LORA TAMAYO 2014-2015 GRADE 4 SYLLABUS

1. UNIT 1 STUDYING HISTORY
OBJETIVES To identify and classify different historical sources
To talk about historical sources
To name the 5 periods of history
To know when each period of history begun
To name facts related to the 5 periods of history
CONTENTS: SCIENCE/
KEY LANGUAGE
Historical sources:
Oral sources: songs
Graphic sources: maps, pictures, paintings, photos, films
Written sources: newspapers, books, plays, poems, letters
Material sources: coins, monuments, amphors, graves
Ages of History: Prehistory/Ancient History/The Middle Ages/The Modern Ages/The Contemporary Ages
Numbers: two million, five thousand, one thousand, five hundred, two hundred
Key structures:
Is this picture from the (past)/(present)? Yes, it is. /No, it isn´t.
What's this? It`s an (oral)/a (written)/(graphic)/(material) source.
Is a (coin) a material source? Yes, it is. /No it isn`t.
Is this a (written) source? Yes, it is. /No, it isn't.
When did (Prehistory) begin?
(Prehistory) begun about (2.000.000) years ago.
(Prehistory), what happened then?
ACTIVITIES Identifying and naming different historical sources using flashcards or slides
Talking about historical sources
Reading “What's history?”
Matching pictures of historical sources to their names
Cutting out different historical sources and gluing them where it corresponds
Completing a chart titled “Historical sources”
Watching video and song “Ages of History” (blog Lora-Tamayo-bilingual-world)
Reading “The Ages of History”
Matching ages of history with the period of time when they happened
Labeling ages of history
Listening to a reading and filling out blanks using a word bank

2. ASSESSMENT CRITERIA Can identify various historical sources
Can classify historical sources
Can sing the song “Ages of History”
Can read and understand texts about historical sources and periods of history
Can label periods of history
Can fill in blanks using a word bank while teacher reads a text
RESOURCES Periods of history Flipchart (“Rotafolio”) - Lora Tamayo bilingual team
Periods of history song – LT blog
Prehistory Slide Presentations – LT
“Historical sources” and “Ages of History” readings – AICLE and LT
Worksheets - LT

3. UNIT 2: WHERE WE LIVE (Richmond Unit 2)
OBJETIVES To be able to use the cardinal points to locate Spain and to locate the Communities
To locate Spain
To practice “W” or question words
To locate the Communities within Spain
To name the Communities` capital cities
To compare communities' sizes
CONTENTS: SCIENCE/
KEY LANGUAGE
“W” or question words: Where, what, how many
Cardinal points: East, West, North, South
Nouns: capital city, community, Spain
Adverbs: smaller than/bigger than
Key structures:
Yes, it is./No, it isn't./It's in...
There is one.../There are (four)...
Where is (Spain)? Spain is in the South West of Europe.
Where is (Extremadura)? (Extremadura) is in the West of Spain
What is the capital city of (Andalusia)? It's (Sevilla)
How many provinces are there in (Catalonia)? Four.
(Andalusia) is larger than la Rioja
(Galicia) is smaller than Castilla-Leon
Is (Teruel) in (Catalonia)? No, it isn't. I'ts in (Aragon)/Yes, it is.
ACTIVITIES Writing in notebook: Spain/I live in Spain./Spain is my country./Spain is in the South West of Europe.
Speaking (Dialogue): Where do you live? I live in Spain Where are you from? I'm from Spain. Where is Spain? It's in the
South West of Europe.
Listening and reading page 91 (Richmond)
Writing: Page 97 (Richmond) Activity 1: Copy the text and correct the mistakes
Reading: page 92 “Autonomous communities”
Speaking (using a political map of Spain): Where is (Extremadura)? It's in the (West) of Spain.
Writing: Worksheet “Where we live”, page 26 of Teacher's Resource book.

