoandfromusingthemap.PointtotheUsefullanguageboxsothepupilscanusethecorrectlanguageforgivingdirections.
Activity 5
•IndicatethemapoftheLondonundergroundandaskhowitisdifferentfromastreetmap.
•Look at themap together and ask the pupils totracethejourneyonthemapfirstbeforeexplainingtheroutetotheirpartner.Askthemtochoosetwonew points and role-play being lost in theunderground.
•DrawtheirattentiontotheUsefullanguageboxasareferencefortheiranswers.
.WRAP IT UP
•Ask thepupils to thinkabout their journeyhomefromschoolanddiscusswhohasthelongestortheshortestjourney.
•Findoutmoreabouttheundergroundsystemsfromtheinternet.TheLondonundergroundistheoldest,buttheymayalsobeinterestedinfindingoutaboutothers.
•.FAST FINISHERS
Play‘Battleships’ topractisegivingcoordinatesandtoreviewvocabularyrelatedtoplacesinatown/city.
149784_BMLT_3PRIM_SSm_TB_031-049_U1.indd 43 06/07/18 12:07
44
THE SCALE OF A MAP
1716
A large-scale map shows more details and
features are larger.
In this map, one centimetre equals 100
metres.
A small-scale map shows less details and
features are smaller.
In this map, one centimetre equals 500
metres.
The scale of a map Do maps show features in
their real size?
A map shows a large area of land on a piece of paper or on a
screen. Natural and man-made features are scaled down so
they fit on the map.
All the different things on the map (roads, squares, parks, etc.)
are reduced by the same amount. Not all maps have the same
scale. The two maps below show the same place, but on
different scales.
N
S
EW
100 m
A1 2 3 4 5 6 7
B
C
D
E
F
8 9
wall
window
doorway
door
stairs
lift
publictoilet
table
chairs
toilet
sink
wall
window
doorway
door
stairs
lift
publictoilet
table
chairs
toilet
sink
wall
window
doorway
door
stairs
lift
publictoilet
table
chairs
toilet
sink
wall
window
doorway
door
stairs
lift
publictoilet
table
chairs
toilet
sink
wall
window
doorway
door
stairs
lift
publictoilet
table
chairs
toilet
sink
500 m
A1 2 3 4 5 6 7
B
C
D
E
F
8 9
N
S
EW
What can you see on the small-scale map that you cannot see on the large-scale map?
Use the large-scale map and a ruler to find out the real distances between the following places:
• from the museum to the post office
• from the public toilets to the taxi station
• from the petrol station to the tourist information office.
Now use the small-scale map. Is the distance the same?
2
3
1
Floor plansA floor plan shows, from above, the location and size of the
rooms in a building. You often find floor plans in museums,
hospitals, shopping centres, airports, etc.
Like maps, floor plans use different scales. A floor plan with
a small scale shows less detail, so the features look smaller.
A floor plan with a large scale shows more detail, so the
features look larger. Look at this floor plan of a museum.
Floor plans also use symbols to show things like stairs, lifts,
furniture, windows and doors.
The ... is ... metres from
the ...
Useful language
Large-scale maps Small-scale maps
There is a / an ...
There are some ...
There isn’t a / an ...
There aren’t any ...
Useful language
Look at the map above. Do the toilet doors open from right to left or from left to right? How do you know?
Draw a floor plan of your house on two different scales:
• on a large scale to show only your bedroom
• on a small scale to show the entire house
Compare your floor plan with your partner. How similar are they? How different is your bedroom?
6
5
4
149782_BMLT_U1_3PRIM_SSm_SB.indd 16-17 26/03/18 14:52
16
SUMMARY
Thisdouble-pagespreadintroducestheconceptofscaleandprovidesthepupilswithagreaterunderstandingofhowalargeareaisrepresentedonapieceofpaper.Pupilswillalsolearnaboutcommonsymbolsusedwhenmappingtheinsideofabuilding.
LANGUAGE
•Vocabulary:scale,reduced,detail,centimetre,metre,kilometre,floorplan
•Phrasalverbs:scaledown
•Thereis/isn'ta/an...,Therearesome...,Therearen'tany...,The...is...metresfromthe...
•Comparatives:smaller,larger,more,less
1. 13 The scale of a map
1. 14 Large-scale maps
1. 15 Small-scale maps
1. 16 Floor plans
GETTING STARTED
•Introduce tools formeasuringdistance.Showthepupilsarulerandaskhowmanycentimetresthereareon it. Then, showametre stickandaskhowmanycentimetresthereareinametre(100).Finally,ask how many metres there are in a kilometre(1,000). Help the pupils understand we usecentimetrestomeasureveryshortdistances,metresto measure medium distances and kilometres tomeasurelongdistances.
•Indicatetheinitialquestionandelicitanswers(No, they don't. They are scaled down.).
STEP BY STEP PAGES 16–17
•Ask thepupils to read the textsonpage16andmakesuretheyunderstandtheconceptofscalingdown.Askthemtoimaginewhatwouldhappenifobjects and placeswere represented in differentscalesonamap.
