2pri Key Points Nat and Soc SC Assessment

2 PRIMARY
Natural and
Social Science
Key points
ASSESSMENT
Diagnostic
assessment
Initial test
NAME DATE
1 Draw a house and colour its parts.
BROWN ROOF
. Physical redistribution and/or communication on the internet or on social networks is prohibited.

BLUE WINDOWS
GREEN DOOR
ORANGE WALL
RED CHIMNEY
2 Look and match the names of these rooms in the house.
Content courtesy of
BEDROOM KITCHEN BATHROOM
3 Draw these things to complete the picture of this street.

N ATU RA L A ND S O CI AL SC IE NC E 2. P R IM ARY
traffic lights bin pedestrian crossing
18
INITIAL TEST
4 What can you see in this landscape? Tick.
A RIVER
A BEACH
MOUNTAINS

FARMLAND
5 Classify these means of transport.
MOTORBIKE
COLLECTIVE INDIVIDUAL
BUS TRANSPORT TRANSPORT
TRAIN
AEROPLANE
CAR
BICYCLE
6 Complete the months of the year in order.
1. J_NUARY 2. FEBR_ARY 3. M_RCH Content courtesy of

6. J_NE 5. M_Y 4. _PRIL
7. J_LY 8. A_GUST 9. S_PTEMBER
12. D_CEMBER 11. N_VEMBER 10. OCT_BER
19
Initial test
7 Label the joints.
HIP ANKLE KNEE SHOULDER WRIST ELBOW

8 Read the sentences and cross out the odd word out.
THE ROOTS –THE LEAVES fix the plant in the ground.
Plants need water, air, sunlight and FOOD - SOIL.
Fruits have SEEDS - FLOWERS inside.
We get MEAT - CEREALS from plants.
9 Draw a healthy meal with pulses, vegetables and fish. Content courtesy of
20
11
GLASS
10 Draw animals.
IT IS A HERBIVORE.
IT LIVES IN THE SEA.
WOOD
What are these objects made of? Match.
IT SLITHERS.
IT HAS FEATHERS.
METAL
INITIAL TEST
N ATU RA L A ND S O CI AL SC IE NC E 2. P R IM ARY Content courtesy of . Physical redistribution and/or communication on the internet or on social networks is prohibited.
21
Answer key
1 Individual Drawing (I. D.)

2 kitchen, bathroom, bedroom
3 I. D.

4 Tick river and mountains.
5 OLLECTIVE TRANSPORT: bus, train, aeroplane.
C
INDIVIDUAL TRANSPORT: motorbike, car, bicycle.
6 1 . January - 2. February - 3. March - 4. April - 5. May - 6. June - 7. July
8. August - 9. September - 10. October- 11. November - 12. December
7 eft of the picture. Top to bottom: elbow, wrist, knee.
L
Right of the picture. Top to bottom: shoulder, hip, ankle.
8 Cross out:
THE LEAVES
FOOD
FLOWERS
MEAT
9 I. D.
10 M. A.
IT LIVES IN THE SEA: A shark.
IT SLITHERS: A snake.
IT IS A HERBIVORE: A cow.
Content courtesy of
IT HAS FEATHERS: A stork.
11 t able: wood
scissors: metal
jar: glass
22
Thinking routines
INTRODUCTION
The objective of the thinking routines in the diagnostic assessment is to provide useful
information to the children so that they feel motivated, learn self-management skills and
continue persevering along the path of learning. The objective for the teacher is to gather
information to help them to make decisions about what to teach and how to help the students
in their learning.

The routines included here offer thinking strategies graded according to the children's
developmental age. They are accompanied by a graphic organiser that the students can use to
express and reflect their thinking. Once the students have learnt the routine, the graphic
organisers will no longer be necessary.
All the thinking routines included in this diagnostic assessment have the following
characteristics in common:
• They are aimed at stimulating different mental habits.
• They allow reflection through metacognitive work.
• T
hey can be used several times throughout the year as they complement the
contents of the curriculum.
• They are easy to learn and teach since they are short and involve only a few steps.
• They can be used individually and collectively.
The thinking routines are an excellent opportunity to take time out in class for thinking.
The mental habits that are trained are:
• Metacognition: thinking about how they think.
Content courtesy of
• E
mpathetic listening: by sharing their thoughts with others, they make an effort to perceive
the points of view and the emotions of others.
• F
lexible thinking: to be able to change perspective, come up with alternatives and consider
other options.
• Q
uestioning and asking questions: to fill in the gap between what they know and what they
do not know.
• C
reation, imagination and innovation: to generate new and clever ideas with fluidity and
originality.
• A
pplication of knowledge to new situations: to rely on their prior knowledge and
experience to resolve each new challenge.
• O
btaining information using all the senses: paying close and precise attention to the world
around us.
23
• I mpulsiveness control: often at this stage of schooling, children give the first answer that
comes to mind. Sometimes, they answer out loud or they begin their work without having
completely understood the instructions. Other times, they lack an organised plan or any type
of strategy to approach the problem, or they immediately form a value judgement about an
idea before having understood it thoroughly. One basic mental habit for the evolution of
thought is effectively learning to stop forming value judgements about matters before
understanding them thoroughly.

• Interdependent thinking: group work requires the development of a willingness and
openness to accepting friendly constructive feedback. Through this type of interaction, both
collective and individual growth is boosted.
THINKING ROUTINES
OBJETIVOS GOAL
ROUTINE
RUTINA 1 1 K-W-L
3 veceschart
Q Activateconocimientos
Activar prior knowledge,previos,
(whatse,
I know, what I saber,
want to know, question and reflect on one's
cuestionarse y reflexionar
(Qué qué quiero
whathe
I have learnt) own ideas
sobre and how
nuestras ideasthey
y sus
qué aprendido)
change.
cambios.
ROUTINE2 2
RUTINA See,
Veo,Think,
pienso,Wonder
me pregunto Describe,
Describir, interpret and
interpretar,
question or wonder.
preguntarse o cuestionar.
ROUTINE
RUTINA 3 3 Compare
Comparo and contrast
y contrasto Analyse
Analizar ideas,
ideas, summarise
resumir
Content courtesy of
information, deepen
información, profundizar
understanding,
en la comprensión,remain
permanecer
focused on the
concentrado sintask.
abandonar
la tarea.
ROUTINE 4 Colour-Symbol-Image Identify and extract the
RUTINA 4 (C-S-I)
Color-Símbolo-Imagen essence of ythe
Identificar ideasla
extraer studied.
esencia
Learn
de las how
ideas.toAprender
represent them
(C-S-I)
in non-verbal
a hacer ways. a través
representarlas
de formas no verbales de
comunicación.
24
ROUTINE 1 K-W-L chart
The K-W-L chart routine is used to stimulate group discussion, to find out the students' prior
ideas and interests, and to reflect on what they have learnt.
• What do I already know about the topic? (Think about what they know.)
• What do I want to learn about the topic? (Learn the students' interests.)
• What have I learnt? (Personal reflection.)

Thinking habits reinforced through the use of this routine
• Empathetic listening.
• Metacognition.
• Flexible thinking.
• Application of prior knowledge to new situations.
• Impulse control.
Resources and goal

RESOURCES: graphic organiser.
K W L
Content courtesy of
What do I know? What do I want What have I learnt?
to know?
25
GOAL: the K-W-L chart routine can be used to stimulate group discussion, to find out
about students' prior ideas and interests, and to reflect on what they have learnt.
Step by step
1. Once the topic has been introduced, hand the graphic organiser out to the class and

allow the students a few minutes to reflect individually on what they know about the
content they are going to work with. They then write or draw a picture representing
their thoughts in the What do I know? section of the chart.
2. Next, the students share their ideas with the rest of the class. It is important that
the students get used to thinking first, then writing and lastly speaking and sharing.
This will help them to control their impulsiveness.
3. Move on to the second question in the chart: What do I want to know? When the
time for individual thinking is over, the students write their thoughts in the second
column of the chart. They can then share their ideas with the class.
4. The chart will remain incomplete until the unit contents and activities have been
done. At this point, the students will write or draw in the What have I learnt?
column and then share their conclusions with the rest of the class.
We can propose the "Chest of new ideas" as an extension to this routine. The students write
about the new things they have learnt and how this knowledge relates to their own lives. We can
make a chest using a cardboard box.
Content courtesy of
We have learnt... It is related to...
Type of work
Individual and collective.
26
ROUTINE 2 See, Think, Wonder
The See, Think, Wonder routine helps students to be more mindful in their observations and
interpretations. It is a good tool for encouraging students to examine the details in an image, to
think about and interpret them, and to question them.

• Observing from up-close and describing in detail.
• Giving explanations and formulating interpretations.
• Bearing in mind several points of view.
• Asking and questioning.
Resources and goal

I see I think I wonder
Content courtesy of
GOAL: this routine can be used along with the unit introduction pages in the Student's
Book, where there are images, videos, etc. that depict the topic covered.
We can also use this thinking tool to analyse social problems or to work with topics
related to values, with excellent results.
27
Step by step
1. Show the class the graphic organiser and do the routine together so that the
students can later do it individually or in small groups. If the classroom does not
have an interactive whiteboard, you can draw the graphic on the blackboard.
2. Once the group example activity is done, draw the students' attention to the image,

graphic or video you are going to work with. Point to the first column of the table:
I see, and ask: What do you see? Allow enough time to observe closely, and remind
them that silence is key for concentration. Each student will write or draw their
observations in the blank space in the organiser.
3. Next, move on to the I think phase and ask: What do you think? Make sure the
students' thoughts are not in question format so as to avoid confusion in the next
step. They can begin the sentence with expressions such as I think that..., I believe
that... The students now write down their interpretations.
4. Finish with the I wonder section, asking: What do you wonder? Here, the aim is to
question the image or the video.
5. Lastly, start a group discussion. Write on the board the most relevant observations
and interpretations. This will favour cognitive flexibility thanks to the new
information contributed by other classmates.
Type of work
Collective, individual, both.
Content courtesy of
How to interpret the thought process
It is important to help the students differentiate between observation and
interpretation. To do this, have the students think about the difference between SEE
and THINK. One thing is what you see and the other is what you sense. Therefore, the
section SEE refers to what they see in the image; in other words, it requires a description
of the elements (for example: I see a dark-haired girl with blue trousers, some trees…). The
THINK section deals with the mental representations of the image (for example: the girl
seems angry, maybe she's uncomfortable…).
28
ROUTINE 3 Compare and contrast
Compare and contrast is a thinking tool that helps to analyse and clarify ideas. Pointing out
similarities and differences is not enough to make an adequate comparison and contrast.
Students often note down the characteristics of the first example and then those of the second,
without comparing them afterwards. With this tool we avoid this tendency and the children
ultimately learn to compare and contrast efficiently.

• Making a differential analysis by finding similarities and differences.
• Analysing and clarifying ideas.
• Broadening the students' perspective by listening to the analysis of others.
• Summarising information, keeping in mind the similarities and differences.
• Strengthening critical thinking.
• Comparing and contrasting efficiently.
• Deepening understanding of the concepts they are comparing.
• Stimulating persistence, helping to maintain concentration and not go off task.
Resources and goal

Content courtesy of
Example 1 Example 2
How are they similar?

How are they different?
Conclusion
29
GOAL: this skill can be used to work on two topics, concepts, time periods,
characters, stories, etc., focusing the comparison on specific aspects thay we
would like to highlight. For example, we could compare and contrast the following:
• Two characters in a story.
• Two organs in the human body.

• Two musical instruments.
• Two works of art.
• Two seasons of the year.
• Two racket sports.
• Two women who have made significant contributions.
• Two geometric shapes.
Step by step
1. Explain to the class that they are going to compare two elements, beginning with
the similarities. Use an example to begin (for example: watermelon and melon are
both fruit, they have skin and we eat them in summer…).
2. The children will look carefully at the two elements. For about two minutes, they will
work individually, finding the similarities and writing them in their graphic organiser
in the How are they similar? section.
3. They will then repeat this exercise, searching for the differences. It is important to
Content courtesy of
encourage the children to think about how the two elements they are comparing are
different (for example: the difference between the skin of the watermelon and the melon
is that one is smooth and the other is rough; the colours are also different – one is yellow
inside and the other is red…). The students write the results of this analysis in the How
are they different? section.
4. Lastly, focus the children's attention on the last section of the chart, where they will
write a conclusion highlighting the most significant similarities and differences.
Type of work
30
ROUTINE 4 C-S-I (Colour-Symbol-Image)
The C-S-I routine helps to identify and distill the essence of ideas and then represent them in
non-verbal ways.
Children will learn to develop metaphorical language, to reflect on a specific event and to make
connections that will improve comprehension.
We are used to believing that we reason with words. However, sometimes it is better to think in

imagery made of colours, symbols or pictures. By taking what they have understood from a text,
video or conversation and converting it into a colour that identifies it, a symbol that represents it
and a picture that summarises it, the students produce metaphors and create their own
understanding of things.

• A
nalytical thinking, focusing on details as well as on the similarities and differences.
This also helps to reduce impulsiveness.
• Relating information they see with their own experiences.
• R
eflecting and making decisions on how to best represent their thoughts or feelings
about the content through symbols.
• Stimulating creativity and lateral thinking.
• R
emembering new vocabulary through multidimensional association with colours,
symbols and images.
• Reinforcing the learning to learn competence.
Content courtesy of
Resources and goal
Symbol
Colour
Image
31
GOAL: this routine can be used to improve comprehension of a text, story, explanation,
etc. Students sharing their colours, symbols and images stimulates discussion about a
text, content or event.
Step by step

1. Encourage the students to think about the element or stimulus in question. They
should focus on the details, identifying any interesting concepts and pointing out
similarities and differences for a deeper comprehension. As they read, listen or
observe, they will note down any ideas they find interesting or important.
2. Using the C-S-I chart, the children:
– Will choose the colour they feel represents the essence of an idea.
– Will choose a symbol that best captures the essence of the idea.
– Will select an image that best represents or captures the essence of that idea.
In this way, we will stimulate reflective and lateral thinking and the students will learn
to make decisions through their choices.
3. Once they have filled in the charts, the children will be asked to share their
reflections to spread the thinking in all directions.
Type of work
Content courtesy of
32
ROUTINE 1 K-W-L chart
NAME DATE
K W L
What do I know? What do I want to know? What have I learnt?
NAT U RAL A N D S O C I A L S CI EN CE 2. PR I MA RY Content courtesy of . Physical redistribution and/or communication on the internet or on social networks is prohibited.
33
34
ROUTINE 2 See, Think, Wonder

NAME DATE
I see I think I wonder
ROUTINE 3 Compare and contrast
NAME DATE
Example 1
How are they similar?

Conclusion
Example 2
35
36
ROUTINE 4 C-S-I (Colour-Symbol-Image)

NAME DATE
Symbol
Colour
Image
Continuous
assessment
1 Prueba
We lovedeour
evaluación
body
NAME DATE
1 his is Susan's family. What stage of life is each member in?

T
Write their names.
JOE
AMY
CHILDHOOD

ADOLESCENCE
GEORGE
ADULTHOOD
HARRY
SUSAN OLD AGE
2 What life processes can you see in these pictures? Match.
A B C
Content courtesy of
SENSITIVITY REPRODUCTION NUTRITION N ATU RA L A ND S O CI AL SC IE NC E 2. P R IM ARY
3 How do we move our body? Label.
JOINT
MUSCLE A
BONE
B
38 C
ASSESSMENT
ASSESSMENT B
MODELOBB
4 Number the steps of how the air travels through Susan's body.
1 Air enters her

Then, air passes
body through her
through the trachea.
nose and mouth.

Air enters the She breathes out
lungs. The lungs the remaining air
absorb the oxygen. from her lungs.
5 How does food enter Susan's body?