4. ASSESSMENT CRITERIA Can to use the cardinal points to locate Spain and to locate the Communities
Can use some “W” or question words in structured dialogues
Can locate the Communities within Spain
Can name the Communities` capital cities
Can compare communitie's sizes
Can read and understand simple texts about the Spanish Communities
RESOURCES Richmond Text Book
Richmond Teacher's Resource Book
Political map of Spain

5. UNIT 3: NUTRITION
OBJETIVES To identify, name and label the parts of the digestive system
To understand the digestion process
To describe the digestion process using appropriate connectors
To be able to compare lengths of small and large intestines
CONTENTS: SCIENCE/
KEY LANGUAGE
Vocabulary
Connectors: first, then, after, finally
Verbs: chew, mixes, goes down, enters, melt, are absorbed, is absorbed, goes out of
Nouns: mouth, saliva, paste, food pipe, esophagus, stomach, gastric juices, small intestine, nutrients, large intestine,
water, food waste, anus
Numbers: 7 meters long, 5 meters long
Adjectives: narrow/wide, long/shorter, longer than/shorter than
Key structures:
How long is the small intestine? It's 7 meters long.
How long is the large intestine? It's 5 meters long.
ACTIVITIES Identifying, naming and labeling the parts of the digestive system
Matching the parts of the digestive system to facts related to them
Watching and listening to “Make me genius” video about digestion (lora-tamayo-bilingual-world blog)
Reading a simple text about “Digestion” and illustrating it
Talking about the intestines' length
Describing the digestion process using a Slide Presentations
Using a meter to compare small intestine to large intestine length
Doing a wordsearch
Answering a quizz
ASSESSMENT CRITERIA Identifies, names and labels the parts of the digestive system
Describes the digestion process using appropriate connectors,nouns, verbs and adjectives
Reads and illustrates a text about digestion
Answers simple questions about the digestion process
Compares small and large intestines' lengths using a meter
RESOURCES Digestion poster
Worksheets: Label parts of the digestion system/Match
“Make me genius” video about the Digestion Process
Meter
Quizz

6. UNIT 4: LANDSCAPE OF ANDALUSIA
OBJETIVES To be able to read and understand a text about the Guadalquivir river
To find specific information in a text
To be able to read and understand a text about the Mediteranean climate and the flora and fauna of Andalusia
To find out where are the words in a word search
To be able to answer simple questions about the Guadalquivir river
CONTENTS: SCIENCE/
KEY LANGUAGE
The Guadalquivir river
The Mediterranean cliate
Vegetation of Andalucia
Fauna of Andalusia
Vocabulary:
Guadalquivir river:
Nouns: river, upper course, middle course, lower course, lands, tributaries, delta, mouth
Adverbs: among, slower, wider
Adjectives; narrow, rapid, fertile
Verbs: flows through
Mediterranean climate/flora/fauna
Nouns: temperatures, summer, winter, spring, fall, precipitations, droughts, rains, floods/ecosystems, forest ecosystem,
wetlands ecosystem, ponds, marshes, coastal ecosystem, cork trees, oak trees, pine nuts trees, aquatic plants, reeds,
roots, leaves, river banks, poplars, ashes, willow trees, mammals, foxes, wild boars, squirrels, migratory birds, herons,
flamingoes, storks, ducks, reptiles, chamaleon, seagulls, coast, sardines, marine invertebrates, shrimp, squids
Adjectives; high, low, irregular, sever, torrential
Key structures:
Where does the river start?/What cities does the river flow through?/What are its tributaries?/What ocean does it flow
into?
ACTIVITIES Watching and reading a Slide presentation about the Guadalquivir river
Reading a text about the Guadalquivir river
Finding specific information in the text
Doing a word search and finding out information from classmates
Filling in blanks in a worksheet after listening to the teacher by using a word bank
Doing a quizz about the Guadalquivir river
Watching a Slide presentation about trees and bushes of Andalusia