•Allclassroomsshouldhaveafloorplanshowingtheemergencyescaperoute.Usethistointroducetheideasaboutfloorplans.Askthepupilswhyitisintheclassroomandwhyitisimportant.
•Thenaskthepupilswhattheywouldneediftheyhadtofindtheirwayaroundalargebuilding.Elicitideasaboutthetypeofmaptheywouldneedandwhetheritwouldhavealargeorsmallscale.Readtheintroductorytexttochecktheirideas.
•Pupils should then study the two floor plans onpage17inmoredetailandnoticethedifferenceinthescaleused.
Activity 1
Askthepupilstolookatthetwomapsandelicitthedifferences.
Activity 2
Makesureallthepupilshavearulerbeforetheystartthe activity. Draw their attention to the Usefullanguageboxasareferencefortheiranswers.
Activity 3
•Ask the pupils to repeat the process, and thencomparetheiranswers.
•Activities2–3couldbedoneasgroupwork,withonehalfoftheclassusingthesmall-scalemapandthe other half, the large-scale map, and thencomparingtheiranswers.
149784_BMLT_3PRIM_SSm_TB_031-049_U1.indd 44 06/07/18 12:07
UN
IT 1
45SOCIAL SCIENCE LEARN TOGETHER PRIMARY 3
17
1716
A large-scale map shows more details and
features are larger.
In this map, one centimetre equals 100
metres.
A small-scale map shows less details and
features are smaller.
In this map, one centimetre equals 500
metres.
The scale of a map Do maps show features in
their real size?
A map shows a large area of land on a piece of paper or on a
screen. Natural and man-made features are scaled down so
they fit on the map.
All the different things on the map (roads, squares, parks, etc.)
are reduced by the same amount. Not all maps have the same
scale. The two maps below show the same place, but on
different scales.
N
S
EW
100 m
A1 2 3 4 5 6 7
B
C
D
E
F
8 9
wall
window
doorway
door
stairs
lift
publictoilet
table
chairs
toilet
sink
wall
window
doorway
door
stairs
lift
publictoilet
table
chairs
toilet
sink
wall
window
doorway
door
stairs
lift
publictoilet
table
chairs
toilet
sink
wall
window
doorway
door
stairs
lift
publictoilet
table
chairs
toilet
sink
wall
window
doorway
door
stairs
lift
publictoilet
table
chairs
toilet
sink
500 m
A1 2 3 4 5 6 7
B
C
D
E
F
8 9
N
S
EW
What can you see on the small-scale map that you cannot see on the large-scale map?
Use the large-scale map and a ruler to find out the real distances between the following places:
• from the museum to the post office
• from the public toilets to the taxi station
• from the petrol station to the tourist information office.
Now use the small-scale map. Is the distance the same?
2
3
1
Floor plansA floor plan shows, from above, the location and size of the
rooms in a building. You often find floor plans in museums,
hospitals, shopping centres, airports, etc.
Like maps, floor plans use different scales. A floor plan with
a small scale shows less detail, so the features look smaller.
A floor plan with a large scale shows more detail, so the
features look larger. Look at this floor plan of a museum.
Floor plans also use symbols to show things like stairs, lifts,
furniture, windows and doors.
The ... is ... metres from
the ...
Useful language
Large-scale maps Small-scale maps
There is a / an ...
There are some ...
There isn’t a / an ...
There aren’t any ...
Useful language
Look at the map above. Do the toilet doors open from right to left or from left to right? How do you know?
Draw a floor plan of your house on two different scales:
• on a large scale to show only your bedroom
• on a small scale to show the entire house
Compare your floor plan with your partner. How similar are they? How different is your bedroom?
6
5
4
149782_BMLT_U1_3PRIM_SSm_SB.indd 16-17 26/03/18 14:52
SOLUTIONS
1 Pupils'ownanswers
2 Pupils'ownanswers
3 Pupils'ownanswers
4 Oneopensfromrighttoleftandtheotherfromlefttoright.
5 Pupils'owndrawings
6 Pupils'ownanswers
Activity 4
•Tellthepupilstolookatthemainfloorplanaboveandthesymbols,andaskhowmanypublictoilets(two) and lifts (one) there are. Continue askingsimilarquestionsaboutthelarge-scalemap.
•Pupils should look at the map closely beforeanswering.Usetheclassroomdoortodemonstratetheanswer.
Activity 5
Makesurethepupilshavethenecessarytoolsbeforetheybeginandenoughtimetocompletebothplans.Theplansshouldfitontwoidenticalpiecesofpaper.
Activity 6
Pupils shoulduse theplans to explain the layoutoftheirbedroomandhouse.DrawtheirattentiontotheUsefullanguageboxasareferencefortheiranswers.
WRAP IT UP
Play ‘Bingo’, ‘Hangman’ or ‘Taboo’ to reviewvocabularyfrompages6–17.
