Lora Tamayo 2014-2015 Science Syllabus

1. UNIT 1 MY BODY (McMillan UNIT 3, page 84)
OBJETIVES To identify the parts of the face and the body.
To identify the joints.
CONTENTS: SCIENCE/
KEY LANGUAGE
Face: face, hair, eyes, nose, mouth, ears
"I've got eyes."
Body: head, body, arm, hand, leg, foot
"Put your bean bag on your head!"
Joints: neck, shoulders, elbows, wrist, hip, knees, ankles
"I put my neck in, I put my neck out."
ACTIVITIES Playing Cosmo says movement game "Touch your elbow"
Doing movement Songs and Games
Drawing a robot and write the joints
Coloring a robot and write the joints (choose one)
Worksheet page 34
Worksheet "My face"*: Writing the parts of the face
Active Inspire Activity "My face"
ASSESSMENT CRITERIA Can identify and name the main parts of the body and face
Can identify the joints
Is aware of joints and how we can move
Matches pictures to text at word level
Cuts out a stencil to and puts parts together to make a puppet
Participates in songs with movements and gestures
Respects other children
Is able to work independently
Shows confidence and interest in their ability to learn Science through English

2. UNIT 2 MY SENSES (McMillan UNIT 2, page 57)
OBJETIVES To introduce the five senses, their functions and corresponding body parts
To learn about surroundings through hearing, smell, sight
To distinguish salty, sour, sweet and bitter tastes
To distinguish different colours
CONTENTS: SCIENCE/
KEY LANGUAGE
Body; eyes, ears, nose, tongue, hands
Senses; see, hear, smell, taste, touch
Sounds: loud, quiet
Tastes: good, bad. Sweet, salty, sour, bitter
Objects; rainbow, bird, flower, cat, apple
With my eyes/ears/nose/tongue/hands/I can see/hear/smell/taste/touch
It smells good/bad.
It sounds good/bad.
ACTIVITIES Identifying and matching the five senses to teh corresponding parts of the body
Understanding and drawing different ites that we perceive with our senses
Identifying different sounds that can be heard in a story
Identifying smells and judging them as good or bad
Identifying different tastes and relating these to foods
Identifying and classifying different fruits and plants according to their colour
ASSESSMENT CRITERIA Can identify the five senses, their functions and corresponding body parts
Is aware of surroundings through each sense
Can distinguish different colours, sounds, tastes and smells

3. UNIT 3 FOOD (McMillan UINT 5, page 138)
OBJETIVES To learn and name different types of food
To identify food that is good for you
To identify the main meals of the day
To classify food according to its origin: plant or animal
To identify food according to its animal origin
To promote healthy habits at meal times
CONTENTS: SCIENCE/
KEY LANGUAGE
Food: chicken, meat, fish, pears, apples, carrots, potatoes, bread, pasta, milk, eggs, chocolate
Other food: sweets, ice-cream, cake, sausages, ham, cheese, cauliflowers, lettuce, oranges, grapes, pineapples, plums,
rice, melons, watermelons, cherries, youghurt, butter, salami, chopsI have (milk) for (breakfast)
Meals: breakfast, lunch, dinner
Food origin: (Lemons) come from (plants)/ (Ham) comes from (animals)
Healthy habits: Wash your hands./Brush your teeth.
Can I have...please? Here you are Thank you.
I eat (fish) for (dinner).
ACTIVITIES Listening to a dialogue and ticking the food items that appear in it
Identifying food and tracing the corresponding words
Classifying foods into fruit or vegetables
Listening to a dialogue about food tath is good for health and colouring food
Identifying healthy food and classifying it
Observing where food comes from and classifying it
Cutting out and sticking food cut-outs
Identifying where food comes from and completing sentences
Listening to a dialogue about meals and relating it to the children's own experiences
Observing healthy habits and completing sentences
ASSESSMENT
CRITERIA
Recognizes and names different types of food
Can differentiate between fruit and vegetables
Can identify food that is good for you
Can identify healthy food
Can classify food according to its origin: plant or animal
Can identify food according to its animal origin
Can identify the main meals of the day
Understands the importance of healthy habits at meal times

