Programación Natural Sciences 1º ESO English - oup.e Web viewThe development of scientific knowledge in the ESO 1 natural sciences curriculum ... and seek rational answers. ... Learn

OXFORD CLIL

NATURAL SCIENCES

ESO 1

Natural Sciences ESO 1

INDEX

1. INTRODUCTION 2

2. METHODOLOGY 4

3. BASIC COMPETENCES 8

4. ACTIVITIES, ATTENTION TO DIVERSITY, ASSESSMENT, AND ASSESSMENT OF BASIC COMPETENCES 15

5. PROGRAMMES OF STUDY 19

SECTION I. THE UNIVERSE AND THE SOLAR SYSTEM 19Unit 1. The Earth within the universe 19

SECTION II. MATTER 23Unit 2. Properties of matter 23Unit 3. The states of matter 26Unit 4. Mixtures and pure substances 29

SECTION III. THE EARTH 32Unit 5. The gaseous part of the Earth 32Unit 6. The liquid part of the Earth 36Unit 7. The solid part of the Earth 40

SECTION IV. LIVING THINGS 43Unit 8. Earth, an inhabited planet 43Unit 9. Living things. Microorganisms 47Unit 10. Plants 50Unit 11. Animals 53

Oxford CLIL (Oxford EDUCACIÓN)1


1. INTRODUCTION

This document refers to the first year ESO syllabus for Natural Sciences and is based on the Royal Decree 1631/2006 of 29 December, approved by the then Ministry of Education and Science (MEC), which establishes the minimum syllabus requirements for Compulsory Secondary Education (ESO) according to Constitutional Law on Education (LOE).

According to the LOE, one of the aims of school education is to enable students to communicate –to understand and express themselves orally and in writing - in one or more foreign languages. To help further this aim, the same Royal Decree gives local education authorities the power to authorise schools to teach some curriculum subjects in a foreign language, as long as the basic curriculum requirements are met. As a result, an increasing number of primary and secondary schools are offering a range of curriculum subjects through the medium of a foreign language, especially English. The aim of this so-called ‘bilingual’ education is to develop students’ linguistic competence in all of the four skills of listening, speaking, reading and writing through content and language integrated learning (CLIL). The Oxford CLIL series has been conceived and developed specifically for the needs of secondary students in bilingual sections and schools. It covers the curriculum requirements in the subject area providing students with the necessary subject knowledge, whilst at the same time developing their linguistic skills in both their mother tongue and English.

Another key feature of the LOE is the integration of basic competences into the curriculum. The course objectives, contents, methodology and assessment criteria are now closely linked to these competences, which guide the teaching and learning process. The basic competences are described in detail in Section 3 of this document, and each one is broken down into subcompetences. They are then linked to the specific assessment criteria for each unit, criteria which are, in turn, linked to the different learning activities. In the following section, we will see how each competence is covered and assessed, be it through continuous, formative assessment or through summative assessment. We feel that it is important to make teachers aware that the aim of their work and that of their students is to achieve progress in a series of specific basic competences (each one expressed in terms of demonstrable achievements), and also of how the achievement of these aims can be measured (assessable competences). We do this by linking both the subcompetences and the learning activities to the unit's assessment criteria.

In each of the 11 teaching units for this subject and school year, concepts, procedures and attitudes are all interlinked and geared towards the teaching and learning process. Each one performs a different, yet complementary, role in the students' learning process. This is also clearly reflected in the assessment criteria and the basic competences and subcompetences, which each apply to different content types and require different approaches in the classroom. Students should always be encouraged to participate and learn to work independently as well as in a team, in such a way that they themselves construct their own knowledge, another feature of competence-based education. This is even more essential in a bilingual context. Teaching students the values of a democratic, free, tolerant and multicultural society continues to be one of the priorities of the education system, as reflected in the objectives of this stage of education and in those of this subject in particular. In the different units, students will develop the skills directly linked to all the basic competences and, in addition, competence in the foreign language.

Each teaching unit starts with an opening section which presents the unit contents through a series of questions. These can help to remind students of their previous



knowledge of the upcoming contents (linked to the contents of the previous year in Primary 6 Knowledge of the Natural, Social and Cultural Environment), The subsequent unit contents are presented in a clear, organised and concise way. The approach to each topic, the vocabulary, the complexity of the contents have all been adapted to the cognitive abilities of the students. The language level has been carefully graded for non-native speakers. The contents are presented and explained using explanatory boxes and visual support (photographs, illustrations, etc.), which is a key learning tool, helping students understand new concepts and language more easily. There is also a summary chart of the unit contents at the end of each unit.

As far as possible, classroom learning should be adapted to students’ own day-to-day reality and interests. In other words, it should be meaningful. As such, whenever possible, the contents are presented through real, familiar examples, so that the students become both actively and receptively involved in their own learning.

However, the pace at which each student learns varies, depending on his or her cognitive development and social and family environment. As such, attention to diversity amongst students and in their learning environment is a fundamental part of teaching. Many activities (in both the textbook and the teacher's resources) are designed to meet the needs of an inevitably diverse classroom.

Section 5 of this document (Programmes of study) sets out the contents of each unit, dividing them into the classic categories of concepts, procedures and attitudes. Although the contents are not classified as such in the legislation, they figure in this form in the school curriculum and can be used to support and document different teaching and learning strategies. We think that it is important that students continue to learn concepts, procedures (skills) and attitudes, so that they can use all of these to acquire the basic competences.

The course contents are divided into 11 teaching units. Each is presented here, divided into a series of sections to demonstrate how the teaching and learning process will take place:

Unit objectives Unit contents (concepts, procedures and attitudes) Assessment criteria Basic competences/subcompetences linked to the assessment criteria and

learning activities.

The textbook used is Natural Sciences 1 (Oxford CLIL, 2011), written by Jorge Barrio Gómez de Agüero, M.ª Luisa Bermúdez Meneses, Alicia Faure López, M.ª Felisa Gómez Esteban and Jesús Bárcena Rodríguez and adapted for CLIL by Sarah Jackson. Other components for teachers include the Teacher's Book, which contains the answers to the activities and Photocopiable materials (Laboratory practicals for reinforcement and extension, Tests and Assessments of basic competences).



2. METHODOLOGY

At the heart of the methodology employed in the Oxford CLIL series lies a dual aim: to cover all of the subject requirements prescribed by the curriculum, whilst also catering to the needs of students studying in a foreign language. This is achieved using a CLIL-based approach, the core principles of which are as follows:

The subject comes first. Long, dense texts and complex sentence are avoided. Presentation of content is supported by visual aids: photos, flow charts,

diagrams, tables, and labelled drawings, for example. Learning is guided and structured. Comprehension tasks are used more frequently than in a native language context

to reinforce assimilation and processing of content and provide more language practice.

Learning is active whenever possible. Greater emphasis is placed on the process of learning. The four skills are crucial for presenting and learning new information.

Despite the fact that the subject is being taught through the medium of a foreign language, many of the methodological considerations are the same as for mother tongue instruction. However, teachers should be aware that the pace of learning may be somewhat slower, especially in the initial stages and more time will be spent on checking understanding and reinforcing linguistic elements. Teachers should address students in English, and students should be encouraged and helped to use English as much as possible, although in the early stages some use of the mother tongue is inevitable.

The development of scientific knowledge in the ESO 1 natural sciences curriculum covers a range of disciplines, acquainting students with diverse conceptual and methodological models, from physics, chemistry, biology and geology (which have in common a particular way of representing and analysing reality) to other, closely related areas, such as ecology, meteorology and astronomy. These topics will be new to most students, as in Primary 6 the natural world was studied together with social and cultural knowledge. Learning throughout this year will become more and more specialised, and therefore more in-depth. This gradual specialisation does not go against the principle of interdisciplinary study: scientific knowledge, in general, and a knowledge of natural sciences, in particular, cannot be studied using a piecemeal approach, and this is reflected in the way in which the course contents are organised. Students must be made aware that there are certain research procedures that are shared by all fields of science.

One of the key aims of secondary education is to teach students basic scientific literacy skills (i.e. to familiarise them with basic scientific ideas). The goal is to provide students with instrumental knowledge that enables them to understand many of the problems affecting the natural world and the environment. This will in turn allow them to understand their own role in the sustainable development of our planet Earth.

These aims can only be achieved if the course contents (concepts, facts, theories, laws etc.) are taught based on the students' prior knowledge and their own environment. If we also take into account that, throughout the course of history, scientific advances have become one of the paradigms of social progress, we can see that these advances are fundamentally important to students' education, an education which should follow a rational empirical approach to knowledge. It is also important to emphasise what a scientific approach can bring to students: strategies and skills for learning any subject



(formulating hypotheses, checking results, research, working in groups, etc.), which are closely related to some of the basic competences.

So, the study of Natural Sciences during this year will: Take into account that knowledge is not always conceptual in character: it also

includes procedures and attitudes. These three different types of knowledge are always presented in such a way in the course that they encourage students to interpret their environment themselves and to achieve the basic competences in this subject, which implies employing the scientific method.

Achieve meaningful, relevant and functional learning, so that students can apply the course contents/knowledge acquired to their own understanding of their immediate natural surroundings (learning competences) and to the study of other subjects.

Promote constructive learning, so that the course contents lead to learning. Cover basic topics appropriate to students' individual cognitive capabilities. Encourage students to work individually and as part of a team.

In order to implement the three-pronged approach of concepts, procedures and attitudes, and to help students acquire certain basic competences, the proposed methodology must take into account the fact that new science is constantly being discovered and received wisdom reviewed. Our scientific knowledge of the world is in a constant state of flux. The course must both equip students with information and highlight the active role that they should themselves take in the learning process. Various strategies can be used to do this:

Teaching some of the most commonly used methods in science and scientific research, asking students to apply the methods covered in each unit.

Creating appealing, motivating scenarios and contexts which help students to overcome any resistance they may have to learning science.

