Teaching Programme

1 Unit 0 Natural Science 1 Primary

Teaching programme

0 I get ready for school UNIT AIMS COMPETENCES

1. Observe and explore pupils physical and social

environment.

2. Get orientated and operate independently in everyday places

like school.

3. Participate in the different groups pupils encounter,

becoming progressively more considerate of others and

observing the schools code of conduct.

4. Recognise the importance of giving and receiving help.

Linguistic communication (Aim 2) Mathematical competence and basic competence in science and technology (Aims 1, 2, 3, 4, 5) Digital competence (Aims 1, 2, 3, 4, 5) Competence in learning to learn (Aims 1, 3, 4, 5) Social and civic competence (Aims 3, 4, 5)

BLOCK CONTENTS ASSESSMENT CRITERIA LEARNING STANDARDS* LEARNING OUTCOMES

B.2

. Hu

man

bei

ng

s an

d h

ealt

h

The human body.

Parts of the body.

Individual and group

work.

1. Learn the parts that make up

the human body and their main characteristics.

1.1. Identify and describe the parts of

the human body.

Identify physical changes in themselves

and in others as time goes by.

Act. 3, p. 9

2. Work cooperatively,

understanding the

importance of looking out for

ones own safety and that of

others, taking care of tools

and using materials properly.

2.1. Use certain strategies for learning to learn, asking questions to obtain information and requesting clarification. (Digital competence, Competence in learning to learn)

2.2. Begin developing strategies for completing activities individually and as part of a team, demonstrating skills for the peaceful resolution of conflicts. (Digital competence, Competence in learning to learn)

Be able to accept and respect classmates achievements. Act. 4, page 11.

Be able to communicate appropriately based on ones knowledge when working as part of a group.

Act. 4, page 11.

Work cooperatively and submit work that is neat and organised.

Act. 3, p. 10 Act. 4, p. 11

Act. 6, page 14.


Teaching programme

0 BLOCK CONTENTS ASSESSMENT CRITERIA LEARNING STANDARDS* LEARNING OUTCOMES B

.1. I

ntr

od

uct

ion

to

sci

ence

act

ivit

ies

Emotions and feelings.

Using information and

communication

technology to find

information with

guidance.


understanding the

importance of looking out for

ones own safety and that of

others, taking care of tools

and using materials properly.

3.1. Begin working cooperatively,

looking out for ones own safety,

that of others, tools and

materials.

(Social and civic competence,

Competence in learning to

learn, Digital competence)

Use digital media appropriately to complete the interactive activities on Saviadigital. Act. 3, Lets speak, page 7. Act. 2, page 8. Act. 3, page 10. Act. 4, page 13.

4. Learn and evaluate the

relationship between

wellbeing and identifying

ones own emotions and

those of classmates.

4.1. Begin to identify ones own emotions and feelings and those of classmates, demonstrating empathetic behaviour. (Mathematical competence and basic competence in science and technology, Competence in learning to learn, Social and civic competence, Sense of initiative and entrepreneurial spirit)

Correctly identify the sequence to follow to get ready for school. Act.2, page 8.

Be able to use words to express personal feelings on the first day of school. Act. Lets speak, page 7. Act. 1, page 12.

Correctly identify how some pupils feel on the first day of school.

Act. 1, page 12 Act. 4, page 13. Act.5, 6, page 14.

Distinguish between good and bad behaviour. Act. 1, 2, 3, page 10. Act. 4, page 11.

All of the learning standards help pupils acquire mathematical competence and basic competence in science and technology.


Teaching programme

0 Methodological suggestions

In order to study this unit, pupils should be familiar with certain content, either from earlier schooling, if they attended infant education, or through their experiences in their own environment. These include:

Sensations perceived based on the environment.

Healthy habits.

Respectful behaviour towards others.

It is highly likely that many pupils havent learnt English or havent had earlier schooling. Therefore, they dont know each other and communication could be difficult. This may represent a barrier when it comes to interacting in class, participating and establishing contact with their classmates.

This starter unit includes writing numbers up to the number five, which falls under the subject of Mathematics. There is also content related to

Social Science, such as meeting new classmates, school and different areas of the school, and respectful behaviour.

To complete this unit, we recommend dividing the work into five sessions, organised as follows:

UNIT INTRODUCTION CONTENT

1 session 4 sessions

The above session recommendations are intended as a guide. Each teacher should adapt the recommendations based on their needs and

the number of classroom hours allocated.

Cooperative learning Each unit includes suggested dynamics for working on cooperative learning. These dynamics are developed in the Cooperative Learning Guide, included with the Teachers Resources.

Learning to think Each unit offers the possibility to use the language and contents learnt throughout a series of activities related to the topic. Pupils develop thinking strategies to work through the different content covered in the units. These suggestions are fully developed in the Learning to Think Guide, included with the Teachers Resources.

Values Recognise the importance of inventing and manufacturing new machines that help us in our daily lives.

1. Previous knowledge

2. Possible areas of difficulty

3. Relationship to other subjects

4. Suggested distribution of sessions

4. Innovation programmes


Teaching programme

I know my body

UNIT AIMS COMPETENCES

1. Observe and explore the physical and social environment,

demonstrating interest and curiosity. Establish

connections between ones own actions and the resulting

consequences.

2. Identify the parts of the body and learn the function of the

main joints.

3. Identify and learn about the function of the five senses

(sight, touch, smell, hearing and taste) and associate them

with the corresponding organ

4. Acquire more and better habits related to wellbeing and

personal safety.

5. Learn about objects associated with personal hygiene and

taking care of the body, demonstrating an interest in

identifying their characteristics and use.

6. Learn to identify the features that make us all the same,

and to appreciate and respect our differences.

Linguistic communication. (Aims 2, 3, 5, 6) Mathematical competence and basic competence in science and technology. (Aims 1, 2, 3, 4, 5) Digital competence. (Aims 3, 4, 5) Competence in learning to learn. (Aims 1, 5, 6) Social and civic competence (Aims 5, 6)


B.2

. Hu

man

bei

ng

s an

d h

ealt

h.

The human body.

Parts of the body.

Health and illness.

Healthy habits.

