Cambridge Social Science PDF

Cambridge University Press
978-8-490-36604-2 — Cambridge Social Science Level 1 Teacher's Book with Downloadable Audio
Series: Social Science Primary
Excerpt
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UNIT 3
PAGES 30–31 washing, cleaning, drinking,
watering plants, playing We all need water.
Objective:
The opening spread aims to
arouse pupils’ curiosity and
3 WATER EVERYWHERE!
interest in the topic of the
unit. It should make pupils
wonder how all the images are
connected and want to find out
more.
As with previous units, it

provides an opportunity for
teachers to assess what pupils
What do you use water for?

know about the importance of
water. Pupils will meet a new
explorer, Little Fahrenheit.
Who needs water?

Key vocabulary
beach, boat, bottle, dolphin,
factory, parasol, river, tree,
umbrella, water, weather
Tip
Have A4 (recycled) paper for
drawing.
Min dful
Warm up
Ask pupils to look at the opening Water makes us
spread for a minute, and then to close
feel calm.
their books. Together with a partner
ask them to name at least 5 things time
they remember. Help pupils with any
words they don’t know how to say. 30
Mindful time
Find some sounds of water flowing, waves rolling, rain falling, etc. and play audio track
20 at different points during the lesson. On page 40, pupils will listen to different water
sounds and decide which ones make them feel calm.
40
© in this web service Cambridge University Press www.cambridge.org

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Main concepts
• Ask what pupils think this unit
will be about. Read the scattered
Because all living things need water to live. questions and have a simple
discussion about water.
• Ask pupils the difference between

Who? What? Why? and Where? in the
questions.
Water, water everywhere!
• Point to elements in the illustration
and ask how they are connected to
the unit.
• Focus attention on the two
Why is water important? characters. Ask why Little Armstrong

is not well. Ask pupils to look back to
page 4 and find out the name of the
new character and what he likes.
Learn more
• Watch the documentary and
encourage pupils to react to it. Ask
how the girl’s life collecting water
is different from theirs and how it
makes them feel.
• Encourage pupils to fold an A4

paper in half. On one side have
Where does water come from? pupils draw how the girl gets water
and on the other, how they get their
water.
Song
The song lists the different ways
we use water and reinforces
vocabulary. It also sends the
message that we mustn’t waste
D CUMENTARY
water!
Water for life
31 Documentary
The documentary shows how we
must look after water.
It is recycled from lakes, rivers and seas.
41

Excerpt
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UNIT 3
PAGE 32 ponds, lakes, rivers, seas,
oceans, rain, and taps
a sea b lake c river d pond

Objective:
Pupils will learn that there are
different bodies of water on
Earth.
WHERE CAN YOU FIND Find
Find
out
WATER ON EARTH?
Key vocabulary Look and match.

sea
lake, pond, river, sea
Warm up
Introduce Mindful time. Play the
sound of flowing water. Have pupils
close their eyes for a minute. Ask
how the sound makes them feel and
what it makes them think about. Ask
lake
Where do you hear water? Write key
vocabulary on the board.
Seas, lakes, rivers
and ponds are all
bodies of water.
Main concepts
• Ask if they can name the bodies
ter
of water on the page. Play the Can you ﬁnd wa
audio and have pupils match the in other places?
words and photos. Talk about the river
differences between the bodies of
pond
water.
• Call out the different names on the

FUN FACT
page and have pupils point to the
There is a lot of
correct photo. Do they know the
water in your body!
names of any rivers, lakes or seas?
• Ask Can you find water in other

places? Pupils share their ideas.
32
Learn more
• Talk about what activities you can Here's the hidden sun! Yes. In water bottles, toilets, washing machines,
do on a pond, lake, river and sea. snow, ice, our body, etc.
• Read and discuss the Fun Fact.
42

Excerpt
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UNIT 3
Europe, South America,
PAGE 33
Africa, North America
Objective:
Pupils will discover the names
Try it of some well-known rivers and
Mini- out lakes, and locate them.
Let’s discover bodies of water.