Providing practical activities that help students to apply scientific methods and that motivate them to study.

Using different types of visual aids which make it easier for students to understand and learn new concepts quickly, and help them to achieve the course objectives and the basic competences.

Earlier, we discussed how important it is for students to take an active role in the gradual construction of their own knowledge. As such, any methodological resource (and textbooks are still one of the best) should be used in such a way that students continue to participate in the day-to-day learning process. However, in today's context, where the use of information and communication technologies (the Internet, digital resources, etc.) is so widespread, and digital classrooms (with interactive whiteboards, video projectors, etc.) are becoming more common due to various national and regional programmes, information and communication technologies are a key part of the teaching and learning process. Not only can they be used to obtain information, they also help the development of the basic competences included in the curriculum (data processing and digital competence, learning to learn, etc.) and have proven to be an effective resource, facilitating learning and thus improving academic results.

To summarise, the methodological principles on which the materials are based and which teachers should bear in mind in the classroom learning process are:

To approach contents in a manner that helps students learn in a meaningful, significant way.

To introduce concepts in a clear, simple and reasoned way, using language adapted to the students' level and helping to improve their spoken and written expression both in the foreign language and their mother tongue (linguistic competence).



To use learning strategies that encourage students to analyse and understand facts about science and nature.

Each unit of the Student’s Book has the same structure, and each section aims to meet the various methodological requirements outlined above:

An opening page, with a series of initial questions and an illustration to introduce the contents, teach some key vocabulary and raise interest in the topic.

Explanatory pages:- Explanatory texts are presented in concise, straightforward language, which

makes it easy for students to identify and grasp core concepts. Texts are accompanied by photos and illustrations which support the content and aid understanding.

- Simple experiments are demonstrated visually on the page to make it easier for students to understand concepts and procedures.

- Additional information is presented in the form of boxes, drawings, data tables, photographs, etc.

Key words and core language:

- Key words on each page have been selected carefully and are highlighted in blue in the text, with simple definitions provided in a Key word box in the margin. As well as helping students to understand the material presented, these boxes also provide students with a useful tool for revising the main vocabulary of the unit. All the Key words and their definitions are recorded so that students can listen and repeat the words from a correct model, which will aid their pronunciation and serve as a useful learning aid for auditory learners.

- As well as understanding the subject-specific language, students learning through the medium of English also have to acquire and use the necessary core language to enable them to express and discuss the concepts in an appropriate, academic style. Through careful choice of language in the texts and the highlighting of this language in selected activities, students gradually build up their proficiency.

Activity pages:- Content pages are interspersed with pages of activities which reinforce the

concepts presented in the texts whilst, at the same time, practising the language necessary to express and understand these concepts in English. Activities are divided into three main types:

1. Activities which focus primarily on comprehension of the concepts presented.

2. Activities which combine work on the concepts with practice of a specific language area

3. Activities which highlight a specific area of language difficulty in the unit, e.g. word stress, false friends, easily-confused words, spelling, irregular verbs, etc.

- In addition, listening activities are included which help to reinforce vocabulary and pronunciation and develop oral comprehension.

A single page of Revision activities at the end of each unit, enables students to apply the knowledge they have acquired and teachers to see if any points need to be reinforced. The final section of these Revision activities is called Talking points and consists of oral activities in small groups or pairs, in which students



describe and explain a process or concept, express and exchange opinions, have a debate, do a presentation based on their research etc. These activities are designed to develop oral fluency and communication in the foreign language.

A page at the end of each unit on the Development of basic competences, containing a series of activities which relate the basic competences that students must acquire throughout the course to everyday situations.

A summary table of the unit contents for students to complete.

Assessment of basic competences:- In the Teacher’s Book, there are Assessments of basic competences for

each block of units (Unit 1, Units 2-4, Units 5-7 and Units 8-11), which are designed to evaluate students' basic competences, i.e. their ability to apply the knowledge acquired in real-life situations.

The final section of the Student’s Book is a Natural Sciences in practice section which includes techniques that will help students to observe, analyse and understand scientific activity and natural phenomena in their surroundings (day and night, measuring volume, drawing graphs, health and safety in the laboratory, reading a weather map, the amount of water you consume each day, identifying minerals, identifying rocks, using optical microscopes, identification keys, identification keys for identifying trees, classification of animals).



3. BASIC COMPETENCES

The Constitutional Law on Education (LOE) has a new definition of curriculum, which includes not only the traditional components (objectives, contents, teaching methods and assessment criteria), but also an important new component: basic competences. These competences are now one of the linchpins of the curriculum as a whole (it is no coincidence that they are set out in the curriculum before even the objectives). They therefore guide the entire teaching and learning process, especially when, in the second year of compulsory secondary education, students must complete a diagnostic test to demonstrate that they have acquired certain competences. Regardless of whether or not the mark for that assessment counts towards the students' grades, the results can be used as a guide so that schools can make decisions about students' learning. This gives us some idea of how the teaching process is affected by this new element, i.e. it becomes much more practical, providing students with transferable skills, not ones that are only applicable in the school context. And of course, students will only achieve the ESO certificate later if they acquire the basic competences at this stage, so these competences now make up the framework for assessment too.

There are many definitions of the concept of basic competences (which can be found in the PISA reports), but they all stress the same thing: instead of an educational model that focuses on the acquisition of mostly theoretical, often unconnected aspects of knowledge, it is better to acquire competences, leading to the acquisition of essential, practical and integrated knowledge, which students must then demonstrate that they have acquired it (i.e. it goes beyond functional training). In short, a competence is the capacity to integrate knowledge, skills and attitudes to resolve problems and situations in various contexts, and students must prove that they have that capacity by putting it into practice. It has been defined very succinctly as the putting into practice of acquired knowledge – knowledge in action; in other words, the mobilisation of knowledge and skills in a specific situation (a real one, different from the one learnt in the school environment), the activation of resources or knowledge acquired (even if students may think that they have forgotten what they have learnt).

However, there is one aspect worth highlighting, which we could refer to as the combined nature of competences: through what they know, students must be able to demonstrate what they know how to apply, but also what they know how to be. Each competence is made up of the combination of the different types of content learnt in the classroom (concepts, procedures and attitudes), each one forming one of the multifaceted skills that provide students with a well-rounded education. We recognise that schools are not just providing students with technical and scientific knowledge, but also teaching them about citizenship, so they must be able to demonstrate a series of civic and intellectual attitudes that reflect respect for others, a sense of responsibility, teamwork, and so on.

There is another important aspect, and one which is often not stressed enough: if students acquire competences, they are then able to deal with the way that knowledge in any field is constantly being renewed and updated. Students' academic training within the school environment takes place over the course of a limited number of years, but their need for personal and/or professional development is lifelong. As such, providing students with the necessary competence in, for example, the use of information and communication technologies means that they will be able to use these tools to gather the information required at any given moment, assessing the quality of the information that they find. Given that it is often impossible to cover all of the curriculum contents in great detail over the course of the school year, students need to develop the competence of learning to learn.



The textbook includes teaching and learning activities linked to these basic competences, either implicitly in the explanatory pages, or explicitly in sections like the Assessment of basic competences provided in the Teacher’s Book for each content block.

In the Spanish education system, students must achieve the following basic competences before they finish compulsory education so that they are prepared for the challenges that they will face in their personal and professional lives:

Linguistic competence. Mathematical competence. Competence in knowledge and interaction with the physical world. Data processing and digital competence. Social competence and citizenship. Cultural and artistic competence. Learning to learn. Autonomy and personal initiative.

But what do these competences really mean? Below is a summary of the key ways in which each competence influences students' intellectual and personal development, with reference to the most important parts of the school curriculum:

LINGUISTIC COMPETENCEThis competence refers to the use of language (in this case especially the foreign language) as a tool for oral and written communication, learning, and self-regulation of thought, emotions and behaviour. It also helps students to create a positive personal image and develop constructive relationships with others and with the environment. So, learning to communicate means forming links with other people and getting to know other cultures, which we are then more likely to understand and respect. In short, this competence is absolutely essential when it comes to resolving conflicts and learning to live alongside others. Acquiring this competence means acquiring a fluency in oral and written language in various contexts and being able to use at least one foreign language.

MATHEMATICAL COMPETENCEFirst and foremost, this competence consists of the ability to use numbers and basic numerical operations, symbols and forms of mathematical reasoning and expression, in order to produce and interpret data, to find out more about quantitative and spatial aspects of reality and to resolve problems relating to day-to-day life and work. So, acquiring mathematical competence means being able to use skills and approaches that allow one to reason mathematically, understand mathematical argumentation, express oneself and communicate in mathematical language, and use mathematical knowledge in combination with other types of knowledge.

COMPETENCE IN KNOWLEDGE AND INTERACTION WITH THE PHYSICAL WORLDThis competence refers to the skill of interacting with the natural and man-made elements of the physical world, helping students to understand events, predict consequences and act in a way that contributes to improving and preserving their own living conditions and those of other people and living things. It basically refers to acquiring a scientific/rational way of thinking which enables one to interpret information and make decisions independently, using one’s own initiative, as well as applying ethical values in decision-making in personal and social contexts.



DATA PROCESSING AND DIGITAL COMPETENCEThis is the ability to look for, obtain, process and communicate information and transform it into knowledge. It includes aspects ranging from accessing and selecting information, to using it and conveying it in different formats, including the use of information and communication technologies as an essential tool for finding information and communicating. Gaining skill in this area involves using technological resources to resolve problems efficiently and having a critical, reflective attitude when it comes to assessing the information available.

SOCIAL COMPETENCE AND CITIZENSHIPOnce students have acquired this competence, they will be able to live in society, understand the social reality of the world in which they live, and exercise civic responsibility in a democratic society which is becoming ever more multicultural. It concerns forms of individual behaviour which allow people to live together in one society, get along with others, cooperate, get involved and tackle conflicts. This means that acquiring this competence translates into being able to empathise and understand other people’s position, accept differences, be tolerant and accept the values, beliefs, cultures and personal and collective histories of others. It means understanding the social reality in which one lives, tackling conflicts by applying ethical values, and exercising civic rights and duties responsibly and in solidarity with others.