FAST FINISHERS
Inpairs,thepupilsplayagameof‘TrueorFalse’ontheconcepts studiedonpages16–17.Eachpupilwritesfoursentencesandthenasktheirpartner.Forexample:All maps have the same scale (False). Large-scale maps show more detail (True). A floor plan shows the location of places in a town (False). Encourage thepupils tocorrectthestatementsthatarefalse.
149784_BMLT_3PRIM_SSm_TB_031-049_U1.indd 45 06/07/18 12:07
46
OUR WORLD
1918
Our world
Maps are important because they provide you with lots of
useful information. Depending on what you are looking for,
you need to look at one map or another. There are road maps,
weather maps, streets maps, political maps, physical maps, etc.
Each type of map you know is a tool that can help you in any
situation, from finding the nearest street to locating the nearest
continent.
Our worldThe importance of maps
18
Maps do not just help you find your way around your local area.
They open up the world to you. You can learn a lot about other
countries: how big they are, what countries they are next to, the
names of their important cities and much more!
1 What is the capital city of England?
2 What is the highest mountain in Scotland?
3 Which country is to the north of England?
4 How do you get from Big Ben to Waterloo station?
5 Which river runs through London? Where can you cross it?
6 Name the sea the Thames River flows into.
Which map do you need?
19
Work with your partner. Ask questions 1–6 and answer them, using the correct maps.
Which map do you use if you want to go mountain climbing in Scotland? And if you want to know where London is located? Which map do you use to find the London Eye?
6
5
SPAIN
N
S
EW
PORTUGAL
FRANCE
Andorra
Illes Balears
ATL
AN
TIC
OC
EAN
Strait of Gibraltar
Mediterranean Sea
Cantabrian Sea
MOROCCO
ALGERIACanarias
I B E R I A N P E N I N S U L A
Madrid
A Coruña
SevillaAlmería
Alicante
Teruel
Which countries are to the north of Spain? And to the west? Which continent is to the south of Spain?
How many countries make up the Iberian Peninsula?
Look at the climate map. Can you identify what the different colours represent?
Look at the climate map. Identify the climate of:
a. Madrid b. Alicante c. Sevilla
1
2
3
4
N
S
EW
Ben Nevis1,344m
Slieve Donard850m
Pennines
Grampia
n M
ount
ains
Northwes
t High
lands
Cambrian
Mou
ntai
ns
Southern Uplands
Thames
EdenScafell Pike978m
Snowdown1,085 m
CelticSea
E n g l i s h C h a n n e l
2,0001,0005002000 sea level
2003,0005,000
Depth (in metres)
Height (in metres)Highest points
ATLA
NTI
C O
CEAN
No
r t h S
ea
ENGLAND
London
IRELAND
SCOTLAND
NORTHERNIRELAND
WALES
Edinburgh
Belfast
CardiffCelticSea
Manchester
Swansea
Glasgow
Derry-Londonderry
citycapital cityborder
N
S
EW
ATLA
NTI
C O
CEAN
No
r t h S
ea
E n g l i s h C h a n n e l
Waterloo Bridge
LondonEye
Yo
r k R
oa
d
Waterlootube station
BigBen
Jubi
lee
Gar
dens
Belv
eder
e Ro
ad
DowningStreet
Westminster BridgeBridge St.
Vic
tor i
a E
mb
an
km
en
t
Wh
i t eh
al l
Northumberland Ave
A301Ri
ve
r
Th
am
esa
b c28 18
30 18
26 1628 18
28 16
28 18
27 18
26 1826 16
26 18
24 1822 14
26 11
18 8
20 12
18 10
18 10
20 11
18 10
18 8
20 14
17 8 16 10
15 8
20 14
28 15
28 16
16 8 18 10
25 1825 17
20 12
29 17
10 2
weather map
climate mappolitical map
149782_BMLT_U1_3PRIM_SSm_SB.indd 18-19 26/03/18 14:52
18
SUMMARY
Thisdouble-pagespreadfocusesontheimportanceofmaps,bothasapracticaltooltohelppeoplefindtheirwayaround,butalsotounderstandmoreaboutthepolitics,geography,weatherandeventhehistoryofdifferentpartsoftheworld.Pupilswillrevisittheinformationtheyhavestudiedintheunitandexplorethetopicsingreaterdepth.
LANGUAGE
•Vocabulary:country,continent,climate,weather,capital,flow
•Typesofmaps
•Questionwords:what,which,how
•Verbs+prepositions:dependon,lookfor,openup,runthrough
GETTING STARTED
Revise ideasaboutdifferenttypesofmapsandtheiruses.Usetheiranswerstodrawamindmapontheboardtoorganiseandclarifytheirideas.
STEP BY STEP PAGES 18–19
•Pupils read the introductory textonpage18andusetheinformationtochecktheideastheycameupwithinthebrainstormingactivity.
•Indicate the three pictures and ask the pupils toidentify the type of map they can see and theinformationtheyshow.
•Focusthepupils'attentiononmapsa–conpage19andaskwhichtypeofmaptheycansee(a. street map, b. physical map, c. political map).