7. ASSESSMENT CRITERIA Reads and understands texts
Finds specific information in texts
Can talk about different features of a river
Does a word search
Fills in blanks in a worksheet (Guadalquivir river/Vegetation and fauna of Andalusia)
Provides simple information about the Guadalquivir river
RESOURCES (LT) Slide presentation about the Guadalquivir river
Readings about the “Guadalquivir river”, the “Mediterranean climate” and the “Flora/fauna” of Andalusia
Wordsearch (river's features)
Worksheet: filling in blanks ((Guadalquivir river/Vegetation and fauna of Andalusia)
Slide presentation about trees and bushes in Andalusia
Quizz: The Guadalquivir river

8. UNIT 5: PREHISTORY
OBJETIVES To learn how early men lived
To be able to talk about how early men lived
CONTENTS: SCIENCE/
KEY LANGUAGE
Vocabulary:
Nouns/pronouns: human beings, tribes, they, walls, pictures, fire, food, skin, fish, plants, tools, weapons, spears, axes,
knifes, stone, wood, bones
Verbs (past tense): began, ended, lived, painted, discovered, hunted, gathered, made
Key structures:
Began two million years ago/ended with the invention of writing
Why did early men use spears? For hunting
Why did early men use skins? For tents and for clothing
Why did early men need fire? For cooking
ACTIVITIES Watching and listening to a Slide Presentation about “Prehistory”
Talking about prehistory with Language Assistant or teacher
Making and describing a “Prehistoric settlement” playdough Model
Booklet: writing sentences and coloring or drawing
Sentences: Order the words
Listening and filling in blanks *
Group presentation (by heart) of the Slide Presentation
Word search
ASSESSMENT CRITERIA Can engage in a question/answer dialogue about early men
Can identify tools and other items used by early men
Can name tools and other items used by early men
Can match sentences to pictures
Can do a group Slide Presentation
Can complete a Word Search
Can fill in blanks using a word bank and listening to the teacher
RESOURCES Slide presentation “Prehistory”
Word search
Worksheet: Filling in blanks using a word bank

9. UNIT 6: BONES
OBJETIVES To identify, name and able the main bones of a skeleton
To pose questions and give answers about bones
To relate each bone to the corresponding part of the body
To locate bones in the skeleton
CONTENTS: SCIENCE/
KEY LANGUAGE
Bones: skull, jaw, spine, ribs, humerus, radius, ulna, femur, tibia, fibula, pelvis
Parts of the body: head, arm, trunk, leg
Joints: neck, shoulder, elbow, wrist, hip, knee, ankle
Key structures:
Where is the (humerus)? It's in the arm.
The (ulna) is in our arm. It runs from the (shoulder) to the (elbow).
The (pelvis) is at the end of the (spine).
How many bones does the (human skeleton)/(our hand)/(the foot) have? It has _________ bones.
Which is the longest bone in our body? The longest bone in our body is the _______.
Which bone(s) protects (our brain)/(our heart)/(our lungs)?
Which bone runs from the (neck) to the (pelvis)? The (spine) runs from the (neck) to the (pelvis).
Which is the largest bone in the body? The femur is the largest bone in the body.
ACTIVITIES Watching a “dancing skeleton” (blog)
Watching a Slide presentation about bones
Watching a video about the skeleton (blog: Make me genius)
Reading a text about the skeleton and gluing illustrations (LT)
Labeling the main bones on a drawing of a skeleton
Playing an on-line skeleton game (blog Lora-Tamayo-bilingual-world)
Listening and filling in blanks in a text using a word bank (LT)
Wordsearch: bones
Making questions to locate bones in the body and answering them
Doing a bones quizz