CULTURAL AND ARTISTIC COMPETENCEThis competence consists of knowing, appreciating, understanding and critically assessing different forms of cultural and artistic expression, using them as a source of personal enjoyment and enrichment and viewing them as part of people's cultural heritage. It involves appreciating and enjoying art and other forms of cultural expression, being open to the variety of different methods of artistic expression, conserving the shared cultural heritage and fostering students' own creative capacities.

LEARNING TO LEARNThis competence is made up of two key elements: the first refers to students' ability to start learning, and the second to their ability to continue learning independently, and seek rational answers. It also involves allowing for various possible answers to the same problem and motivating students to look for those answers using different methodological approaches. It involves managing one’s own abilities in terms of striving for efficiency and drawing on different intellectual resources and techniques.

AUTONOMY AND PERSONAL INITIATIVEThis competence refers to students being able to use their own judgement and have the initiative required to make and pursue individual choices and take responsibility for them, both in their personal lives and in a social and professional context. By acquiring this competence, students can become more creative, innovative, responsible and critical in their approach to individual or group projects

Competences do not just involve knowledge and skills acquired in a single subject only or which are used exclusively for that subject. Everything that students learn across their different subjects (and not just at school) and other educational activities (extra-curricular activities) combines to form a sort of cultural baggage, a collection of information that they must be able to use throughout their lives, at the right time and in diverse situations. So, any of those competences can be achieved, perhaps not in all parts of the curriculum but certainly in most of them, and for the same reason all of



these competences can be used and applied in any topic or subject, regardless of where they have been acquired (cross-curricular competences). Competence should guarantee that a student has achieved certain learning objectives, but it should also enable students to achieve other objectives, both at school and afterwards, guaranteeing ongoing learning.

The different elements of the curriculum are interlinked, and we need to be aware of this so that the curricular materials used in the teaching and learning process are used correctly. When the unit objectives (expressed as capacities or skills) are set out in a teaching programme, they influence the choice of certain contents over others. Assessment criteria also need to be included to enable evaluation of whether students meet these objectives (or not). The assessment criteria can therefore be divided into two categories, interpreted in different ways. The first category includes criteria related to the student's learning, in other words, some criteria will be more or less expressly linked to concepts, others to procedures (skills) and others to attitudes. Each of these content types must be assessed because they have been studied in class. They are assessed at different points through continuous assessment. The second category includes assessment criteria that are more directly linked to the basic competences

If we think of the basic competences as the real and practical application of knowledge, skills and attitudes, the best way to check or assess whether or not the student has acquired those competences is to reproduce the most realistic situations possible in which they should be applied. In these situations, students usually draw on the tapestry of knowledge (made up of all sorts of contents) they have accumulated over the course of their schooling, but respond, above all, to practical situations. So when we assess competences we are assessing procedures and attitudes, first and foremost, but concepts are an essential basis for them. That is why the competences are linked to assessment criteria relating mostly to procedures and attitudes.

So how can each of the basic competences be acquired? The following section describes the most important aspects of each basic competence for this subject. These descriptions may need to be adapted to the practical needs of real-life teaching.

COMPETENCE IN KNOWLEDGE AND INTERACTION WITH THE PHYSICAL WORLDThis is the most important competence in this subject. In order to acquire this competence, students must gain a sound knowledge of concepts and the inter-relationships between them, observe the physical world and natural phenomena, acquire a knowledge of human impact, multi-causal analysis, etc. However, like other competences, this one requires students to become familiar with the scientific method as a work method, so that they can act rationally and reflectively in many aspects of their academic, personal and professional lives.

MATHEMATICAL COMPETENCEBy using mathematical language to quantify natural phenomena, analyse cause and effect, convey data, etc., in short, to understand the quantitative aspects of natural phenomena and the use of mathematical tools, students become aware that mathematical knowledge is of real use in many aspects of their own lives.

DATA PROCESSING AND DIGITAL COMPETENCETo understand physical and natural phenomena, it is essential that students know how to work with data (obtaining, selecting, handling, analysing and presenting it) from various sources (written, audiovisual, etc.), not all of which are as reliable and objective as others. So information obtained from traditional



written sources as well as new technologies must be analysed according to critical, scientific criteria.

SOCIAL COMPETENCE AND CITIZENSHIPThis subject works on this competence in two key ways: by preparing students to participate in decision-making as part of society, for which scientific literacy is required; and by providing them with a knowledge of how, historically, scientific advances have played a role in the evolution and progress of society (and of people), but also that it has had negative repercussions for humanity, and that the resulting risks to people and the environment must be controlled (sustainable development).

LINGUISTIC COMPETENCEThis competence is worked on in two key ways: the use of the foreign language as a communicative tool in the education process (subject-specific vocabulary that students should incorporate into their day-to-day vocabulary and general academic language); and the importance of the way that information is expressed in all the curriculum contents.

LEARNING TO LEARNThis competence gives students the skills and strategies that they need to help them learn throughout their lives, building up and conveying scientific knowledge. It also allows them to integrate that new knowledge into their existing knowledge, and analyse it, drawing on the techniques that make up the scientific method.

AUTONOMY AND PERSONAL INITIATIVEThis competence equips students to think critically and scientifically, enabling them to dismiss non-scientific dogmas and prejudice. To do this, they must do science, in other words, tackle problems, analysing them, suggesting solutions, assessing consequences, etc.

We have now looked at the seven basic competences that are expressly linked to the subject. These competences are inevitably very generic. If we want to use them as a point of reference for teaching and to demonstrate the real competence achieved by students (assessment), we need to make them even more specific, breaking them down into subcompetences and linking them to the other elements of the curriculum. These subcompetences are statements which have been written after a comprehensive analysis of the curriculum in order to draw up functional learning objectives expressed in such a way that they can be identified by any teacher.

Below is a list of the subcompetences for this subject and level. The units in which each subcompetence is developed are listed on the right.

COMPETENCES/SUBCOMPETENCES UNITS

Competence in knowledge and interaction with the physical world

1, 2, 3, 4, 5, 6, 7, 8, 9, 10 and 11

Recognise what can be investigated scientifically: differentiate between scientific and nonscientific problems and explanations.

1, 8 and 11



Use strategies to look for different types of scientific information. Understand and select appropriate information from a variety of sources.

1, 3, 5, 6, 7, 8, 9 and 11

Recognise the key features of scientific investigation: understand variables, formulate hypotheses, design experiments, analyse and contrast data, detect regular patterns, make calculations and estimates.

1, 2, 3, 4, 6 and 11

Understand basic scientific principles and concepts and identify the relationships between them: causal, influential, qualitative and quantitative.

1, 2, 3, 4, 5, 6, 7, 8, 9, 10 and 11

Describe and explain processes scientifically and predict changes. Use explanatory models.

1, 3, 4, 5, 6, 7, 10 and 11

Apply scientific knowledge to everyday situations.

1, 2, 3, 4, 5, 6, 7, 8, 9, 10 and 11

Interpret data and scientific experiments. Draw conclusions and communicate them in different formats in a correct, well-organised and coherent manner.

1, 2, 3, 4, 7, 8, 9 and 11

Argue for or against conclusions and identify the assumptions, proofs, and reasoning behind them.

1, 2,3, 6, 7 and 11

Consider the impact of human activity and scientific and technological advances on the history of mankind and identify its impact on the environment today.

5, 7 and 8

Take into account different points of view on an issue. Avoid inappropriate generalizations. Question preconceived ideas and prejudices. Avoid dogmatism

3 and 4

Take responsibility for oneself, resources and the environment. Be familiar with healthy lifestyle habits based on advances in scientific knowledge: in the context of one’s personal life, that of the community and the environment. Understand the importance of taking precautions of mankind and identify its impact on the environment today

6 and 8

Mathematical competence 1, 2, 3, 4, 5, 6 and 8Use mathematical terms to quantify natural phenomena.

1, 2, 3 and 4

Use mathematical terms to analyse cause and effect.

3 and 8

Use mathematical language to convey data and ideas about nature.

1, 2, 3, 4,5 and 6



Data processing and digital competence

1, 2, 3, 4, 5, 6, 7, 10 and 11

Apply scientific principles to searching for, collecting, selecting, processing and presenting information.

1, 4, 5, 7 and 11

Use and produce schematic diagrams, mind maps, reports and papers.

1, 2, 3, 4, 5, 6, 10 and 11

Use information and communication technologies to communicate, gather information, give feedback, simulate and visualise situations, find and process data.

5

Social competence and citizenship 3, 5, 6, 7, 8 and 9Understand and explain socially relevant issues from a scientific perspective.

3, 5, 6, 7, 8 and 9

Recognise the consequences of technological and scientific developments that can have a detrimental impact on people and the environment.

8

Linguistic competence 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 and 11Use the correct scientific terminology in texts and argumentation involving scientific content.

1, 2, 3, 4, 5, 6, 7, 8, 9, 10 and 11

Understand and interpret messages about natural sciences.

1, 2, 3, 4, 5, 6, 7, 8 and 10

Learning to learn 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 and 11Assimilate knowledge of science and scientific procedures in order to understand information obtained both from students’ own experience and written and audiovisual media.

1, 2, 3, 4, 5, 6, 7, 8, 9, 10 and 11

Autonomy and personal initiative 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 and 11Develop a critical attitude. Confront problems and take part in developing possible solutions.

2, 5, 6, 8 and 9

Develop the capacity to analyse situations, evaluating the factors that have influenced them and their possible consequences.

1, 2, 3, 4, 5, 7, 8, 9, 10 and 11

In order to demonstrate that students have achieved the different competences and subcompetences (and even other, additional ones, not necessarily linked to the ones listed here), teachers can use the various assessment criteria. In this programme, these criteria are linked to the criteria for the teaching units, not the general ones for this level, which are too generic.



