bilingual byme · web viewproject based learning (pbl) 19 12. assessment rubrics 21 13. 360º...

ByME Natural Science 1

Syllabus Natural Science

Primary stage: Year 1

COMUNIDAD DE MADRID

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Syllabus ByME Natural Science 1 CAM

INDEX 1 Page1. Introduction 32. Methodology 53. Contribution to the development of key competences 64. General Objectives of the stage 75. Course contents and Learning outcomes 86. Values and Attitudes 117. Mixed-ability activities 128. Fostering reading 139. Language Structures 1410. Cooperative Learning 1711. Project Based Learning (PBL) 1912. Assessment Rubrics 2113. 360º Evaluation 2914. Assessment of the Teaching-Learning process 3215. Specific methodology in ByME Natural Science 1 CAM 3416. Materials of ByME Natural Science 1 CAM 4417. Measures for students with special needs 5118. Use of information and communication technology 5219. Teaching and organisational resources 5520. Supplementary activities 5921. Didactic Units 60

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1. INTRODUCTION

ByME Natural Science was developed according to the guidelines stated in the following documents:

Decreto 89/2014, de 24 de julio, por el que se establece para la Comunidad de Madrid el Currículo de la Educación Primaria

The General Principles of this stage are the following:

The aim of the Primary Education is to help students learn the principles of oral expression and comprehension, reading, writing, calculation, the acquisition of basic notions of culture, and the habit of coexistence as well as the study and work habits, the artistic sense, creativity and affectivity, in order to ensure an integral formation that contributes to the full development of the students' personality, and to prepare them effectively for Compulsory Secondary Education.

The educational action in this stage will try to integrate the different learning experiences of the students and it will also be adapted to the students' different working paces.

Primary Education is divided into six academic years, which will ordinarily be taught between six and twelve years old, and it is organized in areas, which will have a holistic and integrative approach.

According to the LOMCE, the curriculum is integrated by the objectives of each educational stage; the competences, or skills needed to activate and put into practise the relevant contents of the stage in an integrated way, so as to achieve the realisation of the activities and the effective resolution of complex problems; the contents, or a set of knowledge, abilities, skills, and attitudes which contribute to the achievement of the objectives for each educational stage and the acquisition of the relevant competences; the teaching methodology, ranging from the description of the teaching practices to the organisation of teacher's work; measurable learning outcomes; and the evaluation criteria to assess the level of acquisition of the competences and the achievement of the objectives of each educational stage.

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a) Curriculum: regulation of the elements determining the teaching and learning process for each educational stage.b) Objectives: references to the achievements that the student must attain at the end of the educational process, as a result of the teaching and learning experiences intentionally planned for this purpose.c) Competences: abilities to apply the relevant contents of each educational stage in an integrated way, in order to achieve the correct realisation of the activities and the effective resolution of complex problems. d) Contents: set of knowledge, abilities, skills, and attitudes which contribute to the achievement of the objectives for each educational stage and the acquisition of the relevant competences. The contents are organised into subjects, which are classified into areas, fields and modules, depending on the educational stage, or the programmes students take part in.e) Measurable Learning outcomes: specifications of the evaluation criteria which allow to define the learning results, and specify what the student must know, understand and know how to do, in each area; these standards must be observable, measurable, and assessable and must allow the graduation of the students' achievements. The standards must be designed in order to contribute and facilitate the use of standardized and comparable tests.f) Evaluation criteria: specific references used to assess the students' learning process. They describe whatever it is that must be valued and that students must achieve, both in terms of knowledge and in competences; they respond to what is aimed to achieve in each area.g) Teaching methodology: set of strategies, procedures and actions planned and organized by the teachers, consciously and reflexively, in order to promote the students' learning process and their achievements.

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2. METHODOLOGY

The study of the contents of the area of Natural Science has as its objective the understanding and description both of the world of nature itself and of the man-made world.

The contemplation of a natural phenomenon inevitably triggers questions. Getting the child used to observing and searching for answers is the best system for introducing him/her to the study of science.

The teaching and learning of the sciences provide the student with the opportunity to become familiar with and put into practice the values and behaviour which form the basis of scientific work: observation, analysis, critique, contrast, thought, perseverance, as well as the asking of questions, the creation of hypotheses, the interpretation of data and experimentation.

Furthermore, the knowledge of nature will lead the students to respect it. They will learn to become responsible for the conservation of the environment, the care of living creatures and for their health.

As an area of the block of common-core subjects, the contents, evaluation criteria and learning outcomes for the entire stage are those proposed by the Ministry of Education, Culture and Sport in the Royal Decree 126/2014 of February 28, which establishes the basic curriculum for Primary Education. The Community of Madrid has complemented and given definition to the contents, distributing them, along with the learning outcomes, on a course-by-course basis.

The contents are distributed in a common block which deals with work strategies and study techniques which are applicable to all the courses for this stage and three other blocks, which are repeated in each of the courses.

In the block “The human being and health” the contents related with the anatomy and physiology of the human body is essentially included. The contents of the block “The Living Beings” present the student with the world of plants and animals. The third block, “Material and Energy. Technology, objects and machines” has as its objective the approximation of the students, in an experimental and simple manner, to the study of Physics.

It is essential that the teaching of the contents in this area is done in a very practical manner, using posters, videos, photographs and all those tools that technologies can offer the teacher.It is recommended to use texts about the life of great scientists and discoverers or about the history of inventions which have transformed the life of man. These readings will enrich the knowledge of the students and at the same time will arouse their interest in expanding their knowledge.

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3. CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES

In line with the Recommendation 2006/962/EC, of the European Parliament and Council of 18 December 2006, on Key Competences for Lifelong Learning, this Royal Decree is based on the empowerment of learning through competences, integrated into curricular elements to promote a renewal in educational practice and teaching and learning process. The proposal on new approaches in learning and evaluation, which will involve a significant change about tasks students must solve as well as innovative methodological approaches. The competence supposes a combination of practical skills, knowledge, motivation, ethical values, attitudes, emotions, and other social and behavioural components that are mobilized jointly to achieve an effective action.

The competences are contextualized as a "know-how" that is applied to a variety of academic, social and professional contests.

The denomination of "key competences" defined by the European Union is adopted. It is considered that "key competences" are those which every person requires to his or her self-realization and personal fulfilment, as well as to active citizenship, social inclusion and employment. The teacher role is essential since he or she must be able to design tasks on learning circumstances that make possible problem solving, implementation of learned knowledge, and promotion of student's activity.

The Key Competences of the curriculum are as follows:

1. Competence in linguistic communication. (CLC)2. Competence in mathematics, science and technology. (CMST)3. Digital competence. (DC)4. Learning to learn. (L2L)5. Social and civic competences. (SCC)6. Sense of initiative and entrepreneurship. (SIE)7. Cultural awareness and expression. (CAE)

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4. GENERAL OBJECTIVES OF THE STAGE

Primary education will contribute to the children’s development of the skills that will enable them to:

a) Understand and appreciate the values and standards of living, learn to act in accordance with them, prepare for active citizenship and respect for human rights and pluralism inherent in a democratic society.

b) Develop individual and teamwork, effort and responsibility in the study as well as attitudes of self-confidence, critical sense, personal initiative, curiosity, creativity and interest in learning, and entrepreneurship.

c) Acquire skills for the prevention and peaceful resolution of conflict, enabling them to function independently in the family and household, as well as in social groups with which they are associated.

d) Know, understand and respect different cultures and differences between people, equal rights and opportunities for men and women, and non-discrimination of people with disabilities.

e) Know and use appropriately the Spanish language and develop reading habits.f) Acquire, in at least one foreign language, skills to enable them to express and understand simple messages and function in

everyday situations.g) Develop basic Maths skills and initiative in solving problems that require elementary operations of calculation, geometry and

estimates, as well as being able to apply to situations in everyday life.h) Know the main features of Natural Science, Social Science, Geography, History and Culture.i) Start using, for learning, the information technology and communication to develop a critical mind to the messages they

receive and produce.j) Use representation and artistic expression and start to build visual and audio-visual proposals.k) Rate hygiene and health; accept their body and that of others, respecting differences and using physical education and sport

to encourage both personal and social development.l) Know and appreciate those animals closest to us and adopt forms of behaviour that contribute to their preservation and care.m) Develop emotional skills in all areas of personality and in their relationships with others and an attitude opposed to violence,

prejudice of any kind and sexist stereotypes.n) Promote road safety education and respectful attitudes that affect the prevention of accidents.

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5. COURSE CONTENTS AND LEARNING OUTCOMES

FIRST YEAR

The human being and health

Knowledge of the human body.1. Identifies and locates the external parts of the body.2. Describes the function of the muscles, bones and joints.3. Identifies the five senses and locates the corresponding organs.

Habits of hygiene. Healthcare. Physical exercise.4. Adopts the necessary habits of personal hygiene, care and rest.5. Identifies and appreciates healthy life habits for the prevention of illnesses.6. Knows the repercussions of lifestyle on health.7. Knows the benefits of physical exercise and a healthy diet.

Knowledge of oneself and others.8. Develops identity and personal autonomy.9. Is capable of analyzing his/her own feelings and respecting those of others.10. Takes responsibility for what he/she does or says.11. Acquires work and study habits.

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The living beings

Differentiation between living beings and inert objects.12. Identifies and explains the differences between living beings and inert beings.

Classification of living beings.13. Observes the animal and plant kingdoms, identifying their general characteristics.

The animal kingdom.14. Identifies the characteristics which differentiate animals from other living beings.15. Identifies the characteristics which differentiate vertebrate from invertebrate animals. Observes and identifies some animal from each one of these groups.16. Explains what differentiates domestic from wild animals. Observes and identifies some animals from each of these groups.

The plant kingdom.17. Identifies and observes the characteristics which differentiate types of plant (tree, shrub and herb).18. Observes some wild plants and other cultivated ones.19. Knows the parts of a plant (root, stem and leaf).

Habits of respect and care towards living beings.20. Is familiar with the care necessary for animals and plants.

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Common content for the whole stage

Initiation in scientific activity. Use of diverse sources of information.1. Searches for, selects and organizes concrete and relevant information, analyzes it, obtains conclusions, communicates his/her experience, reflects on the process followed and communicates it orally and in written form.2. Consults and uses written documents, images and graphs.3. Develops suitable strategies for accessing texts of scientific character.

Study and work techniques. Development of work habits. Effort and responsibility.4. Demonstrates autonomy in the planning and execution of actions and tasks and has initiative in the taking of decisions.5. Utilizes, in a suitable manner, the appropriate vocabulary for each block of contents.6. States orally, clearly and in an ordered sequence, contents related with the area, demonstrating the comprehension of oral and/or written texts.

Utilization of information and communication technologies for searching for and selecting information, simulating processes and presenting conclusions.7. Makes autonomous use of word processing (page adjustment, insertion of illustrations or notes, etcetera).8. Makes use of TICs as a leisure resource.9. Knows and uses the protective measures which must be employed when using TICs.