10. ASSESSMENT CRITERIA Can read a text about the skeleton and glue correctly the corresponding illustrations (LT)
Can identify, name and label the main bones in the body
Plays an on-line skeleton game (blog Lora-Tamayo-bilingual-world)
Listens and fills in blanks in a text using a word bank (LT)
Can find bones in a word search
Can pose questions to locate bones in the body and answers them
Answers questions of a quizz on bons correctly
RESOURCES Worksheet: Label the bones (L.T.)
Worksheet: Read the text and glue the illustrations (L.T.)
Worksheet: Fill in the blanks (L.T.)
Quizz (LT)

11. UNIT 7: VERTEBRATES (Richmond pages 34, 35)
OBJETIVES To distinguish vertebrate animals from invertebrate animals
To classify animals according to what they eat and how they reproduce
CONTENTS: SCIENCE/
KEY LANGUAGE
How animals eat: carnivores, herbivores, omnivores
How animals breathe: through their lungs, through gills, through their skin
How vertebrates reproduce: viviparous, oviparous
Vocabulary:
Nouns: mammals, fish, reptiles, amphibians, birds, vertebrates, invertebrates/ food, teeth, beaks, jaws, long tube/
lungs, gills, skin, oxygen/backbone, mother’s milk, eggs
Verbs: chew, grind, swallow, cut, drink /breath through/are born live/hatch/abandon
Key structures:
Questions:
How do (lions) eat their food? How do (lions) breathe? How do (fish) breathe? How do (baby/adult amphibians) breathe?
How are (lions) born? How are (birds) born? What do (baby lions) drink?
What is a (vertebrate/invertebrate/oviparous/viviparous) animal?
Assertions:
(Mammals/lions/pigs) have teeth. (Amphibians/frogs) don’t have teeth. (Birds/eagles) don’t have teeth. They have beaks.
(Mammals) chew, cut and grind food. (Amphibians) swallow food. Birds also swallow food. Butterflies drink nectar.
(Mammals, birds and reptiles/lions, eagles, snakes) breathe through their (lungs). (Amphibian babies) breathe through
their (gills). (Amphibian adults) breathe through their (skin). (Fish) breathe through their (gills).
(Vertebrates) have a backbone. (Invertebrates) don’t have a backbone. Viviparous animals are born live. Mammals drink
their mother’s milk. Oviparous animals are born from eggs. Eggs hatch.
What animal is it? It's an eagle. Is it (oviparous)? Yes, it is? Can it (run)? No, it can't. Can it (fly)? Yes, it can. Does it
have (fur)? No, it doesn't. Does it have (feathers)? Yes, it does. Does it breathe through (lungs)? Yes, it does./No, it
doesn't.

12. ACTIVITIES Listening and reading texts about vertebrate animals pages 34 and 35 (Richmond)
Talking about how animals reproduce
Playing animals' on-line games (blog)
Naming different features of vertebrate animals (page 35)
Choosing a vertebrate animal and making an index card (page 37)
Defining words: vertebrate/invertebrate, viviparous/oviparous. (page 37, # 3)
Worksheet (Richmond Teacher's Resources) page 85: Answer questions about an animal
Playing a guessing game using yes/no questions to guess an animal
ASSESSMENT CRITERIA Listens and reads simple texts
Asks and answers questions about how animals reproduce
Describes different vertebrate animals naming some of its features
Can make an index card about a vertebrate animal
Can define vertebrate, invertebrate, oviparous, viviparous
Can make yes/no questions to guess an anmial

