5 FIndIng places

OUTLINE

The Earth

Moves Is represented on

Rotation Translation Globe Map Plan

lasts 24 hours lasts 1 year

elements types
and causes and causes

Day Seasons of the –P  oles (north – Physical

and night year and south) – Political
– Earth’s axis – Thematic
– Equator
(Northern
and Southern The whole
Hemispheres) planet is
represented on a

World map

Other orientation methods

Position of the Sun Vegetation North Star Compass GPS

124
 Digital resources Inclusion and attention to diversity Assessment Classroom

WHAT
¿QUÉARE
VAMOS
WE GOING
A APRENDER?
TO LEARN? RESOURCES

Opening page Initial video

Learning experience. What do SDG video. Goal 3
you think?, What is going on
around you?, What can you do
to help?, What do you need to
know to take action? SDG 3.
Good health and well-being

The Earth  udio. How does the Earth move?

How does the Earth move?
A
Audio. I’ll tell you in a moment. The Earth
Videos. The Earth’s movements; Day and night;
The Moon’s and the Earth’s orbits
Interactive activities. Check what you learned

Seasons  udio. What are the seasons?

A
What are the Seasons? Video. Rotation movement: the seasons
Interactive activities. Check what you learned

The Globe  udio. What is a globe?

A
What is a globe? Audio. I’ll tell you in a moment. The Earth’s
representation
Interactive activities. Check what you learned

World maps  udio. What is a world map?

A
What is a world map? Interactive activities. Check what you learned
Maps
Compass
Types of maps  udio. Are there different types of maps?
A
Are there different types of Audio. I’ll tell you in a moment. Maps
maps? Presentation. Types of maps
Interactive activities. Check what you learned

Using maps  udio. How do I read a map?

A
How do we real a map? Interactive presentation. The elements of maps
Interactive activities. Check what you learned

Plans  udio. What is near me?

A
What is near me? Audio. I’ll tell you in a moment. Plans
Video. Learning how to make a plan
Interactive activities. Check what you learned

Other types of orientation  udio. How can I find my way?

A
How can I find my way? Video. Getting your bearings
Interactive activities. Check what you learned

Portfolio  ame room

G
What have I learned? De cerca
Take action Reinforcement worksheets
How have I learned? Extension worksheets
Assessment. Basic and competence-based

125
Resources
Digital resources
Initial video
SDG video. Goal 3 5 finding places 3

We call 112 when we

have an emergency.
Then, we tell them
where we are. They
have got GPS systems
to find us!

WHAT
DO YOU
THINK?
whaT Is
goINg On
arOUND you?
WHAT
Do you know what
cAN you
maps and plans are?
do To HElp?
Do you know how to use them?
Many children haven’t
got access to sanitation.
Parts of Africa and Asia Draw a plan that shows
haven’t got the resources all the health centres in your
to cure many disesases. neighbourhood
to help people find them.

TAKE
ACTIon

90

LearnIng experience SDGs Opening Image

The initial Learning experience shows a
little girl looking at a city map and giving
information about what we have to do in
case of emergency. This experience aims to
arouse pupils’ awareness of the importance
of guaranteed access to healthcare system
and of developing their autonomy when
it comes to managing adequately a real
situation. Plans and maps are used to reach
unknown places and being able to read
them is very important.
SDG 3. Good health and well-being. The image shows a girl
Guaranteeing a healthy life and holding a map of the
promoting everyone’s well being at any city. The girl gives simple
age is necessary for the construction instructions of what to
of prosperous societies. We can do in case of emergency.
make our community aware of the In the bottom left corner,
importance of good health and living a there is a drawing of a
healthy lifestyle, and we can also hold boy also reading a map.
governments, local leaders and other Plans and maps are used
decision-makers accountable for their to reach unknown places
actions and commitment to improve and it is important to
the health and well-being of citizens. know how to use them.

126
 Keys + info anayaeducacion.es
u NEeD To ICT
WHAT do yo ?
aKe aCTIOn
knOW To T Manage applications and devices
to search for information and
communicate it.

1
hoW DoES
The Earth ThE EArTh Emotional education
MoVE?
Give the opportunity to work on
empathy through the learning
experience. Encourage your pupils to
WhAT ArE
ThE SEASonS? 2 Seasons reflect on the emotions they would
feel if they were in an emergency
situation themselves, calling 112 for an
ambulance.

The globe
3 WhAT IS
A gLoBE? Complementary activities
To motivate learning
• Talk about circumstances that
WhAT IS
A WorLD MAp? 4 World maps may arise related to the learning
experience. Have you ever
experienced a health emergency
situation? How would you feel? What
ArE ThErE would you have done?
Types of maps
5 DIFFErEnT
TYpES oF MApS? • Reflect on the importance of access
to healthcare. Can everyone go to the
dictor’s when they are sick? Does this
hoW Do happen in all countries?
I rEAD
A MAp?
6 Using maps
• Review the content through an
infographic.

Plans 7 WhAT IS
nEAr ME?

hoW CAn
I FInD MY WAY? 8 Other types of
orientation

91

What do you thInk? what Is goIng Take action What do you need
on around you? to know to take action?

The questions help pupils
reflect on the different
ways of getting to places
they have never been to
and, at the same time,
arouse their curiosity
towards the learning
experience’s content.
This section provides
information that
reflects the reality of
many children in the
world that are not as
lucky as those who live
in Spain, who are able
to go to the doctor
when they need to.
Drawing a map showing
all the health centres
in the locality or
neighbourhood, aims
to make pupils aware
of where they should
go in case of a medical
emergency or, simply,
know the health centres
that exists in their area.
The sections in which the
learning experience’s content
are structured are presented:
the Earth, the globe, the map,
the plan and other ways of
orienting ourselves.

127
Resources
Digital resources
1 The Earth

hoW DoES ThE EArTh MoVE?