4. UNIT 4 AT THE DOCTOR'S
OBJETIVES To know what the human body needs to stay healthy
To understand how important it is to go to the doctor
To be able to tell the doctor what hurts
CONTENTS: SCIENCE/
KEY LANGUAGE
Doctor's bag's tools
Ostethoscope: listens to your heart.
Osteoscope: looks in nose and ears
manometer: blood pressure cuff
thermometer: takes your temperature
tongue depressor: holds down your tongue
hammer: taps your knee
syringe: gives injections
band aids
bandage
Language at the doctor's surgery (to be used by the teacher during a role-play).
Pupils act while the teacher speaks.
“What's the problem?” “I've got a fever...”
“Where does it hurt?”
“It hurts here!”
“I`m going to take your temperature.”
Your temperature is high.
“I'm going to take your blood pressure.”
“Could you roll up your sleeve?
I'm going to give you an injection.
Take this pills.
Staying healthy: food, rest, exercise
ACTIVITIES Showing flashcards and say At the doctor's surgery...”I have a headache.” “I have a stomachache.” “I'm coughing.” “I got
a fever.”
Flashcards games:
STOP: Teacher says “I've got the flu.” Then shows the flashcards one after the other. Students say “STOP” when
they see the right one.
POINT: Teacher places flashcards around the classroom. Pupils point to each card while rapping.
KANGAROO SAYS: “I got the flu.” A student chooses the right flashcard and puts it in Kangaroo's pocket.

5. MIMING
- Teacher mimes. Pupils copy.
- Teacher says the sentence. Pupils mime.
Colouring and writing sentences in a worksheet. Teacher says “I have a stomachache.” Students point. They color.
Playing a role play. At the doctor's surgery.
RESOURCES Slide presentation and worksheet to point, write and colour (our own materials)
McMillan page 32, UNIT 3 “MY BODY”, LESSON 7 “STAYING HEALTHY
ASSESSMENT CRITERIA Can name several tools from a doctor's bag
Can identify pain in differnt parts of the body
Can tell a doctor how she/he feels within a role play
UNIT 5 MY FAMILY (McMillan UNIT 4, page 36)
OBJETIVES To learn and name family members
To identify family members
To discuss the istribution of household chores
To survey who helps at home
To learn about and respect different types of family structures
CONTENTS: SCIENCE/
KEY LANGUAGE
Family: mother, father, bayb, grandmother, grandfather, brother, sister, uncle, cousins
Household chores: making the bed, cooking the dinner, washing the dishts, tidying up, watering the plants, laying the table
ACTIVITIES Singing and mimic he song “Families” SONG: “Families can be big, families can be small, I love my family most of all. I
love my mother, I love my father, we are a family.”
Listening to a dialogue and identifying the family members described in it
Understanding the relationships between different family members
Writing about and drawing family members
Listening to a dialogue about household tasks and relating it to the pupil's own experiences
Carrying out an investigation survey in the class about helping at home
Identifying families among a series of pictures and drawing the pupils' own families
ASSESSMENT
CRITERIA
Can identify family members
Can discuss the distribution of household chores
Understands the importance of helping at home
Is aware of and respects different types of family structures

6. UNIT 6 MY HOUSE AND MY NEIGHBOURHOOD (McMillan Units 4 and 9)
OBJETIVES To identify different types of houses in the local area
To identify some external parts of a house and associate them with the materials they are made of
To identify the internal elements of a house
To identify common features of local streets
To observe basic safety rules on the street
CONTENTS: SCIENCE/
KEY LANGUAGE
Types of houses: house, flat
Materials houses are made of: bricks, wood,, glass
External parts of a house: wall, chimney, roof, window, door
Rooms: bedroom, living room, kitchen, bathroom
Key structures: I live in a flat/house. A (wall) is made of (bricks).
Street features: zebra crossing, street lamp, bin, phone box, traffic lights, post box
Road safety: Stop! Look! Listen! Think!
Colours
Key structures:A (post box) is (yellow)
ACTIVITIES Watching video: Types of houses
Identifying in which type of dwelling the pupils live
Writing their address
Watching video and singing song: House song (Parts of the house/Types of houses/Materials houses are made of)
Identifying the parts of a house
Writing which material each part is made of
Identifying the different rooms in a house
Matching rooms to the objects we can typically find in them
Watching a slide presentation about items they can find in their street (McMillan CD Rom Unit 9)
Investigating items that they can find in their street and relating these to pictures
Learning about road safety and identifying road features that help to keep us safe
RESOURCES Mc Millan Unit 4 “My family” Lessons 6-7-8 pages 41-43
Mc Millan Unit 9 “My neighbourhood” :
Lesson 6 “Let´s investigate: Things that help us in the street”, page 91
Lesson 8 “Road safety”
Mc Millan CD Rom Unit 9 Slide presentation: In the Street