Label the different parts.
OESOPHAGUS A
MOUTH B
ANUS
C
INTESTINES
D
STOMACH
6 Circle the different foods. Content courtesy of

FOODS THAT PROVIDE

BREAD
VITAMINS AND FIBRE APPLE
GREEN
FOODS THAT
EGGS POTATOES
RED HELP US TO GROW
FOODS THAT
YELLOW PROVIDE ENERGY
CHICKEN LETTUCE
39
1 Prueba
We lovedeour
evaluación
body
NAME DATE
1 What stage of life is each member of

CHILDHOOD
Susan's family in? Write the different
stages of life and their names.
Susan

JOE
AMY
GEORGE
HARRY
SUSAN
2 What are the three life processes? Look at the pictures

and complete with sensitivity, reproduction or nutrition.
Content courtesy of
We need to breathe in
air and take in food We use our senses Adults can have
to grow and to to find out about children similar to
obtain energy. the world. themselves.
40
ASSESSMENT AA
ASSESSMENT
3 Today is Susan's birthday and she is blowing out the candles.

Write the steps of how the air travels through her body.
Air enters her body through her nose and her mouth.

4 How do we move our body? Label the parts of the body.
ABDOMINALS RIBS FEMUR BACKBONE BICEPS PECTORAL SKULL
A
E
B
F
C
G
D
Content courtesy of
5 How does food enter our body? R

ead and match.
We chew the food with our teeth.

INTESTINES
Food goes down the oesophagus and
MOUTH enters this organ.
We absorb nutrients from the food.

STOMACH
We expel the remains that we
ANUS do not use.
41
UNIT 1
Tabla de evaluación de competencias
Actividades
Actividades
COMPETENCIAS
COMPETENCIAS CRITERIOS
CRITERIOS SABERES BÁSICOS
CRITERIOS SABERES RELACIONADOS
ESPECÍFICAS
ESPECÍFICAS DE
DEEVALUACIÓN
EVALUACIÓN RELACIONADOS
PRUEBA
PRUEBABB PRUEBA
PRUEBAAA
Localizar información sencilla en diferentes

ORGANIZACIÓN
ORGANIZACIÓN Muestra
Muestraunun Demuestra -P
rocedimientos de indagación:
DE
DE fuentes. 1, 2, 3,suficiente
dominio
dominio 5, 6 buen1, 2, 5 identificación y clasificación de

LA
LAINFORMACIÓN
INFORMACIÓN del
suficiente
tema pero delcon dominio del información.
Organiza
Organizabienbien algunas carencias tema que
tema pero - Vocabulario científico básico.
Proponer respuestas a las preguntas
las
lasideas
ideasdel
deltema
tema y con
alguna
algunas expone
1, 2, 4,y 5
planteadas. -L
as etapas de la vida.
que
quetiene
tieneque
que carencias y que presenta
información
exponer.
exponer. presenta
alguna no bastante -H
ábitos saludables relacionados con
Reconocer las partes del cuerpo humano y responde
informacióna las información el bienestar físico del ser humano:
3, 4, 5 3, 4, 5
sus principales características. cuestiones
que presenta que se alimentación variada.
planteadas.
no responde relaciona con -L
as partes del cuerpo humano y sus
Reconocer estilos de vida saludables, a las 6 el tema. principales características.
EXPRESIÓNvalorando
ORAL la alimentación variada. Pronuncia
cuestiones con
-L
a función de relación. El aparato
Se expresa claridad y fluidez,
planteadas. locomotor: huesos, músculos y
con claridad pero con
articulaciones.
y EXPRESIÓN ORAL
con un volumen continuos
Pronuncia Pronuncia
bloqueos o pausas.con claridad
con claridad -L
a función de nutrición: la respiración
adecuado.
Se expresa
y fluidez, y fluidez la y la digestión.
con claridad
PARTICIPACIÓN
y con un volumen Interviene
pero con en mayoría de
Participa en los
adecuado. algunas cuestioneslas palabras y
continuos
debates y respondiendo
bloqueos o el volumen y
conversaciones. pausas. sobre ella entonación
preguntas
tema. son
adecuados.
NORMAS DE Respeta su turno
COMUNICACIÓN
PARTICIPACIÓN de palabra pero no
Respeta lasen los
Participa escucha las
normas
debatesbásicas
y de aportaciones de
comunicación
conversaciones.oral. los demás.
OPINIÓN
NORMAS DE
Participa
Respetadesuvez en
PERSONAL
COMUNICACIÓN cuando
turno de
Content courtesy of
Expresa sus y palabra
en contadas
pero
Respeta las
gustos, ocasiones
no escuchaexpresa
normas básicas de
preferencias y oral. sus
laspreferencias y
comunicación
opiniones. gustos personales.
aportaciones
de los demás.
TOTAL
Participa de Participa y
OPINIÓN
PERSONAL vez en expresa sus
Expresa sus cuando opiniones y
gustos, y en gustos
preferencias y contadas personales.
opiniones. ocasiones
expresa sus
preferencias
y gustos
personales.
TOTAL
42
Answer key
ASSESSMENT B ASSESSMENT A
1 HILDHOOD: Susan
C 1 ADOLESCENCE: George
ADOLESCENCE: George ADULTHOOD: Amy and Joe
ADULTHOOD: Amy and Joe OLD AGE: Harry

OLD AGE: Harry
2 nutrition
2 . nutrition
A sensitivity
B. sensitivity reproduction
C. reproduction
3 M. A.
3 . bone
A Then, air passes through
B. joint the trachea.
C. muscle Air enters the lungs. The lungs
absorb the oxygen.
4 . Then, air passes through the
2 She breathes out the remaining
trachea. air through her lungs.
3. Air enters the lungs. The lungs
absorb the oxygen. 4 A. skull
4. She breathes out the remaining B. ribs
air from her lungs. C. backbone
D. femur
5 . mouth
A E. pectoral
B. oesophagus F. biceps
C. stomach G. abdominals
D. intestines
E. anus 5 MOUTH: We chew the food with
Content courtesy of
our teeth.
6 ircle the lettuce and the apple
C INTESTINES: We absorb nutrients
in green. from the food.
Circle the chicken and the eggs STOMACH: Food goes down the
in red.
oesophagus and enters this organ.

Circle the bread and the potatoes ANUS: We expel the remains that
in yellow. we do not use.
43
2 We like animals
NAME DATE
1 Number the vertebrates.
1. MAMMALS

2. BIRDS
3. FISH
4. REPTILES
5. AMPHIBIANS
Content courtesy of
2 Read these sentences about vertebrates and colour
the correct words. N ATU RA L A ND S O CI AL SC IE NC E 2. P R IM ARY
The bodies of mammals are covered with feathers. fur.
Fish are born from eggs. their mother's womb.
Some reptiles have gills. a hard shell.
The bodies of fish and reptiles mammals are
covered with scales.

44
ASSESSMENT BB
ASSESSMENT
3 Label the parts of the bee and complete using these words.
SNAILS WING HEAD SKELETON ANTENNA LEG
Bees, like

or jellyfish, are invertebrates.
They do not have an internal
made of bones.
4 Read the sentences and cross out the odd word out.
Snails have TENTACLES - A HARD SHELL to protect their bodies.
Jellyfish have A SOFT BODY - CLAWS with tentacles.
Crabs have claws and a HARD SHELL - SOFT BODY.
5 Look at these vertebrates and circle the different habitats.
Content courtesy of
SEAS AND OCEANS BLUE
RIVERS, LAKES
AND PONDS GREEN
GRASSLANDS YELLOW
DESERTS RED
POLES PINK
FORESTS PURPLE
MOUNTAINS BROWN
45
2 We like animals
NAME DATE
1 Read and complete the index card.
There are two large groups of animals: vertebrates and invertebrates.

have an skeleton

made of bones. do not have an internal
.
2 Which group of vertebrates are they? Read and write.
Their bodies are Their bodies are They have

covered with fur. covered with bare skin.
scales.
Most of them have They have four
four legs to walk They breathe legs and some
and run. through gills. have tails.
Their babies drink They are They live on land
Content courtesy of
their mother's milk. oviparous. and in water.
3 Look at the photo and answer.
Write the group. Why are they oviparous?
Write one of its main characteristics.
46
ASSESSMENT AA
ASSESSMENT
4 Write T(true) or F (false).
Most invertebrates are viviparous.
Jellyfish have a soft body with tentacles.
Insects have six legs.

Most insects have wings.
Snails have a hard shell to protect them.
5 Draw an insect. Then, label its parts.
6 How do these animals adapt to their habitats? Write.
Content courtesy of
The shark lives .

It has
shark .
The camel lives .

It stores
camel .
47
UNIT 2
Actividades
Actividades
COMPETENCIAS
ESPECÍFICAS
ESPECÍFICAS DE
DEEVALUACIÓN
PRUEBA
PRUEBABB PRUEBA
PRUEBAAA

ORGANIZACIÓN
DE
DE
1, 2, 3, 4 3, 6
fuentes. dominiosuficientebuen
dominio identificación y clasificación de

LA
LAINFORMACIÓN
INFORMACIÓN del
suficiente
Organiza
OrganizabienProponer
bien respuestas a las preguntas carencias tema
algunas
tema pero 2, que
3, 6 -V
ocabulario científico básico.
las
lasideas planteadas.
ideasdel
deltema
tema y con
algunaalgunas expone y
- Animales vertebrados e invertebrados.
que
quetiene
tieneque
información
exponer. Reconocer las características, la organización presenta
exponer. alguna no bastante
1, 2, 3, -L
os cinco grupos de animales vertebrados.
y las propiedades de los elementos del 1, 2, 3, 4,
responde
información 5
a las información -L
as adaptaciones de los seres vivos a sus
4, 5, 6
medio natural. cuestiones
que presenta que se hábitats.
planteadas.
no responde relaciona con
Reconocer conexiones sencillas y directas
a las 5 2, 6
el tema.
entre elementos del medio natural. Pronuncia con
EXPRESIÓN ORAL cuestiones
planteadas.
y EXPRESIÓN
con un volumen ORAL continuos
Pronuncia Pronuncia
adecuado.
Se expresa bloqueos o pausas.con claridad
con claridad
con claridad y fluidez, y fluidez la
PARTICIPACIÓN
Participa
adecuado. en los algunas
continuoscuestiones las palabras y
conversaciones. preguntas
pausas. sobre ella entonación
tema. son
adecuados.
COMUNICACIÓN
Respeta
Participalasen los escucha las
normas
debates básicas
comunicación
conversaciones. oral. los demás.
OPINIÓN
NORMAS DE
Participa
Respetadesuvez en
PERSONAL
turno de
Content courtesy of
en contadas
pero
Respeta las
gustos, ocasiones
no escuchaexpresa
normas básicas de
laspreferencias y
comunicación
aportaciones
de los demás.
TOTAL
OPINIÓN
gustos, y en gustos
expresa sus
preferencias
y gustos
personales.
TOTAL
48
Answer key
1 1 . tiger 1 vertebrates, internal,

2. bird invertebrates, skeleton.
3. fish
mammals, fish, amphibians.

2
4. snake
5. frog 3 I t belongs to the group of birds.
2 Colour: They are oviparous because they
fur are born from eggs.
eggs M. A. Their bodies are covered
a hard shell with feathers.
reptiles 4 F, T, T, T, T
3 rom top to bottom from left to
F 5 I. D.
right: wing, leg, antenna, head.
6 M. A.
Bees, like snails or jellyfish, are The shark lives in the seas
invertebrates. and oceans. It has gills to breathe
They do not have an internal in water.
skeleton made of bones. The camel lives in the desert. It
stores fat to stay hydrated.
4 Snails have a hard shell to protect
their bodies.
Jellyfish have a soft body with
tentacles.
Content courtesy of
Crabs have claws and a hard shell.
5 ircle the shark in blue.
C
Circle the frog in green.
Circle the rabbit in yellow.
Circle the camel in red.

Circle the penguin in pink.
Circle the deer in purple.
Circle the mountain goat in brown.
49
3 Prueba de evaluación
We protect plants
NAME DATE
1 Read and match.

have seeds inside.
The leaves
fix the plant in the ground.
The stem

absorb sunlight and air.
The flowers
become fruits.
The fruits
supports the plant and transports
The roots
nutrients and water around the plant.
2 Label the parts of this plant.
FRUIT STEM ROOT FLOWER LEAVES
C
A
Content courtesy of
B
E
What type of plant can you

3
see? Colour the words.
HERB DECIDUOUS TREE HERB
SHRUB EVERGREEN TREE TREE
50
ASSESSMENT B
4 Circle the correct words.
Seed plants reproduce by

SPORES – SEEDS.
seed falls to the ground and a new plant

A
begins to PRODUCE FRUITS – GROW.

Roots, stems and leaves grow. Later,
FLOWERS – SPORES grow.
The wind and INSECTS – STEMS transport

the pollen from one flower to another.
he flowers produce
T
LEAVES - FRUITS.
5 Read and write cultivated plants or wild plants.
hey provide food and shelter for

T
many animals.
Content courtesy of
We obtain food and materials from them.
hey are plants that people sow

T
and look after.
They grow naturally in the countryside.
51
3 Prueba
We de evaluación
protect plants
NAME DATE
1 Label the parts of the plant.
They become
fruits.

They have
seeds inside.
It supports the plant

and transports
They absorb sunlight nutrients and water
and air. They make around the plant.
food for the plant.
They fix the plant in the ground. They
Content courtesy of
absorb water and nutrients from the soil.
How do we classify plants? Complete.

BY STEMS BY LEAVES BY REPRODUCTION
herbs evergreen trees seed plants
52
ASSESSMENT A
3 Write the steps in the life cycle of a flowering plant.

Use these words in each step.
SEED 1. A seed falls to the ground.
2. A new plant
GROW

3. Roots, stems and
FLOWERS
4. The wind and insects

POLLEN
5. The flowers produce fruits that

INSIDE
4 How do seedless plants reproduce? Write.
5 Read the sentences and complete.
Content courtesy of
Cultivated plants are plants that people sow and look after.
Wild plants
We obtain food and materials from cultivated plants.

Wild plants provide
Plants produce
53
UNIT 3
Actividades
Actividades
COMPETENCIAS
ESPECÍFICAS
ESPECÍFICAS DE
DEEVALUACIÓN
PRUEBA
PRUEBABB PRUEBA
PRUEBAAA

ORGANIZACIÓN
DE
DE
2, 3, 5 1

LA
LAINFORMACIÓN
INFORMACIÓN del
suficiente
Organiza
bien respuestas a las preguntas algunas
tema perocarencias tema2,que
3 4 -V
las
ideasdel
deltema
tema y con
- I dentificación de las principales partes de
que
quetiene
tieneque
información
una planta y sus funciones.
responde
información 5
a las 1, 2, 3, 4, 5
información -C
lasificación de los distintos tipos de
que presenta que se plantas.
planteadas.
no responde relaciona con -L
a función de reproducción de las plantas.
a las el tema. -L
as relaciones entre los seres humanos y
entre diferentes elementos del medio 1, 4, 5con
Pronuncia 3, 5
natural. las plantas: plantas silvestres y cultivadas.
planteadas.
y EXPRESIÓN
Pronuncia Pronuncia
adecuado.
Se expresa bloqueos o pausas.con claridad
con claridad
PARTICIPACIÓN
Participa
tema. son
adecuados.
COMUNICACIÓN
Respeta
normas
debates básicas
comunicación
OPINIÓN
NORMAS DE
Participa
Respetadesuvez en
PERSONAL
turno de
Content courtesy of
en contadas
pero
Respeta las
gustos, ocasiones
no escuchaexpresa
normas básicas de
laspreferencias y
comunicación
aportaciones
de los demás.
TOTAL
OPINIÓN
gustos, y en gustos
expresa sus
preferencias
y gustos
personales.
TOTAL
54
Answer key
1 T
he leaves absorb sunlight 1 ruits – They have seeds inside.
F
and air. Leaves – They absorb sunlight
The stem supports the plant and and air. They make food for

transports nutrients and water the plant.
around the plant. Roots – They fix the plant in the
The flowers become fruits. ground. They absorb water and
The fruits have seeds inside. nutrients from the soil.
The roots fix the plant in the ground. Stem – It supports the plant
and transports nutrients and water
2 . flower
A around the plant.
B. fruit Flowers – They become fruits.
C. leaves
D. stem 2 Y STEMS: shrubs and trees.
B
E. root BY LEAVES: deciduous trees.
BY REPRODUCTION:
3 olour:
C seedless plants.
HERB
DECIDUOUS TREE 3 M. A.
TREE 1. A seed falls to the ground.
2. A new plant begins to grow.
4 SEEDS 3. Roots, stems and leaves grow.
GROW Later, flowers grow.
FLOWERS 4. The wind and insects transport
INSECTS the pollen from one flower to
Content courtesy of
FRUITS another.
5. The flowers produce fruits that
5 wild plants
have seeds inside. Seeds can grow
cultivated plants
into new plants.
cultivated plants
wild plants 4 Seedless plants produce spores.