4. ACTIVITIES, ATTENTION TO DIVERSITY, ASSESSMENT, AND ASSESSMENT OF BASIC COMPETENCES

ACTIVITIES

Once the contents have been taught following the course methodology, there are various activities to check students' knowledge. These are provided in the Student's Book as well as in the supplementary materials linked to the different course contents found in the Teacher’s Book. These activities have different educational aims, and are therefore more or less expressly linked to the different content types and the basic competences (in the Assessments of basic competences for each section).

Teachers can carry out an initial assessment at the start of the school year to assess the students' starting point. At the end of each unit, Revision activities are provided in the Student’s Book. There is also a series of tests in the Teacher’s Book.

In addition to the activities for learning the different contents and for checking knowledge, there is another essential activity type in this subject: procedures. These are used throughout the book both when the topics are first introduced and also in specific sections in the Student's Book, especially in the Natural Sciences in practice section. They focus on reading, finding information, applying scientific methods, interpreting data and information, using materials and instruments with care, doing laboratory experiments, etc. These are procedures (as well as attitudes to work) that students should understand very well because they will continue to use them throughout the four years of secondary education (what the curriculum calls common contents) and they will help them to achieve some of the basic competences.

It is important to highlight that the activities in the Oxford CLIL Natural Sciences course have been systematically adapted to the contents studied. Students understand and remember what they learn in class by completing the activities. All of the course materials use different sources of information, from articles from specialist magazines and newspapers to websites and books. This means that teachers can decide which materials are best suited to the learning style of their students.

ATTENTION TO DIVERSITY

When a teaching and learning process is centred around identifying students' needs, it is essential to provide students with as many educational resources as possible so that their learning can be adapted to their own capabilities, in some cases because they are greater than the group average, and in others because the pace of learning must be readjusted because a student is having difficulties. In order to cater for a diversity of levels of knowledge and learning ability, Laboratory practicals are included for each unit. These are split into two categories, extension and reinforcement, and are included in the teacher's materials. Teachers will decide when and how these activities should be used, as by their very nature they are not always appropriate for all students.

ASSESSMENT PROCEDURES AND MARKING CRITERIA

Students' learning must be assessed systematically and periodically, both to measure their individual levels of knowledge acquisition (summative assessment at different points of the year) and to introduce any changes required to the teaching process (when the students' learning does not meet expectations). In addition to this summative assessment, which tends to take place at the end of the course (ordinary exams and resits, if required), there will be other assessments, like an initial assessment (marks do



not count towards the final grade) and the final assessment, as well as continuous assessment, formative tests and activities carried out throughout the teaching and learning process and which stress that teaching is a means of guiding and analysing the learning process.

Continuous assessment will be carried out through the systematic observation and monitoring of students, i.e. everything that they produce, either individually or in groups, will be taken into consideration: written work, oral presentations and debates, classwork, research, their attitude to learning, accuracy of expression, self-assessment, etc. And for summative assessment: written tests at the end of each term and resits (during the term and at the end of the course, if the student has failed any of the assessments, and a resit final exam, if students do not pass the first one). In any case, a variety of assessment procedures will be used, so the assessments are flexible. Students can be awarded grades higher than a simple Pass in the resits, ordinary resits (if they failed one or more of the end-of-term tests) and the extraordinary resits. It should be stressed that students are not expected to produce perfectly accurate English and they should be rewarded for communicating the message effectively in English, and not penalised heavily for grammatical or lexical errors.

In order to provide students with marks for the three assessments during the year, the ordinary resits at the end of the course and the extraordinary resits in September, the written tests will be assigned a weighting of 40%, projects 20%, and classwork and reading 40%. In other words, the students' work throughout the school year will always be taken into account (continuous assessment), except for students who are no longer entitled to be assessed because they have missed too many classes without justification. In these cases, the final mark will be based on the written test only. This multiple weighting method has been designed to assess all sorts of different contents studied throughout the year (concepts, procedures and attitudes). The students will be informed of these weightings at the start of the year.

ASSESSMENT OF BASIC COMPETENCES

The table below shows the basic competences broken down into the subcompetences for the different parts of the course, to be assessed in the three tests (one per term) and the final tests (ordinary and extraordinary, if applicable). The assessments will provide an overview of what the students have learnt as well as the subcompetences they have not yet achieved.

We recommend the following qualitative scale to measure the level of achievement of these subcompetences, from lowest to highest: 1: Weak; 2: Borderline; 3: Average; 4:Good; 5: Excellent.

COMPETENCES/SUBCOMPETENCES TERM TESTS FINAL TEST

Competence in knowledge and interaction with the physical world

1st 2nd 3rd O E

Recognise what can be investigated scientifically: differentiate between scientific and nonscientific problems and explanations.Use strategies to look for different types of scientific information. Understand and select appropriate information from a variety of sources.



Recognise the key features of scientific investigation: understand variables, formulate hypotheses, design experiments, analyse and contrast data, detect regular patterns, make calculations and estimates.Understand basic scientific principles and concepts and identify the relationships between them: causal, influential, qualitative and quantitative.Describe and explain processes scientifically and predict changes. Use explanatory models.Apply scientific knowledge to everyday situations.Interpret data and scientific experiments. Draw conclusions and communicate them in different formats in a correct, well-organised and coherent manner.Argue for or against conclusions and identify the assumptions, proofs, and reasoning behind them.Consider the impact of human activity and scientific and technological advances on the history of mankind and identify its impact on the environment today.Take into account different points of view on an issue. Avoid inappropriate generalizations. Question preconceived ideas and prejudices. Avoid dogmatismTake responsibility for oneself, resources and the environment. Be familiar with healthy lifestyle habits based on advances in scientific knowledge: in the context of one’s personal life, that of the community and the environment. Understand the importance of taking precautions of mankind and identify its impact on the environment todayOVERALL

Mathematical competenceUse mathematical terms to quantify natural phenomena.Use mathematical terms to analyse cause and effect.Use mathematical language to convey data and ideas about nature.OVERALL

Data processing and digital competenceApply scientific principles to searching for, collecting, selecting, processing and presenting information.Use and produce schematic diagrams, mind maps, reports and papers.Use information and communication technologies to communicate, gather information, give feedback, simulate and visualise situations, find and process data.OVERALL

Social competence and citizenshipUnderstand and explain socially relevant issues from a scientific perspective.



Recognise the consequences of technological and scientific developments that can have a detrimental impact on people and the environment.OVERALL

Linguistic competenceUse the correct scientific terminology in texts and argumentation involving scientific content.Understand and interpret messages about natural sciences.OVERALL

Learning to learnAssimilate knowledge of science and scientific procedures in order to understand information obtained both from students’ own experience and written and audiovisual media.OVERALL

Autonomy and personal initiativeDevelop a critical attitude. Confront problems and take part in developing possible solutions.Develop the capacity to analyse situations, evaluating the factors that have influenced them and their possible consequences.OVERALL

O: Ordinary final assessmentE: Extraordinary final assessment



5. PROGRAMMES OF STUDY

The contents of this course have been organised into 11 teaching units, which are detailed below. The teaching objectives, contents (concepts, procedures and attitudes), cross-curricular content, assessment criteria and basic competences linked to those assessment criteria are listed for each unit.

OBJECTIVES

1. Be able to tell the difference between the universe, the Milky Way and the solar system.

2. Understand the two contrasting historical concepts concerning the position of the Earth in the universe and the shape of the universe.

3. Understand the importance of studying and observing the movements of heavenly bodies in order to put aside simplistic models and understand modern day knowledge about the universe.

4. Learn about the scales of measurement used to measure distances in the universe.

5. Recognise some heavenly objects visible to the naked eye or using instruments of observation.

6. Relate the seasons of the year to the combined effect of the movement of the Earth around the Sun, the tilt of the axis of rotation and how constant this tilt is, and not to the closeness or distance of the Earth from the Sun.

7. Understand that daytime and nighttime are caused by the movement of the Earth and not by the movement of the Sun.

8. Link the length of daytime and nighttime to the different seasons.9. Link seasonal temperature changes to the angle at which the Sun’s rays hit the

Earth.10. Understand that the lunar phases are due to the relative position of the Earth,

the Moon and the Sun.11. Understand how and why solar and lunar eclipses take place.

CONTENTS

Concepts How knowledge about the universe has changed over time. Our place in the universo. Distances in the universo.

Oxford CLIL (Oxford EDUCACIÓN)

UNIT 1

THE EARTH WITHIN THE UNIVERSE

THE UNIVERSE AND THE SOLAR SYSTEM

19


The universe we know: galaxies. Our galaxy: the Milky Way. Stars. The Sun and the solar system. The Earth-Moon system. Movements of the Earth and their consequences. Lunar phases and eclipses.

Procedures Do simple distance conversion calculations. Identify the cardinal points using the position of the midday Sun. Find your way at night by using the North Star. Observe the night sky both with the naked eye and also with appropriate

instruments. Interpret planetary data. Use simple 3-dimensional models to explain the movements of the Earth

and the Moon, day, night and the seasons. Make scale models of the solar system.

Attitudes Understand the importance of observation and measurement in order to

understand the universe around us. Enjoy observing the night sky. Recognise the importance of astronomy for daily life (calendars, etc.). Understand that scientific theories are constantly changing. Be aware of the need to prevent light and environmental pollution in order

to maintain the quality of the sky.

ASSESSMENT CRITERIA

1. Explain the meaning of the astronomical unit (AU) and the light-year.2. Understand the relative positions of the different bodies that compose the solar

system, in particular, the Earth-Moon system.3. Describe what causes the seasons.4. Explain why we can see the lunar phases.5. Link the moment of the day that we can see the Moon to its corresponding

phase.6. Understand why there are seasons, solstices and equinoxes in both

hemispheres.7. Understand how eclipses occur.

