Edebe · Web viewEach sequence includes various learning activities, both oral and written, which allow the content to be worked with (Talk about it, Did you know?, Notebook activities,

Natural Science 3EP

CLASSROOM PROGRAMMING Programming of teaching units

edebé

Lesson 1. We can sense

1. Objectives in terms of competences and in relation to multiple intelligences

1. Recognise and understand basic aspects of how the human body operates, establishing a relationship with the possible consequences for individual and group health, valuing the benefits of acquiring healthy daily habits such as physical exercise, personal hygiene and balanced diet for improved quality of life, showing an attitude of acceptance and respect to individual differences. (Mathematical. Science and technology / Naturalistic intelligence)

2. Participate in groups, putting into practice values and attitudes inherent to scientific thinking, promoting entrepreneurial spirit, developing sensitivity and responsibility in view of individual and collective experiences. (Sense of initiative and entrepreneurship/ Intrapersonal Intelligence)

2. 2. List of Contents / Grading Criteria / Learning standards

Contents Grading Criteria Learning Standards• Presentation of the content of the unit. P

• Introduction to vocabulary of the unit. P

• The life cycle. Nutrition, relation and reproduction. C

• Living things and inert matter, characteristics. P

• Changes during the stages of life. P

• Senses and the nervous system. C

• The function of senses and their importance in the relationship with the environment. P

• Morphology and function of the organs of the five senses. P

• Identification and adoption of certain healthy habits. V

• Know how the organs and systems function, which intervene in the vital functions of the human body, indicating their location and shape, acquiring habits of a healthy lifestyle that allow the body to function correctly and the mind to develop, preventing diseases and accidents.

• Know and value lifestyles that are appropriate for his or her age and constitution. Obtain and contrast information from different sources, raise possible hypotheses on natural facts and phenomena observed directly and indirectly so that through teamwork they can carry out experiments the possible results of which they anticipate. Express said results in different graphic and digital formats, applying this knowledge to other experiments or experiences.

• Knows how the sense organs function, their possible alterations and the care they require.

• Knows how the organs and systems that intervene in the vital functions of the human body function, indicating their location and shape.

• Observes and identifies the changes in the different stages of life and describes their main characteristics.

• Observes, identifies and describes the external morphology of the body itself.

• Shows a critical attitude toward social practices that are detrimental to healthy development and complicate responsible behaviour toward health.

• Knows and respects individual differences and those of other people, accepting their possibilities and limitations and identifying emotions and feelings that are their own or of other people.

• Identifies and describes practices to prevent and detect risks for health.

• Autonomously and creatively plans leisure activities, whether individually or in groups.

TRANSVERSAL TEACHINGS• Me and you: understanding of the need to care for the sense organs and turn to specialised doctors.

LEARNING ACTIVITIES – Understand how different animals and distinguish the adults from the babies.– Differentiate natural objects from those that are made by man.– Explain how groups of living things are fed: human beings, animals and plants.– Draw the life cycle of a living thing, and argue whether one is a living thing.– Differentiate the ages of different members of a family. – Draw oneself in three phases of life, describing how the body changes and the skills that have been acquired.– Identify how, based on the information obtained in different situations through the senses, the brain gives different orders to the body.– Relate different objects with the sense that we use to perceive them, and the responses given by the body. – Name the information that an eye offers about an object.– Draw and label the parts of the eye of a classmate and name three things we use eyes for everyday.– Understand that pupils dilate or contract according to light.– Name the parts of the ear that vibrate with sound.– Relate sound with vibration waves and the distance at which it is produced.– Write three things we use ears for on a daily basis.– Relate the sense of smell with daily activities.– Relate different places or objects with their smell.– Understand the relationship between taste and sense of smell.– Give examples of different types of taste.– Explain what information is obtained through touch.– Relate different objects with their touch.– Based on personal experience, differentiate the doctors for the different senses.

OTHER ACTIVITIES

INITIAL EVALUATION Class group– Brainstorm ideas on the key content of the lesson to focus attention and be able to activate the previous knowledge

necessary (in this case, write three ideas on how the girl and the rabbit in the photograph perceive the world, share them with the rest of the class and, lastly, propose three new ideas).

MOTIVATION – Explain to the children that in this lesson they will discuss topics such as life cycles and processes, reproduction, nutrition, interaction, the five senses and suggestions on health.

– Introduce the main vocabulary in the lesson.

COMPETENCES AND MULTIPLE INTELLIGENCES

Conduct an experiment to describe why we have two eyes. Students should follow a methodology: Make a hypothesis, Experiment and Analyse. They will have to establish a hypothesis on the reason why we have two eyes based on three proposals. Once the information is collected, they may decide whether their hypothesis was right, and reach a conclusion.

Students will have to play with juggling balls. To do so they will begin searching for information on this exercise, how to carry it out, and about one of its stars, Victor Kee. Then, they will take note of the process they carried out and write about the figure of Victor Kee. Once the exercise with the balls has been practiced, in groups, they will create a show that they will perform at school.

SUPPLEMENTARY – The Senses Song: motivate the students by singing a song on the senses. Students will discuss the meaning and indicate the parts of the body each type it appears in the song.

– Living things VS Non-living things: differentiate between living things and inert elements. Students will view and discuss the proposed link and paste images on the posterboard prepared by the teacher.

– The life cycle: show images on different stages of life. Students must identify which column each phrase corresponds to. In turns, they will write the phrase in the corresponding column on the blackboard.

– Blind Man’s Buff: experiment with the senses of the ear and touch through the proposed game. A student with his or her eyes blindfolded will have to guess the name of the classmate they touch.

– The sounds: understand the effect of the amplification of sound. Students will verify this effect with the aid of a balloon, and

reflect on what they learned.

– Day Tasting Party: work the sense of taste through the perception and recognition of flavours. Following the instructions given, students will wear a blindfold and try different flavours that they will have to describe.

– How does it feel: value the importance of the sense of touch. Following the instructions given, students must recognise different objects through touch.

ATTENTION TO DIVERSITY CURRICULAR ADJUSTMENT:Photocopiable sheets for review

Draw and label two living and two inanimate things. Relate the phrases with the vital processes they belong to.

Photocopiable sheets for further study Explain what can be done to take care of our senses. Indicate if the phrases proposed are true or false and rewrite the false statements so that they are true.

GRADING THE UNIT COMPETENCES / MULTIPLE INTELLIGENCES

Grading resources (material for the teacher)– Photocopiable grading sheet:

• Complete a crossword puzzle with vocabulary from the unit.• Complete four phrases with theory learned in the unit.• Relate the parts of a tongue to the flavour they perceive.

Course plan and teaching guidelines.

Indicators for on-going grading– Competences work/ Multiple Intelligences– Grading competences/ Multiple Intelligences Individual record– Portfolio index.– Grading report.

ACTIVITIES THAT PROMOTE READING AND DEVELOPMENT OF ORAL/WRITTEN EXPRESSIONReading Use reading comprehension strategies:

- Silent reading (self-regulation of comprehension).- Reading aloud.

Comprehensively read text. Read other written texts, in digital format, interactive activities…, to obtain information, learn, have fun or communicate. Read text fragments.

O/W Expression Oral activities to break the ice, which allow an appropriate ambience to be established, and the topic to be introduced. Appropriately express orally/in writing the learning, using accurate vocabulary. Respond in writing to questions related to the content of the lesson. Listen to sounds corresponding to objects and actions and identify them. Observe and discuss images. Use open-ended questions, information search tasks, games… Sing songs.

ICT ACTIVITIES

Online resources (www.edebe.com)– Interactive Digital Book. – Flashcards.– Listening exercises.