Audio. How does the Earth move?
t HIN K
 udio. I’ll tell you in a moment. The
A Fact file
What are the Earth’s movements?
Earth Name: Earth
system
 ideos. The movements of the Earth;
V Where is it located? Solar

Day and night; The Moon’s and the 1 Look, listen and read. Nearest star: Sun

Our planet is always moving. It moves in Shape: spherical

Earth’s orbits two different ways: Size: 12 742 km (diameter)

Interactive activities. Check what you Satellites: Moon

Rotation
learned
The Earth turns around its axis.
One rotation takes 24 hours.
This creates day and night.
Keys + info anayaeducacion.es
Developing thinking
Support the completion of activity 3
through the thinking technique ‘I see-I Sun
Rotation
think-I ask myself’.
Moon

Keep in mind Revolution Revolution

• This page presents information about Earth
The Earth moves around the Sun.
One revolution takes one year
our planet to give meaning to later (365 days and 6 hours).
content. This creates the seasons.

2 Classify these sentences into rotation or revolution in your

notebook.
a) It takes 365 days and 6 hours.
b) It creates day and night.
c) It is when the Earth turns around its axis.
d) It is when the Earth moves around the Sun.
To take care
of the Earth we
3 I see, I think,
Do you think we take care of the Earth? What can
I ask myself can reduce
we do to take care of it? pollution.

Go to the video ‘The movements of the Earth’ at anayaeducacion.es

to learn more about the Earth’s movements.
ConnectIon to the learning
experience
NOW I KNO W…
This section introduces pupils to
The Earth moves in two ways: rotation (around its axis) ChECK
the astronomic aspects of our WhAT YoU
and revolution (around the Sun). LEArnED
planet, focusing on the movements
of Earth. 92

Audioscript hot. Autumn. It starts on September 22nd and ends on

Page 92 December 21st.

Our planet is always moving. It moves in two different

ways: Rotation. The Earth turns around its axis. One Answer key
rotation takes 24 hours. This creates day and night. Page 92
Revolution. The Earth moves around the Sun. One 1 Open answer.
revolution takes one year (365 days and 6 hours). This
2 a) Revolution b) Rotation c) Rotation d) Revolution
creates the seasons.
3 Open answer. You can connect the answers with the
Page 93
SDG of the previous learning experience, SDG 11.
There are four seasons in a year. Each season lasts three Sustainable cities and communities.
months.
The seasons are: Winter. It starts on December 21st and
ends on March 21st. The days are short and cold. Spring.
It starts on March 21st and ends on June 21st. The days
are longer and warmer. Summer. It starts on June 21st
and ends on September 22nd. The days are long and

128
 Resources
2 Seasons
Digital resources
WhAT ArE ThE SEASonS?
Audio. What are the seasons
t HIN K
Video. Rotation movement: the
In which season is your birthday?
seasons
Interactive activities. Check what you
1 Look, listen and read.
learned
There are four seasons in a year. Each season lasts three
months.

The seasons Keys + info anayaeducacion.es

ICT
Winter Spring We recommend using the materials at
anayaeducacion.es

Keep in mind
• The seasons can be linked to daily
From December 21st to March 21st. From March 21st to June 21st. activities such as choosing clothes to
Short and cold days. Longer and warmer days.
go to school.
Autumn Summer

Language bank
From September 22nd to December 21st. From June 21st to September 22nd. Present Simple of the verb to be:
Shorter and colder days. Long and hot days. questions
—Are days in winter long and
warm?
2 Answer these questions with a classmate. Are days in winter
—No, they aren’t. They are short
a) Are days in winter long and warm? long and warm?
b) When does summer start? and cold.
No, they aren’t.
c) When does spring end? They are short
d) What season comes after autumn? and cold.
And before? ConnectIon to the learning
experience
NOW I KNO W… ChECK This section provides a starting
WhAT YoU
There are four seasons: winter, spring, summer and LEArnED point, to make pupils reflect on the
autumn. Each one starts and ends on a specific date.
seasons as an effect of the Earth’s
93 movement.

Page 93 To supporte understanding

1 Open answer. – Explain further what movement causes the seasons
2 a) No, they aren’t. They are short and cold. b) Summer of the year. Make sure that pupils understand the
starts on 21st June. c) Spring ends on June 21st. movement of revolution and its relation to the four
d) Winter comes after Autumn. Summer comes seasons.
before Autumn. To arouse curiosity
1 Do you know more planets in the solar system? Which
Teaching suggestions ones do you know?
To facilitate understanding
1 In activities 1 on both pages, activate prior knowledge
before listening. Have pupils analyse the diagrams and
talk about what they see.
2 Encourage speaking practice in activity 2. Go to
anayaeducacion.es for Language Bank resources.

129
Resources
Digital resources
3 The globe

WhAT IS A gLoBE?
Audio. What is a globe?
t HIN K
 udio. I’ll tell you in a moment. The
A
Is the Earth completely round?
Earth’s representation
Interactive activities. Check what you
learned 1 Look, listen and read.
The globe represents the Earth as a sphere. This is the best way
to represent it. All globes have got these elements:
Earth’s axis
North Pole Imaginary line.
It crosses the Earth
through the poles.
It is a little inclined.

Northern Hemisphere

Equator
Imaginary line.
It divides
the planet into
two halves.

ConnectIon to the learning

experience
The Think question focus further Southern Hemisphere
on the Earth. Starting with the
shape of the Earth the outline
further explains the main elements
of the planet, represented as
a Globe. The concepts of Pole, The poles
Hemisphere, Equator and axis are South Pole The two ends of the planet.
introduced. The Now I know section The Earth is a little flat at
the poles.
summarises that we use the globe
to represent the Earth and remind
Go to ‘I'll tell you in a moment’ at anayaeducacion.es.
pupils that the Earth is a little flat at
the poles. 94

Audioscript 2 a) A globe is a representation of the Earth on a

The globe represents the Earth as a sphere. This is
the best way to represent it. All globes have got these
elements:
Earth’s axis. It is an imaginary line. It crosses the Earth
through the poles. It is a little inclined.
The equator. It is an imaginary line. It divides the planet
into two halves: the Northern Hemisphere and the
Southern Hemisphere.
The poles. the North Pole and the South Pole. They are
the two ends of the planet. The Earth is a little flat at the
poles.
Answer key
1 Open answer.
sphere. Its elements are: two poles, the Earth’s axis
and the Equator. b) The Equator is an imaginary line
that divides the Earth into two halves: the Northern
Hemisphere and the Southern Hemisphere. c) The
names of the two halves of the globe are Northern
Hemisphere and Southern Hemisphere. d) The
Southern Hemisphere has got more water. There is
more land in the Northern Hemisphere. e) I live in the
Northern Hemisphere.
3 Open answer.
4 Suggested answer: It is called the ‘blue planet’
because from space our planet looks like a blue
marble.
5 Open answer. Go to anayaeducacion.es for Language
Bank resources.