COMPETENCES / ASSESSMENT CRITERIA / ACTIVITIES

COMPETENCES / SUBCOMPETENCES

ASSESSMENTCRITERIA

ACTIVITIES

Competence in knowledge and interaction with the physical worldRecognise what can be investigated scientifically: differentiate between scientific and nonscientific problems and explanations.

3, 5 6RA 4

DC 2, 5, 6, 7




5 13, 16DC 4


3, 7 8RA 8

DC 3, 4, 5, 6, 7


1, 2, 7 4, 9, 21, 25, 26, 27, 30, 31RA 4, 5, 6, 7, 8DC 1, 2, 3, 4


2, 3, 4, 5, 6, 7 31RA 8

DC 1, 3, 5, 6, 7


5, 7 17RA 5, 6, 7DC 4, 5, 6


3, 5 5, 9, 10, 28DC 2, 5, 6, 7


2 4, 6, 12, 14, 26, 33RA 5, 6, 7, 8

Mathematical competenceUse mathematical terms to quantify natural phenomena.

1 7, 8, 14, 22, 23RA 1


2 7, 8, 14, 22RA 1; DC 4

Data processing and digital competenceApply scientific principles to searching for, collecting, selecting, processing and presenting information.

3, 5 DC 5, 6, 7


2, 3 13, 28, 32RA 2

DC 2, 3, 7



Linguistic competence (*)Use the correct scientific terminology in texts and argumentation involving scientific content.

2, 3, 4, 7 2, 12, 13, 15, 14,16, 17, 19, 20, 33

RA 3, 8, 9; DC 5, 6, 7


2, 3, 5 1, 3, 4, 11, 12, 15, 17, 24, 30RA 4, 7, 9

Learning to learnAssimilate knowledge of science and scientific procedures in order to understand information obtained both from students’ own experience and written and audiovisual media.

3 4, 5, 10, 13, 31, 32RA 3, 4, 5, 6, 7, 8

DC 1, 2, 3, 4, 5, 6, 7

Autonomy and personal initiativeDevelop the capacity to analyse situations, evaluating the factors that have influenced them and their possible consequences.

1, 2, 3, 5 RA 8DC 1, 2, 4, 5, 6, 7

RA: Revision activities

DC: Development of basic competences

*All the subcompetences detailed in this section are developed using English as the common language, which will allow pupils to communicate with an increasing degree of skill in the foreign language.



OBJECTIVES

1. Recognise matter by taking into account its most characteristic property: the ability to occupy a space.

2. Learn about the properties of matter and classify them into intensive or extensive and whether they can be measured or not.

3. Understand which properties can be measured in order to understand the concept of quantity.

4. Appreciate the importance of measurement and the need for universal standard units of measurement.

5. Recognise that measurements are inherently imprecise.6. Learn about the symbols that are used to express quantities and units.7. Learn about the International System of Units, and the multiples and fractions of

the most common units.8. Define the basic concept of mass as a measurement of the amount of matter.9. Differentiate between the concepts of volume and capacity.10. Understand the concept of density as a relationship between mass and volume.11. Learn about the different apparatus used to measure mass and volume.

CONTENTS

Concepts Matter and systems of matter. Properties of matter: intensive and extensive; can be measured or can’t be

measured (quantities). Measurement: units and systems of units. Mass, volume and density: what they are and how they are measured.

Procedures Carry out simple experiments that show the properties of matter (volume,

mass, density, hardness, etc.). Look at different properties of matter in specific objects. Do activities that show that it is necessary to measure things. Do activities that involve unit conversions. Measure the mass, volume and density of different objects, both solid and

liquid. Do activities that lead to the development of indirect methods of

measurement.


UNIT 2

PROPERTIES OF MATTER

MATTER

23


Attitudes Recognise and appreciate the importance of universal standard units of

measurement. Show interest in learning how to use simple measuring instruments (scales,

test tubes, etc.). Apply yourself to experiments and take care with laboratory material.

ASSESSMENT CRITERIA

1. Define the concept of matter.2. Explain procedures that show that gases are also matter.3. Classify different properties of matter into intensive or extensive.4. Classify different properties of matter into those that can be measured and

those that can’t.5. Define the concept of quantity.6. Link the basic quantities to the instruments used to measure them.7. Explain different procedures used to measure the mass of liquids and the

volume of irregular solids.8. Change units of measurement into multiples and/or fractions of that unit.9. Do simple calculations which include the use of different units from the

International System of Units.



ASSESSMENTCRITERIA

ACTIVITIES

Competence in knowledge and interaction with the physical worldRecognise the key features of scientific investigation: understand variables, formulate hypotheses, design experiments, analyse and contrast data, detect regular patterns, make calculations and estimates.

3, 4, 9 3, 4, 8, 9, 10, 12,13, 14, 16, 21

RA 2, 3, 4, 5, 7, 8,9, 10, 11, 12DC 1, 3, 5, 6


3, 4, 6, 9 2, 3, 7, 11, 16, 21RA 4, 9, 11, 12DC 1, 3, 4, 5, 6


3, 6, 9 11, 12, 14RA 1, 4, 6, 7, 8DC 1, 2, 4, 5, 6


3, 4, 6, 9 2, 16RA 3, 8, 10

DC 3, 4, 5, 6




6, 9 1, 7, 21RA 3, 4, 9, 10, 11, 12

DC 4, 5, 6


3, 4, 5, 6, 8, 9 12, 14, 15DC 2, 3, 4, 5, 6


3, 4, 5, 6, 8, 9 12RA 4, 5, 6, 7, 8, 10

DC 2, 3, 4, 5, 6

Data processing and digital competenceUse and produce schematic diagrams, mind maps, reports and papers.

1, 2, 3, 4, 5, 6, 7 RA 3DC 1


1, 2, 3, 4, 5, 6, 7 1, 5, 6, 7, 16, 17, 20, 21RA 1, 9, 11


5 8, 9, 18RA 3, 9, 12


1, 3, 4, 5, 6, 7 2, 3, 4, 7, 8, 10, 11, 13RA 1, 7, 8, 11, 12DC 2, 3, 4, 5, 6

Autonomy and personal initiativeDevelop a critical attitude. Confront problems and take part in developing possible solutions.

3, 4, 6, 9 7RA 3, 4, 6, 10, 11, 12

DC 2, 3, 4, 5, 6


6, 9 2, 3, 7, 11, 21RA 1, 10, 11, 12

DC 4, 5, 6






OBJECTIVES

1. Recognise the characteristics of each of the three states of matter.2. Use the model of particles in motion (kinetic theory) to understand the

characteristics of the three states of matter.3. Understand the phenomena of expansion, contraction and diffusion of gases.4. Use kinetic theory to interpret changes of state.5. Explain the variations that changes of state produce in relation to the general

properties of matter (volume, mass and density).6. Interpret and draw graphs.

CONTENTS

Concepts The three states of matter: characteristics. Kinetic theory. Properties of gases: expansion, contraction and diffusion. Changes of state. Link between the properties of matter and its changes of state. How water behaves during changes of state.

Procedures Use simple measuring instruments. Identify the characteristics of the different states. Use a particle model to explain the states of matter and changes of state. Look at diffusion of liquids. Analyse the changes of state in different substances.

Attitudes Recognise the importance of order and cleanliness during laboratory work. Appreciate the care and attention needed when collecting data about a

phenomenon. Show interest in learning how to represent phenomena by using diagrams,

sketches and graphs. Recognise the importance of observation when acquiring scientific

knowledge.

ASSESSMENT CRITERIA

1. Indicate the characteristics of each of the three states of matter and explain them using the kinetic theory.

2. Use the kinetic theory to explain the contraction and diffusion of gases, the fluidity of liquids and the rigidity of solids.

3. Differentiate between the three states of matter according to its general properties (volume, mass and density).

4. Name the different changes of state.


UNIT 3

THE STATES OF MATTER

26


5. Use the kinetic theory to explain changes of state.6. Differentiate between vaporization, evaporation and boiling.7. Define the concepts of melting point and boiling point.8. Explain and apply the appropriate techniques used to measure the melting point

and the boiling point.9. Use graphs to work out the changes of state of a particular substance.



ASSESSMENTCRITERIA

ACTIVITIES

Competence in knowledge and interaction with the physical worldUse strategies to look for different types of scientific information. Understand and select appropriate information from a variety of sources.

1, 3, 7 8, 17, 19, 24, 31RA 2, 3DC 1


1, 4, 5, 7 3, 4, 5, 6, 7, 10,12, 18, 23, 24

RA 7, 9DC 1, 2, 3, 4, 5, 6


1, 3, 4, 5, 7 4, 5, 6, 7, 10, 12, 16, 17,18, 21, 23, 25, 27, 29, 30,

31, 33, 34, 35, 38RA 1, 2, 3

DC 1, 2, 3, 4, 5, 6, 7


1, 3, 4, 5, 7 4, 12, 13, 18, 21, 23,24, 27, 28, 29, 30, 32,

33, 34, 35, 38, 40RA 2, 3, 4, 5, 6, 7, 9, 10

DC 1, 2, 3, 4, 5, 7, 8Apply scientific knowledge to everyday situations.

3, 5 1, 2, 3, 10, 13, 17, 21,30, 31, 34, 35, 38, 39

DC 1, 4, 5, 6, 7, 8Interpret data and scientific experiments. Draw conclusions and communicate them in different formats in a correct, well-organised and coherent manner.

3 4, 5, 6, 7, 10, 12, 23, 25RA 3, 7


1, 3, 4, 5 8, 10, 12, 13, 16, 17,18, 21, 25, 27, 29, 30

RA 2, 3, 4, 5, 8

Take into account different points of view on an issue. Avoid inappropriate generalizations. Question preconceived ideas and prejudices. Avoid dogmatism.

3, 5, 7 21RA 2, 10

DC 3, 4, 5, 6, 7, 8




3, 5 19, 25RA 7

DC 3, 4, 5Use mathematical terms to analyse cause and effect.

