4º Primaria

Teaching programme ByME Social Science 4
ByME
Social Science 4
SYLLABUS
Area: Ciencias Sociales (English)
Stage: Primary Education
UNIT 1 Earth and space

CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
The Earth and the Moon.
Understand the movements of the Earth and the

Moon and their consequences.
Understands the Earths orbit and

rotation and their consequences as well
as its axis and the geographical poles.
Knows the phases of the Moon caused by
its orbit.
Identifies and explains the different ways
of representing the Earth: maps and
globes.
Knows the uses of a telescope.
Understands how people reached the
conclusion that the Earth is round.
Describes some of the journeys people
have made into space and the moon
landing.
Researches, selects and organises
information, analysing it and drawing
conclusions. Reflects on the process
followed and reports on it orally.
Measuring and representing the

Earth.
Identify the different ways of representing the Earth.
Studying the Solar System.
Understand some of the history of our knowledge of

space and its exploration.
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
Obtain specific and relevant information, using

different sources.
Develop a capacity for hard work and show

perseverance while studying.
KEY
PAGES
COMPETENCES
MST
10
MST
11
MST, LIN
12, 13
MST, CUL
MST, CUL
14
9
MST, CUL
15
LTL, LIN
11-17
Performs academic tasks in a responsible LTL, LIN

and effective manner.
Uses vocabulary correctly in the
LTL, LIN
presentation of their work.
16, 17
6-19
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
different sources.
Expresses orally, carefully and clearly,

contents related to the subject area.
Correct use of different materials. Use the materials in a suitable way.
Uses the materials in a suitable and
careful way thereby keeping them in
good condition.
Team-building strategies.
Develop a cooperative and adaptive attitude,
Develops a cooperative and adaptive
recognising merit in others ideas and responding to
attitude, recognising merit in others
situations with intuition, an open mind and flexibility. ideas and responding to situations with
intuition, an open mind and flexibility.
Participates effectively and constructively
in daily life and develops strategies for
conflict resolution.
Identifies and uses the correct code of
conduct for their environment.
With help, plan and manage simple Develop creativity and initiative improving their
Shows self-confidence, personal
projects, showing independence
capacity to acquire information and ideas and present initiative, curiosity, interest and creativity
and initiative in order to achieve
innovative conclusions.
in the learning process.
objectives.
Shows independence in the planning and
carrying out of simple actions and shows
initiative when taking decisions.
Techniques for Intellectual work.
Employ techniques appropriate to intellectual tasks;
Produces work and makes presentations
produce work and make presentations both
Elaboration of schemes and
both individually and as part of a group,
individually
and
as
a
group,
involving
search,
selection
summaries, memorising and
participating in the search, selection and
and organisation of texts of a social, geographical or
structuring the information
organisation of texts of a geographical,
historical nature, while showing autonomy and
received. Reading techniques for
social and historical nature.
collaborative skills.
Social Science publications.
KEY
PAGES
COMPETENCES
LIN
15-17
LTL, AUT
16
LTL
7, 16,
17
LTL, SOC
17
SOC
17
AUT, LTL
16, 17
LTL, AUT
16, 17
SOC, AUT
16, 17
UNIT SUMMARY
VALUES AND ATTITUDES
In this unit, pupils will review and further develop their knowledge of the
Earth and space through the work of different astronomers and explorers.
They will also look at ways of measuring and representing the Earth.
In this unit, pupils will learn to appreciate how humans came to the
conclusion that the Earth is round and how we have come to understand the
Solar System. Throughout the unit, try to encourage pupils to think about:
At the beginning of the unit, pupils are introduced to six famous

astronomers. This subject area is covered in the opening illustration with the
help of the course characters, Ana and Tom, who are on a school trip to a
space museum. The school trip continues in the story and, on their return to
school, Ana and Tom carry out a School Trip Project to review some of the
astronomers teachings.
how time and the seasons change depending on where on the Earth we
live so that when it is summer in the Northern Hemisphere, it is winter in
the Southern Hemisphere
how representations of the Earth, such as maps and globes, are always
slightly inaccurate and (necessarily) leave out some information
how representations of the Earth, such as maps and globes, are always
slightly inaccurate and (necessarily) leave out some information
This is followed by a section on the movements of the Earth and the Moon,
with a particular focus on tides. Pupils then move on to study maps, atlases
and globes, including the concepts of hemispheres, latitude and longitude.
The last two content pages explore the use of telescopes to study the
Universe and how the Space Race resulted in many scientific advances.
Think about it
The Think about it page in this unit focuses on great discoveries and
inventions. By looking at specific examples, such as electricity, pupils will
discuss how the work of scientists and inventors has shaped mankind and
our development.
UNIT 2 Weather and climate

CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
Weather.
Understand the characteristics of

weather.
Identifies the different factors involved in

weather: temperature, humidity, wind and
precipitation.
Understands how clouds form and precipitation
occurs. Knows the names and characteristics of
some types of clouds.
Defines weather and knows and explains the
difference between weather and climate.
Identifies different instruments used for
analysing and predicting the weather, and
explains the information each one provides us
with.
Interprets simple precipitation and
temperature graphs.
Interprets simple weather maps.
Predicting the weather.
Climate.
Identify different ways of

predicting the weather and the
instruments used.
Values the importance of predicting the

weather.
Defines climate, and knows and can explain the
difference between weather and climate.
Recognises some of the factors which affect
climate.
Differentiates and locates the different
climates found in Spain.
Understand the basic

characteristics of climate.
KEY
COMPETENCES
MST
PAGES
MST
26, 27
MST, LIN
24, 30
MST, LIN
24, 25,
28, 29
MST, LTL
28
MST, LTL
29
MST, SOC
29
MST, LIN
30, 31
MST, CUL
30
MST, LTL
31
24, 25
CONTENT
Atmosphere.
Introduction to scientific knowledge and its

application in the Social Sciences. Collect
relevant information using different sources
Develop strategies to organise, memorise
and remember information obtained through
different methods and from different sources.
Correct use of different materials.

