3º Primaria

Teaching programme ByME Social Science 3
ByME
Social Science 3
SYLLABUS
Area: Ciencias Sociales (English)
Stage: Primary Education
UNIT 1 The Universe

CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
The Earth in the Solar System.
Identify the heavenly bodies of the Solar System

and the place of the Earth and the Moon within it.
The Earth: movements and their

consequences.
Explain the movements of the Earth rotation and

revolution and their consequences.
The layers of the Earth.
Name the layers of the Earth, describing some of

their basic characteristics.
KEY
PAGES
COMPETENCES
Identifies the Earth as part of a group of MST
7-12
heavenly bodies that orbit the Sun.
Describes the place of the Earth in the MST, LIN
9-11
Solar System.
Locates the Sun in the centre of the
MST
9-11
Solar System and names the planets
that form it.
Situates the planets, according to their MST
9-11
proximity to the Sun.
Explains the Earths rotation and its
MST,LIN
12
consequences.
Defines day and hour as units to
MST,LIN
12,13
measure time.
Describes day and night as a
MST,LIN
12
consequence of the Earths rotation.
Defines a year and establishes how
MST,LIN
13
many days in a year.
Explains the Earths revolution and its
MST, LIN
13
consequences.
Identifies the seasons, defines their
MST
13
duration and the changes in solar light.
Identifies names and describes the
MST,LIN
11
layers of the Earth and some of their
basic characteristics.
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
The Moon and its phases.
Describes the basic characteristics and movements

of the Moon, identifying its phases and their
consequences.
Identify and recognise the cardinal points.
Describes the revolution of the Moon

and identifies and names the phases.
Orientation. The cardinal points. The

compass.
Introduction to scientific knowledge

and its application in the Social
Sciences. Collect relevant information
using different sources (direct and
indirect).
Develop strategies to organise,
memorise and remember information
obtained through different methods
and from different sources.
Team-building strategies.
Obtain specific and relevant information, using

different sources.
Develop a capacity for hard work and show

perseverance while studying.
Develop a cooperative and adaptive attitude,

recognising merit in others ideas and responding
to situations with intuition, an open mind and
flexibility.
Locates the cardinal points.
KEY
PAGES
COMPETENCES
MST,LIN
14
MST
15
Describes the route of the Sun in the

MST,LTL,AUT
sky to help develop basic orientation
strategies.
Identifies the compass as an instrument MST,LTL
that helps define position on the Earths
surface.
Looks for, selects and organises
LTL, LIN
information, analysing it and drawing
conclusions. Reflects on the process
followed and reports on it orally.
15
Performs academic tasks in a

responsible and effective manner.
Uses vocabulary correctly in the
presentation of their work.
Expresses orally, carefully and clearly,
contents related to the subject area.
Develops a cooperative and adaptive
attitude, recognising merit in others
ideas and responding to situations with
intuition, an open mind and flexibility.
LTL, LIN
13,16,17
LTL, LIN
13,16,17
LIN
13
LTL
15,16
16,17
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
Participates effectively and
constructively in daily life and develops
strategies for conflict resolution.
KEY
PAGES
COMPETENCES
LTL, SOC
7
Identifies and uses the correct code of

conduct for their environment.
Correct use of different materials.
Techniques for Intellectual work.

Elaboration of schemes and
summaries, memorising and
structuring the information received.
Reading techniques for Social Science
publications.
With help, plan and manage simple
projects, showing independence and
initiative in order to achieve
objectives.
Conflict resolution strategies: use of

rules and appreciation of peaceful
and tolerant coexistence.
Use of ICTs to search for, select and
present information.
Use the materials in a suitable way.
17
Uses the materials in a suitable and

careful way thereby keeping them in
good condition.
Employ techniques appropriate to intellectual
Produces work and makes
tasks; produce work and make presentations both presentations both individually and as
individually and as a group, involving search,
part of a group, participating in the
selection and organisation of texts of a social,
search, selection and organisation of
geographical or historical nature, while showing
texts of a geographical, social and
autonomy and collaborative skills.
historical nature.
Develop creativity and initiative improving their
Shows self-confidence, personal
capacity to acquire information and ideas and
initiative, curiosity, interest and
present innovative conclusions.
creativity in the learning process.
Shows independence in the planning
and carrying out of simple actions and
shows initiative when taking decisions.
Recognise cooperation and dialogue as a way to
Values cooperation and dialogue as a
avoid and resolve conflicts, encouraging democratic way of avoiding and resolving conflicts.
values.
LTL, SOC
16
SOC,AUT
7-17
AUT,LTL
13,16,17
AUT,LTL
13,16,17
SOC
Use ICTs to search for, select and present

information.
MST,LTL,DIG
13
Uses ICTs to search for, select and

good way of starting the year: pupils less intimidated by the language aspect
as they are familiar the theory.
UNIT SUMMARY
In this unit pupils review and extend their knowledge of concepts relating to
the Universe, looking at the elements that make up the Solar System; how
the Earth and the Moon move; as well as orientation.
VALUES AND ATTITUDES

