UNIT 1 The Universe - Bilingual Byme · Web viewIn the Find out project, pupils will investigate how the brain can be tricked by optical illusions and it the Find out section of

Teaching programme – ByME Natural Science 3

ByME Natural Science 3

SYLLABUS

Area: Ciencias Naturales (English)

Stage: Primary Education

UNIT 1 The human body1


CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY COMPETENCES

PAGES

The human body: external characteristics

Know the external parts of the human body

Observes, identifies and describes the external parts of the human body

MST,LIN 7-9

The human body: internal characteristics

Identify the different body systems and the related organs

Identifies and describes the different body systems: circulatory system, respiratory system and digestive system

MST,LIN 10,11

Identifies and describes the organs involved in the different body systems: circulatory system, respiratory system and digestive system

MST,LIN 10-15

Starts to understand the role the body systems play in the life processes of human beings: nutrition, reproduction and interaction

MST,LIN 10-15

The senses and the sense organs Understand how our senses work and the organs used to carry them out

Explain how the different senses work and the organs they use

MST,LIN 12-15

Identifies the role our senses play in the process of interaction

MST,LIN 12-15

Identifies some problems related to our senses MST,LIN 16,17First approaches to scientific activity and the scientific method. Use of different information sources (direct and indirect). Use ICTs.

Obtain relevant information about specific phenomena, make predictions, integrate information from direct and indirect observation and communicate the results.

With help, selects and organises specific and relevant information; analyzes it and draws conclusions; reflects on the experience and the process; presents the results.

MST,LTL 9,16, 17

Use books, libraries, etc. and collaborate in the care and maintenance of all the materials available in the school and the classroom.

MST,LTL 9,6,16

Shows autonomy in the planning of activities and tasks and shows initiative in decision taking.

LTL,AUT 16,17

2



PAGES

Uses ICTs to help search for information and/or for presenting the results

LTL,DIG 16,17

First approaches to simple experiments and investigations

Conjecture as to the results of natural occurrences and of simple experiments and investigations.

With help, carries out simple experiments or investigations, and conjectures as to the results.

MST, LTL, AUT 16

Individual and group work Work independently and proactively and develop strategies for working in a group.

Uses strategies to help their own learning, as well as asking for help and information.

LTL,AUT 9,16,17

First approaches to cooperative learning SOC,LTL 7,17Planning a project and presenting a report

Carry out a project and present a report. Begins observation, using relevant instruments and consulting written documents and images.

LTL, AUT 9,16

Shows autonomy and proactiveness in the planning of and carrying out of actions.

AUT 16,17

Presents work clearly and in an organised fashion. LIN, LTL, AUT 16With help, carries out a project and presents a report, using paper and/or digital means, collecting information from different sources, presenting the results orally and with the support of images and short texts.

LIN,LTL,AUT,DIG 16

3


UNIT SUMMARY

In this unit pupils will review and extend their knowledge of the human body, looking at the principal parts of the body and the five senses. They will also be introduced to three vital body systems: the circulatory system, the respiratory system and the digestive system.

At the beginning of the unit pupils will revise parts of the body and the five senses. This subject area is covered in the opening illustration with the help of the course characters, Carla and Alex, who are on a school trip to a doctor's surgery. The school trip continues in the story and, on their return to school, Alex and Carla carry out a School trip project to review all the parts of the body they have learnt. These opening pages are designed to test pupils' prior knowledge and ease them into the subject matter of the unit, provoking interest and participation. They will move on to study body systems and a detailed look at how our sense organs work. This is a new area of study for the pupils and one that requires a high level of language and knowledge acquirement. Therefore, the aim of this unit should be to introduce pupils to the subject matter, focusing on the idea that our body is made up of systems that work together like a complex machine and less on the detail of how the systems work.

In the Find out project, pupils will investigate how the brain can be tricked by optical illusions and it the Find out section of the unit, pupils will reflect on and how people deal with visual impairment.