130
 Keys + info anayaeducacion.es
ICT
2 Answer the questions. We recommend using the audiovisual
a) What is a globe? materials at anayaeducacion.es
b) What is the equator?
c) What are the names of the two halves of the globe?
d) Look at the globe on the previous page. Which hemisphere
Keep in mind
has got more water? • When dealing with an explanation
e) In which hemisphere do you live? of this type of representation of the
planet, we advise comparing it with
3 Draw a globe in your notebook and write the names of its elements.
maps. A comparison of both forms
of representation will help pupils to
4 Look at the picture. Why do you think our planet is called the
‘blue planet’? understand the concepts.
Check that pupils perform the
activities correctly and guide those
who have difficulties. Share the results
of the activities with the whole class.

5 Write questions about the globe. Make a quiz in groups of four.

Swap your questions with another group.

What is the Language bank

Earth’s axis?
The Earth’s axis is
an imaginary line.
Present Simple of the verb to be
—What is the Earth’s axis?
—The Earth’s axis is an imaginary
NOW I KNO W… ChECK line.
WhAT YoU
We use the globe to represent the Earth. The Earth is a LEArnED
little flat at the poles.

95

Teaching suggestions To extend learning

To facilitate understanding The concept of ‘antipodes’. Explain what the antipodes

are. Use a globe that you can put pins on to discover the
1 Before listening in activity 1, elicit prior knowledge
antipodes of different places on our planet.
using the picture as a reference. To make it easier to
understand use the audiovisual resources suggested Pupils can be given the freedom to make a
on this page. representation of the Earth using different materials,
preferably recycled ones.
4 and 5 Encourage speaking practice and creativity in
these activities. Have pupils practice new concepts
and definitions by role-playing dialogues like in the
language sample.

131
Resources
Digital resources
4 World maps

WhAT IS A WorLD MAp?

Audio. What is a world map?
t HIN K
Interactive activities. Check what you
Do you use world maps?
learned
Classroom resources
1 Look, listen and read.
Physical world map World maps represent the Earth’s surface on a flat surface.
Political world map They show the equator and other imaginary lines (parallels and meridians).
A compass rose shows the four cardinal points.

Political world map

It shows the countries,
their borders and the continents.
180° 150° W 120° W 90° W 60° W 30° W 0° 30° E 60° E 90° E 120° E 150° E 180°
N
A R C T I C O C E A N
W E

S
E U R O P E
60° N R U S S I A 60° N
UNITED
C A N A D A KINGDOM
GERMANY

AT
U N I T E D
FRANCE
A S I A
ITALY
SPAIN

L A
S T A T E S TURKEY
C H I N A J APAN
30° N MOROCCO 30° N

N
P A C I F I C EGYPT PA C I F I C

T I
MEXICO INDIA

C
O C E A N OCEAN
NIGERIA

O C
0° Equator Equator 0°

B R AZIL A F R IC A INDIAN
INDONESIA

E A N
A M E R IC A
OCEAN
AUSTRALIA
30° S 30° S
SOUTH AFRICA
ARGENTINA
OCEANIA
0 2000 4000 6000 8000 km
60° S 60° S

A N T A R C T I C O C E A N

A N T A R C T I C A
180° 150° W 120° W 90° W 60° W 30° W 0° 30° E 60° E 90° E 120° E 150° E 180°

Your turn!

hEALThCArE AroUnD ThE WorLD

This map shows the quality of healthcare around the world.
The colours go from red (very low quality) to dark green
ConnectIon to the learning (very high quality). There isn’t any data for the countries in white.

experience 1 Which continents have got countries with a high quality

The use and types of world healthcare?
maps is the focus of this learning 2 Which continents have got countries without data?
experience. The terms parallels,
meridians and compass rose, as 3 What is the quality of Spain’s healthcare?

well as continents and landforms

are introduced. 96

Audioscript different colours, the Earth’s landforms (mountains,

World maps represent the Earth’s surface on a flat
surface. They show the equator and other imaginary
lines (parallels and meridians).
A compass rose shows the four cardinal points.
There are two main types of world maps: Political world
map. It shows the countries, their borders and the
continents. Physical world map. The different colours
represent the Earth’s landforms (mountains, deserts,
rivers and oceans).
Answer key
1 Open answer.
2 A political map shows the countries, their borders and
the continents, while a physical one shows, through
deserts, rivers and oceans).
3 a) There are six continents. b) Africa, America
(which can be divided into North America and South
America), Antarctica, Asia, Europe and Oceania.
c) The largest continent is Asia. d) The smallest
continent is Oceania.
4 The (arc of the) Himalayas is the highest landform
(mountain range).
5 a) Spain is in Europe.
b) The closest countries are France and Andorra at
the north, Morocco and Gibraltar at the south,
Portugal at the west.
c) Open answer.