Habits to prevent

illness and

accidents in the

classroom and at

school.

Personal hygiene,

sleep, leisure and

taking care of the

body.

1. Learn the parts that make up the human body and their main characteristics.

1.1. Identify and describe the main parts of the human body. (Mathematical competence and basic competence in science and technology, Linguistic communication)

1.2. Learn the main joints in the human body and their function in movement. (Mathematical competence and basic competence in science and technology, Linguistic communication)

Know what limbs are and locate them on the human body. Act. 1, 2, 3, page 16 Act. 4, 5, page 17 Act. 6, 7, 8, page 18 Act. 9, 10, page 19 Act. 1, 2, page 27

Identify the parts of the head. Act. 1, 2, 3, page 20. Act. 4, 5, page 21 Act. 6, 7 page 22 Act. 8, 9, page 23 Act. 1, 2, page 28

Identify the main joints in the body and recognise the movements they allow us to make. Act. Final task, pages 17, 19, 21, 23, 25, 26 Act. 1, 2, 3, page 30

2. Understand and

appreciate the

importance of the

relationship between

wellbeing and certain

habits: varied diet,

personal hygiene,

controlled physical

exercise in moderation

and daily sleep.

2.1. Develop body care habits. Appreciate the importance of personal hygiene, sleep, good use of free time and caring for the body. (Mathematical competence and basic competence in science and technology, Competence in learning to learn. Social and civic competence)

2.2. Identify and demonstrate good personal hygiene and cleanliness. (Mathematical competence and basic competence in science and technology, Social and civic competence)

2.3. Develop habits to prevent illness and accidents in the classroom and at school. (Mathematical competence and basic competence in science and

Identify healthy habits and distinguish them from unhealthy habits. Act. 1, 2, 3, page 24 Act. 4, 5, page 25

Determine the relationship between unhealthy habits and negative consequences for our health. Act. 5, page 25

Identify some of the most important personal hygiene items and their use. Act. 2, page 24

1

Natural Science 1 Primary Unit 0

2

Teaching programme

technology, Competence in learning to learn, Social and civic competence)

B.2

. Hu

man

bei

ng

s an

d h

ealt

h.


Using different

sources of

information (direct

and indirect).

Using information

and communication

technology to find

information with

guidance.


work.

Planning projects

and submitting

reports.

3. Learn and evaluate the relationship between wellbeing and identifying ones own emotions and those of classmates.

3.1. Identify, show and develop behaviours that demonstrate acceptance of ones own body and the bodies of others. (Mathematical competence and basic competence in science and technology, Social and civic competence)

3.2. Begin to identify ones own emotions and feelings and those of classmates, demonstrating empathetic behaviour. (Social and civic competence)

Recognise behaviours that help prevent accidents and illness. Act. 3, page 24 Act. 4, 5, page 25

Recognise differences and similarities between people. Develop behaviours that demonstrate acceptance of ones own body and the bodies of others. Lets speak, page 15 Act. 1, 2, 3, page 20 Act. 6, 7, page 22 Act. 8, 9, page 23 Act. 2, page 27

Recognise ones own feelings and emotions and those of others. Act. Lets speak, page 15

4. Recognise and identify the five senses and locate the corresponding organs

4.1. Identify and describe the five senses (sight, touch, smell, hearing and taste) and associate them with the corresponding organs. (Linguistic communication, Mathematical competence and basic competence in science and technology, Sense of initiative and entrepreneurial spirit)

Establish a relationship between each of the senses and the corresponding organ in real-life situations. Act. 1, 2, p. 26 Act. 4, p. 29

B.1

. In

tro

du

ctio

n t

o s

cien

ce a

ctiv

itie

s.

5. Communicate results orally

and in writing, presenting

them with visual aids.

5.1. With guidance, look for, select and organise specific, relevant information. Analyse it, reach conclusions and talk about the experience, reflecting on the process and communicating orally and in writing. (Digital competence, Competence in learning to learn)

5.2. Begin using information and communications technology for learning to learn and to communicate. (Digital competence, Competence in learning to learn)

5.3. Use the vocabulary corresponding to each block of content appropriately. (Linguistic communication)

Carefully study the images and extract information from them. Act. Lets speak, page 15. Act. Final task, pages, 19, 21, 23 25, 26 Act. 3, page 29

Use ICT as a tool for learning and self-assessment. Interactive activities on Saviadigital: pages 19, 23, 25, 29 and 30

Express oneself correctly, using the vocabulary corresponding to each block of content appropriately. Act. Lets speak, page 15 Act. 9, page 23 Act. 2, page 27


understanding the

importance of looking out

for ones own safety and

that of others, taking care

of tools and using materials

properly.

6.1. Begin working cooperatively, looking out for ones own safety, that of others, tools and materials. (Social and civic competence, Competence in learning to learn)

Work cooperatively. Act. 3, page 30


Teaching programme

7. Complete a project and

submit a report.

6.1. Begin planning and carrying out

activities and tasks, demonstrating

autonomy and initiative.

(Competence in learning to learn)

6.2. Submit work in paper or digital format

that is organised, clear and neat.

(Competence in learning to learn)

Plan and carry out tasks. Act. 3, page 29 Act. 3, page 30

Submit work that is neat and organised. Act. 4, 5, page 21 Act. 9, page 23 Act. 5, page 25 Act 1, page 27 Act. 1, 2, page 28 Act. 3, page 30

All of the learning standards help pupils acquire mathematical competence and basic competence in science and technology.


4

Teaching programme

Methodological suggestions

In connection with this unit, there are a number of contents that pupils should know, from the previous stage, if they have studied early childhood education, or from experiences they have had in their own environment, such as:

The first six letters in the alphabet: a to A-F

Numbers from 1 to 10

Basic colours: red, yellow, green, blue

Some community members: dentist, doctor

Some members of the family: Mum, Dad, boy girl

Despite having prior knowledge, basically related to vocabulary, students may find some of the following areas to be difficult when studying the unit:

Reading and writing, as some of the students may not have developed these skills yet.

Following instructions in English, due to the fact that some students may not have studied in English before.

The work on healthy habits encompasses different behaviours, including how to dress and take care of their skin and eyes, depending on the weather or season of the year. These aspects are part of Social Science.

