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Cambridge University Press978-8-490-36604-2 — Cambridge Social Science Level 1 Teacher's Book with Downloadable AudioSeries: Social Science PrimaryExcerptMore InformationUNIT 3PAGES 30–31washing, cleaning, drinking,watering plants, playingWe all need water.Objective:The opening spread aims toarouse pupils’ curiosity andinterest in the topic of theunit. It should make pupilswonder how all the images areconnected and want to find outmore.3As with previous units, itprovides an opportunity forteachers to assess what pupilsknow about the importance ofwater. Pupils will meet a newexplorer, Little Fahrenheit.WATER EVERYWHERE!What do you use water for?Who needs water?Key vocabularybeach, boat, bottle, dolphin,factory, parasol, river, tree,umbrella, water, weatherTipHave A4 (recycled) paper fordrawing.Min dfulWarm upAsk pupils to look at the openingspread for a minute, and then to closetheir books. Together with a partnerask them to name at least 5 thingsthey remember. Help pupils with anywords they don’t know how to say.Water makes usfeel calm.time30Mindful timeFind some sounds of water flowing, waves rolling, rain falling, etc. and play audio track20 at different points during the lesson. On page 40, pupils will listen to different watersounds and decide which ones make them feel calm.40 in this web service Cambridge University Presswww.cambridge.org

Cambridge University Press978-8-490-36604-2 — Cambridge Social Science Level 1 Teacher's Book with Downloadable AudioSeries: Social Science PrimaryExcerptMore InformationMain concepts Ask what pupils think this unitwill be about. Read the scatteredquestions and have a simplediscussion about water.Because all living things need water to live. Ask pupils the difference betweenWho? What? Why? and Where? in thequestions.Water, water everywhere! Point to elements in the illustrationand ask how they are connected tothe unit. Focus attention on the twocharacters. Ask why Little Armstrongis not well. Ask pupils to look back topage 4 and find out the name of thenew character and what he likes.Why is water important?Learn more Watch the documentary andencourage pupils to react to it. Askhow the girl’s life collecting wateris different from theirs and how itmakes them feel. Encourage pupils to fold an A4paper in half. On one side havepupils draw how the girl gets waterand on the other, how they get theirwater.Where does water come from?SongThe song lists the different wayswe use water and reinforcesvocabulary. It also sends themessage that we mustn’t wastewater!D CUMENTARYWater for life31DocumentaryThe documentary shows how wemust look after water.It is recycled from lakes, rivers and seas.41 in this web service Cambridge University Presswww.cambridge.org

Cambridge University Press978-8-490-36604-2 — Cambridge Social Science Level 1 Teacher's Book with Downloadable AudioSeries: Social Science PrimaryExcerptMore InformationUNIT 3PAGE 32Objective:ponds, lakes, rivers, seas,oceans, rain, and tapsa sea b lake c river d pondPupils will learn that there aredifferent bodies of water onEarth.WHERE CAN YOU FINDWATER ON EARTH?Key vocabularyLook and match.FindFindoutsealake, pond, river, seaWarm upIntroduce Mindful time. Play thesound of flowing water. Have pupilsclose their eyes for a minute. Askhow the sound makes them feel andwhat it makes them think about. AskWhere do you hear water? Write keyvocabulary on the board.lakeSeas, lakes, riversand ponds are allbodies of water.Main concepts Ask if they can name the bodiesof water on the page. Play theaudio and have pupils match thewords and photos. Talk about thedifferences between the bodies ofwater.terCan you find wain other places?riverpond Call out the different names on thepage and have pupils point to thecorrect photo. Do they know thenames of any rivers, lakes or seas?FUN FACTThere is a lot ofwater in your body! Ask Can you find water in otherplaces? Pupils share their ideas.32Learn more Talk about what activities you cando on a pond, lake, river and sea.Here's the hidden sun!Yes. In water bottles, toilets, washing machines,snow, ice, our body, etc. Read and discuss the Fun Fact.42 in this web service Cambridge University Presswww.cambridge.org

Cambridge University Press978-8-490-36604-2 — Cambridge Social Science Level 1 Teacher's Book with Downloadable AudioSeries: Social Science PrimaryExcerptMore InformationUNIT 3PAGE 33Europe, South America,Africa, North AmericaObjective:Pupils will discover the namesof some well-known rivers andlakes, and locate them.Try itoutMini-MYDICTIONARYLet’s discover bodies of water.Key vocabulary1 Look at a globe and point to bodies of water.body of water, continent, lake,pond, river, sealakeWarm upPlay Hangman with the key wordsfrom the previous class.pondMain concepts2 Find out which continent the following riversand lakes are in. Complete the table.Bodyof ganContinent Pupils review names of continentsand oceans using maps or globes.river Say Let’s discover bodies of water!Read the names of the lakes andrivers in the table. Explain thateach body of water is on a differentcontinent. Pupils look and locatethem.sea Check answers together beforepupils fill in the table.Learn moreAland a s,ar,apwater.ofare all bodies,33A lake, a pond, a river and a seaare all bodies of water. Ask each group to locate anotherbody of water on their own and addit to the table. Read My dictionary as a class. Askpupils to find the sticker and tracethe words. Ask pupils to read and complete theWhat have I learnt? box individually.43 in this web service Cambridge University Presswww.cambridge.org