•TellthepupilsthatallthreemapsshowtheUnitedKingdom,althoughthefirstoneonlyshowsasmallareaofLondon.Providethemwithtimetoexamineeachofthemapsbeforeansweringthequestions.Pupils can explore important landforms and riversrepresented on the physical map and study thenamesofthecountriesthatmakeuptheUK,aswellastheircapitalcities,usingthepoliticalmap.
Activity 1
Pupilsshouldstudythebigmapcarefully to identifythecountries.
Activity 2
Pupils should focus on the bigmap to answer thequestion.Elicit ideasabouttheuseofcolouronthemaptohelpthemanswer.
Activity 3
•Askthepupilstolookoutofthewindow,ifpossible,ortoremembertheweatherwhentheyarrivedatschool thatmorning. Elicit some ideas about thesymbols they coulduse to represent theweatheranddrawtheirsuggestionsontheboard.
•Indicatetheclimatemapinthebook.Askthepupilstoidentifytheclimateofdifferentareasbylookingatthekey.
Activity 4
Indicate the climatemap and elicit ideas about thedifferentregionsofSpain.Discussthedriestregions,thewettest,etc.Askthepupilstopinpointwheretheyliveandtoseewhattheclimateislikethere.Thenaskthem to find the three locations on the map andidentifytheclimateinthoseplaces.
149784_BMLT_3PRIM_SSm_TB_031-049_U1.indd 46 06/07/18 12:07
UN
IT 1
47SOCIAL SCIENCE LEARN TOGETHER PRIMARY 3
19
TEACHER TIPS
Createavocabularybagtokeeptrackofnewwordsfromeachunit.Thebag,oranenvelope,canbeusedtorevisevocabularythroughouttheunit.
1918
Our world
Maps are important because they provide you with lots of
useful information. Depending on what you are looking for,
you need to look at one map or another. There are road maps,
weather maps, streets maps, political maps, physical maps, etc.
Each type of map you know is a tool that can help you in any
situation, from finding the nearest street to locating the nearest
continent.
Our worldThe importance of maps
18
Maps do not just help you find your way around your local area.
They open up the world to you. You can learn a lot about other
countries: how big they are, what countries they are next to, the
names of their important cities and much more!
1 What is the capital city of England?
2 What is the highest mountain in Scotland?
3 Which country is to the north of England?
4 How do you get from Big Ben to Waterloo station?
5 Which river runs through London? Where can you cross it?
6 Name the sea the Thames River flows into.
Which map do you need?
19
Work with your partner. Ask questions 1–6 and answer them, using the correct maps.
Which map do you use if you want to go mountain climbing in Scotland? And if you want to know where London is located? Which map do you use to find the London Eye?
6
5
SPAIN
N
S
EW
PORTUGAL
FRANCE
Andorra
Illes Balears
ATL
AN
TIC
OC
EAN
Strait of Gibraltar
Mediterranean Sea
Cantabrian Sea
MOROCCO
ALGERIACanarias
I B E R I A N P E N I N S U L A
Madrid
A Coruña
SevillaAlmería
Alicante
Teruel
Which countries are to the north of Spain? And to the west? Which continent is to the south of Spain?
How many countries make up the Iberian Peninsula?
Look at the climate map. Can you identify what the different colours represent?
Look at the climate map. Identify the climate of:
a. Madrid b. Alicante c. Sevilla
1
2
3
4
N
S
EW
Ben Nevis1,344m
Slieve Donard850m
Pennines
Grampia
n M
ount
ains
Northwes
t High
lands
Cambrian
Mou
ntai
ns
Southern Uplands
Thames
EdenScafell Pike978m
Snowdown1,085 m
CelticSea
E n g l i s h C h a n n e l
2,0001,0005002000 sea level
2003,0005,000
Depth (in metres)
Height (in metres)Highest points
ATLA
NTI
C O
CEAN
No
r t h S
ea
ENGLAND
London
IRELAND
SCOTLAND
NORTHERNIRELAND
WALES
Edinburgh
Belfast
CardiffCelticSea
Manchester
Swansea
Glasgow
Derry-Londonderry
citycapital cityborder
N
S
EW
ATLA
NTI
C O
CEAN
No
r t h S
ea
E n g l i s h C h a n n e l
Waterloo Bridge
LondonEye
Yo
r k R
oa
d
Waterlootube station
BigBen
Jubi
lee
Gar
dens
Belv
eder
e Ro
ad
DowningStreet
Westminster BridgeBridge St.
Vic
tor i
a E
mb
an
km
en
t
Wh
i t eh
al l
Northumberland Ave
A301Ri
ve
r
Th
am
esa
b c28 18
30 18
26 1628 18
28 16
28 18
27 18
26 1826 16
26 18
24 1822 14
26 11
18 8
20 12
18 10
18 10
20 11
18 10
18 8
20 14
17 8 16 10
15 8
20 14
28 15
28 16
16 8 18 10
25 1825 17
20 12
29 17
10 2
weather map
climate mappolitical map
149782_BMLT_U1_3PRIM_SSm_SB.indd 18-19 26/03/18 14:52
SOLUTIONS
1 FranceandAndorra;Portugal;Africa
2 Three:Spain,PortugalandAndorra
3 TheclimateindifferentareasofSpain
4 a.continental;b.andc.Mediterranean
5 1.London; 2.Ben Nevis (1,344 metres);3.Scotland; 4.Through Westminster Bridge;5.RiverThames(throughWestminsterBridge);6.NorthSea
6 b;c;a
Activity 5
Pupilsexplorethemapsandanswerthequestions.Youmaychoosetodothisactivitytogetherasaclassorinteamsasacompetition.Give six indexcards toeachteam.Allowthemsometimetoreadthequestionsandwritetheanswersontheindexcards.Thengothrougheachquestionfortheteamstoshowthe indexcardseachtime.Notedownthescoreontheboard.