Web links

Animated video on how the human ear functions (http://links.edebe.com/fq7yam).Video on the song The Senses (http://www.01_txt_11_web_VAG).Link on living and inanimate things (http://links.edebe.com/ikh).Link on how to Create a mock-up of the eye (http://links.edebe.com/zxhr).Video on the nervous system (http://links.edebe.com/bbdmu).Images of optical illusions I (http://links.edebe.com/c2n).Images of optical illusions II (http://links.edebe.com/2wpfm7).Images of optical illusions III (http://links.edebe.com/b9nf).

MINIMUM REQUIREMENTS FOR A POSITIVE EVALUATION Becomes aware of the need to have healthy habits. Explains how the senses are used. Understands the life processes and differentiates living from inanimate things. Understands the need for the brain and senses to interact. Difference between different flavours.

http://links.edebe.com/c2n

GRADING CRITERIA– Knowledge of how the sense organs function, their possible alterations and the care they require.– Knowledge of how the organs and systems that intervene in the vital functions of the human body function, indicating their location and shape.– Observation and identification of the changes in the different stages of life and describes their main characteristics.– Observation, identification and description of the external morphology of the body itself.– Demonstration of critical attitude toward social practices that are detrimental to healthy development and complicate responsible behaviour toward health.– Knowledge and respect of individual differences and those of other people, accepting their possibilities and limitations and identifying emotions and feelings

that are their own or of other people.– Identification and description of practices to prevent and detect risks for health.– Autonomous and creative planning of leisure activities, whether individually or in a group.

METHODOLOGYMATERIALS AND

RESOURCES SPACES - TIMES MATERIALS AND RESOURCES– Student’s book Natural

Science 3, edebé.– Flashcards.– Murals.

Online resources– Interactive Digital Book.– Listening exercises.– Flashcards.– Art and Science.

Other resources– Activity book Natural

Science 3, edebé.– Digital whiteboard.– Educational resources.– Consumable material.

– Classroom; other spaces.

– Approximate time: three weeks.

The proposed methodology promotes the construction of significant learning based on the following sequence:• Adjustment of the presentation of content to the students’ linguistic competence in English.• Initial motivation and evoking of previous knowledge.• Progressive and careful inclusion of content through examples taken from everyday situations, with contextualisations that allow learning to be transferred, generalised and expanded, and which connect with the identified competences.• Application of lessons in various activities (application, reasoning, competences and multiple intelligences, projects, cooperative group, interactive, review, further study...), organised by levels of difficulty and which facilitate the competences work and the different cognitive styles of the students.• Various kinds of digital resources, using the digital whiteboard as well as the computer. These resources include activities integrated in the learning sequence, interactive activities and careful selection of Internet links.

Lesson 1STRUCTURE:

– The lesson’s work is started with a two-page image related to the lesson’s content and which includes an exercise that evokes previous knowledge (Look and think).

– The content that will be worked with is presented in the section You will learn about, in addition to the lesson’s key vocabulary (Vocabulary).

– The content is developed in sequences, structured on double pages, the base of which is the image, which provides the basic reality reference points for understanding what will be explained.

– Each sequence includes various learning activities, both oral and written, which allow the content to be worked with (Talk about it, Did you know?, Notebook activities, Online).

– Investigate is a proposal that is found at the end of every two or three lessons. It is an experimental activity related to the content that is worked with and contains the main stages of the scientific method.

– An integrated task or The challenge is presented with activities to work with and evaluate competences and multiple intelligences. Contextualised activities are raised, referring to real and everyday situations for the students, in which they must put into practice and

apply what they’ve learnt. In these activities, the different skills and learning styles are taken into consideration (reading, reasoning, movement, dramatisation, artistic depiction…).

– Final activities in which the students can review the content through all sorts of activities.

GRADING PROCEDURES AND INSTRUMENTS

WRITTEN ORAL OTHERS– Various tasks carried out by the student in

the daily activity of the class.– Various activities for grading the student

(book, photocopiable sheets…).– Group projects.– ICT Activities: interactive, Internet links– Individual report.

Assessment of the approach and processes followed, as well as the result obtained.

– Individual and group questions.– Dialogue.– Oral presentation.– Individual oral test

Observation and assessment of the degree of participation of each student and the quality of their contribution.


Course plan and teaching guidelines– Indicators for on-going grading MM.– Competences work/ Multiple Intelligences MM.

Individual record– Portfolio index.– Grading report.

EVALUATION OF THE TEACHING PRACTICE

ADJUSTMENT OF THE PLANNING ADJUSTMENT OF THE PLANNING

ADJUSTMENT OF THE PLANNING

Preparing the class and teaching materials

There is coherence between what is programmed and the development of the classes.There is a balanced distribution of time.The class development is adapted to the group’s characteristics.

Use of appropriate methodology

Significant learning exercises were taken into account.The interdisciplinary nature was considered (in activities, handling of content, etc.).The methodology promotes students’ motivation and the development of skills.

Regulation of the teaching practice

Degree of follow up with the students.Validity of the resources used in class for learning.Promotion criteria are agreed by the teachers.

Evaluation of the learning and information that is given by the teachers to the students and the families

The criteria for a positive evaluation are linked to the objectives and the content.Grading instruments allow various learning variables to be recorded.Grading criteria are adjusted to the types of activities planned.The Evaluation Criteria and the grading criteria were given to:The students.The families.

Use of measures that bear in mind diversity

Measures are adopted ahead of time in order to become familiar with learning difficulties.A response was offered to the different skills and learning rhythms.The measures and resources offered were sufficient.Applies extraordinary measures recommended by the teaching team bearing in mind reports prepared by educational psychologists.

SUPPORT PROGRAMME FOR SPECIAL EDUCATION NEEDS (NEE)

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– Individual attention in the classroom in order to carry out the proposed activities.– Adaptation of the activities of the programme.– Individual attention inside and outside of the classroom in order to carry out the adapted activities.– Significant curricular adaptation for NEE.– Curricular adaptation for high intellectual capacity.– Adaptations to the curricular material due to joining later in the school year.

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Lesson 2. We can move


1. Recognise and understand basic aspects of how the human body operates, establishing a relationship with the possible consequences for individual and group health, valuing the benefits of acquiring healthy daily habits such as physical exercise, personal hygiene and balanced diet for improved quality of life, showing an attitude of acceptance and respect to individual differences. (Learning to learn / Intrapersonal Intelligence)





• The function of relation: the locomotor system. C

• The main parts of the locomotor system. P

• The skeleton. Bones. C

• Joints: concept and function. C

• Muscles: concept and function. C

• Description of possible bone injuries. P

• Identification and adoption of healthy habits. V

• The respiratory system. C

• The digestive system. C

• The excretory system. C

• The circulatory system. C

• The reproductive system. C

• Initiation in scientific knowledge. P

• Communication technology and participation. P


• Identify and explain the consequences of certain eating, hygiene, physical exercise and resting habits have on health and personal development.

• Obtain and contrast information from different sources, raise possible hypotheses on natural facts and phenomena observed directly and indirectly so that through teamwork they can carry out experiments the possible results of which they anticipate. Express said results in different graphic and digital formats, applying this knowledge to other experiments or experiences.

Knows how the organs and systems that intervene in the vital functions of the human body operate, indicating their location and shape.

• Knows the systems involved in the function relationships (sense organs, locomotor system and nervous system), nutrition (respiratory, digestive, circulatory and excretory system) and reproduction (reproductive system).

• Describes the main characteristics of the digestive system.

• Identifies and locates the organs that constitute it (mouth, oesophagus, stomach, large and small intestine).

• Adopts attitudes to prevent illnesses and accidents, relating them to the practice of healthy habits.