5 W
ild plants grow naturally in
the countryside.
Wild plants provide food and
shelter for many animals.
Plants produce oxygen.
55
4 We explore different landscapes
NAME DATE
Martina lives in an inland village.

1 This is Martina's village. Look and colour.
GREEN BLUE
3 PHYSICAL 2 HUMAN
FEATURES FEATURES
What type of inland landscape is it? Tick.
It is a flat landscape.
It is a mountain landscape.
2 Martina and her friends are going to visit the coast. Number the
features of the coastal landscape.
1. BEACH 2. BAY 3. ISLAND 4. CLIFF
THERE IS ALSO AN Content courtesy of

THE PLACE WHERE WE GO IS AN
AREA OF SEA THAT EXTENDS AREA OF HIGH LAND
MADE OF ROCK.
INTO THE LAND. B

A
C D
NEXT TO THE ROCKS, THERE FROM THERE, YOU CAN SEE
IS AN AREA OF LOW LAND AN AREA OF LAND WITH
MADE OF SAND. WATER ON ALL SIDES.
56
ASSESSMENT B
3 Read the sentences and write T (true) or F ( false).
A B

Landscape A is a mountain landscape.
The parts of a mountain are: source, slope and peak.
In flat landscapes there are villages, towns and cities.
Landscape B is a flat landscape because the land is flat.
Landscape A is a mountain landscape because there is a hill.
4 How does the course of a river change? Match.
In the upper course, the river is wider and flows slowly.
Content courtesy of
collects water from tributaries.
In the middle course, the river
is narrow and the water
In the lower course, the river flows fast.
5 The houses in Martina's village are made of rock. Circle.
1. There are very hard rocks, like granite / clay.

2. Other rocks are soft, like granite / clay.
3. Rocks are made up of basalts / minerals.
4. We obtain rocks from quarries / bridges.
57
4 We explore different landscapes
NAME DATE
This is Peter, a sailor who lives in a coastal town and

knows everything about the sea.

1 What do you know about coastal landscapes? Write.
It is an area of high land made of rock.
It is an area of land that extends into the sea.
It is an area of sea that extends into the land.
It is an area of land with water on all sides.
2 Complete.
In a natural there are many physical features
like rivers and .A
Content courtesy of
landscape has many human features made by people, like houses,
villages and
3 What type of inland landscape can you

identify in the picture? Write its features.
58
ASSESSMENT A
4 Label the picture about rivers.
MOUTH UPPER COURSE MIDDLE COURSE SOURCE TRIBUTARY
A
C

B
D
LOWER COURSE E
Content courtesy of
Where are the rivers narrow and fast-flowing? N ATU RA L A ND S O CI AL SC IE NC E 2. P R IM ARY
5 Peter lives in a house made of rock near the sea.

What rocks is his house made of? Match.
The walls are made of CLAY
The roof is made of GRANITE
59
UNIT 4
Actividades
Actividades
COMPETENCIAS
ESPECÍFICAS
ESPECÍFICAS DE
DEEVALUACIÓN
PRUEBA
PRUEBABB PRUEBA
PRUEBAAA

ORGANIZACIÓN
DE
DE
1, 2, 3 3, 4, 5

LA
LAINFORMACIÓN
INFORMACIÓN del
suficiente
Organiza
tema pero carencias tema que5
1, 3, - Los tipos de paisajes y sus elementos.
las
ideasdel
deltema
tema y con
- El agua en el paisaje.
que
quetiene
tieneque
información
exponer. Conocer las características, la organización y presenta
exponer. alguna no bastante - La acción humana sobre el medio.
las propiedades de los elementos del medio responde
1, 2, 3, 4,
información 5
a las 1, 2, 3, 4, 5
información -L
os tipos de rocas y sus características.
natural y social. cuestiones
que presenta que se
planteadas.
no responde relaciona con
1, 2, 3, 5
a las 1, 4
el tema.
entre diferentes elementos del medio social. Pronuncia con
Se expresa Identificar la relación de las personas con sus claridad y fluidez,
planteadas.
acciones sobre los elementos y recursos del 1, 3, 5 2, 3, 5
y EXPRESIÓN
Pronuncia Pronuncia
medio, como el suelo y el agua.
adecuado.
Se expresa bloqueos
con claridado pausas.con claridad
PARTICIPACIÓN
Participa
continuos cuestiones las palabras y
tema. son
adecuados.
COMUNICACIÓN
Respeta
normas
debates básicas
comunicación
OPINIÓN
NORMAS DE
Participa
Respetadesuvez en
PERSONAL
turno de
Content courtesy of
en contadas
pero
Respeta las
gustos, ocasiones
no escuchaexpresa
normas básicas de
laspreferencias y
comunicación
aportaciones
de los demás.
TOTAL
OPINIÓN
gustos, y en gustos
expresa sus
preferencias
y gustos
personales.
TOTAL
60
Answer key
ASSESSMENT B
1 . A.
M
Colour the mountains, the trees and the river in green.
Colour the bridge and the houses in blue.

It is a mountain landscape.
2 A. 2, B. 4, C. 1, D. 3.
3 T, F, T, T, F
4 the upper course, the river is narrow and the water flows fast.
In
In the middle course, the river collects water from tributaries.
In the lower course, the river is wider and flows slowly.
5 1 . granite
2. clay
3. minerals
4. quarries
ASSESSMENT A
1 LIFF
C
CAPE
BAY
ISLAND
Content courtesy of
2 . A.
M
In a natural landscape there are physical features like rivers
and mountains. A human landscape has human features
made by people, like houses, villages and bridges.
3 . A.
M
It is a flat landscape because the land is flat and there is farmland.
4 . SOURCE
A B. UPPER COURSE C. TRIBUTARY
D. LOWER COURSE E. MIDDLE COURSE F. MOUTH
In the upper course.
5 he walls are made of granite.
T
The roof is made of clay.
61
5 Prueba
We de evaluación
discover the Universe
NAME DATE
1 What are these celestial bodies? Write satellites, stars or planets.
They move around the planets:

They emit light and heat:

They move around the stars:
Earth has one and it is called the Moon:
2 Label the planets of the Solar System.
VENUS MARS EARTH JUPITER URANUS
NEPTUNE MERCURY SATURN
5. 7. U
3.
1. 6.
2. V 4. 8.
3 Number the continents and the oceans on this world map. Content courtesy of
1. Asia
2. Europe
3. Atlantic Ocean
4. Oceania
5. Antarctica
6. Pacific Ocean
62
ASSESSMENT B
4 Read and match to make sentences.
the side of the Earth that

on
It is day… faces away from the Sun.
It is night… n the side of the Earth
o
that faces the Sun.

The Earth takes one year… to spin on itself.
The Earth takes one day… to go around the Sun.
I t causes the
The Earth moves around the Sun. seasons.
The Earth spins on itself. I t causes day
and night.
We cannot see celestial bodies in the sky at night.
Content courtesy of
The Moon takes 28 days to move around the Earth.
Stars look very small because they are near the Earth.
We see the part of the Moon that is lit by the Sun.
The Moon looks like a D in the new Moon.
6 Which phase is the Moon in? Complete.
We can see all of the Moon.

63
5 Prueba
We de evaluación
discover the Universe
NAME DATE
1 Read and answer these questions.
What is the difference between a planet and a satellite?

What is the difference between a star and a planet?
2 Write the planets of the Solar System.
1.
2.
5
2 7 3.
1 4.
5.
3 6.
8
Content courtesy of
6
4 7.
8.
3 Complete.
WORLD MAP
A layer of air that surrounds the Earth.

It shows the cardinal points on maps.
It is a continent to the south of Europe.
64
ASSESSMENT A
Paul and his family are going to a

planetarium to see the Moon.
4 Observe the picture and answer.

What season of the year is it? Why?
Why are there seasons?
Are the days or nights shorter in that season?
How many days does it take the Earth to move around the Sun?
5 Complete the information about the Moon.
1. The Moon has 2. We see the part

four phases. of the Moon that
Content courtesy of
Here you can is lit by the
see it in N ATU RA L A ND S O CI AL SC IE NC E 2. P R IM ARY
4. Stars look very

3. The Moon takes small because
to move around THE MOON LOOKS

LIKE A D!
the Earth.
65
UNIT 5
Actividades
Actividades
COMPETENCIAS
ESPECÍFICAS
ESPECÍFICAS DE
DEEVALUACIÓN
PRUEBA
PRUEBABB PRUEBA
PRUEBAAA
Localizar información sencilla en diferentes Muestra

Muestra Demuestra - Procedimientos de indagación:
ORGANIZACIÓN
ORGANIZACIÓN 1, 2, 3,unun5
4, 2, 4, 5
DE
DE fuentes. dominiosuficientebuen

LA
LAINFORMACIÓN
INFORMACIÓN del
suficiente
Organiza
OrganizabienProponer respuestas a las preguntas
bien algunas
tema1,perocarencias tema1, que
6 4, 5 - Vocabulario científico básico.
las
ideasdel
deltema
tema y con
alguna algunas expone y - Los astros: tipos y características básicas.
que
quetiene
tieneque
información
Reconocer las características, la - Los planetas del sistema solar.
exponer.
exponer. presenta
alguna no bastante
organización y las propiedades de los 1, 2, 3, 4, 5, 6 1, 2, 3, 4, 5 - La Tierra en el universo. Elementos,
responde
información a las información
elementos del medio natural y social. movimientos y dinámicas relacionadas con
cuestiones
que presenta que se
planteadas.
no responde relaciona con la Tierra y el universo, y sus consecuencias
a las el tema. en la vida diaria y en el entorno.
entre diferentes elementos del medio
EXPRESIÓN ORAL Pronuncia
cuestiones con - Los continentes y los océanos, y su
natural y social.
planteadas. representación: el planisferio y los puntos
4, 5 4, 5
con claridad pero con cardinales.
y EXPRESIÓN ORAL
con un volumen continuos
Pronuncia Pronuncia
- Nuestro satélite natural: la Luna.
adecuado.
Se expresa bloqueos
Características básicas y fases.
PARTICIPACIÓN
Participa en los
adecuado. algunas
continuos cuestioneslas palabras y
conversaciones. pausas. sobre ella entonación
preguntas
Answer key tema. son
adecuados.
COMUNICACIÓN
Respeta ASSESSMENT
lasen
Participa los
B escucha las
normas
debatesbásicas
comunicación
conversaciones.oral. los demás.
1 s atellites
OPINIÓN
NORMAS DE
PERSONAL
stars Participa
Respetade
cuando
suvez en
COMUNICACIÓN turno de
planets
Content courtesy of
en contadas
pero
Respeta las
normas básicas satellites
gustos, ocasiones
no escuchaexpresa
de
laspreferencias y
comunicación
2 1 . Mercury - 2. Venus - 3. Earth - 4. Mars - 5. Jupiter
aportaciones
de los demás.
6. Saturn - 7. Uranus - 8. Neptune TOTAL
OPINIÓN
PERSONAL
3 vez en expresa sus
Expresa sus
gustos,
cuando
y en
2 opiniones y
gustos
ocasiones
opiniones.
expresa sus 1
preferencias
3 y gustos
personales.
6 TOTAL
4
5
66
4 I t is day on the side of the Earth that faces the Sun.
It is night on the side of the Earth that faces away from the Sun.
The Earth takes one year to go around the Sun.
The Earth takes one day to spin on itself.
The Earth moves around the Sun. It causes the seasons.
The Earth spins on itself. It causes day and night.

5 F, T, F, T, F
6 full Moon
ASSESSMENT A
1 A
planet moves around a star, while a satellite moves around a planet.
Stars emit light and heat and planets do not emit light and heat.
Planets move around a star.
2 1. Mercury - 2. Venus - 3. Earth - 4. Mars - 5. Jupiter
6. Saturn - 7. Uranus - 8. Neptune
3 world map shows the oceans and continents.
A
ATMOSPHERE
COMPASS ROSE
AFRICA
4 It is winter. Because it is cold and snowy.
Because the Earth moves around the Sun.
The days are shorter.
Content courtesy of
365 days.
5 1. The Moon has four phases. Here you can see it in the first quarter.
2. We see the part of the Moon that is lit by the Sun.
3. The Moon takes 28 days to move around the Earth.
4. Stars look very small because they are very far away from the Earth.
67
6 We need air and water
NAME DATE
1 Complete the sentences.
WATER VAPOUR TASTE SHAPE ICE GASEOUS

Water has no smell, colour or
Water exists in three states: solid, liquid and
Liquid water does not have a fixed
When water cools down, it changes into
When water is heated, it changes into
2 Suluk asks her grandmother some questions about water.

Number the answer.
1. Is there more fresh water or salt water on Earth?

2. Where can you find fresh water on Earth?
3. Can we drink the water from these places?
Content courtesy of
4. What is drinking water like?
No. We must drink drinking water.
Most water on Earth is salt water.
It is clean, fresh water.
In groundwater, rivers and lakes.
68
ASSESSMENT B
3 Circle the correct word in the process of the water cycle.
2 3
Water vapour Tiny droplets of water
gets cold / heats up form large / small
and condenses into drops. They fall as
tiny water droplets to rain, hail or snow.

form clouds / rain.
4
1 The Sun makes the water cold / Rain falls into
heats the water in seas, rivers and rivers / the sea and
lakes. It evaporates / condenses returns to the
into water vapour. rivers /sea.
4 Colour the correct sentences.
We can feel the air. Air is a mixture of gases.
Wind is moving air. We can see the air.
Content courtesy of
Living things need the oxygen from the air to live. N ATU RA L A ND S O CI AL SC IE NC E 2. P R IM ARY
5 What do we use these instruments for?
WEATHER VANE It measures

air temperature.
RAIN GAUGE
I t shows the direction
of the wind.
I t measures the
THERMOMETER
amount of rain.
69
6 We need air and water
NAME DATE
1 Read the text and complete.
COLOUR SHAPE LIQUID GASEOUS
Water is a . It has no smell,

or taste. Water exists in three states: solid, liquid and .
Liquid water does not have a fixed .
2 Read and answer these questions.
What is more abundant: fresh water or salt water?
Where can we find salt water?
Where can we find fresh water?
What is drinking water?
3 Colour the arrows. Content courtesy of
Water evaporates.
RED
BLUE Tiny droplets of water

form large drops that
fall as rain.
GREEN Rain falls into rivers
and returns to the sea.
PINK Tiny water droplets

form clouds.
70
ASSESSMENT A
4 Circle the correct words in this text about the water cycle.
The Sun MAKES THE WATER COLD – HEATS THE WATER

in seas, rivers and lakes. It evaporates into water vapour.
ater vapour gets cold and condenses into tiny water droplets to
W
form CLOUDS – RAIN.