This unit also includes writing numbers up to the number six which falls under Mathematics.

To complete this unit, we recommend dividing the work into ten sessions, organised as follows:

UNIT INTRODUCTION CONTENT LETS THINK REVIEW FINAL TASK NORA AROUND THE WORLD

1 session 6 sessions 1 sessions 1 session 1 session 1 session

The above session recommendations are intended as a guide. Each teacher should adapt the recommendations based on their needs and the number of classroom hours allocated.




1. Previous knowledge required






Teaching programme

I eat well


1. Classify foods based on whether they are of plant or animal

origin.

2. Recognise the process used to make certain foods and

identify the foods used in manufacturing them.

3. Know how often we should eat foods from certain food

groups for a balanced diet.

4. Understand the need for a healthy, varied diet.

5. Think about food preservation.

6. Learn good health and hygiene habits related to food and

diet.

7. Think about our own diet and be aware of each persons

responsibility for their own health.

Linguistic communication (Aims 1, 2, 3, 4, 5, 6, 7) Mathematical competence and basic competence in science and technology (Aims 1, 2, 3, 4, 5, 6, 7) Digital competence (Aims 1, 2, 5, 6, 7) Competence in learning to learn (Aims 3, 4) Social and civic competence (Aims 1, 2, 6, 7)


B.2

. Hu

man

bei

ng

s an

d h

ealt

h.

Food: its function in the organism.

Eating habits. Balanced diet.

Health and illness. Healthy habits.

1. Learn about the different types of foods.

1.1. Identify different types of foods. (Mathematical competence and basic competence in science and technology, Linguistic communication)

Learn about food groups. Act. Lets speak, p. 31 Act. 2, page 32 Act. 3, 4, page 33 Act. 6, 7, page 34 Act. 2, page 36 Act. 4, page 38

Classify different types of foods based on whether they can be eaten raw or cooked. Act. 5, page 38

Correctly distinguish between foods of plant and animal origin. Act. 3 page 37 Act. 2 page 43 Act. 3, page 45

Recognise what type of food is used to make certain processed foods. Act. 1, page 43

Learn the different stages involved in making certain foods. Act. 1, page 43

2. Understand and appreciate the importance of the relationship between wellbeing and certain habits: varied diet.

2.1. Identify the foods necessary for a healthy diet. (Mathematical competence and basic competence in science and technology, Competence in learning to learn)

2.2. Recognise elements of a balanced diet, selecting them from among various choices. Provide arguments to support the decision. (Mathematical competence and basic competence in science and technology, Competence in learning to learn)

2.3. Develop habits to prevent illness. (Mathematical competence and basic competence in science and technology,

Learn about what foods we need and how often they should be eaten for a healthy diet. Act. 1, 2, 3, page 40 Act. 4, 5, page 41

Identify the five meals which should be eaten throughout the day for a balanced diet. Act. 2, 3, page 40 Act. 2, page 44

Differentiate between foods that need to be kept cold to preserve them and those that do not. Act. 1, 2, page 42

2


2

Teaching programme

Competence in learning to learn)


B.1

. In

tro

du

ctio

n t

o s

cien

tifi

c ac

tivi

ty.

Introduction to scientific

activity.

Experiment-based

approach to certain

questions.


Using different sources of

information (direct and

indirect).


communications

technology to find

information with guidance.

Individual and group work.

Planning projects and

3. Use an experiment to

establish hypotheses

regarding events that

occur naturally and those

that occur when caused.

3.1. With guidance, perform small experiments to establish hypotheses regarding events that occur naturally and those that occur when caused. (Mathematical competence and basic competence in science and technology, Competence in learning to learn)

Perform small experiments and draw conclusions based on observations. Final task, page 46

4. Obtain significant

information about

previously defined events

and phenomena, making

predictions about natural

events, integrating data

from direct and indirect

observation by consulting

basic sources.

Communicate the results.

4.1. Use strategies for learning to learn, asking questions to obtain information and requesting clarification. (Mathematical competence and basic competence in science and technology, Competence in learning to learn)

Obtain information from an experiment or survey. Analyse it and communicate the conclusions, comparing them with those of classmates by observing their results. Act. 2, page 43 Act. 4, page 45

B.2

. Hu

man

bei

ng

s an

d

hea

lth

.


5.1. Begin to identify ones own emotions and feelings and those of classmates, demonstrating empathetic behaviour. (Social and civic competence)

Recognise ones own feelings and emotions and those of others. Act. Lets speak, page 31

B.1

. In

tro

du

ctio

n t

o s

cien

tifi

c ac

tivi

ty.







Carefully study the images and extract information from them. Lets speak, page 31 Act. 2, page 32 Act 2, page 36 Act. 5, page 38 Act. 4, page 41 Act. 1, page 43 Act. 3, page 45 Final task, pages 33, 35, 37, 39, 41, 42

Use ICT as a tool for learning and self-assessment. Interactive activities on Saviadigital: pages 35, 37, 40, 42, 43 and 45

Express oneself correctly, using the vocabulary corresponding to each block of content appropriately. Act. Lets speak, page 31 Act. 2, page 43 Act. 4, page 45


understanding the





properly.


looking out for ones own

safety, that of others, tools and

materials.

(Social and civic competence, Competence in learning to learn)

Work cooperatively. Act. 7, page 39 Act. 2, page 43


Teaching programme

submitting reports.


submit a report.

8.1. Begin planning and carrying out

activities and tasks,

demonstrating autonomy and

initiative.

(Competence in learning to

learn)

8.2. Submit work in paper or digital

format that is organised, clear

and neat.

(Competence in learning to

learn)

Plan and carry out tasks. Final task, page 46

Submit work that is neat and organised. Act. 1, page 44 Act. 2, page 46

All of the learning standards help pupils acquire Mathematical competence and basic competence in Science and Technology.


4

Teaching programme


In connection with this unit, there are a number of contents that pupils should know, from the previous stage, if they have studied early

childhood education, or from experiences they have had in their own environment, such as:

The first six letters in the alphabet: a to A-F

Numbers from 1 to 10

Basic colours: red, yellow, green and blue

Some basic vocabulary: clap, eat, wake up, like, dont like, cut, glue, market, supermarket, animals (cow, sheep, pig, chicken).

