Issuu

AR PRIM

S ’ R E H C

DEMO

E D I U G

A E T

E C N E CI

c So

S l a i

GLO BAL

THINKERS

Index Course materials .................................................................................................. 4 Digital project ...................................................................................................... 6 Units ...................................................................................................................... 9 • Unit 1

s l a i r e t a m Course Student’s materialS PUPIL’S BOOK

TEACHER’S GUIDE

One book per year with a competence-based approach, in order to learn while applying what they have studied.

One per year, reproducing the pages from the pupil’s book and adding supplementary activities, didactic keys, solutions, classroom materials, digital resources, etc.

L L A A I I SOIECNCE SOIECNCE C SC Y

ARY PRIM

AR PRIM

GLo BAL

Lic

e c 12 mont

DiGitAL PRoject

E D I GU

THINKERS

IEN C S l ia

social science • TEACHER’S GUIDE

www.anayaeducacion.es

social science

www.anayaeducacion.es

Soc

GLo BAL

tHInKeRs

I S B N 978-84-143-1278-0

788414 312780

Lic I S B N 978-84-143-1290-2

788414 312902

3100745

CERTIFIED FIBER PAPER

s en

e c 12 mont

DiGitAL PRoject

I S B N 978-84-14 3-1283-4

788414 3 12834

tHInKeRs

ENCE

social science • TEACHER’S GUIDE

www.anayaeducacion.es

Three activity books per level. The organisation by blocks of content adapts to the students’ needs and their learning pace.

SCI l a i Soc

ARY

PRIM

312827

3100737

788414

-7

3100743

788414 312889

L gu ngua aua eneng LCLe UA D E

cion.es

PRIM R I AA R I A P RPIRMI A MARIA

’S R E H C TEA

BAL

GLO BAL S THINKERS

GLO

BAL THINKERS S

N O11 ER DN OO C UAR C UA D E R N 1

E D I U G GLO BAL

GLO BAL

THINKERS

social science • TEACHER’S GUIDE

926

activity book

312

31007

414

www.anayaeduca

2-6

SCIENCE

3100742

143-129

3 2

PRIMAR

CERTIFIED FIBER PAPER

I S B N 978-84-143-1288-9

ok activity bo ity book activ activ ity bo ok

www.a

acion.es www.anayaeduc 9

3100732

788414 312773

N 978-84-

788

I S B N 978-84-143-1282

CERTIFIED FIBER PAPER

I S B N 978-84-143-1277-3

SOCIAL

www.anayaeducacion.es

CERTIFIE FIBER D PAPER

ISB

CERTIFIED FIBER PAPER

THINKERS

nayaed uca

THINKE

PRIMARY

L SSSOCOIECCNIAIA CE SCIEN L

cion.es

GLO BAL RS

GLO BAL

ARY

PRIM GLO

BAL THINKE RS

THINKERS

E D I GU

GLO BAL

THINKERS

ACTIVITY BOOKS

GLO BAL

AR PRIM

GLo BAL

tHInKeRs

R’S E H C TEA

GLo BAL

AR PRIM

IENCE

SC Social

CERTIFIED FIBER PAPER

THINKERS

3100738

SOCIAL science

www.anayaeducacion.es

5 s

DiGitAL PRoject

Lic

SOCIAL science

tHInKeRs

e c 12 mont

E D I U G GLO BAL

e • TEACHER’S GUIDE

GLo BAL

s en

R’S E H C A E T

GLO BAL

THINKERS

social scienc

AR PRIM

PRIMAR

CERTIFIED FIBER PAPER

www.anayaed ucacion.e

L L A A I I SOIECNCE SOIECNCE C SC Y

AR PRIM

GLo BAL

tHInKeRs

3100733

788414 312803

3100735

social science

I S B N 978-84-143-1280-3

s en

CERTIFIED FIBER PAPER

DiGitAL PRoject

AR PRIM

GLO BAL

12 se c mont h en

Lic

’S R E H EAC

tHInKeRs

NCE

SCIE l a i c So

CERTIFIED FIBER PAPER

GLO BAL

THINKERSS

I S B N 978-84-1431293-3

788414 312 933

3100748

teacher’s Material

GLO BAL

THINKERS

100%

Digital prOJectS

9:45 AM

Besides the resources and tools that are described in the pages of the digital project, there are further specific proposals for the subject, such as: • Science workshops • Scratch proposals • Photo gallery

iPad

• Mind maps, etc.

clasSroOM material Posters chs The Catholic Monar The Catholic Monarchs

E GERMAN EMPIR

-1516) rchs (1479(1479-1516) lic MonaMonarchs The Catholic The Catho

FR AN CE FRANCE

la territory sion of Castil ExpanExpansion of Castilla territory n territory sion of Aragó ExpanExpansion of Aragón territory

4-1496 148 1484-1496

ds ary Islan Can Canary Islands

RY GA N MAN OTTO HU EMPIRE OTTOMAN NAVARRA EMPIRE NAVARRA 1512 s ple Na PAPAL 1493 Valladolid1512 ARAGÓN Rome STATES Valladolid 2 NAPLES a lon ia rce PAPAL 144 Naples ARAGÓN Ba Sardin A ILL ri CAST glia ic Ca ear STATES Bal 9 147 CASTILLA Barcelona Sardinia 1442 NAPLES Balearic Cagliari Palermo Toledo Islands Toledo M 1479 Sicily 1510 1492 Islands ed Sevilla 1510 1492 iPalermo Sevilla DA

PORTUGAL PORTU GAL

America ToTo America 1492 from from 1492

Y AR

G UN

FRANCHE-COMTÉ VENICE

Milan Genoa Milan VENICE ROUSSILLON AND CERDANYA Genoa ROUSSILLON AND Rome 3 CERDANYA 149

L AL N ATAT AT NITCI C CE OO CA EN AN

bon Lis Lisbon

GFRA E RNCH M AE-C N OM E TÉ MPIRE

M t e Sicily ed rra 1497 it ne er a Algiers Bejaïa 1497Oran 1510 ra n S e Melilla Oran a n Melilla OT oli e a T O 1510Trip n MA Se OT AFRICAN a NTripoli

GRANA GRANADA

1510 1509 1510 1509Algiers Bejaïa

AS FT R A ITCEAS N STATES

outside Spain extended their influence Isabel I and Fernando II and colonisation. age alliances, conquests marriFernando throu Isabelgh I and II extended their influence outside Spain through marriage alliances, conquests and colonisation.

200 200 400 400 600 600 km km

TO EM MA PI RE N EM PI RE

ses The pha on o of the M

Flashcards

n full moo n half moo n oo m new moon quarter

t C e j o r p l a digit

A digital project that addresses all the course contents and adapts to all platforms and devices.

Interactive It contains a variety of resources such as animations, gamification, self-assessment activities, self-correcting interactive activities…

Competence

It is much more than a reproduction of the paper book.