Tiny droplets of AIR – WATER form large drops. They fall as rain, hail
or snow. Rain falls into RIVERS – CLOUDS and returns to the sea.
5 Answer the questions about air and complete.
AIR
When it moves we
What is it? What form does it take?
call it
We can feel it
One of the gases in the air is and see its
6 Write.
Content courtesy of
Name We use it to...
71
UNIT 6
Actividades
Actividades
COMPETENCIAS
ESPECÍFICAS
ESPECÍFICAS DE
DEEVALUACIÓN
PRUEBA
PRUEBABB PRUEBA
PRUEBAAA

ORGANIZACIÓN
DE
DE
2, 3, 5 3, 6

LA
LAINFORMACIÓN
INFORMACIÓN del
suficiente
Organiza
bien respuestas a las preguntas tema
algunas
tema pero
2carencias 2, que
5, 6 - Vocabulario científico básico.
las
ideasdel
deltema
tema y con
-L
as necesidades básicas del ser humano:
que
quetiene
tieneque
información
el agua y el aire.
responde
información 5
a las 1, 2, 3, 4, 5
información -E
l agua: propiedades básicas y estados.
medio natural y social. cuestiones
que presenta que se -L
a hidrosfera: agua dulce y agua salada.
planteadas.
no responde relaciona con - El ciclo del agua.
a las el tema.
entre diferentes elementos del medio Pronuncia1, 3 con 3, 4 -E
l aire: propiedades básicas y composición.
natural. claridad y fluidez, -F
enómenos atmosféricos. Observación y
Se expresa planteadas.
con claridad pero con registro de datos atmosféricos.
Valorar la importancia de los elementos del
y EXPRESIÓN
Pronuncia Pronuncia
planeta identificando la relación de la vida
adecuado.
Se expresade las personas con los recursos del medio, bloqueos2, 4o pausas.con claridad
con claridad 2, 5
como el aire o el agua.
PARTICIPACIÓN
Participa
continuoscuestioneslas palabras y
Answer key tema. son
adecuados.
COMUNICACIÓN
Respeta
Participa
ASSESSMENT
lasen los
B escucha las
normas
debates básicas
comunicación
1 taste
Participa
Respetadesuvez en
OPINIÓN
NORMAS DE
PERSONAL gaseous cuando
shape
Content courtesy of
en contadas
pero
Respeta las
normas básicas deice
gustos, ocasiones
no escuchaexpresa
laspreferencias y
comunicación
opiniones. water vapour gustos personales.
aportaciones
de los demás.
2 1 . Most water on Earth is salt water. TOTAL
Participa y
2. In groundwater, rivers andParticipa
lakes. de
OPINIÓN
Expresa sus 3. No. We must drink drinking water.
cuando opiniones y
gustos
gustos, 4. It is clean, fresh water. y en
contadas personales.
preferencias y
3 1 . heats, evaporates expresa sus
2. gets cold, clouds preferencias
y gustos
3. large personales.
4. rivers, sea
TOTAL
4 olour: We can feel the air. Air is a mixture of gases. Wind is
C
moving air. Living things need oxygen from the air to live.
72
5 EATHER VANE - It shows the direction of the wind.
W
RAIN GAUGE - It measures the amount of rain.
THERMOMETER - It measures air temperature.
ASSESSMENT A
liquid, colour, gaseous, shape

1
2 Salt water.
In the seas and oceans.
In rivers, lakes and as groundwater.
It is clean, fresh water.
3 I. D.
4 The Sun heats the water in seas, rivers and lakes. It evaporates
into water vapour.
Water vapour gets cold and condenses into tiny water droplets
to form clouds.
Tiny droplets of water form large drops. They fall as rain, hail or snow.
Rain falls into rivers and returns to the sea.
5 From top to bottom and from left to right:
It is a mixture of gases; oxygen.
Air has no shape. It takes the form of the object that contains it.
Wind; effects but we cannot see it or touch it.
6 Rain gauge. To measure the amount of rain.
Thermometer. To measure air temperature.
Content courtesy of
Weather vane. To show the direction of the wind.
73
7 We love our neighbourhood
NAME DATE
1 Do they live in a village or in a city? Write C (city) or V (village).
A B C D

THE STREETS THE BUILDINGS
ARE NARROW THE STREETS ARE LOW AND IT HAS
AND SHORT. ARE LONG THERE IS NOT MANY
AND WIDE. MUCH TRAFFIC. INHABITANTS.
2 What rules are these children not following? Match.
A B
RULES IN THE
NEIGHBOURHOOD
ROAD SAFETY RULES
Content courtesy of
3 Write T (true) or F (false).
municipality is made up of one or more villages or towns

A
and the surrounding area.
Only councillors govern the municipality.
The local council is elected every four years.
The local services organise the local council.
Public transport and rubbish collection are local services.

74
ASSESSMENT B
4 Classify these different types of jobs.
FARMER POTTER CRAFTSPERSON MINER TEACHER
VET FISHERMAN DOCTOR FACTORY WORKER
JOBS IN JOBS IN JOBS IN

NATURE MANUFACTURING SERVICES

5 Read and match.
Raw materials make crafts with their hands.

Workshops work with the help of machines.
Craftspeople are smaller than factories.
Factory workers are obtained from nature.
6 Read and write the correct word.
Content courtesy of
SHOPPING CENTRES SHOP ASSISTANT SUPERMARKETS MARKETS
They are large shops. They sell food and

other products.
They consist of different stalls that sell
a variety of products.
It is the person who sells products.
They are very large buildings with lots of

different shops.
75
7 We love our neighbourhood
NAME DATE
1 Compare villages and cities to complete the table.
VILLAGE CITY

SIZE large
INHABITANTS
BUILDINGS tall
STREETS
TRAFFIC
2 Write two rules of your neighbourhood.
Content courtesy of
3 Read and match.
The councillors is the building where the local council works.
The town hall help the mayor.
A municipality is the head of the local council.
The mayor is made up of one or more villages or towns

76
ASSESSMENT A
4 Complete the text.
WORKSHOPS LIVESTOCK SERVICE NATURE MINING RAW
Some people work to obtain resources from ,

like farmers or fishermen.
materials are obtained from nature.

Jobs in nature include: crop farming, farming,
fishing and .
Craftspeople work in .
A teacher and a doctor provide a to other people.
5 Elizabeth is a potter. Look at the picture and answer the questions.
What raw material does Elizabeth use in her work?
What products does she make?
Where does she work?
Content courtesy of
6 Write a definition for these words.

SUPERMARKET
CONSUMER
SHOP ASSISTANT
77
UNIT 7
Actividades
Actividades
COMPETENCIAS
ESPECÍFICAS
ESPECÍFICAS DE
DEEVALUACIÓN
PRUEBA
PRUEBABB PRUEBA
PRUEBAAA

ORGANIZACIÓN
DE
DE 1, 2, 4, 5, 6 3, 4

LA
LAINFORMACIÓN
INFORMACIÓN del
suficiente
Organiza
tema1,perocarencias tema que
2 5 - Vocabulario científico básico.
las
ideasdel
deltema
tema y con
alguna algunas expone y
que
quetiene
tieneque
información -L
a vida en colectividad. Corresponsabilidad
exponer. Conocer las características y la organización presenta
exponer. alguna bastante y normas en el entorno público.
1, 2, 3, 4,no5, 6 1, 2, 3, 4, 5, 6
de los elementos del medio social. responde
información a las información -L
a vida en sociedad. Espacios y servicios
cuestiones
que presenta que se del entorno. El comercio.
planteadas.
no1,responde
3, 4, 5 relaciona
4, 5, 6con -S
eguridad vial. La ciudad como espacio de
entre diferentes elementos del medio social.
a las el tema. convivencia. Normas básicas de
cuestiones con desplazamiento como peatones.
Conocer las normas básicas para la
claridad
Se expresa convivencia como peatones o como usuarios planteadas. y fluidez,
-L
as localidades. Tipos, organización y
de espacios públicos en general. gobierno.
EXPRESIÓN
y con un volumen ORAL continuos
Pronuncia Pronuncia
bloqueos 2 o pausas.con claridad
con claridad 2 -O
cupación y trabajo. Identificación de las
adecuado.
Se expresa
y fluidez, y fluidez la principales actividades profesionales y
con claridad
PARTICIPACIÓN Interviene
pero con en mayoría de laborales de hombres y mujeres en el
y con un volumen
algunas
continuos cuestioneslas palabras y entorno.
Participa
adecuado. en los
tema. son
adecuados.
COMUNICACIÓN
Respeta
normas
debates básicas
comunicación
OPINIÓN
NORMAS DE
PERSONAL
Answer key Participa
Respetade
cuando
suvez en
Content courtesy of
en contadas
pero
Respeta las
gustos, ocasiones
no escuchaexpresa
normas básicas de
ASSESSMENT
preferencias
comunicación y oral. B sus
laspreferencias y
aportaciones
de los demás.
1 A. village TOTAL
B. city Participa de Participa y
OPINIÓN
Expresa sus C. village cuando opiniones y
gustos, D. city y en gustos
ocasiones
opiniones. 2
A. ROAD SAFETY RULES expresa sus
B. RULES IN THE NEIGHBOURHOOD
preferencias
y gustos
3 T, F, T, F, T personales.
4 J OBS IN NATURE: farmer, miner, fisherman.

TOTAL
JOBS IN MANUFACTURING: potter, craftsperson, factory worker.

JOBS IN SERVICES: teacher, vet , doctor.
78
5 Raw materials are obtained from nature.
Workshops are smaller than factories.
Craftspeople make crafts with their hands.
Factory workers work with the help of machines.
6 SUPERMARKETS
MARKETS
SHOP ASSISTANT

SHOPPING CENTRES
ASSESSMENT A
1 ILLAGE: small, few, low, narrow and short, not much

V
CITY: large, many, tall, wide and long, a lot of
2 O. A.
3 The councillors help the mayor.
The town hall is the building where the local council works.
A municipality is made up of one or more villages or towns
The mayor is the head of the local council.
4 nature
Raw
livestock, mining
workshops
service
Content courtesy of
5 Clay.
Vases and pots.
In a workshop.
6 . A.
M
A supermarket is a large shop that sells food and other products.
A consumer is a person who buys products.
A shop assistant is a person who sells products.
79
8 We investigate our history
NAME DATE
1 Look at Lily's family tree and circle the correct words.
Lily has two / three cousins.

Henry is Lily's grandfather /
uncle.

TOM ROSE
he name of Lily's mother is

T
Mary / Elizabeth.
ily and Rob are
L
HENRY MARY ELIZABETH
cousins / sister and brother.
om is Lily's father /
T
grandfather.
ose is Lily's mother /
R
PAM JOHN ANNE LILY ROB
grandmother.
2 Read and complete the text about Lily's village.
STONE CONCRETE CASTLE TRADITION HOSPITAL
My family and I live in La Guardia.
Content courtesy of
The oldest building in my village is
the , which is made of
. These days, people build

buildings with bricks and ,
like the new .
In winter, during San Antón's festival, we dance
with the neighbours around bonfires.
It is a .
80
ASSESSMENT B
3 Observe these pictures and classify.
CATHEDRAL UTENSILS ARMOUR TEMPLE

WALL LOOM STATUE CART
Monuments:
Objects from the past:
4 What do we know about people from the past? Colour

and write their names.
YELLOW
Musicians
Content courtesy of
BLUE
MARIE CURIE MOZART GALILEO
Scientists
composed over 600 works.

invented lenses for a telescope.
helped to save many lives.
played the violin since he was six years old.
used X-rays to see bones inside the body.
said that the Earth revolves around the Sun.
81
8 We investigate our history
NAME DATE
Lily is completing her family tree.

She has to write the names of her mother, her cousin
John, her brother Rob, her aunt Mary, her uncle
Henry, her grandfather Tom, etc.

MY MOTHER'S
NAME IS
1 Complete Lily's family tree. ELIZABETH.
ROSE
PAM ANNE
2 Read and colour. Content courtesy of

ALL THE EVENTS

THE STORIES AND
YELLOW THAT HAPPENED
PHOTOS FROM
TO YOUR FAMILY IN
Personal history THE PAST.
THE PAST.
BLUE YOUR FIRST DAY

YOUR FIRST
Family history AT SCHOOL.
BIRTHDAY PARTY.
82
ASSESSMENT A
3 Read and answer the questions.
What are monuments?
Give two examples of monuments.

What can we find in a museum? Give an example.
4 Look at this painting by the famous painter Velázquez. What

does this painting tell us about the past? Tick.
How people dressed.

The tools they used to work.
hat they talked about while
W
they worked.
The jobs of women.
The inside of a workshop.
Content courtesy of
5 Complete the information about the important people from the past.
Mozart was a great .

He composed over 600 .
Marie Curie was a great . Thanks

to her, it is possible to save many .
confirmed the theory that

the Earth revolves around the .
83
UNIT 8
Actividades
Actividades
COMPETENCIAS
ESPECÍFICAS
ESPECÍFICAS DE
DEEVALUACIÓN
PRUEBA
PRUEBABB PRUEBA
PRUEBAAA

ORGANIZACIÓN
DE
DE 1, 2, 3,
dominio
dominio 4
suficiente buen1, 2, 4, 5
fuentes. identificación y clasificación de
LA
LAINFORMACIÓN
INFORMACIÓN del
suficiente
Organiza
Organizabien Proponer respuestas a las preguntas
bien algunas
tema perocarencias tema que
4 3, 4 - Vocabulario científico básico.
las
lasideas
ideasdelplanteadas.
deltema
tema y con
que
quetiene
tieneque
información -L
a percepción del tiempo. Las relaciones
exponer. Conocer las características y la organización presenta
exponer. alguna bastante intergeneracionales.
1, 2no 1, 2, 3
de los elementos del medio social. responde
información a las información -U
so de objetos y artefactos de la vida
cuestiones
que presenta que se cotidiana como fuentes para reflexionar
Reconocer conexiones sencillas y directas sobre el cambio y la continuidad.
planteadas.
no responde
1, 2, 3 relaciona
1, 3 con
entre diferentes elementos del medio social.
a las el tema. -L
as expresiones y producciones artísticas a
cuestiones con través del tiempo. El patrimonio material e
Conocer personas y grupos sociales
Se expresa relevantes de la historia, así como formas de claridad y
planteadas. fluidez, inmaterial local.
con claridadvida del pasado incorporando la perspectiva pero con4 4, 5
EXPRESIÓN
y con un volumen ORAL continuos
Pronuncia Pronuncia
de género.
adecuado.
Se expresa bloqueos
PARTICIPACIÓN
Participa
tema. son
adecuados.
COMUNICACIÓN
Respeta
normas
debates básicas
comunicación
Answer key
OPINIÓN
NORMAS DE
Participa
Respetadesuvez en
PERSONAL
turno de
en contadas
Respeta
gustos,
ASSESSMENT
las B ocasiones
pero
expresa
normas básicas de no escucha
laspreferencias y
comunicación
1 three aportaciones
de los demás.
uncle TOTAL
OPINIÓN
PERSONAL
Elizabeth vez en expresa sus
Expresa sus sister and brother cuando opiniones y
gustos, grandfather y en gustos
opiniones. grandmother ocasiones
expresa sus
2 castle, stone, concrete, hospital, tradition
preferencias
y gustos
personales.
3 onuments: cathedral, temple, wall
M
Objects from the past: utensils, armour, loom, statue , cart
TOTAL
84
4 Yellow: Mozart.
Blue: Marie Curie and Galileo.
Mozart composed over 600 works.
Galileo invented lenses for a telescope.
Marie Curie helped to save many lives.
Mozart played the violin since he was six years old.
Marie Curie used X-rays to see bones inside the body.
Galileo said that the Earth revolves around the Sun.
ASSESSMENT A
1 rom top to bottom and from left to right:

F
Tom
Henry, Mary, Elizabeth
John, Lily, Rob
2 YELLOW: Your first day at school.
Your first birthday party.
BLUE: The stories and photos from the past.
All the events that happened to your family in the past.
3 Monuments are old constructions from the past. They have different
artistic styles.
M. A. Palace and aqueduct.
M. A. Collections of objects from the past. For example,
paintings and statues.
4 Tick all the sentences except the third one.
5 usician, works
m
scientist, lives
Galileo, Sun
85
9 We recycle materials
NAME DATE
1 Write solid, liquid or gaseous.
In the glass, water is in a

state.

Salt is in a state
The air around them is in a state.
2 How does water change state? Match.
WATER CHANGES WATER CHANGES ICE CHANGES FROM

FROM LIQUID WATER FROM LIQUID SOLID WATER INTO
INTO WATER VAPOUR. WATER INTO ICE. LIQUID WATER.
IT FREEZES. IT MELTS. IT EVAPORATES.
Content courtesy of
3 Anne and Leo are doing an experiment. Complete the text.
MIXTURE SOLUTIONS SUBSTANCES
Salt and water are called .

When we mix salt and water together we call
it a . In
we cannot see the different substances.
86
ASSESSMENT B
4 Number the steps of the scientific method.
ASK A
QUESTION.
REACH A
CONCLUSION.

DO AN EXPERIMENT. MAKE AN OBSERVATION.
5 Which glass has the mixture of water A B

and salt in it? Circle.
6 Read and circle the correct words.
To separate sand from water we use a funnel / sieve.
Content courtesy of
Light cannot pass through opaque / translucent materials.
Glass is a natural / human-made material.
Fragile / Strong materials break easily.
Rigid / flexible materials do not bend.
7 Read and match these sounds.
It is a natural, low sound.