EVALUATION CRITERIA
LEARNING STANDARDS
Identifies the three main climate zones on

Earth.
Describe the different layers of
Describes the different layers of the
the atmosphere and understand atmosphere.
the importance of looking after it. Understands the importance of looking after
the atmosphere and the consequences of not
doing so.
Explains climate change.
Obtain specific and relevant
Researches, selects and organises information,
information, using different
analysing it and drawing conclusions. Reflects
sources.
on the process followed and reports on it
orally.
Develop a capacity for hard work Performs academic tasks in a responsible and
and show perseverance while
effective manner.
studying.
Uses vocabulary correctly in the presentation
of their work.
Expresses orally, carefully and clearly, contents
related to the subject area.
Use the materials in a suitable
Uses the materials in a suitable and careful way
way.
thereby keeping them in good condition.
Develop a cooperative and
Develops a cooperative and adaptive attitude,
adaptive attitude, recognising
recognising merit in others ideas and
merit in others ideas and
responding to situations with intuition, an open
responding to situations with
mind and flexibility.
intuition, an open mind and
Participates effectively and constructively in
flexibility.
daily life and develops strategies for conflict
resolution.
6
KEY
COMPETENCES
MST
PAGES
MST, LIN
24, 147
MST, SOC
29, 33
MST, LIN
LTL, LIN
31, 33
25, 27,
29, 3133
LTL, LIN
32, 33
LTL, LIN
20-35
LIN
29, 32,
33
32
LTL, AUT
30
LTL
21, 32,
33
LTL
21, 32,
33
CONTENT
With help, plan and manage simple projects,

showing independence and initiative in order to
achieve objectives.

Elaboration of schemes and summaries,
memorising and structuring the information
received. Reading techniques for Social Science
publications.
EVALUATION CRITERIA
LEARNING STANDARDS
KEY
COMPETENCES
Identifies and uses the correct code of conduct SOC
for their environment.
Develop creativity and initiative
Shows self-confidence, personal initiative,
AUT, LTL
improving their capacity to
curiosity, interest and creativity in the learning
acquire information and ideas and process.
present innovative conclusions.
AUT, LTL
Employ techniques appropriate to Produces work and makes presentations both SOC, AUT
intellectual tasks; produce work
individually and as part of a group,
and make presentations both
participating in the search, selection and
individually and as a group,
organisation of texts of a geographical, social
involving search, selection and
and historical nature.
organisation of texts of a social,
geographical or historical nature,
while showing autonomy and
PAGES
33
32, 33
32, 33
32, 33
UNIT SUMMARY
In this unit pupils will review and extend their knowledge of concepts
relating to weather and climate, looking at the four factors that define
atmospheric conditions and focusing in particular on the different types of
precipitation. They will learn how weather is predicted, and find out about
world climates and climates in Spain.
In this unit your pupils will learn to appreciate how weather affects all
aspects of our lives. Throughout the unit, try to encourage pupils to think
about:
how our daily activities are affected by weather and climate and how its
important to wear the right kinds of clothes and shoes for the various
atmospheric conditions
how important it is to be able to predict the weather so that we can
prepare for droughts, heatwaves or increasing pollution levels
how climate change might be affecting the Earth through rising levels of
atmospheric carbon dioxide and what solutions can be implemented to
reduce pollution
Pupils begin by refreshing what they have learned in previous years about
the four factors that define weather conditions: temperature, humidity,
wind and precipitation. These are introduced in Ana and Toms School Trip
Project, which is a weather chart that the course characters make following
their school trip to a TV weather station.
Pupils then go on to explore the different forms of precipitation such as
clouds, which provide an interesting link to the following section, Predicting
the weather, by exploring how different types of clouds result in different
types of weather. The last two content pages deal with polar, tropical and
temperate climates, becoming more specific to help pupils then explore the
five main types of climate in Spain.
Think about it
The Think about it page in this unit focuses on pollution. The pupils read
about different examples of pollution and think about the dangerous effects
of each one. Encourage pupils to discuss possible ways to reduce this
problem, including banning certain fuels or the use of cars in capital cities.
Pupils can also find out about organisations that raise awareness about this
issue.
UNIT 3 Water
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
Bodies of water.
Identify the characteristics of the main types of