VALUES AND ATTITUDES

In this unit your pupils will learn to appreciate how important our senses are and how people with a sensory defect can use special objects or tools to carry out everyday activities. Throughout the unit, try to encourage pupils to think about:

how we use our five senses every day and how we would feel if you lost the use of one of them.

how important it is to look after our bodies, focusing on looking after our eyes and ears.

how we should be aware that the people around us may have a sensory impairment and be sensitive to their needs.

Think about it

The Think about it page in this unit focuses on visual impairment. The intention of this section is to focus on how modern day inventions and tools can make it easier for people who cannot see to adapt to everyday life and continue enjoying their autonomy.

4


UNIT 2 Look after yourself


PAGES

Food groups and their role in the body. Healthy eating and a balanced diet.

Understand the different food groups and the combinations that make up a healthy, balanced diet and the problems caused by an unhealthy diet.

Classifies food into different groups according to what they contribute to a healthy diet

MST,LIN 24

Recognises the importance of an healthy diet MST,SOC 21-25

Identifies and describes the elements of a healthy, balanced diet

MST,LIN 22-25

Adopts a healthy diet SOC,AUT 23

Health and illness. Healthy habits. Identify and explain the health consequences of habits of personal hygiene, physical exercise and rest

Identifies and adopts healthy habits: personal hygiene, physical exercise and rest

MST,AUT 21,26,30

Plans individual and group activities in order to make the most of their free time

SOC,AUT 31

Identification of unhealthy habits. Prevention of problems caused by unhealthy habits.

Differentiate between healthy and unhealthy habits.

Identifies the causes of certain food-related problems and recognises the healthy habits that can help to prevent them

MST,SOC 25,27

Identifies the causes of certain illnesses and recognises the healthy habits than can help prevent them

MST,SOC 27

5



PAGES

Identifies and describes ways of preventing health risks

MST,SOC 21,25,27

Demonstrates a critical attitude towards certain social practises that can damage the health

MST,SOC 27

The stages of life and the changes we undergo.

Identify the different stages of life and their characteristics.

Observes and identifies the different stages of life and defines their characteristics

MST,LIN,SOC 28

Understands and values the correct lifestyle for their age

AUT,LTL,SOC 30

First approaches to scientific activity and the scientific method. Use of different information sources (direct and indirect). Use ICTs.



MST, LTL 28

Uses books, libraries, etc. and collaborates in the care and maintenance of all the materials available in the school and the classroom.

MST, LTL 29


LTL,AUT 16,17


LTL,DIG 30

First approaches to simple experiments and investigations.



MST, LTL, AUT 30

Individual and group work. Work independently and proactively and develop strategies for working in a group.


LTL, AUT 23,30,31

First approaches to cooperative learning SOC, LTL 21Carry out a project and present a report.. Begins observation, using relevant instruments and

consulting written documents and images.LTL, AUT 23,30,3

1

6



PAGES

Planning a project and presenting a report.


AUT 23,30,31

Presents work clearly and in an organised fashion. LIN, LTL, AUT 23,30,31

With help, carries out a project and presents a report, using paper and/or digital means, collecting information from different sources, presenting the results orally and with the support of images and short texts.

LIN,LTL,AUT,DIG

23,30,31

7


UNIT SUMMARY

In this unit we will study different ways to look after ourselves. Pupils will look at what a balanced diet consists of and, through this, they will revise the main food groups, which they have studied in previous years. Food groups can be presented in different ways and there are a variety of diagrams and methods to present this information. In ByME Primary Science 3, the food groups are presented using the image of a healthy plate. The focus is on what we should try to include in every meal, which means knowing how to choose different sources of good fats, essential for a healthy diet. Sugar is not represented in the healthy plate illustration on page 24 because a healthy diet does not need artificial sources of sugar. It is important for this age group to understand sugar is not good for us and sugary foods should only be eaten occasionally. Encourage your pupils to choose nutritional school snacks for themselves.