Inclusive

Multimedia items of high pedagogical value designed to facilitate the acquisition of digital competences

Its environment facilitates personalised learning by adapting tasks to the students’ needs.

what iS eDuDynaMic like? Intuitive. Easy to use for you and your students.

Downloadable. It allows you to work offline and download the contents to multiple devices.

Multi-device. It adapts and runs in any type of device (computer, tablet, smartphone…).

Synchronisable.

Changes made by the user automatically and when connecting any of the registered devices.

1 MAPS AND PLANS

Universal.

My objectives are: • To know how to locate people and places using maps and plans. • To know how to create different types of maps and plans that represent features of the different parts of the world.

100%

Compatible with all operating systems, virtual learning environments (VLE) and the most widely used educational platforms (LMS).

• •

lea

rn! How do we find to a new plac our way e?

•

We have detected rural areas with lots of dangerous dirt roads. Paved roads are required urgently.

9:45 AM

Everybody in the world should have access to basic human needs.

Watch and

a) W b) W

c) W d) W e) W

iPad

Let’s expl

Plan

eight

What abOut the stuDentS? What doeS it Offer?

100%

For Years 1 and 2, an active book that combines the digital version of the pupil’s book and the resources developed for interactive media playback of all the course contents, gamification, audio files, videos…

There are resources connected to the keys of the project, such as SDG videos, creative thinking and cooperative learning techniques, and others, classified by units and educational objectives:

iPad

• Practise: To learn: Videos, presentations, gameroom… • To study: Summaries, mind maps… • To practise: Activities, workshops… • To evaluate: Interactive traceable tests and recommended apps.

100%

All theoretical and practical contents have their specific editions in order to obtain an interactive and dynamic version that includes all the curriculum content along with a great variety of multimedia resources, videos, gamification…

9:45 AM

From Year 3 to Year 6, a format specially designed for the educational digital environment, which makes use of all its technological potential, and it is compatible with any device.

Resources

9:45 AM

Inclusion and response to diversity

100%

iPad

• Response to diversity: support, extended and multi-level worksheets.

Evaluation • Practice and evaluation test generator.

9:45 AM

• Basic evaluation. • Advanced evaluation. • Competence evaluation. • Final evaluation.

iPad

• Evaluation, self-assessment and co-evaluation tools. • GYM competences. Tables and solutions.

Look at the picture and answer: Where are Sol, Kim and Pat? What are they doing? What are they holding in their hands?

Why?

Listen and read.

A treasure map

Children´s favourite stories are about treasure hunting. Pirates like treasures too. I like stories where pirates visit lots of little islands looking for a treasure. They climb hills, dig holes, explore caves, dive in rivers and fight dangerous animals. Finally, they find a secret treasure and they shout and laugh and jump and, of course, they always sing the famous pirate songs. The best moment is when they have to match the parts of a treasure map. Treasure maps are always broken and that is the most interesting part of the story. Normally one piece is lost. It is the piece with the most relevant information. They can´t find the treasure without it. It has the exact location of the treasure. Suddenly, a hero or heroine appears with a new map and the pirates can find the treasure. The pirates sail the seas with their ship full of money and precious stones. I think that I will be a professional adventure writer and tell stories of pirates and maps. My books will have the most beautiful and colourful plans and maps. Or, will I be a cartographer? Ha, ha. Who knows?

Answer the questions:

What does Sol read?

What does a cartographer draw?

• The keys of Global Thinkers. • Didactic proposal. • Teaching programmes in Word and PDF format.

Language Bank

What do pirates do in the little islands? What does a treasure map have?

What do pirates take in their ship

Teaching programme, didactic proposal and project documentation

after finding a treasure?

What do pirates do? They climb… What does Sol read? She reads…

lore

MaPS AnD PlAnS

ns and parts of a plan Physical

Maps Political

The Globe Thematic

tHe KeYS OF

s r e k n i h t l globa glObal The characters are children from different cultural backgrounds who star in a comic whose common thread is the SDGs.

DevelOpment Of linguiStic competence

integrative learning eXperience - based approach The learning experience presents a sequence of learning activities that produce a final outcome. The students answer these activities by interacting with the teacher and/or with other classmates to acquire the expected learning.

• The language bank • The comic • The biographies

cOMpetence based methOD Throughout the unit there will be competence-based activities and a double page where a learning experience (situación de aprendizaje) is presented.

The projects are interdisciplinary. A large amount of information is generated in a way that complements various disciplines.

inclusive and comMitted to the world The main objective is for the students to be an active participant in their own process of discovering the world, instead of being a passive receiver of information.

the udl guiDelineS Throughout the unit concept maps, graphs, and symbols, provide multiple representations of information.

unitS

1 MAPS AND PLANS *

SPECIFIC COMPETENCES

BASIC KNOWLEDGE SECOND CYCLE (SABERES BÁSICOS DEL SEGUNDO CICLO)

C. Societies and territories. 1. Challenges of the world.

1.1 2.1

– Knowledge of the space. Representation of the space. Representation of the Earth through the globe, maps and other digital resources. Maps and plan on different scales. Techniques of orientation through the observation of the element, the physical environment and other spatial location means. C. Societies and territories. 1. Challenges of the world.

2.1 3.1 3.2

1.1 4.1

4.1 2.1 3.1

2.4 5.1 5.3

1.1 5.1

3.1; 3.2; 4.1; 5.1; 5.2; 5.3; 6.1; 9.1

– Ecosocial responsability. Eco dependence and interdependency between people, societies and the environment.

4.1; 5.2; 5.3; 6.1

– Transformation and degradation of the natural ecosystems by human action. Preservation and protection of nature. 3. Civic training. – Rules to live in society.

1.1 2.4

C. Societies and territories. 1. Challenges of the world. – Knowlege of the space. Representation of the space. Representation of the Earth through the globe, maps and other digital resources. Maps and plan on different scales. Techniques of orientation through the observation of the element, the physical environment and other spatial location means.

Based on Real Decree 157/2022

Linguistic competence

¿QUÉ VAMOS WHATA ARE APRENDER? WE GOING TO LEARN? Opening page Watch and learn Objectives of the unit Learning experience ODS 4. Quality Education: Inclusive education to enable upward social mobility and end poverty What is a plan?

What is a map?

The Globe

What types of maps are there?

Finding a place

The World and…you!

Story Time! ODS 4. Quality Education: Inclusive education to enable upward social mobility and end poverty

Review!