• Obtains and contrasts information from different sources, to establish hypotheses on natural phenomena observed directly and indirectly and communicates orally and in writing, in a clear, clean and organised manner, using images and supporting graphics to present the conclusions obtained.

• Uses strategies to perform individual and group work, showing peaceful conflict resolution skills.

• PTA verification of the most important content. P

TRANSVERSAL TEACHINGS• Me and you: understanding the need to do exercise, wear protective clothing and eat a balanced diet to avoid injuries.

LEARNING ACTIVITIES – Name and locate joints, muscles and bones in the body.– Differentiate the functions of the locomotor system, joints, muscles and bones.– Classify different parts of the body on whether they are bones, muscles or joints.– Differentiate between long and short bones, and locate them in different parts of the body.– Understand the differences between flexible joints, with semi-flexible vertebrae and fixed bones.– Locate bones in the body.– Name the muscles of the torso, arms and legs.– Differentiate between contracted and relaxed muscles.– Draw an arm holding a weight, label the muscles and indicate if they are contracted or relaxed.– Explain how a bone is dislocated.– Differentiate the muscles that are stretched.– Reflect on whether one takes the measures necessary to avoid injuries, such as eating healthy food and exercising.– Understand the importance of oxygen for our life.– Explain how the lungs function and compare it with a balloon.– Differentiate the inhaling process of breathing based on two images.– Explain how food goes through the digestive system.– Understand how the intestines function.– Locate the blood system in the body.– Compare the heart rate located on the neck and the one located on the wrist. – Understand how the body functions.– Differentiate between the male and female reproduction systems and explain the functions of the different parts.– Explain what happens in different stages of human reproduction.

OTHER ACTIVITIES


necessary (in this case, reflecto on how the children in the image move, what parts of the body they use and reflect on whether we can move all the parts of our body).

MOTIVATION – Ask the students questions on the parts of the body they know, the functions they carry out and how we can take care of them. Then, students will observe the mural on muscles and bones and the actions we can take to care for them.

– Explain to children that in this lesson we will discuss topics such as the locomotor system, breathing, digestion, the excretory system, circulation and the reproductive system.



Conduct an experiment to describe why we have two eyes. Students should follow a methodology: Make a hypothesis, Experiment and Analyse. They will have to establish a hypothesis on the reason why we have two eyes based on three proposals. Once the information is collected, they may decide whether their hypothesis was right, and reach a conclusion.

Students will have to play with juggling balls. To do so they will begin searching for information on this exercise, how to carry it out, and about one of its stars, Victor Kee. Then, they will take note of the process they carried out and write about the figure of Victor Kee. Once the exercise with the balls has been practiced, in groups, they will create a show that they will perform at school.

SUPPLEMENTARY – The Skeleton Dance: motivate students to become aware of the locomotor system and the joints that allow them to coordinate their movements. Students must learn choreography and reflect on the proposed questions.

– Simon Says!: become aware of the body’s movement. Students must move different parts of the body following the instructions given.

– What’s inside my body: understand the internal parts of our body. Students will view the proposed video with the possibility of modelling internal and external parts of the body with plasticine until they create small model of the human body.

– Hello, Mr. Skeleton!: become familiar with the skeleton. Students should cut up and laminate the parts of the skeleton and assemble it following the teacher’s instructions. Lastly, they will hang Mr. Skeleton in the classroom.

– Pull the rope: become ware of the locomotor system. Following the instructions given, students will do the rope and pulse activity, reflecting on the muscles used in each of them.

– X-rays and Injuries: see x-rays that show an injury. Students will observe x-rays brought from home and they will listen to the teacher’s explanations.

– What happens…?: become aware of the importance of a healthy lifestyle. Students will watch the video on a healthy lifestyle and answer the proposed questions.

– Let’s breathe right: learn to breathe correctly. By listening to relaxing music while stretched out in the gymnasium, students will breathe deeply, becoming fully aware of the process. Lastly, they will reflect on this exercise.

– Hands at work: internalise the most relevant vocabulary of the respiratory system. In groups, students will create a model of the respiratory system with paper and posterboard, which they will present orally and hang up in the classroom.

– Digestive system VS Excretory system: learn the parts of the digestive system. Students will watch the video on the digestive system, draw the digestive system or the excretory system and label the parts.

– How blood travels: understand the process of the circulatory system. Students will prepare in groups, cards on the process of circulating blood and prepare a large card to collect all of the information.

– Reproductive Systems: become familiar with the male and female reproductive systems. In groups, students will label the parts of both reproductive systems through the proposed links. Then, they will prepare a mock-up of them.

– Make a hypothesis: respond to the question raised in order to establish a work hypothesis.

– Experiment: in pairs, cover an eye to verify if students can calculate distances correctly.

– Analyse: analyse the experience responding to the questions raised, and write the conclusions in the notebook.

– Blind Spot: through the proposed link, students will verify the existence of the eye’s blind spot.

– Your learning progress: answer the proposed questions.

– The Show: in groups, prepare a small juggling show.

– Answer the questions: answer the proposed questions, and share them.


– Relate the main bones of the human skeleton with the group they belong to.

Photocopiable sheets for further study– Label the drawing of the human body’s muscles.



• Complete four phrases with theory from the unit.• Relate bones, muscles and joints with the parts of the body.• Complete a word soup with the names of bones and muscles.


Course plan and teaching guidelines– Indicators for on-going grading MM.– Competences work/ Multiple Intelligences MM. Individual record– Portfolio index.– Grading report.




O/W Expression Oral activities to break the ice, which allow an appropriate ambience to be established, and the topic to be introduced. Appropriately express orally/in writing the learning, using accurate vocabulary. Respond in writing to questions related to the content of the lesson. Listen to sounds corresponding to objects and actions and identify them. Observe and discuss images. Use open-ended questions, information search tasks, games … Sing songs.

ICT ACTIVITIES

Online resources (www.edebe.com)– Interactive Digital Book. – Listening exercises.– Flashcards.

Web links

Drag the bones of the human body (http://links.edebe.com/8k32s).Animated video on how the human body functions (http://links.edebe.com/t3n).Video on The Skeleton Dance (http://links.edebe.com/23s).Video on the insides of the human body (http://links.edebe.com/42s2rv).Image of Mr. Skeleton (http://links.edebe.com/xpy6).Game on health (http://links.edebe.com/6f75v).Video on the digestive system process (http://links.edebe.com/8dn).Link on where they can observe different types of teeth and their functions (http://links.edebe.com/uufuk).Video on the circulatory system (http://links.edebe.com/83).Link on the male reproductive system (http://links.edebe.com/qkaj).Link on the female reproductive system (http://links.edebe.com/mh5kf).Link on the parts of the male reproductive system (http://links.edebe.com/87f9pp).Link on the parts of the female reproductive system (http://links.edebe.com/ehfprx).Video on the stages of pregnancy and birth of a baby (http://links.edebe.com/qra8).Link on the eye’s blind spot (http://links.edebe.com/6v2pj).Links to learn how to make juggling balls and learn about the life of Viktor Kee I (http://links.edebe.com/bkzu).

Links to learn how to make juggling balls and learn about the life of Viktor Kee II (http://links.edebe.com/u2).Links to learn how to make juggling balls and learn about the life of Viktor Kee III (http://links.edebe.com/7b4va).Links to learn how to make juggling balls and learn about the life of Viktor Kee IV (http://links.edebe.com/ribf).

MINIMUM REQUIREMENTS FOR A POSITIVE EVALUATION– Becomes aware of the need to have healthy habits to avoid injuries to bones and muscles.– Understands what the locomotor system is and how it works.– Names the main bones and muscles of the human body.– Explains how the human body’s main joints work.