Pupils will extend their knowledge of other ways of taking care of their bodies and minds. This unit has plenty of opportunities to encourage pupils to take responsibility for their health. Daily hygiene, rest and exercise are healthy habits children of this age can show a responsible attitude towards and carry out by themselves. Pupils will think about health problems and prevention. They will also reflect on how we change with age, and how our emotional health is also of great importance.

In the Find out project they will investigate how much sleep we need at different stages of life and in the Think about it section of the unit, pupils think about how best to use their free time.


In this unit your pupils will learn to recognise that a balanced diet, basic hygiene, exercise and rest are healthy habits. They learnt in Unit 1 that the human body is complex and needs to be looked after. In this unit, they learn that there are lots of things they can take direct responsibility for to look after themselves. Throughout the unit, try to encourage pupils to think about:

what they eat and how they could improve their diet if necessary. how important it is to carry out basic hygiene every day. how lack of sleep, exercise and well-being can affect our health and our

development.

Think about it

The Think about it page in this unit focuses on free time. The aim of this section is to encourage pupils to do a variety of free-time activities, but recognise that not everyone likes or should like the same things. This unit is a good opportunity to foment a positive attitude to individuality and encourage self-confidence.

8


UNIT 3 Living things


PAGES

Direct and indirect observation of living things with instruments where appropriate and using audio and visual technology.

Understand the difference between living and non-living things.

Observes, identifies and explains the differences between living and non-living things

MST,LIN 35-37

Shows an interest in the observation and study of all living things LTL,AUT 37,44

Observes living things, directly using appropriate instruments (such as a camera or magnifying glass), and indirectly using secondary sources (books, technological, audiovisual, etc.)

MST, LTL, AUT 41,44,45

Classifying living things. Through direct and indirect observation, use scientific criteria to identify and classify living things into kingdoms.

Observes and identifies the characteristics of different living things MST, LIN 38,39,42

Classifies living things into groups according to their characteristics MST,LIN 38,39,42

Life processes of living things.

Understand the life processes of living things.

Identifies and describes the life processes of animals and plants: nutrition, reproduction and interaction

MST,LIN 40,41

Compares and contrasts the life processes in animals and plants MST,LIN,LTL 40,41

Classifies and describes animals and plants in relation to their life processes

MST,LIN,LTL 39-41

9



PAGES

Plants. Recognise the parts of a plant and identify the characteristics of different groups of plants.

Observes and identifies the parts of a plant MST,LIN 40

Observes and identifies the characteristics of different plants MST,LIN 40-42

Classifies plants into different groups according to their characteristics MST,LIN,LTL 42

Adaptations and variety of life.

Understand the existence of the huge variety of different forms of life.

Observes and identifies living things and their adaptations in extreme environments

MST,LIN 43

Interaction in living things.

Understand the relationships between certain living things.

Identifies and explains the relationships between living things MST,LIN 45




MST,LTL 44,45


MST,LTL 44,45


LTL,AUT 44,45

Uses ICTs to help search for information and/or for presenting the results LTL,DIG 41,45First approaches to simple experiments and investigations.



MST, LTL, AUT 44

Individual and group work.

Work independently and proactively and develop strategies for working in a group.


LTL,AUT 46, 47

First approaches to cooperative learning SOC,LTL 35

Carry out a project and present a report.

Begins observation, using relevant instruments and consulting written documents and images.

LTL, AUT 37,44,45

10



PAGES



AUT 44,45

Presents work clearly and in an organised fashion. LIN, LTL, AUT 37,44,45

With help, carries out a project and presents a report, using paper and/or digital means, collecting information from different sources, presenting the results orally and with the support of images and short texts.