MY
DICTIONARY
1 Look at a globe and point to bodies of water. Key vocabulary
body of water, continent, lake,
pond, river, sea
lake
Warm up
Play Hangman with the key words
from the previous class.
pond
Main concepts
2 Find out which continent the following rivers
and lakes are in. Complete the table. • Pupils review names of continents
and oceans using maps or globes.
Body
of water
Name Continent river • Say Let’s discover bodies of water!
Read the names of the lakes and
River Tajo
rivers in the table. Explain that
River Amazon each body of water is on a different
Lake Victoria continent. Pupils look and locate
Lake Michigan sea them.
• Check answers together before

pupils fill in the table.
Learn more
Al ,ap ,ar ,
• Ask each group to locate another
and a s are all bodies of water. body of water on their own and add
33 it to the table.
• Read My dictionary as a class. Ask

pupils to find the sticker and trace
A lake, a pond, a river and a sea the words.
are all bodies of water.
• Ask pupils to read and complete the
What have I learnt? box individually.
43

Excerpt
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UNIT 3
PAGE 34 to wash, clean, and drink
Objective:
Pupils will identify where the
water in our homes comes from Find
Find
and the different ways it is used. WHY DO WE NEED WATER? out
Listen and point.

Key vocabulary
clothes, dishes, shower, tap, toilet
Warm up
Have pupils stand around a tap or
water fountain. Discuss where pupils
think the water comes from and how
it arrives at our homes and school. Ask
why we need water.
Main concepts We cannot drink contaminated water.

We need to clean it first. mes?
• Pupils look at the photos and name r r ive a t our ho
ra
es wate
things they know with a partner. How do
• Play the audio and have pupils
Tip
point to each picture. Play the audio Turn off the tap.
a second time, stopping after each
description for pupils to repeat.
• Ask How does water arrive at our Don’t waste water!

homes? Focus pupils’ attention on
the reservoir and let them explain.
• Ask what would happen if we drank

contaminated water.
Tip
Take short showers.
Learn more
34
• Discuss the importance of not
wasting water and why.
It comes from reservoirs, is cleaned
• Play the song Water, water
(and treated) and comes through
everywhere while pupils mime the
pipes into our house.
actions.
44

Excerpt
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UNIT 3
PAGE 35
Objective:
Pupils will carry out a simple
Try it experiment to understand the
out properties of water.
Let’s learn more about water.

Key vocabulary
1 Look at and smell a glass of water and a glass of orange juice. colour, glass, orange juice, smell,
taste
Warm up
Present a glass with clean water, and
one with dirty water. Ask pupils to look
and describe the water. Ask pupils
to describe what they think the dirty
water tastes like. Let pupils also smell
the dirty water and describe the smell.
2 Taste the water and the orange juice.

Main concepts
• Say Let’s learn more about water.
Read the instructions together and
ask a volunteer to explain what they
will do.
• Pupils should work in pairs. Give

each pair a glass of water and a
glass of orange juice. Explain they
must look, smell, taste and compare.
Conclusion
Read and circle. • After the experiment, call out
Orange juice / Water has no colour. different statements It is orange. / It
Orange juice / Water has no smell. has no colour. / It has no smell. etc.
Orange juice / Water has no taste. and have pupils respond with the
35 correct answer.
• Read the conclusion together and

have pupils circle the correct words.
Water has no colour, smell or taste!
Learn more
Play the chant Water in my glass.
45

Excerpt
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UNIT 3
PAGE 36
Look outside!
It’s on page 32.
Objective:
Pupils will learn to identify and
talk about different types of Find
Find
weather. WHAT’S THE WEATHER LIKE TODAY? out
Key vocabulary Draw the weather today. Find the sun hidden in the unit!
cloudy, rainy, snowy, stormy,

sunny, windy
snowy
sunny
Warm up
Play Hangman with the word weather.
Look out of the window and say What’s
the weather like today? Elicit responses.
windy
Main concepts stormy

• Ask pupils to look at the weather
photos and to read each word with cloudy
a partner.
• Play the audio and have pupils

point. Play again, stopping after
each word so pupils can repeat it. rainy
• Hold up one weather flashcard at a What’s the weather

time and ask What’s the weather like? FUN FACT
like today?
Encourage pupils to reply with It’s … . Rainbows come out when it is rainy
Give volunteers a chance to ask the and sunny at the same time. It’s …
question.
• If you have brought items linked to

the weather, hold these up and ask
What’s the weather like?
36
Learn more
• Look out of the window again,
and have pupils tell you what the
weather is like, before they draw it
in their books.
• Read and discuss the Fun Fact.

46

Excerpt
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UNIT 3
PAGE 37
Objective:
Pupils will make a rain gauge to
Try it observe rainfall.
Mini- out
Let’s make a rain gauge.