In this unit your pupils will learn to appreciate how vast the Universe is and
how relatively small our solar system is. Throughout the unit, try to
encourage pupils to think about:
Pupils begin by refreshing what they learned in Primary 1, i.e. basic concepts
about the Sun, Moon, stars and planets, and are introduced to the eight
planets of the Solar System by means of a classification table. They then go
on to extend upon the introduction of the planets with a double-page
spread. At the same time, they are introduced to three "layers of the Earth":
the atmosphere, hydrosphere and geosphere.
how Earth is only one small part of the Solar System and the Universe.
how are planet is unique because of the atmosphere and hydrosphere.
how the light and heat emitted by the Sun are essential to life on Earth.
This is followed by a more in-depth explanation of the two movements of

the Earth (rotation and revolution), with greater detail about day, night and
the seasons. The last two content pages deal with the movement of the
Moon and how moon phases are produced, as well as an introduction to
orientation concepts.
Think about it
The Think about it page in this unit focuses on how to stay safe in the sun.
The students will think about simple ways of protecting ourselves in the sun
by looking at and interpreting pictures. Encourage pupils to think about how
the Sun is important to us (as a source of vitamin D), but how it can be
harmful to us at the same time. Maybe some of your students have
experienced sunburn at some point in their lives this can be used as a
starting point for the activity.
There is some new vocabulary in this unit, but pupils will be familiar with the
majority of the terms used. Many pupils will be familiar with the planets,
although probably in Spanish. This is one of the reasons that this unit is a
UNIT 2 Air and weather

CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
Air and its composition.
Identify the gases that form the air, explaining

some of their basic characteristics.
Explains the basic composition of the

air and identifies it as indispensable for
life.
The atmosphere.
Identify the atmosphere, explain its principal

Defines the atmosphere, understand
characteristics and structure, and value its role in how it changes with altitude and
protecting life on Earth.
describes the basic characteristics of
the layers.
Explains simply how the atmosphere
protects the Earth from extremes of
heat and cold and solar radiation.
Atmospheric phenomena. Forms of Identify and name atmospheric phenomena,
Identifies and names some atmospheric
precipitation. Atmospheric
describing the causes of clouds and precipitation phenomena.
pollution.
and investigating the principle types of
Describes the causes of clouds and
atmospheric pollution.
precipitation.
Carries out, with help, investigations
into different types of air pollution.
Introduction to scientific knowledge Obtain specific and relevant information, using
and its application in the Social
different sources.
Sciences. Collect relevant
information using different sources
(direct and indirect).
Develop a capacity for hard work and show
Performs academic tasks in a
memorise and remember
perseverance while studying.
responsible and effective manner.
KEY
COMPETENCES
MST,LIN
PAGES
MST,LIN
25
MST,LIN
25
MST,LIN
21-23,2831
26,27
MST,LIN
24,25
MST,LIN,LTL,DIG 28,29
MST,LIN,LTL
25,27,29,31
LTL
29,31
information obtained through

different methods and from
different sources.

Develop a cooperative and adaptive attitude,
recognising merit in others ideas and responding
to situations with intuition, an open mind and
flexibility.
Use of different text types and

graphic languages.
Obtains, analyses and adapts the information

received from a variety of different textual and
graphic formats.
With help, plan and manage simple

projects, showing independence
and initiative in order to achieve
objectives.
Develop creativity and initiative improving their

capacity to acquire information and ideas and
present innovative conclusions.
LTL,LIN
29,31

LTL;SOC
21,31
Participates effectively and

LTL,SOC
constructively in daily life and develops
strategies for conflict resolution.
21,31

21
LTL,SOC
Analyses information related to the

AUT, LTL, DIG
subject area and handles images,
tables, graphs, schemes and summaries
using both traditional supports and
Information and Communication
Technologies.
Shows self-confidence, personal
AUT,LTL
initiative, curiosity, interest and
creativity in the learning process.
Shows independence in the planning
AUT,LTL
and carrying out of simple actions and
shows initiative when taking decisions.
23
29,30
29,30

structuring the information
received. Reading techniques for
Social Science publications.
Conflict resolution strategies: use of
rules and appreciation of peaceful
and tolerant coexistence.
Use of ICTs to search for, select and
Employ techniques appropriate to intellectual

tasks; produce work and make presentations
both individually and as a group, involving search,
selection and organisation of texts of a social,
geographical or historical nature, while showing
autonomy and collaborative skills.
Recognise cooperation and dialogue as a way to
avoid and resolve conflicts, encouraging
democratic values.
Produces work and makes

SOC,AUT
presentations both individually and as
part of a group, participating in the
search, selection and organisation of
texts of a geographical, social and
historical nature.
Values cooperation and dialogue as a
SOC
way of avoiding and resolving conflicts.
20-31

information.
Uses ICTs to search for, select and

29
MST,LTL,DIG
21
UNIT SUMMARY
In this unit pupils review and extend their knowledge of concepts relating to
air and weather, identifying the gases that make up air, the layers of the
atmosphere, basic weather concepts, as well as the main causes of air
pollution.
In this unit your pupils will learn to appreciate the air in our atmosphere as
an essential element for life on Earth. Throughout the unit, try to encourage
pupils to think about:
how each layer of the atmosphere protects our planet and all the living
things on Earth.
how air pollution can have harmful effects for both the atmosphere and
for all living things.
how everyone can participate in daily activities that can reduce or prevent
air pollution.
Pupils begin by refreshing what they learned in Primary 1, i.e. basic concepts
about weather. They are introduced to the different instruments used to
measure weather and learn how to use charts to show data about
temperature and rainfall. They then go on to explore the combination of
gases that make up the air around us and study three of the layers of the
atmosphere that surround the Earth: the troposphere, stratosphere and
mesosphere.
Think about it
This is followed by a double-page spread that provides a more in-depth

explanation of weather concepts including temperature, humidity, wind and
precipitation. The last two content pages deal with some of the major
causes of air pollution and strategies to reduce or prevent pollution in our
daily lives.
The Think about it page in this unit focuses on extreme weather. The pupils
read about different examples of extreme weather and think about the
dangerous effects of each one. Encourage pupils to discuss possible ways to
be prepared, including the idea of making an emergency kit for their home
or classroom. Pupils can find out about organisations that help people who
have been affected by extreme weather and learn what they themselves can
do to help.
There is more science vocabulary in this unit, but pupils will be familiar with
many of the words related to weather. This unit also provides several
opportunities for pupils to develop scientific skills including observation,
data collection, description, and measurement.
UNIT 3 Water
CONTENT
EVALUATION CRITERIA
Water and the states of water.
Identify and explain the states of water in

nature and the changes it undergoes.
Distribution of water on the

planet. Surface water and
groundwater.
Water resources and their use.

