· Web viewScience 2 EP edebé. CLASSROOM PROGRAMMING: Module Programming. MODULE A: Exploring our Bodies. BASIC SKILLS/MULTIPLE INTELLIGENCES EDUCATIONAL OBJECTIVES EVALUATION CRITERIA

CLASSROOM PROGRAMMING - Science 2 EP

Science 2 EP edebé

CLASSROOM PROGRAMMING: Module Programming

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MODULE A: Exploring our Bodies

BASIC SKILLS/MULTIPLE INTELLIGENCES EDUCATIONAL OBJECTIVES EVALUATION CRITERIA BASIC SKILLS EVALUATION INDICATORS

Linguistic/Verbal-linguistic communication• Using the specific vocabulary of the parts of the body, joints, muscles and bones and the senses while expressing yourself orally and in writing.Mathematical/Logical-mathematical• Properly applying calculations regarding sizes and forms.Social and citizenship/Interpersonal• Understanding the plurality of present day societies and appreciate the differences.

• Naming and identifying the main joints, bones and muscles of the human body.• Identifying signs of the passage of time in the physical aspects and the skills of people at different stages of their development.• Valuing the importance of medical monitoring in order to maintain and care for people’s health.• Examining the stimulus-response relationship in one’s own body through the five senses.• Being aware of the ethnic differences in the human race.• Showing an interest in learning.

• Identifying the main joints, bones and muscles of the human body.• Recognizing the changes occurring in persons (physical aspect and skills) at different stages of development.• Recognizing and value the relationship between medical monitoring and the maintenance and care of health.• Knowing the relationship between the senses, stimulation and responses in the human being.• Valuing and respecting ethnic diversity.

• Using the specific vocabulary of the joints, bones and muscles when expressing yourself orally and in writing. (Linguistic Communication)• Measuring directly and use measurements of the fundamental magnitudes. (Mathematical Logic)• Accepting and valuing individual differences. (Social and Citizenship Skills)

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CONTENTSModule A• Presentation of the key content of the module. (Procedures)

Lesson 1• Presentation of the unit content. (Procedures)• Prior knowledge. (Concepts)• Introduction to the unit vocabulary. (Procedures)• Presentation of the main characteristics of the physical aspect. (Concepts)• Identification of the phases of the human life cycle. (Procedures)• Introduction to the function of the doctor. Common illnesses and instruments used by the doctor. (Concepts)

Lesson 2• Presentation of the key content of the module. (Procedures)• Prior knowledge. (Concepts)• Introduction to the unit vocabulary. (Procedures)• Presentation of the main joints of the body. (Concepts)• Identification of the senses used in daily actions and activities. (Procedures)• Introduction to the human skeleton and its characteristics. (Concepts)• Presentation of some of the muscles of the human body: localisation and function. (Concepts)

Investigate• Introduction to the scientific method. (Procedures)Put into practice• Checking the key content of the module. (Procedures)

INTERDISCIPLINARY TEACHINGEducation for peace: Interest in building relationships and communicating with others.Moral and civic education: Desire to participate in group activities, paying attention to how other classmates participate.

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LEARNING ACTIVITIES

Lesson 1 Reading a text on physical characteristics and examining the accompanying picture. Speaking of the observable differences between the children shown in the picture, answering the question asked. Drawing one’s own face and the face of a friend and filling in the card with the colours of the eyes, hair and skin of the faces drawn. Measuring height and answering the question on how tall you are in centimetres in writing. Weighing yourself and answering the question on how much you weigh in kilograms in writing. Reading a text on the life cycle of human beings and examining the illustration. Identifying the youngest and the oldest persons in the illustration and orally answering the questions put to you. Putting the pictures from interactive Internet activity in order of age. Attaching a photograph of yourself when you were a baby and another of yourself at the present time. Talking of the capacities you have at the present time which you did not have as a baby and answering the question asked. Enumerating the persons in the pictures from the youngest to the oldest. Reading a text on how to keep healthy and examining the picture which illustrates this. Talking of your own experience of visits to the doctor and answering the questions asked, explaining the use made by the doctors of the instruments which

appear in the pictures. Continuing to read the text on health and illnesses. Talking about your own experience when you were ill and the medicine prescribed by the doctor, answering the questions asked. Marking the illnesses you had from among those shown in the pictures.

Lesson 2 Reading a text on the parts of the body (joints) and examining the accompanying picture with the localisation and the vocabulary of the main joints. Identifying the parts of the body which are bent in the picture and answer the question orally. Identifying the joints which the children shown in the pictures are using, by putting a circle round them. Identifying and writing the name of the joints which enable the children shown in the pictures to adopt the positions they are in. Reading a text on the senses and examining the accompanying illustration. Talking about how the children in the illustration can know when they begin to run and answering the question. Identifying the sense which instructs the children in the pictures what they must do in each situation and writing down the name of this sense. Talking about how senses are used in daily life and answering the question. Reading a text on the skeleton and examining the picture, locating the vocabulary of the main bones. Talking about why we have bones and whether these are hard or soft, answering the questions. Matching the pictures of parts of the body with their vocabulary and with the pictures of the corresponding bones. Locating the bones of the human body in an Internet interactive activity. Reading a test on the muscles of the body and examining the pictures, with the location and vocabulary of the main muscles. Talking about whether the muscles are hard or soft and answering the question. Experiencing a number of physical exercises shown in the illustrations and identifying and writing down the muscles which move while doing the exercises.

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OTHER ACTIVITIES

INITIAL EVALUATION

Group class. Discussion to activate prior knowledge: exchanging ideas on the similarities and differences in the bodies of persons: Why

are we so different despite having the same muscles, bones and organs? Which are the main characteristics which differentiate us? Which features do we normally choose in order to describe a person?

With the help of the initial picture of the module, having a conversation on physical differences: Which differences between the persons in the picture stand out? Who is the tallest? What are their skin, hair and eyes like? Describing one’s own eye and hair colours.

MOTIVATION

Lesson 1. Group class. Discussion to activate prior knowledge. With the help of the picture, having a conversation on age differences: Which one is

the youngest? And the oldest? How can we state this? Which are the features which enable us to know whether a person is very young, an adult or grown up? Asking the students who have younger brothers and sisters about the most evident features which enable us to know whether their brothers and sisters are younger than they are.

Reflecting on one’s own growth: Can we remember episodes from when we were younger? Do we use the same clothes as we did years ago? How often do we have to change our shoe sizes? Do we see ourselves as tall as we were last year?

Lesson 2. Group class. Discussion to activate prior knowledge. With the help of the picture, having a conversation on the body in movement: Who

can we see in the picture? What is he/she doing? Which parts of the body are moving and bending? Can we see his/her musculature? Could we reproduce the same movement? Why are there persons who can make certain movements (dancing, playing sports) and others cannot?

Having a conversation on one’s own experience of the body in movement, asking the students whether they play any sports or type of dancing and which parts of the body are most used in such activities. Writing all the sports and types of dancing mentioned on the board and repeat these to the students. Which ones have we tried at some time? Which ones would we like to take part in?

BASIC SKILLS AND MULTIPLE INTELLIGENCES

Put into practice. Contextualization: Emily and Tony are playing basketball in the park while their grandmother is looking after Becky.Activities: Colouring the eyes, hair and skin of Emily and Tony according to the instructions. Identifying the youngest and the oldest person in the picture and writing down their names. Identifying the joints which each person is using, putting a circle round them. Matching the parts of the body presented in the picture with the vocabulary provided. Identifying the sense which reveals Tony and Emily in the picture when they begin to run and write this down. Circle the muscles which Tony and Emily are using while heating up before the race shown in the picture.

SUPPLEMENTARY Lesson 1

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ACTIVITIES Growing up Drawing yourself at three different stages of the life cycle: 1) recently born and in the arms of your mother (or another

member of the family); 2) at nursery school, and 3) today, at primary school. Concentrating on the sizes of the persons you draw and on the evolution of their physical characteristics.

Participating in a body language game: the students will have to walk around the classroom (or the school yard) imitating a very tall person and another very short person. The teacher will use a percussion instrument, clap his hands or click his fingers to indicate a change from one person to another: the teacher can give orders: “Tall!” and play the instrument loudly, and then order: “Short!” and play more quietly. The students must change from one person to another as quickly as possible.

Physical characteristics Completing the table drawn on the board with the main features which enable us to describe a person physically. Making

comments on the data in the table: What colour of eyes do most of the students have? And their hair? How many are very tall?

Listening to CD, track 1. Playing the Sorting out game. The students must follow the instructions of the narrator and find companions with the physical features stated in each case.

The human life cycle Bringing a photo or a picture (a cutting from a magazine, printed, etc.) to class depicting several persons with different ages.

Then, each student will show the photo to his companions and state the number of persons and which one is the youngest, which is the oldest and which one is nearest in age to the students.

Drawing the main members of one’s own family and stating which one is the oldest and which one is the youngest (by writing the words youngest and oldest beside the corresponding person). As an alternative activity, asking the students to draw the members of their families in order of age, from the youngest to the oldest. Then, ask each student to show his companions the drawings of these family members, naming them in the same order.

Listening to a CD, track 2: Age groups. The students must recognise the ages of several persons after listening to their voices.

Keeping healthy Showing and commenting on the functions of the objects and medicines in the school first aid box. Doing a brief role-play interpreting a doctor and his patient (a student represents the doctor and another the patient): the

patient will say which part of his body hurts (for example: “My tummy hurts!”), the doctor will simulate a brief check and will state the prescription (“Take this medicine/syrup/pill, etc.”).

Drafting a small wall display which contains some basic measures in order to avoid flu and other common illnesses (for example, the teacher will write: 1. Wash your hands; 2. Drink orange juice; 3. Eat fruit and vegetables; 4. Put warm clothes on when it's cold; etc. The students will draw the corresponding figures beside each piece of advice).

Lesson 2Moving around Show a brief video on the Internet, which shows persons in movement (persons playing sports, dancing, doing open air

activities, etc.) as an introduction to the content of the lesson. Commenting: What does the body need to learn to make certain movements? Which are the parts of the body which enable us to move or use our joints to make movements which are not very common?

Doing a body language activity: standing up and making a large circle. The teacher will also join the circle and will state the movements which must be made in order to explore the possibilities and the limits of the body (exploring all the head,

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shoulder, arm, hand, trunk, leg and foot movements possible). For example, state: “Turn your head to the left”/“Stretch your right arm”/“Lift your shoulders”, etc.

Parts of the body Participating in a game: facing his companions a student will make a movement requiring bending one of the joints

mentioned (for example: bending an arm or a knee).The other students will have to name the joints used in order to make the movement. The teacher will ask: “Which joint is he/she using?”. One by one the rest of the students will do the same. Bringing to mind the themes dealt with in this section, also review the parts of the body and ask the students to name those involved in each movement (for example: “The joint he's using is the knee. He's bending his leg”).

Drawing oneself and colouring the main joints in red. Listening to a CD, track 3. Playing at Statues (in pairs). One student will be the statue and will remain immobile. His

companion must bend the statue with the joints stated by the narrator.The senses Proposing a list of daily actions which the teacher will write on the board (for example: watching television, smelling a cake,

petting a cat, driving a car, etc.). The students will have to name the sense which is most relevant in each case. Describing the classroom from a sensorial point of view: Which colours stand out most? What does it smell like? What do the

walls feel like? Which sound or noises can normally be heard there? Describing the school yard or garden from a sensorial point of view. Which senses are most stimulated when we are in the

open air?The skeleton State the bones indicated by the teacher in a printed picture of a skeleton

http://www2. m erriam-webster.com/mw/art/med/skeleton.gif . If an anatomical model of a skeleton is available, use it instead of the printed picture. As an alternative to this activity, ask a student to locate certain bones using a companion’s body as a model. Repeat the same activity with the rest of the students divided into pairs.

Print out the above picture and cut out the main groups of bones so that the students, divided into groups, can play at reconstructing the skeleton, naming the bones while they carry out the reconstruction.

Listening to a CD, track 4. Playing at Musical Skeletons. Dancing to the rhythm of the music and locating the bones in one’s own body following the narrator’s instructions.

The muscles Asking a student to indicate certain muscles using a companion as a model. Repeat this with the rest of the students, in

pairs. In a spacious are of the classroom or in the gymnasium, carrying out a number of physical exercises which helps to reinforce

the vocabulary of muscles in a playful way. Doing an exercise with each of the muscles stated in the book (biceps, abdominal, pectoral, calves). Asking the students to touch the muscle involved in the movement and then comment on their perceptions and sensations. What happens to muscles when they work to excess? What leads to our feeling pain during the days following excessive exercise?

ATTENDING TO DIVERSITY Photocopiable consolidation sheets: pages 176-177 of the Guide Book: Drawing two members of the family and writing down their physical characteristics. Of the youngest person and circling the oldest person. Drawing oneself as a baby and at the present time. Identifying the medical instruments on a list, circling them.

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http://www2.merriam-webster.com/mw/art/med/skeleton.gif




Completing a text on illnesses and medicines and drawing the instruments which the doctor uses in these situations.