LIN,LTL,AUT,DIG

37,44,45

UNIT SUMMARY

In this unit pupils will review the differences between living and non-living things. They will look in detail at how plants and animals (humans included) carry out the life processes of nutrition, reproduction and interaction. They will learn how to classify living things into groups and sub-groups. As your pupils will be looking in detail at classifying animals in subsequent units, the main focus of this unit is the plant kingdom. Pupils will review the main parts of a plant and learn to recognise the similarities and differences between plant subgroups: grasses, bushes and trees. Your pupils will be introduced to the concept of plant nutrition, preparing them for a more detailed study of photosynthesis in year 4.

At the end of the unit, pupils are asked to reflect on the complexity of living things and how living things adapt and have adapted over many years to their environment. In the Find out project they will investigate how plants interact (movement towards the Sun) and in the Think about it section of

the unit, pupils learn how living things interact with each other for their mutual benefit.


In this unit your pupils will learn that all living things carry out basic life processes. Throughout the unit, try to encourage pupils to think about:

how they interact with the world around them. how we should respect all living things and show an interest in how they

carry out life processes. how varied life on Earth is and how fascinating it is to discover the world

of plants and animals in detail.

Think about it

The Think about it page in this unit focuses on interaction of living things. Pupils will learn how some living things work together for mutual benefit.

11


TERM 1 Think together


PAGES



Observes, identifies and explains the differences between living and non-living things.

MST,LIN 48,49

Shows an interest in the observation and study of all living things. LTL,AUT 48,49

Observes living things, directly using appropriate instruments (such as a camera or magnifying glass), and indirectly using secondary sources (books, technological, audiovisual, etc.).

MST, LTL, AUT 48,49


Observes and identifies the characteristics of different living things. MST, LIN 48,49

Classifies living things into groups according to their characteristics. MST,LIN 48,49

12



PAGES

Care and respect towards living things.

Understand the importance of care and respect towards living things.

Shows a positive and active attitude towards the conservation and care of different living things.

MST,LIN 48,49




MST,LTL 48,49


MST,LTL 48,49


LTL,AUT 48,49




MST, LTL, AUT 48,49




LTL,AUT 48,49

First approaches to cooperative learning SOC,LTL 48,49




LTL, AUT 48,49


AUT 48,49

Presents work clearly and in an organised fashion. LIN, LTL, AUT 48,49With help, carries out a project and presents a report, using paper and/or digital means, collecting information from different sources, presenting the results orally and with the support of images and short texts.

LIN,LTL,AUT,DIG

48,49

13


UNIT 4 Mammals and birds

CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY COMPETENCES PAGES

Livestock farming. Study of the young of certain animals.

Understand the concept and varieties of livestock farming and recognise the young of certain animals

Identifies and explains the principle characteristics of livestock farming

MST,LIN 53-57

Studies and identifies the young of different animals

MST,LIN 57

Carries out a project and presents a report on livestock farming on paper and/or digital, collecting information from different sources and include a brief oral presentation

MST,LIN,LTL,AUT,DIG 57

14



Mammals Through direct and indirect observation, use scientific criteria to identify and classify living things as mammals

Observes, directly and indirectly, and identifies the basic characteristics of mammals

MST,LIN 58,59,62

Uses ICTs to obtain information to help identify and classify mammals

MST,LTL,DIG 59

Identifies and describes the life processes of mammals

MST,LIN 58

Birds Understand the importance of care and respect towards animals

Observes, directly and indirectly, and identifies the characteristics of birds

MST,LIN 60-62

Uses ICTs to obtain information to help identify and classify birds

MST,LTL,DIG 61

Identifies and describe the life processes of birds MST,LIN 60

Care and respect towards animals Understand the importance of care and respect towards animals

Shows a positive and active attitude towards the conservation and care of different animals

MST,SOC 63




MST, LTL 55,62


MST, LTL 57, 59,62


LTL,AUT 57,62

15




LTL,DIG 57,62




MST, LTL,AUT 62



LTL, AUT 62

First approaches to cooperative learning SOC, LTL 53,63

Planning a project and presenting a report


LTL, AUT 57,62


AUT 57,62

Presents work clearly and in an organised fashion. LIN, LTL, AUT 55,57,62With help, carries out a project and presents a report, using paper and/or digital means, collecting information from different sources, presenting the results orally and with the support of images and short texts.