Planning and implementation of projects and presentation of reports.10. Performs simple experiences and small researches: posing problems, enunciating hypothesis, selecting the necessary material, implementing, deducing conclusions and communicating the results.11. Carries out a project, working individually or as part of a team, and presents a report, using a paper and/or digital format, collecting information from different sources (direct, books and Internet) using different media and communicating the completed experience orally using images and written texts as a basis.12. Presents works in an ordered manner on a paper and digital support individually and as part of a team.

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6. VALUES AND ATTITUDES

Education in values corresponds to the needs of society in which we live. Therefore, it is not considered as another working area, but as an axis that goes over all curricular areas and must be present in the whole educational process.

At this stage, school education aims to develop student's capacities that are considered as essential to become citizens with full rights and duties in the society they live in. This objective does not end in intellectual knowledge integrated into different areas, but it aims to a complete personal development, that is to say, it tries to attend their affective capacities, motor skills, interpersonal relations and social inclusion and performance. With this transversality, students are exposed to values concerned on today's world, bringing students into contact with them, sensitizing and involving them into important issues such as nature defence, world peace, equal opportunities without discrimination by sex, race, etc.

The work on values is included in different units of the project and it aims to that purpose. Its application requires a special approach according to every unit, specially taking into account the kind of contents and activities. Moreover, every area is worked through many different elements. The ultimate objective of working on values in school curriculum, and therefore in our project, is the integral education of the students, which includes from their cognitive development to their integration within changing culture of society they live in, as well as the values of solidarity, cooperation and participation. Considering this purpose, learning methodology on these units can´t come from something apart from students, but it must be based on:

Previous knowledge and experiences. Relationship between equals. Cooperation and participation in the classroom and its environment. Interpolation between units and contents. Working methods to provide, on one hand direct contact with the environment and on the other hand problem posing and

solving as working procedure.

Furthermore, in Natural Science area we have dedicated a specific place for working on values:- In ByME Natural Science 1 there is a strong focus on ethics and values, encouraging children to engage with the world

around them, appreciate its complexities and problems, and develop social responsibility.- Our Choices: Pupils are introduced to values and ethics in relation to the scientific project. They are presented with

situations designed to encourage reasoning and an engagement with their immediate surroundings, in order to develop their independence and the beginnings of social and personal responsibility. There are also further ideas for projects and class presentations.

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7. MIXED-ABILITY ACTIVITIES

1. The educational intervention on this stage must facilitate the learning of those students than require a special educational provision different from the ordinary as it offers special educational needs linked to physical or psychological disabilities, specific learning difficulties (dyslexia, among them), Attention Deficit and Hyperactivity Disorder (ADHD), high intellectual capacities, late entry into educational system or personal conditions or school transcript. Departments of the Autonomous Communities with competences in education are responsible for taking the necessary steps to identify those students with special learning difficulties and to assess their needs at an early stage.

2. The Department with competences in education will regulate issues listed on Section 1 of this article and will established the appropriate steps for students to achieve the suitable level related to the curriculum competences, in addition to the objectives generally established in Primary Education.Specific support activities and extension of the ByME Natural Science 1 (CAM) project.

Extra ideas: for those pupils who finish earlier. Helpful tips section with advice to diversify the Teacher's Book activities. Suggestions for the teacher in the Targeted Questions section of the Teacher’s Book. Activity Book activities. Digital Resources activities.

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8. FOSTERING READING

The ByME Natural Science 1 (CAM) proposes various ways to promote reading as a habit and to develop reading comprehension, both through texts and reading activities from Pupil's Book and through support material.Reading is a complex linguistic cognitive process that not only involves the ability of decoding phonemes and graphs, but also the reader capacity to understand and infer texts. Moreover, added to this, students must recognize the great amount of communicative contests and the intentionality in which texts are situated.

In Primary, reading is a key element from which other leanings are raised and its most favourable acquisition makes students successfully develop themselves in school and everyday life, as well as to build up their personality.

At the beginning of this stage, students are still in development of reading skills and abilities. Handling and mastering these diverse reading capacities will lead students to achieve the decisive objective of reading instruction: to read efficiently.

Beyond teaching functional use of reading at an early age (teaching decoding ability and other comprehensive strategies) as well as to improve capacities throughout Primary Stage, it is essential to awaken the interest of students on reading and to foster its habit and enjoyment.

As regard to resources, down below, it is explained in detail the project proposals for working on reading and comprehension in the Natural Science area.

Pupil's Book and Activity Book: Reading texts throughout the unit Introduction to school library use.

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9. LANGUAGE STRUCTURES IN BYME NATURAL SCIENCE 1 (CAM)UNIT STRUCTURES VOCABULARY

0 My name is (...). What’s your name? Point to, touch, show me, stand up, sit down

Hair, glasses, T-shirt, shoes Book, paper, pen, pencil, chair, desk, whiteboard,

window Red, blue, yellow, green, orange, pink, purple,

brown, black, white1 He/she is running, waving, stroking, looking at,

showing His/her name is … I’ve got, he/she’s got What colour are your eyes? What colour is your hair? How do you feel / they feel today? How does Katie feel

today? I can make a happy / sad / angry / worried face Be kind, look after your friends

Face, eyes, nose, ears, mouth, hair, hands, fingers, feet, toes

Ball, tennis racket, sticker album, violin, bracelet Cat, dog, goldfish, hamster Blue / brown / green eyes, long / short / brown / black /

red / blonde hair Pets, hamster, dog, cat, goldfish Fruit, grapes, bananas Toys, car, kite Activities, playing the violin, playing tennis School bag, pencil case, pencil, ruler, rubber,

classroom, home, desk, chair, rubbish bin Put, hang, sit, push, hands up Feelings, happy, sad, angry, worried Happy, sad,

angry, worried, kind Favourite animal / toy / activity / fruit

2 He/she is running / skipping / playing I’ve got hands / legs / feet. I can clap / run / stamp He/she is jumping / skipping / running / bouncing /

playing / catching / throwing What colour is his torso? How many arms / legs / heads have you got? What can you do with your arms / legs / torso? Point to / touch your chin / eyelashes. How many ears / cheeks / chins have you got? Move, bend, dance, wave I can smell with my nose Which sense is he/she using?

Numbers 1–12, ball, hula hoop, yo-yo Head, face, hands, fingers, legs, toes, body, eyes,

nose, arms, foot, feet, toes, arm, tummy, bottom, eyelashes, eyebrows, nose, ears, torso, limbs, mouth, hair, cheeks, chin, joints, neck, shoulder, elbow, wrist, hip, knee, ankle, bones, skull, hips, muscles, joints, neck

Ball, hula hoop, skipping rope, yo-yo Orange, garlic, onion, coffee, cinnamon, banana Joints, muscles, bones, arms, legs Bend, touch, stretch Right, left See, hear, smell, taste, touch

3 What is he/she doing? She is washing her hands. Chicken, fish, meat, sausages, eggs, pulses, potato,

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It’s good/bad for you. It’s healthy / it’s not healthy? Don’t eat too many crisps I love chocolate. What is he having for breakfast? What do you have for breakfast / lunch / dinner? I wash my hands, I drink lots of water, I brush my

teeth

tomatoes, carrots, cauliflower, lettuce, onion, aubergine, peas, courgette, olives, salad, avocado, nuts, red pepper, fruit, juice, grapes, banana, orange, pear, lemon, kiwi, watermelon, apple, strawberries, chicken, sausages, fish, crisps, pasta, bread, sweets, ice cream, biscuit, chocolate, cake, donut, snacks, yoghurt, sandwich, milk, yoghurt, butter, cheese, butter, oil

Treats, sugar, fat Birthday party, balloons, flags, family, mum, dad,

grandfather, grandmother, children Breakfast, lunch, dinner School bag, snack box, break time Food, rest, exercise, keep clean

4 It’s a dog. I can see grass What is he/she doing? A squirrel is a living thing. Flowers are living things. Living things are born, they grow, they reproduce

and they die Animals are born. Animals need food to grow.

Animals reproduce We are born. We grow. We reproduce I can run/jump/speak English Look after plants. Don’t touch birds’ eggs.

Don’t drop litter. Don’t pick flowers

Animals, horse, monkey, hen, pig, piglet, cat, kitten, chick, bird, duck, duckling, squirrel, dog, puppy, snail, snail, squirrel, bench, person, dog, bird, cat, elephant, fish, ladybird

Pond, slide, bench, rocking horse, bin, pushchair, magnifying glass, sun, rocks, human

Roots, leaves, stem, bush, tree, flowers,, grass, plant, seeds,

Happy, sad, angry, sick Bench, street light, bin, ball, cupboard, water, stone Life cycle, air, water, sunlight, grow, produce, new

plants, die Living things, non-living things Teddy bear, ladybird, chameleon, sunflower

5 What is your favourite animal? I love/like birds Is it a vertebrate or invertebrate? Which group does it belong to? Where do they live?

Where does your favourite animal live? Is it a domestic/wild animal? Do you have a pet? Is it a vertebrate? Does it lay eggs? Does it eat meat?

Does it live on land? It lives on land / in water. It’s a herbivore / carnivore / omnivore.

Pig, piglet, dog, cat, goat, rabbit, frog, beetle, snake, bird, blackbird, tortoise, hedgehog, fish, butterfly, vulture, worm, ant, seal, wasp, snail, hen, chick, cockerel, horse, foal, squirrel, lizard, spider, caterpillar, giraffe, zebra, crocodile, elephant

Living things, non-living things Fur, beak, feathers, soft, wiggly, amazing, fur, beak,

feathers, wings, tail, scales, moist skin, gills, fins Vertebrate, invertebrate, skeleton Mammal, bird, reptile, amphibian, fish Walk, run, fly, swim, slither Habitat, on land, in water

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It lays eggs. It’s oviparous. It has live babies. It’s viviparous.

It has fur / moist skin / scales / fins / gills / scales / wings / feathers / a tail / a beak.

6 There is/are … Take up, absorb, produce, grow, reproduce, die These are cultivated/wild plants Where does it come from? We use it to make … We eat...

Plants, wild flower, trees, bush, grass, herbs, vegetables, pumpkin, sunflowers

Flower, leaves, roots, stem, fruit, seeds, trunk, grow Daisy, cucumber plant, tulip, oak tree, corn, dandelion,

wheat, blackberry, oak tree, pine tree, cotton, aloe vera

Greenhouse, shed, wheelbarrow, earth Air, sunlight, water Thin, thick, hard, long Pots, gardens, garden centre, fields, sun cream, table,

T-shirt, transparent jar, water, celery, food dye Food, clothes, furniture, medicine Pasta, lettuce, potato, tomato, carrot, soup, salad,

flour, bread Put, look, leave, break, look after

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10. COOPERATIVE LEARNING

Cooperative Learning is an educational situation in which pupils are required to work together in small groups or teams to support each other in pupils to improve their own learning and that of others. Cooperative Learning goes beyond merely seating pupils together; simply telling them they are a group does not mean they will cooperate effectively.