Photocopiable extension sheets: pages 178-179 of the Guide Book: Locating the joints from a list in an illustration. Identifying and writing the most important sense used in order use the objects in the illustrations. Locate the bones and muscles from a list in an illustration.

EVALUATION:

OF THE UNIT OF BASIC SKILLS/MULTIPLE INTELLIGENCESPhotocopiable evaluation sheet (supplementary material). Page 217 of the Guide Book: Identifying and writing the names of the bones and the muscles

shown in an illustration. Providing the names of the joints whose locations are given. Ordering the vocabulary of the development phases das denoted

by younger to older persons.Individual dossier of activities of the module: Portfolio. Register of observation of the acquisition of content.

Evaluation checklist.Oral and written self-evaluation.

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ACTIVITIES PROMOTING READING AND DEVELOPMENT OF ORAL/WRITTEN EXPRESSIONReading Using reading comprehension strategies:

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

Comprehensive reading. Reading other written texts, digital texts, interactive activities etc., to obtain information, learn, have fun or communicate. Reading fragments of texts. Reading and understanding instructional texts.

Oral/written expression Using warmers, oral activities to break the ice and create the right atmosphere to introduce the topic. Expressing what has been learnt appropriately orally and in writing, using precise vocabulary. Using open questions, information search tasks and games. Singing. Dramatization: role-play. Incorporation of non-verbal language: body language.

Dramatization, oral and written presentation of ideas, responses or a subject, dialogue, debate. Presentations about people or objects, arguments, incorporating non-verbal language, etc.

ICT ACTIVITIESActivity for ordering several persons in accord with their ages (http://www.ngfl-cymru.org.uk/vtc/growing_up / eng/Onlineactivity/Default.htm ).Activity for identifying the main bones in the body (http://www.netrover.com/~kin g skid/bones/bones1.html ).

MINIMUMS REQUIREMENTS FOR A POSITIVE EVALUATION Identifying the main joints, bones and muscles in the human body. Recognizing the changes undergone by a person at different stages of development. Valuing the importance of some health habits for our personal welfare: medical check-ups and visits.

GRADING CRITERIA Correct use of the related concepts and vocabulary when giving and requesting information. Spontaneous use or use in everyday contexts of the knowledge acquired. Level of personal elaboration of ideas and responses. Level of comprehension and communication of the information. Presentation and punctuality of tasks submitted: appropriate style, correct and clear expression of the information and procedures followed, lack of spelling mistakes, etc.• Behaviour: respect for classmates, teaching staff and class material, interest and motivation, attention during explanations, tenacity, perseverance, sociability, etc.• Percentage or grade in individual projects, tests and exercises, etc.

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http://www.netrover.com/~kingskid/bones/bones1.html



http://www.ngfl-cymru.org.uk/vtc/growing_up/eng/Onlineactivity/Default.htm




• Level of involvement in tasks, group activities, projects, etc.

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METHODOLOGY

MATERIALS AND RESOURCES SPACES-TIMES METHODOLOGICAL STRATEGIES

Student's book SCIENCE 2; (Editorial Edebé)Activity book SCIENCE 2; (Editorial Edebé)Interactive whiteboard.Pedagogical resources.Perishable material.

Classroom, other spaces. Approximate time: 3 weeks.

The suggested methodology promotes the development of learning in the following sequence: • Adaptation of the content presentation to the students' linguistic competency in the English language.• Initial motivation and eliciting of prior knowledge.• Progressive and careful inclusion of contents by means of examples taken from everyday, contextualized situations to enable the transfer, generalization and expansion of learning, and which integrates with the basic skills identified.- Application of acquired knowledge in a variety of different activities (Applying, reasoning, working with basic skills and multiple intelligences, projects, cooperative groups, interactive activities, consolidation and extension activities, etc.), organized by level of difficulty in order to facilitate the basic skills and different cognitive styles of the students. - Different kinds of digital resources, using both the interactive whiteboard and computers. These resources include activities integrated into the learning programme, interactive activities and carefully selected Internet links.

Module A: Exploring our BodiesSTRUCTURE:• The module is introduced with a double-page image relating to the module content which includes a prior knowledge exercise of the two module lessons (before starting).• Each lesson is presented with a double-page image relating to the module content which includes: the content presentation (you will learn), the key vocabulary for the lesson (vocabulary) and a prior knowledge activation exercise (get ready!).• The content is developed in a sequence of stages over a double page based around an image which refers to the basic facts needed to understand what is being explained.• Each stage includes a diverse range of learning activities, both oral and written, that facilitate the application of the content of the lesson (talk about it, notebook activities, online, did you know?). • Investigate is a suggested activity at the end of each module. It involves an experimental exercise relating to the module content which brings together the main stages of the scientific method.• At the end of the module, there is an integrated task (put into practice) with activities to work on and assess the basic skills and multiple intelligences. It involves contextualized activities dealing with real, everyday situations for the student, in such a way as to activate and apply their knowledge, taking into account the students' different levels of capability and learning styles (with reading, reasoning, movement, dramatization, visual arts, etc.).

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EVALUATION PROCEDURES AND TOOLSWRITTEN ORAL OTHERS

Diverse range of student tasks carried out in the daily activities of the class.

Varied student evaluation activities (book, photocopiable files, written test, etc.).

Group work. ITC activities: Interactive activities, treasure hunts

Internet links. Individual dossier.

Evaluation of the approach and processes employed as well as the result obtained.

Individual and collective questions. Dialogue. Oral presentation. Individual oral test.

Observation and evaluation of the amount each student participates and the quality of their contribution.

Individual evaluation checklist. Record for the ongoing evaluation of the class

group. Self-evaluation (oral and written). Teacher's blog.

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EVALUATION OF THE TEACHING

ADAPTATION OF PLANNING ACADEMIC RESULTS SUGGESTIONS FOR IMPROVEMENT

Class preparation and educational materials

There is coherence between what is programmed and the class work.There is a balanced distribution in time. The progress of the class is adapted to the characteristics of the group.

Use of a suitable methodology

Significant learning has been taken into account.Interdisciplinary factors are taken into account (as regards activities, content processing, etc.). The methodology fosters motivation and the development of the capacities of the student.

Regulation of teaching regulation

Student monitoring level. Validity of the resources used in class for learning purposes. Promotion criteria is agreed to by the teachers.

Evaluation of what is learnt and the resulting information supplied to students and families

The criteria for a positive evaluation are linked to the objectives and content. The evaluation instruments make it possible to register numerous learning variables. The grading criteria are adapted to the typology of the activities planned. The evaluation criteria and the grading criteria have been announced:• To the students.• To the families.

Employment of measures attending to diversity

Measures are adopted in advance in order to find out learning difficulties Responses have been provided for different capacities and learning rhythms. The measures and resources provided have been sufficient.Application of extraordinary measures recommended by the teaching team taking the psycho-pedagogical reports into account.

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PROGRAMMING OF SUPPORT FOR SPECIAL EDUCATIONAL NEEDS (SEN)

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• Individualized attention in the classroom for the execution of the suggested activities.• Adaptation of programme activities.• Individualized attention inside and outside the classroom for the execution of adapted activities.• Significant curricular adaptation due to SEN.• Curricular adaptation for high intellectual capacity.• Adaptations made to the curricular material for late entry in the Education System.…

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MODULE B: The Body at Work


Linguistic/Verbal-linguistic communication • Using the specific vocabulary for the respiratory, blood circulation and digestive systems orally and in writing.Understanding and interacting with the physical and natural world • Observe, obtain and take notes.Processing information and digital competence/Verbal-linguistic • Performing basic guided use of the Internet.

• Naming and locating their main organs of the digestive, respiratory and blood circulation systems.• Identifying the main food groups.• Recognizing the importance of a balanced diet and physical exercise for a healthy life.• Carrying out of simple experiments in order to verify a hypothesis.• Observing the functioning of one’s own body.• making simple notes related to previous observations.• Guided use of the Internet in order to obtain information.

• Identifying the main organs of the digestive, respiratory and blood circulation systems.• Recognizing the main food groups.• Awareness of the relationship between balanced diet, exercise and a healthy life and valuing its importance.• Formulating and verifying a hypothesis from experiments carried out.• Being aware of the functioning of one’s own body.• Noting down information and data related to previous observations.• Guided obtaining of information from the Internet.

• Using the specific vocabulary of the respiratory, blood circulation and digestive systems in oral and written expression. (Linguistic Communication)• Using the specific vocabulary of the main food groups in oral and written expression. (Linguistic Communication)• Healthy life habits recognizing and valuing the importance of physical exercise and a healthy diet. (Knowledge of and Interaction with the Physical World)• Recognizing data and facts which are relevant to science. (Knowledge of and Interaction with the Physical World)• Accessing information on several storage systems in order to find the information required. (Information Management and Digital Competence)

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CONTENTSModule B• Presentation of the key content of the module. (Procedures)

Lesson 3• Presentation of the unit content. (Procedures)• Prior knowledge. (Concepts)• Introduction to the unit vocabulary. (Procedures)• Presentation of the respiratory system and its organs. (Concepts)• Presentation of the digestive system and its organs. (Concepts)• Presentation of the blood circulation system and its organs. (Concepts)

Lesson 4• Presentation of the unit content. (Procedures)• Prior knowledge. (Concepts)• Introduction to the unit vocabulary. (Procedures)• Differentiation of animal and vegetable food. (Procedures)• Identification of the main food groups and nutrients. (Procedures)• The food pyramid and a healthy diet. (Values)

Investigate• Introduction to the scientific method. (Procedures)Put into practice• Checking the key content of the unit.

INTERDISCIPLINARY TEACHINGEducation for peace: Interest in building relationships and communicating with others.Moral and citizenship education: Desire to participate in group activities, respecting the participation of other classmates.

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LEARNING ACTIVITIES Lesson 3 Reading a text on breathing and examining the illustrations with the specific vocabulary. Pointing out the movement of the air from the nose to the lungs and the mouth when breathing. Talking about the importance of breathing for survival, commenting on the question posed. Awareness of how breathing functions when experiencing and observing this by blowing up a balloon. Talking about breathing and answering the questions. Identifying expiration and inspiration in the illustrations and writing down which of the two phases are shown in each picture. Reading a text on digestion and examining the illustration with the localisation and the vocabulary of the parts of the body which participate in this. Pointing out with a finger the movement of food in our organism from ingestion to excretion through the anus. Talking about the function of the stomach and the intestines, commenting on the text. Continuing the reading of the text on digestion and examining the illustration of the mouth and the vocabulary and localisation of the parts involved. Examining one’s own mouth and counting the teeth. Talking about the function of chewing food, answering the question. Localising the teeth in the mouth in an interactive Internet activity. Reading a text on blood circulation and examining the illustrations with the vocabulary and localisation of the parties intervening. Pointing out the movement of blood with the figure in the illustrations Reading a text on the heart beat and experiencing this by touch, following the instructions in the pictures. Talking about heart beats and their intensity in relation to the location of the heart, answering the questions. Obtaining information on the functioning of the body in an Internet activity.

Lesson 4 Reading a text on vegetable food and examining the pictures and the accompanying vocabulary. Talking about the food in the pictures and describing them, answering the questions. Drawing three favourite fruits or vegetables. Reading a text on food coming from animals and examining the pictures and the accompanying vocabulary. Talking about the animals which provide the food in the pictures, answering the question. Matching the animals in the pictures with the food they provide. Reading a text on food groups and examining the pictures. Talking about the food from each group in the pictures. Grouping food in the corresponding groups in an Internet interactive activity. Reading a text on the nutrients of the food and examining the table which relates the groups of food with their nutrients and properties. Identifying and writing the names of the nutrients provided by the food in the pictures. Reading a text on everyday meals and examining the illustrations and the accompanying vocabulary. Talking about meal times in the illustrations and answering the question. Identifying the characteristic food served in lunches circling the corresponding pictures. Reading a text on the balanced diet and examine the picture. Talking about the food which we should consume most and those we should consume least, justifying the answers to the questions. Comparing one’s own selection of food for a balanced diet with food recommended in an interactive activity on the Internet.

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Reading a text on hand-made food and examining the illustration. Talking about persons, utensils and conditions of hand-made food, answering the questions. Reading a text on industrial food products and examining the illustration. Identifying the products shown in the pictures as hand-made or industrial.

OTHER ACTIVITIES

INITIAL EVALUATION

Group class. Discussion to activate prior knowledge. With the help of the initial image of the module, exchanging ideas on how the body is

nourished in order to be able to move and act: What type of energy does our body consume? What are the most important organs for our energy provisions?

Reflecting with the students on why we never stop breathing and on the breathing function: How long can we last without breathing? Which component transports oxygen to all the cells in the body? Do all living beings breathe? How do fish breathe under water?

We read a brief text on vital organs and we name a number of these, describing their functions.