bodies of water found on the planet.
Knows the different types of bodies of

water and their characteristics: oceans,
seas, rivers and lakes.
Names and locates the seas and
oceans which surround the Iberian
Peninsula.
Identifies the different stages of a river
and knows their characteristics.
Establishes the difference between
tributary, river basin, river flow and
drainage basin.
Identifies and locates on a map the
most important rivers in Spain.
Understands and describes, in order,
the different stages of the water cycle.
Understands how groundwater forms,
how it comes to the surface and how
we access it.
Looks for, selects and organises
Rivers in Spain.
Identify the most important rivers in Spain.
The water cycle.
Understand the different stages of the water

cycle.
Understand the characteristics of groundwater.
Groundwater.
Introduction to scientific knowledge

and its application in the Social
Sciences. Collect relevant

different sources.
KEY
PAGES
COMPETENCES
MST
40, 41
MST
40, 42
MST, LIN
41
MST, LIN
41
MST, LIN
42, 43
MST, LIN
44, 45
MST, LIN
46, 47
LTL, LIN
41, 4345, 4749
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS

different sources.

Use the materials in a suitable way.

Performs academic tasks in a

responsible and effective manner.
good condition.
ideas and responding to situations with
Participates effectively and
constructively in daily life and develops
strategies for conflict resolution.
With help, plan and manage simple

objectives.
Develop creativity and initiative improving their

capacity to acquire information and ideas and
10

initiative, curiosity, interest and
creativity in the learning process.
Shows independence in the planning
and carrying out of simple actions and
shows initiative when taking decisions.
KEY
PAGES
COMPETENCES
LTL, LIN
48, 49
LTL, LIN
37-51
LIN
48, 49
LTL, AUT
48
LTL
37, 48,
49
LTL, SOC
48, 49
SOC
49
AUT, LTL
48, 49
AUT, LTL
48, 49
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS

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.
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.
11
KEY
PAGES
COMPETENCES
SOC, AUT
48, 49
UNIT SUMMARY
In this unit, pupils will review and extend their study of one of the Earths
most important resources: water. Building on the basic concepts of water
explored in previous years, the unit furthers pupils knowledge of specific
bodies of water, the water cycle and groundwater.
In this unit pupils will learn to appreciate water as an essential element for
all life on Earth. Throughout the unit, try to encourage pupils to think about:
the importance of water to life on Earth, and how plants, animals and
people cannot survive without fresh water
how the water cycle continuously recycles the water on Earth and the
importance of groundwater in this process
how everyone must participate in conserving the limited amount of clean,
fresh water available on Earth
Pupils begin by refreshing what they know about bodies of water, focusing
on the differences between oceans, seas, lakes and rivers. Thanks to Ana
and Toms school trip project, they look at some important rivers on Earth,
moving on to the main oceans and some important seas. Pupils are then
introduced to the parts of a river, concepts that they will consolidate by
means of the Find Out project, and which they first become familiar with
thanks to this units school trip and story.
The subsequent content pages revise the water cycle, building on the
vocabulary studied in previous years to explain concepts in greater detail.
Pupils then move on to study groundwater and look at the different ways in
which we can access it.
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.
12
TERM 1 Think together

CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
Climate change.
Understand the importance of looking after the

atmosphere and the consequences of not doing
so.


different sources.

different sources.


13
KEY
PAGES
COMPETENCES
Understands the importance of looking MST, SOC
52, 53
after the atmosphere and the
consequences of not doing so.
Explains climate change.
MST, LIN
52, 53
LTL, LIN
52, 53
information, as well as analysing it and
drawing conclusions. Reflects on the
process followed and reflects on it
orally.
LTL, LIN
52, 53
LTL, LIN
52, 53
LIN
52, 53
LTL, AUT
52, 53
good condition.
LTL
52, 53
LTL, SOC
52, 53
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS

objectives.


received. Reading techniques
for Social Science publications.

14

historical nature.
KEY
PAGES
COMPETENCES
SOC
52, 53
AUT, LTL
52, 53
AUT, LTL
52, 53
SOC, AUT
52, 53
UNIT 4 Rocks and minerals

CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
KEY COMPETENCES
PAGES
Rocks and minerals.
Learn the concepts of rocks and minerals and

know some examples and their properties.
Observes, identifies and explains the

composition of rocks, naming some
examples and explaining how they
formed.
Identifies some minerals according to
their properties.
Identifies and explains the
differences between rocks and
minerals.
Identifies and describes some of the
uses of rocks and minerals.
Understands actions that would help
to improve the environment.
MST
58-61,
64
MST
61
MST
60, 61
MST, LIN
62, 63
MST, CUL
65

LTL, LIN
59-65

LTL, LIN
64, 65
LTL, LIN
56-67
Uses of rocks and minerals.

Human intervention in the
environment.
the Social Sciences. Collect
relevant information using
different sources (direct and
indirect).
Identify some of the uses of rocks and

minerals.
Understand the influence human activity has
on the environment and possible problems
and solutions.
different sources.