Cooperative learning

Competence based-activity

Other resources

RESOURCES Linguistic competence: Linguistic skills (Listening, Reading, Speaking and Writing); Language Bank (Present Simple) Other resources: – Video. How do we find our way to a new place? – Digital activities Linguistic competence: Linguistic skills (Listening, Reading, Speaking) Cooperative learning Competence based-activity Other resources: – Digital activities Linguistic competence: Linguistic skills (Listening, Reading, Speaking, Writing); Language Bank (Present Simple. To be from) Cooperative learning Competence based-activity Other resources: – Extension activities – Digital activities Linguistic competence: Linguistic skills (Listening, Reading, Speaking, Writing); Language bank (Present Simple) Other resources: – Extension activities – Digital activities Linguistic competence: Linguistic skills (Listening, Reading, Speaking, Writing) Cooperative learning Competence based-activity Other resources: – Extension and reinforcement activities – Digital activities Linguistic competence: Linguistic skills (Listening, Reading, Speaking, Writing); Language bank (Present simple. To be from) Cooperative learning Competence based-activity Other resources: – Extension and reinforcement activities – Digital activities Linguistic competence: Linguistic skills (Listening, Reading, Speaking, Writing) Cooperative learning Competence based-activity Other resources: – Digital activities Linguistic competence: Linguistic skills (Listening, Reading, Speaking, Writing); Language bank (Present simple. To be from) Cooperative learning Other resources: – Digital activities Linguistic competence: Linguistic skills (Reading, Speaking, Writing); Language bank (Present simple. To be from) Other resources: – Extension and reinforcement activities. Digital activities

Resources Digital resources

1 MAPS AND PLANS

• Video • Pictures found in the internet. They show either hidden locations up in the distant mountains or tiny groups of rural populations isolated in the middle of desert and arid regions connected to bigger localities by means of badly paved paths with little traffic.

Watch and lear n!

How do we find our way to a new place?

Classroom resources • Printed pictures of small health centres that are common to several municipalities. Paper maps that indicate the distance among these places. • Flash-cards showing jobs. Which type of jobs need means of transport to obtain their products or to help the inhabitants?

Everybody in the world should have access to basic human needs.

• Printed photos of the family villages or of places visited during trips. Do they have a good access to localities around?

We have detected rural areas with lots of dangerous dirt roads. Paved roads are required urgently.

eight

Learning experience The unit starts with an attractive illustration and pictures where the characters of the project always introduce the Learning experience and the SDG.

ODS 4. Quality Education: Inclusive education to enable upward social mobility and end poverty. Students must be conscious of their commitments to contribute to these future achievements. Rights and obligations go hand in hand.

The pupils will have to develop a learning experience at the end of the unit: a road map. They can begin now. First step: debate about how important roads are and how necessary the road workers are, not only to build them but also to guarantee their conservation and continuity. Transporting people and goods must be done with no difficulties. The goal is to reach the farthest points as soon and as safer as possible.

In this case Kim and Sol are in a small village and Kim tells the students that they have detected rural areas with lots of dangerous dirt roads. Paved roads are required urgently. This idea will be developed in The World and...you! section. In this section students develop the learning experience, which in this unit is to build a road map.

SDG objective

• to know how to locate people and places using maps

The sustainable development goals aim to protect to the planet, reduce the inequality and improve the relationship among living beings. In this unit we will be considering:

• to know how to create different types of maps and plans

My objetives Students know which the main objective of the unit are: and plans. that represent features of the different parts of the world.

Language bank

• The Language bank section is a very useful linguistc tool that helps your students answer questions confidently. It provides them with useful language structures and prompts. In this case the structure is Present Simple.

Look at the picture and answer: • Where are Sol, Kim and Pat? • What are they doing? • What are they holding in their hands? Why?

• What do pirates do? They climb… Listen and read.

• What does Sol read? She reads… Let’s explore

A treasure map

• This is a small and clear mindmap. It is an outline that help students identify and organise the major concepts of the units. In this unit they will study maps, plans and the globe. The Globe is also presented as a type of space representation. The maps are divided into three types of maps with a different subject each.

Answer the questions: a) What does Sol read?

Language Bank

b) What do pirates do in the little islands?

What do pirates do?

c) What does a treasure map have?

They climb…

d) What do pirates take in their ship after finding a treasure?

What does Sol read?

e) What does a cartographer draw? Let’s explore

She reads…

MaPS AnD PlAnS

Plans and parts of a plan Physical

Maps Political

The Globe Thematic

nine

Suggested activities After finishing activity 3, find the names of some world-known cartographers throughout the history. Write a very short biography. Complementary activities In class and in groups of four, hide a treasure. Draw the treasure map. Swap the maps and try to find the other groups´ treasures. Then, invent and sing a pirates´song to show your happiness. Answer key

1 • The children and the dog are on a hill, over a village. • Sol and Kim are walking and hiking. Pat is chasing them and barking.

• Kim is holding a plan of the village. Sol is holding a compass. They are holding these objects because they are finding their way to the village.

2 As this unit is about plans and maps, the story on this page is i n te n d e d to i n t ro d u ce a j o b connected with the topic: the cartographers. The story tells us about treasure maps and pirates, as a more ludic and less serious aspect before studying the theory in depth.

b) They climb hills, dig holes, explore caves, dive in rivers, and fight dangerous animals. They find a secret treasure. They shout, laugh, jump and sing the famous pirate songs. c) It has the exact location of the treasure. d) They take money and precious stones in their ship after finding a treasure. e) A cartographer draws beautiful and colourful plans and maps.

a) She reads stories where pirates visit lots of little islands looking for a treasure. 13

Digital resources • Digital activities Classroom resources • Posters with maps. • Labels of places in the school.

WhAt iS A plAn? Refresh

• Location signs.

What is a plan?

• Flash-cards of buildings in town

Do you use plans? When do we use them?

Plans are drawing of limited places. They are smaller than the real things. Cartographers draw them. Plans show the view of the place or object from above.

Refresh The teacher encourages the children to say moments in life when they, or their family, use plans. At the end of the brainstorm, they can complete a chart to see how many students use the plans when travelling, when visiting the city, when finding a new house, when assembling a piece of furniture, a toy, etc.

This is my room.

The characteristics of a plan Plans helps us: – to find the exact location of a place. – to measure the distances or sizes. – to go from one place to another without losing our way.

Content: What is a plan?

Look at the plans. What do they represent? a

nce

r St re e t

Old Tow n

Spe

R 15

The teacher explains the information box with simple words: You know your location whenever you are at your bedroom, your favourite building or your city. You know how long or short an object is. For example, you can observe the length of a ruler. But what can you do when you can´t see the place or the object directly? You can imagine it by looking at its representation on a plan. The biggest area they represent is a city. Plans show the view of the place or object from above or from one side. There is a lot of information on a plan!

TECHNICAL WORKSHOPS, S.A.

2 10

16-11-13 18-11-13

REF. 26-312A5

Plan num. 022-015-1/3

Think Look at your room. Make a plan of your room. Share it with your classmate. ten

Suggested activities After finishing the competence-based activity, suggest playing a guessing game with a partner. They must use the plan of a two-storey shopping mall and label at least eight shops and stores. Then ask questions and draw your friend´s plan without looking. Then, the friend will ask you about your plan too. Give full affirmative or negative answers. Use this grammar:

• Is the … upstairs? • Is the … downstairs? • Is the … on the left of the aisle? • Is the … on the right of the aisle? Complementary activities

1. In groups of four, search in internet. Find the plan of a kitchen, a village, a hospital, and a wrench. Print, cut 14

Date Checked

out and glue the plans to design a miniposter with the title: “Plans help us understand the world”. Write four sentences describing each plan. For example: ”The new kitchen is wide and long”; “This hospital has got lots of bedrooms for the patients”/ “This village has got very colourful houses and buildings”; The size of this wrench is very appropriate”…)

2. Imagine you are a cartographer that works as a teacher at the University. Explain, orally, to your students what elements they must include if they want to draw the plan of their university.