MOTIVATION

Lesson 3. Group class. Discussion to activate prior knowledge. With the aid of the image, encourage the students to reflect on some of the functions

of the human body: Why do we breathe? What are the organs which enable us to breathe and digest? What is the function of blood circulation? ¿Why do we need to eat and digest what we eat? Let’s talk about the picture: Why do we have to hold our breath when we swim under water and we can only breathe when we come up? Search for information on the Internet on how fish breathe under water.

Lesson 4. Group class. Discussion to activate prior knowledge: What types of food can we observe? Which are healthier and which are not. Which

are from vegetables and which are from animals? Ask each student to point out which food shown they like most. Name the foods several times and ask each student to repeat the names in order to facilitate the acquisition of new

vocabulary. Encourage the students to chat about their favourite food. Note these down on the board in order to see how many there are

in common. Reflect on the type of food chosen: Are they healthy for the organism? What type of nutrients can they provide?


Put into practice. Contextualization: James Ashley and Tamar are playing in the open air.Activities: Identifying and writing down the name of the organ used for breathing and the one which pumps blood. Identifying the children whose hearts are beating faster, circling each of these. Drawing the lungs and the hearts of the children in the illustration. Drawing the stomachs of the children in the illustration. Identifying the foods which provide them with most energy, circling these. Identifying and writing the name of the food which provides them with most vitamins. Identifying and writing down the types of foods missing from their sandwiches.

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SUPPLEMENTARY ACTIVITIES

Lesson 3The functions of the body Using a plastic model of the human body which makes it possible to observe the internal organs. Showing the students which

organs participate in breathing, in blood circulation and in digestion. If there are no models available, print t out or project the following pictures of the respiratory system (http://www.umm.edu/respiratory/pictures/respiratory_anatomy.jpg , el sistema digestivo http://www.health32.com/wp-content/uploads/2010/12/digest i ve-system-organs.jpg ) and of the blood circulation system (http://www.ashlandscho o ls.org/morgan_cottle/body/circ.gif ).

Listening to a CD, track 5: song ‘The Body at Work’. Asking the students to sing, pointing out the organs named in the song in their own bodies.

Breathing Show the following video on the respiratory system: http://www.youtube.com/watch?v= u 7pYMD6or70 . Then comment on the

most significant sequences with the students. Go out into the school yard or using the gymnasium in order to carry out a body language activity focussed on becoming

more aware of our breathing. Ask the students to form a circle and place one hand on their breastbones and the other on their navels. Ask them to pay attention to their breathing and to talk about its frequency and intensity. Ask the students to run and jump for a minute. Once they have returned to the circle, ask them to place their hands as before and again examine their breathing: Has it changed?

Experimenting with breathing: ask the students to inhale and exhale, breaking up each inhalation and exhalation into two or three parts. Ask them to lie down on the ground and to breathe deeply with their hands in the same position as in the previous activity. How do they feel after each activity?

Digestion Show the following video on the digestive system: http://www.youtube.com/watch ? v=2ea7LtEZOYk . Talk about the most

significant sequences with the students. Give each student a portion of food, for example a small biscuit or a piece of apple. Ask them to put it into their mouths and

examine their chewing. What do the teeth do? What part of the mouth do we use to hold and bite and chew the food? How much saliva is produced? Once the food has been chewed, ask them to perceive how it goes down the oesophagus. What will then happen in the stomach and intestine?

Circulation Show the following digital animation on the cardiovascular system: http://www.youtube.c o m/watch?v= Eoi0q7f_tRY . Then

comment on the most significant sequences with the students. Draw the following diagram on the board and explain it: 1. Breathing in ——> Oxygen ——> Arteries ——> Body

▪ Body ——> Veins ——> Carbon dioxide ——> Breathing out Listening to CD, track 6: Riddle: Parts of the body. The students will correctly guess the organs from the descriptions given

by the narrator.Lesson 4 Food Show the following video on several types of foodstuffs: http://www.youtube.com/watc h ?v=NCLfnH3 ekRI . Ask the students to

repeat each word after the speaker in order to acquire new vocabulary.

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http://www.youtube.com/watch?v=NCLfnH3ekRI




http://www.youtube.com/watch?v=Eoi0q7f_tRY




http://www.youtube.com/watch?v=2ea7LtEZOYk



http://www.youtube.com/watch?v=u7pYMD6or70



http://www.ashlandschools.org/morgan_cottle/body/circ.gif



http://www.umm.edu/respiratory/images/respiratory_anatomy.jpg,%20el%20sistema%20digestivo%20http:/www.health32.com/wp-content/u







Ask each student: “What is your favourite vegetable?”/“What is your favourite fruit?”/“What is your favourite kind of breakfast?”/“What is your favourite kind of snack?”, etc.

Ask the students to draw their favourite foods and then show them to their companions, naming each drawing aloud.Food from plants – Food from animals Place several real or plastic foodstuffs in a shopping bag. Ask the students one by one to choose a piece of food from the

bag and name it, say whether it is from a plant or an animal and explain whether they like it or not. Ask the students to draw the food they usually have for breakfast, lunch and dinner. Then talk about the drawings, paying

attention to how much food from plants and how much from animals is contained in their diets. Listening to CD, track 7. Listening activity. Ask the students to write down the ingredients in their notebooks as they are

mentioned by the narrator (it is recommended to stop and repeat the information if this is necessary). At the end, the students will classify the ingredients depending on whether they are from plants or animals.

Groups of foods-Food nutrients Use the real or plastic food named in the previous unit. Talk with the students about which of the four groups each food

belongs to and which useful nutrients it provides for the organism. Carry out a practical fun activity in order to reinforce the vocabulary of types of fruit. Bring several types of fruit which have

already been cut up together with long sticks so as to prepare skewered fruit and chocolate. Give each student a stick and several pieces of fruit so that each one can make a skewer. Call the students to the teacher’s desk (where a pan full of melted black chocolate and a tray for the skewers will be ready) and ask each one to dip the skewer into the chocolate and leave it on the tray. When all the skewers are ready, they can be eaten up by everyone.

Daily food – The balanced diet Create a wall display on the food pyramid. Divide the students into four groups: each group will be responsible for drawing

the food in a section of the pyramid. Name the types of food and make the students aware of the importance of having a balanced diet. As an alternative, instead of drawing food, use clippings from magazines and newspapers.

Choose some real or plastic food or show a food picture. http://www.smashbros.com/e n _us/items/pictures/item15/item15_080305_10-l.jpg . Ask the students which level of the pyramid each food belongs to and which nutrients it provides.

Listen to CD, track 8: song ‘A balanced diet’. Present food from the groups to the students and ask them to explain the amount recommended for consumption each day.

Hand-made food products – Industrial food products Ask the students to think of how many industrial food products they eat every day. Ask them if they have ever tried a peculiar

hand-made product (cheese, sausage, typical sweet, etc.) and whether they noted a difference in the taste with regard to the same food produced industrially.

Ask each student to draw a typical product from his/her area or country on the board. What type of food is it? Which group does it belong to? Which nutrients does it provide us with? Is it usually hand-made or produced industrially?

Ask the students to draw several common kitchen utensils in their notebooks and to write down their corresponding names.

ATTENDING TO DIVERSITY Photocopiable consolidation sheets: pages 180-181 of the Guide Book: Colour the parts of the respiratory apparatus in the illustration, following the colour codes. Mark the parts of the digestive apparatus from a list of parts of the body.

Measuring the pulse rate and noting down the number of beats per minute in repose and after having jumped for 20 seconds. Drawing a body inhaling and another exhaling.

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http://www.smashbros.com/en_us/items/images/item15/item15_080305_10-l.jpg




Photocopiable extension sheets: pages 182-183 of the Guide Book: Drawing the food stated and circling the food from animals. Labelling the food in the illustration depending on the types of food and colouring them. Matching food groups with the corresponding nutrients. Locating and drawing the corresponding food groups in the food pyramid and writing down each one of the types in the

boxes.

EVALUATION:

OF THE UNIT OF BASIC SKILLS/MULTIPLE INTELLIGENCES

Photocopiable evaluation sheet (supplementary material). Page 218 of the Guide Book: Relate the vocabulary of parts of the body to the illustrations. Circle the properties of the food presented.Individual dossier of the module activities: Portfolio.Observation register to check knowledge of content acquired.


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Comprehensive reading. Reading other written texts, digital texts, interactive activities etc., to obtain information, learn, have fun or communicate. Reading fragments of texts. Reading and understanding instructional texts.Oral/written expression Using warmers, oral activities to break the ice and create the right atmosphere to introduce the topic. Expressing what has been learnt appropriately orally and in writing, using precise vocabulary. Using open questions, information search tasks and games. Singing. Incorporation of non-verbal language: body language.


ICT ACTIVITIESActivity for teeth (http://www.childrensuniversity.manc h ester.ac.uk/interactives/science/teethandeating/build.asp ).Activity for the muscles and heart (http://www.ictgames.com/bodyrun n er.swf ).Activity for food groups (http://www.foodafactoflife.org.uk / Activity.aspxsiteId=3&sectionId=37&contentId=57 ).Activity for the balanced diet (http://www.foodafactoflife.org.uk/a c tivity.aspx?siteId=5&sectionId=34&contentId=55 ).

MINIMUM REQUIREMENTS FOR A POSITIVE EVALUATION Knowing the breathing, digestion and blood circulation processes. Being aware of the need for adequate and balanced nutrition. Recognizing food depending on its origin and the nutritional substance it provides.

GRADING CRITERIA Correct use of the related concepts and vocabulary when giving and requesting information. Spontaneous use or use in everyday contexts of the knowledge acquired. Level of personal elaboration of ideas and responses. Level of comprehension and communication of the information. Presentation and punctuality of tasks submitted: appropriate style, correct and clear expression of the information and procedures followed, lack of spelling mistakes, etc.• Behaviour: respect for classmates, teaching staff and class material, interest and motivation, attention during explanations, tenacity, perseverance, sociability, etc.

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http://www.foodafactoflife.org.uk/activity.aspx?siteId=5&sectionId=34&contentId=55



http://www.foodafactoflife.org.uk/Activity.aspxsiteId=3&sectionId=37&contentId=57



http://www.ictgames.com/bodyrunner.swf



http://www.childrensuniversity.manchester.ac.uk/interactives/science/teethandeating/build.asp




• Percentage or grade in individual projects, tests and exercises, etc.• Level of involvement in tasks, group activities, projects, etc.

METHODOLOGY





Module B: The Body at WorkSTRUCTURE:• The module is introduced with a double-page image relating to the module content which includes a prior knowledge exercise of the two module lessons (before starting).• Each lesson is presented with a double-page image relating to the module content which includes: the content presentation (you will learn), the key vocabulary for the lesson (vocabulary) and a prior knowledge activation exercise (get ready!).• The content is developed in a sequence of stages over a double page based around an image which refers to the basic facts needed to understand what is being explained.• Each stage includes a diverse range of learning activities, both oral and written, that facilitate the application of the content of the lesson (talk about it, notebook activities, online, did you know?). • Investigate is a suggested activity at the end of each module. It involves an experimental exercise relating to the module content which brings together the main stages of the scientific method.• At the end of the module, there is an integrated task (put into practice) with activities to work on and assess the basic skills and multiple intelligences. It involves contextualized activities dealing with real, everyday situations for the student, in such a way as to activate and apply their knowledge, taking into account the students' different levels of capability and learning styles (with reading, reasoning, movement, dramatization, visual arts, etc.).

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EVALUATION PROCEDURES AND TOOLS

WRITTEN ORAL OTHERS










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There is consistency between the programme and the development of the classes. There is a balanced distribution over time. The classes are adapted to the characteristics of the group.

Use of suitable methodology

Meaningful learning objectives have been taken into account.Interdisciplinarity is incorporated into the programme (during activities, handling contents, etc.). The methodology promotes motivation and develops the students' skills.

Regulation of teaching practice

Degree of monitoring of students. Suitability of resources used in class to the learning objectives. The promotion criteria are agreed between the teachers.


The criteria for positive evaluations are linked to the objectives and contents. The evaluation tools take account of numerous learning variables. The grading criteria are suited to the typology of planned activities. The evaluation criteria and the grading criteria are made available:

• To the students.• To the families.


Measures are taken in advance to ascertain learning difficulties. A response is made to different learning speeds and skills. There are sufficient measures and resources available.Application of special measures recommended by the teaching staff in response to psycho-pedagogical reports.

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PROGRAMMING SUPPORTING SPECIAL EDUCATIONAL NEEDS (SEN)

Students1 …...

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7 ……

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• Individualized attention in the classroom for the execution of the suggested activities.• Adaptation of programme activities. • Individualized attention inside and outside the classroom for the execution of adapted activities.• Significant curricular adaptation due to SEN.• Curricular adaptation for high intellectual capacity.• Adaptations made to the curricular material for late entry in the Education System.…

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MODULE C: Society


Social and citizenship/Interpersonal• Knowing changes in time in the most immediate social and cultural environment.Processing information and digital competence/Verbal-linguistic• Searching for, selecting, organising and interpreting information.Cultural and artistic/Visual-spatial• Knowing some popular cultural manifestations in the most proximate environment.