15
CONTENT
EVALUATION CRITERIA
different sources.

responding to situations with intuition, an
open mind and flexibility.
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.
16
LEARNING STANDARDS
KEY COMPETENCES
PAGES
Expresses orally, carefully and

clearly, contents related to the
subject area.
good condition.
ideas and responding to situations
with intuition, an open mind and
flexibility.
constructively in daily life and
develops strategies for conflict
resolution.
Identifies and uses the correct code
of conduct for their environment.
and carrying out of simple actions
and shows initiative when taking
decisions.
LIN
63-65
LTL, AUT
64
LTL
57, 64,
65
LTL, SOC
65
SOC
65
AUT, LTL
64, 65
AUT, LTL
64, 65
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
KEY COMPETENCES
PAGES



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
64, 65
17
UNIT SUMMARY
This is a brief unit in which pupils explore the world of rocks and minerals by
looking at how they are formed within the Earths crust and their many uses
and purposes in everyday life.
In this unit your pupils will learn that, contrary to common perception, the
Earths crust is constantly changing, but that it does so at a pace that to
human perception is extremely slow. Use the example of fossils (which
became trapped in rock millions of years ago) to help them realise just how
slowly rocks and minerals are formed. Throughout the unit, encourage
pupils to think about:
Pupils begin by refreshing what they know about fossils and rocks through
reading about Ana and Toms school trip to a beach. In the story they meet a
geologist who refers to some characteristics and uses of rocks. Finally pupils
learn to classify rocks using a detective key.
how every day they come across many different rocks and minerals
the importance of rocks in reflecting the geological history of the Earth
how natural events and human activities can alter landscapes
On the first two content pages, pupils are introduced to the three types of
rock: igneous, sedimentary and metamorphic. They also learn about three
types of minerals and get to know examples of each.
Think about it
The unit then moves on to the wide variety of uses that we make of rocks
and minerals in our everyday lives. Pupils have the opportunity to see
minerals and rocks in their raw form on one side of the double-page spread
while on the other side they discover the end product that they are more
familiar with.
The Think about it page in this unit focuses on land erosion. Pupils will read
about measures that can be taken to prevent and combat land and coastal
erosion. They will then be encouraged to think about the actual measures
that they have observed in their surroundings, for example the last time
they went to the beach or in relation to a recent forest fire in their region.
18
UNIT 5 Landscapes
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
Landscapes and landforms.
Define and describe different landscapes and

name the landforms which form them.
Landscapes in Spain.
Describe the general characteristics of the

landscapes and landforms of Spain.
Defines and describes different

landscapes and names the landforms
which form them.
Describes the general characteristics
of the landscapes and landforms of
Spain.
Locates the main landscapes and
landforms in their close surroundings.
Explains the need to conserve natural
resources to guarantee future
development and shows sensitivity to
environmental problems by
consuming responsibly.
Identifies and describes the effect
human activity can have on
landscapes and landforms.
Understands actions that would help
improve the environment.
Human intervention in the

environment and on landscapes.
indirect).
Identify and describe the effect human activity

can have on the environment, landscapes and
landforms.

different sources.
19
KEY
PAGES
COMPETENCES
MST, LIN
70-75
MST, LIN
74, 75
MST, LTL
78
MST, SOC
77, 79
MST, SOC
70, 71, 76,

77
SOC
77, 79
LTL, LIN
71-79
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS

different sources.





20
KEY
PAGES
COMPETENCES
LTL, LIN
78, 79

LTL, LIN
6881

LIN
69, 78, 79

good condition.
ideas and responding to situations
with intuition, an open mind and
flexibility.
resolution.
LTL, AUT
78
LTL
69, 78, 79
LTL, SOC
79
SOC
79
AUT, LTL
78, 79
CONTENT

EVALUATION CRITERIA
LEARNING STANDARDS


shows initiative when taking
decisions.
historical nature.
21
KEY
PAGES
COMPETENCES
LTL, AUT
78, 79
SOC, AUT
78, 79
UNIT SUMMARY
In this unit pupils will review and extend their knowledge of landforms and
the physical geography of Spain. They will also look at how human activity
affects landscapes.
In this unit your pupils will acquire a basic understanding of different

landforms and learn to appreciate the huge impact that human beings have
on their surroundings. Throughout the unit, try to encourage pupils to think
about:
Pupils begin by refreshing what they know about inland and coastal
landscapes using an illustration that contains examples and text boxes that
provide definitions of the main terms. Information is presented clearly to
enable quick access for revision.
how people modify natural features of the landscape with roads, towns,
factories and transport
the negative impact that man-made features in landscapes can have on
the environment
what measures can be taken to reduce this negative impact, including
protecting wildlife
This is followed by a double-page spread that aims to build on pupils prior

study of landforms in Spain by providing more detailed description of the
countrys natural features, with special emphasis on mountain ranges,
depressions and plateaus. The last two content pages deal with positive and
negative consequences of human activity on landscapes.
Think about it
The Think about it page in this unit develops pupils ability to think critically
by asking them to discuss what actions help conserve the local environment.
They read a short text that explains that we all share the same planet and
that our actions have an effect on everyone else. The activities at the
bottom of the page invite pupils to engage with environmental groups in the
local area.
The new vocabulary presented in this unit extends pupils knowledge of

technical terms and develops their ability to look more critically at how
people modify landscape and their immediate surroundings. They will also
improve their observation and interpretation skills for visual information.
22
UNIT 6 Community
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
Local government.
Investigate and explain the structure of a

local government, how it works, what it
does and how it is chosen.
Explains how a local government