7. ASSESSMENT
CRITERIA
Can identify different types of houses in the local area
Can identify some external parts of a house and begin to associate them with materials
Can identify the internal elements of a house
Can understand and learn addresses
Can identify some common features of local streets
UNIT 7 WATER (Mc Millan UNIT 8)
OBJETIVES To identify where we find water
To identify water as necessary for life
To identify the uses of water in our daily lives
To recognize the need for the responsible use of water
CONTENTS: SCIENCE/
KEY LANGUAGE
Forms of water: “There is water in a river, a lake, the sea, a waterfall, a cloud, rain, snow, ice
Uses of water: Water is for swimming/drinking/cooking, washing, cleaning, watering plants, brushing your teeth
Key structures: Is this water? Turn off the tap. Don't waste water. (Living things) need water. Animals/plants/people need
water.
ACTIVITIES Listening to a dialogue about water
Colouring pictures that feature places where there is water
Learning that all living things; people, animals and plants need water
Listening to a dialogue about the need not to waste water
ASSESSMENT
CRITERIA
Can identify where to find water
Recognizes water as necessary for life
Recognizes the need for responsible use of water
Understands uses of water in our daily lives
Can identify the characteristics of water by exploration

8. UNIT 8 ANIMALS I (McMillan UNIT 6)
OBJETIVES To understand that animals move indifferent ways
To observe the relationship between animals and their habitats.
CONTENTS:
SCIENCE/
KEY LANGUAGE
Which animals fly/walk/swim/slither/run? Birds fly/Dogs walk/Fish swim/Snakes slither/Leopards run.
How do (birds) move? (Birds) fly.
Can snakes jump? No, they can't. Can birds fly? Yes, they can.
Habitat song: Animals have a habitat, just like you and me. A fish lives in the water. A dolphin lives in the water...A water
habitat! An elephant lives on land. A pig lives on land...A land habitat!
Where do fish live? A fish lives in the water.
ACTIVITIES Identify animal movements
Classify animals by their movements: flying, walking, swimming or slithering. (Santillana page 86, McMillan page 61)
Identify the natural habitat of wild animals by writing land or water (Santillana page 87, McMillan pages 59, 65)
Draw a Venn diagram (On land/in the water).
Singing the Habitat Song.
**Dependiendo del tiempo disponible, podríamos buscar o elaborar fichas para: ovíparos/vivíparos, herbívoros/carnívoros/
omnívoros
ASSESSMENT
CRITERIA
Can name some wild animals
Recognizes the relationship between animals and their habitats
Recognizes similarities and differences between different types of animals
Understands that animals move in different ways
Can identify animals in the immediate environment