LIN,LTL,AUT,DIG 57,62

16


UNIT 5 Reptiles, amphibians and fishCONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY

COMPETENCESPAGES

Reptiles Through direct and indirect observation, use scientific criteria to identify and classify living things as reptiles

Observes, directly and indirectly, and identifies the characteristics of reptiles

MST, LIN 67-71

Uses ICTs to obtain information to help identify and classify reptiles

MST, LTL,DIG 71

Identifies and describes the life processes of reptiles MST,LIN 70

Amphibians Through direct and indirect observation, use scientific criteria to identify and classify living things as amphibians

Observes, directly and indirectly, and identifies the characteristics of amphibians

MST,LIN 67,68,69,72,73

Uses ICTs to obtain information to help identify and classify amphibians

MST,LTL,DIG 73

17



PAGES

Identifies and describes the life processes of amphibians

MST,LIN 72

Fish Through direct and indirect observation, use scientific criteria to identify and classify living things as fish

Observes, directly and indirectly, and identifies the characteristics of fish

MST,LIN 67,68,69,72,73

Uses ICTs to obtain information to help identify and classify fish

MST,LTL,DIG 75

Identifies and describes the life processes of fish MST,LIN 74

Extreme environments Understand the existence of life in the most extreme environments

Identify and value living things and their adaptations in extreme environments

MST,LIN, SOC 77




MST,LIN,SOC 69,76,77


MST,LTL 76,77


LTL,AUT 69,76,77


LTL,DIG 73,77




MST, LTL,AUT 69,76,77

18



PAGES



LTL,AUT 69,76,77

First approaches to cooperative learning SOC,LTL 66Planning a project and presenting a report


LTL, AUT 69,71,73,76


AUT 76,77


LIN,LTL,AUT,DIG 76,77

19


UNIT 6 Invertebrates


PAGES

Invertebrates Through direct and indirect observation, use scientific criteria to classify vertebrates and invertebrates

Observes, identifies and recognises the basic characteristics and differences of vertebrates and invertebrates

MST, LIN 83-85

Invertebrate groups Through direct and indirect observation, use scientific criteria to identify and classify invertebrates into different groups

Observes, directly and indirectly, and identifies the characteristics of invertebrates

MST, LIN 81-87

Use ICTs to obtain information to help identify and classify invertebrates according to their characteristics

MST, LTL,DIG 85

Classification of animals Recognise a species with the help of a key or simple explanations

Use a classification key classify invertebrates into different groups

MST,LTL 89

First approaches to scientific activity and the scientific method. Use of different information sources (direct and



MST, LTL 83,88,89

Use books, libraries, etc. and collaborate in the care and MST,LTL 88,8920



PAGES

indirect). Use ICTs. maintenance of all the materials available in the school and the classroom.Shows autonomy in the planning of activities and tasks and shows initiative in decision taking.

LTL,AUT 88,89


LTL,DIG 87,88




MST, LTL,AUT 88



LTL,AUT 88,89

First approaches to cooperative learning SOC,LTL 81Planning a project and presenting a report.


LTL, AUT 88


AUT 88,89


LIN,LTL,AUT,DIG 88

Animals in the local area. Recognise and classify the most relevant animals in the local area

Identifies and investigates the most relevant animals in your local area

MST,LIN.SOC 88

21




PAGES



Observes, identifies and explains the differences between living and non-living things.

MST,LIN 92,93

Shows an interest in the observation and study of all living things. LTL,AUT 92,93

Observes living things, directly using appropriate instruments (such as a camera or magnifying glass), and indirectly using secondary sources (books, technological, audiovisual, etc.).