Responsible consumption and
pollution problems.
Identify and name mases and currents of

water, differentiating between surface
and groundwater.
Value the importance of water, employing

strategies to reduce or avoid its pollution
and to save water in everyday activities.
LEARNING STANDARDS
KEY
COMPETENCES
Describes the changes of state of water and MST,LIN
its causes.
Identifies heat and cold as the causes of
MST,LIN,LTL
changes of state in water and describes
natural and artificial situations in which it
happens.
Explains, with help, the influence of water
MST,LIN,AUT
on the landscape.
Explains the distribution of water on the
MST,LIN
Earths surface identifying different types of
masses of water and water currents.
Locates, on a map of Spain, the seas and
MST,LTL,SOC
oceans which surround it.
Explains how groundwater accumulates,
MST,LIN
how it comes to the surface and how it is
accessed.
Describes, in order, the phases of the water MST,LIN
cycle.
Describes the distribution and availability of MST,SOC
fresh water and its importance for living
things.
Explains the installations and processes
MST,LIN,SOC
used to purify wastewater and the
susbseuqent uses of the water.
10
PAGES
36,40,41,44
40,41,44
41
35-39
37
39
41
42,43
42,43
CONTENT
EVALUATION CRITERIA
Introduction to scientific
knowledge and its application in
the Social Sciences. Collect
relevant information using
different sources (direct and
indirect).
different sources.
Obtain specific and relevant information,

using different sources.
Develop a capacity for hard work and

show perseverance while studying.
Develop a cooperative and adaptive

LEARNING STANDARDS
KEY
PAGES
COMPETENCES
Respects the environment and understands MST,SOC,LTL,AUT 43,45
and follows guidelines in order to reduce
pollution and use water more responsibly.
MST,LIN,LTL
41,43-45
Performs academic tasks in a responsible

and effective manner.
LIN,LTL,AUT
34-45

LTL,LIN
34-45

attitude, recognising merit in others ideas
and responding to situations with intuition,
an open mind and flexibility.
LTL,SOC
35,43,45
Participates effectively and constructively in LTL,SOC

daily life and develops strategies for conflict
resolution.
45

35,45
11
LTL,SOC
CONTENT
EVALUATION CRITERIA
With help, plan and manage

simple projects, showing
independence and initiative in
order to achieve objectives.
Develop creativity and initiative improving Shows self-confidence, personal initiative,

their capacity to acquire information and
curiosity, interest and creativity in the
ideas and present innovative conclusions. learning process.

Employ techniques appropriate to

intellectual tasks; produce work and make
presentations both individually and as a
group, involving search, selection and
organisation of texts of a social,
geographical or historical nature, while
showing autonomy and collaborative
skills.
Correct usage of work materials.
LEARNING STANDARDS
KEY
COMPETENCES
AUT,LTL
PAGES
Shows independence in the planning and

carrying out of simple actions and shows
initiative when taking decisions.
AUT,LTL
44,45
Produces work and makes presentations

both individually and as part of a group,
participating in the search, selection and
organisation of texts of a geographical,
social and historical nature.
SOC,AUT
34-45
Uses the materials in a suitable and careful

way thereby keeping them in good
condition.
SOC,LTL,AUT
44
12
44,45
collection, sequencing, observation, measurement and using diagrams to

UNIT SUMMARY
In this unit pupils will further their study of one of the Earths most
important natural resources: water. Building on the basic concepts of water
introduced to pupils in Primary 1 and 2, the unit deals with the Earths
hydrosphere in greater detail, including the presence of water on the Earths
surface, underground and in the air.

In this unit your pupils will learn to appreciate water as an essential element
for life on Earth. Throughout the unit, try to encourage pupils to think
about:
Pupils begin by refreshing what they know about the bodies of water on
Earth and the three states in which it appears: liquid, solid and gas. Pupils
are then introduced to the main bodies of water in Spain and where they
are located. They go on to examine the different types of bodies of water on
the Earth's surface, before going underground to study groundwater in
aquifers.
the importance of water and how plants, animals, and people cannot
survive without it
how the water cycle continuously recycles the water in our atmosphere
how everyone can participate in conserving the limited amount of fresh
water on Earth.
The processes by which water changes state (freezing, melting, evaporation

and condensation) are explained and then contextualised as they occur in
the water cycle. The last two content pages focus on the limited supply of
fresh water on Earth and how wastewater is treated and reused.
Think about it
The Think about it page in this unit focuses on water conservation. Pupils
will read about the limited amount of clean water we have available to us
and learn about some helpful water-saving tips. Encourage pupils to reflect
on how they use water every day and what they can do to conserve water.
Pupils can make a list of water-saving activities they can try at home, for
example: having shorter showers, turning off the tap when they brush their
teeth, etc. Pupils with the Activity Book can find this activity on page 18.
The new vocabulary in this unit builds on the basic vocabulary pupils have
studied at previous levels and concepts are explained with more detail. In
this unit pupils will continue to develop scientific skills, such as data
13
TERM 1 Think together

CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
Water resources and their use.

Responsible consumption and
pollution problems.
Value the importance of the environment,

employing strategies to reduce or avoid
its pollution in everyday activities.
Understands the damage different kinds of

pollution can cause to the environment and
how it can affect different living things.
Respects the environment and understands
and follows guidelines in order to reduce
pollution and use natural resources more
responsibly.
indirect).
different sources.