Basic principles of Cooperative Learning (Johnson, Johnson & Holubec, 2008)

1. Positive interdependence Pupils recognise that with the help of their peers, they can better complete the group's task. Every group member must contribute, and members will depend on each other to complete the task. We can enhance positive interdependence by establishing mutual goals which “will help each pupil to learn and make sure all other team members learn” (Johnson, Johnson & Holubec, 2008).

2. Individual accountability Each member of the group is responsible for completing their part of the work and must develop a sense of personal responsibility towards him or herself and the rest of the group, because individual performance will affect not only one’s own result, but also the results of their team members.

3. Promotive interaction Cooperative Learning implies face-to-face interaction. Pupils need not only to discuss and agree but also to produce a piece of work through combined effort, because Cooperative Learning is not about working individually to make a ‘cut-and-paste’ final product.

4. Social abilities Pupils need interpersonal skills to be successful. Some of them are:

⧫ Effective leadership ⧫ Decision-making ⧫ Communication ⧫ Conflict resolution ⧫ Helping and asking for help ⧫Organisation ⧫ Self-esteem ⧫ Self-confidence

Pupils aren’t born knowing how to behave in a group. We have to teach them, giving them models, and opportunities to practise these skills.

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5. Group processing Developing Cooperative Learning methodology is not easy at first, nor are the effects immediate. Difficulties within the groups, resources and management may arise. That is why formative assessment is needed. This assessment involves both teachers and pupils. We need to know the strong and weak points in order to make the right decisions and develop the methodology in the right direction

COOPERATIVE LEARNING STRUCTURES IN BYME NATURAL SCIENCE 1

The Work together section of the ByME Natural Science is designed to develop pupils’ Cooperative Learning skills through the use of two different types of techniques, Think-Pair-Share and Cooperative investigation.

These techniques are presented to the pupils in the opening unit with a brief explanation. Here’s all you need to know about them!

Think-Pair-SharePupils are presented with a problem.- First they work on their own and reflect on the problem that has been posed. Make sure that they all try to establish their own ideas on the matter.- Secondly, pupils get together with a partner and work in pairs. Pupils are required to reach agreements with their partners after discussing their opinions. - Finally, the two pairs get together and work as a group to create the final task by bringing together the conclusions and ideas or both pairs.

Cooperative investigationAlready in groups of four, pupils are presented with a problem or question before carrying out an experiment. - First the group needs to think about the problem or question and create a hypothesis before carrying out the experiment. - Secondly, all the members of the group plan how they are going to carry out the experiment. - Next they proceed with the experiment following all the required steps and develop conclusions.- Finally, the group compares the original hypothesis with the conclusions developed after the experiment.

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11. PROJECT BASED LEARNING (PBL)

The Buck Institute for Education (BIE) defines Project Based Learning as “an extended process of enquiry” where “students work on a project over an extended period of time that engages them in solving a real-world problem or answering a complex question. As a result, students develop deep content knowledge as well as critical thinking, creativity and communication skills in the context of doing an authentic, meaningful project.”

ByME Natural Science projects are clearly organised to help pupils make a successful start in Project Based Learning. Each project relates to what the pupils have learned in the preceding units and the theme running through all the projects is to make the world a better place.

ChallengeEvery project begins with a challenging problem or driving question. The problem or question sparks the students’ interest and motivates them to want to find the solution. In some cases students are asked to choose from a range of possible options to carry out the project, such as choosing a song that will be used to create a dance routine or a dish to create a healthy menu.

What do you know?These activities are meant to revise and activate the contents pupils have studied in the preceding units and that are related to the project. It is therefore a first chance to begin the enquiry process that will lead them to a satisfactory solution of the problem.

Team organisationCooperative work and each participant’s role are key to their achieving the project. Before proceeding with the rest of the enquiry, pupils decide how they are going to organise themselves as a team. PBL applies Cooperative Learning techniques, therefore the team organisation is based on roles. The proposed roles are coordinator, secretary, materials manager and spokesperson, but you may decide to introduce other roles.

Project organisationAt this stage, pupils decide on the format of their project. They are given different options to choose from along with the materials required, however they are also free to choose their own format if they wish.

Research

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Once pupils have decided how they are going to present their project, they undertake research to answer to a set of questions that will help them complete their project. In doing so, they will need to use various sources such as the Pupil’s Book itself, the internet, books in the school library, magazines, visiting museums, or by asking the teacher or their parents.

CreateAt this stage the team members will create their project or product. They have all the necessary information, they’ve discussed all their findings and they’ve agreed what they want it to be like, so there’s no time to waste!

Present your projectPupils share their findings by presenting their project to the rest of the class, or if you choose, to the rest of the school. Remind the pupils that they should be ready to answer any questions at the end of their presentations!

Project evaluationThe pupils evaluate the development of the project, their own performance, as well as the performance of their teammates from a Cooperative Learning perspective.

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12. ASSESSMENT RUBRICS

Specific Contents for the First Year of Primary

LEARNING OUTCOMES

Levels of acquisition2 Qualification

(maximum 4)

In the course of being acquired (1) Acquired (2) Advanced (3) Excellent (4)

1. Identifies and locates the external parts of the body.

Makes effort to identify and locate the external parts of the body.

Identifies and locates some external parts of the body.

Identifies and locates many external parts of the body.

Identifies and locates all the external parts of the body.

2. Describes the function of the muscles, bones and joints.

Describes the function of the muscles, bones and joints, although he/she experiences many difficulties.

Describes the function of the muscles, bones and joints, although he/she experiences some difficulties.

Describes the function of the muscles, bones and joints, without too much difficulty.

Describes the function of the muscles, bones and joints, without any difficulty.

3. Identifies the five senses and locates the corresponding organs.

Identifies the five senses and locates the corresponding organs, with difficulty.

Identifies the five senses and locates the corresponding organs, approximately.

Identifies the five senses and locates the corresponding organs, almost perfectly.

Identifies the five senses and locates the corresponding organs, perfectly.

4. Adopts the necessary habits of personal hygiene, care and rest.

In the course of adopting the necessary habits of personal hygiene, care and rest.

Acquiring the necessary habits of personal hygiene, care and rest.

Developing the necessary habits of personal hygiene, care and rest.

Manages the necessary habits of personal hygiene, care and rest.

2 Other assessment standards: D-C-B-A; Sufficient -Average-Above average-Excellent; Numerical, etc..21


LEARNING OUTCOMES

Levels of acquisition Qualification

(maximum In the course of being

acquired (1) Acquired (2) Advanced (3) Excellent (4)5. Identifies and appreciates healthy life habits for the prevention of illnesses.

Makes effort to identify and appreciate healthy life habits for the prevention of illnesses.

Identifies and appreciates healthy life habits for the prevention of illnesses, with difficulties.

Identifies and appreciates healthy life habits for the prevention of illnesses, easily.

Identifies and appreciates healthy life habits for the prevention of illnesses, perfectly.

6. Knows the repercussions of lifestyle on health.

Knows the repercussions of lifestyle on health, although he/she experiences many difficulties.

Knows the repercussions of lifestyle on health, although he/she experiences some difficulties.

Knows the repercussions of lifestyle on health, without much problem.

Knows the whole repercussions of lifestyle on health.

7. Knows the benefits of physical exercise and a healthy diet.

In the course of knowing the benefits of physical exercise and a healthy diet.

Knows some benefits of physical exercise and a healthy diet.

Knows many benefits of physical exercise and a healthy diet.

Knows all the benefits of physical exercise and a healthy diet.

8. Develops identity and personal autonomy.

Makes effort to develop identity and personal autonomy.

Develops identity and personal autonomy, with some difficulties.

Develops identity and personal autonomy, easily.

Develops identity and personal autonomy, perfectly.

9. Is capable of analyzing his/her own feelings and respecting those of others.

Aims to analyze his/her own feelings and respect those of others.

Is almost capable of analyzing his/her own feelings and respecting those of others.

Is capable of analyzing his/her own feelings and respecting those of others, almost perfectly.

Is capable of analyzing his/her own feelings and respecting those of others, perfectly.

10. Takes responsibility for what he/she does or says.

In the course of being responsible for what he/she does or says.

Acquiring the responsibility for what he/she does or says.

Developing the responsibility for what he/she does or says.

Managing the responsibility for what he/she does or says.

11. Acquires work and study habits.

Tries to acquire work and study habits.

Acquires work and study habits, although he/she experiences some difficulties.

Acquires work and study habits, without much problem.

Acquires work and study habits, without any difficulty.

12. Identifies and explains the differences between living beings and inert beings.

Makes effort to identify and explain the differences between living beings and inert beings.

Identifies and explains some differences between living beings and inert beings.

Identifies and explains many differences between living beings and inert beings.

Identifies and explains all the differences between living beings and inert beings.

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LEARNING OUTCOMES



acquired (1) Acquired (2) Advanced (3) Excellent (4)13. Observes the animal and plant kingdoms, identifying their general characteristics.

Observes the animal and plant kingdoms, and tries to identifying their general characteristics.

Observes the animal and plant kingdoms, identifying some of their general characteristics.

Observes the animal and plant kingdoms, identifying many of their general characteristics.

Observes the animal and plant kingdoms, identifying all their general characteristics.

14. Identifies the characteristics which differentiate animals from other living beings.

Identifies the characteristics which differentiate animals from other living beings, although he/she experiences many difficulties.

Identifies the characteristics which differentiate animals from other living beings, although he/she experiences some difficulties.

Identifies the characteristics which differentiate animals from other living beings, without too much difficulty.

Identifies the characteristics which differentiate animals from other living beings, without any difficulty.

15. Identifies the characteristics which differentiate vertebrate from invertebrate animals. Observes and identifies some animal from each one of these groups.

Tries to identify the characteristics which differentiate vertebrate from invertebrate animals. Observes and identifies some animal from each one of these groups.

Identifies the characteristics which differentiate vertebrate from invertebrate animals. Observes and identifies some animal from each one of these groups, with difficulty.

Identifies the characteristics which differentiate vertebrate from invertebrate animals. Observes and identifies some animal from each one of these groups, easily.

Identifies the characteristics which differentiate vertebrate from invertebrate animals. Observes and identifies some animal from each one of these groups, perfectly.

16. Explains what differentiates domestic from wild animals. Observes and identifies some animals from each of these groups.

Makes effort to explain what differentiates domestic from wild animals. Observes and identifies some animals from each of these groups, although he/she experiences many difficulties.

Explains what differentiates domestic from wild animals. Observes and identifies some animals from each of these groups, although he/she experiences some difficulties.

Explains what differentiates domestic from wild animals. Observes and identifies some animals from each of these groups, without too much difficulty.

Explains what differentiates domestic from wild animals. Observes and identifies some animals from each of these groups, without any difficulty.