MST, LTL, AUT 92,93


Observes and identifies the characteristics of different living things. MST, LIN 92,93

Classifies living things into groups according to their characteristics. MST,LIN 92,93

Care and respect towards living things.

Understand the importance of care and respect towards living things.

Shows a positive and active attitude towards the conservation and care of different living things.

MST,LIN 92,93

Understands the importance of some animals for human beings. MST,LTL 92,93

First approaches to scientific activity and the scientific method. Use of different information

Obtain relevant information about specific phenomena, make predictions, integrate information from direct and


MST,LTL 92,93


MST,LTL 92,93

22


sources (direct and indirect). Use ICTs.

indirect observation and communicate the results.


LTL,AUT 92,93




MST, LTL, AUT 92,93




LTL,AUT 92,93

First approaches to cooperative learning SOC,LTL 92,93




LTL, AUT 92,93


AUT 92,93


LIN,LTL,AUT,DIG

92,93

23


UNIT 7 Matter, materials and mixturesCONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY

COMPETENCESPAGES

Properties and classification of materials.

Classify materials according to their properties

Observes, identifies and classifies materials according to their properties

MST,LIN 97,98,99, 107

Physical changes of matter. Understand certain physical changes in matter

Identifies the basic principles of certain physical changes: change of state and change of shape

MST,LIN 100

Plan and carry out simple experiments to study physical changes in common materials and make predictions

MST,LTL,AUT 100

Identify the three states of water MST,LIN 100

Chemical changes of matter. Recognise certain professions by the machines they use

Identifies the basic principles of certain chemical changes: combustion and oxidation

MST,LIN 101

Plan and carry out simple experiments to study chemical changes in common materials

MST,LTL,AUT 101

Make predictions as to the outcome MST,LIN 101

24



PAGES

Identification of mixtures. Understand the concept of mixtures and carry out simple experiments to identify them

Understands and applies different criteria to identify different types of mixtures and carry out simple experiments for separating mixtures

MST,LTL,AUT 102,103

Natural and manufactured materials.

Understand the difference between natural and manufactured materials

Observe, identify and explain some differences between natural and manufactured materials

MST,LIN 104

Apply these differences to classify materials MST,LIN 104

Explain how some manufactured materials are obtained from natural materials

MST,LIN 104,105




MST, LTL 99,101,103,106


MST,LTL,SOC 106


AUT,LTL 101,103,106


LTL,DIG 105,107




MST, LTL,AUT 101,103,106



LTL,AUT 106

First approaches to cooperative learning SOC,LTL 97

25



PAGES




LTL, AUT 97,106


AUT 106


LIN,LTL,AUT,DIG

107

26


UNIT 8 EnergyCONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY

COMPETENCESPAGES

Types of energy and their characteristics.

Understand the different types of energy and their characteristics.

Identifies and explains the different types of energy and their characteristics

MST,LIN 111,112,114,115

Uses of energy in daily life. Understand the different practical uses made of different types of energy.

Identifies and explains different practical uses made of different types of energy, using specific examples

MST,LIN 113-115

Observes and explains the intervention of energy in daily life

MST,LIN 114,115

Relates types of energy with their specific use in everyday life

MST,LIN 114,115

Sources of energy. Recognise common sources of energy and the machines used to obtain the energy.

Explains, with concrete examples, common sources of energy and the machines used to obtain it

MST,LIN 116,117

Identifies the differences between renewable and non-renewable energy

MST,LIN 116,117

27



PAGES

Observes and identifies electricity as a common source of energy in daily life using concrete examples

MST,LIN 113

Observes and recognises some sources of energy that machines use

MST,LIN 113

Thermal energy. Understand the effect of thermal energy.

Observes and explains the effect of heat on different materials: insulators and conductors

MST,LIN,LTL 114,115,118

Transformations of energy. Describe simple transformations of energy.