132
 Keys + info anayaeducacion.es
ICT
2 What is the difference between a political and a physical map? In activity 3, pupils will search for
information using ICT. Guide pupils and
3 What is a continent? Look for information. Then, answer suggest different sources where they
with a classmate. can search for information safely.
a) How many continents are there?
b) What are the names of the continents? Emotional education
c) Which is the largest continent? The activity A map representing the
d) Which is the smallest continent? planet’s healthcare can lead to a
discussion about the health situation in
Physical world map
other places on our planet. Encourage
The different colours represent the Earth’s landforms
(mountains, deserts, rivers and oceans). pupils to reflect on what problems
180° 150° W
this situation can cause and to put
A R120°
C WT I C 90° W 60° W 30° W 0°
O C E A N 30° E 60° E 90° E 120° E 150° E 180°

themselves in the shoes of people who

N

W E Greenland

S
live in places with worse healthcare.
RO
60° N C 60° N
E U R O P E
K
Y
M

alg
O

A S I A
Keep in mind
Vo
UN

PS
AT

AL D
TA

a nu
be
IN

L A

HI
S

M
AL

• Compare how the Earth is represented

30° N AYAS 30° N
N

G
P A C I F I C an PA C I F I C
Nile

SAHARA ges
T I

A M E R I C A
on maps to how it is represented
C

O C E A N OCEAN
Equator
O C

0° Equator 0°

Amazon with a globe and prompt questions

A N

INDIAN
A F R I C A
E A N

Elevation (m) D
8000 OCEAN OCEANIA
about why one representation is more
E S

30° S 5000 Australia 30° S

reliable than the other.

4000
3000
2000

60° S
1000
500 0 2 000 4 000 6 000 8 000 km
60° S
• We can limit or target the activity 3
200
0
–500
A N T A R C T I C O C E A N that requires an Internet search.
A N T A R C T I C A
Recommend a couple of websites
180° 150° W 120° W 90° W 60° W 30° W 0° 30° E 60° E 90° E 120° E 150° E 180° that might be useful and display them
during class time.
4 Look at the physical map. Which landform is the highest? Check that pupils do them correctly
and guide those who have difficulties.
5 Find your country on the political map and answer.
Share the results of the activities with
a) On which continent is it?
b) Which countries are close to it? the whole class.
c) Draw a political world map in your notebook. Trace the
outline of your continent in blue. Then, colour your country in
yellow.

NOW I KNO W…
ChECK
World maps show the planet on a flat surface. They can be physical or political. WhAT YoU
LEArnED
97

Your turn. Healthcare around the world To arouse curiosity

1 Europe, North America and Oceania. • Ask pupils to locate other countries on the political
2 Africa and in Asia. world map, near or far, that are familiar to them. In
which hemisphere is the country located? On what
3 Spain has got a very good level of healthcare.
continent? Would you be able to find that same
country on a globe?
Teaching suggestions
To consolidate learning
To facilitate understanding
• Draw an outline showing the two ways of representing
1 Before listening to activity 1, elicit all possible the Earth: a globe and a world map. Include the main
information with the maps. Then listen to the audio, elements of each of them.
and have pupils find parallels, meridians, the compass
rose, and the difference between both maps.
3 Give pupils some time to prepare the answers for
activity 3; thenk have them role-play dialogues asking
and answering the questions in pairs.

133
Resources
Digital resources
5 Types of maps

ArE ThErE DIFFErEnT TYpES oF MApS?

 udio. Are there different types of
A
maps? t HIN K
What type of map do you need to study geography?
Audio. I’ll tell you in a moment. Maps
Presentation. Types of maps
Interactive activities. Check what you
1 Look, listen and read.
Maps can show different types of information. These are the
learned types of maps there are:

Classroom resources Spain's relief Cantabrian Sea

River Aneto
3404
Physical map of Spain Peak
Plains
CORDILLERA CAN
T ÁBRICA P
I R I N
SI E O S
Mountains
Political map of Spain
SUBMESETA
Physical maps

S
TE
M
NORTE

A
AL
They show the landforms

IB
NT

ÉR
E
SIS T E M A C ARE
S
in an area.

IC
LE
BA

O
AS
SUBME SE T A
The colours and

L
IS
ATLANTIC SUR
lines indicate the
ea
A
É TIC
NA S
OCEAN
SIE
RR A MO
RE
A
SU
BB
n characteristics
I LL
E R Mulhacén
n ea of the relief.
ra
D 3 478
R
C
O
CORDILLERA t er
di
AT LA N T I C OC E A N
PENIBÉTICA
ISLAS CANARIAS Me
0 100 200 300 km
Teide 3 718

C a n t ab r ia n S e a
Territorial
PAÍS
FRANCE
division ASTURIAS CANTABRIA VASCO
in Spain GALICIA ANDORRA
Country NAVARRA
boundaries CASTILLA LA RIOJA
Autonomous Y LEÓN CATALUÑA
community ARAGÓN
boundaries

U G A L
Political maps COMUNIDAD
ISLAS
DE MADRID
They show the political BALEARES

COMUNIDAD
organisation of a territory EXTREMADURA CASTILLA-

P O R T
VALENCIANA
LA MANCHA
(for example, countries and ATLANTIC

autonomous communities). OCEAN REGIÓN ea

S
DE MURCIA n
ea
ANDALUCÍA
an
rr
AT LA N T I C OC E A N
te
di
CANARIAS
Me ALGERIA
ConnectIon to the learning MOROCCO
0 100 200 300 km

experience
This section of the learning
experience focuses on different 2 What are the main differences between a physical and a
types of maps we use for different political map? First, I need to look
at a political map of
purposes. Physical, political and France.
thematic maps are mostly the 3 Imagine you want to go to France. What types of maps do
you need to look at? Why? Tell a classmate.
types of maps we use according to
our needs. 98

Audioscript 2 A political map shows the countries, their borders and

Maps can show different types of information. These are the continents, while a physical one shows through
the types of maps there are: different colours the Earth’s landforms (mountains,
deserts, rivers and oceans).
Physical maps. They show the landforms in an area. The
colours and lines indicate the characteristics of the relief. 3 Suggested answer:

Political maps. They show the political organisation of
a territory (for example, countries and autonomous
communities).
Thematic maps. They show information on different
topics. There are many types of thematic maps. For
example, historical maps show events from the past,
and weather maps show the temperature, precipitation,
etcetera, in a place.
Answer key
1 Open answer.
First, I need to look at a political map of France; then I
need a physical map in order to find out the landform
of the place where I want to go. A weather map would
be useful in order to check for the weather during the
days of my journey.
4 Open answer. Thematic maps offer information on
different and varied topics. They can be weather
maps, economic maps, etc.
5 I mostly study weather maps, which show the
temperature, precipitation, etc. in a place.