MY Key vocabulary
DICTIONARY bottle, cloudy, measure,
1 Cut the top part off a bottle. Place it in playground, rain, rain gauge,
the bottom part of the bottle. rainy, snowy, sunny, windy
cloudy Warm up
Place weather flashcards around
the room. Pupils ask you What’s the
weather like? When you respond, they
point to the correct flashcard.
2 Put your rain gauge in the playground and
rainy
measure it when it rains.
Main concepts
• Show the rain gauge flashcard. Ask
What is it?
snowy
• Say Let’s make a rain gauge.
Demonstrate and show how to
mark centimetres on the side. Pupils
prepare their rain gauges.
Keep a record of sunny • Label the bottles before finding a

the rain for a week. place for them outside.
Weather changes. It can be Learn more

su , cl or windy
. Pupils create a table with days of the
sn
It can also be r , week (or Week 1/Week 2, etc.) across
w or stormy. the top, and centimetres marked
37 down the side.
• Read My dictionary as a class. Ask

Weather changes. It can be sunny, cloudy or snowy. the words.
It can also be rainy, windy or stormy.
47

Excerpt
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UNIT 3
PAGE 38 They like clean air because it’s healthy and helps them grow.
picture B
Objective:
Pupils will understand the
importance of looking after the Find
Find
air and the consequences of not DO TREES LIKE CLEAN OR DIRTY AIR? out
doing so.
Colour the river. Which picture shows clean energy

?
Key vocabulary smoke
A
air, factory, plane, smoke, tree,
wind turbine
Warm up
• Play Hangman with the word
contamination and see whether
pupils remember what it is.
• Explain we can have contaminated

water and contaminated air. tree factory
B
Main concepts
• Give pupils a whispering minute to
talk about the pictures.
• Ask what the differences are between

the two scenes. Focus on the first
picture and ask why the air is dirty.
• Ask pupils to point to the river and

colour it. wind turbine
• Read the title question and questions

see plants in?
on the page. Discuss as a class. Which picture can you
Learn more 38
Take the pupils outside or open a
window. Ask if they think the air is
clean or dirty. If it is clean, do some picture B
simple breathing exercises together.
If pupils think it is dirty, ask how they
can protect themselves.
48

Excerpt
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UNIT 3
PAGE 39
Objective:
Pupils will understand trees are
Try it important for the planet and
Mini- out that they help keep the air clean.
Let’s be planet superheroes.

MY
DICTIONARY Key vocabulary
1 With your teacher and classmates, dig a hole dig, factory, grow, hole, plant,
in the playground and plant a tree. smoke, tree, wind turbine
factorieß Warm up
Say Dig a hole, plant a tree, fill in the
hole, water the tree and watch it grow,
and mime each of the actions as you
say them. Pupils join in.
smoke
2 Water your tree and watch it grow.
Main concepts
• Elicit pupils’ favourite superheroes.
You will be planet superheroes!
treeß
• Together, plant the tree and talk
about what it needs.
wind Learn more

turbineß • Measure the tree and count its
branches. In their notebooks, pupils
write the date and draw the tree.
T like clean air and water.
Keep a record Later in the year, pupils draw the
Wind t make clean energy.
is bad for and observe how tree again.
The smoke from f
your tree grows.
our planet. • Read My dictionary as a class. Ask
39 the words.

Trees like clean air and water. Wind turbines make clean energy.
The smoke from factories is bad for our planet.
49

Excerpt
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UNIT 3
PAGE 40
Pupils’ own answers
Objective:
Pupils will reflect on how
different water sounds make
Attitude is everything
them feel and think about the Listen. Tick (✓) the sounds that make you feel calm.
correct use of water.
a c
b
Key vocabulary
calm, feel, water
Warm up
Play the chant Water in my glass and d
have pupils mime looking, smelling
e
and tasting it. Ask if the water is clean
or contaminated.
Main concepts
• Books closed. Play audio track 26.
Stop after each water sound and ask Circle the correct uses of water.
pupils what they can hear. Play the
a b
water sounds again and ask which
ones make them feel calm.
• Books open. Ask pupils to look at

the photos and tick the boxes.
• Focus on each picture in Activity

2 and talk about what the child c d
is doing and whether it is good
behaviour or not. Have them circle
the good behaviour.
Learn more
40
• Ask pupils to tell a partner the different
ways we use water. Provide the
a and c
sentence starter We use water to … .
• Mime with pupils: putting on

toothpaste, wetting the toothbrush,
and turning off the tap.
50

Excerpt
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a no UNIT 3
b no
c yes
PAGE 41
d yes
This activity gives pupils practice of Pre A1 Starters Reading and Writing Part 2. Objective:
Pupils will review the content of
Now I know the unit and read about Daniel
Go to page 82 for more activities.
Look and write yes or no. Gabriel Fahrenheit.
Key vocabulary
lake, river, sunny, weather, wind
turbine, windy
Warm up
a It is sunny by the sea. Using weather flashcards, hold them
b There are four wind turbines in the mountains. up one by one and have pupils shout
c It is windy by the lake. out the weather e.g. It’s sunny!
d The river goes into the lake.
Listen and tick (✓) the box.