Despite having prior knowledge, basically related to vocabulary, students may find some of the following areas to be difficult when studying

the unit:

Reading and writing as some of the students may not have developed these skills yet.

Following instructions in English, due the fact that some students may not have studied in English before.

Knowledge of some abstract terminology to describe differences between plant, animal, cooked and fresh food.

The understanding of the origin of some food. In order to avoid this, this unit focusses more on fresh and cooked food rather than

processed food.

During this unit, pre-writing exercises like tracing and drawing and mathematical issues when dealing with numbers for specific activities.

To complete this unit, we recommend dividing the work into eleven sessions, organised as follows:


1 session 6 sessions 1 session 1 session 1 session 1 session












Teaching programme

A walk through the nature


1. Differentiate between living and non-living things. Recognise

the basic characteristics of living things.

2. Classify animals according to their physical characteristics,

how they move and where they live.

3. Classify animals based on how they are born (viviparous or

oviparous) and their diet (carnivore, herbivore or omnivore).

4. Understand the differences between domestic and wild

animals.

5. Learn some ways animals adapt to their habitat, for example,

camouflage.

6. Recognize plants as living things.

Linguistic communication (Aims 1, 2, 3, 4, 5, 6) Mathematical competence and basic competence in science and technology (Aims 1, 2, 3, 4, 5, 6) Digital competence (Aims 1, 2, 3, 4, 5, 6) Competence in learning to learn (Aims 2, 3, 4, 5) Social and civic competence (Aims 5, 6) Sense of initiative and entrepreneurial spirit (Aims 1, 5, 6)


B.3

. Liv

ing

th

ing

s.

Living things. Plants and animals. Identifying differences.

1. Conduct observations of living things, proposing questions before and during the observation in order to obtain significant information.

1.1. Observe and describe a number of life forms and identify the differences between living and non-living things. (Linguistic communication, Mathematical competence and basic competence in science and technology)

1.2. Recognize plants as living. (Linguistic communication, Mathematical competence and basic competence in science and technology)

1.3. Demonstrate an interest in observing and studying plants and animals. (Sense of initiative and entrepreneurial spirit, Competence in learning to learn)

1.4. Demonstrate and develop the habit of caring for and respecting plants and animals. (Social and civic competence, Sense of initiative and entrepreneurial spirit, Competence in learning to learn)

Identify plants and animals as living things and differentiate them from non-living things.

Act. Lets speak, page 49 Act. 1, 2, 3, page 50 Act. 4, 5, page 51 Act. 6, 7, page 52 Act. 8, 9, page 53 Act. 1, page 62

List the basic characteristics of all living things.

Act. 4, page 51 Act. 6, page 52 Act. 8, page 53

Learn what elements plants and animals need to live. Act. 4, page 51 Act. 6, page 52 Act. 8, page 53

Learn about plants and animals as part of their environment.

Act. Lets speak, page 49 Act. 9, page 53 Act. 3, page 60 Act. 2, page 61 Act. 4, page 63

3


Teaching programme


B.3

. Liv

ing

th

ing

s.

Classification based on

observable elements,

identification and names.

Characteristics of different

types of animals and how

they live.

Different parts of animals

and their main functions.

Human-animals relations.

The care they need to live.

Direct and indirect

observation of animals.


communications

technology to find

information with guidance.

Using different sources of

information (direct and

indirect).


2. Recognise and classify the most important animals in the immediate environment and other known species using basic criteria. Apply information obtained from various sources.

2.1. Observe animals directly and indirectly. Identify, name and classify them based on observable elements: where they live, how they are born, what they eat and which of the main groups they form part of. (Mathematical competence and basic competence in science and technology, Competence in learning to learn, Social and civic competence)

2.2. Identify the parts that make up some of the most representative types of animals and the function of each part. (Mathematical competence and basic competence in science and technology, Social and civic competence)

Classify animals based on various criteria: body covering, movement, habitat, diet, how they are born, etc.

Act. Lets speak, page 49 Act. 1, 2, 3, page 54 Act. 4, 5, page 55 Act. 6, 7, 8, page 56 Act. 9, 10, page 57 Act. 1, 2, 3, page 58 Act. 4, 5, page 59 Act. 1, 2, 3, page 60 Act. 1, page 61

Correctly identify oviparous and viviparous animals.

Act. 1, 3, page 58 Act. 4, 5, page 59 Act. 2, page 62 Act. 3, page 63

Match animals with their diet. Act. 2, page 58 Act. 4, 5, page 59

Differentiate between domestic and wild animals. Act. 1, 3, page 60 Act. 2, page 62

Identify and describe an animal based on its characteristics. Act. 1, 2, 3, page 54 Act. 4, 5, page 55 Act. 6, 7, 8, page 56 Act. 9, 10, page 57 Act. 1, 2, 3, page 58 Act. 4, 5, page 59 Act. 1, 2, 3, page 60 Act. 1, 2, page 61 Act. 2, page 62 Act. 3, 4, page 63

3. Ask appropriate questions

to obtain information

through observation, using

the instruments available

and keeping records.

3.1. Observe, describe and associate animals physical features and examples of behaviour with the environment where they live (camouflage, changing colour, etc.). (Digital competence, Competence in learning to learn, Sense of initiative and entrepreneurial spirit)

Recognise some ways living things adapt to their habitat to help them survive. Act. 1, 2, 3, page 60 Act. 1 page 61

B.1

. In

tro

du

ctio

n t

o s

cien

tifi

c

acti

vity

.


information about

previously defined events

and phenomena, making

predictions about natural

events, integrating data

from direct and indirect

observation by consulting

basic sources.

Communicate the results.


Use ICT correctly as a tool for learning and self-assessment. Interactive activities on Saviadigital: pages 49, 53, 57, 59, 61, 63 and 64


Teaching programme




5.1. Use the vocabulary corresponding to each block of content appropriately. (Linguistic communication, Competence in learning to learn)

Use vocabulary that is appropriate to the block of content studied to communicate. Act. Lets speak, page 49 Act. 9, page 53 Act. 10, page 57 Act. 2, page 61 Act. 4, page 63 Act. 2, page 64

Observe and describe elements of images and extract information from them. Act. Lets speak, page 49 Act. Final task, pages 51, 53, 55, 57, 59. Act. 5, page 55 Act. 5, page 59 Act. 2, page 62 Act. 1, page 64


understanding the





properly.


looking out for ones own

safety, that of others, tools and

materials.