• Classifying the most general work, taking into account the type of service which is offered.• Knowing the organisation and the functions of a town.• Showing interest in collaborating with others.• Valuing the cultural heritage of the most proximate environment.• Expressing ideas through drawings.• Recognizing objects, clothing and architecture belonging to different historical epochs.• Selecting the most adequate information from a single source.

• Recognizing general jobs related to the provision of several services.• Identifying and recognizing municipal organisation and functions.• Valuing the importance of collaborating in the social group the student belongs to.• Knowing and respecting the cultural heritage of the most proximate environment.• Recognizing changes produced throughout history due to the evolution of technology.• Organising and interpreting the most adequate information from a single source.

• Recognizing changes in time in the most immediate social and cultural environment when identifying hoses, devices and inventions throughout history. (Social and Citizenship Competence)• Selecting, organising and interpreting the most adequate information from a single source. (Information Management and Digital Competence)• Recognizing and valuing some popular cultural manifestations in the most proximate environment. (Cultural and Artistic Competence)

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CONTENTS

Module C• Presentation of the key content of the module. (Procedures)

Lesson 5• Presentation of the unit content. (Procedures)• Prior knowledge. (Concepts)• Introduction to the unit vocabulary. (Procedures)• Identification of the organisms which regulate the city. (Concepts)• Presentation of the main jobs in the public sector. (Concepts)• Recognition of the functions of collaborators and volunteers. (Values)

Lesson 6• Presentation of the unit content. (Procedures)• Prior knowledge. (Concepts)• Introduction to the unit vocabulary. (Procedures)• Differentiation between old and modern objects. Evolution of technology with the passage of time. (Procedures)• Presentation of some historical epochs and some characteristic objects from each of these. (Concepts)• Recognition of old and modern buildings. (Procedures)• Functions and characteristics of museums. (Concepts)


INTERDISCIPLINARY LEARNINGEducation for peace: Interest in building relationships and communicating with others.Moral and citizenship education: Desire to participate in group activities, respecting the participation of other classmates.

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LEARNING ACTIVITIES

Lesson 5 Reading a text on the organisation of cities and examining the accompanying pictures and the vocabulary. Talking about the services used by all the citizens in a city, responding to the question asked. Continuing reading about the public services and its workers, examining the pictures. Talking about the work shown in the pictures and answering the questions asked. Matching the vocabulary of the services provided with the pictures which show these. Reading a text on the work related to the services sector, examining the accompanying pictures and vocabulary. Talking about the services provided by the persons in the picture, answering the question asked. Matching the work shown in the picture with the corresponding service, completing the table. Reading a text on voluntary and collaboration work, examining the accompanying pictures and vocabulary. Talking about how the persons in the pictures collaborate and how one can contribute by also collaborating, answering the questions asked. Fill in a card with information on a local festivity. Create a poster drawn by hand which announces the local festivity in the activity, including all the necessary written information.

Lesson 6 Reading a text on the passage of time and examining the accompanying pictures. Talking about the differences between the pictures from the past and from the present, answering the questions asked. Matching pictures from the past with pictures from the present. Talking about the changes which can be seen in the pictures and which occurred over the course of time. Reading a text on different epochs in history, examining the accompanying pictures and vocabulary. Talking about how the houses, objects and clothes are different in different historical epochs, answering the question asked. Carrying out an Internet activity on the passage of time. Reading a text on prehistoric times, examining the accompanying pictures. Talking about the differences and similarities between prehistoric and present day life, answering the questions asked. Identifying prehistoric tools from a series of tools, marking them. Reading a text on old buildings, examining the pictures. Identifying the oldest building in the pictures, orally answering the question asked. Drawing an old building in the city where the school is located, writing down the name and when it dates from. Reading a text on museums, examining the accompanying pictures. Talking about one’s own experience of museums, answering the question asked. Identifying museum objects from a series, circling the museum pieces.

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OTHER ACTIVITIES

INITIAL EVALUATION

Group class. Discussion to activate prior knowledge. With the help of the initial image of the module, exchanging ideas on what the term

‘society’ means. What does being part of a society entail? What are the advantages and disadvantages of living in society? What can we see in the figure? Talking about the picture.

Reflecting on which forms and institutions of social organisation are most evident: cities, governments, public services, etc. Why are cities today the seats of local and national government, as well as the decision and organisation centres of the territory?

Reading a brief text on the organisation of cities and towns.

MOTIVATION

Lesson 5. Group class. Discussion to activate prior knowledge. Commenting on the image: which are the characteristic components which enable us

to distinguish cities from villages? Why are cities normally the centres of organisation of the territory and of the public services? Which components in the figure do we associate with activities of a public and social nature?

Ask the students whether they know where the town hall of their city or village is. Why is it important to govern and administer a city and its territory? Which public services do we know. Name several services with the students and write them on the board.

Lesson 6. Group class. Discussion to activate prior knowledge. Encourage the students to exchange ideas on the picture: Which components can

we see in the figure? Why can we say that it is an old photo? Which factors indicate that the photograph is not contemporary?

Reflecting on which components of the photos, the illustrations or the films which show us the epoch or time in history they belong to (dress, type of transport, type of buildings, etc.).


Put into practice. Contextualization: Eric has visited the museum in order to learn the history of his city.Activities: Identifying the persons in the illustration who work in public services, circling them. Writing down the services provided by the professions listed in the table. Identifying the oldest building in Eric’s city, circling it. Numbering the illustrations in chronological order from the one depicting the earliest epoch to the most recent. Identifying the history of the city from a series, marking these. Identifying and writing down the epoch the objects in the pictures belong to.


Lesson 5The city Drawing the centre of a large city with the town hall, a means of public transport, some workers repairing a street and other

components related to public services. Asking the students whether they have any relatives who work in the town hall or in a public service. What type of work do

they do? Why is this useful for society and its organisation?

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Reflecting on the importance of the collective sense and services to citizens: Why is it important that certain goods and services are available to everyone? Why is it important to respect and care for institutions, buildings and the other components of public services?

Organising the city-Public services Asking the students to search magazines and newspapers for public service components (schools, town halls, public

transport, etc.) or public service work (gardeners, librarians, train drivers). Ask them to their companions so that they can try to guess the type of institution or the work shown in the figure.

Creating a wall display on the public service joining together all the cuttings selected by the students: indicating which institution or profession is shown by each picture.

Making the students aware of the importance of caring for public areas, cleanliness and respect for urban furniture. Listening to CD, track 9. Listening and answering the questions asked.Jobs related to services Asking the students to reproduce the table in the book in their notebooks and to add other professions they know related to

each type of service. As an alternative, the teacher will draw the table on the board and will ask the students to name other professions in the public sector in order to add these to the table.

Asking each student whether there any types of jobs in the public sector named which might interest him/her as a future profession: How many of the students would like to work in the public sector? Which public service job is the one most voted? Asking why they would like or not like to work in the public sector.

FLASHCARDS: jobs related to services. Listening to CD, track 10. Listening and answering the questions asked.Volunteering and collaborating Searching for a website on the Internet which offers several types of volunteer work (for example:

http://www.volunteering.org.uk/ or http://www.volunteerabroad.com/) and debating the importance of the activities and the type of aid organised with the students. Each student can express his/her preferences as regards the volunteer or collaboration projects he/she would like to join in.

Organising a day out with the students which includes a volunteer activity in the city (for example: cleaning up a square/street/beach, taking dogs from the dog compound for a walk, visiting children and elderly patients in hospital, etc.). Then, exchange ideas with the students on the experience and ask them how they felt when they provided a free service to society.

Lesson 6History Ask the students to bring an old photo (of their own families or a cutting from a magazine) to school and talk about the

characteristic components which enable us to locate the picture in a determined epoch. Which components can we observe in the photo? If there is a person. What are his/her clothes like? If there is a type of transport. What is it like and what characteristics does it have? What can be said about the quality of the picture?

Ask the students to search for photos or illustrations of different epochs in magazines and newspapers. Then, create a wall display and try to order the pictures selected chronologically (pictures depicting situations from prehistory to the present time can be chosen).

As time goes by Searching for more old pictures in the following website: http://www.oldpicture.com/collection-index-001.htm. Comparing the

costumes, the means of transport, the streets and buildings with those from the present day.

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Showing the students an old short or full-length film (for example: The Kid with Charles Chaplin) so that they can make their own comments on the differences in life style, dressing and travelling between the epoch of the film and today. ¿what differences can also be noted with present day cinema? Did the first films have sound and colour?

Listening to CD, track 11. Listening and answering the questions asked. Times in history + Prehistoric life Showing the students a picture on the evolution of human beings and commenting on the differences between the phases of

evolution: http://dsc.discovery.com/news/2007/12/11/gallery/human-evolution-540x380.jpg. Using white clay blocks so that the students can play at modelling utensils typical of prehistoric man. Using as reference

pictures of utensils found on the Internet (for example: http://www.geocities.ws/profesor_miguel/utensiliospiedra.jpg). Asking the students to draw themselves in the four epochs stated in the book, paying attention to dress and the objects

which correspond to each historical period. FLASHCARDS: ancient buildings and new buildings. Listening to CD, track 12. Listening and answering the questions asked. Write dates and the names on the board so as to

facilitate comprehension by the students.Ancient buildings-Museums Asking the students to draw an old or modern house (or public building), underlining the components which most differentiate

them. The following website contains links to the major world museums: http://www.exploringabroad.com/art/museums.htm. Name

them and show some pictures to the students. Has any student visited any of these? What impression did the student have of the museum?

Organising a day out with the students in order to visit a museum in the city. Examining its structure and its organisation. Then, commenting on the exhibitions and talking about the objects exhibited which most impressed them.

ATTENDING TO DIVERSITY

Photocopiable consolidation sheets: pages184-185 of the Guide Book: Colouring the public services in the illustrations. Classifying the jobs as regards the types of services they provide. Drawing a part of the city following the instructions.Photocopiable extension sheets: pages186-187 of the Guide Book: Matching the objects with the epochs. Drawing prehistoric, medieval and modern clothes. Identifying the objects as old or modern. Identifying the typical objects of a museum, circling them and colouring in the modern objects.

EVALUATION:

OF THE UNIT OF BASIC SKILLS/MULTIPLE INTELLIGENCESPhotocopiable evaluation sheet (supplementary material). Page 219 of the Guide Book: Write down two examples of work for each service stated in

the activity. Draw two objects characteristic of the epoch of castles and

two discoveries.Individual dossier of the module activities: Portfolio.Observation register to check knowledge of content acquired.


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Oral/written expression. Using warmers, oral activities to break the ice and create the right atmosphere to introduce the topic. Expressing what has been learnt appropriately orally and in writing, using precise vocabulary. Using open questions, information search tasks and games.


ICT ACTIVITIESActivity on the Middle Ages (http://www.bbc.co.uk/schools/famouspeople/standard/he nry/game/index.shtml#focus ).Cut-out activity on the invention of the light bulb (http://www.teachervision.fen.com/tv/printables/TCR/0743932587_54-61.pdf).

MINIMUM REQUIREMENTS FOR A POSITIVE EVALUATION Recognizing general jobs related to the provision of different services. Identifying the municipal organisation and function. Valuing the importance of collaborating in social groups. Valuing the cultural heritage of the most proximate environment. Identifying types of houses, objects and clothing throughout history.

GRADING CRITERIA Correct use of the related concepts and vocabulary when giving and requesting information. Spontaneous use or use in everyday contexts of the knowledge acquired. Level of personal elaboration of ideas and responses. Level of comprehension and communication of the information. Presentation and punctuality of tasks submitted: appropriate style, correct and clear expression of the information and procedures followed, lack of spelling mistakes, etc.• Behaviour: respect for classmates, teaching staff and class material, interest and motivation, attention during explanations, tenacity, perseverance, sociability, etc.• Percentage or grade in individual projects, tests and exercises, etc.• Level of involvement in tasks, group activities, projects, etc.

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http://www.bbc.co.uk/schools/famouspeople/standard/henry/game/index.shtml#focus

http://www.bbc.co.uk/schools/famouspeople/standard/henry/game/index.shtml#focus


METHODOLOGYMATERIALS AND

RESOURCES SPACES-TIMES METHODOLOGICAL STRATEGIES




Module C: SocietySTRUCTURE:• The module is introduced with a double-page image relating to the module content which includes a prior knowledge exercise of the two module lessons (before starting).• Each lesson is presented with a double-page image relating to the module content which includes: the content presentation (you will learn), the key vocabulary for the lesson (vocabulary) and a prior knowledge activation exercise (get ready!).• The content is developed in a sequence of stages over a double page based around an image which refers to the basic facts needed to understand what is being explained.• Each stage includes a diverse range of learning activities, both oral and written, that facilitate the application of the content of the lesson (talk about it, notebook activities, online, did you know?). • Investigate is a suggested activity at the end of each module. It involves an experimental exercise relating to the module content which brings together the main stages of the scientific method.• At the end of the module, there is an integrated task (put into practice) with activities to work on and assess the basic skills and multiple intelligences. It involves contextualized activities dealing with real, everyday situations for the student, in such a way as to activate and apply their knowledge, taking into account the students' different levels of capability and learning styles (with reading, reasoning, movement, dramatization, visual arts, etc.).