GRADING CRITERIA– Knowledge of how the organs and systems that intervene in the vital functions of the human body operate, indicating their location and shape..– Knowledge of the systems involved in the function relationships (sense organs, locomotor system and nervous system), nutrition (respiratory, digestive,

circulatory and excretory system) and reproduction (reproductive system).– Description of the main characteristics of the digestive system.– Identification and location of the organs that constitute it (mouth, oesophagus, stomach, large and small intestine).– Adoption of attitudes to prevent illnesses and accidents, relating them to the practice of healthy habits.– Obtaining and contrasting of information from different sources, to establish hypotheses on natural phenomena observed directly and indirectly and

communication, orally and in writing, in a clear, clean and organised manner, using images and supporting graphics to present the conclusions obtained.– Use of strategies to perform individual and group work, showing peaceful conflict resolution skills.



Science 3, edebé.– Flashcards.– Murals

Online resources– Interactive Digital Book– Listening exercises.– Flashcards.– Art and Science.






Lesson 2STRUCTURE:












(book, photocopiable sheets …).– Group projects.– ICT Activities: interactive, Internet links– Individual report.





















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Lesson 3. Food and health


1. Recognise and understand basic aspects of how the human body operates, establishing a relationship with the possible consequences for individual and group health, valuing the benefits of acquiring healthy daily habits such as physical exercise, personal hygiene and balanced diet for improved quality of life, showing an attitude of acceptance and respect to individual differences. (Learning to learn / Intrapersonal Intelligence)





• Food. Its origin. C

• Knowledge and identification of three groups of foods and their nutrients. C

• Prevention of eating disorders. V

• Classification of foods according the function they fulfil in a balanced diet. P

• Health and illnesses. Healthy habits. V

• Prevention and detection of health risks. Identification of unhealthy practices. P

• Identify and explain the consequences of certain eating, hygiene, physical exercise and resting habits have on health and personal development.

• Differentiate activities that are harmful to and favour health and a balanced development of one’s personality, such as eating certain foods.


• Obtain and contrast information from different sources, raise possible hypotheses on natural facts and phenomena observed directly and indirectly so that through teamwork they can carry out experiments the possible results of which they anticipate. Express said results in different graphic and digital formats, applying this knowledge to other experiments or experiences.

• Recognises the importance of eating healthy.

• Knows the principles of a balanced diet.

• Observes, identifies and explains the consequences on health and personal development of the habits of eating, hygiene, physical exercise and resting.

• Identifies the causes of the main eating disorders and recognises healthy habits for their preventions.

• Identifies and adopts healthy hygiene, resting and eating habits. Knows and applies the characteristics of balanced diets for their preparation.

• Gives examples associated with hygiene, balanced diet, physical exercise and resting as ways to maintain health, well-being and the proper function of the body and the mind.

• Autonomously and creatively plans group or individual activities.

TRANSVERSAL TEACHINGS

LEARNING ACTIVITIES – Name and differentiate the types of fruit that are eaten daily and identify where they come from.– Identify the foods that provide us with proteins, vitamins and carbohydrates and argue why we need such nutrients.– Reason the proportions of daily food that msut be eaten from the different food groups.– Listen to suggestions on health from a radio programme.– Relate the suggestions on the type of food and amount of water that must be consumed daily with their own diet.– Identify different types of food with the group they belong to.– Reason what happens if we eat one type of food more than we should.– Listen to audio on which lifestyle is the healthiest.– Write a schedule with healthy lifestyle habits.

OTHER ACTIVITIES

INITIAL EVALUATION Class group.– Brainstorm ideas on the key content of the lesson to focus attention and be able to activate the previous knowledge

necessary (in this case, reflect on the relationship between food and health: what does the student know, what questions are formulated and how can he or she research this).

MOTIVATION – Ask the students questions on the relationship that certain foods have on certain parts of the body. Then, students will observe the mural on muscles and bones and the foods that they can eat to care for them.

– Explain to children that in this lesson they will discuss topics such as where food comes from, types of food, a balanced diet and a healthy lifestyle.



Conduct an experiment to discover whether rhinoceros beetles are insects. Students should follow a methodology: Make a hypothesis, Experiment and Analyse. They will have to establish a hypothesis on the type of animal that rhinoceros beetles might be. Then, they will search for information on the characteristics of the different types of animals. Once the information is collected, they may decide whether their hypothesis was right, and reach a conclusion.

Students will have to prepare a bee-friendly garden. They will begin by searching for information on these types of gardens. Then, following the instructions, they will plant flowers that are typical to the area and document the garden creation process. Lastly, they will present the project in class.

SUPPLEMENTARY – Favourite food song: motivate students by singing a song about food. Students will discuss the song and draw their favourite food, which will be a part of a mural. Organise a dialogue about the students’ favourite foods.

– Food origin: recall what was seen and worked with in the group research. Students will sing the song and work with different topics related to food. They will create several murals, which will be presented. If they desire, they can bring some foods to class for the rest of their classmates to observe, smell, try and discuss their flavour, texture, whether they already knew them and if they tend to eat them...

– Fruit salad song/Fruit salad recipe: sing the proposed song about salad and prepare a fruit salad that the students will eat.

– Nutrition pyramid: reinforce what was learned by preparing a nutrition pyramid. Following the instructions given, students

will create a nutritious pyramid and, using it as the foundation, prepare a restaurant menu. They can also play that they are in restaurant that cooks the different proposed dishes.

– Germs, germs, germs: learn about the existence of germs and learn how to avoid them. The teacher will explain how germs are spread and students will watch a video on this subject.


Relate the given products with the type of food they are for human beings. Complete the phrases with vocabulary related to the content of the unit.

Photocopiable sheets for further study Find eight names of food in the word soup. Answer the questions related to the content of the unit.



• Complete a word soup with six fruit names.• Complete six phrases with vocabulary from the unit.







ICT ACTIVITIES


Web links

Read the information on different foods and drag them with the cursor to their group (http://links.edebe.com/tgk).Favourite food song (http://links.edebe.com/qurm4i).Fruit salad song (http://links.edebe.com/8nw).Video How does a germ travel (http://links.edebe.com/vjp7).Link with 10 suggestions to maintain a healthy lifestyle (http://links.edebe.com/98sd).

MINIMUM REQUIREMENTS FOR A POSITIVE EVALUATION– Takes preventions to not become sick.– Identifies different types of food. – Understands the origin of food. – The student can talk about the content in proteins of different foods.

GRADING CRITERIA– Recognises the importance of eating healthy.– Knows the principles of a balanced diet.– Observes, identifies and explains the consequences on health and personal development of the habits of eating, hygiene, physical exercise and resting.– Identifies the causes of the main eating disorders and recognises healthy habits for their preventions.– Identifies and adopts healthy hygiene, resting and eating habits. Knows and applies the characteristics of balanced diets for their preparation.– Gives examples associated with hygiene, balanced diet, physical exercise and resting as ways to maintain health, well-being and the proper function of the body

and the mind.– Autonomously and creatively plans group or individual activities.










Lesson 3STRUCTURE:






– An integrated task or The challenge is presented with activities to work with and evaluate competences and multiple intelligences. Contextualised activities are raised, referring to real and everyday situations for the students, in which they must put into practice and apply what they’ve learnt. In these activities, the different skills and learning styles are taken into

consideration (reading, reasoning, movement, dramatisation, artistic depiction…).– Final activities in which the students can review the content through all sorts of activities.






– Individual and group questions.– Dialogue.– Oral presentation.– Individual oral test.



