134
 Keys + info anayaeducacion.es
ICT
4 Look for a thematic map on the Internet (not a historical The search for information suggested
one). What does it represent? in activity 4 will be directly guided and
supervised, especially when using the
5 Imagine you are a meteorologist. What type of map do you
Internet. It can be done collectively if
study?
there is a digital board or projector with
The Iberian
peninsula in
Cantabrian Sea
Historical maps show a screen in the classroom.
the 15th century León Pamplona
events from the past.
Corona de
Castilla
Reino de
Cooperative learning
Navarra
Corona de
Aragón
Zaragoza
Barcelona Some activities pose an ideal
Reino de
Portugal
Toledo
environment for developing cooperative
Reino de
Granada
Valencia learning techniques. An example of this
Lisbon

ATLANTIC S
ea is activity 1 of the Your turn section.
n
OCEAN Sevilla
n ea
ra
AT L ANTIC O C EAN
Granada
d it
er
Keep in mind
Islas Canarias Me
Ceuta Thematic maps • For the development of this content,
0 100 200 300 km
They show information on
different topics. the use of audiovisual materials such
There are many types of as images or videos is very important.
Weather
forecast thematic maps.
from 0-12 h Check the website anayaeducacion.es
Sun
Sun and
clouds
for resources.
Sun,
clouds
and rain
• Some of the maps may be more
Cloudy
familiar to pupils than others. Use
Rain

Snow
those that are the most familiar to
Wind develop the content.
Weather maps show • We can limit or target activities
the temperature, that requires an Internet search.
precipitation, etc.
0 100 200 300 km in a place. Recommend a couple of websites
that might be useful and display them
during class time.
Your turn!

WEAThEr ForECAST ChECK

Check that pupils do them correctly
WhAT YoU and guide those that have difficulties.
1 In groups, draw a map of Andalucía in your notebook. LEArnED
a) Find the weather forecast for tomorrow. NOW I KNO W…
b) Show on the map what the weather is like in three There are three
different provinces. main types of map:
c) Imagine you are the weather forecaster. Present your physical, political
map to your classmates. and thematic.

99

Your turn. Weather forecast Refer to the map frequently and use the cardinal points
1 Open answers. (north, south, east and west) to mention different places
on the map. This will be useful for carrying out the
activities.
Teaching suggestions
To arouse curiosity
To facilitate understanding
• How long do you think maps have existed for?
1 Before listening to the audio, have pupils look at the
maps and identify differences and purposes for each • Have you seen films that are set in the past where
of tem. Use the audiovisual resources suggested on maps appeared?
this page. To consolidate learning
Your turn • Review the I’ll tell you in a moment at
Encourage free linguistic production in the forecast anayaeducacion.es
presentation activity c). You can suggest using a
costume and act out the presentation to make it more
dynamic and fun. Suggest that they prepare a script.

135
Resources
Digital resources
6 Using maps

hoW Do I rEAD A MAp?

Audio. How do I read a map?
t HIN K
Interactive presentation. The elements
Do you know what the colours on a map mean?
of maps
We use maps to:
Interactive activities. Check what you • Go from one pla
learned 1 Look, listen and read.
• Find the location
ce to another.
A map can show a large territory. of places.
• Find the distance
Classroom resources These are the elements of a map: between places
.
Political map of Spain
Oviedo
Territorial division
Title in Spain Santiago de PRINCIPADO
Capital of autonomous Compostela DE ASTURIAS
It indicates the community
contents of the map. Headquarters of some GAL I CI A
autonomous institutions
Province boundaries
Autonomous community
boundaries
Country boundaries
Legend

A L
It shows the meaning
of the symbols.

T U G
AT L A N T I C
EXTREMADURA
Toponymy
The names on

P O R
OCEAN
the map (cities, Mérida
rivers, etc.).

Sevilla

AT L A N T I C O C E A N
CANARIAS
Santa Cruz
de Tenerife Las Palmas
de Gran Canaria

MOROCCO

ConnectIon to the learning

experience 2 In pairs, take turns to ask about the elements of a map.

The Think question encourages What is the

legend of a map? It is the part of the map
pupils to reflect on the importance that shows the meaning
of knowing how to read a map, of the symbols.
The Now I know section highlights
those elements in a map, which
help us to understand it. 100

Audioscript Answer key

We use maps to go from one place to another, to find
the location of places and to find the distance between
places.
A cam can show a large territory.
These are the elements of a map:
Title. It indicates the contents of the map.
Legend. It shows the meaning of the symbols.
Toponymy. The names on the map (cities, rivers,
etcetera).
Compass rose. It shows the cardinal points: north, south,
east and west.
Conventional symbols. They are the lines, points, colours
and other symbols. The legend shows their meaning.
Scale. It is a line that indicates the real distances.
1 Open answer.
2 What is the legend of a map? - It is the part of the
map that shows the meaning of the symbols.
What is the title of a map? - It is the part of the map
that indicates the contents of the map.
What is the toponymy of a map? - It is the part of the
map that shows the names on the map (cities, rivers,
etc.).
What is the compass rose? - It is the part of the map
that shows the cardinal points: north, south, east and
west.
What are the conventional symbols of a map? - The
conventional symbols of a map are the lines, points,
colours and other symbols. The legend shows their
meaning.

136
 Keys + info anayaeducacion.es
Your turn! Developing thinking
ThE MEDICAL CEnTrES In MY proVInCE Application of the ‘Mirror’ technique.
1 Look for a map of your province.
ICT
a) Use the map to find the medical centres in your province.
b) Draw the map in your notebook and mark their location. The search for information suggested
c) Make a legend for your map. Include the different types of in the activity The medical centres of
medical centres that you found. my province will be directly guided and
d) Compare your map with your classmates.
supervised, especially when using the
Internet. It can be done collectively if
Cantabrian Sea F R A N C E there is a digital board or projector with
Santander

PAÍS
COMUNIDAD FORAL Compass rose a screen in the classroom.
CANTABRIA DE NAVARRA N
VASCO It shows the cardinal
Vitoria- ANDORRA
Gasteiz
Pamplona
W E points: north, south,
Logroño
LA RIOJA
S east and west. Keep in mind
CASTILLA
Zaragoza
CATA LUÑA • The use of audiovisual materials such
Valladolid AR AG Ó N Barcelona as images or videos is very important.
Y LEÓN
Check for resources on the website
COMUNIDAD
DE MADRID ISLAS
anayaeducacion.es
Conventional symbols
Madrid BALEARES
The lines, points,
Toledo Palma colours and other
COMUNIDAD
CASTILLA- Valencia symbols. The legend
LA MANCHA VALENCIANA shows their meaning.