9. UNIT 9 ANIMALS II (McMillan Unit 6)
OBJETIVES To learn the names of some domestic animals and their young
CONTENTS: SCIENCE/
KEY LANGUAGE
Animals: pig, cow, hen, cat, dog, horse, sheep, duck
Baby animals: kitten, puppy, chick, piglet
Adjectives: wild, domestic
Reading:
Domestic animals (Santillana page 122, McMillan page 57)
Domestic animals live near people. They live on a farm or in a house. They give us food and they keep us company.
Key structures:
Is a (horse) a domestic animal? Yes. Is a dolphin a domestic animal? No.
A (kitten) is a baby cat. Animals have babies!
Wild animals. (Santillana page 132 – animales del bosque, McMillan page 58 Wild animals)
Wild animals: snake, crocodile, monkey, bird, chameleon
Other animals: dolphin, fish, spider, scorpion, parrot, lion, tiger, zebra, octopus, butterfly, whale, bee, worm, snail, crab
Adjective: wild
Key structures: Is a (snake) a wild animal? Yes. Is a dog a wild animal? No.
A (lion) is a wild animal.
ACTIVITIES Play Is it a domestic animal?
Listen and read about baby animals
Sing the song Animals have babies.
Listen to the story At the safari park.
ASSESSMENT CRITERIA Recognizes and can name some domestic animals
Can relate some domestic animals to their young

10. UNIT 10 PLANTS (McMillan UNIT 7)
OBJETIVES To identify plants and their basic needs
To understand the importance of sunlight, water and air for plants
To distinguish the parts of a plant
To identify the edible parts of plants
To understand basic stages of the life cycle of a plant
To respect and take care of plants
CONTENTS: SCIENCE/
KEY LANGUAGE
Parts of a plant: roots, stem, leaf, seed, leaves, flowr, fruit, vegetable
Plants: plant, grass, bush, tree, cactus
Water, air, sunlight
living, non-living
Key structures:
Plants need water/air/sunlight
We eat the (stems) of plants.
ACTIVITIES Listen to a dialogue about plants
Identify what plants need to live
Listen to a dialogue about growing a plant
Label the parts of a plant
Investigate growing a plant and draw its life cycle
Learn about different types of plants
Identify the edible parts of plants (stickers)
Order pictures about the life cycle of a plant
ASSESSMENT CRITERIA Can identify plants and their basic needs
Understand the importance of sunlight air and water to polants
Can distinguish the parts of a plant
Understands the basic stages of growing a plant
Can identify plants in the local environment

11. UNIT 11 LANDSCAPES (McMillan Unit 10)
OBJETIVES To recognize basic differences between inland and coastal landscapes.
To recognize human and physical elements seen in the environment
To recognize human and physical elements seen in the immediate locality
CONTENTS: SCIENCE/KEY
LANGUAGE
Inland: countryside, forest, mountain, plain, lake
Coast: beach, cliffs, sea, seaweed, sand, island, sea, water
Other: both, inland, coast, natural, man-made
Key structures:
A (cliff) is a natural feature.
A (house) is a man-made feature.
There is a (mountain).
ACTIVITIES Listening to a dialogue about landscapes
Watching a slide presentation about landscapes.(McMillan CD ROM)
Distinguishing inland features from coastal features
Drawing and coloring landscape features (McMillan Worksheet 1)
Classifying different features of coastal and inland landscapes
Classifying natural and man-made features of landscape
Matching pictures and words related to landscapes (worksheet)
Labeling the different features of a landscape (worksheet)
Investigating the natural and man-made features that can be found around the school and completing a chart
with the results
ASSESSMENT CRITERIA Recognizes basic differences between inland and coastal landscapes
Can match landscape features to their corresponding landscape

12. UNIT 12 JOBS (McMillan Unit 9 pages 88-89)
OBJETIVES To survey ideas about future professions
To identify people and professions involved in providing local services
CONTENTS: SCIENCE/KEY
LANGUAGE
KEY LANGUAGE
Jobs: teacher, cook, scientist, police officer, firefighter, postal worker, baker
Key structures:
A (teacher) works in a (school)
A (police officer) helps in the neighbourhood.
A teacher teaches children.
A baker makes bread.
A postal worker posts letters.
A firefighter puts out fires.
A police officer directs traffic.
Are you a (fire fighter)?
What do you want to be? I want to be a 8teacher)
My mother/father is a …
ACTIVITIES Listening to a dialogue
Matching jobs of people who provide a service to each specific service
Carrying out a survey about future jobs in the class and writing down the results in a chart
Labeling and coloring a worksheet about jobs (Lora Tamayo)
ASSESSMENT CRITERIA Can identify people and professions involved in providing local services
Can name different professions
Can survey ideas about future professions