17. Identifies and observes the characteristics which differentiate types of plant (tree, shrub and herb).

Aims to identify and observe the characteristics which differentiate types of plant (tree, shrub and herb).

Identifies and observes the characteristics which differentiate types of plant (tree, shrub and herb), with difficulty.

Identifies and observes the characteristics which differentiate types of plant (tree, shrub and herb), easily.

Identifies and observes the characteristics which differentiate types of plant (tree, shrub and herb), perfectly.

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LEARNING OUTCOMES



acquired (1) Acquired (2) Advanced (3) Excellent (4)

18. Observes some wild plants and other cultivated ones.

Tries to observe some wild plants and other cultivated ones.

Observes some wild plants and other cultivated ones), with difficulty.

Observes some wild plants and other cultivated ones, easily.

Observes some wild plants and other cultivated ones, perfectly.

19. Knows the parts of a plant (root, stem and leaf).

Makes effort to know the parts of a plant (root, stem and leaf).

Knows some parts of a plant (root, stem and leaf).

Knows many parts of a plant (root, stem and leaf).

Knows the whole parts of a plant (root, stem and leaf).

20. Is familiar with the care necessary for animals and plants.

In the course of being conscious about caring animals and plants.

Acquires some concepts about caring animals and plants.

Develops some concepts about caring necessary animals and plants.

Is familiar with the care necessary for animals and plants.

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Common contents for the whole stage

LEARNING OUTCOMES

Levels of acquisition3 Qualification (maximum

4)In the course of being


1. Searches for, selects and organizes concrete and relevant information, analyzes it, obtains conclusions, communicates his/her experience, reflects on the process followed and communicates it orally and in written form.

Searches for, selects and organizes concrete and relevant information, analyzes it, obtains conclusions, communicates his/her experience, reflects on the process followed and communicates it orally and in written form, although he/she experiences many difficulties

Searches for, selects and organizes concrete and relevant information, analyzes it, obtains conclusions, communicates his/her experience, reflects on the process followed and communicates it orally and in written form , although he/she experiences some difficulties.

Searches for, selects and organizes concrete and relevant information, analyzes it, obtains conclusions, communicates his/her experience, reflects on the process followed and communicates it orally and in written form, without too much difficulty.

Searches for, selects and organizes concrete and relevant information, analyzes it, obtains conclusions, communicates his/her experience, reflects on the process followed and communicates it orally and in written form, without any difficulty.

2. Consults and uses written documents, images and graphs.

Consults and uses written documents, images and graphs although he/she experiences many difficulties.

Consults and uses written documents, images and graphs, although he/she experiences some difficulties.

Consults and uses written documents, images and graphs, without too much difficulty.

Consults and uses written documents, images and graphs, without any difficulty.

3. Develops suitable strategies for accessing texts of scientific character.

Develops suitable strategies for accessing texts of scientific character although he/she experiences many difficulties.

Develops suitable strategies for accessing texts of scientific character, although he/she experiences some difficulties.

Develops suitable strategies for accessing texts of scientific character, without too much difficulty.

Develops suitable strategies for accessing texts of scientific character, without any difficulty.

3Other assessment standards: D-C-B-A; Sufficient -Average-Above average-Excellent; Numerical, etc.25


LEARNING OUTCOMES

Levels of acquisition Qualification (maximum



4. Demonstrates autonomy in the planning and execution of actions and tasks and has initiative in the taking of decisions.

Demonstrates autonomy in the planning and execution of actions and tasks and has initiative in the taking of decisions although he/she experiences many difficulties.

Demonstrates autonomy in the planning and execution of actions and tasks and has initiative in the taking of decisions, although he/she experiences some difficulties.

Demonstrates autonomy in the planning and execution of actions and tasks and has initiative in the taking of decisions, without too much difficulty.

Demonstrates autonomy in the planning and execution of actions and tasks and has initiative in the taking of decisions, without any difficulty.

5. Utilizes, in a suitable manner, the appropriate vocabulary for each block of contents.

5. Utilizes, in a suitable manner, the appropriate vocabulary for each block of contents although he/she experiences many difficulties.

5. Utilizes, in a suitable manner, the appropriate vocabulary for each block of contents, although he/she experiences some difficulties.

5. Utilizes, in a suitable manner, the appropriate vocabulary for each block of contents, without too much difficulty.

5. Utilizes, in a suitable manner, the appropriate vocabulary for each block of contents, without any difficulty.

6. States orally, clearly and in an ordered sequence, contents related with the area, demonstrating the comprehension of oral and/or written texts.

States orally, clearly and in an ordered sequence, contents related with the area, demonstrating the comprehension of oral and/or written texts although he/she experiences many difficulties.

States orally, clearly and in an ordered sequence, contents related with the area, demonstrating the comprehension of oral and/or written texts, although he/she experiences some difficulties.

States orally, clearly and in an ordered sequence, contents related with the area, demonstrating the comprehension of oral and/or written texts, without too much difficulty.

States orally, clearly and in an ordered sequence, contents related with the area, demonstrating the comprehension of oral and/or written texts, without any difficulty.

7. Makes autonomous use of word processing (page adjustment, insertion of illustrations or notes, etcetera).

Makes autonomous use of word processing (page adjustment, insertion of illustrations or notes, etcetera, although he/she experiences many difficulties.

Makes autonomous use of word processing (page adjustment, insertion of illustrations or notes, etcetera) , although he/she experiences some difficulties.

Makes autonomous use of word processing (page adjustment, insertion of illustrations or notes, etcetera), without too much difficulty.

Makes autonomous use of word processing (page adjustment, insertion of illustrations or notes, etcetera), without any difficulty.

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LEARNING OUTCOMES




8. Makes use of TICs as a leisure resource.

Makes use of TICs as a leisure resource.

Makes use of TICs as a leisure resource, although he/she experiences some difficulties.

Makes use of TICs as a leisure resource, without too much difficulty.

Makes use of TICs as a leisure resource, without any difficulty.

9. Knows and uses the protective measures which must be employed when using TICs.

Knows and uses the protective measures which must be employed when using TICs, although he/she experiences many difficulties.

Knows and uses the protective measures which must be employed when using TICs, although he/she experiences some difficulties.

Knows and uses the protective measures which must be employed when using TICs, without too much difficulty.

Knows and uses the protective measures which must be employed when using TICs, without any difficulty.

10. Performs simple experiences and small researches: posing problems, enunciating hypothesis, selecting the necessary material, implementing, deducing conclusions and communicating the results.

Performs simple experiences and small researches: posing problems, enunciating hypothesis, selecting the necessary material, implementing, deducing conclusions and communicating the results, although he/she experiences many difficulties.

Performs simple experiences and small researches: posing problems, enunciating hypothesis, selecting the necessary material, implementing, deducing conclusions and communicating the results, although he/she experiences some difficulties.

Performs simple experiences and small researches: posing problems, enunciating hypothesis, selecting the necessary material, implementing, deducing conclusions and communicating the results, without too much difficulty.

Performs simple experiences and small researches: posing problems, enunciating hypothesis, selecting the necessary material, implementing, deducing conclusions and communicating the results, without any difficulty.

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LEARNING OUTCOMES




11. Carries out a project, working individually or as part of a team, and presents a report, using a paper and/or digital format, collecting information from different sources (direct, books and Internet) using different media and communicating the completed experience orally using images and written texts as a basis.

Carries out a project, working individually or as part of a team, and presents a report, using a paper and/or digital format, collecting information from different sources (direct, books and Internet) using different media and communicating the completed experience orally using images and written texts as a basis, although he/she experiences many difficulties.

Carries out a project, working individually or as part of a team, and presents a report, using a paper and/or digital format, collecting information from different sources (direct, books and Internet) using different media and communicating the completed experience orally using images and written texts as a basis, although he/she experiences some difficulties.

Carries out a project, working individually or as part of a team, and presents a report, using a paper and/or digital format, collecting information from different sources (direct, books and Internet) using different media and communicating the completed experience orally using images and written texts as a basis, without too much difficulty.

Carries out a project, working individually or as part of a team, and presents a report, using a paper and/or digital format, collecting information from different sources (direct, books and Internet) using different media and communicating the completed experience orally using images and written texts as a basis, without any difficulty.

12. Presents works in an ordered manner on a paper and digital support individually and as part of a team.

Presents works in an ordered manner on a paper and digital support individually and as part of a team, although he/she experiences many difficulties.

Presents works in an ordered manner on a paper and digital support individually and as part of a team, although he/she experiences some difficulties.

Presents works in an ordered manner on a paper and digital support individually and as part of a team, without too much difficulty.

Presents works in an ordered manner on a paper and digital support individually and as part of a team, without any difficulty.

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13. 360º EVALUATION

13.A) ASSESSMENT TOOLS: 360º EVALUATIONByME Natural Science Learn together helps teachers personalise their teaching and target their pupils’ real needs. The material is supported by a 360º evaluation carried out by the teacher, the pupil and his or her peers.

The 360º evaluation has three main stages within a unit:1. Diagnostic stage: includes the teacher diagnostic test and the pupil’s self-evaluation. Pupils are asked to take these tests

at the unit opening page. These two tests help teachers plan the unit lessons according to their pupil’s knowledge.2. Work with peers stage: represented by the Cooperative Learning evaluation.3. Assessment stage: made up by the end-unit evaluation and the evaluation grid.

The 360º evaluation wraps up with two term evaluations, the end-of-term test (teacher) and the project evaluation (peer).All the marks can then be recorded in the unit or term log book made available to the teacher in the digital resources.

Teacher evaluationThe evaluation tests carried out by the teacher include:● Diagnostic test: teachers determine what pupils already know about the unit.● End-of-unit test: pupils carry out a final unit test to check what they have learnt. ● Unit evaluation grid: teachers evaluate if the pupils have accomplished the learning standards of the unit.● End-of-term test: The pupils take an end-of-term test which serves as an additional evaluation tool for the teacher.

Self-evaluation● Pupil’s self-evaluation: pupils test their prior knowledge of the unit through a self-assessment grid.

Peer evaluation● Cooperative Learning evaluation: pupils complete a self-evaluation grid of the cooperative tasks, evaluating its

development, their own performance, as well as the performance of their teammates.● Project evaluation: pupils evaluate the development of the project, their own performance, as well as the performance of

their teammates, again from a Cooperative Learning perspective.

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13.B) TYPES OF EVALUATION Initial evaluation (Diagnostic): Al the beginning of each course of Primary Education, teachers will carry out an initial

evaluation of students, which will allow them to take the right decisions and relevant measures related to reinforcement. Continuous evaluation (Formative): Continuous evaluation will have a formative character. Its aim will be to assess the

teachers and to help students in the teaching and learning processes, as well as to adopt the relevant decisions to help them overcome any possible difficulties.

Final evaluation (Accumulative): At the end of each school year, teachers will carry out the final assessment of the students' results. This assessment of the academic results will be recorded in the evaluation documents including the relevant marks, both positive and negative.