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EVALUATION PROCEDURES AND TOOLSWRITTEN ORAL OTHERS










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PROGRAMMING OF SUPPORT FOR SPECIAL EDUCATIONAL NEEDS (SEN)

STUDENTS1 …...

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MODULE D: Ecosystems


Understanding and interacting with the physical and natural world• Using the natural knowledge for identifying types of ecosystems and landscapes properly.Linguistic/Verbal-Linguistic communication• Using the specific vocabulary related to the universe and the solar system to express oneself orally and in writing.Mathematical/Logical-mathematical• Extracting information from simple graphs.

• Comparing the main characteristics of the interior and the coastal landscapes.• Explaining how the components belonging to the same ecosystem complement each other.• Showing respectful attitudes to the environment.• Using simple graphs to show the movements of the Earth and the Moon.• Applying the knowledge of the transfer and rotation movements to their representation with objects.• Initiation to the scientific method, carrying out simple research in order to interpret a fact or a situation.• Making guided use of the Internet to extract information.

• Identifying and recognizing the main characteristics of the interior and coastal landscapes.• Understanding the relationship between components belonging to the same ecosystem.• Valuing the importance of acting respectfully with the environment.• Graphically showing the movements of the Earth and the Moon.• Simulating the transfer and rotation movements of the Earth with objects which show the Sun and the Earth.• Interpreting a fact or a situation from the observations made during simple research.

• Recognizing types of landscapes and ecosystems. (Knowledge of and Interaction with the Physical World)• Knowing and using the specific vocabulary related to the universe and the solar system when expressing oneself orally and in writing. (Linguistic Communication)• Interpreting information related to natural facts and situations from simple graphs. (Mathematical Logic)

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CONTENTS

Module D• Presentation of the key content of the module. (Procedures)

Lesson 7• Presentation of the unit content. (Procedures)• Prior knowledge. (Concepts)• Introduction to the unit vocabulary. (Procedures)• Introduction to the characteristics of the interior and coastal landscapes. (Concepts)• Identification of the land and aquatic ecosystems. Adaptation to the ecosystems. (Concepts)

Lesson 8• Presentation of the unit content. (Procedures)• Prior knowledge. (Concepts)• Introduction to the unit vocabulary. (Procedures)• Identification of the nature of the stars and planets. (Concepts)• Presentation of the movements of the Earth and the Moon and their consequences. (Concepts) • Identification of day, night and the seasons. (Procedures)



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LEARNING ACTIVITIESLesson 7 Reading a text on interior landscapes and examining the accompanying pictures and vocabulary. Talking about the different heights observed in the pictures and identifying the highest point, answering the questions asked. Matching the vocabulary of the parts of an interior landscape with the location in the picture. Drawing a river, following the instructions for the activity and colouring in the picture. Reading a text on coastal landscapes and examining the accompanying vocabulary and the pictures. Talking about the different heights and the materials in coastal landscapes, identifying the lowest point and answering the questions asked. Identifying the types of landscapes in the pictures and their characteristics, marking the correct options. Cutting out the picture of a coastal landscape from a magazine, pasting it and identifying its parts, writing down the appropriate vocabulary. Reading a text on land ecosystems and examining the accompanying pictures and vocabulary. Talking about the characteristic plants in Mediterranean woodland and how climate affects vegetation, answering the questions asked. Continuing to read about the Mediterranean landscape and examining the accompanying pictures and vocabulary. Talking about how the animals and the plants in Mediterranean woodland survive and think of an animal which could not survive in this ecosystem, justifying the

answers to the questions asked. Reading a text on aquatic ecosystems and examining the accompanying pictures and vocabulary. Identifying the animals and the plants shown in the pictures and describing their colours and shapes orally, answering the questions asked. Continuing to read about aquatic ecosystems and examining the accompanying pictures.

Lesson 8 Reading a text on the night sky and examining the accompanying pictures. Identifying what the person using the telescope in the picture sees and what can be seen in the sky on a clear night orally, answering the questions asked. Reading a text on the Sun and the solar system and examining the accompanying pictures and vocabulary. Talking about whether the solar system is an ecosystem and justifying the answer to the question asked. Accessing information on the Earth, the Sun and the Moon in an Internet activity. Reading a text on the movement of the Earth, examining the accompanying pictures and vocabulary. Carrying out an experiment in order to understand the movement of the Earth and the concepts of day and night with a spinning top which symbolises the Earth

and a lantern which symbolises the Sun. Noting down the information obtained in the experiment, completing the phrase provided. Talking about how night and day come, answering the question asked. Accessing information on day and night in an Internet activity. Continuing to read the text on the movement of the Earth, examining the accompanying pictures and vocabulary. Talking about the changes which can be observed in the most proximate environment during the seasons, answering the question asked. Identifying the seasons shown in the illustrations and writing down their names. Reading a text on the movement of the Moon, examining the accompanying pictures and vocabulary. Talking about which part of the Moon is seen when it is full, answering the question asked. Identifying the lunar phase when the Moon is not seen from a series of illustrations, circling the correct illustration. Drawing the Moon following the instructions and identifying and writing down the phase it is in, answering the question asked. Accessing information on the phases of the Moon in an Internet activity.

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OTHER ACTIVITIES

INITIAL EVALUATION

Group class. Discussion to activate prior knowledge. With the aid of the initial image of the module, exchanging ideas on the concept of

the ‘ecosystem’: Which components and living beings act in an ecosystem and influence its balance? We examine the figure and reflect on the following: What type of climate is dominant in the desert? How has the dromedary

adapted to this type of climate? Why does each animal and plant adapt to the ecosystem they belong to? We reflect on the strategies adopted by certain animals in order to survive in very cold climates (fur, lethargy, etc.). We talk about how ecosystems influence human activity? We read a short text on ecosystems.

MOTIVATION

Lesson 7. Group class. Discussion to activate prior knowledge. We comment on the image: What type of tree can we see in the figure? What

characteristics does it have? Why can it survive in very cold climates? Give examples of plants which could not survive in a cold, mountainous climate.

We reflect on the type of landscapes shown in the figure: Which components characterise it? Is this normally a continental or a coastal landscape? Is it a land or aquatic landscape? Which animals could survive in this ecosystem?

Lesson 8. Group class. Discussion to activate prior knowledge. We comment on the picture: What type of ecosystem is shown? What is it called? Do

the planets move? What is the difference between stars and planets? Why do stars shine? Point out that our solar system, with all its planets and stars, is only a small fragment of a galaxy like the one we see in the

figure. To illustrate this, draw a schematic galaxy on the board and indicate the position of our solar system with a dot. Beside this figure, make another amplified drawing of the solar system so that the students can perceive the different dimensions and distances in the universe. Indicate the position of the Earth and the Moon in the solar system.


Put into practice. Contextualization: Chris lives in Chile, near the Pacific Ocean and Lucy lives in the Pyrenees.Activities: Identifying and writing down where it is day and where it is night by examining the illustration. Identifying the correct answer to the question on day and night, marking the corresponding box. Matching the vocabulary of the parts of an interior landscape with the location in the illustration. Drawing and colouring an animal and a plant which can survive in a Mediterranean ecosystem in the illustration of the

previous activity. Matching the vocabulary of the parts of a coastal landscape with the location in the illustration. Identifying some animals and plants which can survive in an aquatic ecosystem, answering the question asked in writing.


Lesson 7Landscapes on Earth Ask the students to name other types of ecosystems. The teacher will write these on the board. How many types of

ecosystems do we know? Are they land or aquatic ecosystems? Generally speaking, are they threatened by human activity? Ask the students to play with the puzzles of different ecosystems contained in the following website:

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http://www.neok12.com/jigsaw-puzzles/Ecosystems.htm. Once the puzzle is solved comment on the following: What type ecosystem is it? Is it aquatic or land? What animals can be seen in the picture? How have they adapted to the environment?

Inland landscapes Ask the students to draw a mountainous continental landscape and to write down the names of the components which

characterise it. Each student will show his/her drawing to the other students and will describe it: “This is a mountain top.” “This is a valley.” “This is a river”, etc.

Search for other pictures of landscapes at: http://recursostic.educacion.es/bancopicturenes/web/, keying in the word ‘landscape’ for the search). Ask the students to identify the continental type landscapes. Select several pictures and ask the students to name their components.

Coastal landscapes Ask the students to draw a coastal landscape and to write the names of the components which characterise it in it. Each

student will show his/her drawing to the others and will describe it: “This is a cliff.” “This is an island.” “This is the beach.” Search for other types of landscapes at http://recursostic.educacion.es/bancopicturenes/web/, keying in the word ‘landscape’

for the search). Ask the students to identify the coastal landscapes. Select several pictures and ask the students to name their components.

Listening to CD, track 1: Draw a landscape. The students will draw the landscape described in the activity on fine cardboard.Land ecosystems Ask the students to search the Internet for 10 or 12 typical plants and animals in the Mediterranean woodland ecosystem.

Each student (or in pairs) will be responsible for drawing, painting and cutting one of the plants or one of the animals found. Include all the drawings in two wall displays which show the typical flora and fauna of the Mediterranean woodland ecosystem.

Ask the students to draw a typical Mediterranean landscape in their notebooks and include some of the plants and animals found in the previous activity. Each student will show his/her drawing to the others and will name the components shown.

Aquatic ecosystems Creating a wall display which shows a marine aquatic ecosystem. Each student (or group of students) will draw, paint and cut

out a type of fish, seaweed or coral. Several students will paint the background of the wall display. Then, all the drawings will be attached, recreating the seabed. Name the components included together with the students.

Show the following video on the oceans and coral reefs to the students: http://www.youtube.com/watch?v=wbNeIn3vVKM. Comment on the animals and plants which can be seen in the video with them. Why is it important to maintain the balance in an ecosystem, regardless of whether this is aquatic or land?

FLASHCARDS: Classifying landscapes and habitats. Listening to CD, track 14. Playing at Spot the mistakes. Listen to the descriptions of the ecosystems and ask the students to

identify the component which is out of place in each case.Lesson 8The Universe Ask the students to search the Internet for more information on the universe and its immensity: the approximate number of

galaxies in the known universe; the number of stars which make up the Milky Way; the number and the names of all the planets in the solar system.

Show the students the following video on the solar system and the universe: http://www.youtube.com/watch?v=b0lxbzgwW7I. Comment on the most significant sequences with the students and reflect on the dimensions and distances in the universe: from the shortest, such as the distances on Earth, to the longest, such as the distances between the galaxies.

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The night sky-The Sun and the Solar System In the following website, information, curiosities, games and children’s activities on astronomy can be found:

http://www.kidsastronomy.com/. Select several activities to carry out in class or at home. Ask the students to draw the solar system with all its planets, attempting to respect the dimensions and the colours (take a

picture from the Internet as an example): http://recursostic.educacion.es/bancopicturenes/web/). Ask them to draw the Moon as a satellite of the Earth and to write down the names of all the bodies drawn.

Learning and singing the song ‘Twinkle, Twinkle Little Star’: http://www.youtube.com/watch?v=yCjJyiqpAuU.How the Earth moves Show the following videos on the rotation of the Earth on its axis (http://www.youtube.com/watch?v=k-oLJxjCzBg) and on its

rotation round the Sun and the reason for the seasons (http://www.youtube.com/watch?v=DuiQvPLWziQ). Comment on the videos with the students.

Creating a wall display divided into four parts which represent the four seasons of the year. In each box, write the dates of the commencement and the end of the season. Placing drawings, cut outs from magazines and pieces of cloth or paper which evoke the atmosphere and the colours of the corresponding season.

FLASHCARDS: Earth movements. Listening to CD, track 15: song ‘The Earth’.How the Moon moves The following website contains activities, games and animations which make it possible to explore the Earth, the Sun and the

Moon: http://www.EarthsunMoon.co.uk/. Select several activities and ask the students to relate these individually or do it with them, projecting the picture on screen onto the wall.

Ask the students to draw the lunar phases in their notebooks and to write down the corresponding names beside each drawing.

The following website contains information and curiosities about the Moon, such as its distance from the Earth, its age, etc. http://www.woo2dlands-junior.kent.sch.uk/time/moon/facts.htm

FLASHCARDS: Moon phases. Listening to CD; track 16: Phases of the Moon (puzzles).


Photocopiable consolidation sheets: pages188-189 of the Guide Book: Matching the vocabulary of the parts of an interior landscape with the locations in the illustration. Drawing a coastal landscape and writing down the names of its main parts. Identifying the plants which live in a Mediterranean ecosystem from a series, circling them. Colouring the animals which live in Mediterranean woodland and writing down their names.