It is a natural, high sound.
It is a sound made by people.
87
9 We recycle materials
NAME DATE
1 Anne and Leo are doing an experiment. Complete

and number the steps of the scientific method.

ASK A
REACH A
DO AN MAKE AN
2 Read and complete.
MIXTURE SOLUTIONS SUBSTANCES
Salt and water are called .
Content courtesy of
When we mix salt and water together we call
it a . In
we cannot see the different substances.
3 Match the different ways to separate mixtures.
To separate sand from water, we evaporate the water.

To separate water from salt, we use a special funnel.
To separate oil from water, we use a sieve.
88
ASSESSMENT A
4 Read and write solid, liquid or gaseous.
glass water vapour

air water
oil granite
wax hot lava

5 Are these objects made of natural or human-made materials?
Write one property for each example.
RIGID FLEXIBLE SOFT
human- made material

PLASTIC
soft
WOOD
MODELLING
CLAY
Circle the correct words.
Content courtesy of
6
Light cannot pass through opaque / translucent materials.

Light passes easily through opaque / transparent materials.
Some light passes through translucent / transparent materials.
7 Write an example of something that makes sounds

with these characteristics.
A natural, low sound:

A natural and unpleasant loud sound:
A sound made by people:
89
UNIT 9
Actividades
Actividades
COMPETENCIAS
ESPECÍFICAS
ESPECÍFICAS DE
DEEVALUACIÓN
PRUEBA
PRUEBABB PRUEBA
PRUEBAAA

ORGANIZACIÓN
Muestra
1, 2, 3,un4,un5, Demuestra -P
DE
DE fuentes. dominio
dominio 6, suficiente
7 buen 1, 4 identificación y clasificación de
LA
LAINFORMACIÓN
INFORMACIÓN del
suficiente
Organiza
bien algunas
tema pero carencias tema que
2, 5 5 - Vocabulario científico básico.
las
lasideas
ideasdelplanteadas.
deltema
tema y con
que
quetiene
tieneque
información -L
a luz y el sonido como formas de energía.
exponer. alguna bastante Fuentes y uso en la vida cotidiana.
1, 2, 3,no5,
y las propiedades de los elementos del responde
información a las 2, 3, 4, 6
información -L
os estados de la materia.
6, 7
que presenta que se -P
ropiedades observables de los materiales,
planteadas.
no responde relaciona con su procedencia y su uso en objetos de la
Reconocer conexiones sencillas y directas a las el tema. vida cotidiana.
EXPRESIÓNentre ORAL diferentes elementos del medio Pronuncia
cuestiones con
natural. claridad y fluidez, -L
as sustancias puras y las mezclas.
Se expresa planteadas.
pero 2,con
5, 6, 7 2, 3 Identificación de mezclas homogéneas
con claridad y heterogéneas. Separación de mezclas
y EXPRESIÓN
Pronuncia Pronuncia
bloqueos
con claridado pausas.con claridad heterogéneas.
adecuado.
Se expresa
y fluidez, y fluidez la - El método científico.
con claridad
PARTICIPACIÓN
Participa
continuos cuestiones las palabras y
tema. son
adecuados.
COMUNICACIÓN
Respeta
ParticipaAnswer key
lasen los escucha las
normas
debates básicas
comunicación
OPINIÓN
NORMAS DE
ASSESSMENT B Participa
Respetadesuvez en
PERSONAL
turno de
en contadas
pero
Respeta las1 liquid
gustos, ocasiones
no escuchaexpresa
normas básicas de
preferencias
comunicación solid
y oral. sus
laspreferencias y
gaseous aportaciones
de los demás.
TOTAL
OPINIÓN 2 ater changes from liquid water
W into
Participa de water vapour.
Participa y - It evaporates.
PERSONAL
Water changes from liquid water
vez en
cuando
into ice. - It freezes.
expresa sus
opiniones y
Expresa sus
gustos, Water changes from solid water
y en into liquid
gustoswater. - It melts.
opiniones. 3 SUBSTANCES ocasiones
expresa sus
MIXTURE preferencias
SOLUTIONS y gustos
personales.
4 1 . MAKE AN OBSERVATION.
2. ASK A QUESTION. TOTAL
3. DO AN EXPERIMENT.
4. REACH A CONCLUSION.
90
5 Circle B.
6 sieve
opaque
human-made
Fragile
Rigid
6 It is a natural, low sound. - cat
It is a natural, high sound. - storm
It is a sound made by people. - whistle
ASSESSMENT A
1 1 . MAKE AN OBSERVATION.
2. ASK A QUESTION.
3. DO AN EXPERIMENT.
4. REACH A CONCLUSION.
2 s ubstances
mixture
solutions
3 To separate sand from water, we use a sieve.
To separate water from salt, we evaporate the water.
To separate oil from water, we use a special funnel.
4 s olid, gaseous
gaseous, liquid
liquid, solid
solid, liquid
5
Wood: natural material, rigid
Modelling clay: human-made material, flexible
6 opaque
transparent
translucent
7 M.A.
cat, bird
storm, volcano
whistle, drum
91

Units 1-9
de las unidades didácticas
Pruebas deSelf-assessment
autoevaluación
N ATU
CO NORA
C IM
L IE
A ND
NTO
S ODE
CILAL
M ESC
D IO
IE NC
1. E
PR2.IMPA
RRIM Content
IAARYMaterial cortesía
courtesy
de of . Prohibida
. Physical
su redistribución
redistribution física
and/ory/o
communication
comunicación on
a través
the internet
de internet
or ono social
redes networks
sociales. is prohibited.
1 Self-assessment
NAME DATE
MARK THE CORRECT ANSWER WITH AN ×.

1 The stages of life are childhood, adolescence, adulthood and...
a) digestion. c) breathing.

b) old age. d) getting older.
2 We carry out the three life processes: nutrition, sensitivity and…
a) hearing. c) reproduction.
b) sight. d) reaction.
3 … help our body to move.
a) Joints
b) Biceps, calf muscles and elbows
c) Sense organs
d) Bones, muscles and joints
What are the two actions we do when we breathe?
Content courtesy of
4
a) Running and jumping. c) Acceleration and running.

b) Inhale and exhale. d) Digestion and absorption.
5 Where are the nutrients absorbed?
a) In the stomach. c) In the teeth.

b) In the anus. d) In the intestines.
1: B; 2: C; 3: D; 4: B; 5: D ANSWERS
94
2 Self-assessment
NAME DATE

1 What are the two main groups of animals?
a) Mammals and birds. c) Vertebrates and invertebrates.

b) Fish and birds. d) Invertebrates and insects.
2 Most mammals have…
a) fur. c) fins.
b) feathers. d) wings.
3 Oviparous animals...
a) are born from eggs. c) have feathers.

b) are born from their mother's womb. d) fly.
4 What animal can you identify in the photo?
a) A fish. c) An insect.
Content courtesy of
b) A vertebrate. d) An invertebrate.
5 Animals live in…

a) places with no food.

b) terrestrial habitats.
c) aquatic habitats.
d) places where they can find food and shelter.
1: C; 2: A; 3: A; 4: D; 5: D ANSWERS
95
3 Self-assessment
NAME DATE

1 What do plants need to live?
a) Insects.

b) Water, air, nutrients from the soil and sunlight.
c) Other animals.
d) Other plants.
2 What part of the plant fix the plant in the ground?
a) The roots. c) The leaves.

b) The stem. d) The flowers.
3 Plants make their own food through a process called…
a) photosynthesis. c) reproduction.
b) production. d) germination.
What are trees like according to their different leaves?
Content courtesy of
4
a) Large and small. c) Shrubs and herbs.

b) Flowering and non-flowering. d) Deciduous and evergreen trees.
5 ... are plants that people sow and look after.
a) Wild plants c) Germinated plants

b) Flowering plants d) Cultivated plants
ANSWERS 1: B; 2: A; 3: A; 4: D; 5: D
96
4 Self-assessment
NAME DATE

1 What type of landscape can you see?
a) Human landscape.

b) Natural landscape.
c) Coastal landscape.
d) A plateau.
2 What features can we find in a coastal landscape?
a) Farmlands. c) Bridges and tunnels.

b) Hills. d) Capes, bays and cliffs.
3 What is the area of low land between mountains called?
a) Plateau. c) Valley.
b) Plain. d) Peak.
What are the parts of the course of a river?
Content courtesy of
4
a) Wide and narrow. c) Large and small.

b) Upper, middle and lower. d) Source and tributary.
5 Which rocks are hard and rigid?
a) Granite, marble and basalt. c) Granite and clay.

b) Sandstone and clay. d) Slate, sandstone and marble.
1: A; 2: D; 3: C; 4: B; 5: A ANSWERS
97
5 Self-assessment
NAME DATE

1 Tick the true sentence.
a) Planets move around a star.

b) The Sun is the Earth's natural satellite.
c) The Moon is a star.
d) Satellites do not move around a planet.
2 What are the cardinal points?
a) America, Asia and Europe. c) Atlantic and Antarctic.

b) North, south, east and west. d) Spring and summer.
3 How many oceans are there?
a) Two. c) Four.
b) Three. d) Five.
The Earth...
Content courtesy of
4
a) moves around the Moon. c) does not move around the Sun.
b) does not spin on itself. d) s pins on itself and moves around
the Sun.
5 In which phase does the Moon look like a D?
a) Full Moon. c) First quarter.

b) New Moon. d) Third quarter.
ANSWERS 1: A; 2: B; 3: D; 4: D; 5: D
98
6 Self-assessment
NAME DATE

1 What are the states of water?
a) Fresh and drinking. c) Clean and liquid.

b) Solid, liquid and gaseous. d) Fresh and salt.
2 In the water cycle...
a) rain falls into rivers and returns to the sea.

b) the Sun cools the water in seas, rivers and lakes.
c) water falls in the form of water vapour.
d) water does not return to the rivers and the sea.
a) Wind is not moving air. c) We can see air.

b) Air does not have a fixed shape. d) We can touch air.
What type of precipitation can you see ?
Content courtesy of
4
a) Snow. c) Rain.
b) Hail. d) Wind.
5 A weather vane shows the...
a) amount of rain. c) direction of the wind.

b) air temperature. d) amount of snow.
1: B; 2: A; 3: B; 4: A; 5: C ANSWERS
99
7 Self-assessment
NAME DATE

1 What can you see in this photo?
a) A village. c) A city.

b) A neighbourhood. d) A plain.
a) Use the bins and keep the streets dirty.

b) Always walk on the cycle lane.
c) The people who live near us are our neighbours.
d) Cross the road without looking first.
3 The local council is made up of...
a) the mayor and the councillors. c) museums and libraries.

b) the neighbourhoods. d) the markets.
Jobs in nature include...
Content courtesy of
4
a) factory workers. c) shop assistants.

b) vets and teachers. d) farmers and miners.
5 Some types of shops are...
a) workshops. c) hospitals.
b) markets and supermarkets. d) farms.
ANSWERS 1: C; 2: C; 3: A; 4: D; 5: B
100
8 Self-assessment
NAME DATE

1 All the events in our life since we were born are our...
a) family tree. c) personal history.

b) family history. d) future.
2 The constructions of the past are…
a) monuments. c) traditions.
b) museums. d) paintings.
3 Our family tree is...
a) all the events in our life since we were born.

b) the stories and photos from the past.
c) a chart that shows our relationship to our neighbours.
d) a chart that shows our relationship to other family members.
In museums we can find...
Content courtesy of
4
a) palaces. c) different buildings.

b) paintings and statues. d) bridges and aqueducts.
5 Mozart was a great...
a) painter. c) musician.
b) scientist. d) sculptor.
1: C; 2: A; 3: D; 4: B; 5: C ANSWERS
101
9 Self-assessment
NAME DATE

1 Which is the first step of the scientific method?
a) Make an observation. c) Ask a question.

b) Reach a conclusion. d) Do an experiment.
2 What are the states of matter?
a) Solid and gaseous state. c) Solid, liquid and gaseous state.

b) Solid and liquid state. d) Liquid and gaseous state.
3 What are the properties of the material in the photo?
a) It is rigid and fragile.

b) It is flexible.
c) It is rigid and strong.
d) It is soft.
Mixtures in which we cannot see the different substances are...
Content courtesy of
4
a) solutions. c) liquids.
b) other mixtures. d) pure substances.
5 Light passes easily through…
a) opaque materials. c) translucent materials.

b) transparent materials. d) rigid materials.
1: A; 2: C; 3: A; 4: A; 5: B ANSWERS
102
Other assessment tools
CO NO C IM IE NTO DE L M E D IO 2. PR IM AR IA Material cortesía de . Prohibida su redistribución física y/o comunicación a través de internet o redes sociales.
103
104
Natural and Social Science

Oral comprehension rubric
Student's name Date
LEVELS OF ACHIEVEMENT SCORE

CRITERIA (UNITS)
LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4
(1 point) (2 points) (3 points) (4 points) 1 2 3 4 5 6
They are easily

They occasionally get They do not get distracted They pay close attention during the
ATTENTION distracted during the
distracted. during the listening activity. entire listening activity.
listening activity.
They have difficulty in

They do not grasp the They identify and express the They give a detailed summary of
COMPREHENSION grasping the overall
overall meaning. meaning of the text. the purpose of the text.
meaning.
Besides identifying the main

They do not identify the They identify the main They distinguish between the main
MAIN IDEAS ideas, they also identify
main ideas of the text. ideas of the text. ideas and the secondary ones.
secondary ones.
They do not identify They identify the

They have difficulty in They identify the communicative
the context of the communicative situation and
CONTEXT identifying the situation and contribute detailed
communicative contribute some information
communicative situation. information about it.
situation. about it.
They are unable to infer They infer some They make inferences from They make inferences from the
INFERENCES any information from information but with the listening and contribute listening and contribute derived
the listening. difficulty. derived ideas. ideas and conclusions.
TOTAL
Score: Between 5 and 8: poor Between 9 and 12: satisfactory Between 13 and 16: good Above 17: excellent
Reading comprehension rubric
Student's name Date

CRITERIA (UNITS)
They are distracted They are occasionally They do not get distracted They pay close attention while
ATTENTION
while reading. distracted while reading. while reading. reading.
They have difficulty in

They do not grasp the
grasping the overall
overall meaning. They They identify and express the They give a detailed summary of
meaning. They omit
COMPREHENSION express a vague or meaning of the text and the purpose of the text. They
parts of the text that
confused idea about the locate the main ideas. identify its function or use.
complete the meaning of
text.
the text.
Besides identifying the main

They do not identify the They identify the main They distinguish between the main
MAIN IDEAS ideas, they also identify
main ideas of the text. ideas of the text. ideas and the secondary ones.
secondary ones.
They identify the They identify the communicative

They identify neither They identify the
communicative situation, situation and contribute detailed
the communicative communicative situation and
CONTEXT AND FORM yet only with prior information about it, as well as
situation nor the type of contribute some information
information about the distinguishing which type of text
text. about it.
type of text it is. it is.
They are unable to infer They infer some They make inferences from They make inferences from the
INFERENCES any information from information but with the reading and contribute reading and contribute derived
the text. difficulty. derived ideas. ideas and conclusions.
TOTAL
TOTAL
105
106

Oral production rubric
Student's name Date

CRITERIA (UNITS)
They have difficulties

They express themselves Their expression is correct, fluent
ORAL EXPRESSION with oral expression or Their expression is correct,
correctly, but with errors and organised, and it interests and
they express themselves fluent and organised.
or with difficulty. motivates their classmates.
with great limitations.
Their ideas are not

Their ideas do not Their ideas are well-founded, They express plenty of well-
well-founded. They do
JUSTIFICATION contradict the content and they cite sources and founded ideas, citing sources
not present solid
they have studied. answer with arguments. and answering with arguments.
arguments.
They respect neither They respect other They let other people take They let other people speak, and
CONSIDERATION FOR the opinions nor the people’s turns, but they turns speaking and they they listen attentively and respect
OTHERS participation of their do not show a positive respect their opinions, even if other people’s opinions, even if they
classmates. listening attitude. they do not agree with them. do not agree with them.
They do not use any They use strategies for presenting