13. UNIT 8: ANCIENT HISTORY - ROMANS
OBJETIVES To understand the importance of the Roman Empire for our culture
To learn about how Romans lived: the language they spoke and the buildings they built
To be able to talk about the Roman Empire using the past tense
CONTENTS: SCIENCE/
KEY LANGUAGE
Vocabulary: Roman Empire, Latin, aqueducts, theaters, amphitheaters, gladiators, circuses, chariot races, temples, stone
roads, rich people, domus, poor people, insulae
Key structures:
What language did the Romans speak? They spoke Latin.
Where did Romans live? They lived in domus or in insulae.
How did Romans have fun? They went to the theater, the circus or to the amphitheate
What did Romans build? They built amphitheaters, theaters, circuses, acqueducts, stone roads and temples
ACTIVITIES Watching and listening to a Slide Presentation about the Romans (LT)
Reading a text about Ancient history (page 101, Richmond)
Talking about the Roman times (questions/answers) **
Word search **
Playing a gladiators' on-line game
Watching a video about the life of a 17-year old boy in Rome
Watching a video about Egypt (Discovery Education -blog)
Booklet: Writing sentences and colouring
Talking in public: Slide Presentation
ASSESSMENT CRITERIA Can read and understand a text about the Roman Empire
Can talk about the Roman Empire using specific vocabulary
Can do a word search
Can write sentences about the Roman Empire
Can do a group slide presentation

14. 9 INVERTEBRATE ANIMALS
OBJETIVES To learn features of a marine invertebrate: the jellyfish
To be able to make questions and give answers about jellyfish
To understand the metamorphosis of a butterfly
To be able to describe the metamorphosis of a butterfly
CONTENTS: SCIENCE/
KEY LANGUAGE
Vocabulary
Nouns: Butterfly, egg, larvae, caterpillar, chrysallis, pupa, adult butterfly, oviparous, insect, larvae, metamorphosis
Verbs/structures:
changes shape, lays an egg on a leaf, the egg hatches, a caterpillar comes out, the caterpillar changes into a chrysalllis.
The chrysallis changes into a butterfly
ACTIVITIES Reading a text about jellyfish
Listening and filling in blanks in a text about jellyfish
Wordsearch: jellyfish
Making questions and giving answers about jellyfish
Reading the life cycle of a butterfly
Describing the life cycle of a butterfly (page 37)
Correcting false sentences about butterflies (page 36)
ASSESSMENT
CRITERIA
Can read and understand texts about jellyfish and butterflies
Can make questions and give answers about jellyfish
Can do a word search of words related to jellyfish
Can distinguish true/false sentences and correct the false ones
Can describe the life cycle of a butterfly
10 POPULATION
OBJETIVES
CONTENTS: SCIENCE/
KEY LANGUAGE
ACTIVITIES
ASSESSMENT CRITERIA

15. 11 MIDDLE AGES AND MODERN AGES (KNIGHTS AND SAILORS)
OBJETIVES To learn about how people lived during the Middle Ages
To identify the parts of a castle
To learn about the Modern Age
To identify the most important inventions of the Age of Exploration
CONTENTS: SCIENCE/
KEY LANGUAGE
Vocabulary:
Middle age: Christian Kingdoms, Islamic civilization, Muslims, kings, noblemen/castle, drawbridge, battlement, tower,
peasants, live inside the castle/outside the castle
Modern Age: America, astrolabe, caravel, Christopher Colombus, invention, magnetic compass, maize, navigation,
sailing, silk, spices//Verbs-past simple: discovered, sailed, brought back; America was discovered by
ACTIVITIES Reading texts about the Middle Ages and the Modern Age
Watching a video about the life in a castle **
Watching a video about the discovery of America
Describing the parts of a castle
Completing sentences
Matching products with their country of origin
ASSESSMENT CRITERIA Can read and understand texts
Watches and listens to a video about life in a castle and the discovery of America
Can describe the parts of a castle
Can complete sentences
Can match products with their country of origin
12 WORK (JOBS)
OBJETIVES
CONTENTS: SCIENCE/
KEY LANGUAGE
ACTIVITIES
ASSESSMENT CRITERIA