Individual assessment of the first year of Primary Education: The schools will do an individual assessment to all the students at the end of the first year of Primary Education, checking their mastery of the skills and abilities in oral and written expression and comprehension, calculation and problem solving, related to the level of acquisition of both linguistic communicative competence and mathematical competence.

Final Assessment of Primary Education: At the end of the sixth year of Primary Education, students will do an end-of-stage individual assessment, where teachers will check the level of acquisition of the competence in linguistic communication, and of the competence in mathematics, science and technology, as well as the achievement of the objectives of the stage.

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13.C) QUALIFICATION AND PROMOTION CRITERIAThe teacher/department will assess the level of consecution of the intended objectives applying the methodology, bearing in mind the acquisition of the key competences, the evaluation criteria and using the different resources of evaluation. The qualification will be established by analysing the learning process and the progress in the activities and tasks done by the students. For that purpose, the teacher/department will take into account and will qualify the aspects below in the following way:

Evaluation Resources % Observations

According to Royal Decree 126/2014 of 28 February, the students will pass to the following course or stage as far as it is considered that they have achieved the objectives of the course or stage, and that they have reached the level of acquisition of the corresponding competences. Otherwise, they will be allowed to repeat a school year only once throughout the stage, with a specific reinforcement plan.For that purpose, teachers will bear in mind the following Promotion Criteria:

Promotion Criteria Observations

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14. ASSESSMENT OF THE TEACHING-LEARNING PROCESS

COURSE: ______ GROUP: ______ EVALUATION4 1ª 2ª 3ª

14.1. TEACHING TEAM COORDINATION DURING THE QUARTERNumber of coordination meetings held: ______Attendance index5: _______Number of evaluation sessions held: ______Attendance index: ______Comments:

14.2. TEACHING PROGRAMME ADJUSTMENTLesson number during the quarter:

AREAS

Lessons planned

Lessons taught

Percentage

Teaching organization and methodology:4 Mark the corresponding option.5 Obtained from the arithmetic average of meetings held indexes, by dividing number of teachers attending each meeting among the total number of members of teaching team.

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INDICATORS ASSESSMENT6

1 2 3 4

a) Spaces

b) Times

c) Teaching materials and resources

d) Groupings

e) Other (specify)

Comments:

Suitability of evaluation tools used:

Other highlights:

6 4 being the highest rating and 1 the lowest. 33


15. SPECIFIC METHODOLOGY IN BYME NATURAL SCIENCE 1 CAMByME Natural Science is a six-level course for pupils studying the subject of Natural Science in a bilingual context. Level 1 is for pupils in year 1 of Primary.

AIMS OF THE COURSEThe course follows the Natural Science syllabus as laid out by the LOMCE. It is an introduction to the natural sciences, leading learners through their first experiences of Biology, Chemistry and Physics. ByME Natural Science aims to develop pupils’ scientific knowledge and language skills. Given the challenge of teaching Natural Science in a bilingual classroom, it is important that language does not overwhelm the content, nor vice versa. For that reason, this programme was designed to ensure a unique balance between language and content.The guiding principles are simplicity and motivation – ByME Natural Science is interesting, engaging for the pupils and user-friendly for the teacher. It features:• A simple, fixed unit structure to ensure easy navigation.• A fresh and clear design with a dynamic mix of age-appropriate illustrations and attractive photography, providing visual aids that facilitate comprehension.• A focus on scientific method in order to develop pupils’ investigative and presentation skills. • An easy-to-implement 360-degree evaluation process for continuous assessment, including self- and peer-evaluation. The beginning of each unit is designed to allow teachers to gauge pupils’ prior knowledge and plan their lessons accordingly in order to build on this, selecting the activities most suited to their pupils’ needs.• A real sense of progression through the levels with a fun, accessible feel to the early levels – with songs, characters and stories – and a more mature and scientific approach in higher levels, a clear bridge to Secondary.• Flexibility, with many extra, non-content pages, allowing for easy adaptation to specific teaching situations.• Scientific literacy instruction to support content learning in English through reading, writing, speaking and listening activities.• A wide range of additional resources.This course also aims to address the children’s education beyond the scope of Natural science through:

- Project-based learning (PBL), project-centred activities integrating cooperative learning techniques which foster problem solving, collaboration and teamwork life skills. The chosen projects have undergone a rigorous selection process to guarantee pupil motivation and to give pupils the opportunity to make a positive impact on their environment.

- The emphasis placed on ethics and values, encouraging children to become involved in the world around them, to appreciate its complexities and its challenges, and to develop a sense of social responsibility.

- The attention given to higher-order thinking skills (HOTS) to provide children with the opportunity to apply their knowledge.

- Problem-solving activities to promote critical thinking.

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CLASSROOM MANAGEMENT

Teaching this age group a hands-on subject, including group and pair work, in a second language, makes classroom management vitally important from the outset.

Classroom routinesFrom the very first class, make sure you establish the boundaries and norms of the behaviour you expect, so that pupils know what is and isn’t acceptable in the classroom.

Procedures and routines should be introduced gradually throughout the first term and practised on a regular basis. Positive reinforcement can help the acquisition of these procedures and routines. Encourage pupils with positive statements. For example, let’s talk with our indoor voices; Let’s walk nicely, instead of Don´t shout, Don´t run.

Have simple rhymes or chants to focus pupils’ attention:Let’s begin routine: Have pupils stand up and say Touch the sky, way up high. Touch your toes. Now we’re ready to go. Motion with your hands for the pupils to sit down and say One. Two. Three. Four. Five. Six. Seven. Eight. Look, listen and sit up straight.Listening routine: Teacher: 1, 2, 3. Look at me. Pupil: 1, 2. I’m looking at you.

Try to give one instruction at a time for pupils to carry out otherwise they may quickly forget. When pupils are not sure what they need to do, this can be a cause for disruption. Make sure you accompany instructions with demonstrations, mime or other visual support. Pupils learning through English need more support than pupils learning in their language.

Sometimes during class, you may need to stop the pupils in order to give them further instructions. Many pupils find it difficult to stop working and choose to keep colouring, cutting, painting, etc. Use a tambourine, a small bell, or a maraca, to get pupils’ attention. Place your hands on your head and wait for the class to do the same. Place your hands on your shoulders, then fold your arms and have pupils follow. They should now all be focused on you.

Strategically-placed signs with an illustration can Help to regain control or focus pupils’ attention non-verbally.Talk with pupils about your expectations when using these signs:Hands up! Speak English! Look. Quiet please! Listen. Sit properly. Share. Tidy up!

Remember pupils are learning through a language that is not theirs. Positive reinforcement can be very effective in the bilingual classroom. Praise pupils who attempt to express themselves through English and try not to over-correct but instead recast what they want to say with the correct phrase or use of vocabulary. Keep language simple.

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Some pupils will be shier and less confident than others when contributing in class. These pupils will benefit from having more listening time. Using a hands up approach allows you to see when pupils are ready and feel more confident to contribute. Make sure that pupils who do not or cannot contribute very much are given other opportunities to take an active role e.g. by being in charge of classroom resources, designing titles for displays, etc. Be aware of who these pupils are in your class so that you build their confidence in other ways and give praise for art work, group work, tidiness, etc.

Useful techniques which may serve as a guide to ensure your pupils participate equally, include:- Writing pupils’ names on ice-lolly sticks, and keeping them in a pot on your desk. Pull out a name stick when you want a volunteer, want to form new pairs or groups, or want pupils to help with resources, etc.- Having small pots of pebbles on each group of tables. As pupils participate orally, they may take a pebble and place it in front of them. The pebbles provide a visual record, showing you who has participated, thus enabling you to encourage pupils who do not yet have a pebble. In following activities or sessions, you can focus more attention on this group of pupils.

MaterialsAnother important dimension to classroom management is being prepared and having the materials you need, ready and at your fingertips. Look ahead at the lessons so that you have the resources to make posters and displays and to carry out experiments andinvestigations. If pupils need to bring items from home, make sure they are given time to do so and that parents are also aware.

Design a procedure for passing out materials. A helper(s) can be selected every week to help hand out materials.Keep a chart so that everybody has a turn during the term.

Design a cleaning up procedure too and allow time for this in your lesson. Encourage pupils to be tidy and to throw rubbish in the bin. Helpers can be useful in this procedure.There are many cleaning up songs on the internet. You can choose one and play it while pupils clean up.

Insist on good sharing from the start of the first term and on pupils asking politely for materials.

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Group and pair workPupils are encouraged throughout the units to work together in pairs and in groups. This will take time for pupils of this age to get used to. Praise pairs and groups who work well together. The opening pages of each unit also encourage pupils to reflect on how well they have worked in a group and to reward themselves with a sticker for good collaboration. The Work together pages, every second unit, encourage pupils to make decisions together.

As you get to know the class you may want to consider how you would prefer to group pupils and who Works best together. As much as possible, try to keep pupils mixed in ability and encourage collaboration. There may be times, however, where pupils working in ability groups will enable you to better address learning needs.

Seating arrangementsGroup work has an impact on seating arrangements in the classroom. Try to design a seating arrangement that will require the least amount of moving. Have pupils practise moving their desks quickly, quietly and carefully from rows to groups and back to rows again.

Pupils at this age need to move around, therefore, having a space in the classroom where pupils or small groups of pupils can sit in a circle on the floor and do a variety of the activities presented in each lesson (opening activities, talking about experiences, observing and passing round objects, etc.) would be ideal.

Space for miming, action chants and language games, is very important. If you don’t have space in the classroom, try to make going out to the playground for short bursts, at least once a week, part of your routine.

TimeManaging time is a key factor in covering any syllabus. If you have short sessions (less than 45 minutes) be selective when planning what to cover and don’t try to do everything. Opening and closing activities can be shortened and lengthened depending on your time.

Be realistic when planning, this will help you manage your time expectations. At this age, pupils’ fine motor skills are still developing and they will need more time for writing and drawing. Until pupils are into a good routine for using and putting away materials, this can be slow in the first term. Teaching in a bilingual context also has time implications. Pupils need more reinforcement in learning a new language as well as understanding the concepts in that language. Time for recycling vocabulary, new language and concepts must be an important aspect of your lesson plan.

Make sure that you move from once activity to another quickly and smoothly. Distracted and undesirable behaviour can quickly ensue if there is too much waiting between activities. Having your material and resources at the ready can cut down unwanted

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disruptions. Having pupils sing the unit chant, do a breathing exercise, or a simple miming game can help shift focus and change the pace of the class. Keep them engaged!

There are pupils who will be faster at completing tasks than others. Have ready short simple activities for them to do. These can include helping with displays, tidying up, labelling, helping others, spelling practice on mini whiteboards, etc. Visiting a corner or area in the classroom with resource books relevant to the topic pupils are studying, is also a good habit for pupils to get into.