Activity 6
Pupilsneedtousemorethanonemaptoanswerthequestions.Bringsomerealmapsifpossibletoclassorshowthemonthedigitalwhiteboard.
WRAP IT UP
Ask thepupils if they thinkmapsonpaperwill stillexistinthefutureorifwewillallbeusingdigitalmaps.Elicitideasabouttheadvantagesanddisadvantagesofbothtypes.
FAST FINISHERS
Ask thepupils todrawamapof their autonomouscommunity.Tell themto includethecapitalcityand
themaincities,todrawsymbolsfortoday'sweather,andsignalstoshowthemainhospitalandamuseum.
149784_BMLT_3PRIM_SSm_TB_031-049_U1.indd 47 06/07/18 12:07
48
REVIEW
212020
REVIEW
What type of information can you find in each map from activity 1?
2
20
Read the definitions and complete the words they refer to in your notebook.
In pairs, put the words in order to make questions. Test your partner.
a C..... r.....: It shows the cardinal points on a map: north, south,
east and west.
b S.....: This small image shows the real distance between two
places.
c S.....: They are small pictures on a map that represent real
places.
d K.....: It shows what the symbols used on a map represent.
5
6
21
Use maps on the internet.
Study skills
Copy and complete in your notebook. 1
N
S
EW
Ben Nevis1,344m
Slieve Donard850m
Pennines
Grampia
n M
ount
ains
Northwes
t High
lands
Cambrian
Mou
ntai
ns
Southern Uplands
Thames
EdenScafell Pike978m
Snowdown1,085 m
CelticSea
E n g l i s h C h a n n e l
2,0001,0005002000 sea level
2003,0005,000
Depth (in metres)
Height (in metres)Highest points
ATLA
NTI
C O
CEAN
No
r t h S
ea
maps
..... map..... map ..... map
Correct the following false sentences in your notebook. 3
a Lines of longitude go horizontally around
the Earth.
b The Equator goes from the North Pole to
the South Pole.
c Greenwich Meridian divides the Earth
into the Northern and the Southern
Hemisphere.
d Globes show the Earth as flat.
Pretend to be a cartographer. In your notebook, draw an imaginary island and add details. This list can help you.
4
• Add the capital city. Is it in the north? In
the south?
• Add two main cities to your island. Where
are they?
• Make sure there is more than one mountain
and use colours to show their height.
• Use different colours to show water depth.
• Add symbols and the key to show what
they represent.
• Do not forget the compass rose.
• Think about the scale you want to use.
Pupil A Pupil B
a. map / as / flat / a / does / the / show / Earth ?
b. are / cardinal / the / points / what ?
c. map / shows / which / features / natural ?
d. is / what / floor / a / plan ?
a. does / flat / a / globe / as / show / Earth / the ?
b. is / where / Equator / the ?
c. important / maps / why / are ?
d. symbols / what / are / a / map / on ?
What do you know now? Check your progress!
• Open an internet browser and search for
a map website.
• Type the name of a country, city, town
or an address into the search bar.
• You can zoom in and zoom out to have
a closer view or a general one.
• You can also choose a satellite view of the area.
• You can click and hold the mouse to move the
map.
149782_BMLT_U1_3PRIM_SSm_SB.indd 20-21 26/03/18 14:52
20
SUMMARY
Thisdouble-pagespreadoffersthepupilstheopportunitytoorganisewhatthey'velearntintheunitbymeansofaconceptmap.Pupilsreviewcontentbycompletingasetofautonomousreviewactivities.Theycanalsolearnanewstudyskill:inthisunitpupilscanusemapsontheinternettorevisewhatthey'velearnt.
PupilscanundertakeasimpleEnd-of-unittest.
LANGUAGE
•Vocabularyrelatedtocomputers:internet,browser,website,searchbar,mouse
•Imperatives:open,search,type,zoomin/out,click
GETTING STARTED
Play ‘Taboo’or ‘Hangman’ to reviewthevocabularyfromtheunit.Youcanalsousethepicturefromtheopeningpages6–7torevisetheideasandconceptsintheunit.
STEP BY STEP PAGES 20–21
Activity 1
•Remind the pupils that when we organise newinformation,itiseasiertounderstandandrememberit.
•Focusthepupils'attentionontheconceptmapandaskthemtotellyouwherethemissingwordsgo.Pupilsshouldcopyandcompletetheconceptmapintheirnotebooks.