is chosen, its structure and how
it works.
Describes what a local
government does and names the
public services it is responsible
for.
Defines local government,
municipality and local
population.
Names some of the members of
the local government, as well as
some providers of public
services.
Explains and simulates the
election process.
Understands and defines
province, autonomous
community, autonomous city,
and locates them on a political
map of Spain.
The organisation of Spain.
Understand province, autonomous

community and autonomous city and
locate them on a political map of Spain.
23
KEY
PAGES
COMPETENCES
MST, SOC,
84-86
CUL, LIN
MST, SOC, LIN
86, 87
MST
87
MST, LIN
86, 87
MST, LIN, SOC
85, 86, 94
MST, LTL
88
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
National and regional government.
Know the basic structure and

responsibilities of the national government
and the governments of the autonomous
communities.
Population.
Understand the general characteristics of

the Spanish population.
Knows the structure and

responsibilities of the national
government and the
governments of the autonomous
communities.
Defines the population of a
place, age groups, birth rate,
death rate; active and inactive
populations; immigration and
emigration.
Explains the difference between
the padrn and the census.
Interprets simple population
pyramids.
Describes some of the principal
population problems today:
rural, exodus, ageing,
overpopulation, immigration,
emigration.
Describes some professions that
are disappearing or have
disappeared.
Values and respects the cultural,
social, political and linguistic
variety found in Spain today.
Spanish culture and multiculturalism.
Understand, value and respect the cultural

variety found in Spain today.
24
KEY
PAGES
COMPETENCES
MST, SOC
89
MST
90, 91
MST, SOC, LIN
90
MST, LTL
90
MST, LIN
91
MST, SOC
95
MST, CUL
92, 93
CONTENT

and remember information obtained
through different methods and from
different sources.
EVALUATION CRITERIA
LEARNING STANDARDS
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

projects, showing independence and
initiative in order to achieve objectives.

their capacity to acquire information and
ideas and present innovative conclusions.
25
Names the languages spoken in

different regions and is conscious
of their legal status.
Knows and values other cultural
expressions, such as cuisine,
festivals, music and dance.
Appreciates the influence of
other cultures and understands
how they enrich the cultures of
Spain.
responsible and effective
manner.
subject area.
Develops a cooperative and
flexibility.
KEY
PAGES
COMPETENCES
MST, CUL
92
MST, CUL
92, 93
MST, CUL
93
LTL, LIN
94, 95
LTL, LIN
82-97
LIN
83, 93-95
LTL
83, 94, 95
AUT, LTL
94, 95
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
Shows independence in the
planning and carrying out of
simple actions and shows
26
KEY
PAGES
COMPETENCES
AUT, LTL
94, 95
UNIT SUMMARY
In this unit, pupils will review and extend their concept of community by
exploring four different levels of government, that range from local to
national levels: municipality, province, autonomous community and central
government.
In this unit, your pupils will learn how everybody plays an important role in
their community. They will learn to appreciate that many individuals work
together to make their community, province, autonomous community and
country a safe, clean and pleasant place to live. Throughout the unit, try to
encourage pupils to think about:
Pupils begin by refreshing what they know about the local government from
previous levels, including: the role of the mayor and the councillors in the
town or city council, and how public services are organised. This is followed
by a double-page spread that defines and explores the national government
of Spain, presenting the 17 autonomous communities and 2 autonomous
cities. It then goes on to compare and contrast the roles of the central
government and the government of autonomous communities.
how every family is unique and special

how they should respect diversity and not discriminate against anyone
because of their culture, religion or social background
how they can be responsible members of the class and their community
Think about it
The next double-page spread focuses on population, first through some

simple population graphs and then by discussing important factors that
affect its growth, such as natality and mortality, rural exodus, immigration
and emigration. The last two content pages present Spain as a multicultural
country with a rich diversity of languages, dishes and festivals.
The Think about it page in this unit focuses on vanishing professions - jobs
that have changed or do not exist anymore. The pupils will read about how
technology has replaced some jobs and others have completely
disappeared. This will help them to reflect on how the needs of the modern
world have changed.
27

CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
The European Union.
Identify some of the advantages of being a

member of the European Union as well as some
of its logos and visual identifiers.

different sources.

different sources.
Identify some of the advantages of

being a member of the European
Union as well as some of its logos and
visual identifiers.


28

good condition.
KEY
PAGES
COMPETENCES
MST, SOC,
98, 99
CUL
LTL, LIN
52, 53
LTL, LIN
98, 99
LTL, LIN
98, 99
LIN
98, 99
LTL, AUT
98, 99
LTL
98, 99
LTL, SOC
98, 99
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS

objectives.



29

historical nature.
KEY
PAGES
COMPETENCES
SOC
98, 99
AUT, LTL
98, 99
AUT, LTL
98, 99
SOC, AUT
98, 99
UNIT 7 Work and travel