KEY
COMPETENCES
MST,LIN,SOC
PAGES
48,49
MST,SOC,LTL,AUT 48,49
MST,LIN,LTL
48,49

LIN,LTL,AUT
48,49

LTL,LIN
48,49

LTL,SOC
48,49
14
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
KEY
COMPETENCES
resolution.
PAGES

LTL,SOC
48,49
AUT,LTL
48,49

AUT,LTL
48,49

SOC,AUT
48,49

condition.
SOC,LTL,AUT
48,49




skills.
15
48,49
UNIT 4 The surface of the Earth

CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
Basic characteristics of the

surface of the Earth.
Identify the basic characteristics of the

surface of the Earth, and distinguish
between continents, seas and oceans.
Describes the surface of the Earth and

distinguishes between continents, seas and
oceans.
Explains how water is distributed on Earth,
and names specific masses of water.
Locates and names the different
continents.
Defines landscape and identifies the
elements of a landscape, describing their
main characteristics.
Describes the most important elements of
nearby landscapes.
Identifies and describes typical landforms
of coastal and inland landscapes.
Locates on a map the natural barriers that
act as natural borders for Spain.
Locates on a physical map the most
important mountain ranges and rivers in
Spain.
Identifies different types of landscape and
lists some of the changes they can suffer
due to both natural causes and human
action.
Landscapes. Elements of the

landscape. Types of landscape:
characteristics and differences.
Define landscape, identify the main

elements and describe the principal
characteristics. Value the importance of
protecting and respecting the landscape
for future generations.
16
KEY
COMPETENCES
MST,LIN
PAGES
MST,LIN
56,57
MST,LIN
56,57
MST,LIN
5255,58,59
MST,SOC
60,61
MST,LIN
MST,LTL
52-54,
58,59
61
MST,LTL
61
MST,SOC
52-55,5860,63
56,57
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
Human intervention in the

landscape. Respect and
protection of landscape.
Understand the difference between

natural and man-made elements of a
landscape. Value the importance of
protecting and respecting the landscape
for future generations.
Understands and defines the difference

between natural and man-made elements
of a landscape.
Identifies some of the main risks that can
affect landscapes and carries out actions
that can help reduce them.
indirect).
different sources.



KEY
COMPETENCES
MST,LIN,SOC
PAGES
52-55,
59,63
MST,SOC,LTL,AUT 63
MST,LIN,LTL
57,59,61,63

LIN,LTL,AUT
63

LTL,LIN
52-63

LTL,SOC
53,63

resolution.
17
63
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
KEY
COMPETENCES
LTL,SOC
PAGES
AUT,LTL
62,63

AUT,LTL
62,63

SOC,AUT
52-63

condition.
Uses ICTs to search for, select and present
information.
Analyses information related to the subject
area and handles images, tables, graphs,
schemes and summaries using both
traditional supports and Information and
Communication Technologies.
SOC,LTL,AUT
62
MST,LTL,DIG
57,63
AUT, LTL, DIG
56,57,61




skills.
Use of ICTs to search for, select

and present information.
graphic languages.

information.
Obtains, analyses and adapts the
information received from a variety of
different textual and graphic formats.
18
63
UNIT SUMMARY
In this unit pupils will review and extend their knowledge of geographical
concepts and terms relating to the Earth's surface, such as the continents,
oceans and seas; inland and coastal landscapes, including at natural and
man-made features; as well as notable landforms found on the Iberian
Peninsula.
The new vocabulary in this unit builds on the basic vocabulary pupils have
studied at previous levels about landscapes. Concepts are also explained in
greater detail. In this unit pupils will continue to develop scientific skills
including observation, description and map skills.
In this unit your pupils will learn that landscapes are being constantly
altered by humans and come to appreciate the importance of having a
positive impact on their local landscape. Throughout the unit, encourage
pupils to think about:
Pupils begin by refreshing what they know about natural and man-made
features of landscapes and are made aware of the impact that humans can
have on landscapes by comparing the past and the present with an old
photograph.
the importance of protecting the natural features of landscapes

how natural events and human activities can alter landscapes
how everyone can participate in having a positive impact on their local
landscape.
On the first two content pages, pupils are introduced to the continents, the
oceans and three seas, and have to locate them on a world map. This is
followed by an in-depth description of the landforms that make up inland
and coastal landscapes. The last two content pages consolidate much of
what pupils have learned with examples of some the most well-known
landforms in Spain, with a focus on the important mountain ranges by
means of a physical map of the Iberian Peninsula.
Think about it
The Think about it page in this unit focuses on protecting landscapes. Pupils
will read about some natural events and human activities that can change
the appearance of a landscape. They will then read information presented
on a website to learn about an environmental group that organises
volunteers to pick up rubbish and protect their coastal landscapes. This
activity aims to motivate pupils to actively participate in protecting their
local landscape.
19
UNIT 5 Maps and globes

CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
Cartography. Maps and plans.