REGIÓN DE
a
MURCIA
e
ANDALUCÍA Murcia S
n
a
e
n
r a
t e r
d i Scale
M e A L G E R I A
Ciudad Autónoma
It is a line that
de Ceuta indicates the real
Ciudad Autónoma
de Melilla
0 100 200 300 km distances.

3 Draw a map of Spain in your notebook. Write the name of your

autonomous community and the communities around it.

NOW I KNO W…
Maps have got many elements. These elements help us
ChECK
understand what the map shows. WhAT YoU
LEArnED
101

What is the scale of a map? - It is a line that indicates Teaching suggestions

the real distances.
To facilitate understanding
3 Open answer.
2 Model the dialogue using the sample language and
Your turn. The medical centres of my province encourage pupils to do as many dialogues as possible
1 Open answer. In this activity, pupils will search for using the map as reference. Have them take turns.
information based on the exploration of the near Refer to the map frequently and use the cardinal
environment. It can be approached in the way that is points (north, south, east and west) to mention
considered most appropriate, individually, in a small different places on the map. This will be useful to
or large group. carry out the activities.
Check that pupils do them correctly and guide those
who have difficulties.
Share the results of the activities with the whole class.

137
Resources
Digital resources
7 Plans

WhAT IS nEAr ME?

Audio. What is near me?
t HIN K
Audio. I’ll tell you in a moment. Plans
What do you do when you get lost?
Video. Learning how to make a plan
Interactive activities. Check what you
learned
1 Look, listen and read.
Plans have go
A plan represents a place (a locality, a neighbourhood, a t the same use
s and
building or a room) from above at a smaller size. elements (comp
ass rose,
toponymy, conve
We use maps to represent larger areas. ntional symbo
ls,
legend and sca
Here is an example of a plan of Barcelona: le) as maps.

Picture of Barcelona from above

ConnectIon to the learning Plan of the same area of Barcelona

experience
The Think question encourages
pupils to acquire the necessary
knowledge in order to manage the
situation in case of getting lost. The
concept of plan is introduced with
simple words, compared to the
concept of map. The Now I know
section concludes that plans show
a place from above at a smaller
scale and they are very useful in
Go to the video ‘Drawing a plan’ at anayaeducacion.es to learn how to make a plan.
order not to get lost as well as in
case we get lost. 102

Audioscript Answer key

A plan represents a place (a locality, a neighbourhood, a 1 Open answer.
building or a room) from above at a smaller size. 2 Suggested answer: the plan represents a much
We use maps to represent larger areas. smaller area than the map.
Plans have got the same uses and elements (compass 3 a) To block A. b) To the emergency room. c) Door 1. d)
rose, toponymy, conventional symbols, legend and Open answer.
scale) as maps.
Your turn. Treasure hunt!
In your book, you can see an example of a plan of
Open answers. Check that pupils do them correctly and
Barcelona.
guide those who have difficulties.
Share the results of the activities with the whole class.

138
 Keys + info anayaeducacion.es
Emotional education
2 What is the main difference between a map and a plan? Through activity 3 we can work on any
possible negative emotions associated
3 Imagine you have got an emergency and go to the hospital. This with hospitals or health centres in
is the plan you find at the door:
general. Starting with questions to
Paedriatrics identify their own emotions, the pooling
Maternity
Diagnosis
of information can be very enriching for
the whole group.
Emergency

Block C
Block B

Linguistic plan
room
Block A

Admission Linguistic skills. Oral expression.

Treatment
room
Cafeteria

Developing speaking skills and fluency

Administration

When I leave the

Waiting room Laboratory Consulting
room
emergency room, I in activity 3.
turn right/left. Then…

Door 1 Door 2
Keep in mind
a) Which block do you go to?
b) Which room do you go to?
• From the start of the learning
c) Which door do you use to enter? experience we have worked towards
d) Explain to a classmate the route you take from there to the how pupil’s closest environments are
consulting room. represented. Finally, we come to the
plan, which is used to represent a
Your turn!
room, a building or a neighbourhood.
TrEASUrE hUnT!
• Drawing plans will help pupils to
Pirates used old, secret plans to find great treasures. A big red X marked the location
of the hidden treasure. Let’s do a treasure hunt in the classroom! develop their perceptual-spatial
Step 1 ability.
Draw a plan of the classroom in your notebook. Don’t forget to include the door,
windows, chairs and desks.
Step 2
Choose an object (for example, a book or a pencil case) and hide it in the classroom.
Step 3
In your plan, mark the place where you hid the object with an X.
Step 4
Swap plans with a classmate and find their treasure!

NOW I KNO W…
ChECK
Plans show a place from above at a smaller scale. We can use them WhAT YoU
when we get lost. LEArnED

103

Teaching suggestions
To facilitate understanding
3 Encourage free talk in this activity. You can write
some key words on the board and model a couple of
examples with some of your pupils, then challenge
them to talk and have fun using English.
To extend learning
3 Show pupils plans of different buildings and
encourage them to identify which one it is. Are they
familiar buildings?

139
Resources
Digital resources
8 Other types of orientation

hoW CAn I FInD MY WAY?

Audio. How can I find my way?
t HIN K
Video. Getting your bearings
Can you locate north with no instruments to help you?
Interactive activities. Check what you
learned
1 Look, listen and read.
Classroom resources Sometimes we need to find our way around without a map or
a plan to help us. For this reason, we need to know how to find
Compass the cardinal points (north, south, east and west).