Learning experience The pupils will have to develop a learning experience at the end of the unit: a road map. They can create it step by step. Refresh

Parts of a plan

The directional marker indicates the direction where the north cardinal point is.

Symbols are drawings that represent natural and man-made features such as buildings.

Win d

Refresh The students must focus on family trips. Children tell if they remember a day when they got lost. How did the family find their way again?

Gingerbread Street

sor

Str eet

The toponomy is the collection of toponyms that name the streets , avenues….

Content: Parts of a plan

The scale. It shows how long real distances are in real life. Here one centimetre equals 1 000 metres.

Bay Street

Second step: They must memorise the parts of a plan that will also appear on their road map. They will try to remember all of them and include them in their final learning experience project.

Do you use plans when you travel with your family?

How do we name the different parts in a plan? Children must learn the names and meanings by heart after observing and doing some practice.

The key tells us what these symbols represent.

•

Think Look at the key of the plan. Copy the symbols in your notebook. Write what they represent. Then design your own symbol for a supermarket.

Imagine you are cartographers. Draw the plan of a new shopping mall.

• Draw symbols on a piece of paper for a restaurant, a videogame room, a clothing shop, a computer store and a bookshop. • Then place them on the plan with the directional marker, the key, the toponomy and a scale.

eleven

Answer key

1 1. Plan “a” represents some streets of a town.

3 Post office Tourist information Library

2. Plan “b” represents the different rooms in a flat.

Bus stop

3. Plan “c” represents the parts of a bedroom.

Station

4. Plan “d” represents the parts, shape and size of a tool.

2 Looking at plan c of the previous exercise they draw the plan of their bedroom. In pairs, they explain the parts and objects using “There is…/There are… .

Restaurant

Competency-based activity They may draw a plan of a two storey (floor) shopping mall if they feel they need more space to distribute the places.

Bank Police Parking lot Hospital Supermarket: Students can draw a shopping cart as a symbol.

Digital resources • Digital activities. • World geography games. They help you locate countries, continents, relief, etc. All the parts of a map are active. They have the latitude and longitude lines to locate places more precisely.

WhAt iS A mAp? 4

What is a map?

Maps are drawings of big areas such as the Earth’s surface.

Classroom resources

Characteristics of maps

• Posters with maps.

They help us:

• Labels and flash cards of animals to locate them in parts of the world.

– To know the exact location of a place.

• Political and physical maps templates.

– To go from one place to another withour losing our way.

Content: What is a map? Characteristics of a map. Elements of a map

Elements of a map Territorial division in Spain Capital of autonomous community

ANDORRA

Pamplona Logroño

CASTILLA

LA RIOJA

Country boundaries

The title tells us about the subject and the place it represents.

AT L A N T I C OCEAN

• The distance between places.

Barcelona The conventional symbols are the lines, points or other symbols ISLAS that represent BALEARESreality. COMUNIDAD Its meaning Palmais in the key.

Valladolid

A R A GÓ N

Y LEÓN COMUNIDAD DE MADRID Madrid Toledo

EXTREMADURA

CASTILLA-

Valencia

VALENCIANA

LA MANCHA Mérida

ANDALUCÍA

Murcia

REGIÓN

Sevilla

• How to go from one place to another without losing our way. Maps and plans have got five parts in common: directional marker, toponomy, scale, conventional symbols and key.

Las Palmas de Gran Canaria

Ciudad Autónoma de Ceuta

2 12

Toponomy include the a names of countries, Se provinces, cities, n a e or rivers. nmountains,

d e MDirectional markers Ciudad Autónoma de Melilla

MOROCCO

ra er it

DE MURCIA

AT L A N T I C O C E A N CANARIAS Santa Cruz de Tenerife

C ATAL U Ñ A

Zaragoza

Province boundaries Autonomous community boundaries

F R A N C E COMUNIDAD FORAL DE NAVARRA

Vitoria-Gasteiz

GA L IC IA

Headquarters of some autonomous institutions

• The exact location of a place.

Maps have got an extra part: the title. Maps need a descriptive name because they represent many different features and parts of the world. Titles are important in maps.

PRINCIPADO C a n t a b r i a n S e a DE ASTURIAS Santander PAÍS VASCO Oviedo CANTABRIA

Santiago de Compostela

P O R T U G A L

The teacher can explain more clearly: When we want to know the characteristics of a big part of the Earth´s surface, we look at maps. They are drawings of big areas. The smallest area they represent is a municipality. Cartographers also draw maps. You will travel with your imagination observing a map! We read essential information in both maps and plans:

– To calculate the distances between places.

Scale ALGERIA

N W

E S

100

200

Which elements can you find in a map? Name them.

Look at the map. Find the directional markers and write the names of the cardinal points. twelve

Suggested activities

Answer key

After finishing activity 1, imagine another world. Draw the new world map. Invent names for the continents, archipelagos and oceans.

1 The elements we can find in a map are: title, directional

Complementary activities In groups of four write a list of human needs. Draw the map of an imaginary country and use different colours to express where these needs are located. Make the key explaining the meaning of each colour. Where can you find lack of water, electricity, etc, in the North, South, East or West of this imaginary country?

marker, toponomy, scale, conventional symbols and key.

2 The directional markers are represented by a simple wind rose or compass situated in the lower right side of the picture. The names of the cardinal points are: North, South, East and West.

300 km

Learning experience The pupils will have to develop a learning experience at the end of the unit: a road map. They can create it step by step.

WATCHinG ThE WORLD Refresh

Third step: They must think of which part of the world the road map is going to represent.

Do you know what a world map is?

Refresh

What is a world map?

The teacher encourages the children to say their ideas based on the meaning of the word “world”. Then he explains something more specific like: World maps represent the whole Earth on a flat surface. They have a lot of information because the whole world is full of interesting elements, natural and artificial. For example:

World maps represent the whole Earth on a flat surface.

a b

1 4

You can find the names of mountains, rivers, oceans, etc. in physical world maps.

Lines of latitude are horizontal. They measure the distance from the Equator.

You can also find the borders that separate countries, continents, etc. in political world maps.

e 5

Lines of longitude are vertical. They go from the North Pole to the South Pole.

The equator is an imaginary line that divides the Earth into the northern hemisphere and the southern hemisphere. It goes horizontally around the Earth.