CONTENT
EVALUATION CRITERIA
The economy.
Identify the basic characteristics of the economy.
The Spanish economy.
Tourism in Spain.
Transport and road safety.
LEARNING STANDARDS
Names the three economic sectors and

classifies some activities according to the
sector they belong to.
Identifies and defines raw materials and
manufactured product and associates
some examples with how they are
obtained.
Describes, in order, the process from the
obtaining of a product through to its sale.
Identify the basic characteristics of the Spanish
Explains, in general terms, the main
economy.
economic activities carried out in Spain
and where they occur.
Interpret information about the Spanish
economy on maps.
Know the basic characteristics of tourism in Spain and Locates on a map the main tourism
its importance for the
regions in Spain.
Spanish economy.
Identifies the different symbols found on
a tourist map.
Understand the principal characteristics of transport Knows the different forms of transport
and road safety.
and their characteristics.
Differentiates between different forms of
transport according to the situation,
based on their respective advantages and
disadvantages.
30
KEY
PAGES
COMPETENCES
MST, SOC, CUL 105107
MST
105107
MST
105
MST, SOC, LIN
106,
107
MST, LTL
MST, LTL
106,
107
108
MST, LTL
109
MST
110
MST, SOC, LTL
110
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
Advertising.
Understand the basic goals and techniques of

advertising.
Money.
Begin to understand the importance of a responsible

attitude towards money.
indirect).

different sources.

31
KEY
PAGES
COMPETENCES
Explains the basic rules of road safety and SOC, CUL, LTL
111
is aware of the consequences of them not
being understood or followed.
Knows the meaning of some traffic signs MST, LIN
111
and recognises the importance of
obeying them whether as a pedestrian or
transport user.
Identifies different types of roads on a
MST, SOC
111
road map.
Understands the basic goals of
CUL, SOC, LTL
112
advertising and uses them of its
techniques to create their own advert.
Compares the price of a product to
SOC, LTL, AUT 113
identify the cheapest and most expensive
offer.
Puts together a simple budget for a given SOC, LTL, AUT 113
situation.
LTL, LIN
105information, analysing it and drawing
113
Performs academic tasks in a responsible

and effective manner.
LTL, LIN
LTL, LIN
105,
114
102115
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
different sources.




good condition.
recognising merit in others ideas and responding to attitude, recognising merit in others
situations with intuition, an open mind and flexibility. ideas and responding to situations with
capacity to acquire information and ideas and present initiative, curiosity, interest and creativity
innovative conclusions.
in the learning process.
Employ techniques appropriate to intellectual tasks; Produces work and makes presentations
produce work and make presentations both
both individually and as part of a group,
individually and as a group, involving search, selection participating in the search, selection and
and organisation of texts of a social, geographical or
organisation of texts of a geographical,
historical nature, while showing autonomy and
social and historical nature.
32
KEY
PAGES
COMPETENCES
LIN
103,
112,
113
LTL, AUT
112
LTL
103,
112,
113
AUT, LTL
112,
113
AUT, LTL
112,
113
SOC, AUT
112,
113
UNIT SUMMARY
In this unit, pupils will review and extend their knowledge of the Spanish
economy. They will also learn about the three main kinds of tourism that
Spain offers, the symbols used in tourist maps, and about transport and
road safety.
In this unit your pupils will learn to appreciate the way in which the
economy of a country works and how it affects their lives and that of their
families. Throughout the unit, try to encourage pupils to think about:
Pupils begin by refreshing what they know about the economy, what it
means and how all jobs are interconnected. They explore this concept
through Ana and Toms school trip project, which is related to the story of
their trip to a tile shop.
how the tertiary sector is linked to the primary and secondary sectors
because the economy is interconnected
how pupils need to study and learn new skills to find the right job for
them
how important it is to be a responsible consumer
On the first double-page spread of content, pupils are given an overview of

the Spanish economy. The first page focuses on the primary sector, using a
map to help pupils visualise the main products that are cultivated and
extracted in Spain. The second page uses the same map, but this time it
contains the main industries in the secondary and tertiary sectors.
Think about it
The Think about it page in this unit focuses on spending and saving. The
pupils will read about budgeting and understand the difference between
essential purchases and extras. They will apply their understanding to a
selection of products, deciding if they are essentials or extras. They will
also have to plan a birthday party within a budget.
Pupils then move on to explore, on two further double-page spreads,

tourism and transport - the two main industries in the Spanish economy.
33
UNIT 8 Prehistory
CONTENT
EVALUATION CRITERIA
Spanish history.
Know, in general terms, the main

historical periods for the Iberian
Peninsula.
Prehistory.
Pre-Roman peoples.
Heritage.
LEARNING STANDARDS
Identifies the fall of the Roman Empire (AD

476) as the start of the Middle Ages; Columbus
arrival in the Americas (AD 1492) as the start of
the early modern period; the War of
Independence (AD 1808) as the start of the late
modern period.
Identify and describe the principal Describes the principal characteristics of the
characteristics of Prehistory on
way of life and the changes experienced during
the Iberian
the Palaeolithic, the Neolithic and the Metal
Peninsula.
Ages.
Is aware of the oldest human remains found on
the Iberian Peninsula such as in Atapuerca in
Burgos.
Identifies some cultural remains of the first
peoples on the Iberian Peninsula such as the
Altamira caves.
Know the principal characteristics Knows the way of life of the indigenous preof the way of life of pre-Roman
Roman people on the Iberian Peninsula and
people on the Iberian Peninsula. identifies some of the remains of their culture
such as the Dame de Elche and the Toros de
Guisando.
Understand the importance of
Understands the importance of preserving our
preserving our cultural heritage.
cultural heritage.
34
KEY
COMPETENCES
CUL
PAGES
CUL, LIN
120,
121
CUL
121
CUL
120
CUL
122,
123
CUL, SOC
125
119
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS

Develop strategies to organise, memorise and
remember information obtained through

sources.

orally.
Performs academic tasks in a responsible and
LTL, LIN
effective manner.
LTL, LIN
of their work.
Expresses orally, carefully and clearly, contents LIN

way.
flexibility.
acquire information and ideas and

achieve objectives.
Develop a capacity for hard work

studying.
35
KEY
COMPETENCES
LTL, LIN
Uses the materials in a suitable and careful way LTL, AUT

Develops a cooperative and adaptive attitude, LTL

process.
PAGES
119125
124,
125
116127
117,
124,
125
124
117,
124,
125
AUT,LTL
124,
125
AUT,LTL
124,
125
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS

publications.
Employ techniques appropriate to

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.
36
KEY
COMPETENCES
SOC,AUT
PAGES
124,
125
UNIT SUMMARY
In this unit pupils will review and extend their knowledge of history, learning
how we divide it into periods that begin and end with a significant event.
They will also explore in detail the Prehistoric Period in Spain.
In this unit your pupils will learn to appreciate how important it is to

conserve cultural heritage so that we can learn about our past. Throughout
the unit, try to encourage pupils to think about:
At the beginning of the unit pupils will accompany Ana and Tom on their trip
to an archaeological museum, where they visit a replica of the Cave of
Altamira. The story and School trip project allow further discussion of the
concept of history and prehistory. These opening pages are designed to test
pupils prior knowledge and ease them into the subject matter of the unit,
stimulating interest and encouraging anticipation.
the importance of protecting historical and cultural heritage, such as cave

paintings and megaliths
how we must respect the rules when visiting museums and historical sites
the importance of learning about the past to help us understand our
origins
The first double-page spread of content gives pupils an overview of the six
main periods of Prehistory: Palaeolithic, Mesolithic, Neolithic, the Copper
Age, the Bronze Age and the Iron Age. The transition from one to another is
depicted by means of a timeline. The following two pages deal with the two
main Pre-Roman peoples that inhabited the Iberian Peninsula: the Celts and
the Iberians.
Think about it
The Think about it page in this unit focuses on conserving cultural heritage
for future generations, in particular cave paintings. The pupils will read
about the Cave of Altamira and how damage to the paintings has provoked
the closing of the cave on several occasions. They will then have to match
risks to which we expose cave paintings when we visit caves to the
photographs that depict those risks.
37
UNIT 9 Ancient History

CONTENT
EVALUATION CRITERIA
Colonisation.
Identify and describe the basic

aspects of the colonising peoples
of the Iberian Peninsula.
The Romans.
The fall of the Roman Empire.
LEARNING STANDARDS
Identifies the basic aspects of the colonising

people of the Iberian Peninsula: the
Phoenicians and the founding of Gadir; the
Ancient Greeks and the founding of Rosas and
Ampurias; the Carthaginians and the siege of
Saguntum by Hannibal.
Know the principal characteristics Identifies the date of the arrival of the Romans
of the Roman conquest and
on the Iberian Peninsula (218 BC).
Romanisation of the Iberian
Identifies Hispania as the Roman name for the
Peninsula.
Iberian Peninsula.
Knows about certain events and people from
the period: Scipio Africanus, Viriatus,
Numantia.
Is aware of the Roman legacy in Spain:
infrastructure; language, law and religion.
Identifies some Roman remains found in Spain:
for example Mrida, Segbriga or the Aqueduct
of Segovia.
Knows of some Roman figures who were from
Spain: the emperors Trajan and Hadrian, and
the philosopher Seneca.
Know the main aspects of the fall Identifies the barbarian invasions as one of the
of the Roman Empire.
factors leading to the fall of the Roman Empire.
38
KEY
COMPETENCES
CUL
PAGES
CUL
134
CUL
134
CUL
134
CUL
135
CUL
135
CUL
135
CUL
136
132,
133
CONTENT

Develop strategies to organise, memorise and
remember information obtained through


achieve objectives.
EVALUATION CRITERIA
LEARNING STANDARDS

sources.
Develop a capacity for hard work
studying.

way.
flexibility.
acquire information and ideas and
39
Identifies the date of the Fall of the Roman

Empire (AD 476) as the end of Ancient History.
orally.
Performs academic tasks in a responsible and
effective manner.
of their work.
Expresses orally, carefully and clearly, contents
KEY
COMPETENCES
CUL
PAGES
LTL, LIN
131139
LTL, LIN
138,
139
128141
131,
138,
139
138
LTL, LIN
LIN
Uses the materials in a suitable and careful way LTL, AUT

Develops a cooperative and adaptive attitude, LTL

process.
AUT, LTL
137
129,
138,
139
138,
139
CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS

publications.