Lessons that include taking pupils out of the classroom need to be carefully planned and perhaps completed over two sessions in order to collect all the necessary results and discuss the pupils’ observations. However, if it is not possible for you to take your class outside, slide presentations are suggested as an alternative.

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HELPFUL TIPS

Flashcards

Using flashcardsFlashcards are an important visual resource for introducing, learning and reviewing new vocabulary and concepts. They are particularly important for pupils learning content through a second language.As well as the unit vocabulary flashcards, it is a good idea to continually build up your own personal collection of pictures and photos, which can be easily laminated on card, to have a greater range of visual aids.

Tap it: Divide the class into two teams. Stick four to six flashcards on the board in reach of the pupils. Call a pupil from each team to stand in front of the flashcards. Say the name of one of the cards. The first pupil to tap the correct card gets a point.Pass the flashcard: Ask pupils to stand in a circle. Pupils pass the flashcards round the circle. As they pass the flashcard they must make a comment on the flashcard. Model the sentence starter e.g. with food flashcards: I like (name of the food) or I don´t like (name of food); with animal flashcards: It has got (name of a characteristic); with objects: It’s made of (name of material).The activity is very good for drilling and repeating correct sentence structures and concepts. For example, a pupil takes a flashcard and passes it on to the next pupil on their right repeating the sentence starter you have provided e.g. A banana is good for me. The pupil then passes it onto the next who repeats the same sentence, etc. Meanwhile a new flashcard is passed to the first pupil. The flashcards should be passed round the circle and back to you.Disappearing flashcards: Put the flashcards on the board in rows of three. Drill the names of each item.Turn over one of the flashcards so the pupils cannot see it. Drill the sequence again, including the card that has been turned over. Continue turning a flashcard over each time until the pupils can say the whole sequence from memory.Memory: Stick six to eight flashcards on the board in two rows of three or four. Tell the pupils to look carefully at each flashcard. Then turn the flashcards over in the same order. Ask Where is the…? Invite a pupil to the board to choose a card. Have the pupil show the class the card. If the pupil chooses the correct card, turn it over in its place. If the pupil chooses the incorrect card, put it face down again in its place. Repeat for the rest of the cards.Pick’em up: Place all the flashcards on the floor. Name three in quick succession, e.g. watermelon, fish, chocolate! A pupil has to pick up the flashcards that you said and place them in the correct order along the bottom of the board. When you have played with two or three different combinations, choose a volunteer to name three items while another picks them up.Odd-one-out: Stick some flashcards on the board (two or three that belong to the same group and one that is different). Ask which is the odd-one-out and why.Guess which one: Stick flashcards up on the board. Choose one and describe it. The pupils guess which one it is.Guessing game: Put the flashcards in a pile one by one, naming them as you do so. Shuffle the pack and turn it to face you. Give the pupils three clues about the object and encourage them to guess the flashcard.Quick flash: Place a group of flashcards in a pile facing you. Quickly, turn one flashcard around to face the pupils, then turn it back. The pupils identify the flashcards they saw.

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Slow reveal: Cover the flashcard with a sheet of paper. Slowly reveal the flashcard. Pupils raise their hands and identify the flashcard.Hole in the card: Cut a small hole in the centre of an A5 piece of card. Cover a flashcard and show the class. Ask them if they are good detectives and can guess the picture from the small detail. Repeat with the other flashcards.What’s missing? Stick six to eight flashcards on the board one by one, naming them as you do so. Then take all the flashcards down and mix them up. Ask a volunteer to come out to the front and choose one (without showing it to anyone). Place the remaining flashcards on the board again, encouraging the pupils to name them. Ask the pupils What is missing?Oh no, it isn’t!: Jumble the flashcards and place them in front of you. Make false statements for each of the flashcards and have pupils correct you. Hold up a flashcard e.g. a rabbit and say This is a dog. Encourage pupils to say No, it isn´t. It’s a rabbit!Compare: Choose two flashcards on the board. Have pupils notice all the similarities and differences between the two.Classifying: Distribute cards from a variety of units to individual pupils (or pairs). Write the name of the different classifications on the board and make columns (e.g. food, animals, machines, etc.). Invite the pupils to come to the board to stick their card in the correct column.Classifying corners: Write the name of four classifications on paper and put them up in each corner of the classroom. Hand out flashcards and have pupils go and stand in the correct corner.

GamesPupils learn in many different ways. The more experiences pupils can have around a new topic, the more likely they will learn and remember concepts and vocabulary.Games offer a wide range of opportunities for pupils to engage with and use what they are learning. They are also a chance to offer movement, a change of focus, and disguised language learning. The competitive element inspires pupils to participate and, what could easily be an uninspiring list of revision questions or words to define, can be transformed into a fun game.

General gamesClever chameleon says: Pupils must carry out an action only when Clever chameleon says. Clever chameleon says clap your hands, etc.I Spy: Use the classroom, the playground, a poster or the opening illustration for a unit to say I spy with my little eye something beginning with (/k/). Pupils suggest words beginning with that sound or letter to guess your word. Vary the game by saying instead, I smell with my little nose… when reviewing food vocabulary.Pass the ball: A soft ball is best. The activity encourages turn taking and gives everybody a go at speaking. As pupils pass the ball they must say a word or a statement, depending on what you would like the pupils to practice e.g. My name is ... / I ... / I can ... / Everyday I ... / My favourite animal/food is ...Balloon: Divide the class into two and have pupils make two circles. Give each circle a balloon. Pupils must try to keep the balloon in the air by touching it and saying a word in a lexical set you suggest e.g. food, animals, machines etc. If a pupil touches the balloon without saying a word or the balloon touches the ground before a pupil touches it, that pupil must sit out.

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Guess what’s in the bag: Use a feely bag to put things inside for pupils to feel and guess, or feel and describe for others to guess.Pictionary: Divide the class into two teams. Start to draw an item on the board very slowly. In turns, teams have 30 seconds to guess what you are drawing. You’ll need a timer! Once pupils are familiar with the game, they can play in threes. One pupil begins to draw an item from the unit or the picture dictionary. The other two pupils in the group must guess what it is. The first to guess, becomes the drawer.Picture snap: Pupils draw one item from the unit e.g. something they have for breakfast, their favourite animal, a machine in their kitchen. Pupils must keep their picture a secret and must not show others. Provide pupils with the sentence starter you would like them to use e.g. For breakfast I have …; My favourite animal is …; In my kitchen there’s a … . Pupils must walk around the classroom repeating their sentence to as many classmates as possible. If they hear somebody say the same item as them, they must shout Snap! and show each other their picture. Check at the end how many pupils had the same item as somebody else.Chain repeating: This game is based on the traditional game: I went to the market and bought ...Begin a sentence, e.g. At the park, I can see ... and add an animal, e.g. At the park I can see a snake. The next pupil must repeat your sentence and add another animal, e.g. At the park I can see a snake and a parrot.The game continues until someone makes a mistake or forgets an item.Stand up if: Pupils listen to the statements you make. If they think your statement is true, they stand up. If they think it is false, they remain seated. Between statements, pupils sit down. The game can also be played with flashcards. Hold up a flashcard and make a true or false statement about what is on the flashcard. Pupils stand up if it is true.Stand up if it’s true for you: Pupils listen to your statement and stand up if it is true for them personally e.g. I have long hair. I have a goldfish. I eat toast for breakfast.Repeat if true: Pupils listen to your statements. If they think your statement is true, they repeat it. If they think it is false, they shake their heads and remain silent.Chinese whispers: Have pupils stand one behind the other, in three lines of equal numbers. Whisper a sentence to the pupil at the end of each line at the same time. They must whisper the sentence to the next person in their line, who whispers it to the next until it is passed down all the way to the first person in the line. The pupil at the front of the line puts up their hand when they think they know the sentence or runs and circles a flashcard.Backs to the board: Divide the class in half, into two teams. Place two chairs at the front of the class, each chair facing a team. Ask one pupil from each team to come and sit in the chair, facing their team but with their backs to the board. Write a word or put up a flashcard on the board behind the pupil’s backs and insist that they do not turn round (ensure the class understand the word you have written). Encourage the teams to mime the word on the board to their team member who must guess what it is. The team member who guesses first gains a point for their team. Two new team members then come to the chairs.

Noughts and crosses: Draw a noughts and crosses grid on the board and write numbers in each square.Divide the class into two teams and choose one team to be noughts and one team to be crosses. For each number prepare a question or true/false statement. Each team takes turns to choose a number. If they answer your question correctly, a team

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member can come up to the board and replace the number with a nought or a cross. The winning team is the first to get three noughts (or crosses) in a line.Bingo: Pupils fold an A5 sheet of paper in half, in half again, and in half one more time. When they open the paper up, they should have a grid with eight squares.Pupils draw (or write) eight items from your lesson (food, animals, machines, etc.). Draw a grid with eight squares on the board. Draw items one at a time in your grid. If pupils have that same item in their grid, they can cross it out. When a pupil has crossed all the items out in their grid that are the same as yours, they can shout Bingo! Use the other side of the paper to start a new game.

Games with movementGlue stick: Pupils play with a partner or in threes. Pupils listen to your instruction and then stick the body part you say to their partner’s, by touching: hand to hand; leg to leg; ear to ear; finger to finger.Mirror mirror: Two pupils stand opposite each other. They take turns to be the leader and do movements and facial expressions that their partner, the mirror, must copy.Listen and do: Pupils listen carefully to two instructions at the same time e.g. Wiggle your hips. Make an angry face; Touch something made of wood with your elbow. Scratch your head. When pupils get good at remembering and following two instructions at a time, increase it to three.Run to the corners: This is best played in the playground or gym. Label the corners of the space you are in with different categories. Organise pupils into groups. Give names to the different groups (animal names, days of the week, food names). Call out the group name and a vocabulary item. The group must run to the correct corner.Mime it: Encourage pupils to use mime to accompany new expressions and vocabulary.Follow my leader: Pupils stand in a line one behind the other. Stand at the front and have pupils follow you and copy your movements e.g. walk and wiggle your hips. After a minute, go to the end of the line and tell the pupil now at the front to walk and mime an action for the rest of the line to copy. Clap hands to change leader. You could have two lines walking and miming at the same time.Games for developing spellingLetter body shapes: Call out a letter of the alphabet, have pupils make that letter shape with their bodies.Plasticine and pipe cleaners: Pupils can use these to form the letters you dictate. Review vocabulary from a lesson by asking pupils to make the first letter.Names: Pupils stand up if their name begins with the letter of the alphabet you say. Ask the pupils who stand up what their name is.Get in order: Help pupils stand in line in the alphabetical order of their names. A-Z: Write the letters of the alphabet on the board with the pupils’ help. In groups of three ask pupils to think of a food item / animal / something in an illustration beginning with each letter of the alphabet. When ideas are drying up, elicit groups’ suggestions and write and draw the word next to each letter.