Elements and types of map.
Acquire a basic idea of maps and street

maps, what they show and how.
Appreciate their importance in
orientation. Understand the concept of
cartography.
Explains, very simply what is

cartography/mapmaking, and why its
important as a fundamental tool of
scientific knowledge.
Defines street map and associates simple
street maps with the reality represented on
them.
Identifies typical symbols and interprets
keys on simple maps and street maps and
explains what they are used for.
Defines map and identifies and names
different types of map.
Understand the concept of the scale of a
map.
Finds the different countries and their
capitals on a political map of Europe.
Finds the most important seas, rivers and
mountain ranges on a physical map of
Europe.
Differentiates between globes and maps.
Use of maps.
Globes and world maps. The

poles. Longitude and latitude.
The hemispheres. The compass
and GPS.
Find specific elements on different maps.
Understand different ways of

representing the Earth.
Locates on a globe the different continents

and oceans.
20
KEY
COMPETENCES
MST,LTL
PAGES
MST,SOC,LTL
69-71
MST,LTL,LIN
69,72-74
MST,LTL
70-75
MST,LTL
75
MST,LTL
73
MST,LTL
72
MST,SOC
68,70-71
MST,LTL
71
66-68, 70,
77
CONTENT
indirect).
different sources.
EVALUATION CRITERIA



LEARNING STANDARDS
KEY
COMPETENCES
MST
PAGES
MST,LTL
70,71
MST,LIN,LTL
71,73,75,77

LIN,LTL,AUT
76,77

LTL,LIN
66-77

LTL,SOC
67,73,75

LTL,SOC
66,67
Identifies the compass and GPS as

important instruments which help to
determine position on the surface of the
Earth.
Locates the poles, the equator, the
hemispheres and lines of longitude and
latitude on world maps or globes.
21
67,68,74
CONTENT
EVALUATION CRITERIA




skills.

graphic languages.

information.
LEARNING STANDARDS
KEY
COMPETENCES
AUT,LTL
PAGES

AUT,LTL
76,77

SOC,AUT
66-77

condition.
information.
SOC,LTL,AUT
76
MST,LTL,DIG
77
AUT, LTL, DIG
69-77
22
76,77
UNIT SUMMARY
In this unit pupils will continue to develop their awareness of the world
around them by looking at different representations of the Earth by means
of maps and globes. They will study the elements that make up different
types of maps including world maps, physical maps, political maps and
street maps.
In this unit your pupils will acquire a basic understanding of different types
of maps and learn appreciate their historical significance in exploration, as
well as their importance nowadays in learning about both the natural and
man-made features of the world around us. Throughout the unit, try to
encourage pupils to think about:
Pupils begin by refreshing what they know about maps, compasses and the
cardinal points, and explore basic elements of street maps by identifying
symbols on a street map of a local area. They are then introduced to a
second way of representing the Earth, on a globe, and compare this to how
the Earth is represented on world maps.
the importance of new technology in the process of making modern maps.

how maps and globes can open up the world to us and teach us about
other countries. as well as our own.
how different types maps show different features and are used for
specific purposes.
This is followed by a double-page spread that aims to build on pupils prior

study of maps of Spain with the larger context of Europe, by analysing and
comparing information presented on a physical and on a political map. The
last two content pages deal with maps on a local scale, demonstrating the
elements and main characteristics of street maps.
Think about it
The Think about it page in this unit develops pupils' ability to think critically
by asking them to choose a map type based on a specific need. They read
and discuss questions and match them to the corresponding map, while
simultaneously learning new information about the United Kingdom. This
activity can be used as a starting point of a larger investigation about other
countries in Europe.
The new vocabulary presented in this unit extends pupils knowledge of

technical terms and develops their ability to look more critically at different
representations of the world and their immediate surroundings. They will
also improve their skills of map-reading, observation and interpretation of
visual information.
23
UNIT 6 Community
CONTENT
EVALUATION CRITERIA
Family. Family structures.
Be conscious of the family group they are

part of, and the values which underlie
family life. Value peaceful and tolerant
coexistence.
The educational community.

Norms, rights and obligations.
Local government and public

services.
Recognise the characteristics of the

educational community. Respect and
value the role played by each person.
Define and understand the basic structure

and function of local government, listing
some of the public services they control.
LEARNING STANDARDS
KEY
COMPETENCES
Explains the values and feelings upon which SOC, LIN
family life is based.
Values the role and contribution of each
SOC,LTL,AUT
member of the family and shows respect
and empathy for each one of them.
Explains the basic organisation of families
SOC,LIN
and the differences there can be.
Understands the basic rights and
SOC,LTL
obligations that should be respected in a
family.
Explains the organisation of the educational SOC,LIN
community and identifies the roles played
by different people.
Describes the different jobs in a school.
SOC
PAGES

school.
Defines local government and understands
the different elements it contains such as
the town or city council and mayor and the
roles and functions they have.
SOC,LTL
85
MST,SOC
86,87
24
84
84
84
84
85
85
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
KEY
COMPETENCES
MST,SOC,LIN
PAGES
MST,SOC,LIN
86,87
Understand and respects the basic rules of

road safety and follows them as a
pedestrian and user of public transport.
Values how important it is to respect road
safety and traffic signs and understand the
meaning of the most common ones.
Identifies and descries the main cultural
monuments where they live and shows an
attitude of respect towards them.
SOC,LTL,AUT
81-83,
88,89
SOC,LTL,AUT
80-83,
88,89
SOC,CUL,LTL
90,91

LIN,LTL,AUT
80-91

LTL,LIN
80-91

LTL,SOC
81,85,87,91
Names and describes some public services,

identifies the roles they have and values
the tasks carried out by the people who
work in them.
Identifies and names some elements found
in the places we live.
Rights and obligations of citizens. Respect and follow basic obligations as
Road safety
pedestrians and users of public transport
and other public services.
Culture.

different sources.
Identify evidence of popular culture in

their surroundings, understand how they
have changed with time and value their
important contribution to culture.

25
86,87
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
KEY
COMPETENCES
resolution.
PAGES

LTL,SOC
80-85,
88,89
AUT,LTL
90,91

AUT,LTL
90,91

SOC,AUT
80-91

condition.
information.
SOC,LTL,AUT
90
MST,LTL,DIG
90




skills.


information.
26
91
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS

graphic languages.