Activity 2
Encourage the pupils to use complete sentences intheiranswers.
A physical map shows natural features, such asmountain ranges, rivers and lakes; A political mapshows countries, capital cities and other cities, andborders.Astreetmapshowsanareaofaplacetohelpyoufinddirections.
Activity 3
Encouragethepupilstocorrecttheinformationinthesentences without looking in their books. Aftercompleting the activity, allow them to check theiranswersintheunit.
a. LinesoflatitudegohorizontallyaroundtheworldORLinesoflongitudegoverticallyaroundtheworld.
b. The Equator divides the Earth intoNorthern andSouthernHemispheresORTheGreenwichMeridiandivides the Earth into Western and EasternHemispheres.
c. The Equator divides the Earth intoNorthern andSouthernHemispheresORTheGreenwichMeridiangoesfromtheNorthPoletotheSouthPole.
d. GlobesshowtheEarthasasphereORMapsshowtheEarthasflat.
MATERIALSDigitalflashcards.
maps
map map map
N
S
EW
Ben Nevis1,344m
Slieve Donard850m
Pennines
Grampia
n M
ount
ains
Northwes
t High
lands
Cambrian
Mou
ntai
ns
Southern Uplands
Thames
EdenScafell Pike978m
Snowdown1,085 m
CelticSea
E n g l i s h C h a n n e l
2,0001,0005002000 sea level
2003,0005,000
Depth (in metres)
Height (in metres)Highest points
ATLA
NTI
C O
CEAN
No
r t h S
ea
physical political street
149784_BMLT_3PRIM_SSm_TB_031-049_U1.indd 48 06/07/18 12:07
UN
IT 1
49SOCIAL SCIENCE LEARN TOGETHER PRIMARY 3SOCIAL SCIENCE LEARN TOGETHER PRIMARY 3
21
212020
REVIEW
What type of information can you find in each map from activity 1?
2
20
Read the definitions and complete the words they refer to in your notebook.
In pairs, put the words in order to make questions. Test your partner.
a C..... r.....: It shows the cardinal points on a map: north, south,
east and west.
b S.....: This small image shows the real distance between two
places.
c S.....: They are small pictures on a map that represent real
places.
d K.....: It shows what the symbols used on a map represent.
5
6
21
Use maps on the internet.
Study skills
Copy and complete in your notebook. 1
N
S
EW
Ben Nevis1,344m
Slieve Donard850m
Pennines
Grampia
n M
ount
ains
Northwes
t High
lands
Cambrian
Mou
ntai
ns
Southern Uplands
Thames
EdenScafell Pike978m
Snowdown1,085 m
CelticSea
E n g l i s h C h a n n e l
2,0001,0005002000 sea level
2003,0005,000
Depth (in metres)
Height (in metres)Highest points
ATLA
NTI
C O
CEAN
No
r t h S
ea
maps
..... map..... map ..... map
Correct the following false sentences in your notebook. 3
a Lines of longitude go horizontally around
the Earth.
b The Equator goes from the North Pole to
the South Pole.
c Greenwich Meridian divides the Earth
into the Northern and the Southern
Hemisphere.
d Globes show the Earth as flat.
Pretend to be a cartographer. In your notebook, draw an imaginary island and add details. This list can help you.
4
• Add the capital city. Is it in the north? In
the south?
• Add two main cities to your island. Where
are they?
• Make sure there is more than one mountain
and use colours to show their height.
• Use different colours to show water depth.
• Add symbols and the key to show what
they represent.
• Do not forget the compass rose.
• Think about the scale you want to use.
Pupil A Pupil B
a. map / as / flat / a / does / the / show / Earth ?
b. are / cardinal / the / points / what ?
c. map / shows / which / features / natural ?
d. is / what / floor / a / plan ?
a. does / flat / a / globe / as / show / Earth / the ?
b. is / where / Equator / the ?
c. important / maps / why / are ?
d. symbols / what / are / a / map / on ?
What do you know now? Check your progress!
• Open an internet browser and search for
a map website.
• Type the name of a country, city, town
or an address into the search bar.
• You can zoom in and zoom out to have
a closer view or a general one.
• You can also choose a satellite view of the area.
• You can click and hold the mouse to move the
map.
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Activity 4
Makesurethepupilshaveallthematerialstheyneedandenoughtimetocompletethemapoftheisland.Show them images from the internet to give themideas and encourage them to use the list in theirnotebooks.
Activity 5
Youcanplay‘Hangman’ontheboardtoguessthewords.
a.compassrose;b.scale;c.symbols;d.key.
Activity 6
Pupilsshouldwriteoutthequestionsintheirnotebooksbeforeusingthemtotesttheirpartnersorally.
Pupil A
a. DoesaglobeshowtheEarthasflat?(No,itdoesn't.)
b. Whatare thecardinalpoints? (North, south,eastandwest)
c. Whichmapshowsnaturalfeatures?(Physicalmap)
d. Whatisafloorplan?(Itisanimagethatshowsthelocationandsizeoftheroomsinabuilding.)