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Hangman (man on a raft): Instead of a hanging man, draw a man standing on a raft (ten circles under him on a rough river or sea). Draw a crocodile or shark ina corner of the board. Draw spaces for the letters of a word you want pupils to guess. If pupils guess a letter in the word correctly, write it in the correct space. If the letter does not appear in the word, write it under the crocodile or shark, and rub out a circle of the raft. Pupils must guess the word before the raft is totally rubbed away (and the man is eaten by the shark or crocodile!).Colour it: Pupils write new vocabulary in their notebooks in different sizes and different colours.Encourage them to draw small pictures to accompany the words, or draw a picture and then label it.Guess the word: Begin to write up a word from the day’s class slowly, one letter at a time. Ask pupils to guess the word you are spelling before you finish writing it and help you complete the spelling.Scrabble: Have sets of plastic alphabet letters, scrabble letters, and/or letter sets cut up on card. Divide the class into small groups. Give each group a set of letters. The groups spell the word you tell them.Ready, steady, spell: Mini whiteboards are a great learning aid! Say a word and have pupils spell it on their mini whiteboard and hold it up to show you.The boards also provide an easy opportunity for pupils to practise spelling a word before writing it in their books.Let’s spell: Make sure pupils are familiar with the vowels the a, e, i, o, u. Write vocabulary items from the lesson on the board but with the vowels missing (_ ppl_).Pupils write the complete word with a partner on a mini whiteboard or in their notebooks. Encourage them to use colours for the vowels.

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16. MATERIALS OF BYME NATURAL SCIENCE 1 CAM Pupil’s Book A Pupil’s Book including:

- A two-page opening unit introducing pupils to the characters that will accompany them on their learning experience: Sam and Amy.

- Six main units- Three end-of-term review sections - Three term projects- A picture dictionary.

Activity Book An optional Activity Book comprised of six full-colour pages per unit that offers:

- A range of engaging exercises to consolidate and extend the topics covered in the Pupil’s Book- Additional reading and writing practice of the science content- A mini-project designed to encourage pupils to explore scientific concepts and methods at home or in the

classroom- A bilingual glossary to support language learning

Teacher’s Book The full-colour Teacher’s Book includes easy-to-follow, flexible lesson plans and practical support specially designed for English teachers teaching Science. A clear, simple design helps ease-of-reference even in the most challenging teaching situations. The Teacher’s Book fully addresses the new curriculum through:

- Careful attention to content, evaluation criteria and learning standards- Treatment of the updated key competences in correlation with the learning standards- Clearly identified key content and extras sections, enabling teachers to focus on minimum content or extend

their lessons according to their timetable- Full answer key to all the questions and activities in the Pupil’s Book and the Activity Book

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Class audio CD Included with the Teacher’s Book, the Class audio CD offers the key recordings for each Pupil’s Book in a traditional, easily accessible format. It can be played on dedicated audio players or on the computer. It includes:

- Stories, songs and chants- Recordings of the main texts and audio activities

Free access to the complete audio is available through the digital resources, where recordings from the Pupil’s Book can be found.

Posters, flashcards Large-scale printed posters are available for added visual support in the classroom. There is one poster per unit, with each one providing additional opportunities for vocabulary practice and revision.In Levels 1 and 2, flashcards are available in printed format, or in digital format from Level 3 upwards.Ideas for using these classroom materials are provided in the Teacher’s Book.

Printable resources Extra printable resources are provided online through the digital resources. These include:

- Diagnostic tests- Unit tests- End-of-term and end-of-year tests- Self-evaluation activities for pupils- Evaluation of the Work together section- Evaluation of the term projects- Evaluation grids- Letters to family to help involve parents and carers in their children’s learning.

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HOW TO USE THE PUPIL’S BOOK

Opening pagesEach unit opens with a vibrant double-page spread. These introductory pages seek to motivate pupils by touching on prior knowledge of key topics thereby increasing pupils' confidence. Key content and vocabulary is introduced through attractive large-scale illustrations, songs and engaging activities.

- The illustration always features the Level 1 Natural Science course characters Sam and Amy on a school field trip. - A motivating song with a related activity introduces pupils to the main topic of the unit.- A reference to the diagnostic evaluation and self-evaluation tools which help assess pupils’ prior knowledge.- The language support section helps the pupils answer activities confidently by providing them with useful language

structures and prompts.

Story The Story section follows the course characters on a school field trip. It features a fun yet informative story that shows the children enjoying an adventure on their field trip.

- A dramatisation of the story can be listened to on the Teacher’s class CD or on the digital component. After listening to the story, pupils practise their speaking skills by acting out the scene.

- The story activities are designed to reflect the most common activities found in external exams.

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Work togetherThe Work together section provides pupils with the opportunity to carry out fun projects and simple experiments using Cooperative Learning techniques. Using everyday materials, projects are carefully designed to be accessible and suitable for young children.

- Each unit suggests a Cooperative Learning technique that will provide the optimal learning experience for the pupil and guarantee that all team members get involved.

- A visual reminder of the materials necessary to complete the project.- A reference to the self-evaluation grid where pupils can evaluate their cooperative task.

Content pagesThe content pages are where pupils build on their prior knowledge through highly visual content and a wide variety of activities presenting different levels of cognitive challenges.

- Pupils are introduced gradually and carefully to the topic. - Course characters (Emma and Lucas) are repeated throughout the unit presenting the key concepts visually in order to

facilitate comprehension.- The project tips give pupils clues that will help them complete the term project successfully.- Content pages are richly illustrated with a careful balance of photography and age-appropriate illustration, in order to

facilitate comprehension in all learner types and maximise engagement with the content. - Extensive audio activities provide regular practice of listening skills. Songs and chants in every unit provide a comforting link

to pupils’ English textbooks.- Regular sticker activities increase the variety of available activity types.

Our choicesIn this section pupils are presented with situations designed to encourage reasoning and an engagement with their immediate surroundings, in order to develop their independence and the beginnings of social and personal responsibility.

This section will help reinforce students’ cooperative and communicative skills. Students first do individual activities focusing on the topic and then share their ideas while doing other related activities with a partner.

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ReviewUnit revision pages ensure that pupils’ progression is regularly checked and reviewed. The activities are designed not only to review content, but also to practise language skills.

There is also a reference to the self-evaluation grid where pupils can check their progress.

Term pagesFour end-of-term pages provide additional progress-checking opportunities as well as the opportunity to practise different communicative skills.

Term reviewTerm review pages ensure that pupils’ progression is regularly checked and reviewed through a broad range of enjoyable activity types.

They also include a reference to the end-of-term test where pupils can check their progress.

Project In the Project section pupils practise problem-solving skills through a Project Based Learning approach. They use special clues included in the units and apply Cooperative Learning techniques to find the solution to a problem. All projects are based on interesting, age-appropriate challenges.

- At the end of the project, students practise their oral skills to present their work to the class.- A reference to the project evaluation grid where pupils can evaluate their cooperative skills.

End PagesThe book ends with an extensive easy-reference picture dictionary with thefocus on photography to help memory and recognition.

HOW TO USE THE TEACHER'S BOOK

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The Teacher’s Book is specially designed to help Science teachers and provide English language support. It includes easy-to-follow lesson plans and practical support through each activity, highlighting teaching suggestions and tips.

Content mapsEach unit begins with a content map, fully compatible with the LOMCE curriculum, to help the teacher see at a glance the contents, evaluation criteria, learning standards and key competences ahead.

Contents, evaluation and learning standards: All key elements of the LOMCE curriculum are clearly mapped out for each unit. It provides a quick overview of the different sections within the unit.

Unit summary: It provides an overview of what the pupils will learn in the unit. Language focus & Key structures: It presents a summary of the key language and structures covered in the unit. Digital resources: An index of the materials and activities available for each unit through the digital resources. Track list: An index of the audio tracks of the Teacher’s CD

Lesson plans

There are step-by-step lesson plans for all units and term sections.- Lesson information at a glance: Lesson summary, language focus and materials to help prepare lessons ahead of time. - Getting started and wrapping activities: Each lesson begins and ends with activities that aim to preview and review

important vocabulary and concepts. - Step-by-step Lesson Plans: Teacher tips on presenting textual and graphic content, and instructions for guiding pupils

through the activities.- Targeted Questions: Questions which vary in level of difficulty to get pupils thinking more critically.- 360º Evaluation: Helps teachers personalise their teaching and target their pupils’ needs through a series of evaluation

tests: teacher, self and peer evaluations.

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HOW TO USE THE DIGITAL RESOURCES

- All teachers using ByME Natural Science have free access to the ByME digital resources. Users of the Pupil’s Book or Activity Book have access to the complete books. Module users have individual access to the specific units they are using of both the Pupil’s Book and Activity Book.

- The digital resources are available both on-line and off-line. Both versions are accessed with a specific code that all users will receive.

- The digital component also provides easy navigation between the Pupil’s Book and the Activity Book and direct access to extensive digital resources.

- The user has access to projectable, fully-navigable versions of the Pupil’s Book and the Activity Book. - Through an innovative, easy-to-use spot zoom facility, there is ready access to the complete audio. - The digital resources include:

• Interactive activities (see images below)• Accessible unit review and experiment presentations with integrated audio• All the songs with the lyrics and a karaoke effect• Access to videos which bring key topics to life• Interactive versions of the course posters• Access to printable resources and a PDF version of the Teacher’s Book.

- Digital activities to practise key vocabulary vary for each level but include:• Labelling activities• Memory games• Read and reveal activities• Word searches• Classification and definition activities

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17. MEASURES FOR STUDENTS WITH SPECIAL NEEDS

Measures will be applied, as indicated in chapter II of title I of the Law 2/2006, of the 3 rd of May, in articles 71 to 79 bis, to those students who require a different educational attention. Teachers will apply the most appropriate measures so that the assessment conditions are adapted to those students with special educational support needs.

(The teacher/department will detail here the criteria and specific procedures used to cater for this type of students.)

Criteria Procedure

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18. USE OF INFORMATION AND COMMUNICATION TECHNOLOGY

The widespread inclusion of Information and Communication technologies (ICT) in the Education System, will bear in mind the principles of universal accessibility and a customized design, which will enable a personalised education adapted to each student's needs and pace.

Information and Communication technologies will become a key element in order to produce the methodological changes that will help us achieve the goal of improving the educational quality. In spite of that, students must always show a responsible attitude and do a controlled use of these new technologies throughout the whole educational system.

The students are people of the 21st century and they cannot stay away from communication technology; thus, they must also learn to use, in a responsible way, the possibilities offered by Information and Communication Technologies in order to acquire the skills for the subject of Natural Science.

USE OF INFORMATION AND COMMUNICATION TECHNOLOGY IN BYME NATURAL SCIENCE 1 (CAM)The ByME digital platform gives all teachers using ByME Natural Science 1 free access to the ByME Digital Resources.

The ByMe digital platform allows you to:● find all your ByME digital books in one place. ● create a class in one click.● follow your pupils’ progress in every unit and keep track of every activity.● use it both online and offline.