13. UNIT 13 MATERIALS AND MACHINES (McMillan Unit 12 Materials)
OBJETIVES To recognize common types of material: metal, plastic, Wood, paper, glass, fabric
To identify the different materials objects are made from
To understand that some objects are made of different materials
To identify the different materials objects are made from
To identify items that can be recycled
Actively participate in class recycling projects
CONTENTS: SCIENCE/KEY
LANGUAGE
KEY LANGUAGE
Materials: Wood, glass, fabric, metal, plastic, paper
Tools: tool box, screw, hammer, nails, pliers, measuring tape
Common objects: table, chair, window, door, pencil, scissors, paperclip, pen,, T-shirt
Properties: rough, smooth, hard, soft, bendy, rigid
Key structures:
A (table) is made of (wood)
This is made of (plastic)
ACTIVITIES Listening to a dialogue about everyday uses of different materials
Matching objects to the materials they are made of
Learning the properties of different materials according to their texture
Writing what several objects are made of in a chart
Completing sentences
Learning about recycling different materials
Matching rubbish items to their corresponding recycling bins
Identifying and naming tools from a tool box
Labeling and coloring tools from Handy Mandy tool box (Lora Tamayo)
ASSESSMENT CRITERIA Can identify and name different tools
Recognizes common types of materials: metal, plastic, wood, paper, glass, fabric
Can identify the different materials objects are made from

14. UNIT 14 CITY OR VILLAGE (Lora Tamayo resources)
OBJETIVES To compare features of cities and villages
To identify buildings and other items found in cities and villages
CONTENTS: SCIENCE/
KEY LANGUAGE
Nouns: city, village, people, house, skyscraper, hospital, underground, square, field
Adjectives: big/small, tall/low
Adverbs: few/lots of
Key structures:
In the city buildings are tall.
In the village buildings are low.
Lots of people live in cities.
Few people live in villages.
There are lots of cars/shops/restaurants in cities.
There are few cars/shops/restaurants in villages.
There are hospitals in cities.
ACTIVITIES Watching and listening to a video about cities and villages. (Lora Tamayo)
Writing names of buildings and other features in cities and villages. Coloring. (L.T. Worksheet)
ASSESSMENT CRITERIA Can distinguish features of villages and cities
Can match name and match features of villages or cities

15. UNIT 15 TRANSPORTS (McMillan Unit 9)
OBJETIVES To identify some common means of transport
To classify the means of transport according to whether they travel on land, in water or in the air
CONTENTS: SCIENCE/
KEY LANGUAGE
ACTIVITIES
Transport: car, bus, plane, helicopter, boat, bike
Others (song): wheels, doors, wipers, money, horn, driver/swish, open, shut, move
Key structures:
A (plane) goes in the air.
A (car) goes on land.
A (boat) goes in water.
The (wheels) on the bus go (round and (round)
The (doors) on the bus go (open and shut).
The (wipers) on the bus go (swish, swish, swish)
The (driver) on the bus goes (move to the back).
Learning the names of different means of transport
Relating means of transport to the corresponding pictures
Watching a video and singing the song “The wheels on the bus”
Writing words from the song and coloring a bus drawing
ASSESSMENT CRITERIA Can identify and name some common means of transport
Can classify the means of transport according to whether they travel on land, in water or in the air

16. COMMON ASSESMENT CRITERIA:
Recognises words and phrases in context
Responds to classroom language using verbal and non-verbal strategies
Shows understanding of the story and dialogue´s global and specific meanings
Predicts and makes guesses
Matches pictures to text at word level
Compares sentences and simple texts
Cooperates with others and respects other children
Participates in classroom activities
Is able to work independenltly
Shows confidence and interest in their ability to learn Science through English
Shows confidence and interest in their ability to learn English through Science
BASIC COMPETENCES KEY
C1: Competence in linguistic communication
C2: Mathematical competence
C3: Competnce in knowledge of an interaction with the physical world
C4: Competence in processing information and use of ICT
C5: Competence in social skills and citizenship
C6: Artistic and cultural competence
C7: Learning to learn
C8: Autonomy and personal initiative