Pupil B
a. DoesaglobeshowtheEarthasflat?(No,itdoesn't.)
b. Where is theEquator? (It'san imaginary line thatdividestheEarthintotwohemispheres.)
c. Whyaremapsimportant?(Theygiveusimportantinformationaboutplaces.)
d. Whataresymbolsonamap? (Smallpictures thatrepresentrealthings)
Study skills
If the pupils have access to individual laptops orcomputersinclasstime,usethem.Theyshouldfollowthe instructions in the book to learn how to use adigitalmapandtoexploreitsvariousfeatures.
360º EVALUATION
Download,printanddistribute theEnd-of-unit test.Comparethetestattheendoftheunitwiththeonesthepupilsdidat thebeginningandduringtheunit.Ask: What did you learn? Elicit vocabulary andconceptsfortheunit.
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UNIT 1 DIAGNOSTIC TEST Name:
Class:
Cross out the mistakes and write the correct word or words.1
a Maps show the Earth as round.
b Globes show the Earth as flat.
c Maps show the correct proportions of the Earth.
d The Greenwich Meridian goes east to west.
e The Earth is tilted on its Equator.
f Spain is in the Southern Hemisphere.
Circle the correct option.2
a Lines of latitude / longitude go horizontally around the Earth.
b The Earth's axis / Equator goes through the North Pole and South Pole.
c The Earth's axis / Equator divides the Earth into the Northern Hemisphere and Southern
Hemisphere.
d Lines of latitude / longitude go vertically around the Earth from the North Pole to the
South Pole.
e We use lines of latitude / longitude to measure the distance from the Equator.
a A is a map of a small area such as a town or city.
b A shows an area of land divided into countries.
c A shows different levels of elevation and bodies of
water such as oceans, rivers and lakes.
d A shows natural features, like rivers and forests,
and man-made features, like hospitals and roads.
e A shows the capital cities of countries.
f A is used to find directions to different places.
g A shows each country in a different colour.
Write political map, street map or physical map.3street map
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51SOCIAL SCIENCE LEARN TOGETHER PRIMARY 3
Label the symbols used on street maps.4
a b c d e f
tourist information
bus station
police station
restaurant
museum
petrol station
Look at the three different maps and answer the questions.5
ENGLAND
London
IRELAND
SCOTLAND
NORTHERNIRELAND
WALES
Edinburgh
Belfast
CardiffCelticSea
Manchester
Swansea
Glasgow
Derry-Londonderry
citycapital cityborder
N
S
EW
ATLA
NTI
C O
CEAN
No
r t h S
ea
E n g l i s h C h a n n e l
N
S
EW
Ben Nevis1344m
Slieve Donard850m
Pennines
Grampia
n M
ount
ains
Northwes
t High
lands
Cambr
ian M
ount
ains
Southern Uplands
Thames
EdenScafell Pike978m
Snowdon1085m
No
r t h S
ea
CelticSea
ATLA
NTI
C O
CEA
N
E n g l i s h C h a n n e l
200010005002000 sea level
20030005000
Depth (in metres)
Height (in metres)Highest points
Waterloo Bridge
LondonEye
Yo
r k R
oa
d
Waterlootube station
BigBen
Jubi
lee
Gar
dens
Belv
eder
e Ro
ad
DowningStreet
Westminster BridgeBridge St.
Vic
tor i
a E
mb
an
km
en
t
Wh
i t eh
al l
Northumberland Ave
A301Ri
ve
r
Th
am
es
a What is the capital city of Scotland?
b What park is near the London Eye?
c Which river runs through London?
d What is the highest mountain in Wales?
f
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UNIT 1 Name:
Class:
PUPIL’S SELF-EVALUATION
I'm an expert! I know some
things, but I have some questions.
I have lots of questions!
Imaginary lines on world maps: lines of longitude and lines of latitude
Cardinal points: location of places
Representation of the Earth: globes and maps
Elements and parts on a map: key, compass rose, symbols and the scale
Physical maps and political maps
How to read street maps
Directions to go from one place to another
The scale of a map: features and sizes
Floor plans: location and sizes of the features.
What do you know about maps and the information they provide? Tick.
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53SOCIAL SCIENCE LEARN TOGETHER PRIMARY 3
Name:
Class:
COOPERATIVE LEARNING EVALUATION
UNIT 1 Name:
Class:
Great work! Good job! I can do better
next time!
I worked well with my group.
I waited my turn to speak.
I listened to the rest of the group members.
I asked for help when I needed it.
Great work! Good job! We can do better
next time!
We all contributed to the project.
We shared our ideas and listened to each other.
We respected each other's opinions.
We finished our task on time.
We all helped to prepare the project.
We solved any problems we had effectively.
We all enjoyed working together.
Evaluate your cooperative learning. Tick.
Self-evaluation
Group evaluation
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UNIT 1 Name:
Class:
END-OF-UNIT TEST
Complete the sentences. Label the images. 1
elevation street physical globe political find borders sphere water natural
a A represents the Earth as a .
b maps show the between different
countries.
c maps show and man-made features.