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Lesson 4. Animals


1. Interpret and recognise the main components of the ecosystems, especially in our autonomous community, analysing their organisation, characteristics and interdependent relationships, searching for explanations, proposing solutions and acquiring behaviours in everyday life related to the defence, protection, recovery of ecological balance and responsible use of energy sources, through the promotion of values of commitment, respect and solidarity with the environment’s sustainability. Science and technology / Naturalistic Intelligence)

2. Use the scientific method to plan and carry out projects, devices and simple apparatus through the observation, establishment of a hypothesis and practical research in order to prepare conclusions which, at the same time, allow for the learning process itself to be reflected on. (Sense of initiative and entrepreneurship/ Intrapersonal Intelligence)




• Vertebrate animals. Classification and characteristics. P

• Nutrition, relations and reproduction of animals. C

• Classification of animals in relation to vital functions. P

• Birds, mammals, reptiles, fish, amphibians. Recognition and classification. P



• Invertebrate animals. Classification and characteristics. P



• Habits of respect and care toward animals. V

• Identify and classify animals according to scientific criteria, verifying the existence of life in extreme conditions.

• Learn about scientific criteria and use them to classify living things, such as their diet, the way they reproduce or their morphology.

• Recognise a species with the help of simple keys or guidelines.

• Know the existence of the variety of forms of life and knowing that the life cycle of each living thing has characteristics that make it different from the rest.

• Identify and critically analyse the actions that a human being carried out in everyday life in view of natural resources, energy sources, respect toward other living things, compliance with the rules of coexistence, appropriately using instruments for observing and analysing these actions, reinforcing individual and group behaviour that favour proper conservation of the environment and the elements that comprise it.

• Directly and indirectly recognises and explains basic characteristics and classifies vertebrate and invertebrate animals. Birds, mammals, reptiles, fish and amphibians.

• Directly observes living things with appropriate instruments and through the use of audiovisual and technological media, collects information and uses it in the identification and classification of animals.

• Shows interest in the observation and study of living things.

• Shows conduct of active behaviour in the conservation, respect and care for living beings in his or her habitat.

• Knows and explains the functions of nutrition, relation and reproduction of animals.


• Our heritage: understanding biodiversity and the dangers that are threatening it.

LEARNING ACTIVITIES Identify the similarities and differences between animals of different groups. Answer a survey on the characteristics of different animals. Write about the characteristics of mammals. Compare two birds. Draw and compare two birds and two mammals, as well as give an example of each one. Explain how frogs go from being tadpoles to adults. Describe the differences between the bodies of a fish, a frog and a serpent. Search for information on a fish, an amphibian, and a reptile and draw them by labelling their parts. Describe different invertebrates and argue their differences. Draw and classify different invertebrates. Identify annelids in their environment. Reason that slugs are molluscs and not annelids. Identify the characteristics of molluscs. Correctly classify different invertebrates. Draw and classify different arthropods. Argue the importance of biodiversity and identify ways of preserving it. Become aware of the reproduction of animals through mankind’s intervention and the reasons for doing so.

OTHER ACTIVITIES


necessary (in this case, reflect on what they know about the animals in the photograph, a leopard and a butterfly, and the differences between them).

MOTIVATION – Ask the students questions on how we need to classify animals. Then, students will observe the mural on vertebrates and invertebrates, and can reflect on the differences and similarities they present.

– Explain to children that in this lesson they will discuss topics such as vertebrates (mammals, birds, fish, amphibians and reptiles) and invertebrates (soft body, shell and exoskeleton).





SUPPLEMENTARY – If I were an animal: motivate the students with a song on animals. Students will sing and dance along with the song; then they will discuss the content and invent new verses.

– Vertebrates and invertebrates: go more in-depth with the knowledge on these animals through the use of flashcards. Students must classify animals on the flashcards as vertebrates and invertebrates.

– Mammals: recognise the characteristics of mammals. After viewing the proposed video, students will answer the questions in turns.

– Sea animals: using clay, create a model of a marine animal in 3D following the instructions given. Once they have completed it, students will show their creation and discuss their most important characteristics.

– Annelids, molluscs and arthropods: prepare curtains on invertebrates by following the instructions.

– Terrarium: work with the contents by preparing a terrarium following the instructions. Each week and in turns, groups of students will take care of the terrarium and observe the changes which they will write down with the corresponding date.


– Relate the definitions with the animal group that they describe.– Classify different animals according to the group they belong to.– Relate different animals with their characteristics.

Photocopiable sheets for further study Relate the given animals with the group they belong to. Classify the given animals into annelids, molluscs and different types of arthropods.



• Complete the files of four different animals.







ICT ACTIVITIES

Online resources (www.edebe.com)– Interactive Digital Book.

– Listening exercises.

– Flashcards.

Web links

Regarding questions on animals (http://links.edebe.com/erkiqw).Animation on the life cycle of a frog (http://links.edebe.com/8kvia6).Game on invertebrates (http:/links.edebe.com/3m).Song If I were an animal (http://links.edebe.com/n2s).Video on mammals (http://links.edebe.com/9t5y).Video on invertebrates (http://links.edebe.com/wd).Song I’m a worm (http://links.edebe.com/kw).Video on biodiversity (http://www.01_txt_11_web_VAG).

MINIMUM REQUIREMENTS FOR A POSITIVE EVALUATION– Becomes aware of the need to protect the Earth’s biodiversity.– Describes the characteristics of vertebrate and invertebrate animals.– Differentiates the types of molluscs.– Distinguishes the parts of the arthropods.

GRADING CRITERIA– Direct and indirect observation, recognition and explanation of the basic characteristics and classifies vertebrate and invertebrate animals. Birds, mammals,

reptiles, fish and amphibians– Direct observation of living things, with appropriate instruments and through the use of audiovisual and technological media, collection of information and use

thereof in the identification and classification of animals.– Showing of interest in the observation and study of living things.– Showing of active behaviour in the conservation, respect and care for living beings and their habitat.– Knowledge and explanation of the functions of nutrition, relation and reproduction of animals.



Science 3, edebé.– Flashcards.– Murals







Lesson 4STRUCTURE:



– The content is developed in sequences, structured on double pages, the base of which is the image, which provides the basic reality reference points for understanding what will be

explained.– Each sequence includes various learning activities, both oral and written, which allow the

content to be worked with (Talk about it, Did you know?, Notebook activities, Online).– Investigate is a proposal that is found at the end of every two or three lessons. It is an

experimental activity related to the content that is worked with and contains the main stages of the scientific method.

– An integrated task or The challenge is presented with activities to work with and evaluate competences and multiple intelligences. Contextualised activities are raised, referring to real and everyday situations for the students, in which they must put into practice and apply what they’ve learnt. In these activities, the different skills and learning styles are taken into consideration (reading, reasoning, movement, dramatisation, artistic depiction…).











Individual record.– Portfolio index.– Grading report.















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Lesson 5. Plants


1. Interpret and recognise the main components of the ecosystems, especially in our autonomous community, analysing their organisation, characteristics and interdependent relationships, searching for explanations, proposing solutions and acquiring behaviours in everyday life related to the defence, protection, recovery of ecological balance and responsible use of energy sources, through the promotion of values of commitment, respect and solidarity with the environment’s sustainability. (Mathematical. Science and technology / Naturalistic Intelligence)

2. Use the scientific method to plan and carry out projects, devices and simple apparatus through the observation, establishment of a hypothesis and practical research in order to prepare conclusions which, at the same time, allow for the learning process itself to be reflected on. (Sense of initiative and entrepreneurship/Intrapersonal Intelligence)




• Plants. Structure and physiology. P

• Observe and identify the characteristics of the different groups of plants. C

• The life cycle of plants. C

• Plants: herbs, bushes and trees. Characteristics, recognition and classification. P

• Nutrition and reproduction of plants. C

• Habits of respect and care toward plants. V




• Identify and classify plants according to scientific criteria.