They use strategies for
STRATEGIES strategies that could They have begun to use (outlines, notes, summaries) that
presenting (outlines, notes,
help them express some useful strategies. help them to make well-ordered,
summaries).
themselves better. clear and efficient presentations.
They do not use any They use some additional They use images, data, They use images, data, photos, etc.
PRESENTATION AIDS additional resources in resources in their photos, etc. in their in their presentation that make it
their presentation. presentation. presentation. very fun and interesting.
TOTAL
TOTAL
Oral interaction rubric
Student's name Date

CRITERIA (UNITS)
1 2 3 4 5 6
(1 point) (2 points) (3 points) (4 points)
They carry out a preliminary

They make arguments that Their argument
They make incomplete analysis to prepare for the activity.
PLANNING do not entirely correspond corresponds with the
arguments. Their argument corresponds
with the activity. activity.
perfectly with the activity.
They nearly always speak They always speak clearly,

They do not speak clearly
clearly but with some but make some They always speak clearly and do
CLARITY and/or they make several
pronunciation mistakes pronunciation mistakes not make pronunciation mistakes.
pronunciation mistakes.
(more than one). (one or more).
They have bad posture They have good posture; they

BODY LANGUAGE They sometimes have They have good posture
and/or do not look at their appear relaxed and confident.
AND VISUAL good posture and make and make eye contact
classmates during the They make eye contact during the
CONTACT eye contact. during the activity.
activity. activity.
Their arguments are not Nearly all of their

One of their arguments is All of their arguments are based
PRECISION precise or are not based on arguments are based on
not based on facts. on facts.
facts. facts.
They rush to the end of the They sometimes go off

They sometimes go off
ATTITUDE activity. There are sudden topic or rush their They stay on topic and do not rush.
topic.
changes of topic. classmates.
TOTAL
107
108

Written production rubric
Student's name Date
LEVELS OF ACHIEVEMENT
SCORE
CRITERIA (UNITS)
Their sentences lack Most sentences are

Most sentences are correctly All sentences are correctly
SENTENCE structure or appear correctly structured, but
structured and there is a structured and there is a variety
STRUCTURE incomplete, or they do not they all have a similar
variety of structures. of structures.
make sense. structure.
They make several They make a few mistakes

mistakes in their use of in their use of capital They make one or two They do not make any mistakes
USE OF UPPER CASE capital letters and/or letters and/or punctuation, mistakes in their use of upper in their use of upper case or
AND PUNCTUATION punctuation, and this is and this distracts the case or punctuation, but their punctuation, and so their work is
noticeable and interrupts reader and interrupts the work is still easy to read. exceptionally easy to read.
the flow of information. flow of information.
There are between three

There are six or more There are no more than two There are no major spelling
SPELLING and five major spelling
major spelling mistakes. major spelling mistakes. mistakes.
mistakes.
LEXICAL AND General mistakes in There are some mistakes in The grammatical concord is The grammatical concord is
GRAMMATICAL grammatical agreement: grammatical agreement: nearly always accurate: accurate: number, verb tense,
COHERENCE number, verb tense, etc. number, verb tense, etc. number, verb tense, etc. etc.
The text does not follow

The text does not comply
SUITABILITY WITH the given guidelines (in The text generally follows the The text follows the given
with all the given
THE CONTEXT terms of the type of text, given guidelines. guidelines.
guidelines.
length, etc.).
TOTAL
COOPERATIVE LEARNING CHECKLIST 1–2
Subject Term
Task description
TEAM 1 TEAM 2 TEAM 3 TEAM 4

MEMBERS MEMBERS MEMBERS MEMBERS

All members of the team have participated in the activity.
COHESION
All members are well-integrated in the team.
They are respectful and tolerant of other students' opinions.

ATTITUDE They are capable of resolving conflicts.
They bear in mind other people's ideas.
RESPONSIBILITY They finish their work on time and hand it in by the deadline.
Content courtesy of
They take on different roles (spokesperson, moderator, etc.)
ORGANISATION
within the team.
They meet the established objectives.

QUALITY OF THE They show interest in the quality of their work and the final
RESULTS product (tidiness, cleanliness, varied resources, details, etc.).
They use oral and written language correctly.
*Mark with an X if the team overall demonstrates the skill or aspect being evaluated.
109
ATTITUDES
ESCALA ASSESSMENT DARTBOARD
DE COEVALUACIÓN Tercer ciclo
Primary
Student's name Date
They participate
actively and
collaborate

with others.
They respect the rules of

coexistence everywhere
(classroom, playground,
They take care of lunchroom).
school materials and
facilities.
Content courtesy of
They show respect for They take on all tasks
classmates and their responsibly and
opinions. mindfully.
1 Never or rarely
2 Sometimes
3 Almost always
4 Always
110
The portfolio
A continuous assessment tool
INTRODUCTION
The portfolio is a folder or collection of the students' written, graphic or digital work produced
alongside the teaching units.
The portfolio is a powerful assessment tool in its own right. The tasks and objects it contains

become items for assessment. Because the portfolio is completed over a long period of time,
these items additionally offer a global vision of the process that the students have followed
from the beginning of the school year up until the moment of assessment. The students'
achievements and difficulties, as well as the extent of their acquisition of competences, all
become apparent through this tool.
This collection of work therefore plays a key role both in the formative assessment, which is
carried out over the school year, and in the summative assessment done at the end of the
teaching-learning process. The information the portfolio provides about the students'
acquisition of competences enables the assessment of not only what they have learnt, but also
their capacity to apply it to real situations.
Because it presents both teacher and student with a space in which they can document, review
and analyse the learning, the portfolio is an alternative and a complement to other assessment
methods and tools.
NATURAL AND SOCIAL SCIENCE 2 PORTFOLIO

In this year, most of the activities consist of a picture related to the content of the unit, through
which the most important concepts and the key ideas that the students have worked with are
represented.
Content courtesy of
From the Student's Book, we can select different activities that work with the main contents of
each unit, and have the students complete them on a separate sheet of paper to include in their
portfolio. For example:
• P
osters to raise awareness about respecting living things, following road safety rules,
the importance of saving water, etc.

• A Mind map of the local council.
• S
imple outlines and lists to practise classifying concepts the students have seen in
the book, or to list suggestions, ideas, rules, etc. that they have agreed upon after doing
cooperative activities.
• Index cards about animals, weather, materials or living things.
• S
urveys with the results from the questions they have asked their classmates in
simple interviews.
111
Other activities that the students could make to include in their portfolio are:
family tree with photos or pictures with the names of their family members and how they
• A
are related.
• A list of rules for class, at school, etc., agreed upon in small groups or as a class.
collage of a healthy meal, where the main course, the drink and the dessert are represented
• A
by photos of food from all food groups.
poster on healthy and unhealthy habits, which includes different examples of tips for
• A
growing up healthily: a varied diet, hygiene, physical exercise, rest, contact with nature, etc.

leaflet of the different jobs with labels, drawings and cut-outs of pictures of the workers,
• A
their tools or their workplaces.
poster with road safety rules and tips, which includes different examples on what to do to
• A
get around the neighbourhood safely on foot or on bicycle, skateboard, etc.
simple map with the main buildings and spaces in the neighbourhood, on which they can
• A
trace routes and work with position and location.
n index card about the seasons of the year with information and notes about each of them.
• A
The teacher can make a card for the students to fill in with the typical weather in each season
and the clothes they wear in each of them.
weekly plan or calendar in which they can mark their extracurricular activities, visits,
• A
birthdays, etc., once they have mastered the content from the last unit of the Student's Book.
timeline on which they can show their family life with events and accompanying photos and
• A
drawings.
collage of memories, where the students can reflect on the highlights of the school year.
• A
They can stick on photos, drawings and short texts, as well as all kinds of small items that fit on
the medium with which they are working: tickets to the cinema, museums or parks; leaves; bits
of different coloured materials; stickers; etc.
Content courtesy of
• A diary about seed germination and plant care.
comic about different animals. The students can make up a story with different animals
• A
and make a simple comic book.
The students can also share this collection with their families and include other suggestions that
they can compare among themselves.
112
Portfolio rubric
Student's name Subject Date
LEVELS OF ACHIEVEMENT
CRITERIA SCORE
(1 point) (2 points) (3 points) (4 points)
ORGANIZACIÓN
NEATNESS DE The
Muestra
classwork
un dominio
included in The
Muestra
classwork
un dominio
is in adequate Most
Demuestra
of thebuen
classwork
dominio
has del All
Demuestra
of the classwork
un buenhas
LA INFORMACIÓN the
insuficiente
portfoliodel
is not
temain good
y de los condition,
suficiente del
buttema
the student
pero con been
tema done
que expone
adequately,
y presenta
neatly been
dominiodone deladequately
tema que and
Takes care of the
Organiza bien of their
presentation condition.
contenidosThe questudent
expone.hasLa has
algunas
not taken
carencias
much y alguna
care of and
bastante
takinginformación
care of its que se much
expone, care
la información
has been taken que
las ideas del tema que
work not
información
taken care que
of presenta
its no its
información
presentation.
que presenta no presentation.
relaciona con el tema. in
presenta
its presentation.
tiene que exponer. presentation.
responde a las cuestiones responde a las cuestiones se encuentra relacionada
planteadas. planteadas. con el tema y responde a
ORGANISATION The work included in the The organisation of the work The work is organised in the The portfolio isplanteadas.
las cuestiones well
Adequately organises folder is totally disorganised included in the folder needs folder by date, although the organised. All work is
EXPRESIÓN
their workORAL
in the and
No eslacks
capaza name
de expresarse
and/or improvement,
Pronuncia con andclaridad
only ysome date
Pronuncia
has not conalways
claridad
been
y labelled
Se expresawith cona title
buenaand the
Sefolder
expresa date.
con claridad y fluidez. includes
fluidez, pero
the date.
con continuos written
fluidez la
down.
mayoría de las date,
pronunciación,
and is organised
con claridad
in
con claridad El volumen y la entonación bloqueos o pausas. palabras y el volumen y la ay fluidez
tidy fashion.
en todo su
y con un volumen no son adecuados. entonación son adecuados. discurso
ACCURACY
adecuado. Some of the activities have Several activities have been Most activities have been All activities
y con have been
un volumen y una
Does the activities in not been done, others are done incorrectly. Some of done correctly. The team's or done correctly.
entonación adecuados.The team's
the portfolio correctly incomplete or done the team's or teacher's teacher's suggestions have or teacher's suggestions
PARTICIPACIÓN incorrectly,
No participaanden the
las team's or suggestions
Interviene enhave
algunas
been taken been
Participa
takeneninto
los debates
account. have
Participa
beenactivamente
taken into en
Participa en los debates teacher's
conversaciones
suggestions
ni en los
have into
cuestiones
account.
respondiendo respondiendo preguntas account.
los debates empleando el
y not
debates.
been taken into account. preguntas sobre el tema. sobre el tema y mostrando vocabulario adecuado.
conversaciones. interés en participar. Responde preguntas sobre
APPLICATION The portfolio does not reveal The portfolio reveals that The portfolio reveals that The portfolio
el tema y muestrareveals that
interés
Applies what has been that the contents studied in only some of the contents most of the contents studied all
porthe contents
participar studied in
y dar
learnt in class to the the units have been studied in the units have in the units have been the units have
información been deeply
completa.
work in the portfolio assimilated. been assimilated. assimilated. and meaningfully
NORMAS DE No respeta su turno de Respeta su turno de palabra Escucha respetando las Espera su turno para hablar
assimilated.
COMUNICACIÓN palabra, corta a sus pero no escucha las normas de comunicación y y escucha atentamente a
Respeta las normas
EXTENSION Does not include
compañeros any new
y compañeras Includes at least
aportaciones onedemás.
de los new Includes
espera suatturno
leastpara
two hablar.
new Includes
sus all the activities
básicas denew activities
Includes activities apart fromythose
mientras participan no activity in addition to those activities in addition to those that the teacher
compañeros has
y compañeras
comunicación oral.
in the portfolio mentioned
escucha susinaportaciones.
the book. that appear in the book. that appear in the book. suggested
respetandofor lasthe portfolio.
normas de
comunicación.
OPINIÓN PERSONAL No participa y no expresa Participa de vez en cuando Participa y expresa sus Expresa sus ideas, TOTAL
Expresa sus gustos, sus preferencias y gustos y en contadas ocasiones opiniones y gustos opiniones
preferencias y personales
Score: Betweende5forma
and 8:oral. expresa
poor Between sus12:
9 and preferencias y Between
satisfactory personales.
13 and 16: good Betweeny17
preferencias de forma
and 20: excellent
opiniones. gustos personales. autónoma, las argumenta y
se interesa por las de los
demás.
113
TOTAL
Summative
assessment
N ATU RA L A ND S O CI AL SC IE NC E 2. P R IM ARY Content courtesy of . Physical redistribution and/or communication on the internet or on social networks is prohibited.
Term 1 assessment
NAME DATE
1 Number the words.

1
5
2
3
6
antennae joint
roots skull
fruit femur
Content courtesy of
2 Read the sentences and match.
PLANT
REPRODUCTION The lungs absorb the oxygen.
utrients from the food are

N
absorbed in the intestines.
DIGESTION
he wind and insects transport the
T
pollen from one flower to another.
BREATHING
116
ASSESSMENT B
3 What type of vertebrates are they? Complete.
MAMMALS BIRDS FISH REPTILES AMPHIBIANS
They are oviparous and they have two legs.

They are viviparous and they have teeth.
They are oviparous and they have bare skin.

They are oviparous and some have a shell.
They are oviparous and they breathe through gills.
4 Read the sentences and match.
Jellyfish and beetles are cultivated plants.

All plants are invertebrates.
Potatoes and cereals grow far from the ground.
Tree branches produce oxygen.
5 Look at the picture and circle one example.
RED BLUE YELLOW

shrub insect aquatic habitat
Content courtesy of
GREEN PINK
an animal out of its habitat an animal taking in food
117
Term 1 assessment
NAME DATE
1 Read the sentences and write.
All the bones of our body make up our...

Fish use them to move.

They fix the plant in the ground.
They are elastic and are attached to our bones.
2 Look at these animals and answer the questions.
hich group of vertebrates do these

W
animals belong to?
How are these animals similar?

Where do they live?
Content courtesy of
The frog eats insects. What type of animals are insects?
3 Compare these types of plants.
1. TREES AND SHRUBS 2. EVERGREEN AND DECIDUOUS TREES
1.
2.
118
ASSESSMENT A
4 Complete.
STOMACH POLLEN LUNGS TEETH ROOTS
INTESTINES FLOWERS ANUS MOUTH TRACHEA
We breathe in air through our nose and .

BREATHING
Then, air passes through the and enters

the . They absorb the oxygen.
We breathe out the remaining air through our mouth.
We take in food through our mouth. We chew the food with our
. Then, the food goes down the oesophagus
DIGESTION
and enters the . We absorb nutrients in the

. We expel the remains of the food through
the .
A seed falls to the ground. A new plant begins to grow.

, stems and leaves grow. Later, flowers
REPRODUCTION
Content courtesy of
grow. The wind and insects transport the
PLANT
from one flower to another.

The produce fruits that have

seeds inside.
5 Read and match.