27
KEY
COMPETENCES
AUT, LTL, DIG
PAGES
83,87,89,91
UNIT SUMMARY
In this unit pupils will explore the concept of community by looking at three
of the communities they belong to: the family, the school and their local
community.
In this unit your pupils will learn that everybody has an important role in
their community and appreciate the many individuals that work together to
make their community a safe, clean and happy place to live. Throughout the
unit, try to encourage pupils to think about:
Pupils begin by refreshing what they learned in previous levels about places
and people in towns and cities, and share what they know about road safety
by completing a poster. This is followed by a focus on the special roles and
responsibilities of individual members that make up the family and school
community.
how families are unique and special

how to be a responsible member of a community
the importance of working together to make their community a better
place for everyone.
The concept of community is then broadened to include the local

community by introducing pupils to the structure and duties of local
government as well as the public services available to them. The last two
content pages reinforce the road rules that pupils must follow in order to
move around their community safely.
Think about it
The Think about it page in this unit focuses on community celebrations. The
students will read about festivals celebrated in two very different
communities from different parts of the world and reflect on the
importance of festivals in their own community. They can then make a
poster to share important local traditions that are part of one of their
community festivals.
Much of the vocabulary in this unit builds on the basic concepts the pupils
have studied about the people and places where they live. In this unit pupils
will continue to develop collaborative skills and strategies that promote
group cohesion at the same time learning the importance of individual
responsibilities.
28

CONTENT
EVALUATION CRITERIA
The educational community.

Norms, rights and obligations.
Recognise the characteristics of the

educational community. Respect and
value the role played by each person.
Local government and public

services.
Define and understand the basic structure

and function of local government, listing
some of the public services they control.
Rights and obligations of citizens. Respect and follow basic obligations as

citizens.
LEARNING STANDARDS
KEY
COMPETENCES
Explains the organisation of the educational SOC,LIN
community and identifies the roles played
by different people.
Describes the different jobs in a school.
SOC
PAGES

school.
Defines local government and understands
the different elements it contains such as
the town or city council and mayor and the
roles and functions they have.
Names and describes some public services,
identifies the roles they have and values
the tasks carried out by the people who
work in them.
Identifies and names some elements found
in the places we live.
SOC,LTL
94,95
MST,SOC
94,95
MST,SOC,LIN
94,95
MST,SOC,LIN
94,95
Understands and respects our basic rights

and obligations as citizens of a place.
SOC,LTL,AUT
94,95
LIN,LTL,AUT
94,95
29
94,95
94,95
CONTENT
different sources.

EVALUATION CRITERIA
LEARNING STANDARDS
KEY
COMPETENCES
LTL,LIN
PAGES
LTL,SOC
94,95

resolution.
94,95

LTL,SOC
94,95
AUT,LTL
94,95
AUT,LTL
94,95



30
94,95
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS


skills.


graphic languages.

information.

condition.
information.
31
KEY
COMPETENCES
SOC,AUT
PAGES
SOC,LTL,AUT
94,95
MST,LTL,DIG
94,95
AUT, LTL, DIG
94,95
94,95
UNIT 7 Where we live

CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
Places: towns, cities and villages.

Neighbourhoods.
Identify and name the elements which

make up a place. Describe their functions,
how they work and how they are
organized.
Lists the characteristics of different places

(towns, villages and cities) and
differentiates between rural and urban
population.
Identifies, describes and compares
different types of neighbourhood.
Identifies and names the elements which
make up a place and describes their
functions.
Values the importance of looking after
monuments and buildings where we live.

different sources.


KEY
COMPETENCES
SOC
PAGES
SOC,LTL,LIN
104,105
SOC,LIN
98-101,
104,105
SOC,LTL
107
LIN,LTL,AUT
98-107

LTL,LIN
98-107

LTL,SOC
99,103,105,
106,107
Participates effectively and constructively

in daily life and develops strategies for
conflict resolution.
LTL,SOC
105,106,107
32
98-103
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
KEY
COMPETENCES
LTL,SOC
PAGES
98,99

Develop creativity and initiative

improving their capacity to acquire
information and ideas and present
innovative conclusions.
Shows self-confidence, personal initiative,

learning process.
AUT,LTL
101,105,106,
107

AUT,LTL
105,106,107


intellectual tasks; produce work and
make presentations both individually and
as a group, involving search, selection and
skills.

SOC,AUT
98-107

condition.
information.
SOC,LTL,AUT
106
MST,LTL,DIG
101,107
AUT, LTL, DIG
105,106

graphic languages.

information.
33
UNIT SUMMARY
In this unit pupils will review and extend their knowledge of places where
people live, looking at characteristics of cities, towns and villages and
comparing urban and rural living.
In this unit your pupils will learn about the places where people live and
appreciate the differences between these areas and the communities that
live there. Throughout the unit, try to encourage pupils to think about:
Pupils begin by refreshing what they know about places around a city and
focus on the historical buildings, monuments and special features that make
up the city centre by means of a street map. They are then introduced to the
main characteristics of cities, towns and villages, distinguishing between
rural and urban populations.
how cities are continuously growing to meet the needs of the inhabitants.
how peoples interests and preferences influence where they choose to
live.
how everyone can work together to protect local monuments and public
spaces.
This is followed by an in-depth description of the three areas that make up a

large city: the city centre, modern neighbourhoods and the outskirts. Pupils
will use a city map to help them visualize the organization and the varying
characteristics of the three areas, focusing on the types of buildings, streets
and services that can be found in each one.
Think about it
The Think about it page in this unit focuses on protecting local monuments.
The students will identify important monuments around the world and read
an article about a community that believes their monuments are important
to history and culture and want to protect them. Pupils can go on to
investigate the historical and cultural importance of monuments around
Spain and in their local area.
The content specific vocabulary in this unit encourages pupils to develop

higher-level language skills and assists them as they become more mature
language users. In this unit pupils will continue to develop map skills and
spatial skills and develop communicative strategies such as paraphrasing,
giving examples and making comparisons.
34
UNIT 8 Work
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
Primary and Secondary sectors.