Employ techniques appropriate to Produces work and makes presentations both SOC, AUT
individually and as part of a group, participating
in the search, selection and organisation of
texts of a geographical, social and historical
nature.
40
KEY
COMPETENCES
AUT, LTL
PAGES
138,
139
138,
139
UNIT SUMMARY
In this unit, pupils will review and extend their knowledge of Ancient
History, focusing in particular on the Roman culture and legacy.
In this unit, pupils will learn that everybody plays an important role in their
community. They will learn to appreciate that many individuals work
together to make their community a safe, clean and pleasant place to live in.
Throughout the unit, try to encourage pupils to think about:
With the unit-opener and story, pupils begin by understanding what is

meant by Ancient History. They then reflect on Roman architecture using a
table that contains some Roman structures and their purpose.
the importance of protecting historical sources, such as artefacts and

historical remains
the importance of learning about the past to help us make the future
better
how we must respect and value the contributions and inventions that
other cultures have provided
The main unit content begins by exploring three Mediterranean cultures

that founded colonies in the Iberian Peninsula, namely the Phoenicians,
Ancient Greeks and Carthaginians. This is followed by discussion of some key
historical figures of the Roman conquest of the Iberian Peninsula. On the
opposite page pupils have a table that helps them understand four aspects
of the Roman legacy and some sketches of important Roman citizens from
Hispania.
Think about it
The last two content pages move on to the fall of the Roman Empire and the
arrival of the Visigoths, the Germanic tribe that settled in Hispania and
whose arrival signifies the beginning of the Middle Ages in Spain.
The Think about it page in this unit focuses on China and how contact with
the Chinese culture began through the silk trade in the 2nd century AD.
Pupils have the opportunity to broaden their horizons by deciding if a
particular invention or activity first appeared in the Mediterranean or in
China.
41

CONTENT
EVALUATION CRITERIA
LEARNING STANDARDS
Heritage.
Understand the importance of the past

today.
Introduction to scientific knowledge and

its application in the Social Sciences.
Collect relevant information using
different sources (direct and indirect).
Obtain specific and relevant information,

using different sources.

and remember information obtained
through different methods and from
different sources.
Develop a capacity for hard work and

show perseverance while studying.
Explains some of the ways we

can use buildings from the past
today.
Researches, selects and
organises information, analysing
it and drawing conclusions.
Reflects on the process followed
and reports on it orally.
responsible and effective
manner.
subject area.
Uses the materials in a suitable
and careful way thereby keeping
them in good condition.
Develops a cooperative and
flexibility.
Develop a cooperative and adaptive

attitude, recognising merit in others ideas
and responding to situations with
42
KEY
PAGES
COMPETENCES
SOC, CUL
142, 143
LTL, LIN
142, 143
LTL, LIN
142, 143
LTL, LIN
142, 143
LIN
142, 143
LTL, AUT
142, 143
LTL
142, 143
CONTENT

projects, showing independence and
initiative in order to achieve objectives.

memorising and structuring the
information received. Reading techniques
for Social Science publications.
EVALUATION CRITERIA
LEARNING STANDARDS

their capacity to acquire information and
ideas and present innovative conclusions.
Employ techniques appropriate to

intellectual tasks; produce work and make
presentations both individually and as a
group, involving search, selection and
geographical or historical nature, while
43

resolution.
Identifies and uses the correct
code of conduct for their
environment.
Shows independence in the
planning and carrying out of
simple actions and shows
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.
KEY
PAGES
COMPETENCES
LTL, SOC
142, 143
SOC
142, 143
AUT, LTL
142, 143
AUT, LTL
142, 143
SOC, AUT
142, 143

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Teaching programme ByME Social Science 4

Area: Ciencias Sociales (English)

Stage: Primary Education

Teaching programme ByME Social Science 4

UNIT 1 Earth and space

The Earth and the Moon.

Understand the movements of the Earth and the

Understands the Earths orbit and

Measuring and representing the

Identify the different ways of representing the Earth.

Studying the Solar System.

Understand some of the history of our knowledge of

Obtain specific and relevant information, using

Develop a capacity for hard work and show

Performs academic tasks in a responsible LTL, LIN

Teaching programme ByME Social Science 4

Expresses orally, carefully and clearly,

Teaching programme ByME Social Science 4

VALUES AND ATTITUDES

At the beginning of the unit, pupils are introduced to six famous

Teaching programme ByME Social Science 4

UNIT 2 Weather and climate

Understand the characteristics of

Identifies the different factors involved in

Predicting the weather.

Identify different ways of

Values the importance of predicting the

Understand the basic

Teaching programme ByME Social Science 4

Introduction to scientific knowledge and its

Correct use of different materials.

Identifies the three main climate zones on

Teaching programme ByME Social Science 4

With help, plan and manage simple projects,

Techniques for Intellectual work.

Teaching programme ByME Social Science 4

VALUES AND ATTITUDES

Teaching programme ByME Social Science 4

Identify the characteristics of the main types of

Knows the different types of bodies of

Identify the most important rivers in Spain.

The water cycle.

Understand the different stages of the water

Introduction to scientific knowledge

Obtain specific and relevant information, using

41, 4345, 4749

Teaching programme ByME Social Science 4

Develop strategies to organise,

Develop a capacity for hard work and show

Correct use of different materials.

Use the materials in a suitable way.

Develop a cooperative and adaptive attitude,

Performs academic tasks in a

With help, plan and manage simple

Develop creativity and initiative improving their

Shows self-confidence, personal

Teaching programme ByME Social Science 4

Techniques for Intellectual work.

Employ techniques appropriate to intellectual

Produces work and makes

Teaching programme ByME Social Science 4

VALUES AND ATTITUDES

Teaching programme ByME Social Science 4

TERM 1 Think together