3 f

1 2

6 Listen and try to guess the location and name of the continents and oceans in the world.

Ask your partner about the colours, and the spelling of the continents. Then ask about where each animal live. a) What colour is America? It is… . b) How do you spell America? A-M-E-R-I-C-A

Language Bank

Roads that cross lands, climates in different regions, etc. are shown in thematic world maps. Many world´s features can be shown in different thematic world maps. Language bank The Language bank section is a very useful linguistic tool that helps students answer questions confidently. It provides them with useful language structures and prompts. In this case the structure is Present Simple and to be from. Looking at the map students have to say where each animal is from and lives.

The penguin lives in Antarctica. And the bear is from America.

c) Which animals live in America? thirteen

Answer key

1 “Spain is a country in Europe. E-UR-O-P-E. Asia is to the right of Europe. A-S-I-A. To the left of Europe, we have a big continent divided into two parts, North and South. Its name is America. That is A-M-E-R-I-C-A. Below Europe we have a very interesting country full of wild animals. I love it. It is Africa. A-F-R_I-C-A. The southernmost continent is Antarctica. A-N-T-A-RC-T-I-C-A. BRRRR It is freezing. Oceania is a continent on a big island below Asia. O-C-E-A-N-I-A. The planet Earth has got big bodies of water called oceans. The

Atlantic Ocean is between America and Africa and Europe. Up in the North we find the Arctic Ocean and down in the South the Antarctic Ocean. The Pacific O ce a n i s b e t we e n A s i a a n d America. The Indian ocean bathes the coasts of Africa, Asia and Oceania”.

c. America d. Africa e. Oceania

2 a) America is colour purple b) ā-ee /em/ee/ahr/ah-ee /see/ ā-ee c) Raccoons, brown bears, toucans and crocodiles live in America.

1. Atlantic Ocean 2. Arctic Ocean. 3. Antarctic Ocean 4. Pacific Ocean 5. Indian Ocean a. Europe b. Asia 17

Digital resources • Digital activities

ThE GLobE

Classroom resources Spherical and flat globes.

Refresh

Coordinates posters.

Do you remember the cardinal points? Can you find them in a globe?

Globe templates. Refresh

What is a globe?

The teacher can explain more clearly: North Pole: It is the northernmost area in the planet Earth. South Pole: It is the southernmost area in the planet Earth.

A globe is the representation of the Earth as a sphere. A globe can spin around its axis like the Earth. You can look at it from different sides.

Content: What is a globe? The teacher makes the children observe the artificial satellites. They can observe the Earth from different angles.

What is the main difference between a globe and a map?

Think Look at the globe. Which continents can you see ? Which continents can´t you see?

Think

Read and complete the sentence.

Scientists can take photos of the … from satellites. Then they use them to create world maps and … . 14

fourteen

Suggested activities

Complementary activities

After finishing activity 5, suggest the student this activity. A Selenite wants to come to the Earth for his holidays. He lives in the dark side of the Moon and he can´t see our planet. Can you help him? Prepare a tourist brochure explaining the continents and oceans we have in each hemisphere. The next spaceship trip will take your brochure to the Moon.

1 Draw and cut out an artificial satellite. Give orders to a

Wonderful holidays on the Earth! Incredible landscapes with all the water you could never imagine. Come and visit us!

NORTHERN HEMISPHERE

Continents and oceans on the front view

Continents and oceans on the back view

SOUTHERN HEMISPHERE

Continents and oceans on the front view

Continents and oceans on the back view

partner to place the satellite over different places of the globe. For example. Place the satellite over America. Place the satellite over the Atlantic Ocean.

Learning experience The pupils will have to develop a learning experience at the end of the unit: a road map. They can create it step by step. Refresh

Fourth step: They must draw horizontal and vertical lines to find some parts of the according to the coordinates location.

Can the planet Earth rotate? Can the globe spin?

Elements of a globe

North Pole meridian

There are imaginary vertical and horizontal lines that help us locate places on the globe.

Language Bank

Northern Hemisphere

Greenwich Meridian

Equator

The Language bank section is a very useful linguistic tool that helps students answer questions confidently. It provides them with useful language structures and prompts. In this case all the questions and answers are in the present tense. Children must watch the third person singular, adding “s” in the regular and irregular verbs.

parallel Southern Hemisphere

South Pole

Observe the globe and answer the questions. a) What does the Greenwich meridian join? b) What does the Equator divide? c) How many hemispheres are there? Language Bank

d) Where does the Earth´s axis go through? e) What is the name of the imaginary horizontal lines? and the vertical lines?

5 6

The Equator divides… The Earth’s axis goes through…

Imagine a new planet. Name it and draw all the lines in it.

Make easy Yes/No questions about the globe and make a contest in groups of four. Swap your questions with another group. fifteen

Answer key

c) There are two hemispheres.

1 A Globe is a spherical representation

d) The Earth´s axis goes through the centre of the Earth, beginning at the top and finishing at the bottom.

of the Earth. A map is a drawing of a big area.

2 I can see Europe, Asia and Africa. I can´t see America, Antarctica, and Oceania.

3 Scientists can take photos of the Earth from satellites. Then they use them to create world maps and globes.

4 a) The Greenwich meridian joins the North and the South Poles. b) The Equator divides the globe into the northern and southern hemispheres.

e) The imaginary horizontal lines are the parallels and the imaginary vertical lines are the meridians.

5 Open answer. 6 The teacher can suggest an example:

• Is the Equator horizontal? Yes, it is horizontal.

• Is the Northern Hemisphere below the Equator? No, it isn´t below the Equator. 19

Digital resources 1. Powerpoint presentation. Types of maps according to the topic they are showing.

WhAt typES Of mApS ARe tHeRe?

2 Digital activities. Classroom resources

Refresh

A map with rivers and mountains. What type of map is it?

Posters of maps. Flash-cards to select topics to show in maps.

Types of maps

There are three types of maps: physical, political and thematic. A physical map shows the land, mountains, oceans and rivers.

SUBMESETA

ÉR

ICO

SIS T E M A C E N

AT L A N T I C OCEAN

SIER

ATLANTIC OCEAN ISLAS CANARIAS

SUBMESETA SUR ICA ÉT RENA BB RA MO SU RA L E Mulhacén IL D 3 478 R O er C CORDILLERA it PENIBÉTICA d

100 200 km

n ea

n ra

ARES

a Se

Autonomous community boundaries

AT L A N T I C OCEAN

FRANCE

ASTURIAS CANTABRIA PAÍS VASCO NAVARRA LA RIOJA CASTILLA Y LEÓN ARAGÓN COMUNIDAD DE MADRID

EXTREMADURA

ISLAS BALEARES COMUNIDAD VALENCIANA

CASTILLALA MANCHA

ANDALUCÍA

REGIÓN DE MURCIA

ATLANTIC OCEAN E

CANARIAS

ANDORRA CATALUÑA

100 200 km

MOROCCO

n ra

a Se

n ea

N W

E S

ALGERIA

Thematic maps show information on a particular topic. Sun Sun and clouds

As you know there are different types of maps.