1 Where is Annie? Main concepts
a b c • Ask volunteers to describe what they
see in the picture in Activity 1. Pupils
complete the task individually and
compare answers.
2 What is the weather like? • Discuss the photos in Activity 2. Ask
a c
b What can you see in each one? Ask a
volunteer to explain what they must
do. Play the audio twice, pausing as
necessary.
• As a class, look at the photo of

Daniel Gabriel Fahrenheit and read
the information.
Water in my glass
I am Daniel Gabriel
Fahrenheit.
I invented the thermometer. Learn more
41 • Use the internet to look for more
information about Daniel Gabriel
1 b Fahrenheit.
2 b • Pupils can now put their fingerprint
This activity gives pupils practice of Pre A1 Starters Listening in the passport on page 5.
Part 3.
51

Excerpt
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UNIT 3 LET’S REVIEW PAGE 82
Find the right words answers

1
a bin
b showers
a Yes, it is.
b No, it isn’t.
c Yes, it is.
Look back answers

1
a no
b yes
c yes
d no
e yes
This activity gives pupils practice of Pre A1 Starters Reading and Writing Part 2.
a sea
b river
c lake
52

Excerpt
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UNIT 3 TRACKLIST
Track 20 Page 30, Mindful time. Water makes us feel calm.
Track 21 Page 31, Song Water, water everywhere!
Track 22 Page 32, Where can you find water on Earth?
Track 23 Page 34, Why do we need water?
Track 24 Page 36, What’s the weather like today?
Track 25 Page 38, Do trees like clean or dirty air?
Track 26 Page 40, Listening activity
Track 28 Page 41, Chant Water in my glass
Track 29 Page 41, I am Daniel Gabriel Fahrenheit Character
53

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Cambridge University Press

As with previous units, it

What do you use water for?

Who needs water?

© in this web service Cambridge University Press www.cambridge.org

• Ask pupils the difference between

• Focus attention on the two

Why is water important? characters. Ask why Little Armstrong

• Encourage pupils to fold an A4

© in this web service Cambridge University Press www.cambridge.org

a sea b lake c river d pond

Key vocabulary Look and match.

• Call out the different names on the

• Ask Can you find water in other

• Read and discuss the Fun Fact.

© in this web service Cambridge University Press www.cambridge.org

Let’s discover bodies of water.

• Check answers together before

• Read My dictionary as a class. Ask

© in this web service Cambridge University Press www.cambridge.org

Listen and point.

Main concepts We cannot drink contaminated water.

• Ask How does water arrive at our Don’t waste water!

• Ask what would happen if we drank

© in this web service Cambridge University Press www.cambridge.org

Let’s learn more about water.

2 Taste the water and the orange juice.

• Pupils should work in pairs. Give

• Read the conclusion together and

© in this web service Cambridge University Press www.cambridge.org

cloudy, rainy, snowy, stormy,

Main concepts stormy

• Play the audio and have pupils

• Hold up one weather flashcard at a What’s the weather

• If you have brought items linked to

• Read and discuss the Fun Fact.

© in this web service Cambridge University Press www.cambridge.org

Let’s make a rain gauge.

Keep a record of sunny • Label the bottles before finding a

Weather changes. It can be Learn more

• Read My dictionary as a class. Ask

© in this web service Cambridge University Press www.cambridge.org

Colour the river. Which picture shows clean energy

• Explain we can have contaminated

• Ask what the differences are between

• Ask pupils to point to the river and

• Read the title question and questions

© in this web service Cambridge University Press www.cambridge.org

Let’s be planet superheroes.

wind Learn more

• Ask pupils to read and complete the

© in this web service Cambridge University Press www.cambridge.org

• Books open. Ask pupils to look at

• Focus on each picture in Activity

• Mime with pupils: putting on

© in this web service Cambridge University Press www.cambridge.org

Listen and tick (✓) the box.

• As a class, look at the photo of

© in this web service Cambridge University Press www.cambridge.org

UNIT 3 LET’S REVIEW PAGE 82

Find the right words answers

Look back answers

© in this web service Cambridge University Press www.cambridge.org