Orientation methods

Position of the Sun Moss and vegetation

The Sun rises in the east Areas facing north (shady) have got
and sets in the west. more vegetation than those facing
south (sunny).

shady

sunny

North Star

North Star
At night, we can
locate the North Star
to find north.

ConnectIon to the learning

experience
This section of the learning
experience encourages pupils to
think on alternative ways to find
their way around without maps
GPS Compass
and plans. Using other methods
This system receives signals from It has got a magnified arrow
such as the position of the Sun, the satellites in space to tell us our position. that always points north.
vegetation, the North Star, a GPS or
a compass can be very useful. 104

Audioscript Answer key

Sometimes we need to find our way around without a
map or a plan to help us. For this reason, we need to
know how to find the cardinal points (north, south, east
and west).
Here are some orientation methods:
Position of the Sun. the Sun rises from the east and sets
in the west.
Moss and vegetation. Areas facing north (shady) have
got more vegetation than those facing south (sunny).
North Star. At night, we can locate the North Star to find
north.
GPS. This system receives signals from satellites in space
to tell us our position.
Compass. It has got a magnified arrow that always
points north.
1 Open answer.
2 a) Using the position of the Sun to know which way
is east. b) Using the position of where the Sun sets to
find out where west is or looking for the North Star to
find north. c) Observing moss and vegetation or using
a compass. d) Using a GPS.
3 Open answer.
Your turn. The North Star, an interesting star
First of all, locate the constellation of the Big Dipper
(also known as ‘The Chariot’ or ‘The frying pan’).
From the last two stars of the Big Dipper that we see
represented in the image, we draw an imaginary line of
approximately 5 times the distance between these two
stars and we will arrive at the North Star.
(Source: astroaficion.com)

140
 Keys + info anayaeducacion.es
Cooperative learning
2 Read the situations. Choose an orientation method for each one. We will carry out activity 2 using the
a) You are camping and wake up at dawn. You want to go south. ‘Pencils in the middle’ cooperative
b) You are in the countryside at night with your dog. learning technique. To do this, we will
c) You are in the hills. You want to walk west. assign a question to each member of
Material
d) You need to go to the nearest medical centre. • Black ca the team and the rest will express their
rd
• Glow-in-t
paint
he-dark opinion.
Your turn!

ThE norTh STAr, An InTErESTIng STAr Developing thinking

The North Star is very important because it is located over the Earth’s Promote the different entrepreneurial
axis. It is in the same place most of the year.
skills through carrying out activity 3,
suggesting ways to get out of unfamiliar
1 To which constellation does the North Star belong?
situations.
2 What two parts has the constellation got? What are they called?

3 In which of these two parts is the North Star? Keep in mind

4 Use black card and glow-in-the-dark paint to represent
the constellation and make a wall display.
Step 1
Look at this picture of the constellation.
Step 2
Use the glow-in-the-dark paint to paint the stars that
form the constellation. Remember that some stars are
brighter than others.
Step 3
Make cards with the information from the previous
activities about the constellation.
Step 4
Make a poster with the cards and the constellation you
painted. Put up your posters in your classroom.
3 Imagine you are in the countryside with your
family and you get lost. Talk to a classmate.
a) How do you feel?
b) Which orientation methods do you suggest?
• It is possible that most pupils will
be familiar with instruments such as
the GPS or the compass, while they
will be unaware of other orientation
methods. Take advantage of this to
spark their curiosity and relate it to
nature.
• We can limit or target activities
that requires an Internet search.
Recommend a couple of websites
that might be useful and display them
during class time. Check that pupils
do them correctly and guide those
that have difficulties. Share the results
of the activities with the whole class.
I feel scared.

NOW I KNO W…
ChECK
To find our way, we can look at the Sun, the moss and vegetation or the WhAT YoU
North Star. We can also use a compass or a GPS. LEArnED

105

1 The North Star or Polaris is a star in the northern
circumpolar constellation of Ursa Minor.
2 The constellation of Ursa Minor looks like a frying pan,
as if it had got a handle and a basin.
3 The North Star is the first star that forms the handle
of Ursa Minor.
4 Open answer.
Teaching suggestions
To facilitate understanding
1 Before the listening in activity 1, discuss about going
outdoors or trekking, Have they ever been out in the
woods? How would they orientate in case they get
lost and if they had no electronical devises with them?
Have them check the images and talk about this.
To make it easier to understand Use the audiovisual
resources proposed on this page.
Your turn activity. Encourage free talk and having fun
with this creative activity.
3 Prompt discussion. This is a good opportunity to talk
about emotions.
To motivate learning
– How to create a sundial. The Sun not only helps us to
orient ourselves, but it can also tell us what time it is.
Do you know how to build a sundial? Go to this page if
you want information on how to do it easily: youtube.
com/watch?v=a93qrNRYevo

141
 MY VisUAl sUMMARY

Rotation Revolution

Our planet moves in

two different ways

Planet Earth

We represent
the Earth using

Globe Map

Axis

Northern North Pole

Hemisphere

Equator

Southern
South Pole
Hemisphere

106

Teaching suggestions
This section aims to summarise all the contents the
pupils have studied throughout the learning experience.
You may aim to have pupils read the texts of this section
aloud to practice their pronunciation skills.
• Provide pupils with non-linear visual ways to
understand, produce and represent knowledge.
• Help pupils develop higher-order thinking skills
including analytical skills.
• Facilitate organisation, recall and processing of
information.
• Help pupils externalise their knowledge and show their
understanding.
• Make explicit the structural form of knowledge and
relationships between concepts, thereby enhancing
the pupils’ comprehension.
• They attend to different learning styles.
• They are effective organisational tools the pupils can
apply to organise their knowledge.

142
 Maps Physical
maps

Political
maps

Thematic
maps
Plans

Methods to find
our way

Position of North Star Moss and

the Sun vegetation

Compass GPS

107

Visual summaries can be used at the beginning and
at the end of each learning experience. They are an
excellent way to organise and make prior knowledge
evident while setting a good basis for your class to
begin. The interactive visual summary digital resource
allows us to display images and texts gradually or to
display images only.
The latter choice is a great way to introduce upcoming
content and motivate learning. It also promotes group
learning, interaction, and communication. Towards the
end of the learning experience, you can use images to
review concepts and relationships together with the
pupils. This way, you can summarise the contents in a
whole-class activity.