Sun, clouds and rain

Weather forecast from 0-12 h

Airports Motorway and dual carriageway Roads

Rain

AT L A N T I C

Snow

OCEAN

Wind N

What type of thematic map do we use when we want to know if it will rain tomorrow?

W 0

100 200 km

ATLANTIC OCEAN

E 0

100 200 km

n ra

a Se

n ea

N W

E S

Think Look at the different types of maps. Answer these questions for each map and organise the answers in a chart.

a) What’s the title?

d) Say three names shown in the map.

b) What do the symbols in the key represent?

e) What does the scale measure? Explain it in your own words.

c) Where does the compass point?

Physical map 16

Can tabr i an S ea

Airports and main roads in Spain

Cloudy

What type of thematic map do we use when we want to go from one place to another?

Title

Key

Directional markers

Toponymy

Scale

sixteen

Suggested activities After reading the text and finishing activity 1, do these three activities to test if they have understood the meaning of a thematic map.

1 Investigate the type of cereals and vegetables each autonomous community grows and draw a thematic map of Spain, with all its parts, that explains this topic.

2 Investigate the type of wild animals that live in the different mountain ranges in Spain and draw a thematic map of Spain, with all its parts, that explains this topic.

3 Investigate the type of factories you have in your autonomous community and draw a thematic map, with all its parts, that explains this topic.

GALICIA

Country boundaries

NORTE

Mountains

C a nt a b r i a n Se a

Territorial division in Spain

Aneto 3 404 ÁBRICA P I R I N E O S SI EM

Plains

The teacher makes the children guess these questions:

What type of thematic map do we use when we want to know the name of our autonomous communities?

CORDILLERA CANT

Peak

ISL

River

Content: Types of maps

What type of map do we use when we want to know the rivers in Spain?

C an t abr i an S e a

Spain's relief

Teide 3 718

A political map shows countries, cities, towns and borders.

The teacher can show different types of maps of Spain for the students to observe the differences between them. Are they about the same topic or different? Have they seen a relief map before? Where? Then they can deduce the names of these maps: match the maps to labels.

Refresh

PORT UGAL

Maps blank templates.

Complementary activity 1 Read and draw this road map: “I drive on the motorway to Fun Town. In 20 km I will take the first road on the left. I must go straight on for 15 km more. There are lots of local minor roads that take you to different villages. I take the fourth on the right. This road has got lots of curves. I must drive very slowly because it is dangerous and I can see some signs announcing wild animals in the area. It ends in Fun Town where I take the longest street. At the end of the street, on the right, I find my grandparents’ new house”. Answer key Compentency-based activity Ireland: 1. Political map; 2. Physical map; 3. Political map; 4. Weather forecast map; 5. Political map; 6. Physical map; 7. Physical map; 8. Ireland from 9th century to early 11th century map

Learning experience The pupils will have to develop a learning experience at the end of the unit: a road map. They can create it step by step.

Fifth step: They must select the template for their road map. They must decide if it is going to show the whole Spain, one autonomous community, a province, a town, an area… . Now, they have the possibility of looking at different types of maps to understand the concept of thematic maps.

Which map is most useful for these people? 1. A tourist is in the city. 2. Sol is studying history. 3. Ben is studying the weather. 4. Mary is a geography teacher.

• Imagine you are travelling to Ireland in summer. When you come back, your teacher asks you some questions. Read the questions and decide which map you have to look at to give an answer. a) What is the capital city of Ireland? b) Which ocean surrounds Ireland? c) Which country is to the east of Ireland? d) What’s the weather like in Dublin? e) Where is the city of Cork? f) Which is the highest mountain in Ireland? g) Which is the longest river? h) When did the Vikings reach Ireland? 1

Foy le

ATLANTIC OCEAN

Political map of Ireland

Dundalk

ATLANTIC OCEAN

a Mts

Cah

Mizen Head

Lee

Wicklow Mts.

Liff

Siu r

Barrow

Sha nn

. Galty Mts Slieve Mish Blackwater Comeragh Mts.

Rain

Drogheda

Shannon Limerick New Ross Killarney

Cork

Waterford

Celtic Sea

Wexford Waterford

Cork

DUBLIN

Wicklow Arklow

Leinster

Munster

Irish Sea

Galway Tullamore

I RELAN D

Irish Sea Dublin

Monaghan

Hook Head

Physical map of Ireland

Cloudy

Sun Sun and clouds

Mide

Limerick

Sligo Castlebar

Ce ltic Se a

Ireland

Weather forecast in Ireland from 0-12 h

Ailech

Connacht

NORTHERN IRELAND (U.K.)

Lifford

ney Sla

n Vale

Golde

Ulster

Wind

Lough Mask Central Boyne Bay e Lough yn Valley Irish Lough Ree y Sea Corrib e Plain Galway Bay Slieve Aran Bloom Islands Lough Derg Loop Head

ATLANTIC OCEAN

l ne an Ch rth No

Erne

Lough Lough Allen Conn

Lough Neagh Ban n

Donegal Bay Erne

Erris Head

nn Ba

h ag ve . rry ts De M

nel an Ch rth No

Malin Head Inishowen Peninsula

C e l t i c Sea

Ireland from mid 9th century to early 11th century Mide Irish kingdoms Cork

Viking settlements

seventeen

Answer key

Title

Directional markers

Toponymy

North, South, East, West

Submeseta norte, Sistema Central., Submeseta sur. Castilla la Mancha., Andalucía., Aragón.

Key and symbols White box on the upper left corner.

Physical map

Spain´s relief

Political map

Territorial division in Spain

White box on the upper left corner., Country boundaries, Autonomous community boundaries

North, South, East, West

Weather map

Weather forecast from 0-12h.

White box on the upper left corner., Sun, Sun and clouds, Sun, clouds and rain, Cloudy, Rain, Snow, Wind

North, South, East, West

Road map

Airports and main roads in Spain

White box on the upper left corner., Airports, Motorway and dual carriageway, Roads

North, South, East, West

River, Peak, Plains, Mountains

2 1. Airport and main roads map 2. Historical map

Scale 1:100km. The distance in the ruler represents 100 Km in reality. 1:100 km The distance in the ruler represents 100 Km in reality. 1:100 km The distance in the ruler represents 100 Km in reality.

Cantabrian Sea, Atlantic Ocean, Mediterranean Sea.

1:100 km The distance in the ruler represents 100 km in reality.

3. Weather forecast map 4. Physical map 21

Digital resources • Tutorial videos explaining how to use the compass.

findiNG A plAce

• Tutorial videos explaining how to draw a wind rose. 10

Classroom resources

Finding out where to go

London

Sometimes locating places on a plan or map is difficult. There are lots of names and colours and a lot of information.

• Compass. • Coordinates lines posters.

What can you do to find a place quickly?

• Wind rose templates.

a) You must remember the name of the street and the number where you want to go. It is very useful to write the address down.

• Globes

b) You can mark the route and learn it. For example, “I turn left at the end of the road and take the second left. I pass the traffic lights, go straight on and the park is at the end of the road”.