(Social and civic

competence, Competence in

learning to learn)

Take an active part in creating a story, contributing ideas and respecting the work of others. Act. 2, page 64

Take care when submitting assignments, ensuring that they are neat and organised.

Act. 5, page 51 Act. 5, page 59 Act. 2, page 61 Act. 4, page 63 Act. 2, page 64

All of the learning standards help pupils acquire Mathematical competence and basic competence in science and technology.


Teaching programme


In order to study this unit, pupils should be familiar with the alphabet, the first six numbers and basic colours to enable pupils to describe and understand pictures. Pupils who attended infant education will already be familiar with some animals; this will help them to grasp some of the concepts in this unit facilitating the learning of the vocabulary in L2. In addition, in their schooling prior to primary education, they already did some work on appropriate standards of behaviour and certain basic rules of conduct that will allow the teacher to present the new contents.

It is highly likely that pupils will have some difficulty with certain concepts in the unit:

Differentiating between living and non-living things, as they have never met this concept before.

Seeing plants as living things. Pupils should have no difficulty seeing animals as living things. However, this is not so obvious when it comes to plants, as they do not move and pupils are not aware of how they get nourishment or that they also reproduce.

The unit covers rules that should be observed with regard to a natural environment and the animals that live there. This content is related to

Social Science.

This unit also works with numbers, which fall under Mathematics.

To complete this unit, we recommend dividing the work into eleven sessions, organised as follows:


1 session 6 sessions 1 sessions 1 session 1 session 1 session












Teaching programme

An animal world!


1. Learn the main characteristics of dinosaurs.

2. Differentiate between vertebrate (with bones) and

invertebrate (without bones) animals.

3. Identify the different types of vertebrate animals: mammals,

birds, reptiles, fish and amphibians.

4. Learn the main characteristics of mammals, birds and

reptiles.

5. Learn the characteristics of fish and amphibians and

establish the difference between them.

6. Encourage respect for and interest in other living things.

Linguistic communication (Aims 1, 2, 3, 4) Mathematical competence and basic competence in science and technology (Aims 1, 2, 3, 4) Digital competence (Aims 1, 2, 3, 4, 5) Competence in learning to learn (Aims 1, 2, 3, 4) Social and civic competence (Aim 5) Sense of initiative and entrepreneurial spirit (Aim 5)


B.3

. Liv

ing

th

ing

s.

Living things. Plants and animals. Identifying differences.

1. Conduct observations of living things, proposing questions before and during the observation in order to obtain significant information.

1.1. Observe and describe a number of life forms and identify the differences between vertebrates or invertebrates. (Linguistic communication, Mathematical competence and basic competence in science and technology)

1.2. Demonstrate interest in observing and studying animals. (Competence in learning to learn, Sense of initiative and entrepreneurial spirit)

1.3. Demonstrate and develop the habit of caring for and respecting animals. (Sense of initiative and entrepreneurial spirit, Competence in learning to learn, Social and civic competence)

Distinguish between vertebrate (with bones) and invertebrate (without bones) animals. Act. 2, 3, page 76 Act. Final task, pages 67, 69, 71, 73, 75, 76, 80

Correctly identify certain external characteristics of boneless animals. Act. 2, 3, page 76. Act. Final task, pages 67, 69, 71, 73, 75, 76, 80

Demonstrate respectful behaviour towards animals. Act. Lets speak, page 65 Act. 4, page 73 Act. 2, page 77 Act. 1, page 78


4


Teaching programme

B.3

. Liv

ing

th

ing

s.

Classification based on

observable elements,

identification and names.

Characteristics of different

types of animals and how

they live.

Constituent parts and main

functions of animals.

Major animal groups.

Animals in the immediate

natural environment.

Direct and indirect

observation of animals.


Completing a project on

2. Recognise and classify the most important animals in the immediate environment and other known species using basic criteria. Apply information obtained from various sources.

2.1. Observe animals directly and indirectly. Identify, name and classify them based on observable elements: where they live, how they are born, what they eat and which of the main groups they form part of. (Competence in learning to learn, Social and civic competence)

2.2. Identify the parts that make up some of the most representative types of animals and the function of each part. (Sense of initiative and entrepreneurial spirit, Social and civic competence)

Learn the main characteristics of dinosaurs.

Act. 2, 3, page 66 Act. 4, 5, page 67

Learn and identify the main characteristics of fish. Act. 1, 2, 3, page 68

Learn how amphibians reproduce and are born. Identify their main characteristics. Act. 1, 2, 3, page 69 Act. 3, page 70

Learn and identify the main characteristics of reptiles. Act. 1, 2, 3, page 70 Act. 4, 5, page 71

Recognise the similarities and differences between amphibians and reptiles. Act. 3, page 70

Learn how birds reproduce and are born. Recognise their main characteristics. Act. 1, 2, 3, page 72 Act. 4, 5, page 73

Learn the main characteristics common to all mammals. Act. 1, 2, 3, 4, page 74 Act. 5, 6, page 75

Identify the aspects that distinguish different mammals from others: how they move, extremities, etc. Act. 5, 6, page 75

Learn and identify the main characteristics of insects. Act. 1, 2, 3, page 76

Classify animals correctly based on the group they belong to. Act. 2, page 78 Act. 3, page 79

3. Use instruments such as

information and

communications

technology to make

observations, with

guidance.

3.1. Use information and communications technology with a lot of guidance. (Digital competence, Competence in learning to learn, Sense of initiative and entrepreneurial spirit)

Be able to find information about the characteristic aspects of certain animals, with guidance. Act. Let's speak, page 65

Use ICT correctly as a tool for learning and self-assessment. Interactive activities on Saviadigital: pages 65, 69, 71, 73, 75, 76, 79 and 81


Teaching programme

B.1

. In

tro

du

ctio

n t

o s

cien

tifi

c ac

tivi

ty.

animals. 4. Communicate results orally




Use vocabulary that is appropriate to the block of content studied to communicate. Let's speak, pages 67.