Natural and manufactured
products. Craft workers and
industry.
Define the difference between natural

and manufactures products. Identify the
activities, processes and people involved.
Identifies and defines natural product and

manufactured product and associates them
with the activities used to obtain them.
Names and identifies the professions
involved in the obtaining of natural
products.
Identifies different manufactured products
and relates them to the original natural
product and the manufacturing process.
Understands how craft workers work,
names some different types and associates
them with the products they make.
Identifies and defines industry, names
different types and associates them with
the products they make.
Names professions that are within the
service sector and associates them with the
activity they carry out.
Describes, orally, the whole process, from
natural product to manufactured product
to sale.
Investigates a little about the process of
production, distribution and sale of a
product.
The service/tertiary sector.
Identify the main types of activities within

the service sector and the people who
carry them out.
35
KEY
COMPETENCES
SOC,LIN,LTL
SOC,LIN
PAGES
111,112,
114-117,
119
114,115
MST,SOC
116,117,
119
SOC,CUL
116,117
SOC,CUL
116,117,
119, 120
SOC,CUL,LIN
118
SOC,CUL,LIN
119
SOC,LTL,DIG
112,117,
119,120
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS

different sources.




KEY
COMPETENCES
LIN,LTL,AUT
PAGES

LTL,LIN
110-121

LTL,SOC
111,113,
120,121

resolution.
120,121

LTL,SOC
110,111
AUT,LTL
120
AUT,LTL
120

36
110-121
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS


skills.


graphic languages.

information.

condition.
information.
37
KEY
COMPETENCES
SOC,AUT
PAGES
SOC,LTL,AUT
120
MST,LTL,DIG
115,117
AUT, LTL, DIG
121
110-121
continue to develop team-building skills to promote group cohesion,

collaboration and problem-solving skills.
UNIT SUMMARY
In this unit pupils will review and extend their knowledge of jobs in the
primary, secondary and tertiary sector and learn about the different
products and services each one provides.
UNIT SUMMARY
In this unit your pupils will learn about the important role of natural
materials in the production of food and products we use every day and
appreciate the contribution of all three sectors involved in the process.
Throughout the unit, try to encourage pupils to think about:
Pupils begin by refreshing what they know about products, where they
come from, who makes them and how they are used and are introduced to
the basic tools of common professions by means of a chart. They are then
introduced to the primary sector and learn about the workers and the
natural materials they obtain through arable farming, livestock farming,
mining and fishing.
the importance of natural materials in the production of food and

products.
how pupils need to study and learn new skills to find the right job
how workers from all sectors are involved in the process of getting us the
goods and services we need every day.
This is followed by a description of the secondary sector, discussing the

process of transforming natural materials into products while distinguishing
between craft workers and industrial workers. The last two content pages
begins by focusing on the tertiary sector and classifies workers into the
various services they provide and finishes up by consolidating much of what
the pupils have learned by exploring each stage of the production,
distribution and sale of a particular product.
Think about it
The Think about it page in this unit focuses on volunteering. The pupils will
read about the experiences of three volunteers and the different work they
do. This activity aims to encourage pupils to think about how volunteers can
help people and the environment and motivate them to find ways that they
can volunteer in their local area.
The content specific vocabulary in this unit continues to support your pupils,
as they become more mature language users. In this unit pupils will
38
UNIT 9 Time and history

CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
Basic concepts of time: past,

present and future.
Use basic notions of time (past, present,

future) to place events in time.
Defines the concepts of past, present and

future and elaborates a simple timeline of
their local area.
Describes events associated with the past,
present and future.
Draws simple timelines and places events
on them.
Locates past events in time and space.
Measuring time.
The ages of history. Historical

sources
Identify the units we use to measure

historical time (year, decade, century, and
millennium, age) to begin the process of
locating in time and ordering historical
events.
Understand the concept of history, know

the ages we divide it into and identify
different types of historical sources.
KEY
COMPETENCES
SOC,CULT,LTL
PAGES
SOC,LIN,CUL
124-135
SOC,CULT,LTL
129,134
SOC,CULT,LTL
128,129,
134
Identifies the units we use to measure time

(year, decade, century, and millennium)
and understands what they mean.
Identifies century as a unit of
measurement of historical time.
Orders historical events chronologically,
using timelines.
Explains what history is, names the ages
and, with help, orders the ages
chronologically.
Describes historical sources and names
some which are representative of each age.
MST,SOC
130-133,
135
129
MST,SOC
129
MST,SOC,CULT
129-134
MST,SOC,LTL
86,87
MST,SOC,LIN
128, 130133
Relates some historical sources to the

correct historical age.
SOC,CUL,LTL
130-133
39
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
Our heritage.
Develop an interest in understanding how

people lived in the past and value the
importance of historical sources for the
understanding and study of history and
how important it is to preserve our
heritage.
Shows curiosity to know how people lived

in the past.

different sources.