16. 13 WORK (OTHER JOBS)
OBJETIVES To learn about jobs in the tertiary sector
To learn about jobs in trade, tourism, means of communication and the internet
To learn about stages involved in trade
To investigate what pupils use internet for
CONTENTS: SCIENCE/
KEY LANGUAGE
Vocabulary:
Services: health care, education, trade, tourism, communications, transport/teacher, doctor, nurse, farmer, television
presenter
Trade: lorry drivers, shop assistants, factory workers, consumers, farmer
Tourism: tourists, hotels, receptionist, waitress, waiter, cleaner, air cabin crew, taxi driver, museum worker
New technologies: internet, search engine, website, email, chatting, twitter, facebook, social network, cell phone, digital
newspapers Structures:
I'm a doctor and I work in a hospital. I'm a teacher and I work in a school. I'm a saleswoman and I work in a shop. I'm a
receptionist and I work in a hotel. I'm a journalist and I work in a newspaper. I'm a bus driver and I work for a bus
company.
First, the farmer grows the oranges. Then, the lorry driver carries them to the factory. After, the factory workers make
orange juice and put bottle it. Then, the lorry driver carries the orange juice to the supermarket. Finally, the consumers
buy it.
Do you write emails? Do you write whatsapps? Do you play games? Do you look for information? Do you listen to
music? Do you watch videos?
ACTIVITIES Reading a text about “services”
Making questions and giving answers about jobs
Reading a text and completing a chart about services
Putting pictures in order
Describing how orange juice reach the consumer using connectors
Matching pictures and names of jobs
Survey about the use of internet, filling a chart
ASSESSMENT CRITERIA Can classify jobs according to the sector they belong to
Can talk about different jobs
Can pretend to have a job and say where he/she works
Can describe a trading process
Can match pictures and names of jobs
Can explain the uses of internet
Can do a survey about the use of internet, filling a chart

17. 14 ECOSYSTEMS
OBJETIVES To describe the elements of ecosystems
To differentiate between terrestrial and aquatic ecosystemstTo identify the three main zones of a sea exosystem
To learn how we can minimize damage to forests
CONTENTS: SCIENCE/
KEY LANGUAGE
Vocabulary: coral, desert, ecosystem, forest, grassland, habitat, pond, rainforest, reef, rock, sand, savannah, sea, The
Artic, living thing, non-living thing, river/ terrestrial ecosystem, aquatic ecosystem, coast, open sea, deep sea, mussel,
crab, sea snail, seaweed, spong, starfish/beetle, birch tree, butterfly, consumer, producer, owl, squirrel,
woodpecker/pollute, air, water, cities
Structures:
In this ecosystem there is/there are
Don't light fires/Don't drop litter/Don't disturb animals/Don't pick up flowers or plants
ACTIVITIES Defining ecosystems
Describing an ecosystem
Matching descriptions of ecosystems to photos
Reading and listening to texts
Drawing and labeling the stages of a food chain
Discussing cooperation and competition in ecosystems
Making a poster about protecting forests
ASSESSMENT CRITERIA Can define and describe ecosystems
Can match descriptions of ecosystems to photos
Can read and listen to texts
Can draw stages in a food chain
Can make a poster about protecting forests

18. 15 THE CONTEMPORARY AGE
OBJETIVES To learn about the Contemporary Age
To recognize the most important inventions and discoveries of the contemporary Age
CONTENTS: SCIENCE/
KEY LANGUAGE
Vocabulary:
aeroplane discoverie (discoveries), invention, inventor, penicillin, smallpox, steam engine, vacine/past simple: built,
changed, invented, was used to make
ACTIVITIES Reading a text about the Contemporary Age
Finding out about some great inventions
Completing a timeline about inventions
Watching a video about inventions **
ASSESSMENT CRITERIA Can read and understand a text about the Contemporary Age
Can name discoveries and inventions in the Contemporary Age
Can find out information about some great inventions
Can complete a timeline about inventions
COMMON ASSESMENT CRITERIA:
Recognises words and phrases in context
Responds to classroom language using verbal and non-verbal strategies
Predicts and makes guesses
Matches pictures to text at sentence level
Cooperates with others and respects other children
Participates in classroom activities
Shows confidence and interest in their ability to learn Science through English
Shows confidence and interest in their ability to learn English through Science