Observe and describe elements of images and extract information from them. Let's speak, pages 67. Let's think, page 77.


submit a report.

5.1. Submit work in paper or digital format that is organised, clear and neat. (Digital competence, Social and civic competence)

5.2. With guidance, complete a project and submit a report on animals in paper or digital format, gathering information from different sources. (Digital competence, Social and civic competence)

Take care when submitting assignments, ensuring that they are neat and organised.

Act. 5, page 67 Act. 3, page 68 Act 2, page 77 Act. 4, page 79 Act. 1, 2, page 80

Take an active part in completing an assignment on animals, respecting the work of others. Act. 2, page 77

All of the learning standards help pupils acquire Mathematical competence and basic competence in science and technology.


Teaching programme


In order to study this unit, pupils should be familiar with certain content: concepts and procedures. These include:

When they begin the unit, pupils will be familiar with the animal world, as many of them will have pets, visit parks and be interested in

them.

Living things are born, take in nourishment, have young and die.

Different ways animals move.

It is highly likely that pupils will have some difficulty with the following concepts:

Aquatic mammals: Pupils tend to identify mammals as terrestrial animals. This may cause difficulty when it comes to differentiating

between aquatic mammals and fish.

Fish, reptiles and amphibians: These animal groups have certain common characteristics. This may cause some problems when it

comes to classifying them correctly.

Understand the concept of cycle as in the cycle of a ladybird.

This unit includes writing numbers, which falls under the subject of Mathematics.

To complete this unit, we recommend dividing the work into twelve sessions, organised as follows:

UNIT INTRODUCTION CONTENT LET'S THINK REVIEW FINAL TASK NORA AROUND THE WORLD













Teaching programme

So many materials!


1. Recognise the origin of different materials.

2. Learn about the properties of different materials and their

relationship to how each material is used.

3. Identify changes experienced by materials when they are

exposed to environmental agents.

4. Identify positive approaches to caring for the environment.

5. Learn and apply the 3 Rs rule.

Linguistic communication (Aims 1, 2, 3, 4, 5, 6) Mathematical competence and basic competence in Science and Technology (Aims 1, 2, 3, 4, 5, 6) Digital competence (Aims 1, 2, 4, 5, 6) Competence in learning to learn (Aims 3, 4, 5, 6) Social and civic competence (Aims 4, 5, 6)

BLOCK CONTENTS ASSESSMENT CRITERIA

LEARNING STANDARDS* LEARNING OUTCOMES

B.4

. Mat

eria

ls a

nd

en

erg

y.

Materials and their

properties.

Types of materials.

Classification

according to simple

criteria.

Experiment-based

approach to certain

questions: chemical

reactions.

Reduce, re-use,

recycle.

1. Classify different types of materials according to simple criteria.

1.1. Observe, identify, describe and classify certain materials according to simple criteria: state of aggregation, texture, colour, shape, flexibility, etc. (Mathematical competence and basic competence in Science and Technology, Linguistic communication)

1.2. Explain the relationship between certain elements and resources in the physical environment, the characteristics of certain materials and how they are used, giving specific, relevant examples. (Mathematical competence and basic competence in Science and Technology, Linguistic communication)

Recognise the origin of different materials. Act. Lets speak, page 83 Act. 1, 2, 3, page 84 Act. 4, 5, page 85

Identify, describe and classify certain materials according to their state of aggregation, colour, shape, flexibility, etc. Act. 1, 2, 3, page 86 Act. 4, 5, page 87 Act. 2, 3, page 90 Act. 4, 5, page 91 Act 3, page 95 Act. Final task, pages 85, 87, 89, 91

Associate how certain materials are used with their characteristics. Act. Lets speak, page 83 Act. 1, 2, 3, page 88 Act. 4, 5, page 89 Act. 1, 2, 3, page 93 Act. 1, 2, page 94 Act, 3, 4, page 95 Act. Final task, pages 85, 87, 89, 91

2. Recognise and describe observable changes in objects and materials, including oxidation, drying and changes in size, colour, properties and state.

2.1. Observe, identify and orally describe the changes experienced by certain materials oxidation, drying, changes in size, colour, properties and state after exposure to environmental agents. (Mathematical competence and basic competence in Science and Technology, Linguistic communication, Competence in learning to learn)

Recognise changes of state in materials and what causes these changes. Act. 1, 2, 3, page 90 Act. 4, 5, page 91

Recognise certain observable transformations in materials, such as changes in colour and size and drying. Act. 1, 2, 3, page 90 Act. 4, 5, page 91

3. Learn and appreciate the importance of taking measures to save the environment.

3.1. Demonstrate individual and

collective awareness of certain

environmental problems.

(Linguistic communication,

Competence in learning to learn,

Social and civic competence)

3.2. Reduce, re-use and recycle objects in the classroom and at school. (Linguistic communication, Competence in learning to learn, Social and civic competence)

Recognise individual and collective attitudes that help protect nature. Act. 1, 2, 3, page 92 Act. 2, 3, page 93 Final task, page 96

Learn and apply the 3R rule. Recognise its importance for protecting the environment. Act. 1, 2, 3, page 92 Act. 1, 2, 3, 4, page 96 Final task, page 96

5


2

Teaching programme

BLOCK CONTENTS ASSESSMENT CRITERIA

LEARNING STANDARDS* LEARNING OUTCOMES

B.2

. Hu

man

bei

ng

s

and

hea

lth

.


Introduction to scientific activity. Experiment-based approach to certain questions.

Using different

sources of information

(direct and indirect).


communications

technology to find

information with

guidance.


work.


submitting reports.


4.1. Begin to identify ones own

emotions and feelings and those of

classmates, demonstrating

empathetic behaviour.

(Social and civic competence)

Recognise ones own feelings and emotions and those of others. Act. Lets speak, page 83 Act. 5, page 85 Act. 5, page 89 Act. 5, page 87 Act. 2, page 94 Act. 4, page 95

B.1

. In

tro

du

ctio

n t

o s

cien

tifi

c ac

tivi

ty.


information about

previously defined

events and

phenomena, making

predictions about

natural events,

integrating data from

direct and indirect

observation by

consulting basic

sources.