Photocopiable extension sheets: pages190-191 of the Guide Book: Identifying where it is day and night, examining the illustration and writing down ‘day’ and ‘night’. Writing down the names of two seasons of the year and making a drawing which illustrates them. Identifying the lunar phases, examining the illustrations and writing down their names. Connecting half sentences in order to construct true sentences on the movements of the Earth.

EVALUATION: OF THE UNIT OF BASIC SKILLS/MULTIPLE INTELLIGENCES

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http://www.woo2dlands-junior.kent.sch.uk/time/moon/facts.htm

http://www.youtube.com/watch?v=yCjJyiqpAuU


Photocopiable evaluation sheet (supplementary material). Page 220 of the Guide Book: Writing down the names of the parts of the landscapes shown in

the illustrations. Completing the sentences begun on the movements of the

Earth. Writing down the names of the four seasons.Individual dossier of the module activities: Portfolio.Observation register to check knowledge of content acquired.

Evaluation checklistOral and written self-evaluation

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Comprehensive reading. Reading other written texts, digital texts, interactive activities etc., to obtain information, learn, have fun or communicate. Reading fragments of texts. Reading and understanding instructional texts.Oral/written expression Using warmers, oral activities to break the ice and create the right atmosphere to introduce the topic. Expressing what has been learnt appropriately orally and in writing, using precise vocabulary. Using open questions, information search tasks and games. Singing.


ICT ACTIVITIESActivity on the Sun, Earth and Moon (http://www.childrensuniversity.manchester.ac.uk/interactives/science/Earthandbeyond/sunMoonEarth.asp).Website on rotation and the succession of day and night (http://www.childrensuniversity.manchester.ac.uk/interactives/science/Earthandbeyond/dayandnight.asp).Website on the phases of the Moon (http://www.childrensuniversity.manchester.ac.uk/interactives/science/Earthandbeyond/phases.asp).

MINIMUM REQUIREMENTS FOR A POSITIVE EVALUATION Identifying the main components of the relief map of natural interior and coastal landscapes. Recognizing different ecosystems. Knowing and valuing attitudes which respect the environment. Identifying the Earth as a planet in the solar system. Knowing of the existence of the movements of the Earth and the Moon. Recognizing day and night, as well as the seasons of the year.


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http://www.childrensuniversity.manchester.ac.uk/interactives/science/earthandbeyond/dayandnight.asp

http://www.childrensuniversity.manchester.ac.uk/interactives/science/earthandbeyond/sunmoonearth.asp


METHODOLOGY





Module D: EcosystemsSTRUCTURE:• The module is introduced with a double-page image relating to the module content which includes a prior knowledge exercise of the two module lessons (before starting).• Each lesson is presented with a double-page image relating to the module content which includes: the content presentation (you will learn), the key vocabulary for the lesson (vocabulary) and a prior knowledge activation exercise (get ready!).• The content is developed in a sequence of stages over a double page based around an image which refers to the basic facts needed to understand what is being explained.• Each stage includes a diverse range of learning activities, both oral and written, that facilitate the application of the content of the lesson (talk about it, notebook activities, online, did you know?). • Investigate is a suggested activity at the end of each module. It involves an experimental exercise relating to the module content which brings together the main stages of the scientific method.• At the end of the module, there is an integrated task (put into practice) with activities to work on and assess the basic skills and multiple intelligences. It involves contextualized activities dealing with real, everyday situations for the student, in such a way as to activate and apply their knowledge, taking into account the students' different levels of capability and learning styles (with reading, reasoning, movement, dramatization, visual arts, etc.).

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PROGRAMMING SUPPORT FOR SPECIAL EDUCATIONAL NEEDS (SEN)

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MODULE E: Classifying Nature


Understanding and interacting with the physical and natural world• Using natural knowledge properly in order to identify types of animals and plants.Linguistic/Verbal-linguistic communication• Using the specific vocabulary for the classification of plants and animals.Processing information and digital competence/Spatial-visual• Accessing information using specific techniques and strategies.

• Classifying animals and plants, taking into account different classification criteria.• Comparing different types of animals and different types of plants, taking physical characteristics into account.• Showing respectful attitudes to animals and plants.• Extracting relevant information from photographs, drawings and diagrams.• Using the senses to gather information on the natural world.• Initiation in the scientific method by carrying out simple research in order to interpret a fact or a situation.• Making guided use of the Internet in order to extract information.

• Recognizing animals from their skeletons, their births and their food.• Recognizing plants from their roots, stems and leaves.• Valuing the importance of respecting animals and plants.• Interpreting information presented in pictures and diagrams.• Interpreting information on the natural world through the senses.• Investigating facts and situations, and interpreting them through observations and minor experiments.• Extracting and interpreting information from the Internet, applying suitable techniques.

• Recognizing types of animals and plants, applying natural knowledge. (Knowledge of and Interaction with the Physical World)• Knowing and using the specific vocabulary for the classification of animals and plants when expressing themselves orally and in writing. (Linguistic Communication)• Extracting and interpreting information from the Internet, using specific techniques and strategies. (Information Management and Digital Competence)

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CONTENTS

Module E• Presentation of the key content of the module. (Procedures)

Lesson 9• Presentation of the unit content. (Procedures)• Prior knowledge. (Concepts)• Introduction to the unit vocabulary. (Procedures)• Presentation of the life cycles of animals. (Concepts)• Animals in danger of extinction. (Values)• Classification of animals according to different categories: vertebrates and invertebrates, viviparous or oviparous, carnivores, herbivores and omnivores. (Concepts-Procedures)

Lesson 10• Presentation of the unit content. (Procedures)• Prior knowledge. (Concepts)• Introduction to the unit vocabulary. (Procedures)• Presentation of the life cycles of plants. (Concepts)• Identification of the parts which make up plants. (Concepts)• Classification of plants according to different categories: types of roots, types of stems and types of leaves. (Concepts-Procedures)



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LEARNING ACTIVITIES

Lesson 9 Reading a text on the life cycles of animals and examining the accompanying pictures. Matching the pictures of the life cycles correctly. Speaking about what comes first, the egg or the crocodile, answering the question asked. Continuing to read the text on life cycles and the danger of extinction of some animals. Talking about what would happen if the Young crocodiles in the picture were hunted before they could reproduce, answering the question asked. Carrying out an Internet interactive activity on species in danger of extinction. Reading a text on vertebrate animals and examining the accompanying picture. Talking about other vertebrates which are known and identifying these orally as mammals, birds or fish, answering the questions asked. Identifying animals from an illustration of their skeletons and writing down their names. Reading a text on invertebrates and examining the accompanying vocabulary and images. Talking about other known invertebrates, answering the question asked. Identifying invertebrates in a series of pictures, circling them. Reading a text on viviparous animals and examining the picture. Talking about the differences between young and adult viviparous animals, answering the question asked. Identifying viviparous animals in a series of pictures, marking the corresponding boxes. Reading a text on oviparous animals and examining the pictures. Talking about the differences and similarities between the eggs in the pictures and where the birds lay their eggs, answering the questions asked. Reading a text on carnivorous and herbivorous animals, examining the pictures. Talking about what the animals in the pictures eat and identifying them as carnivorous or herbivorous, answering the questions asked. Reading a text on omnivorous animals and examining the accompanying pictures. Matching the pictures as regards which animal eats other animal or plants. Talking about what bears and other omnivores known eat, answering the questions asked. Carrying out an Internet interactive activity on the food chain.

Lesson 10 Reading a text on the life cycles of plants and examining the pictures illustrating these. Matching the pictures correctly in order to illustrate the order of events in the life cycles of plants. Explaining what happens in each picture and Identifying the picture which shows the commencement of the life cycle of plants, justifying the answer to the

question asked. Continuing to read the text and examining the pictures. Talking about the differences between the seeds shown in the pictures and how they differ from apple seeds, answering the questions asked. Collecting several fruits and flowers. Drawing a seed from each one of the fruits and flowers, writing down where they come from and the names of the plants

they belong to. Reading a text on the parts of a plant and examining the illustrations. Talking about how the plant in the illustration obtains water, and identifying the function of each part of the plant, answering the questions asked. Identifying the parts of the plants which can be seen in the pictures and writing down their names.

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Identifying the parts of the plants which cannot be seen in the pictures, writing down their names and explaining why these parts cannot be seen in writing. Reading a text on types of roots and examining the pictures. Talking about the differences between the roots in the pictures and their functions, answering the questions asked. Classifying the types of roots in the pictures and writing down the names of the types. Reading a text on types of stems and examining the accompanying pictures and vocabulary. Talking about whether the stems in the pictures are woody like trees or herbaceous like grass, answering the question asked. Drawing three examples of woody and herbaceous stems. Reading a text on types of leaves and examining the accompanying pictures and vocabulary. Talking about the differences between the leaves in the pictures, the shapes of the edges and the types, answering the questions asked. Finding and drawing a leaf. Talking about the differences and similarities between the leaf of one’s own plant and that of a companion, answering the questions asked. Describing the shape and the edge of the leaf in writing and classifying it.

OTHER ACTIVITIES

INITIAL EVALUATION

Group class. Discussion to activate prior knowledge. With the aid of the initial image of the module, exchange ideas on the classification of

animals and plants: Which animals can we see in the figure? Do they have the same shapes and characteristics? Are their bodies composed of the same parts? How can we describe these animals? Point out the main differences and similarities between the animals shown.

Continuing with the commentary on the picture: What can we say about the plants in the figure? Are they all the same? Do they have the same shape?

Reflecting on the concept of ‘classification’: Why is it important for man to be able to classify animals and plants? What benefits do we obtain from classifications for studies and research?

MOTIVATION Lesson 9. Group class. Discussion to activate prior knowledge. Commenting on the image: What animals appear? What do they eat? Do they have

bones? How are they born? By answering all these questions, we can classify animals in determined categories. Can we remember any?

Reflecting with the students on the importance adapting to the environment has for animals: Why does this animal need this coat? Why are its teeth so long and powerful? What would its coat be like if it lived in water? What would its teeth be like if it only ate grass?

Lesson 10. Group class. Discussion to activate prior knowledge. Commenting on the image: Are all the plants shown the same? Which characteristics

differentiate them? Are they the same height and size? What can we notice in the shapes of the leaves? What factors can be taken into account in order to classify plants?

Observing the plants and trees near the school from the window. If it is necessary, go out to the school yard or the garden. What differences can we see between the plants? How many different types of leaves can we see? How many types of

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flowers and trees do we know?


Put into practice. Contextualization: Rachel is learning things about the living beings in her garden.Activities: Identifying the invertebrate animals in the illustration, circling them and marking the carnivores. Classifying the animals in the illustration into viviparous and oviparous and writing down the name of the only omnivore which

appears in the illustration. Colouring the plants in the illustration which have woody stems and circle those which have tuberous roots. Connecting the pictures so that they illustrate the life cycle of plants.


Lesson 9Animals Ask the students to think quickly of all the animals they know which: have bones, do not have bones, are born from eggs, are

not born from eggs, eat meat, do not eat meat. Write all the names of the animals on the board. Ask the students to draw their favourite animals: What do they know about this animal? What does it usually eat? Does it

have bones? What shape and characteristics does it have? How does it reproduce?The life cycle of animals Making the students aware of the problem of extinction. Propose that the class adopt an animal in danger of extinction. If the

adoption goes ahead, ask the students to search the Internet for information on the life cycle of the animal, its feeding habits, where it lives and why its species is threatened.

The following website contains additional information on biodiversity, the conservation of habitats, endangered species and climatic change; as well as advice on collaborating daily in order to safeguard the planet and its species: http://wwf.panda.org/about_our_Earth/. Select content and comment on this with the students.

Vertebrates-Invertebrates Show the students the following video on several species of vertebrates and invertebrates: http://www.youtube.com/watch?

v=E7dvEh5lmg8. Commenting with the students: Which animals did we think were invertebrates and, in fact, they were not (or vice versa)? What differences are there in the movements of invertebrates and vertebrates?

Ask the students to draw their favourite vertebrate and invertebrate animals from all those presented in their notebooks. Then, ask them to show them and name them for their companions.

The following website contains additional information on vertebrates, more pages and a quiz: http://www.biology4kids.com/files/vert_main.html.

Viviparous-Oviparous Show the students pictures of several animals and ask them which ones are vertebrates and which are invertebrates,

viviparous or oviparous. Using one of the following websites in order to choose the pictures: http://recursos tic.educacion.es/bancopicturenes/web/ or http://www.junglewalk.com/photos/Animalpictures.htm, name all the animals in order to extend the vocabulary of the students.

Ask the students to draw three viviparous and three oviparous animals with their offspring in their notebooks. Then, ask them to show their drawings to their companions, naming the animal drawn and saying whether it is a vertebrate or invertebrate, viviparous or oviparous. Create a wall display with all the drawings of the students.

Listening to a CD, track 17: song ‘The animals’ Salsa’.

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http://www.junglewalk.com/photos/Animalpictures.htm


Carnivores and herbivores – Omnivores The following website contains information on herbivores, carnivores and omnivores, a diagram on the food chain and a quiz:

http://www.nhptv.or g /natureworks/nwep10.htm . Select some of the content and activities and comment on these with the students.