They help people places they want to go to.
d maps use different colours to show different levels of
. They also show bodies of
globe
Compare maps and globes. Circle.2
a They represent the Earth as it really is. maps globes both
b They show the Earth tilted on its axis. maps globes both
c They have lines of longitude and latitude. maps globes both
d They represent the world as flat. maps globes both
N
S
EW
3,0002,0001,0005000 sea level
1,0002,0003,000
Height (in metres)
Depth (in metres)
Cantabr ian Sea
Mediterranean Sea
AT
LA
NT
I C O
CE
AN
Strait ofGibraltar
Aneto3,404 m
Peñalara2,430 m
Miñ
o
EbroDuero
Tajo
Júcar
Gua
dian
a
Segura
Guadalquiv i r
PyreneesCordillera
CantábricaS
i s t em
a I b
ér i c o
Sistema Central
Sierra Morena
Almanzor2,592 m
La Sagra2,381 m
Mulhacén3,482 m
Puigmal2,913 m
Teide3,718 m
Montes de Toledo
Sistema Bét ico
Desiertode Tabernas
Sierra deTramontana
Nalón
Ter
Eo
Narcea
T iétar
Segr
e
Tormes
Geni l
Torre Cerredo2,648 m
Mt. Llambrión2,646 m
N
S
EW
Cantabrian Sea
COMUNIDADDE MADRID
EXTREMADURA
COMUNIDADFORAL DENAVARRA
CASTILLA Y LEÓN
CANTABRIAPAÍS VASCO /
EUSKADI
LA RIOJA
GALICIA
CASTILLA-LA MANCHA
ARAGÓN
ILLES BALEARS
REGIÓNDE MURCIA
PRINCIPADODE ASTURIAS
ANDALUCÍA
CATALUÑA
Toledo
Sevilla
CANARIAS
Santiago deCompostela
Oviedo
Las Palmas deGran Canaria
Sta. Cruz deTenerife
Logroño
Pamplona / Iruña
Madrid
Murcia
Valencia
Barcelona
Palma
Mérida
Zaragoza
Santander
CEUTAMELILLA
Mediterranean Sea
Vitoria-Gasteiz
ATL
AN
TIC
OC
EAN
Strait of Gibraltar
COMUNITATVALENCIANA
a
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55SOCIAL SCIENCE LEARN TOGETHER PRIMARY 3
Label the map. 3
Complete the text about maps. 4
The is a line that goes around the
Earth. It divides the world into the Northern Hemisphere and the
Hemisphere. Europe is located in the Hemisphere and
is located in the Southern Hemisphere. Lines of
go vertically around the Earth from the North
to the South Pole. Lines of
go horizontally around the Earth. We use these lines to measure
from the Equator.
Equator
Equator Pole longitude Southern distance horizontally Northern latitude
a The
b Lines of c Lines of
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Look at the map and answer the questions. 5
Label the maps small scale or large scale. 6
a b
a Which places are in these squares?
D2 E3 A4 E5
b Which square is the university in?
c Which square is the bank in?
d Which square is the train station in?
car park
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57SOCIAL SCIENCE LEARN TOGETHER PRIMARY 3
Pupils
Und
erst
and
diff
eren
t ty
pes
of m
aps
an
d fe
atur
es.
Rese
arch
, sel
ect
and
anal
yse
info
rmat
ion.
Pres
ent
wor
k ca
rrie
d ou
t cl
early
usi
ng
diff
eren
t m
edia
.
Dev
elop
soc
ial s
kills
, res
pons
ibili
ty, e
ffor
t
and
conc
entr
atio
n w
hile
stu
dyin
g.
EVALUATION GRIDUNIT 1
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UNIT 1 LETTER HOME
Dear Parent / Carer,
In this unit, your child will begin by looking at the vibrant illustration related to maps and globes on the first two pages. This illustration will act as a tool to help your child brainstorm ideas and opinions on the subject matter and to assess their previous knowledge. Your child will then listen to and read the story about the course characters, Ana and Tom, who are on a school trip to the map museum. The story will be accompanied by audio and fun illustrations which will ease your child into the unit subject matter while encouraging curiosity and participation.
After the story, your child will move on to the Work together section in which they will use a cooperative learning technique to carry out a group experiment. Your child will learn about how to design a floor plan of a new school while also developing important teamwork and communication skills.
This unit on maps will expand on your child's previous knowledge of how the world on paper and on globes is interpreted. Your child will learn more about physical and political maps, and will be introduced to street maps of local areas.
Finally, the Our world page will encourage your child to reflect on the usefulness of maps, on the importance of choosing the right type of map, and on how maps can open up the world to them if they know how to read them.
Useful language tips throughout the unit will provide your child with language support to help them improve their oral skills.
Key vocabulary
•Map, globe, floor plan
•Equator, meridian, poles, axis, longitude, latitude, continents
•Key, scale, compass, symbol
Materials
•Paper, pencil, colouring materials, ruler, A3-coloured card, glue stick, scissors
Have fun and happy learning!
Best wishes,
Science teacher
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