Communicate the

results.

5.1. With guidance, look for, select and

organise specific, relevant

information. Analyse it, reach

conclusions and talk about the

experience, reflecting on the

process and communicating orally

and in writing.

(Mathematical competence and

basic competence in Science

and Technology, Linguistic

communication, Competence in

learning to learn)

Make predictions and reach conclusions regarding certain events. Act. 5, page 91

6. Communicate results

orally and in writing,

presenting them with

visual aids.




Carefully study the images and extract information from them. Act. Lets speak, page 83 Act. 1, page 86 Act. 1, page 88 Act. 4, 5, page 89 Act. 1, 2, 3, page 90 Act. 4, 5, page 91 Act. 1, 2, 3, page 92 Act. 1, 2, 3, page 93 Act. 3, page 95 Act. 1, page 96 Act. Final task, pages 85, 87, 89, 91

Use ICT as a tool for learning and self-assessment. Interactive activities on Saviadigital: pages 87, 89, 91, 95, 96

Express oneself correctly, using the vocabulary corresponding to each block of content appropriately. Act. Lets speak, page 83 Act. 5, page 85 Act. 5, page 87 Act. 5, page 89 Act. 5, page 91 Act. 2, page 94 Act. 4, page 95 Act. 4, page 96


understanding the

importance of looking

out for ones own

safety and that of

others, taking care of

tools and using

materials properly.

7.1. Begin working cooperatively, looking out for ones own safety, that of others, tools and materials. (Social and civic competence, Competence in learning to learn)

Work cooperatively. Act. Final task, page 96


Teaching programme

B.1

. In

tro

du

ctio

n t

o

scie

nti

fic

acti

vity

. 8. Complete a project

and submit a report.

8.1. Begin planning and carrying out activities and tasks, demonstrating autonomy and initiative. (Competence in learning to learn)

8.2. Submit work in paper or digital format that is organised, clear and neat. (Competence in learning to learn)

Plan and carry out tasks. Act. Final task, page 96

Submit work that is neat and organised. Act. 3, page 93 Act. 2, page 94 Act. 2, page 96



4

Teaching programme


In order to study this unit, pupils should be familiar with certain content: concepts and procedures. For example:

Characteristic properties of materials, for example, whether they are hard or soft.

Individual and collective actions that help protect the environment.

The term recycling.

It is highly likely that pupils will have some difficulty identifying the animal, plant or mineral origin of certain materials. They may also find it difficult to recognise the changes that take place in materials when they are exposed to certain environmental agents. In this unit, pupils will also need to recognise the difference between recycling, reducing and re-using. They sometimes have difficulty distinguishing between the different terms.

The unit covers how applying the 3 Rs rule and recognising individual and collective efforts help conserve the environment. This content is

related to Social Science.

This unit also includes writing numbers up to the number three, which falls under Mathematics.














1 Unit 6

Natural Science 1 Primary

Teaching programme

6 Machines help us UNIT AIMS COMPETENCES

1. Differentiate between simple and complex machines. Identify

the type of energy each machine needs in order to work.

2. Recognise certain machines in the immediate environment,

associating them with the jobs or professions that use them.

3. Learn and appreciate the value of technological discoveries

and how they affect our daily lives.

4. Begin learning to use a computer properly.

5. Recognise the major energy sources and how obtaining energy

affects the environment.

Linguistic communication (Aims 1, 2, 3, 4) Mathematical competence and basic competence in Science and Technology (Aims 1, 2, 3, 4) Digital competence (Aims 1, 2 and 4) Competence in learning to learn (Aims 1, 2, 3, 4) Social and civic competence (Aims 2, 3)


B.5

. Tec

hn

olo

gy.

Ob

ject

s an

d m

ach

ines

.

Machines and devices. Studying machines and devices and how they work.

Assembling and disassembling simple objects.

Identifying and describing professions based on the materials, tools and machines they use.

Using materials, substances and tools in the classroom and

1. Assemble and

disassemble simple machines

and objects. Explain how they

work and what each part is

for. Take the appropriate

safety precautions to prevent

accidents, considering the

function of each piece in the

process.

1.1. Observe, identify and describe certain machines and devices in the immediate environment. (Mathematical competence and basic competence in Science and Technology, Linguistic communication)

1.2. Assemble and disassemble simple objects and devices (scissors, scales, etc.), explaining how they work and what each part is for. (Mathematical competence and basic competence in Science and Technology, Linguistic communication, Competence in learning to learn)

Identify and describe common machines. Act. Lets speak, page 97 Act. 1, 2, 3, page 98 Act. 4, 5, page 99 Act. 1, 2, page 100 Act. 3, 4, page 101 Act. 1, page 102 Act. 2, page 104 Act. 4, 5, page 105 Act. 1, 2, page 106 Act. 1, 2, page 108 Final task, page 110 Act. Final task, pages 99, 101, 103, 105, 106

Learn about the different types of energy required to make machines work. Act. 1, 2, 3, page 98 Act. 1, 2, 3, page 102 Act. 1, page 107

Identify the number of parts used to assemble a machine. Based on this criterion, recognise simple machines. Act. 4, 5, page 99

Assemble and disassemble simple devices and identify the parts required to assemble each one. Act. 5, page 99

Identify the proper use for each type of machine. Act. 4, page 99

2. Identify, learn and name

some of the main professions.

Recognise their importance

and the duties performed by

people in the immediate

environment.

2.1. Observe, identify and describe professions based on the materials, tools and machines they use. (Mathematical competence and basic competence in Science and Technology, Linguistic communication)

2.2. Observe and identify the jobs of people in the immediate environment. Recognise the importance of all professions, how they contribute to the wellbeing of society and the responsibility they all require. Identify sexist stereotypes.

Observe, identify and describe professions based on the materials, tools and machines they use, without stereotyping any of them. Act. 3, 4, page 101

Act. 1, page 108


2

Teaching programme

at school. Personal safety.