Content Finding out where to go/ What can you do to find a place quickly?

c) You can locate the place using the coordinates that are vertical and horizontal lines from the Equator and the Greenwich meridian. The horizontal lines show the latitude and the vertical lines show the longitude.

The teacher reads the explanation slowly and asks the pupils to remember moments in their life when their family used each of the resources in a,b.c.

3 180° 160° W 140° W 120° W 100° W

80° W 60° W

40° W 20° W

0°

A R C T I C

80° N

20° E 40° E O C E A N

60° E

80° E 100° E 120° E 140° E 160° E 180° 80° N

Greenland RO CK

20° N

A M E R I C A

P A C I F I C 0° Equator

D E

60° S

L AYAS

40° N P A C I F I C 20° N OCEAN Equator 0°

A F R I C A

20° S

OCEAN

Australia 40° S

OCEANIA

60° S

2000 4000 6000 8000 km

A N T A R C T I C

O C E A N

40° E

60° E

A 80° S

180° 160° W 140° W 120° W 100° W 80° W 60° W

40° W 20° W

0°

20° E

80° E 100° E 120° E 140° E 160° E 180°

Locate these places on the map above: a) London 51º latitude – 0º longitude

b) New York 40º latitude – 74º longitude

c) Paris 48º latitude – 2º longitude

d) La Habana 23º latitude – 82º longitude

2 18

INDIAN

80° S

40° S

LPS

SAHARA

E A N O C

20° S O C E A N

I C N T L A AT

TAI UN MO

40° N

60° N

E U R O P E

60° N

Look at the plan above (2). Read and draw the route in your notebook. eigthteen

Suggested activities

• After doing activity 1, ask students to find the coordinates of these cities in a world map: a) Burgos b) San Diego c) Berlín d) Moscú e) Santiago de Chile

• Then ask them to draw a compass rose and mark these eight directions: N, NE, E, SE, S, SW, W, and NW. Complementary activities

• Make a cardboard sky. Cut out a dark blue cardboard to create a beautiful sky at night. Then cut out six stars from a yellow cardboard. Then cut out one orange star from an orange cardboard. Glue all of them on the dark blue 22

Central Park,

cardboard with the shape of the Little Dipper Constellation. Label the orange star as the North Star. Place the little piece of sky on a wall of your classroom or bedroom.

Learning experience The pupils will have to develop a learning experience at the end of the unit: a road map. They can create it step by step. Sixth step: They must study how to draw and explain the directional markers to orientate themselves when looking at the roads and their directions.

a 11

Finding out where you are

The tools we use to find places or directions, such as maps, compass or GPS are man-made elements. But what happens when you can‘t use them? Imagine you are in the middle of the forest. Nature has no names and animals can´t talk. How can you find your way? The Sun, the mountains, the trunks and the stars can give you clues to find the North. b

Read and do the actions. Can you find the North? Step one: Look for the sun rise. That point is the East. Point to the East with your right hand. Step two: Stretch the left arm. Now your left hand is pointing to the West. Step three: The North is in front of your face. Walk forwards. Step four: The South is behind your head. Walk backwards.

Think There are more clues in Nature that help us find our location. Observe the picture b) and c), answer the questions and try to remember:

a) Where is the North, in the shady or the sunny face of the mountain? Why can we find vegetation in the shady face? b) The side of the trunk with the closest growth rings points to the south. True or false?

Create

Look at picture d). Read the text. Then draw the Little Dipper in your notebook and point and highlight the North Star. The North Star always points north. The Little Dipper has a tail made of three stars. The brightest star is the north star.

nineteen

Answer key

1 a) London Is in Europe, in England, United Kingdom. b) New York is in North America, in the USA. c) Paris is in Europe, in France. d) La Habana is in Central America, in Cuba.

2 Students have to read the text in the section What can you do to find a place quickly? and draw it. Th e te a c h e r m u st i nv i te t h e children to act out the situation of being lost in the forest.

that are described. They must point to the cardinal points with parts of their body.

4 The North is in the shady face of t h e m o u n t a i n . We c a n f i n d vegetation in the shady face because it has got wet soil and plants need water to live. False. The side of the trunk with the closest growth rings points to the North.

5 Children should copy the Little Dipper from picture “d” and colour the North star.

3 Th e te a c h e r m u st i nv i te t h e children to act out the movements 23

Digital resources 1.- Videos about dirt roads versus paved roads. 2.- Powerpoints presentations of jobs that require the use of transport. Classroom resources Flash-cards of means of transport.

ThE world And... you! Detecting human needs: lack of mobility

lOok!

Flash-cards of means of jobs. Transportation map posters.

Doctors, lorry drivers, teachers and all workers need to move quickly and safely from one place to another. Can you please prepare transportation maps that show the type of roads you have in your autonomous community? Local governments need to know where the dirt roads are located.

Look at the picture and answer the questions. Share the answers with your classmate. a) What’s happening? Why is Kim so worried? b) Do you know rural areas? c) What do you prefer the city or the village?

twenty

Suggested activities

• With plasticine, the students will make trees, bushes, rocks, puddles, wild animals, etc and place them on the dirt roads and old paths that they drew on their map. They will add their symbols in the key. They will explain these problems for the class to understand the need of solving these difficulties. The village needs new roads urgently.

mobility. Who has to solve these problems? Who pays for the roads? Are governments responsible? Answer key

1 a) A lorry is on a dirt road. There is a lot of dust and the lorry driver must drive very slowly and carefully. Kim is very worried because the dirt road is not safe to move from one place to another.

Complementary activities

b) Yes, I know rural areas/ No, I don’t know rural areas.

• You live in a little village on top of the mountains. In groups

c) I prefer the city/ I prefer the village.

of four write a list of reasons why you need better roads to go to places from your village. Draw each reason on a little poster and put it on the wall. Look:

• The teacher opens a debate about the problem of living in a place surrounded by dirt roads and with lack of 24

Think: 1. I normally see dirt roads when crossing the country side in rural areas, next to little villages, etc. I normally see paved roads when crossing urban areas, next to towns and cities, etc.

Learning experience The pupils have to develop a learning experience now. After having studied the previous pages of this unit they must be prepared to complete this activity in three stages.

tHink!

Organise your class in groups of four. You are going to draw a road map. Follow these steps: 1. Search in internet and learn about dirt roads and paved roads. Where do you normally see them? What are the main differences? Present it to the class orally. 2. Observe different road maps of Spain and locate some dirt roads. Are they very long? 3. Find maps of your autonomous community and observe the number of towns and villages. Does it have a lot of rural areas? 4. What are the advantages and disadvantages of living in a rural area? 5. Find the parts of a map in the pages of this unit. What are their names and their functions? Do not forget to include them in your road map.

Act!