143
Resources
Digital resources
Game room
PORTFOliO
Inclusion and attention to diversity WHAT HAVE I LEARNED?
De cerca
1 Copy and complete in your notebook. 5 Name the different types of maps and
Reinforcement worksheets Our planet is called ••• . It moves around write their characteristics.
a star called the ••• . It has got a satellite
Extension worksheets called the •••. It is shaped like a ••• . It 6 Draw a plan of your house in your
notebook.
moves in two ways: ••• and ••• .
Assessment
7 What are the elements of a plan?
 ssessment. Basic and competence-
A 2 Are these sentences true or false?
based a) Revolution causes day and night. 8 Copy this plan and place each building
b) It takes 24 hours for the Earth to in the correct place.
complete one rotation around its axis.

Calle Violeta
Calle Negro

Calle Verde
c) When the Earth moves around the
Sun, this creates the seasons.
d) One revolution takes two years.
Avenida Azul Calle Rosa

3 Are these people talking about a globe

ConnectIon to the learning or a world map?

Calle Marrón
experience

Calle Blanco

Some exercises follow to reassure
basic knowledge of the learning
experience. Then, the strategic
thinking skill ‘Problem tracker’.
Intends to draw up a list of local
health centres. Reference will also
be made not only to the physical
places, but also to the emergency
telephone numbers to call when
there is a health emergency. The
idea is that pupils are aware of
the importance of seeing health
professionals when our health
is deteriorated or in danger and
offer a range of possibilities that
go beyond the health centre, also
contemplating emotional and
psychological health. This activity
can be done individually, in pairs or
in small groups.
Calle Gris
Calle Amarillo
Calle Naranja
a) The fire station is north of Avenida
a) Nerea: It covers my bedroom wall. I Azul, between Calle Verde and
Violeta.
put pins in the countries I visit.
b) Victor: I can quickly see all the oceans. b) The hospital is on the corner of Calle
Blanco and Avenida Azul.
c) Manuela: I turn it to find different
countries. c) The health centre is on the western
corner of Calle Naranja.
d) Daniel: It is a realistic representation
of our planet. d) The school is south of the hospital.
9 Explain the different orientation methods
4 Do we use a plan or a map to represent that you can use on a camping trip.
these places?
a) The rooms in your house. Traffic lights. Apply this colour code next
b) The roads in your autonomous to each activity in your notebook.
community.
I knew the answer.
c) The parts of your school. I needed help.
d) Your neighbourhood.
I couldn’t answer the question.
e) The cities in Spain.
108

Answer key 7 Title, legend, toponomy, compass rose, conventional

What have I learned? symbols and scale.

1 Earth, Sun, Moon, globe, rotation, revolution. 8

Calle Violeta

Calle Negro
Calle Verde

2 a) False b) True c) True d) False

A
3 a) World map b) World map c) Globe d) Globe
4 a) Plan b) Thematic map c) Plan d) Plan e) Political
Avenida Azul Calle Rosa
map
5 Physical maps: they represent the relief and the
waters of a certain area. B
Calle Marrón

Calle Blanco

Political maps: they represent the political

Calle Gris

organisation of a territory. Calle Amarillo

Thematic maps: they offer information on different

and varied topics. C D
6 Open answer.
Calle Naranja

144
 Keys + info anayaeducacion.es
Cooperative learning
This key will be needed to achieve the
Take action activity.
Draw a plan that shows all the health centres in your neighbourhood to help
Developing thinking
people find them.
The Take action activity will be
Step 1 solved using the developing thinking
Draw a map techinique ‘Problem tracker’.
of your
neighbourhood.
Don’t forget
Emotional education
to include the
most important
Section dedicated to metacognition
buildings. with which the identification of
emotions in relation to learning can be
encouraged.
Step 2
Find where the
medical centres
and hospitals are Keep in mind
located. Mark
them on the • The activities in these sections seek
map. You can
create different
to encourage pupils to reflect on
icons. their learning. It includes review,
self-assessment and metacognition
Step 3 Step 4 activities, with which pupils will
What illnesses do they treat in each one? Make Number each of the medical centres and hospitals on identify their achievements,
flashcards. Include the name of the hospital and the your plan. Then, number the flashcards using
information that you found. the same numbers. weaknesses, strengths, improvements,
etc.
Step 5
Make a wall display with the plan and the flashcards. Put it on a wall at home.
• For self-assessment and
Now you know where to go when there is an emergency. metacognition, it is important to
explain the differences between the
emoticons that appear in the sections
What have I learned? and How have I
hoW hAVE I LEArnED? Think about this! learned?, on these pages.
can go to
When we feel ill, we
1 What new things did you learn?
the doc tor . We are ver y lucky! • Use attention to diversity strategies
What pictures do you remember? a hos pital if pupils have experienced difficulty
What did you enjoy learning How can we get to
Pro pos e differe nt
about the most? How is it useful? quickl y? during the learning experience or if
Does it help you in your daily life? options. they have not achieved the content
to go to the
Why is it necessary
2 acquisition. For example, pupils who
Think about what you and your doctor ’s?
classmates can do better in the have learned the content can help
future. those who haven’t.

109

9 Open answer. To facilitate metacognition

Take action 3 Ask questions such as: What have I accomplished in
this learning experience? What have I done well and
Using the ‘Problem tracker’ technique, analyse the
what do I need to continue doing? What have I not
different emergency medical situations and the health
done so well and what can I improve on? How have
centre location where they can be treated. In an
my colleagues helped me? How have I helped my
emergency, it is very important not to waste time going
colleagues? What helped me to learn more? What
to the wrong place.
did I like the most? What has been the most difficult
for me? What can I do in the future to learn more and
How have I learned? better? What do I need to review?
To consolidate learning
1 As a large group, recapitulate all the information
and relate the most relevant aspects of the learning
experience: essential content, basic knowledge,
specific skills, etc.
2 Carry out the interactive assessment in teams.

145