The leaves in terrestrial habitats.
Potatoes and cereals make food for the plant.
Camels live provide energy.
119
TERM 1
Actividades
Actividades
COMPETENCIAS
ESPECÍFICAS
ESPECÍFICAS DE
DEEVALUACIÓN
PRUEBA
PRUEBABB PRUEBA
PRUEBAAA

ORGANIZACIÓN
Muestraunun Demuestra - Procedimientos de indagación:
DE
DE 1, 2, 3,suficiente
dominio
dominio 4, 5 buen 2
fuentes. identificación y clasificación de

LA
LAINFORMACIÓN
INFORMACIÓN del
suficiente
Organiza
bien algunas
tema perocarencias tema que
3 2 - El vocabulario científico básico.
las
lasideas
ideasdelplanteadas.
deltema
tema y con
que
quetiene
tieneque
información – Las partes del cuerpo humano y sus
exponer. Reconocer las partes del cuerpo humano y
exponer. presenta
alguna bastante principales características.
1, 2no 1, 4
sus principales características. responde
información a las información - La función de relación. El aparato
cuestiones
que presenta que se locomotor: huesos y músculos.
Reconocer las características, la organización
planteadas.
no responde relaciona con - La función de nutrición: la respiración y la
y las propiedades de los elementos del 1, 2, 3, 4, 5 1, 2, 3, 4, 5
a las el tema. digestión.
EXPRESIÓN ORAL medio natural. Pronuncia con
cuestiones
claridad y fluidez, - Los cinco grupos de animales vertebrados.
Se expresa Reconocer conexiones sencillas y directas planteadas.
pero con - Las adaptaciones de los seres vivos a sus
con claridadentre diferentes elementos del medio 2, 5 2, 4, 5
continuos
Pronuncia Pronuncia hábitats.
y EXPRESIÓN
con un volumen ORAL
natural.
adecuado.
Se expresa bloqueos
con o
claridadpausas.con claridad -Identificación de las principales partes de
con claridad y fluidez, y fluidez la una planta y sus funciones.
PARTICIPACIÓN
pero con en mayoría de - Clasificación de los distintos tipos de
Participa
continuoscuestioneslas palabras y plantas.
preguntas
pausas. sobre ella entonación - La función de reproducción de las plantas.
conversaciones.
tema. son
adecuados.
COMUNICACIÓN
Respeta
normas
debates básicas
comunicación
OPINIÓN
NORMAS DE
Participa
Respetadesuvez en
PERSONAL
turno de
Content courtesy of
en contadas
pero
Respeta las
gustos, ocasiones
no escuchaexpresa
normas básicas de
laspreferencias y
comunicación
aportaciones
de los demás.
TOTAL
OPINIÓN
gustos, y en gustos
expresa sus
preferencias
y gustos
personales.
TOTAL
120
Answer key
1 1 . skull - 2. joint - 3. femur 1 skeleton

4. antennae - 5. fruit - 6. roots fins
roots
LANT REPRODUCTION: The
P

2
muscles
wind and insects transport the
pollen from one flower to another. 2 Reptiles and amphibians.
DIGESTION: Nutrients from the M. A.
food are absorbed in the intestines. They are both oviparous animals.
BREATHING: The lungs absorb Reptiles have bodies covered with
the oxygen. scales and amphibians have bodies
covered with bare skin.
3 birds In an aquatic habitat.
mammals Invertebrates, because they do
amphibians not have an internal skeleton
reptiles with bones.
fish
3 M. A.
4 Jellyfish and beetles are 1. Trees have a hard, thick stem called
invertebrates. a trunk and they have high branches.
All plants produce oxygen. Shrubs have short, hard stems. They
Potatoes and cereals are grow low, near the ground.
cultivated plants. 2. Evergreen trees have leaves all
Tree branches grow far year round and deciduous trees lose
from the ground. their leaves in autumn.
Content courtesy of
5 ircle the shrub in red.
C 4 REATHING: mouth, trachea, lungs
B
Circle the dragonfly in blue. DIGESTION: teeth, stomach ,
Circle the pond in yellow. intestines, anus
Circle the penguin in green. PLANT REPRODUCTION: roots,
Circle the rabbit or the frog in pink. pollen, flowers

5 The leaves make food for the plant.
Potatoes and cereals provide
energy.
Camels live in terrestrial habitats.
121
Term 2 assessment
NAME DATE
1 Colour the physical features.
RED inland landscape BLUE coastal landscape

BEACH VALLEY CLIFF MOUNTAIN RANGE BAY
PENINSULA HILL PLATEAU PLAIN ISLAND
Write two features of each type of inland landscape.
Mountain landscape:
Flat landscape:
2 Match the parts of the course of the river to the sentences.
The river is very wide and flows very slowly.

UPPER
COURSE The river ends at the sea.
MIDDLE The water flows fast.

COURSE
On the plains, the river is wide.
Content courtesy of
LOWER The river starts in the mountains.
COURSE
The river collects water from tributaries.
3 Read the sentences about the Universe and complete.
EARTH PLANET SUN STAR
Planets move around a

The Earth takes one year, or 365 days, to go around the
Satellites move around a
When the spins on itself, it causes day and night.
122
ASSESSMENT B
4 Number the continents.

2
3
Africa Asia
1 4
America Europe
5

Antarctica Oceania
6
5 Read and circle the correct answers.
What happens when water cools down?

It changes into water vapour. / It changes into ice.
In which state is the water that the boy is drinking?

Liquid. / Gaseous.
What is drinking water like?

Clean, salt water. / Clean, fresh water.
Where can we find fresh water?

In seas and oceans. / In rivers.
6 Draw the water cycle and match. Content courtesy of

Water vapour gets cold and

Tiny droplets of
condenses into tiny water
water form large
droplets to form clouds.
drops. They fall as
rain, hail or snow.
The Sun heats the
water in seas, rivers and Rain falls into
lakes. It evaporates into rivers and returns
water vapour. to the sea.
123
Term 2 assessment
NAME DATE
1 Read Ben's description and draw to complete the landscape.
THERE IS A HILL TO THE EAST OF THERE IS A ROAD

MY VILLAGE . ON TOP OF THE TO THE WEST OF
HILL THERE IS A CASTLE. MY VILLAGE.

A RIVER CROSSES
MY VILLAGE FROM
NORTH TO SOUTH.
W E
Is it a natural or a human landscape? Why?
Is it a mountain or a flat landscape?
Content courtesy of
2 Colour the physical features you can find in a coastal landscape.

BEACH SEA CLIFF CAPE BAY VALLEY
PENINSULA PLATEAU MOUNTAIN RANGE ISLAND
Choose one and describe it.
124
ASSESSMENT A
3 Read and answer these questions about the Universe.
What is the Moon?
Is the Earth a satellite or a planet?

What is the Solar System made up of?
What two planets are there between the Earth and the Sun?
What causes day and night?
What does it take the Earth 365 days to complete?
What is the layer of gases that surrounds the Earth?
Content courtesy of
4 Write the names of the continents of the Earth.
5 What do you know about water on Earth? Complete the text.
Most water on Earth is water. We can find it

in seas and .
Groundwater, rivers and have little salt. It is
water. water is clean, fresh water.
125
TERM 2
Actividades
Actividades
COMPETENCIAS
ESPECÍFICAS
ESPECÍFICAS DE
DEEVALUACIÓN
PRUEBA
PRUEBABB PRUEBA
PRUEBAAA

ORGANIZACIÓN
DE
DE
1, 2, 4, 5 1, 2, 3

LA
LAINFORMACIÓN
INFORMACIÓN del
suficiente
Organiza
bien respuestas a las preguntas tema
algunas
tema pero5carencias 1, que
2, 3 -V
las
ideasdel
deltema
tema y con
-L
os tipos de paisajes y sus elementos.
que
quetiene
tieneque
información
exponer. alguna no bastante - El agua en el paisaje.
y las propiedades de los elementos del 1, 2, 3, 4,a5,las
responde
información 6 1, 2, 3, 4, 5
información -L
a Tierra en el universo. Elementos,
que presenta que se movimientos y dinámicas relacionadas con
planteadas.
no responde relaciona con la Tierra y sus consecuencias. Secuencias
a las el tema. temporales y cambios estacionales.
entre diferentes elementos del medio 2, 5, 6con
Pronuncia 1, 5
natural y social. -L
os astros. Tipos y características básicas.
Se expresa claridad
planteadas.y fluidez,
pero con - Los continentes.
con claridad Valorar la importancia de los elementos del
y EXPRESIÓN
Pronuncia Pronuncia - El agua: propiedades básicas y estados.
planeta identificando la relación de la vida
adecuado.
Se expresade las personas con los recursos del medio, bloqueos 5 o pausas.con claridad
con claridad 1, 5 -L
a hidrosfera: agua dulce y agua salada.
como el agua. - El ciclo del agua.
PARTICIPACIÓN
Participa
continuos cuestioneslas palabras y
tema. son
adecuados.
COMUNICACIÓN
Answer key
PARTICIPACIÓN
Respeta lasen los
de palabra pero no
escucha las
Participa
normas
debates básicas
comunicación
ASSESSMENT B
OPINIÓN
NORMAS DE
Participa
Respetadesuvez en
PERSONAL
turno de
Content courtesy of
las1 Colour beach, cliff, bay, peninsula and island in blue.
en contadas
pero
Respeta
gustos, ocasiones expresa
Colour
normas básicas de valley, mountain range,no
sus hill, plateau and plain
escucha in red.
preferencias
comunicacióny oral. laspreferencias y
opiniones.
M. A. gustos personales.
aportaciones
de los demás.
Mountain landscape: valley and mountain range.
TOTAL
Flat landscape: hill, plateau and plain.
OPINIÓN
Expresa sus2
gustos,
cuando
UPPER COURSE: The river starts
y en
in theopiniones
gustos
y
mountains. The water flows fast.
preferencias y MIDDLE COURSE: On the plains,
contadas the river is wide. The river collects water
personales.
ocasiones
opiniones. from tributaries. expresa sus
LOWER COURSE: The riverpreferencias
is very wide and flows very slowly. The river ends
at the sea. y gustos
personales.
3 star
Sun TOTAL
planet
Earth
126
4 4 3
1 2
6 5
5 It changes into ice.
Liquid.
Clean, fresh water.
In rivers.

6 I. D.
ASSESSMENT A
1 I . D.
It is a human landscape because it has many human features,
like houses, a castle, a road, etc.
It is a flat landscape: There are not any mountains but there is a hill.

2 Colour beach, sea, cliff, cape, bay, peninsula and island.
M. A. A bay is an area of sea that extends into the land.
3 . A.
M
The Moon is the Earth's natural satellite.
The Earth is a planet.
It is made up of the Sun, eight planets and other celestial bodies.
Mercury and Venus.
When the Earth spins on itself, it causes day and night.
The Earth takes 365 days to go around the Sun.
Content courtesy of
The atmosphere.
4 America, Europe, Africa, Asia, Antarctica and Oceania.
s alt
5
oceans
lakes
fresh
drinking
127
Term 3 assessment
NAME DATE
1 Where does Martin live, in a village or in a city?
I t is a village because there

is not much traffic.
I t is a city because the streets are
wide and there is a lot of traffic.
POLICE STATION
I t is a village because there are
low buildings and narrow streets.
Circle a place where people

who provide a service work.
2 Match these sentences about the local council.
The mayor help the mayor.

The local council is the head of the local council.
The councillors is elected every four years.
Content courtesy of
3 These are the places where Martin usually goes with his family. Colour. N ATU RA L A ND S O CI AL SC IE NC E 2. P R IM ARY
RED SUPERMARKET
THE PARK THE PLACE WHERE THEY
YELLOW SHOP DO THE SHOPPING
GREEN LOCAL THE ROYAL
THE PLACE WHERE THEY
SERVICE CASTLE
GO TO THE CINEMA AND
BLUE MONUMENT
GO TO HAVE A SNACK
BROWN WORKSHOP HIS MOTHER'S
POTTERY THE BOOKSHOP IN
PURPLE S
HOPPING
WORKSHOP CIRCUS STREET.
CENTRE
128
ASSESSMENT B
4 Read the sentences and tick.
Marie Curie was a great...

musician. painter.
scientist. farmer.

The states of matter are solid,...
water vapour and gaseous.
atter changes state
M liquid and gaseous.
when we...
Glass is a...
heat it or cool it.
strong and rigid material.
Mix it or separate it.
rigid and fragile material.
5 Number the steps of the scientific method.
Do an experiment. Ask a question.
Make an observation. Reach a conclusion.
Content courtesy of
Martin and his grandfather drink milk with cocoa

powder. This is a SUBSTANCE – MIXTURE.
In SOLUTIONS – GASES, like milk with cocoa

powder, we cannot see the different substances.
Light cannot pass through

TRANSPARENT – OPAQUE materials.
The song of birds in the park is a sound
IN NATURE – MADE BY PEOPLE.
129
Term 3 assessment
NAME DATE
1 This municipality is Arroyo del Monte. Observe and answer.
Is it a town or a city? Why?

What is the government of the municipality?
ho governs the municipality? What do they

W
organise?
2 These are some of the places in Arroyo del Monte. Write.
THE CASTLE OF MARY'S THE MUSEUM

ARROYO DEL MONTE BAKERY OF ART
Content courtesy of
Which one is a shop? What type of shop is it?
Which one is a local service? What can we find in it?
Which one is a monument? Why are monuments important?
130
ASSESSMENT A
3 Colour the different states of matter.
RED BLUE YELLOW

solid liquid gaseous
WATER ROCK SAND AIR APPLE

LAVA FROM A VOLCANO MILK WATER VAPOUR
4 Write the different properties of materials.

RIGID HARD STRONG FLEXIBLE
materials do not break easily.

materials do not bend.
materials bend without breaking.
materials are difficult to cut.
5 Match these jobs.
Teachers and doctors. Jobs in nature.
Content courtesy of
Miners and farmers. Jobs in manufacturing.
Potters and factory workers. Jobs in services.

6 Read and circle the correct words
Some light passes through TRANSLUCENT – TRANSPARENT materials.
Light cannot pass through TRANSPARENT – OPAQUE materials.
The beat of a drum is a sound IN NATURE – MADE BY PEOPLE.
A cow makes a HIGH – LOW sound.

131
TERM 3
Actividades
Actividades
COMPETENCIAS
ESPECÍFICAS
ESPECÍFICAS DE
DEEVALUACIÓN
PRUEBA
PRUEBABB PRUEBA
PRUEBAAA

ORGANIZACIÓN
DE
DE
1, 2, 3, 4, 5 1, 3, 5

LA
LAINFORMACIÓN
INFORMACIÓN del
suficiente
Organiza
tema perocarencias tema1,que
1 2 - Vocabulario científico básico.
las
ideasdel
deltema
tema y con
-L
a vida en sociedad. Espacios y servicios
que
quetiene
tieneque
información
del entorno. El comercio.
responde
información 5
a las 1, 2, 3, 4, 5, 6
información -S
eguridad vial. La ciudad como espacio de
que presenta que se convivencia. Normas básicas de
planteadas.
no responde relaciona con desplazamiento como peatones.
a las el tema. -L
as localidades. Tipos, organización y
entre diferentes elementos del medio Pronuncia 5 con 3, 5, 6
EXPRESIÓN ORAL cuestiones gobierno.
natural y social. claridad y fluidez,
Se expresa planteadas. - El patrimonio material de las localidades.
Conocer personas y grupos sociales -L
a luz y el sonido como formas de energía.
y EXPRESIÓN
Pronuncia Pronuncia
relevantes de la historia, así como formas de Fuentes y uso en la vida cotidiana.
Se expresavida del pasado incorporando la perspectiva bloqueos
adecuado. o pausas.con claridad
con claridad
con claridad y fluidez, y fluidez la - Los estados de la materia.
de género.
PARTICIPACIÓN
pero con en mayoría de -P
ropiedades observables de los materiales,
Participa
continuoscuestiones las palabras y su procedencia y su uso en objetos de la
4
bloqueos o el volumen y vida cotidiana.
-L
as sustancias puras y las mezclas.
tema. son
Identificación de mezclas homogéneas y
adecuados.
NORMAS DE Respeta su turno heterogéneas.
COMUNICACIÓN
PARTICIPACIÓN de palabra pero no - El método científico.
Respeta
normas
debates básicas
comunicación
Answer key
OPINIÓN
NORMAS DE
Participa
Respetadesuvez en
PERSONAL
turno de
Content courtesy of
en contadas
pero
Respeta las
gustos, ASSESSMENT
normas básicas de B ocasiones
no escuchaexpresa
laspreferencias y
comunicación
aportaciones
1 It is a city because the streets
de are wide and there is a lot of traffic.
los demás.
Circle the police station. Participa de Participa

TOTAL
y
OPINIÓN
Expresa sus2 The mayor is the head of the local council.
cuando opiniones y
gustos, y en gustos
preferencias y
The local council is electedcontadas
every fourpersonales.
years.
opiniones. The councillors help the mayor.
ocasiones
expresa sus
3 olour the
C place where theypreferencias
do the shopping in
y gustos
red.
Colour the bookshop in Circus Street in yellow.
personales.
Colour the park in green.
Colour the royal castle in blue. TOTAL
Colour his mother's pottery workshop in brown.