KEY
COMPETENCES
SOC,CUL,LTL
PAGES
Respects historical remains and values

them as an important part of our heritage
that we must protect for future
generations.
SOC,CUL
124-127
LIN,LTL,AUT
124-135

LTL,LIN
124-135

LTL,SOC
127,129,
135
124-127,
130-135

resolution.
135

LTL,SOC
124-125
AUT,LTL
134,135

40
CONTENT
EVALUATION CRITERIA


graphic languages.
LEARNING STANDARDS
KEY
COMPETENCES
AUT,LTL
PAGES

SOC,AUT
124-135

condition.
information.
SOC,LTL,AUT
134
MST,LTL,DIG
135
AUT, LTL, DIG
129,134,
135

skills.

information.
41
134,135
UNIT SUMMARY
In this unit pupils will be introduced to the concept of history, and briefly
explore the five main periods of history: prehistory, ancient history, the
middle ages, the early modern age and the modern age.
In this unit your pupils will learn to appreciate that the study of history
enriches our life in the present and helps us make a better future, and
develop curiosity about the life of people in the past. Throughout the unit,
try to encourage pupils to think about:
Pupils begin by refreshing what they know about historical objects in a

museum and reflect on a variety of old objects and their modern equivalents
with the use of a table. They are then introduced to basic concepts of time
and how we measure it as well as the variety of historical sources we use to
learn about the past.
the importance of protecting historical sources including oral traditions,

artefacts and historical remains.
the importance of learning about the past to help us make the future
better.
how we must respect the unique traditions of cultures around the world.
This is followed by a brief description of prehistory, divided into the

Paleolithic and Neolithic periods, and a look at some of the great
accomplishments of ancient civilizations. The last two content pages touch
upon major changes, discoveries and inventions throughout the Middle
Ages, The Early Modern Age and The Modern Age.
Think about it
The Think about it page in this unit focuses on traditional food, clothes,
music, dance and crafts from different cultures around the world. The pupils
will read about special traditions and match them to the correct photo. This
activity can be used as a starting off point for pupils to reflect on their own
local traditions and find out more about some of the other traditions that
make up their historical and cultural heritage.
The content specific vocabulary in this unit helps pupils develop more
mature language skills to be able to communicate about people, places and
things in the past and present. In this unit pupils will develop skills including
placing events in chronological order, using timelines, and making use of a
variety of historical sources related to the period of time they are
investigating.
42

CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
Primary and Secondary sectors.

Natural and manufactured
products. Craft workers and
industry.
Define the difference between natural

and manufactures products. Identify the
activities, processes and people involved.
Identifies and defines natural product and

manufactured product and associates them
with the activities used to obtain them.
Names and identifies the professions
involved in the obtaining of natural
products.
Identifies different manufactured products
and relates them to the original natural
product and the manufacturing process.
Understands how craft workers work,
names some different types and associates
them with the products they make.
Identifies and defines industry, names
different types and associates them with
the products they make.
Describes, orally, the whole process, from
natural product to manufactured product
to sale.
Investigates a little about the process of
production, distribution and sale of a
product.
The service/tertiary sector.

Identify the main types of activities within

the service sector and the people who
carry them out.

43
KEY
COMPETENCES
SOC,LIN,LTL
PAGES
SOC,LIN
138,139
MST,SOC
138,139
SOC,CUL
138,139
SOC,CUL
138,139
SOC,CUL,LIN
138,139
SOC,LTL,DIG
138,139
LIN,LTL,AUT
138,139
138,139
CONTENT
different sources.

EVALUATION CRITERIA
LEARNING STANDARDS
KEY
COMPETENCES
LTL,LIN
PAGES
LTL,SOC
138,139

resolution.
138,139

LTL,SOC
138,139
AUT,LTL
138,139
AUT,LTL
138,139



44
138,139
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS


skills.


graphic languages.

information.

condition.
information.
45
KEY
COMPETENCES
SOC,AUT
PAGES
SOC,LTL,AUT
138,139
MST,LTL,DIG
138,139
AUT, LTL, DIG
138,139
138,139

3º Primaria

Transféré par

Informations du document

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

3º Primaria

Transféré par

Droits d'auteur :

Formats disponibles

Teaching programme ByME Social Science 3

Area: Ciencias Sociales (English)

Stage: Primary Education

Teaching programme ByME Social Science 3

UNIT 1 The Universe

The Earth in the Solar System.

Identify the heavenly bodies of the Solar System

The Earth: movements and their

Explain the movements of the Earth rotation and

The layers of the Earth.

Name the layers of the Earth, describing some of

Teaching programme ByME Social Science 3

The Moon and its phases.

Describes the basic characteristics and movements

Describes the revolution of the Moon

Orientation. The cardinal points. The

Introduction to scientific knowledge

Obtain specific and relevant information, using

Develop a capacity for hard work and show

Develop a cooperative and adaptive attitude,

Locates the cardinal points.

Describes the route of the Sun in the

Performs academic tasks in a

Teaching programme ByME Social Science 3

Identifies and uses the correct code of

Techniques for Intellectual work.

Conflict resolution strategies: use of

Use the materials in a suitable way.

Uses the materials in a suitable and

Use ICTs to search for, select and present

Uses ICTs to search for, select and

Teaching programme ByME Social Science 3

VALUES AND ATTITUDES

This is followed by a more in-depth explanation of the two movements of

Teaching programme ByME Social Science 3

UNIT 2 Air and weather

Air and its composition.

Identify the gases that form the air, explaining

Explains the basic composition of the

Identify the atmosphere, explain its principal

Teaching programme ByME Social Science 3

information obtained through

Uses vocabulary correctly in the

Use of different text types and

Obtains, analyses and adapts the information

With help, plan and manage simple

Develop creativity and initiative improving their

Develops a cooperative and adaptive

Participates effectively and

Identifies and uses the correct code of

Analyses information related to the

Teaching programme ByME Social Science 3

Techniques for Intellectual work.

Employ techniques appropriate to intellectual

Produces work and makes

Use ICTs to search for, select and present

Uses ICTs to search for, select and

Teaching programme ByME Social Science 3

VALUES AND ATTITUDES

This is followed by a double-page spread that provides a more in-depth

Teaching programme ByME Social Science 3

Water and the states of water.

Identify and explain the states of water in

Distribution of water on the