1 23DC 6


3, 9 19, 23, 25DC 3, 4, 6


1 25


2 21


1, 2, 3, 4, 5, 6, 7, 8, 9 4, 8, 9, 10, 11, 14, 15, 16,18, 21, 22, 25, 26, 30,

31, 32, 34, 35, 37RA 3, 5, 8, 9, 10

DC 1, 2, 3, 4, 5, 6, 7Understand and interpret messages about natural sciences.

3, 5 9, 11, 25, 27RA 6, 9; DC 7


3, 4, 5, 6, 7 1, 3, 12, 13, 16, 18, 21,23, 24, 28, 30, 31, 36, 40

DC 1, 2, 3, 4, 5, 6, 7


1, 2, 3, 4, 5, 7 12, 16, 17DC 2, 3, 5, 6, 7






OBJECTIVES

1. Understand the importance of scientific classification.2. Learn how to classify matter according to its visible properties.3. Understand and explain the difference between a mixture and a pure

substance.4. Learn about the most common techniques used to separate the substances in a

mixture.5. Understand the most common characteristics of mixtures (homogeneous and

heterogeneous).6. Recognise the properties of matter in order to be able to identify pure

substances.7. Learn about the criteria used to classify pure substances into elements, and

simple or compound substances.8. Differentiate between physical change and chemical change.

CONTENTS

Concepts Classification of matter: homogeneous and heterogeneous. Mixtures and pure substances. Heterogeneous mixtures. Homogeneous mixtures: solutions. Separation techniques: sieving, filtering, magnetic attraction, decanting,

crystallisation, and distillation. Pure substances: common characteristics; breaking down components and

classification. Elements, simple and compound substances. The elements that compose the universe: hydrogen and helium.

Procedures Use the appearance of various substances to determine if they are

homogeneous or heterogeneous. Analyse the composition of various substances using physical change

(change of state). Use different techniques to separate the components of a mixture. Interpret graphs that show changes of state in pure substances. Observe the changes that the boiling and melting points of water undergo

when other substances are dissolved in the water.

Attitudes Appreciate the importance of scientific classification. Appreciate the importance of substance analysis in the laboratory. Work safely in the laboratory, follow the safety rules when using products

and doing experiments. Show interest in learning about how to approach and solve problems. Appreciate the importance of working together.


UNIT 4

MIXTURES AND PURE SUBSTANCES

29


ASSESSMENT CRITERIA

1. Differentiate between a homogeneous and heterogeneous substance.2. Give examples of homogeneous substances that are mixtures or pure

substances.3. Identify different heterogeneous mixtures found in nature.4. Give examples of mixtures and indicate which technique is most appropriate to

separate them.5. Define solution, solvent and solute.6. Name and define the most important common characteristics of a pure

substance.7. Analyse a graph showing the change of state of a substance: indicate what

changes take place and at what temperature.8. Differentiate precisely between physical and chemical change.9. Distinguish between mixtures and pure substances, and between elements and

compounds.10. Explain why both living things and non-living things contain chemical elements.11. Develop skills for working in the laboratory: how to correctly use laboratory

instruments and material, and how to write formally.



ASSESSMENTCRITERIA

ACTIVITIES

Competence in knowledge and interaction with the physical worldRecognise the key features of scientific investigation: understand variables, formulate hypotheses, design experiments, analyse and contrast data, detect regular patterns, make calculations and estimates.

1, 2, 3, 4, 5, 6, 7, 8, 9, 10 2, 7, 10, 11, 14, 15RA 3, 6DC 2, 3


2, 3, 4, 5, 8, 9, 10 2, 3, 10, 11, 12,13, 14, 15, 16RA 1, 2, 4, 5, 6

DC 1, 2, 3, 4, 5, 6


4, 10 1, 8, 9, 10, 11, 12DC 2, 3


2, 3, 4, 5, 9, 10 1, 2, 3, 4, 5, 6RA 3, 6


2, 5, 7, 8, 9, 10 4, 6, 10, 11, 12, 15DC 2, 3, 4



Take into account different points of view on an issue. Avoid inappropriate generalizations. Question preconceived ideas and prejudices. Avoid dogmatism.

1, 11 2, 3, 13, 16RA 6


4 11, 14


7 6, 11


7 RA 3


2, 5 10, 11, 15RA 1, 3DC 4


2, 4, 5, 6, 8, 9, 10, 11 2, 3, 11, 12, 13, 16, 17RA 1, 4, 6, 7DC 2, 3, 6


1, 3, 8, 9, 10 8, 9, 13RA 1, 2, 4, 7


2, 4, 10, 11 1, 4, 6, 11, 12, 15DC 2, 3, 4


4, 10, 11 11, 12DC, 2, 3, 4






OBJECTIVES

1. Explain the origin of the gases which make up the atmosphere; in particular, oxygen, the product of photosynthesis.

2. Learn about the atmosphere’s components and their most important characteristics.

3. Identify the links between humidity, condensation and precipitation.4. Recognise the difference between climate and weather.5. Recognise the importance of air for living things. Identify the relationship

between the atmosphere’s components, photosynthesis and respiration.6. Explain the greenhouse effect and learn about the dangers related to its

increase.7. Learn about some of the effects of air pollution and how this affects living

things.

CONTENTS

Concepts The origin of the atmosphere. The composition and structure of the atmosphere. Changes in the air’s composition. Functions of the atmosphere. Atmospheric pressure. Atmospheric phenomena caused by wind. Atmospheric humidity. Atmospheric phenomena caused by water vapour. Climate and Weather. The importance of air for living things and their health. Pollutants.

Procedures Link the atmosphere’s composition to basic processes in living things, such

as photosynthesis and respiration. Identify links between the different types of atmospheric pollution, their

causes and effects. Solve simple numerical operations related to atmospheric humidity. Write reports on atmospheric pollution indicating its causes, pollutants and

consequences. Interpret weather maps.


UNIT 5

THE GASEOUS PART OF THE EARTH

THE EARTH

32


Attitudes Show interest in learning about the atmosphere and its effects on living

things, using a variety of bibliographic sources. Critically assess the importance of changes in the composition of the

Earth’s atmosphere for atmospheric phenomena and living things. Critically analyse the influence of human behaviour on the environment. Understand how we can maintain the quality of the air we breathe. Acquire habits that help to improve the quality of the atmosphere. Appreciate the need to maintain air quality as it is the means by which we

obtain the oxygen we need to breathe.

ASSESSMENT CRITERIA

1. Learn about the atmosphere’s structure and composition and the characteristics of its components.

2. Identify how the atmosphere’s chemical components are related to different biological and meteorological processes.

3. Learn about how the atmosphere protects life on our planet.4. Explain the effect the ozone layer has on the Earth’s surface.5. Explain the consequences of air pollution on global warming and how it affects

living things.6. Identify the relationship between air quality and health, and learn about the

main air pollutants.



ASSESSMENTCRITERIA

ACTIVITIES


1, 2, 5 14, 35, 47


1, 2, 3, 4, 5, 6 3, 8, 11, 13, 24, 31, 33, 34, 37, 41, 42, 46, 49, 50, 51

RA 2, 4, 5, 6, 7, 8DC 2, 5, 6, 7, 8


1, 2, 3, 4, 5, 6 9, 13, 17, 24, 27, 28, 31, 32, 34, 37, 41, 42, 46, 49, 51

RA 2, 7, 8DC 3, 5, 6, 7, 8


5 RA 7DC 1, 2, 3, 4, 6, 7, 8


4, 5, 6 DC 6, 7



Mathematical competenceUse mathematical language to convey data and ideas about nature.

1 5, 6


1, 2, 5 14, 35, 47


1, 2, 3, 4, 5, 6 7, 13, 19, 21, 26, 29, 32, 34, 37, 50

RA 1, 5Use information and communication technologies to communicate, gather information, give feedback, simulate and visualise situations, find and process data.

1, 2, 3, 4, 5, 6 1, 2, 4, 5, 8, 18, 23, 25,36, 38, 43, 44, 46


5 RA 7


1, 2, 3, 4, 5, 6 3, 7-10, 12-19, 21-24, 27, 28, 30-37, 39-42, 44-51

RA 2, 3, 6, 7, 8, 9, 10, 11DC 5, 6, 7, 8


1, 2, 3, 4, 5, 6 8-10, 12, 15, 16, 20, 30, 36, 39, 40, 43, 45, 46, 48, 50

RA 3, 9, 10, 11


1, 2, 3, 5, 6 1, 2, 26, 36, 50DC 1, 2, 3, 4, 5, 6, 7, 8


6 DC 6, 7


5, 6 DC 2, 5, 6, 7, 8



RA: Revision activitiesDC: Development of basic competences




OBJECTIVES

1. Learn about the distribution of water on the Earth.2. Understand that water is scarce on our planet and also unevenly distributed,

even though the hydrosphere covers a large part of the Earth’s surface.3. Learn about the properties of water and link them to their functions.4. Recognise the phases of the water cycle and appreciate their importance.5. Learn about the different types of groundwater and the different types of

freshwater.6. Appreciate how serious water pollution is.7. Identify the human activities that pollute water.8. Learn about different polluting agents that affect rivers, reservoirs, seas and

oceans.9. Appreciate the importance of underground water in countries, such as Spain,

where droughts often occur in some regions.

CONTENTS

Concepts Where the water on Earth comes from. The properties and importance of water for living beings. The water cycle on our planet: processes and importance. Groundwater. Our water consumption. Water pollution and purification. Water and Health.

Procedures Look at and interpret diagrams, e.g. the water cycle. Carry out simple experiments to find out about the properties of water. Read and comment on texts on the subject of water. Participate in class discussions and debates on water pollution.

Attitudes Recognise the importance of water for living beings. Understand that we need to have clean water in order to be able to live. Reject anything that causes water pollution and look for ways to avoid this. Assess the importance of recycling and reusing water. Show personal commitment to using water appropriately. Recognise water as a resource that is shared by everyone.