Colour the place where they go to the cinema and to have a snack in purple.
132
4 Marie Curie was a great scientist.
Matter changes state when we heat it or cool it.
The states of matter are solid, liquid and gaseous.
Glass is a rigid and fragile material.
5 2
3

1 4
6 MIXTURE
SOLUTIONS
OPAQUE
IN NATURE
ASSESSMENT A
1 It is a village. M. A. Because the houses are low, the streets are narrow
and there is not much traffic.
The local council.
The mayor and the councillors. They organise the local services.
2 Mary's Bakery is a shop. It is a small shop.
The Museum of Art. Collections of objects from the past.
The castle of Arroyo del Monte. M. A. Because they help us
to know what life was like many years ago.
3 olour rock, sand and apple in red.
C
Content courtesy of
Colour water, milk and lava from a volcano in blue.
Colour air and water vapour in yellow.
4 strong
rigid
flexible
hard
5 Teachers and doctors. Jobs in services.
Miners and farmers. Jobs in nature.
Potters and factory workers. Jobs in manufacturing.
6 TRANSLUCENT
OPAQUE
MADE BY PEOPLE
LOW
133
Final assessment
NAME DATE
1 Colour the different foods.
RED
provide vitamins WATERMELON RICE
and fibre

MEAT
LENTILS
BLUE
help us to grow BROCCOLI
APPLE
BREAD
YELLOW OLIVE OIL
provide energy FISH
2 Match to make sentences about animals and their habitats.
Mammals, birds, fish and reptiles are terrestrial habitats.
Invertebrate animals are oviparous.
Content courtesy of
Amphibians and fish are vertebrates.
Forests, mountains and deserts do not have an internal skeleton.

EVERGREEN - DECIDUOUS trees lose their leaves in autumn.
HERBS - SHRUBS have short, hard stems.
Flowering plants and non-flowering plants are SEED - SEEDLESS plants.
Plants make their own food through POLLINATION - PHOTOSYNTHESIS.

134
FINAL ASSESSMENT
4 Draw a river and

match its parts.
UPPER COURSE
MIDDLE COURSE

LOWER COURSE
5 Where are these continents on the world map? Write.
OCEANIA EUROPE ASIA AMERICA ANTARCTICA AFRICA
A B
B
A C
C
D D
E E
Content courtesy of
F
6 Read the sentences about the water cycle and complete.

SNOW RIVERS SEAWATER CLOUDS
The Sun heats and it becomes water vapour.

Water vapour cools and condenses into tiny water droplets that
form the
Water falls in the form of rain, hail or
Water from rain falls into and it goes back to the sea.
135
Final assessment
NAME DATE
Air is a mixture of gases and it contains oxygen.

Air does not take the form of the object that contains it.
Air has a fixed shape.
Wind is moving air.
8 What are villages, towns and cities like? Read and classify.
SHORT BUILDINGS WIDE STREETS MANY INHABITANTS
FEW INHABITANTS NARROW STREETS TALL BUILDINGS
TOWNS
VILLAGES
AND CITES
Content courtesy of
The mayor is the LOCAL SERVICE – HEAD of the local council.
The councillors HELP – ELECT the mayor.
The local council is elected in the local SERVICES – ELECTIONS.

136
FINAL ASSESSMENT
10 Write N (jobs in nature), M (jobs in manufacturing) or

S (jobs in services).
factory worker farmer miner
fisherman doctor potter

firefighter craftsperson vet
11 Read the definitions and write.
FAMILY TREE PERSONAL HISTORY FAMILY HISTORY
Our first steps and our first day at school.

Our uncle shows us photos from the past.
A chart about our family members.
12 Look and match the properties of materials to these objects.
A D
Content courtesy of
FRAGILE
HARD
B E
RIGID
STRONG
C SOFT F
FLEXIBLE
137
FINAL ASSESSMENT
Answer key
1 Colour watermelon, apple and broccoli in red.

Colour lentils, meat and fish in blue.
Colour rice, bread and olive oil in yellow.
2 Mammals, birds, fish and reptiles are vertebrates.

Invertebrate animals do not have an internal skeleton.
Amphibians and fish are oviparous.
Forests, mountains and deserts are terrestrial habitats.
3 Deciduous trees trees lose their leaves in autumn.
Shrubs have short, hard stems.
Flowering plants and non-flowering plants are seed plants.
Plants make their own food through photosynthesis.
4 I. D.
5 A. AMERICA B. EUROPE C. ASIA
D. AFRICA E. OCEANIA F. ANTARCTICA
6 seawater, clouds, snow, rivers
7 T, F, F, T
8 TOWNS AND CITIES: wide streets, many inhabitants, tall buildings.
VILLAGES: short buildings, few inhabitants, narrow streets.
9 The mayor is the head of the local council.
The councillors help the mayor.
Content courtesy of
The local council is elected in the local elections.
10 Jobs in nature: farmer, miner, fisherman.
Jobs in manufacturing: factory worker, potter, craftsperson.
Jobs in services: doctor, firefighter, vet.

11 personal history
family history
family tree
12 . STRONG
A B. RIGID C. HARD
D. FRAGILE E. FLEXIBLE F. SOFT
138
Other assessment tools
CHALLENGE ASSESSMENT SCALE: KEEP HEALTHY
Student's name Date

GRADING
NIVELES SCALE
DE DESARROLLO
CRITERIA
ASPECTOS QUE SE EVALÚAN 1 2 3 4 5
IDENTIFICACIÓN DE EMOCIONES
IDENTIFICATION
Recognises
Conoce las emociones
habits that contribute
básicas.
to keeping a healthy body.
IDENTIFICATION
Recogniseslas
Reconoce the
emociones
sports and physical
en los demás.
exercise that he/she frequently does.
REPRESENTACIÓN DE EMOCIONES
EVALUATION
Values the
Dibuja emociones
importance of playing
y las identifica.
outdoors in groups and
following rules.
VOCABULARIO
ACTIVE
Conoce LISTENING
el vocabulario relativo
aRespects
las emociones.
speaking times
and others' opinions.
TRABAJO EN EQUIPO
Content courtesy of
TEAMWORK
Su desempeño en el trabajo
en equipo
Their es adecuado.
participation in teamwork
is adequate.
EXPRESIÓN
INTEREST AND
Identifica sus INITIATIVE
emociones y sabe
expresar cómo and
Shows interest se siente.
initiative in the
development of the challenge.
PRODUCTO FINAL
FINAL PRODUCT
Confecciona el cartel de las
emociones
Designs thecon
newsugame
equipo.
and its rules
to play outdoors with their team.
1: Unsatisfactory 2: Poor 3: Satisfactory 4: Good 5: Excellent
140
CHALLENGE ASSESSMENT SCALE: SAVE WATER
Student's name Date

GRADING
NIVELES SCALE
DE DESARROLLO
CRITERIA
IDENTIFICATION
Recognises
the characteristics
básicas.
of water in nature.
IDENTIFICACIÓN
EXPRESSION OF OPINIONS
DE EMOCIONES
Contributes
Reconoce lastheir
emociones
own ideas
en los demás.
respectfully.
REPRESENTACIÓN
CONFLICT RESOLUTION
DE EMOCIONES
Shows an
Dibuja emociones
attitude of dialogue
y las
in conflict
identifica.
situations.
VOCABULARIO
ACTIVE LISTENING
Respectselspeaking
Conoce vocabulario
times
relativo
a lasothers'
and emociones.
opinions.
TRABAJO EN EQUIPO
TEAMWORK
Content courtesy of
Their
Su desempeño
participation
en elintrabajo
teamwork
enadequate.
is equipo es adecuado.
EXPRESIÓN
INTEREST AND INITIATIVE
Shows interest
Identifica sus emociones
and initiative
y sabe
in the
expresar cómoofsethe
development siente.
challenge.
PRODUCTO
FINAL PRODUCT
FINAL
Collaborates in
Confecciona el making
cartel deand
las sharing
emociones
the poster with
con tips
su equipo.
to save water.
141
CHALLENGE ASSESSMENT SCALE: IMPROVE OUR NEIGHBOURHOOD
Student's name Date

GRADING
NIVELES SCALE
DE DESARROLLO
CRITERIA
IDENTIFICATION
Recognises
living thingsbásicas.
in the local
community.
IDENTIFICACIÓN
SUSTAINABLE LIFESTYLES
DE EMOCIONES
Values the las
Reconoce importance
emociones of actions
en los
that benefit
demás.living things.
REPRESENTACIÓN
EXPRESSION OF OPINIONS
DE EMOCIONES
Dibuja emociones
Contributes their own ideas
y las identifica.
respectfully.
VOCABULARIO
ACTIVE LISTENING
Respectselspeaking
Conoce vocabulario
times
relativo
a lasothers'
and emociones.
opinions.
TRABAJO EN EQUIPO
TEAMWORK
Content courtesy of
Their
Su desempeño
participation
en elintrabajo
teamwork
enadequate.
is equipo es adecuado.
EXPRESIÓN
INTEREST AND INITIATIVE
Shows interest
Identifica sus emociones
and initiative
y sabe
in the
expresar cómoofsethe
development siente.
challenge.
PRODUCTO
FINAL PRODUCT
FINAL
Collaborates actively
Confecciona el cartel in
dethe
las
emociones con
organisation of the
su equipo.
class field journal.
142
SELF-ASSESSMENT
ESCALA DARTBOARD
DE COEVALUACIÓN Tercer ciclo
1–2
NAME DATE
Colour in the dartboard and measure your progress:

4 Excellent 3 Good 2 Satisfactory 1 Poor

If I had a problem, I completed
I tried to solve it. all my tasks.
PROBLEM RESPONSIBILITY
SOLVING
4
I always
3
I worked well 2 brought my
on my own.
1 materials to
class.
AUTONOMY
MATERIAL
Content courtesy of
RELATIONS
WITH OTHERS INTEREST

IN LEARNING
I get on well with
I pay attention
my classmates.
in class.
143
PEER ASSESSMENT SCALE 1–2
How do your classmates behave? Help them to improve.
NAME OF YOUR CLASSMATE

FORGET YOU ARE
FRIENDS!
YES
SÍ NO
1 AYUDA
THEY HELP
A QUIEN
THOSE
LOIN
NECESITA.
NEED.
2 RESPETA
THEY RESPECT
A LOS OTHERS.
DEMÁS.
3 H
THEY
ABLATAKE
EN UN
CARE
TONO
OF THE
DE VOZ
CLASSROOM
NORMAL,
SIN
MATERIAL.
GRITAR.
4 STUELE
HEY USUALLY
TRAER ELBRING
MATERIAL
THEIR MATERIAL
Content courtesy of
TODOS
EVERY DAY.
LOS DÍAS.
5 C
TUIDA
HEY DO
EL NOT
MATERIAL
SHOUT.
QUE TENEMOS
EN CLASE.
6 THEY RAISE THEIR HAND BEFORE
6 LSPEAKING.
EVANTA LA MANO CUANDO
QUIERE HABLAR.
7 THEY LISTEN TO THE TEACHER.
7 ATIENDE A LAS EXPLICACIONES
8 THEY
DEL LIKE TO WORK
PROFESOR IN GROUPS.
O PROFESORA.
8 LE GUSTA TRABAJAR EN GRUPO.

144
1–2
ASSESSMENT SCALE FOR THE CLASS NOTEBOOK
Student's name Date
ALMOST

ALWAYS SOMETIMES
ALWAYS
PRESENTATION The student's information is clear

and easily identifiable.
The notebook is in good condition, free

of stains and folded or torn pages.
The student has left appropriately sized

margins.
The handwriting is neat and legible.
ORGANISATION The notebook follows the order indicated

in class and is free of blank spaces or pages
with other contents.
The date the activity was done is written down

on the page.
The activities are numbered correctly.
All the assigned exercises have been done.
Content courtesy of
ACTIVITIES
AND TASKS
The activities have been done correctly.
Spelling mistakes have been corrected.

145

2pri Key Points Nat and Soc SC Assessment

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

2pri Key Points Nat and Soc SC Assessment

Uploaded by

Copyright:

Available Formats

2 PRIMARY

1 Draw a house and colour its parts.

. Physical redistribution and/or communication on the internet or on social networks is prohibited.

2 Look and match the names of these rooms in the house.

3 Draw these things to complete the picture of this street.

traffic lights bin pedestrian crossing

4 What can you see in this landscape? Tick.

. Physical redistribution and/or communication on the internet or on social networks is prohibited.

5 Classify these means of transport.

6 Complete the months of the year in order.

1. J_NUARY 2. FEBR_ARY 3. M_RCH Content courtesy of

6. J_NE 5. M_Y 4. _PRIL

7. J_LY 8. A_GUST 9. S_PTEMBER

12. D_CEMBER 11. N_VEMBER 10. OCT_BER

7 Label the joints.

HIP ANKLE KNEE SHOULDER WRIST ELBOW

. Physical redistribution and/or communication on the internet or on social networks is prohibited.

THE ROOTS –THE LEAVES fix the plant in the ground.

Plants need water, air, sunlight and FOOD - SOIL.

Fruits have SEEDS - FLOWERS inside.

We get MEAT - CEREALS from plants.

1 Individual Drawing (I. D.)

. Physical redistribution and/or communication on the internet or on social networks is prohibited.

. Physical redistribution and/or communication on the internet or on social networks is prohibited.

. Physical redistribution and/or communication on the internet or on social networks is prohibited.

. Physical redistribution and/or communication on the internet or on social networks is prohibited.

Resources and goal

. Physical redistribution and/or communication on the internet or on social networks is prohibited.

We have learnt... It is related to...

Thinking habits reinforced through the use of this routine

. Physical redistribution and/or communication on the internet or on social networks is prohibited.

Resources and goal

I see I think I wonder

. Physical redistribution and/or communication on the internet or on social networks is prohibited.

. Physical redistribution and/or communication on the internet or on social networks is prohibited.

Resources and goal

How are they similar?

How are they different?

. Physical redistribution and/or communication on the internet or on social networks is prohibited.

. Physical redistribution and/or communication on the internet or on social networks is prohibited.

Thinking habits reinforced through the use of this routine

. Physical redistribution and/or communication on the internet or on social networks is prohibited.

ROUTINE 2 See, Think, Wonder

I see I think I wonder

How are they similar?

ROUTINE 4 C-S-I (Colour-Symbol-Image)

1  his is Susan's family. What stage of life is each member in?

. Physical redistribution and/or communication on the internet or on social networks is prohibited.

SUSAN OLD AGE

2 What life processes can you see in these pictures? Match.

3 How do we move our body? Label.

1 Air enters her

. Physical redistribution and/or communication on the internet or on social networks is prohibited.

5 How does food enter Susan's body?

6 Circle the different foods. Content courtesy of

FOODS THAT PROVIDE

1 What stage of life is each member of

. Physical redistribution and/or communication on the internet or on social networks is prohibited.

2 What are the three life processes? Look at the pictures

3 Today is Susan's birthday and she is blowing out the candles.

. Physical redistribution and/or communication on the internet or on social networks is prohibited.

ABDOMINALS RIBS FEMUR BACKBONE BICEPS PECTORAL SKULL

5 How does food enter our body? R

1 Draw a house and colour its parts.

1 Individual Drawing (I. D.)

1 his is Susan's family. What stage of life is each member in?

5 How does food enter Susan's body?

1 What stage of life is each member of

2 What are the three life processes? Look at the pictures

3 Today is Susan's birthday and she is blowing out the candles.

We chew the food with our teeth.

We absorb nutrients from the food.

1 Number the vertebrates.

1 Read and complete the index card.

2 Which group of vertebrates are they? Read and write.

4 Write T(true) or F (false).

5 Draw an insect. Then, label its parts.

6 How do these animals adapt to their habitats? Write.

1 1 . tiger 1 vertebrates, internal,

4 Circle the correct words.

seed falls to the ground and a new plant

The wind and INSECTS – STEMS transport

5 Read and write cultivated plants or wild plants.

hey provide food and shelter for

hey are plants that people sow

They grow naturally in the countryside.

3 Write the steps in the life cycle of a flowering plant.