After studying this unit, prepare a proper and simple road map that can help governors locate the dangerous old paths of your community. Give reasons to build modern roads that communicate people and provide services. Present the project to the rest of the class. All citizens must have the same opportunities of mobility to access better life conditions.

twenty-one

Dirt roads are dangerous and cars go slowly. Paved roads are safe and cars go quickly. 2. Paved roads are longer than dirt roads. 3. Yes, they have a lot of rural areas. 4. The advantages of living in rural areas are: There is no pollution. You live next to the Nature. You can walk to the park, the little shops, etc. You know everybody. Disadvantages: There are few paved roads. There are a lot of dirt roads. There are not big supermarkets. You have to share the doctors and teachers with more villages that are far away.

5. The parts of a map are: Directional markers (cardinal points), key and conventional symbols (drawing that represent real elements), toponomy (names pf places), scale (distance) and title (name of the map). Act: They draw the complete dirt roads map (including all its parts, coordinates, etc) and include this type of pieces of information in their presentation (related to the SDG of the unit):

opportunities of mobility to access better life conditions. Doctors, nurses, lorry drivers, firefighters, policemen and policewomen, teachers and all workers need to move quickly and safely from one place to another to help the inhabitants in the rural areas and provide services.

The rural areas need to be communicated with urban areas. We need paved roads because all citizens must have the same 25

Story time!

It’s a place where people donate food to help others. That's my brother. We take the food on our bikes.

Please donate what you can. We have got a lot of lentils and pasta but little fruit and vegetables.

Now your friends are here I don't have to wait for you. See you there!

Hi Sol. What are you doing? What's a food bank?

Don’t worry, I have got a village map.

Wait! I don't remember how to get there!

The map's key shows the park is here and the food bank is there. The map's scale tells us its 1.5 km away.

We are on our bikes, we can help!

So, we have to cycle to the end of this road. Let's go!

See you there!

Thank you for helping lots of families with this food. Where is your brother?

What food does the food bank need?

Do you think food banks are important? Why?

Write what your favourite meal is. Do you know the ingredients?

twenty-two

Comic

Answer key

Comics are always contextualised in an SDG. In this unit it is contextualised in SDG 4.

1 Baby food, cartons of milk, biscuits, tinned fruit, tinned

Comics are a useful tool in second language. By using comics, students are able to associate pictures with the action. This helps them comprehend the meaning of the story in a visual and quick way and familiarise themselves with new words. Comics play a crucial role in expanding students’ vocabulary.

2 Open answer.

vegetables.

3 Open answer.

Map your ideas 1

Think and fill in the gaps.

MaPS and planS

Plans

Maps

Plans help us to…

Maps help us to…

Globe

eleMentS of a plan

North Pole

meridian

eleMentS of a mAp ?

directional markers

typeS of mApS

scale

Political

symbol

rivers, mountains

countries, cities, towns

weather

history

roads, motorways

twenty-three

Map your ideas

Globe:

Elements of a map:

Students must find the missing gaps in the previous pages of the unit.

North Pole/South Pole

directional markers

Parallel/Meridian

key

Plans help us:

Northern hemisphere

scale

– find the exact location of a place – measures the distances or sizes

Elements of a plan:

title

– go from one place to another without losing our way.

directional markers

Types of maps:

key

Maps help us to:

Physical maps

scale

– know the exact location of a place

Political maps

symbol

– calculate the distances between places

Thematic maps

toponomy

hemisphere/Southern

toponomy

– go from one place to another without losing our way.

LET'S reviEw! 1

3 4 5

Copy and fill in this chart in your notebook. What it shows

Specific characteristics

Common characteristics

A map

A plan

What is a globe? How is the Earth represented in a globe? What are the main elements in a globe?

What types of maps are there? What is the difference between a political and a physical map?

Imagine you are a meteorologist. What type of map do you study?

Fill in the gaps:

distances plans numbers

lost future rulers

computers

information calculators

drawing

cartographer

famous

world represent maps

Cartographers draw and design (1) … and (2) …. They calculate (3) … very well and collect a lot of (4) …. In the (5) … I want to be a (6) … because I like (7) … I will (8) … parts of the (9) … and help other people to find their way if they are (10) …. I will use (11) … and (12) … and (13) …. I will become a very (14) … person. 24

twenty-four

Let's review

What It shows…

Specific characteristics

Common characteristics

A Map

It shows drawings of big areas, big parts of the Earth´s surface.

1. They have a title. 2. The smallest area they represent is a municipality 3. There are different types of maps.

A plan

It shows drawings of limited places

1. Plans show the view of the place or object from above or from one side. 2. The biggest area they represent is a city.

1. Both have got five parts in common: directional marker, toponomy, scale, conventional symbols and key. 2. Both offer essential information: The exact location of a place. The distance between places. How to go from one place to another without losing our way. 3. Cartographers draw maps and plans. 4. They are smaller than the real things.

2 1. A globe is the representation of the Earth as a sphere.

3 There are three types of maps: political, physical and

2. The Earth is represented with all its parts: land, bodies of water... A globe can spin around its axis like the Earth. The main elements in a globe are: • imaginary vertical lines or meridians. • Imaginary horizontal lines or parallels • North and South Poles.

thematic maps. A political map shows countries, cities, towns and borders. A physical map shows the land, mountains, oceans and rivers. 4 If I am a meteorologist, I study thematic maps that show information on a particular topic: the weather forecast.

gLoSsary 1

Find nouns for these definitions: Let´s check your memory. a) Drawings of limited places. b) They draw maps and plans. c) Compass that indicates the direction where the North cardinal point is. d) The name for locations on the plan or map like streets, parks or countries. e) It shows the relation between the real size and the size on the plan. f) Drawings that symbolize the buildings, objects and different things on a plan. g) It is a list of all the symbols that explains what these symbols represent. h) A representation of the Earth's surface, or part of its surface. i) Maps that show the approximate position and size of continents and oceans. j) Maps that show the names of mountains, rivers, or oceans. k) Maps where you can find the borders that separate countries and continents. l) Maps that have symbols that explain a topic. m) Maps that show the weather forecast. n) A spherical representation of the Earth. o) A horizontal imaginary line that divides the globe into the northern and southern hemispheres. p) An imaginay vertical line that joins the two poles.

Copy the sentences in your notebook

My pRoGresS

Draw a smiley

• I can understand what a map is and its parts. • I can understand what a plan is and its parts. • I can identify the differences between maps and plans. • I can tell what a globe is. • I can tell what the coordinates are and find a place.

twenty-five

5 Cartographers draw and design (1) maps and (2) plans. They calculate (3) distances very well and collect a lot of (4) information. In the (5) future I want to be a (6) cartographer because I like (7) drawing. I will (8) represent parts of the (9) world and help other people find their way if they are (10) lost. I will use (11) rulers and (12) calculators and (13) computers. I will become a very (14) famous person.

Glossary

n. globe

a. plans

o. parallel

b. cartographers

p. meridian

c. directional marker

Self-assessment

d. toponomy

This a self-assessment tool that get students to reflect upon their learning using I can statements and drawing smiley faces in their notebooks.

e. scale f. symbols g. key h. map i. world maps j. physical maps k. political maps l. thematic maps m. weather maps

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