(Mathematical competence and basic competence in Science and Technology, Linguistic communication, Social and civic competence)

3. Begin learning how to

ensure personal safety and

use materials, substances

and tools safely in the

classroom and at school.

3.1. Use substances, materials and tools appropriately in the classroom. (Social and civic competence, Competence in learning to learn)

3.2. Identify and demonstrate behaviours associated with personal safety. (Social and civic competence, Competence in learning to learn)

3.3. Observe and analyse how certain objects and machines work. Identify elements which may pose a risk. (Mathematical competence and basic competence in Science and Technology, Social and civic competence, Competence in learning to learn)

Learn how machines work and how to avoid risks associated with their use. Act.1, 2, page 107

Saving energy and

environmental

protection.

4. Learn and appreciate the importance of taking measures to save energy and protect the environment.

4.1. Observe and identify elements and

resources in the physical

environment (sunlight, water, air,

earth, vegetation), establishing

simple relationships with human life

and relating them to saving energy

and environmental protection.

(Linguistic communication,

Competence in learning to learn,

Social and civic competence)

Differentiate between objects which require energy to work and those that do not. Act. Lets speak, page 97 Act. 2, 3, page 98 Act. 4, 5, page 99

Observe and identify elements and resources in the physical environment from which we obtain energy (sunlight, water, air, earth, vegetation). Act. 2, 3, page 102 Act. 4, page 103

Recognise the environmental consequences of obtaining and producing energy. Act. 4, 5, page 103

CONTENTS ASSESSMENT CRITERIA LEARNING STANDARDS* LEARNING OUTCOMES

B.5

. Tec

hn

olo

gy.

Ob

ject

s an

d m

ach

ines

.

Technological discoveries and inventions that make peoples daily lives easier.

Using information and communications technology.


Introduction to scientific activity. Experiment-based approach to certain

5. Learn about discoveries and inventions that make peoples lives easier.

5.1. Learn how certain technological

inventions have evolved over time

and how they have made peoples

daily lives easier.

Mathematical competence and

basic competence in Science and

Technology, Social and civic

competence, Competence in

learning to learn)

Recognise how certain machines have evolved over time and how they have helped improve peoples daily lives. Act. 1, 2, 3, page 104 Act. 4, page 105

6. Learn some uses for computers.

6.1. Begin learning to use a computer

correctly.

Mathematical competence and

basic competence in Science and

Technology, Competence in

learning to learn)

Learn some uses for computers and what each part is for. Act. 1, 2, page 106 Final task, page 106

B.2

. Hu

man

bei

ng

s an

d

hea

lth

.


7.1. Begin to identify ones own emotions

and feelings and those of

classmates, demonstrating

empathetic behaviour.

(Social and civic competence)

Recognise ones own feelings and emotions and those of others. Lets speak, page 97 Act. 5, page 103 Act. 5, page 105

3 Unit 6

Natural Science 1 Primary

Teaching programme

6 B

.1. I

ntr

od

uct

ion

to

sci

enti

fic

acti

vity

.

questions.

Using different

sources of

information (direct

and indirect).

Using information

and communications

technology to find

information with

guidance.


work.


submitting reports.

8. Obtain significant information about previously defined events and phenomena, making predictions about natural events, integrating data from direct and indirect observation by consulting basic sources. Communicate the results.

7.1. With guidance, look for, select and

organise specific, relevant

information. Analyse it, reach

conclusions and talk about the

experience, reflecting on the process

and communicating orally and in

writing.

(Mathematical competence and

basic competence in science and

technology, Linguistic

communication, Competence in

learning to learn)

Make predictions based on specific information and reach conclusions regarding certain events. Act. Lets speak, page 97. Act. 4, 5, page 103. Act. 5, page 105. Act. Lets think, page 107 Act. 3, 109 Act. Final task, pages 99, 101, 103, 105

9. Communicate results

orally and in writing,

presenting them with

visual aids.

8.1 With guidance, look for, select and organise specific, relevant information. Analyse it, reach conclusions and talk about the experience, reflecting on the process and communicating orally and in writing.

(Digital competence, Competence in learning to learn)

8.2 Begin using information and communications technology for learning to learn and to communicate.

(Digital competence, Competence in learning to learn)

8.3 Use the vocabulary corresponding to each block of content appropriately.

(Linguistic communication)

Carefully study the images and extract information from them. Lets speak, page 97 Act. 4, 5, page 103. Act. 5, page 105. Lets think, page 107 Act. 3, 109 Act. Final task, pages 99, 101, 103, 105

Use ICT as a tool for learning and self-assessment. Interactive activities on Saviadigital: pages 97, 99, 101, 105, 109, 110

Express oneself correctly, using the vocabulary corresponding to each block of contents appropriately. Lets speak, page 97 Act. 3, 109 Final task, page 110

B.1

. In

tro

du

ctio

n t

o s

cien

tifi

c ac

tivi

ty.

10. Work cooperatively, understanding the importance of looking out for ones own safety and that of others, taking care of tools and using materials properly.

10.1 Begin working cooperatively, looking out for ones own safety, that of others, tools and materials. (Social and civic competence, Competence in learning to learn)

Work cooperatively. Final task, page 110


submit a report.

11.1. Begin planning and carrying out activities and tasks, demonstrating autonomy and initiative. (Competence in learning to learn)

11.2. Submit work in paper or digital format that is organised, clear and neat. (Competence in learning to learn)

Plan and carry out tasks. Act. Final task, page 110.

Submit work that is neat and organised. Act. 4, page 103 Act. 2, page 107 Act. 3, 4, page 109 Act. Final task, page 110.



4

Teaching programme


In order to study this unit, pupils should be familiar with certain content. For example:

Machines need energy to work.

Be familiar with certain common machines in the immediate environment are used.

The name of certain professions.

The concept of preserving nature.

Follow instructions to properly work cooperatively.

It is highly likely that pupils will have some difficulty recognising some types of machines and understanding how they work and the number of parts machines are made up of. They may find it especially challenging to begin learning how to use a computer and recognise the function of each part.

The unit covers the connection between different types of machines and the jobs in which they are used. This content is related to Social

Science. It also discusses how some machines have evolved over time.

Mathematics also comes into play in counting the number of parts that make up a machine.














Documents

Teaching Programme