Create a wall display which shows the food chain: together with the students choose the animals to be depicted. Divide the students into groups: each group will be responsible for drawing and painting one of the components or animals of the food chain (for example, the first group will draw and paint the Sun; the second, the grass; the third, a rabbit, etc.). Then, gather all the drawings together in the wall display, ordering them in accordance with the food chain.

FLASHCARDS: classifying animals. Listening to a CD, track 18. Carrying out the listening activity: Carnivores, herbivores and omnivores.

Lesson 10Plants Ask the students to bring pictures of plants, flowers and trees to class (these may be printed pictures cut-outs of magazines

or newspapers). Each student will show the other the pictures he/she has chosen in order to exchange impressions on the sizes of each of the plants, their leaves, whether or not they have flowers, in which environment they are found, etc.

Show the students the following video on the diversity of plants: http://www.youtube.com/watch?v=eDVtioYa9-0. Comment with the students on which plants we can eat? Are there plants used by man for other purposes? Are there plants which live in water? Can all plants be eaten and used for cooking or producing medicines?

The life cycle of a plant Ask the students to collect different types of seeds (from flowers or fruit) and to draw them in their books or in their

notebooks, writing down the names of the plants these come from and stating whether they are flower or fruit seeds. Ask the students to draw and paint the phases of the life cycle of a plant (they can choose a type of flower or a tree) in their

notebooks. Each student will have to know how to each phase of his/her drawing. Show the students the following video on the life cycle of a flower: http://www.youtube.com/watch?v=hWXepxV9FmE. Then,

talk about all the phases with the students. Why do we talk about ‘cycles’? Listening to a CD, track 19: song ‘The Life Cycle of Plants’.Parts of a plant Go out to the school yard or the garden in order to examine a plant, a flower or a tree directly. As an alternative, a plant pot

can be brought to class. With the students, examine each of the parts which make up the plant, name these and explain their functions.

The following website contains printable material related to the parts of plants and other activities: http://www.enchantedlearning.com/subjects/plants/printouts.shtml. Select some and use them as review activities to be done in class or at home.

Types of roots-Types of stems Bring carrots, radishes and, if possible, a plant or a flower whose roots can be seen to class to class. Point out the

differences between the roots and talk about this. Ask the students to draw the following in their notebooks: a type of root (tap, fibrous or tuberous); a type of plant with a

herbaceous stem; a type of plant with a woody stem. Then, ask them to show their drawings to the other students and to describe the plants or roots drawn.

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http://www.nhptv.org/natureworks/nwep10.htm




Types of leaves Ask the students to bring leaves to a variety of leaves to class and to classify them according to the typologies given in the

book: ask the students to paste a leaf of each type in their notebooks and to write down the corresponding name. Search for pictures of leaves from trees or well-known plants in the Internet and classify them according to their edges and

shapes: oak tree leaves http://www.gardenaction.co.uk/pictures/trees/oaks/quercus-robur-leaf.jpg; pine tree leaves http://www.forestfoliage.com/wp-content/original/2010_06/fall-pine-tree-web.jpg; olive tree leaves http://upload.wikimedia.org/wikipedia/commons/b/b2/Olive-tree-leaf-0.jpg); rose leaves http://www.adktechsupport.com/xgbdmt_alpha_4/files/leaves/Rose_Leaf-20080814-170256.jpg; tulip leaves http://upload.wikimedia.org/wikipedia/en/0/09/Tulip_Leaves_AWL.JPG.

FLASHCARDS: classifying plants. Listening to a CD, track 20. Ask the students to draw a plant on fine cardboard following the instructions of the narrator.


Photocopiable consolidation sheets: pages192-193 of the Guide Book: Colouring the vertebrate animals in the illustrations and drawing two examples of invertebrates. Matching the vocabulary of groups of animals with the classes they belong to (viviparous or oviparous). Matching the illustrations of animals with their categories (herbivorous, carnivorous or omnivorous). Drawing a herbivorous, vertebrate, viviparous animal.

Photocopiable extension sheets: pages194-195 of the Guide Book: Putting the sentences which describe the life cycles of plants into the correct order. Identifying and writing down the names of the parts of the tree drawn in the illustration. Drawing a plant with a herbaceous stem and another with a woody stem. Find a leaf and paste it, classifying it according to its shape and type of edge.

EVALUATION:

OF THE UNIT OF BASIC SKILLS/MULTIPLE INTELLIGENCESPhotocopiable evaluation sheet (supplementary material). Page 221 of the Guide Book: Marking the characteristics of the animals in the illustrations

from a list of characteristics. Drawing a plant with a herbaceous stem, with soft, heart-

shaped leaves, whose seeds are visible, which produces flowers and fruit and has fibrous roots.

Individual dossier of module activities: PortfolioObservation register to check knowledge of content acquired.

Evaluation checklistOral and written self-evaluation

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Comprehensive reading. Reading other written texts, digital texts, interactive activities etc., to obtain information, learn, have fun or communicate. Reading fragments of texts. Reading and understanding instructional texts.Oral/written expression Using warmers, oral activities to break the ice and create the right atmosphere to introduce the topic. Expressing what has been learnt appropriately orally and in writing, using precise vocabulary. Using open questions, information search tasks and games. Singing.

Dramatization, oral and written presentation of ideas, responses or a subject, dialogue, debate. Presentations

about people or objects, arguments, incorporating non-verbal language, etc.

ICT ACTIVITIESWebsites on protected species (http://www.kidsplanet.org/factsheets/map.html).Activity on food chains (http:/ /www.ecokids.ca/pub/eco_info/topics/frogs/chain_reaction/play_chainreaction.cfm ).Website on the metamorphosis of tadpoles (http://www.tgfl.org.uk/tgfl/custom/resources_ftp/netmedia_ll/ks1/science/hamshall/life_cycles/index.htm).A game on the metamorphosis of tadpoles(http://www.ngfl-cymru.org.uk/vtc/Phase2delivery/Wales/Science/Keystage2/Lifeprocessesan/Lifecycles/Introduction/activity2pop.htm).

MINIMUM REQUIREMENTS FOR A POSITIVE EVALUATION Identifying animals according to different criteria: skeleton, birth and food. Knowing that there are animals in danger of extinction. Knowing the life cycles of plants. Identifying plants according to different criteria: roots, stems and leaves. Identifying the parts of a plant and their functions.

GRADING CRITERIA Correct use of the related concepts and vocabulary when giving and requesting information. Spontaneous use or use in everyday contexts of the knowledge acquired. Level of personal elaboration of ideas and responses. Level of comprehension and communication of the information. Presentation and punctuality of tasks submitted: appropriate style, correct and clear expression of the information and procedures followed, lack of spelling mistakes, etc.• Behaviour: respect for classmates, teaching staff and class material, interest and motivation, attention during explanations, tenacity, perseverance, sociability, etc.

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http://www.ecokids.ca/pub/eco_info/topics/frogs/chain_reaction/play_chainreaction.cfm

http://www.ecokids.ca/pub/eco_info/topics/frogs/chain_reaction/play_chainreaction.cfm

http://www.kidsplanet.org/factsheets/map.html


• Percentage or grade in individual projects, tests and exercises, etc.• Level of involvement in tasks, group activities, projects, etc.

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METHODOLOGY





Module E: Classifying NatureSTRUCTURE:• The module is introduced with a double-page image relating to the module content which includes a prior knowledge exercise of the two module lessons (before starting).• Each lesson is presented with a double-page image relating to the module content which includes: the content presentation (you will learn), the key vocabulary for the lesson (vocabulary) and a prior knowledge activation exercise (get ready!).• The content is developed in a sequence of stages over a double page based around an image which refers to the basic facts needed to understand what is being explained.• Each stage includes a diverse range of learning activities, both oral and written, that facilitate the application of the content of the lesson (talk about it, notebook activities, online, did you know?). • Investigate is a suggested activity at the end of each module. It involves an experimental exercise relating to the module content which brings together the main stages of the scientific method.• At the end of the module, there is an integrated task (put into practice) with activities to work on and assess the basic skills and multiple intelligences. It involves contextualized activities dealing with real, everyday situations for the student, in such a way as to activate and apply their knowledge, taking into account the students' different levels of capability and learning styles (with reading, reasoning, movement, dramatization, visual arts, etc.).

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MODULE F: Technology


Understanding and interacting with the physical and natural world • Using natural knowledge properly in order to identify types of materials and their properties.Mathematical/Logical-mathematical• Analyzing and evaluating arguments: finding reasons and conclusions, discovering suppositions.Processing information and digital competence/Spatial-visual• Making guided use of the Internet.

• Establishing the origin of commonly used materials and comparing different types of according to their properties.• Presenting relevant reasons for recycling materials.• Distinguishing between pushing and pulling. Experiencing the working of a simple machine.• Valuing the positive impact of technological progress in society.

• Recognizing different types of common materials, their origins and properties.• Knowing and valuing the importance of recycling.• Knowing the differences between the pushing and pulling forces and recognizing how these forces operate in simple machines through one’s own experience.• Knowing the purposes of some machines and tools.• Identifying the energies required by machines.• knowing and valuing the importance of technological progress for society, recognizing inventions which have contributed to improvements in the quality of life.• Extracting and interpreting information from the Internet, applying suitable techniques and strategies.

• Recognizing types of common materials, their mineral, vegetable or animal origins and their properties, applying natural knowledge. (Knowledge of and Interaction with the Physical World)• Knowing and presenting relevant reasons for recycling materials, analyzing and evaluating arguments. (Mathematical Logic)• Extracting and interpreting information from the Internet, using specific techniques and strategies. (Information Management and Digital Competence)

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CONTENTS

Module F• Presentation of the key content of the module. (Procedure)

Lesson 11• Presentation of the unit content. (Procedure)• Prior knowledge. (Concepts)• Introduction to the unit vocabulary. (Procedure)• Identification of where materials come from and their main properties. (Concepts)• Introduction to forces and sound. (Procedures)• Recognition of the importance of recycling and responsible consumption. (Values)

Lesson 12• Presentation of the unit content. (Procedure)• Prior knowledge. (Concepts)• Introduction to the unit vocabulary. (Procedure)• Identification of everyday machines. (Procedures)• Identification of the main forms of energy which feed technological instruments. (Concepts)• Presentation of some important technological inventions. (Concepts)• Dismantling and assembling a simple technological instrument. (Procedures)

Investigate• Introduction to the scientific method. (Procedure)Put into practice• Checking the key content of the unit.

INTERDISCIPLINARY LEARNINGEnvironmental education: Valuing a clean environment and awareness of the importance of recycling.Education for peace: Interest in building relationships and communicating with others.Moral and citizenship education: Desire to participate in group activities, respecting the participation of other classmates.

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LEARNING ACTIVITIES

Lesson 11 Reading a text on where materials come from and examining the accompanying pictures. Talking about what the objects in the pictures are made of and giving examples of objects the students have at home and which come from animals, plants and

minerals, answering the questions asked. Matching the pictures which show materials with the pictures which show objects. Reading a text on the properties of materials and the senses, examining the accompanying picture. Talking about what happens to soap when it is submerged in water, answering the question asked. Marking the properties of the erasing rubber in the picture which are perceived by the senses. Carrying out an Internet interactive activity on the properties of objects. Reading a text on recycling and examining the accompanying pictures. Talking about the refuse in each recycling container and whether recycling helps to reduce the amount of waste produced, answering the questions asked. Continuing to read the text on recycling and examining the pictures. Talking about everyday objects which can be reused instead of thrown away, answering the question asked. Numbering the pictures in order to show the recycling process. Carrying out an Internet interactive activity on materials and their recycling. Reading a text on forces and examining the pictures. Talking about whether things move when they are pushed or pulled, answering the question asked. Identifying the forces shown in the pictures, such as pulling and pushing and writing these down. Identifying the actions shown in the pictures, such as pulling or pushing, circling them with different colours. Talking about actions carried out daily and which involve pulling or pushing. Carrying out an Internet interactive activity on pushing and pulling. Reading a text on sound and examining the pictures. Talking about what can be heard in the street and identifying the loudest and the quietest, answering the questions asked. Classifying the sounds of the objects in the illustration into loud and quiet, circling them with different colours. Carrying out an Internet interactive activity on objects which emit sounds. Reading a text on noise pollution and examining the pictures. Talking about the most annoying sounds in the illustration, justifying the answers to the questions asked. Identifying sounds which can be harmful, circling the pictures. Carrying out an Internet interactive activity on the thresholds of health and harmful sounds.

Lesson 12 Reading a text on technological objects and examining the pictures. Talking about what the technological objects do, answering the question asked. Matching the pictures of technological objects with the pictures which show the use which can be made of these. Reading a text on types of technological objects, examining the pictures. Identifying the objects which have a lot of parts and pieces, circling them.