• Learn about scientific criteria and use them to classify living things, such as their diet, the way they reproduce or their morphology. • Recognise a species with the help of simple keys or guidelines.

• Know the existence of a variety of forms of plant life, developing attitudes to care for them.

• Observes and identifies the characteristics of the different groups of plants.

• Explain the nutrition and reproduction of plants.

• Use the appropriate instruments and the audiovisual and technological means to directly and indirectly observe plants and obtain information to carry out various actions of identification and classification.

• Classifies and describes plants in relation to the functions of nutrition, relation and reproduction.

• Observes, identifies, recognises characteristics, classifies and describes plants: herbs, bushes and trees.

• Shows interest in observing and studying living things.

TRANSVERSAL TEACHINGS• Our heritage: understanding biodiversity and the dangers that are threatening it.

LEARNING ACTIVITIES – Reason why the trunk is the hardest part of certain trees, why roots sink into the soil and differentiate between plants with flowers and with fruits.– Draw and label the parts of plants, and write about their characteristics. – Explain the different stages of the life cycle of vegetables. – Answer questions about the cycle of plants.– Differentiate between edible and toxic roots. – Draw and label the parts of the roots of a carrot, an onion, a parsnip and garlic.– Argue the difference between grass, bushes and trees.– Draw a chunk of herb, a bush and a tree and write about the characteristics of their stems.– Understand the difference between different types of leaves and relate them to the environment where they live.– Compare the pine and oak trees over the passage of the seasons.– Identify the characteristics of different leaves and argue whether a palm tree is a deciduous or perennial tree.– Explain the function of each part of the flower.– Differentiate the parts of the pistil from the stamen.– Relate different parts of a flower with the functions they perform.

OTHER ACTIVITIES

INITIAL EVALUATION Class group

– Brainstorm ideas on the key content of the lesson to focus attention and be able to activate the previous knowledge necessary (in this case, reflect on the plants that they see in the image, identify the ones those that have stems and plants that are the same and that have flowers).

MOTIVATION – Introduce the main vocabulary in the lesson.– Explain to children that in this lesson they will discuss topics such as roots, stems and leaves, the parts of the flower and the

life cycle of a plant.




SUPPLEMENTARY The needs of a plant: motivate students with a song on the needs of a plant.

Where is/are the…: using flashcards, the teacher will name the elements that appear. The activity will be repeated until students can name these elements without help. Then, a contest will be held, in which each student will keep the image of whose elements he or she has memorised.

Planting peas: observe the life cycle of a pea. Following the instructions given, students will plant a pea and write down the changes that they observe while it becomes a plant that gives new peas.

Life cycle picture: reproduce the drawing of the life cycle of plants, labelling the process and hanging it up as a decoration.

Stems: verify how a stem transports food. Following the instructions, students will verify how celery takes on the flavour of sugar, and respond to the questions raised.

Let’s go for a walk: recognise and describe different types of stems and leaves in the environment. In groups, students will collect leaves and stems from the playground or a park close to the school and prepare a mural, which they will hang in the classroom.

Flowers: recognise and name the different parts of the flower. After viewing the proposed video, students will reproduce on

a posterboard the flower in the book, colour it, varnish it and label it. Then they will create a flower with plasticine by following the proposed video tutorial.

Make a hypothesis: respond to the question raised in order to establish a work hypothesis.

Research: collect information on invertebrates.

Analyse: Analyse the information to conclude whether the hypothesis was correct and write a shared conclusion with the rest of the classmates.

Collecting information: collect information on bees and hives.

Plant flowers: choose flowers from the area where students live and plant them.

Document the process: register the changes of the garden, documenting them in photographs as well.

Make a presentation: create a mural with the collected information and the drawings created, and do a presentation in class.


– Draw and label a flower with the elements given.

• Name and draw three elements that nature gives us every day. Photocopiable sheets for further study – Complete a text with vocabulary from the unit.– Draw the cycle of plants.– Complete different phrases with vocabulary from the unit.



• Write the parts of a flower.• Indicate whether the proposed phrases are true or false.






O/W Expression Oral activities to break the ice, which allow an appropriate ambience to be established, and the topic to be introduced. Appropriately express orally/in writing the learning, using accurate vocabulary. Respond in writing to questions related to the content of the lesson. Listen to sounds corresponding to objects and actions and identify them. Observe and discuss images. Use open-ended questions, information search tasks, games… Sing songs.

ICT ACTIVITIES

Online resources (www.edebe.com)– Interactive Digital Book. – Flashcards.– Listening exercises.

Web links

Activity for learning about the life cycle of plants (http://links.edebe.com/jcen).Images of flowers and plants (http://links.edebe.com/8zy).Song The needs of a plant (http://links.edebe.com/984).Video on deciduous trees and conifers (http://links.edebe.com/433pv7).Video on the different parts of a flower (http://links.edebe.com/eed).Video on how to create flowers with plasticine (http://links.edebe.com/q7pyde).Images of the largest flower of the world (http://links.edebe.com/3hf74x).Information on rhinoceros beetles I (http://links.edebe.com/86g).Information on rhinoceros beetles II (http://links.edebe.com/hi8w).Information on rhinoceros beetles III (http://links.edebe.com/bb).Video on bees (http://links.edebe.com/a6bt8).Video on hives (http://links.edebe.com/3e9xb).Video on the functions of roots of plants (http://links.edebe.com/4fzq).

MINIMUM REQUIREMENTS FOR A POSITIVE EVALUATION– Understands the need for responsible interaction with the nature.– Differentiates different types of plants.– Understands the life cycle of plants.

– Names different types of roots. – Distinguishes parts of leaves and flowers.

GRADING CRITERIA– Observation and identification of the characteristics of different groups of plants.– Explanation of the nutrition and reproduction of plants.– Use of the appropriate instruments and the audiovisual and technological means to directly and indirectly observe plants and obtain information to carry out

various actions of identification and classification.– Classification and description of plants in relation to the functions of nutrition, relation and reproduction.– Observation and identification, recognition of the characteristics, classification and description of plants: herbs, bushes and trees.– Showing of interest in observing and studying living things.




Online resources– Interactive Digital Book.– Listening exercises.– Flashcards.– Art and Science.






Lesson 5STRUCTURE:

















Course plan and teaching guidelines– Indicators for on-going grading MM.– Competences work/ Multiple Intelligences MM. – Portfolio index.– Grading report.















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Lesson 6. Matter


1. Analyse and select information on the elemental properties of some materials, substances and objects and regarding facts and phenomena of the environment, to establish various hypotheses, verifying their evolution through the planning and execution of projects, experiments and everyday experiences. (Mathematical. Science and technology / Naturalistic Intelligence)

2. Use the scientific method to plan and carry out projects, devices and simple apparatus through the observation, establishment of a hypothesis and practical research in order to prepare conclusions which, at the same time, allow for the learning process itself to be reflected on. (Sense of initiative and entrepreneurship/ Intrapersonal Intelligence)




• Observe the properties of solids, liquids and gases. P

• Identification and knowledge of matter. C

• Measuring the mass and volume of a body. P

• Classification of matter and its different states. P

• Physical changes: changes of state. P

• Chemical changes: combustion. P

• Identification of homogenous and heterogeneous mixtures. P

• Energy and changes. Sources and uses of energy. Intervention of energy in everyday life. C

• Recognition and identification of renewable and non-renewable energy. C

• Responsible use of the sources of energy on the planet. Saving energy. V

• Carry out simple experiments to identify mixtures.