ASSESSMENT CRITERIA

1. Describe the hydrosphere and say where it comes from.2. Link the properties of water to its role and functions in nature.


UNIT 6

THE LIQUID PART OF THE EARTH

36


3. Describe the properties of water in relation to its volume, mass and density when it changes state.

4. Draw the water cycle.5. Describe the processes of the water cycle and explain their importance.6. Understand the different ways in which water appears on the continents.7. Differentiate between saltwater and freshwater, and describe the different types

of freshwater.8. Differentiate between how to make water drinkable and how to purify it.9. Understand the different ways in which water can be polluted and the

consequences thereof for day to day life.10. Establish the relationship of cause and effect between polluted water and

certain human illnesses.11. Understand how to save water.



ASSESSMENTCRITERIA

ACTIVITIES


1, 2, 3, 5, 6, 7, 8, 9, 10, 11 25, 30


2, 3, 5, 8, 9, 10, 11 22RA 5, 9DC 3, 6


1, 2, 3, 5, 6, 7, 8, 9, 10, 11 3, 5, 7, 9, 11, 25, 29RA 3, 6

DC 1, 3, 4, 5, 6, 7


2, 3, 5, 8, 10 5, 8, 9, 21, 24RA 7

DC 3, 7


2, 3, 5, 8, 9, 10, 11 5, 22, 24, 25, 26, 27RA 8, 9DC 5, 7


8, 10 22, 30DC 7



Take responsibility for oneself, resources and the environment. Be familiar with healthy lifestyle habits based on advances in scientific knowledge: in the context of one’s personal life, that of the community and the environment. Understand the importance of taking precautions of mankind and identify its impact on the environment today.

5, 8, 9, 10, 11 24, 25, 27, 28, 30, 31RA 3, 9

Mathematical competenceUse mathematical language to convey data and ideas about nature.

2, 3, 4, 5, 10, 11 1, 6, 14, 18RA 5, 9


3, 5, 10 6, 10, 18, 28, 30RA 1, 5, 9


5, 8, 9, 10, 11 24, 27, 29, 30, 31RA 3, 8, 9DC 3, 7


1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 5, 9, 20, 22, 25,27, 28, 29, 30, 31

RA 5, 8, 9DC 1, 3, 4, 5, 6, 7


1, 2, 3, 4, 5, 8, 9, 10 1, 27RA 8DC 3


2, 3, 5, 6, 8, 9, 10 24, 25, 27, 30RA 8, 9

DC 2, 3, 5, 6, 7


5, 8, 9, 10, 11 27, 28, 30RA 8, 9DC 3, 7








OBJECTIVES

1. Differentiate between minerals and rocks.2. Apply simple techniques for identifying the most common minerals and rocks in

the students’ environment.3. Understand the different processes of rock formation, which also form the basis

of their classification.4. Classify the most common rocks using simple dichotomous keys.5. Learn about the different ways in which people use rocks and minerals.6. Learn about the layers that our planet is composed of.7. Understand the concept of the Earth’s lithosphere and distinguish between the

continental and oceanic crust.

CONTENTS

Concepts Minerals. Rocks. The main minerals and rocks. Types of rock according to their origin: sedimentary, igneous and

metamorphic. Use of rocks and minerals. Mining for minerals and rocks. The Earth’s crust. The Earth’s lithosphere.

Procedures Interpret data tables, diagrams, etc. Use and devise simple keys to identify the most common rocks and

minerals. Use a microscope to study rocks and minerals. Analyse and comment on texts. Describe how certain artificial materials are manufactured.

Attitudes Appreciate the need to use natural resources responsibly: understand that

they are exhaustible resources and cannot always be renewed. Recognise the importance of rocks and minerals for human activities. Respect the environment through study and sample-taking to prevent

deterioration. Don’t collect specimens in a way that can damage the environment.


UNIT 7

THE SOLID PART OF THE EARTH

40


ASSESSMENT CRITERIA

1. Understand what a mineral is and what its properties are, and also know how to apply this knowledge to determine whether a substance is a mineral or not.

2. Highlight the importance of minerals.3. Understand what a rock is and explain how it is different to a mineral.4. Know the different types of rock according to their origin.5. Recognise the most common types of rock in each category.6. Understand how useful the various types of rocks are.7. Know which are the most common artificial materials obtained from rocks.8. Recognise and describe the different ways that rocks and minerals are mined.9. Know about the structure of the Earth’s layers.10. Link the lithosphere to the Earth’s crust.11. Use simple techniques for identifying rocks and minerals.



ASSESSMENTCRITERIA

ACTIVITIES


3, 4, 5, 6, 7, 8, 9, 10 3, 15, 23RA 3


1, 3, 4, 5, 6, 7, 9 2, 8, 10, 13, 15, 16RA 1, 2, 5

DC 2, 3, 5, 6, 7


4, 5, 8 20DC 5, 6, 7


4, 5, 6, 7, 8 12, 14, 15, 21, 22, 23RA 3, 4, 6


1, 3, 4, 5, 9 3, 13, 23RA 4

DC 2, 8


4, 5 RA 6DC 6, 7


6, 7, 8 21, 22RA 3, 4, 6




1, 3, 4, 5, 6, 7, 8, 9 3, 13, 15, 23RA 3


2, 6, 7, 8 RA 6DC 4


1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 2, 5, 8, 13, 15, 23RA 5, 6

DC 3, 4, 6


1, 3, 4, 6, 7, 8, 9, 10 4, 7, 13, 20, 23RA 1, 4

DC 1, 2, 8


4, 5, 6, 7, 8 3, 4, 15, 23RA 3

DC 1, 2, 3, 4, 7, 8


4, 6, 7, 8 RA 6DC 3, 6, 7






OBJECTIVES

1. Learn about the basic features that make the Earth habitable.2. Learn about the basic unit of living things.3. Understand that all living things are made up of cells.4. Define the cell as the organisational and functional unit of living things.5. Learn about prokaryotic and eukaryotic cells.6. Explain the two types of nutrition: autotrophic and heterotrophic.7. Understand the purpose of nutrition, interaction and reproduction, and link them

to the tremendous diversity of life.8. Understand the differences between sexual and asexual reproduction.9. Recognise the enormous diversity of living things and how they are linked to the

environment.10. Understand the importance of adaptation as something that leads to the

diversification of living things.

CONTENTS

Concepts Earth, an inhabited planet. The basic unit of living things. The organisational and functional unit of living things: the cell. The different types of cells. Nutrition: autotrophic and heterotrophic. Reproduction: sexual and asexual. Interaction. The diversity of living things.

Procedures Develop logical reasoning in order to understand the vital functions of living

things. Identify similarities and differences between different types of cells, nutrition

and reproduction, etc. Draw diagrams to show the different types of cells. Link concepts with concrete examples. Study the different ways that living things adapt in order to deduce which

environmental factors they are linked to. Start to use a microscope.


UNIT 8

EARTH, AN INHABITED PLANET

LIVING THINGS

43


Attitudes Respect all life forms and understand that they are made of the same

matter and have the same structural units. Appreciate and assess the importance of diversity in living things. Develop curiosity in research. Appreciate the importance of study as a means of acquiring knowledge. Be precise during systematic study. Recognise that doubt is an important motivation for learning. Understand the provisionality of scientific theories. Recognise that scientific knowledge does not render everyday knowledge

of the world invalid, but instead enhances and completes it.

ASSESSMENT CRITERIA

1. Explain the physical and chemical characteristics of the Earth that have allowed life to develop and continue.

2. Describe the composition and organisation of living matter and differentiate it from non-living matter.

3. Recognise that living things are made up of cells and, taking into account that cells are the organisational and functional units of all living things, explain the functions that all living things have in common.

4. Differentiate between the prokaryotic and the eukaryotic cell.5. Establish differences and similarities between different types of cells.6. Establish differences and similarities between autotrophic and heterotrophic

nutrition.7. Explain the importance of the vital functions and establish links between them.8. Define diversity in living things and link it to the appearance and extinction of

different species.



ASSESSMENTCRITERIA

ACTIVITIES


1, 2, 7, 8 1, 11, 16, 18, 22,24, 27, 28, 33DC 2, 7, 10


1, 2, 4, 5, 6, 7, 8 RA 6DC 4


2, 3, 4, 5, 6, 7, 8 13, 14, 18, 19, 24, 26, 29, 33RA 2, 3, 5, 7, 9

DC 1, 2, 3, 5, 6, 7, 8, 9




3, 6, 7 16, 18, 21, 24, 27, 28RA 11, 12


1, 3, 5, 6, 7, 8 11, 18, 21, 27, 32DC 1, 2, 4, 7


8 30, 33RA 12

DC 1, 2, 7

Take responsibility for oneself, resources and the environment. Be familiar with healthy lifestyle habits based on advances in scientific knowledge: in the context of one’s personal life, that of the community and the environment. Understand the importance of taking precautions of mankind and identify its impact on the environment today.

8 33RA 12

Mathematical competenceUse mathematical terms to analyse cause and effect.

8 32DC 1, 4


8 33RA 12

DC 7, 10Recognise the consequences of technological and scientific developments that can have a detrimental impact on people and the environment.

8 DC 2, 7


1, 2, 3, 4, 5, 6, 7, 8 1, 16, 18, 19, 22, 24,25, 27, 28, 30, 33

RA 1, 5, 11, 12DC 1, 2, 5, 6, 7, 10


3, 4, 5, 6, 7, 8 11, 18, 32




1, 2, 3, 4, 5, 6, 7, 8 11, 21, 27RA 11, 12

DC 1, 2, 4, 5, 9


8 33DC 1, 2


7, 8 1, 27, 33DC 1, 2, 4, 7, 10






OBJECTIVES

1. Understand the importance of classifying living things and learning about the natural system of classification.

2. Describe the taxonomic categories used to classify living things.3. Recognise the need to establish scientific nomenclature in order to study living

things.4. Distinguish between the five kingdoms now used to classify living things and

their defining characteristics.5. Understand the need to use identification keys in order to identify living things.6. Learn about the existence of living things that are not visible to the naked eye.7. Appreciate the importance of microorganisms for both the environment and for

human consumption.8. Learn about and differentiate between the characteristics of the organisms

included in the Moneran, Protist and Fungus Kingdoms.9. Learn about what type of living thing viruses are.10. Link some illnesses to the microorganism that produces them.