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Identifying the objects which have few parts, marking them with an X. Talking about the usefulness of the objects in the pictures and those used by the students, answering the questions asked. Reading a text on technological objects and energy, examining the pictures. Matching the pictures of objects with the pictures of the types of energies which make them work. Carrying out an Internet interactive activity on types of energies and machines. Reading a text on inventions, examining the vocabulary and pictures. Talking about activities which require the use of objects with wheels, motors or electronic circuits, and how these activities can be carried out dispensing with

technology, answering the questions asked. Reading a text on the pieces which make up a simple machine, examining the vocabulary and the pictures. Talking about the pieces of the machine shown in the picture and the functions of each piece, answering the questions asked. Continuing to read about machines which are used to assemble and dismantling other machines, examining the accompanying vocabulary and pictures. Talking about the possible uses of a screwdriver and a spanner, answering the question asked. Looking for a simple machine and drawing it. Dismantling the same machine using a tool and drawing the pieces. Attempting to reassemble the machine. Reading a text on computers, examining the vocabulary and the picture. Talking about the function of the screen, the mouse and the keyboard, answering the questions asked. Matching the phrases which describe the usefulness of the parts of a computer with the parts corresponding to the calculator in the picture. Writing down the uses of a computer.

OTHER ACTIVITIES

INITIAL EVALUATION

Group class. Discussion to activate prior knowledge. With the aid of the initial image of the module we exchange ideas on technological

tools: What are the persons in the figure doing? What are technological tools used for? Why do we use them daily? What materials are they usually made from? Why do technological tools evolve quickly with the passage of time?

Reflecting on what and how many technological tools we use each day: what do we use for cooking, washing ourselves or cleaning? How do we travel and how do we communicate over distances? Make a list of technological tools used daily on the board.

MOTIVATION Lesson 11. Group class. Discussion to activate prior knowledge. We observe all the objects in the classroom: the furniture, the clothes, the satchels,

etc.: What materials are they made of? Do we know and can we name all the materials we can see in the classroom? Write the names of materials stated by the students on the board.

Discussion to activate prior knowledge. With the aid of the initial picture of the lesson, exchanging ideas on different types of materials: Which objects can we see in the figure? Which materials are made? Which materials are normally used in order to manufacture stationery? Which materials are normally used to make clothes? What material is the teacher’s jersey made of? Why are materials different? What characteristics of a determined material do we first perceive?

Lesson 12. Group class. Discussion to activate prior knowledge. We comment on the picture: What are the persons in the picture doing? What

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equipment are they using? Is it commonly used technological equipment? What parts is it composed of? How would we wash clothes if this equipment did not exist?

We think about the electrical and electronic devices which we use each day. Make a list on the board. How do we carry out these actions without using these devices? How long would it take us to carry out certain actions without using technological machines or equipment?


Put into practice. Contextualization: Sam is going to repair his bicycle Activities: Identifying the machines in the illustration which have a lot of pieces, writing down their names. Identifying Sam’s objects, marking them with a cross. Identifying the type of energy used by Sam’s machines, circling the correct answer. Recognizing the force Sam is using in the illustration as pushing or pulling, writing down the answer to the question asked. Recognizing the materials in the illustration which come from animals, circling them. Drawing one of the objects in the illustration which comes from a plant. Identifying an object in the illustration which emits a sound, write down its name and classify it as a loud or a quiet sound,

answering the questions asked.SUPPLEMENTARY ACTIVITIES

Lesson 11Materials Ask the students to search for the following and write them down in their notebooks: the materials which are used to make

clothes; three materials which are used to make furniture; three materials which are used to make household appliances. Compare the results of the search made by the students and write down all the materials on the board. Ask the students to choose five objects which are made of several different materials. The objects will be exhibited on the

teacher’s desk and the students will describe them, paying attention to colour, flexibility, softness and the other appreciable properties of the object.

Where do materials come from?-Properties of materials Ask each student to choose an object in the classroom and to memorise its name. Call a student to the teacher’s desk: the

student will tell the teacher the name of the object chosen in secret. The other students will ask questions in order to find out the object chosen (the teacher will help them to formulate the questions). The questions may only be answered with ‘yes’ or ‘no’. The questions asked by the students must concentrate on the properties of the materials the object is made of. Once the students have guessed the name of the object, call another student and repeat the game.

Blindfold one of the students and give him/her an object so that he/she might recognise it by touch and state its properties: smooth or rough, rigid or flexible, etc. Repeat the game with other students.

FLASHCARDS: properties of materials. Listening to a CD, track 21. Listening activity.Recycle, reuse, reduce Propose that the students bring the cut out bottom part of a plastic bottle or a tin of vegetables with the label removed.

Encourage creativity in the use of these objects: ask them to decorate them with different techniques and materials in order to make pencil pots.

The following website contains ideas for reusing objects and for artistic creation with recycled objects or natural materials: http://fun.familyeducation.com/mixedmedia/childrens-artactivities/47897.html. Choose activities to be carried out by the students in the classroom or at home.

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Forces Ask the students to choose six of the everyday actions named (three which involve a pulling movement and three pulling)

and to draw these in their notebooks. They will write pull or push beside each of the actions as corresponds. Experiment with forces: using a classroom object (a book, a satchel, a chair, etc.). Ask each student to push and pull the

object and to perceive the different effort. In addition, ask them to vary the speed of the movement of the object: What do we do to make the object move faster? What do we do to make it move slowly? What force will have to be used in order to initiate or stop the movement?

Listening to a CD, track 22. Listening activity.Sound-Noise pollution Go out to the school yard or the garden and ask the students to make a list of the al the sounds they can perceive. Which are

the quietest? Which are the loudest? Which are natural sounds and which are made by man? What differences can we imagine between the sounds in a large city and those in a country village?

Ask the students to make a list of sounds and noises which are harmful for our hearing. Write down the data on the board. What can we do to avoid these? Are we often exposed to these sounds?

Lesson 12Machines Show the students the following pictures of radios and ask them to put them in order from the earliest to the most modern:

http://web.educastur.princast.es/proyectos/grupotecne/archivos/investiga/106radio.jpg, http://www.hogargeek.com/wp-content/uploads/2011/02/old-school-radiopicture.jpg, http://upload.wikimedia.org/wikipedia/commons/f/f3/Radio.jpg, http://cache.gizmodo.es/wpcontent/uploads/2008/06/ihomezn93.jpg.

The following website contains information and curiosities for children on technological innovations, as well as information on the most modern devices: http://www.sciencekids.co.nz/sciencefacts/technology.html.

Machines around us-Types of machines Ask the students to make a list of equipment and electrical appliances they have in their homes, in the kitchen, bathroom and

sitting-room. Do the pieces of equipment have few pieces or are they complex and composed of several materials? What do we use them for? Do they consume a lot or little electrical energy?

Make a note on the board on how many and which large or small technological objects are normally used in the classroom. How did people write before the invention of modern biros? How were official documents written before computers existed?

Listening to a CD, track 23. Listening activity.Machines and energy-Technological inventions Ask the students to choose five objects/inventions present in the classroom and to draw these in their notebooks. Then, they

will write down the types of energy they need to work. Ask them to repeat this activity, choosing five household objects. Divide the students into small groups (three or four students per group). Each of the groups will be assigned one of the most

important technological inventions in history. The students will have to search for information on the Internet and write down the following data in a table: the name of the invention, the exact or approximate date of the invention, the name of the inventor and its uses.

Making a wall display which has drawings (or cut-outs from magazines) of the inventions assigned and the data collected for each one.

FLASHCARDS: machines and their use. Listening to a CD, track 24. Listen to the instructions and ask the students to draw a machine and explain its usefulness.Assembling a simple machine

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http://cache.gizmodo.es/wp-content/uploads/2008/06/ihomezn93.jpg


Ask the students, one by one, to choose an object in the classroom and look for its screws, springs and other similar pieces which normally form part of objects and machines. How many screws can be seen? What are they used for? What are springs used for? And wires? Reflect with the students on the importance of these small objects for the construction and maintenance of larger technological machines and devices.

Ask the students to look for a screw, nail or spring in their homes and to bring it to class. Ask each student to show the object he/she has chosen and to name it in front of his/her companions. Place all the objects in a decorated cardboard box, which will be the class tool box.

Computers Ask the students to examine and note down how long they spend in front of a computer during one week in order to carry out

each of the following activities: playing, searching for information; writing/doing class tasks; writing emails. Which activity do they dedicate most time to when they use the computer? Take the students to the computer room or use a computer in the classroom. Project the content of the screen onto the wall.

Show the students the possibilities provided by the computer in order to communicate, write, draw, play, search for information, listen to music, watch videos, etc.


Photocopiable consolidation sheets: pages196-197 of the Guide Book: Drawing an object which is made of mineral material, another of vegetable material and another of animal material, and write

down their names. Recognizing the properties of the object in the illustration, marking the correct boxes and writing down the properties. Drawing and colouring three recycling containers (for plastic, glass and paper) and the containers to the pictures of objects

provided. Drawing a pushing and a pulling action.

Photocopiable extension sheets: Pages 198-199 of the Guide Book: Drawing the objects stated and matching them with the vocabulary of the energies which are required in order to function. Drawing an important technological invention and writing down its name. Identifying the illustrations which show objects which are tools, circling them. Writing down the names of the parts shown in the computer illustration.

EVALUATION:

OF THE UNIT OF BASIC SKILLS/MULTIPLE INTELLIGENCESPhotocopiable evaluation sheet (supplementary material). Page 222 of the Guide Book: Drawing and writing down the names of three objects following

the instructions on the materials they are made from. Identifying the properties of the materials of the previous

activity, circling the correct answer. Matching the illustrations of objects with the vocabulary of the

types of energy they need in order to work.Individual dossier of the module activities: Portfolio.Observation register to check knowledge of content acquired


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ACTIVITIES PROMOTING READING AND DEVELOPMENT OF ORAL/WRITTEN EXPRESSION

Reading Using reading comprehension strategies:



Oral/Written Expression Using warmers, oral activities in order to break the ice and make it possible to establish the proper atmosphere and introduce the theme. Proper oral and written expression of what has been learned, using the precise vocabulary. Using open ended questions, information search tasks, games.


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ICT ACTIVITIES Activities regarding materials and their properties (http://www.bbc.co.uk/schools/scienceclips/ages/5_6/sorting_using_mate_fs.shtml). Activities regarding recycling (http://www.bbc.co.uk/schools/barnabybear/games/recycle.shtml). Activities regarding types of forces (http://www.bbc.co.uk/schools/scienceclips/ages/5_6/pushes_pulls.shtm). Activities regarding sound (http://www.scholastic.com/magicschoolbus/games/sound/index.htm). Website on noise pollution (http://www.nidcd.nih.gov/health/e ducation/decibel/decibel.asp ). Activities regarding machines and energy (http://www.firstschoolyears.com/science/resources/games/forces/power/power.htm).

MINIMUM REQUIREMENTS FOR A POSITIVE EVALUATION Identifying the origin and some properties of materials. Valuing the importance of recycling. Recognizing forces and some machines and tools. Identifying the energy required by machines.


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http://www.nidcd.nih.gov/health/education/decibel/decibel.asp

http://www.nidcd.nih.gov/health/education/decibel/decibel.asp

http://www.scholastic.com/magicschoolbus/games/sound/index.htm

http://www.bbc.co.uk/schools/scienceclips/ages/5_6/pushes_pulls.shtm

http://www.bbc.co.uk/schools/barnabybear/games/recycle.shtml

http://www.bbc.co.uk/schools/scienceclips/ages/5_6/sorting_using_mate_fs.shtml


METHODOLOGY





Module F: TechnologySTRUCTURE:• The module is introduced with a double-page image relating to the module content which includes a prior knowledge exercise of the two module lessons (before starting).• Each lesson is presented with a double-page image relating to the module content which includes: the content presentation (you will learn), the key vocabulary for the lesson (vocabulary) and a prior knowledge activation exercise (get ready!).• The content is developed in a sequence of stages over a double page based around an image which refers to the basic facts needed to understand what is being explained.• Each stage includes a diverse range of learning activities, both oral and written, that facilitate the application of the content of the lesson (talk about it, notebook activities, online, did you know?). • Investigate is a suggested activity at the end of each module. It involves an experimental exercise relating to the module content which brings together the main stages of the scientific method.• At the end of the module, there is an integrated task (put into practice) with activities to work on and assess the basic skills and multiple intelligences. It involves contextualized activities dealing with real, everyday situations for the student, in such a way as to activate and apply their knowledge, taking into account the students' different levels of capability and learning styles (with reading, reasoning, movement, dramatization, visual arts, etc.).

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WRITTEN ORAL OTHERS










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The criteria for positive evaluations are linked to the objectives and contents. The evaluation tools take account of numerous learning variables. The grading criteria are suited to the typology of planned activities. The evaluation criteria and the grading criteria are made available:• To the students.• To the families.



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Documents

· Web viewScience 2 EP edebé. CLASSROOM PROGRAMMING: Module Programming. MODULE A: Exploring our Bodies. BASIC SKILLS/MULTIPLE INTELLIGENCES EDUCATIONAL OBJECTIVES EVALUATION CRITERIA