• Know and apply the basic principles that regulate some physical and chemical changes, and changes in state to the execution of simple experiences: combustion.

• Identify common energy sources and machines to for obtaining them.

• Identify the most common energy sources and relate energy with the typical uses in everyday life.

• Recognise heat as a transfer of energy in observable physical processes.

• Describe simple transformations of energy.

• Learn individual and collective behaviour for responsible use of energy sources.

• Observes the properties of solids, liquids and gases.

• Identifies water in the three states.

• Explains the effect of heat on different materials.

• Distinguishes conductors from insulators.

• Plans and carries out simple experiments to study the properties of materials that are commonly used and their behaviour in view of energy changes, making reasoned predictions regarding the results.

• Knows and applies some of the criteria to identify mixtures and conduct experiments.

• Identifies basic principles of some physical changes and applies to them to the execution of simple experiments for studying changes of state.

• Identifies basic principles of some chemical changes and applies them to the execution of simple experiences for studying combustion.

• Observes, identifies and describes the most common energy source (wind, sun, fuel, etc.) and relates energy with the use of everyday life (the blender, the hair dryer, heating, air conditioning, etc.).

• Identifies and describes examples of practical uses of energy and values the importance of using the planet’s energy sources responsibly.

• Observes and explains the intervention of energy in the changes of everyday life.• Identifies some sources and uses of energy.

TRANSVERSAL TEACHINGS • Our heritage: understanding the need to save energy.

LEARNING ACTIVITIES – Differentiate between what things consist of matter and which ones are not.– Argue whether different objects have mass and volume, and if they are matter.– Differentiate between mass, volume and weight. – Argue which of two given objects has more mass and volume.– Differentiate between hardness, elasticity, resistance and conductivity.– Answer questions about different matter.– Compare properties of different objects.– Argue whether matter changes after physical changes are undergone.– Differentiate between changes of position, measurement, temperature and state.– Relate different actions with the changes of state they provoke.– Conduct virtual experiments with changes in temperature on different matter.– Argue how chemical changes affect matter.– Differentiate between physical and chemical changes in matter.– Offer examples of mixtures that we find our everyday life.– Classify different mixtures between homogenous and heterogeneous.– Argue what changes produce energy and distinguish which objects in our environment need energy to function.– Differentiate different types of energy and their sources.– Explain how energy causes of different objects of our environment.– Argue the advantages and inconveniences of renewable and non-renewable energies and explain which ones are the best for our planet.– Identify different ways of saving energy, and relate it to the need to save sources of energy.

OTHER ACTIVITIES


necessary (in this case, reflect on matter and regarding what air, water and human beings are made of).

MOTIVATION – Ask the students about the mixtures they are familiar with. Then, students will observe the mural on homogenous and heterogeneous mixtures and they can relate them with their immediate environment.

– Explain to the children that in this lesson they will discuss topics such as the properties of matter, as well as its classification, states, physical and chemical changes, the mixtures of energy and its sources.



Carry out an experiment to discover what happens when we mix sodium bicarbonate, vinegar, water and popcorn. Students should follow a methodology: Make a hypothesis, Experiment and Analyse. They will have to establish a hypothesis on the type of reaction that they will get. Then, they will follow the instructions indicated in the book to carry out the experiment. Once the result has been observed, they can decide whether their hypothesis was correct and reach a conclusion.

Students will have to do a science fair. To do so, they will begin to search for information on different experiments that they can carry out. Then, following the instructions, they will share the information. Lastly, they will carry out said experiments at the school, explaining to the audience how they work.

SUPPLEMENTARY – The Matter song: motivate the students through a song on the material. Students will discuss the content, indicate which fragments thereof are familiar to them and accompany the song with movements that are made up to make it more fun.

– States of Matter: initiate students in the states of matter. After viewing a video on the subject, the teacher will provide the explanations necessary.

– Be my echo: become familiar with the vocabulary of the lesson with the proposed game. The teacher will show a flashcard and will say the concept it displays in a soft voice, quickly, with a sad tone…., and the students will imitate him or her.

– Be my echo: become familiar with the vocabulary of the lesson with the proposed. A pebble will be drawn for each letter that the word on the flashcard has and students have to guess if they want to avoid having the crocodile eating the figure of the man.

– Solid, liquid, gas collage: differentiate the three types of matter through artistic expression. Students will classify different images according to their state.

– Physical changes: learn more details on physical changes of matter. After viewing the proposed video, in groups, students will write down the highlighted information and present it. Then, they will prepare a mural with the rest of the groups.

– Shape matter: verify that the liquid and gas can adopt different shapes. Students will respond to different questions on water in a mug and the air in a balloon.

– Growing Mould: verify the chemical change in the decomposition of food. In groups of five and following the instructions, follow the decomposition process of different foods and discuss the results.

– Heterogeneous and homogeneous: understand what a homogenous mixture is. Students must carry out a simple experiment following the instructions as well as presenting and discussing the results with their classmates.

– Energy transfers through balls: verify how kinetic energy is transferred from one object to another. In the school playground, students will let two balls bounce, one a tennis ball and the other a basketball, and they will discuss the results, which allows them to understand how energy is transferred.

– Energy and kids: view the link to reflect on safety regarding energy.

– Let’s save energy: make the students aware of the importance of saving energy. Students will research and explain errors that are discussed at home in respect of saving energy.


– Indicate which proposed energy sources are renewable.– Argue whether the use of renewable energy is preferred. – Draw three things that function with electricity.

Photocopiable sheets for further study– Relate the cycles of the body proposed with their definition.– Propose different measures to save energy.– Draw a wind turbine, and explain how it works.



• Complete the crossword puzzle with vocabulary from the unit.• Complete six phrases with the vocabulary of the unit.







ICT ACTIVITIES


Web links

Read about the properties of different materials (http://links.edebe.com/wxa).Carry out changes on matter with the interactive game (http://links.edebe.com/aq).Video on physical and chemical changes (http://links.edebe.com/t24r).Interactive game on energy (http://links.edebe.com/s6bs).Video on the types of energy that exist (http://links.edebe.com/wn3).The Matter Song (http://links.edebe.com/8zw).Link on air (http://links.edebe.com/ge).Video on the states of matter (http://links.edebe.com/hnccfz).Video on physical changes in matter (http://links.edebe.com/gpehxc).Link on safety suggestions (http://links.edebe.com/s284ab).

MINIMUM REQUIREMENTS FOR A POSITIVE EVALUATION– Becomes aware of the need to save energy.– Understand what physical and chemical changes in matter consist of.– Name different types of matter and their main properties.

GRADING CRITERIA– Observation of the properties of solids, liquids and gases.– Identification of water in the three states.– Explanation of the effect of heat on different materials– Distinction between conductors and insulators.– Planning and execution of simple experiments to study the properties of materials that are commonly used and their behaviour in view of energy changes,

making reasoned predictions regarding the results.– Knowledge and application of some of the criteria to identify mixtures and conduct experiments.– Identification of basic principles of some physical changes and applies to them to the execution of simple experiments for studying changes of state.– Identification of basic principles of some chemical changes and applies them to the execution of simple experiences for studying combustion.– Observation, identification, and description the most common energy source (wind, sun, fuel, etc.) and relating of energy with the use of everyday life (the

blender, the hair dryer, heating, air conditioning, etc.).– Identification and description of examples of practical uses of energy and values the importance of using the planet’s energy sources responsibly.– Observation and explanation of the intervention of energy in the changes of everyday life.– Identification of some sources and uses of energy.