Cambridge University Press978-8-490-36604-2 — Cambridge Social Science Level 1 Teacher's Book with Downloadable AudioSeries: Social Science PrimaryExcerptMore InformationUNIT 3PAGE 34to wash, clean, and drinkObjective:Pupils will identify where thewater in our homes comes fromand the different ways it is used.FindFindoutWHY DO WE NEED WATER?Listen and point.Key vocabularyclothes, dishes, shower, tap, toiletWarm upHave pupils stand around a tap orwater fountain. Discuss where pupilsthink the water comes from and howit arrives at our homes and school. Askwhy we need water.We cannot drink contaminated water.We need to clean it first.Main conceptsmes?t our hoaeivrrraes wateHow do Pupils look at the photos and namethings they know with a partner. Play the audio and have pupilspoint to each picture. Play the audioa second time, stopping after eachdescription for pupils to repeat.TipTurn off the tap.Don’t waste water! Ask How does water arrive at ourhomes? Focus pupils’ attention onthe reservoir and let them explain. Ask what would happen if we drankcontaminated water.TipTake short showers.Learn more Discuss the importance of notwasting water and why. Play the song Water, watereverywhere while pupils mime theactions.34It comes from reservoirs, is cleaned(and treated) and comes throughpipes into our house.44 in this web service Cambridge University Presswww.cambridge.org

Cambridge University Press978-8-490-36604-2 — Cambridge Social Science Level 1 Teacher's Book with Downloadable AudioSeries: Social Science PrimaryExcerptMore InformationUNIT 3PAGE 35Objective:Pupils will carry out a simpleexperiment to understand theproperties of water.Try itoutLet’s learn more about water.Key vocabulary1 Look at and smell a glass of water and a glass of orange juice.colour, glass, orange juice, smell,tasteWarm upPresent a glass with clean water, andone with dirty water. Ask pupils to lookand describe the water. Ask pupilsto describe what they think the dirtywater tastes like. Let pupils also smellthe dirty water and describe the smell.2 Taste the water and the orange juice.Main concepts Say Let’s learn more about water.Read the instructions together andask a volunteer to explain what theywill do. Pupils should work in pairs. Giveeach pair a glass of water and aglass of orange juice. Explain theymust look, smell, taste and compare.ConclusionRead and circle.Orange juice / Water has no colour.Orange juice / Water has no smell.Orange juice / Water has no taste.35Water has no colour, smell or taste! After the experiment, call outdifferent statements It is orange. / Ithas no colour. / It has no smell. etc.and have pupils respond with thecorrect answer. Read the conclusion together andhave pupils circle the correct words.Learn morePlay the chant Water in my glass.45 in this web service Cambridge University Presswww.cambridge.org

Cambridge University Press978-8-490-36604-2 — Cambridge Social Science Level 1 Teacher's Book with Downloadable AudioSeries: Social Science PrimaryExcerptMore InformationUNIT 3PAGE 36Look outside!It’s on page 32.Objective:Pupils will learn to identify andtalk about different types ofweather.WHAT’S THE WEATHER LIKE TODAY?Key vocabularyDraw the weather today.FindFindoutFind the sun hidden in the unit!cloudy, rainy, snowy, stormy,sunny, windysnowysunnyWarm upPlay Hangman with the word weather.Look out of the window and say What’sthe weather like today? Elicit responses.windyMain conceptsstormy Ask pupils to look at the weatherphotos and to read each word witha partner.cloudy Play the audio and have pupilspoint. Play again, stopping aftereach word so pupils can repeat it.rainy Hold up one weather flashcard at atime and ask What’s the weather like?Encourage pupils to reply with It’s .Give volunteers a chance to ask thequestion.FUN FACTRainbows come out when it is rainyand sunny at the same time.What’s the weatherlike today?It’s If you have brought items linked tothe weather, hold these up and askWhat’s the weather like?36Learn more Look out of the window again,and have pupils tell you what theweather is like, before they draw itin their books. Read and discuss the Fun Fact.46 in this web service Cambridge University Presswww.cambridge.org

Cambridge University Press978-8-490-36604-2 — Cambridge Social Science Level 1 Teacher's Book with Downloadable AudioSeries: Social Science PrimaryExcerptMore InformationUNIT 3PAGE 37Objective:Pupils will make a rain gauge toobserve rainfall.Try itoutMini-Key vocabularyMYDICTIONARYLet’s make a rain gauge.bottle, cloudy, measure,playground, rain, rain gauge,rainy, snowy, sunny, windy1 Cut the top part off a bottle. Place it inthe bottom part of the bottle.cloudy2 Put your rain gauge in the playground andmeasure it when it rains.Warm upPlace weather flashcards aroundthe room. Pupils ask you What’s theweather like? When you respond, theypoint to the correct flashcard.rainyMain concepts Show the rain gauge flashcard. AskWhat is it?snowy Say Let’s make a rain gauge.Demonstrate and show how tomark centimetres on the side. Pupilsprepare their rain gauges.sunnyKeep a record ofthe rain for a week.Weather changes. It can be, clsu.snIt can also be ror stormy.wor Label the bottles before finding aplace for them outside.Learn morewindy,37Weather changes. It can be sunny, cloudy or snowy.It can also be rainy, windy or stormy.Pupils create a table with days of theweek (or Week 1/Week 2, etc.) acrossthe top, and centimetres markeddown the side. Read My dictionary as a class. Askpupils to find the sticker and tracethe words. Ask pupils to read and complete theWhat have I learnt? box individually.47 in this web service Cambridge University Presswww.cambridge.org