Describes simple transformation of energy: combustion in a car motor, electrical energy in a lamp

MST,LIN 115

Observes, recognises and explains heat as a transformation of energy in observable physical processes

MST,LIN 115

Saving energy. The responsible use of energy sources. Waste and pollution.

Understand the importance of a responsible use of energy, both individually and collectively.

Observes and identifies individual and collective forms of responsible energy use

MST,LIN,SOC 111,112, 113,119

Values the importance of the responsible use of energy sources

MST,SOC 119

Observes and identifies practices which produce waste and pollution

MST,SOC 119

Shows responsible conduct in the use of energy in the school and the classroom

MST,SOC,LTL,AUT

119

28



PAGES




MST, LTL 113,118,119


MST,LTL,SOC 119


AUT,LTL 113,118,119


LTL,DIG 115,




MST, LTL,AUT 118



LTL,AUT 118

First approaches to cooperative learning SOC,LTL 111, 119Planning a project and presenting a report.



LTL, AUT 118


AUT 118


LIN,LTL,AUT,DIG 118

29


UNIT 9 Machines CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY

COMPETENCESPAGES

Machines. Recognise different simple machines and their use in everyday life.

Observes, identifies and explains different simple machines and their function

MST,LIN 126,127,130

Observes and recognises some sources of energy that machines use

MST,LIN 123,126,127

Identifies and appreciates the importance of the manual skills implicated in using machines

MST,SOC,CUL 126,127

Understands the difference between a simple and complex machine

MST,LIN 126

Planning and making a simple machine.

Plan and construct a simple machine. Identifies the different parts of simple machines and the role each part plays

MST,LIN 126-129

Uses acquired knowledge to plan, draw and make a simple machine

MST,LTL,AUT 129,130

Machines make our lives easier. Understand the importance of machines for improving our lives.

Values the importance of different inventions and machines for improving our lives

MST,SOC,CUL 125

30



PAGES

Basic Word processing and presentation of work.

Use basic word processing in the presentation of their work.

Understands and uses basic word processing in the presentation of their work

DIG,LTL,AUT 131

Takes care in the presentation of their work both on paper and digitally

DIG,LTL,AUT 131

Internet use. Use the internet to search for information.

Follows a sequence to search for information on the internet

DIG,LTL,AUT 131




MST, LTL 125,130


MST,LTL,SOC 130


AUT,LTL 130,131


LTL,DIG 131




MST, LTL,AUT 130



LTL,AUT 130,131

First approaches to cooperative learning SOC,LTL 125,129,131Planning a project and presenting a report.


LTL, AUT 130


AUT 130

31



PAGES


LIN,LTL,AUT,DIG

130,131

32




PAGES

Machines and inventions. Recognise different machines and inventions and their use in everyday life.

Observes, identifies and explains different machines and inventions and their function.

MST,LIN 134,135

Observes and recognises some sources of energy that machines use.

MST,LIN 134,135

Identifies and appreciates the importance of the manual skills implicated in using machines and inventions.

MST,SOC,CUL 134,135

Machines make our lives easier. Understand the importance of machines for improving our lives.

Values the importance of different inventions and machines and the contribution they have made to improving our lives.

MST,SOC,CUL 134,135

Internet use. Use the internet to search for information.

Follows a sequence to search for information on the internet

DIG,LTL,AUT 134,135




MST, LTL 134,135


MST,LTL,SOC 134,135


AUT,LTL 134,135

33



PAGES


LTL,DIG 134,135




MST, LTL,AUT 134,135



LTL,AUT 134,135

First approaches to cooperative learning SOC,LTL 134,135Planning a project and presenting a report.


LTL, AUT 134,135


AUT 134,135


LIN,LTL,AUT,DIG

134,135

34

Documents

UNIT 1 The Universe - Bilingual Byme · Web viewIn the Find out project, pupils will investigate how the brain can be tricked by optical illusions and it the Find out section of