Lesson 6STRUCTURE:
































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Lesson 7. Machines


1. Understand the importance of scientific progress, in order to value its impact and significance on the improvement of everyday life of all people and on the progress of society as a whole. (Mathematical. Science and technology / Naturalistic Intelligence)


3. Analyse and select information on the elemental properties of some materials, substances and objects and regarding facts and phenomena of the environment, to establish various hypotheses, verifying their evolution through the planning and execution of projects, experiments and everyday experiences. (Mathematical. Science and technology / Naturalistic Intelligence)




• Identification and discrimination of simple machines: pulley, screw, wedge, inclined plane, machines, axis, when and lever. P

• Compound machines: cogwheel and gears. P

• Machines that function with fuel or electricity. P

• Major scientific advances for improving life conditions. C

• Magnets. P




• Know how to explain the parts of a machine and their function applying construction knowledge of an object or device.

• Work cooperatively in the construction of a device, using Information and Communication Technology, appreciating the care for their safety and that of their classmates, caring for the tools and the appropriate use of the materials.

• Describes a machine and device from everyday life, explaining their components, how the work and their use.

• Identifies and explains some mechanical operators (axis, when, pulley, inclined plan, gears, brakes, etc.) recognising the function they carry out.

• Observes and recognises energy sources with which machines operate.

• Observes, identifies and explains the parts of a machine (pulleys, levers, wheels and axes, gears...) and what their function is.

• Applies the knowledge acquired to the construction of any object or apparatus, applying the basic mathematical operations on the previous calculation and technologies: draw, cut, paste.

• Identifies, recognises and describes the importance of using technological applications.

• Knows and values the importance of some of the big inventions and their contribution to the improvement of life’s conditions.

• Identifies and appreciates the importance of the manual skills involved in the handling of tools, apparatus and machines overcoming sexist stereotypes.

• Effectively follows a programmed sequence to find information on the Internet.


• Our heritage: identification of the bicycle as transportation that does not pollute.

LEARNING ACTIVITIES – Explain what a pulley and a lever are and how they function.– Argue how machines help us to carry out certain jobs.– Name examples of machines that use weights, wheels and an axis or gears.– Classify different machines according to their class.– Identify different types of levers.– Identify where the weight is located in different pulleys. – Relate different simple machines with the place where force is applied.– Reason when the use of a bike is more useful than a car.– Differentiate energy used by different machines.– Relate different professions with the machines they use.– Reflect on the methods of long-distance transportation prior to the invention of airplanes and regarding knowledge of the world prior to satellites.– Identify complex machines that are used in everyday life.– Explain how magnets function. – Argue how machines influence our everyday lives and write about whether or not our use of machines is appropriate.

OTHER ACTIVITIES


necessary (in this case, reflect on the machines that we have constructed to help us work, and the things that we can only do with their help).

MOTIVATION – Explain to the children that in this lesson they will discuss components of a machine, simples machines, compound machines, the force of the machines, major inventions and magnets.



Carry out an experiment to discover what happens when we mix sodium bicarbonate, vinegar, water and popcorn.. Students should follow a methodology: Make a hypothesis, Experiment and Analyse. They will have to establish a hypothesis on the type of reaction that they will get. Then, they will follow the instructions indicated in the book to carry out the experiment. Once the result has been observed, they can decide whether their hypothesis was correct and reach a conclusion.

Students will have to do a science fair. To do so, they will begin to search for information on different experiments that they can carry out. Then, following the instructions, they will share the information. Lastly, they will carry out said experiments at the school, explaining to the audience how they work.

SUPPLEMENTARY – Excavator song: motivate students with learning the song about the excavator. Students will create a drawing of an excavator and write phrases of the song in it and establish the relationship that the excavator has with the contents of the unit.

– Simple machines: relate different machines with their function. Students must view the proposed video and discuss it. Then, they will indicate how the machines found in a playground function and present the information in class. Lastly, in groups of four or five they will invent a simple machine and explain their application in real life.

– Machine history: research more in depth on machines that develop the ability to communicate. In pairs, students will choose one of the machines suggested by the teacher, they will search for information on it and present it in class, asking the questions indicated by their classmates.

– Simple machines and compound machines: students must draw a simple machine and a complex machine on

posterboard, label their parts and explain in writing the function of such machines. Lastly, they will hang the drawings in the classroom.

– Great inventions from the past and today: understand the difference between inventions from the past and the latest generation. In groups of five or four, students need to search for information on the Internet regarding an old invention and another modern invention, and prepare a mural with images and information. Lastly, they will model both inventions with plasticine and present the work in class.

– Make a hypothesis: respond to the question raised in order to establish a work hypothesis.

– Experiment: do the proposed experiment.

– Analyse: analyse the result obtained in the experiment to conclude whether the hypothesis was correct and share it.

– Learn how to: do experiments on the proposed pages.

– Prepare your experiment: do an experiment and create a mural with the steps followed.

– The fair: conduct a science far, showing how the experiment carried out functions.


– Draw a simple machine and a compound machine.– Explain the differences between a simple and a compound machine.

Photocopiable sheets for further study– Complete the phrases proposed with vocabulary from the unit.– Write a list of simple machines and other compound machines.



• Complete the files of four different animals.• Complete four phrases with one of the options given.• Complete a word soup with the name of six simple machines.







ICT ACTIVITIES


Web links

Read more information on simple machines (http://links.edebe.com/abk).Interactive game on simple and compound machines (http://links.edebe.com/68).Excavator song (http://links.edebe.com/99x).Video on different types of simple machines and how they function(http://links.edebe.com/c44).Experiment: Create a cloud within a bottle (http://links.edebe.com/xs4).Experiment: Create a Geyser with soda and candy I (http://links.edebe.com/gna8).Experiment: Create a Geyser with soda and candy II (http://links.edebe.com/4x).Experiment: Generate rain (http://links.edebe.com/my).Experiment: Create a lava lamp I (http://links.edebe.com/wnqaci).Experiment: Create a lava lamp II (http://links.edebe.com/3niiu7).Experiment: Create the image of snow (http://links.edebe.com/zdpe7u).

MINIMUM REQUIREMENTS FOR A POSITIVE EVALUATION– Understand the need to save energy through transportation.– Understand how simple machines function and name some examples.– Difference between simple and compound machines.

GRADING CRITERIA– Description of a machine and device from everyday life, explaining their components, how the work and their use.– Identification and explanation of some mechanical operators (axis, when, pulley, inclined plan, gears, brakes, etc.) recognising the function they carry out..– Observation and recognition of energy sources with which machines operate.– Observation, identification and explanation of the parts of a machine (pulleys, levers, wheels and axes, gears...) and what their function is.– Application of the knowledge acquired to the construction of any object or apparatus, applying the basic mathematical operations on the previous calculation

and technologies: draw, cut, paste.– Identification, recognition and description of the importance of the use of technological applications.– Knowledge and value of the importance of some of the big inventions and their contribution to the improvement of life’s conditions.– Identification and appreciation of the importance of the manual skills involved in the handling of tools, apparatus and machines overcoming sexist stereotypes.– Effective following of a programmed sequence to find information on the Internet.










Lesson 7STRUCTURE:






– An integrated task or The challenge is presented with activities to work with and evaluate competences and multiple intelligences. Contextualised activities are raised, referring to real and everyday situations for the students, in which they must put into practice and apply what they’ve learnt. In these activities, the different skills and learning styles are taken into

consideration (reading, reasoning, movement, dramatisation, artistic depiction…).– Final activities in which the students can review the content through all sorts of activities.
























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Documents

Edebe · Web viewEach sequence includes various learning activities, both oral and written, which allow the content to be worked with (Talk about it, Did you know?, Notebook activities,