CONTENTS

Concepts Diversity, classification and levels of organisation of living things. Binomial nomenclature. The five kingdoms of living things. Microscopic organisms. The Moneran Kingdom: types of bacteria. Features of viruses. The Protist Kingdom: protozoa and algae. The Fungus Kingdom: characteristics and types.

Procedures Identify taxonomic groups when classifying animals. Look for scientific names according to their taxon. Draw tables outlining the characteristics of the different kingdoms. Develop and use dichotomous keys.

Attitudes Study in a precise, rigorous and systematic manner. Appreciate biodiversity and respect living things. Appreciate the task of scientific classification. Participate and demonstrate tolerance in group work. Show interest in microorganisms and microbial illnesses.


UNIT 9

LIVING THINGS. MICROORGANISMS

47


ASSESSMENT CRITERIA

1. Recognise the need to have fixed classification criteria which are defined as the characteristics used in order to group elements together.

2. Define taxonomic categories as distinct levels of organisation in order to classify living things.

3. State the characteristics used to classify certain groups of individuals into different species.

4. Define the concept of binomial nomenclature, recognise its importance and know how to apply it following the teacher’s instructions.

5. Name the five kingdoms and their defining characteristics.6. Describe the characteristics of viruses.7. Identify the organisms included in the Moneran Kingdom and recognise the

importance of some groups of bacteria.8. Identify which groups of living things belong to the Protist Kingdom.9. Study the characteristics of protozoa and the classes into which they are

divided.10. Study the characteristics of algae and their importance for the marine

environment.11. Know how to classify algae according to their pigmentation.12. Describe the main characteristics of organisms from the Fungus Kingdom and

recognise the need to classify them into a separate kingdom to plants.13. Recognise the importance of fungi.14. Link some common illnesses to the microorganism that produces them.15. Know how to use simple classification keys.



ASSESSMENTCRITERIA

ACTIVITIES


1, 2, 4, 5, 6, 7, 8,9, 10, 12, 13, 14

3, 19, 31, 34, 36, 38DC 6


1, 2, 3, 4, 5, 6, 7, 8,9, 10, 11, 12, 13, 14

3, 4, 7, 8, 10, 11, 15,19, 21, 22, 23, 26, 30,

31, 33, 34, 36, 38RA 2, 6, 7

DC 1, 2, 3, 4, 5, 7, 8


7, 10, 11, 12, 14 10, 21, 28, 32, 34, 36DC 5, 6


1, 14 3, 4, 10, 11, 14, 16, 38RA 6, 8




7, 10, 13, 14 11, 21, 28, 36DC 1, 2, 5, 6


1, 2, 3, 4, 5, 6, 7, 8,9, 10, 11, 12, 13, 14

3, 4, 7, 8, 11, 14, 16,21, 32, 34, 36, 37, 38

RA 2, 8DC 6


1, 4, 6, 7, 8, 9,10, 12, 13, 14, 15

3, 10, 11, 16, 20, 24, 34, 37DC 2, 3, 5, 9


1, 12 DC 6


12, 14 10, 11, 19, 38DC 2, 3, 5, 6






OBJECTIVES

1. Describe the characteristics of the organisms included in the Plant Kingdom.2. Understand the basic principles of photosynthesis and plant respiration.3. Describe the features of mosses and ferns.4. Link the different structures of the flower to the reproductive process.5. Differentiate between angiosperms and gymnosperms, and identify them in

nature.6. Link the structure of the root, the stem and the leaves to their respective

functions.7. Use simple dichotomous keys to identify trees.8. Understand the importance of plants in the conservation of life on Earth.

CONTENTS

Concepts Characteristics of the Plant Kingdom. Plant classification. Non-flowering plants: liverworts, mosses and ferns. Flowering plants: spermatophytes. Flowers, fruit and sedes. Angiosperms. Gymnosperms. General structure of spermatophytes. The root, the stem and the leaves: structure and function.

Procedures Study the structures that make up a flower. Participate in paired discussions on local plants and trees. Identify links between the different types of flowering and non-flowering

plants. Study the different types of leaves in order to classify them according to

their venation or the shape of the blade and its margin. Use simple dichotomous keys.

Attitudes Show interest in learning about the different types of plants. Appreciate the importance that plants have for life on our planet. Respect the environment through study and sample taking. Show interest in finding out the names of the most common plants in our

surroundings and how human beings use them. Recognise the risks that some human activities entail with regard to

maintaining the flora of our country.


UNIT 10

PLANTS

50


ASSESSMENT CRITERIA

1. Describe the main characteristics of plants.2. Explain the fundamental principles of photosynthesis.3. Differentiate photosynthesis from respiration.4. Classify plants according to whether or not they have flowers.5. Know about the features of liverworts, mosses and ferns.6. Link the different parts of the flowers of angiosperms to their functions in

reproduction.7. Compare the characteristics of angiosperms and gymnosperms.8. Describe the parts of the root, the stem and the leaves and link them to their

functions.9. Know how to use simple classification keys.



ASSESSMENTCRITERIA

ACTIVITIES

Competence in knowledge and interaction with the physical worldUnderstand basic scientific principles and concepts and identify the relationships between them: causal, influential, qualitative and quantitative.

1, 2, 3, 5, 8 2, 3, 6, 7, 8, 9, 11,12, 14, 16, 17, 19

RA 3, 4, 8DC 1, 2, 3, 4, 5, 6, 7, 8, 9


2, 3, 5, 8 9, 19, 20RA 8

DC 4, 5, 9


2, 3, 5, 6, 7, 8 12, 15RA 7

DC 1, 9


1, 2, 3, 4, 5, 6, 7, 8 5, 13, 16, 17, 18, 21RA 2, 3, 6


1, 2, 3, 4, 5, 6, 7, 8 3, 4, 6, 9, 11, 12, 16, 19, 20RA 7, 8

DC 1, 4, 9


2, 3, 5, 6, 7, 8 3, 4DC 1, 3, 4, 5, 6, 7, 8




1, 2, 3, 4, 5, 6, 7, 8, 9 3, 4, 12, 15RA 4, 7

DC 2, 3, 5, 6, 7, 8, 9


2 20DC 6






OBJECTIVES

1. Learn about the characteristics of the living things that belong to the Animal Kingdom.

2. Recognise the types of animals that make up the group known as invertebrates: sponges, cnidarians, annelids, molluscs, arthropods and echinoderms.

3. Classify fish, amphibians, reptiles, birds and mammals within the subtype of vertebrates.

4. Differentiate between the different kinds of respiration, reproduction and thermal regulation in both vertebrates and invertebrates.

5. Find the relationship between certain structures and their adaptation to the environment.

6. Classify certain species into the vertebrate group to which they belong according to their characteristics.

7. Identify animals that belong to the same group according to their morphological characteristics and learn about their habitats.

8. Know how to use a dichotomous classification key.

CONTENTS

Concepts The Animal Kingdom. Invertebrates: sponges, cnidarians, molluscs, annelids, arthropods,

echinoderms. Vertebrates: fish, amphibians, reptiles, birds, mammals.

Procedures Develop reasoning skills by asking questions that establish logical links Establish links between structures and organs, and their corresponding

function. Establish links between adaptations in vertebrates and how they live. Establish taxonomic links. Describe the characteristics of a sample based on direct observation of it. Draw up dichotomous keys in order to classify living things.

Attitudes Respect and take care of all forms of life. Reject collecting specimens as a hobby and show interest in studying

animals in their natural habitat. Promote curiosity and systematic study as the basis for scientific research. Reject any kind of violence towards animals. Accept the human being as part of the Animal Kingdom. Recognise animal diversity as a value in its own right.


UNIT 11

ANIMALS

53


ASSESSMENT CRITERIA

1. Describe the main morphological characteristics of the different groups of vertebrates and invertebrates.

2. Link animal organs to their functions.3. Understand the concept of metamerism and give examples of organs that have

this characteristic in annelids.4. Describe the concept of metamorphosis.5. Describe the features that characterise the human race.6. Establish some links between certain structures and their adaptation to their

environment.7. Identify the class or the order to which certain animals belong through study of

their most relevant characteristics, using keys or guides.8. Know how to use dichotomous classification keys.



ASSESSMENTCRITERIA

ACTIVITIES


2, 6 Dc 1, 2, 7, 8


1, 2, 4, 5, 6 11, 18Dc 6, 8


1, 4, 6 12, 16, 17Dc 1, 2, 3, 6, 7, 8


1, 2, 3, 4, 5, 6, 7 2, 4, 5, 6, 7, 8, 10, 12,13, 14, 15, 16, 17, 21, 22

RA 1, 2, 3, 5, 7, 8DC 1, 3, 4, 6


2, 4, 6 15Dc 1, 2, 5, 7


1, 4, 6, 7 5, 16, 19, 20RA 3, 6

DC 1, 2, 5, 8




6 11, 12, 16, 17, 18DC 1, 2, 7, 8


6 DC 2, 7, 8


1, 2, 3, 4, 5, 6, 7 12DC 8


1, 4, 5, 6, 7, 8 12, 18DC 8


1, 2, 3, 4, 5, 6, 7 2, 6, 8, 13, 15 18, 22RA 8

DC 1, 2, 3, 5, 6, 7


1, 2, 4, 5, 6, 7, 8 5, 11, 16, 17, 18DC 1, 2, 6, 7, 8


6 DC 1, 2, 7, 8





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Programación Natural Sciences 1º ESO English - oup.e Web viewThe development of scientific knowledge in the ESO 1 natural sciences curriculum ... and seek rational answers. ... Learn