As a teacher, your license gives you access to extensive digital resources:

Pupil’s Book

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All unit sections and associated resources are easy to access. The Pupil’s Book includes:● Audios● Interactive activities● Tools (draw, underline, erase, test notes, highlight, hide and save)● Page view options● Zoomed in images

Learning KitThe Learning Kit allows both the pupil and the teacher to access all the resources that will help the learning process.

● Interactive activities: they can be accessed both from the Pupil’s Book and the Learning Kit. Keep track of your pupils’ records!

● Flashcards: create sets from existing flashcards or create new ones. ● Presentations: review the unit's key content with integrated audio.● Songs: sing along with the songs and print out the lyrics.● Multimedia: access videos and web links to make key topics meaningful in a real context.

Teacher’s KitThe Teacher’s Kit is only accessible for the teacher. It includes:

● Teacher’s Book: view or download a pdf version of the Teacher’s Book.● Test generator: create tests adapted to your pupils’ needs. ● Methodology: access unit syllabi, letters home, methodological approach documents, etc● Wordlist: in English and Spanish● Worksheets: extra printable resources● Lyrics: downloadable song lyrics● Multimedia: access videos and web links to make key topics meaningful in a real context.● 360º evaluation: readymade tests to assess your students from a 360º perspective.

Family Corner

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The Family Corner is a space for parents to find out more about what their kids are learning. It includes the presentations in Spanish, wordlists, and the family guide.

bilingualbyme.comThe ByME website is home to a wealth of articles, videos, activities and useful links, updated on a regular basis. It includes all the relevant documentation related to ByME courses.It also provides support for parents, providing tips and ideas on how to help their children’s learning.

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19. TEACHING AND ORGANISATIONAL RESOURCES

School

Address

Town/city Province Post code

NATURAL SCIENCE DEPARTMENT1.2.3.4.

STUDENT’S DISTRIBUTION

Year Number of students Number of groupsPrimary 1st year

DIFFERENT GROUPS’ NEEDS

Group A

Group B

Group C

SPECIFIC INDIVIDUAL NEEDS55


Group A Student Student Student

Group BStudent Student Student

Group CStudent Student Student

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ORGANISATION OF RESOURCESResources available in the school (delete as appropriate)Video and TVCD/ Cassette playerVideo cameraComputersIW (Interactive Whiteboards)

Notes:

Rooms / spaces available in the school (delete as appropriate)

Foreign Language roomsLanguage LaboratoryComputer roomPlaygroundGymnasiumTheatreLibrary

Notes:

Organization within the classroom (delete as appropriate)Arrangement of desks in rowsArrangement of desks in groupsArrangement of desks in a “U” shapeSpecific corners: class library, cross-curricular topics, games, handiwork, computer, etc.

Other:

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CLASS TIMETABLES

Teacher:

Monday Tuesday Wednesday Thursday Friday

Teacher:

Monday Tuesday Wednesday Thursday Friday

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20. SUPPLEMENTARY ACTIVITIESThe supplementary activities are those activities organised by the school during the school timetable, according to their curricular project, and that differ from the actual teaching activities, in terms of time, place or the resources used.

(The teacher/department will detail here the supplementary activities organized by the department)

Course Activity Date Teachers

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21. DIDACTIC UNITS

UNIT Page UNIT 1. Hello friends 61

UNIT 2. My senses and me 66

TERM 1 Review 71

Project. The dance routine! 73

UNIT 3. Healthy habits 76

UNIT 4. Living and non-living things 82

TERM 2 Review 88

Project. A new Playground! 89

UNIT 5. All about animals 93

UNIT 6. All about plants 99

TERM 3 Review 105

Project. Ducks! 107

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OBJECTIVES OF THE UNIT

Throughout this unit, the students will be able to:

To describe themselves and their friends (hair and eye colour). Talk about their favourite things. Reflect on what makes them and their friends similar and different. Be familiar with a lot of the body vocabulary. Develop confidence in speaking. Start focusing on the written text. Show off what they know. Describe and value their emotions and those of others around them. Show kindness when others are feeling sad or worried. Develop correct behaviour in the classroom. Be organised and set up rules and routines.

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UNIT 1. Hello friends

CONTENT EVALUATION CRITERIA LEARNING OUTCOMES

KEY COMPETENCE

S7PAGES

The external parts of the body.

Identify and locate the external parts of the body.

Identifies, describes and locates the external parts of the human body.

MST 7, 11, 17

Identity and personal autonomy.

Develop identity and personal autonomy.

Starts to develop their identity and personal autonomy. SOC 9, 10, 11, 13

Feelings. Able to analyse one’s own feelings and respect those of others.

Begins to identify his/her own emotions and feelings and those of others.

SOC 7,10,14, 15, 16,

18Personal responsibility.

Take responsibility for what they say and do.

Begins to take responsibility for what they say and do. SOC, AUT 12, 14

Introduction to Scientific activity: sources of information.

Use different sources of information.

Looks for, selects and organises concrete and relevant information; analyses, reaches conclusions, communicates the results; reflects on the process and communicates information orally and in writing.

LTL, LIN 9

Consults and uses written documents, images and graphs. LTL 6-18Begins to develop adequate strategies to access information from scientific texts.

LTL, LIN 9

Work and study techniques.

Develop work and study techniques, work habits and effort and responsibility.

Begins to show autonomy in the planning and carrying out of actions and tasks and begins to take the initiative when taking decisions.

LTL, AUT 10, 16, 17

Uses the correct vocabulary according to the content block. MST, LIN 6–17Begins to express orally, clearly and in order, the contents related to the area, displaying understanding of oral and written texts.

MST, LTL, LIN 14, 15

Projects and reports. Plan and carry out projects, presentations and reports.

Carries out simple experiments and investigations. LTL 9Carries out a project, individually or in a group, and present a report, using paper or digital, collecting information from different sources (direct, books or the internet), using different media and presenting orally the experience, with written and visual support.

LTL, SOC, AUT, LIN 9

Presents work in an organised way on paper or digitally either individually or in groups.

LTL, AUT, SOC 9

7 Key Competences: LIN: Competence in linguistic communication; MST: Competence in mathematics, science and technology; DIG: Digital competence; LTL: Learning to learn; SOC: Social and civic competences; AUT: Sense of initiative and entrepreneurship; CUL: Cultural awareness and expression.

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VALUES AND ATTITUDES

In this unit pupils will celebrate what makes us all different, not only physically but also in what we like and how we respond in different situations. Pupils will reflect on the importance of not only expressing emotions but also understanding the emotions of others.

Throughout the unit, try to encourage pupils to think about:• How different situations make us feel. • How others are feeling.• What we can do to be kind to each other.

Our choices The Our Choices page in this unit is about recognising how others are feeling and identifying the causes of these feelings.

The pair work activity focuses on what makes us feel different things.

Work together In the Work together section pupils work cooperatively to create a ‘feelings dictionary’.

MIXED ABILITY

Extra ideas: for those pupils who finish earlier. Helpful tips section with advice to diversify the Teacher's Book activities Suggestions for the teacher in the Targeted Questions section of the Teacher’s Book. Activity Book activities. Digital Resources activities.

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USE OF INFORMATION AND COMMUNICATION TECHNOLOGY

Pupil’s IWB Learning Kit: - Interactive activities- Flashcards- Presentation- Song- Multimedia Teacher’s Kit: - Test generator- Wordlist- Worksheets and templates- Lyrics- Multimedia- 360º Evaluation tests Family corner: - Presentations- Wordlist- Family guide

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ASSESSMENT RESOURCESTeacher evaluation

Diagnostic test End-of-unit test Unit evaluation grid

Self-evaluation Self-assessment grid

Peer-evaluation Cooperative Learning evaluation

LANGUAGE He/she is running, waving, stroking, looking at, showing His/her name is … I’ve got, he/she’s got What colour are your eyes? What colour is your hair? How do you feel / they feel today? How does Katie feel today? I can make a happy / sad / angry / worried face Be kind, look after your friends Face, eyes, nose, ears, mouth, hair, hands, fingers, feet, toes Ball, tennis racket, sticker album, violin, bracelet Cat, dog, goldfish, hamster Blue / brown / green eyes, long / short / brown / black / red / blonde hair Pets, hamster, dog, cat, goldfish Fruit, grapes, bananas Toys, car, kite Activities, playing the violin, playing tennis School bag, pencil case, pencil, ruler, rubber, classroom, home, desk, chair, rubbish bin Put, hang, sit, push, hands up Feelings, happy, sad, angry, worried Happy, sad, angry, worried, kind Favourite animal / toy / activity / fruit

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Learn the main parts of the face and body. Associate the parts of the body with the different functions they carry out: movement, senses and feelings. Reflect on their feelings and emotions and those of others around them. Acquire or remember vocabulary for body parts, being familiar with the written form. Show off their knowledge about the vocabulary of body parts they already know. Face and study their first Natural Science class.

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UNIT 2. My senses and me


KEY COMPETENCE

S8PAGES



SOC 19




MST 19, 21, 22, 23, 26,27,

28, 29Muscles, bones and joints.

Describe the function of the muscles, bones and joints.

Begins to understand and describe the functions of the muscles, bones and joints.

MST 24, 25, 27, 28, 29

Senses and sense organs.

Identify the five senses and the sense organs.

Identifies the five senses and locates the corresponding sense organs.

MST 22, 26, 29

Physical exercise. Understand the benefits of physical exercise.

Starts to understand the benefits of physical exercise for our body.

MST 27




LTL, LIN 21

Consults and uses written documents, images and graphs. LTL 19-29Begins to develop adequate strategies to access information from scientific texts.

LTL, LIN 21




LTL, AUT 19-29

Uses the correct vocabulary according to the content block. MST, LIN 19-29Begins to express orally, clearly and in order, the contents related to the area, displaying understanding of oral and written texts.

MST, LIN 20, 23, 26, 27

Carries out simple experiments and investigations. LTL, AUT 21


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Projects and reports.

Plan and carry out projects, presentations and reports.

Carries out a project, individually or in a group, and present a report, using paper or digital, collecting information from different sources (direct, books or the internet), using different media and presenting orally the experience, with written and visual support.

LTL, SOC 21


LTL, SOC 21


In this unit the pupils will learn to appreciate all the amazing things our bodies can do. They will also reflect on the importance of expressing emotions. Throughout the unit, try to encourage pupils to think about:

• What we can do to keep our bodies fit and active.• How different situations make us feel.• How others are feeling.

Work together The Work together page in this unit is about recognising feelings. The pair work activity requires pupils to carry out a

scientific investigation to understand how we use the senses. Our choices

In this unit, students will learn to appreciate the many incredible things our bodies are capable of. In the Our Choices section, they will develop an awareness of the importance of keeping fit and doing exercises such as stretching.

MIXED ABILITY

68


Extra ideas: for those pupils who finish earlier. Suggestions for the teacher in the Targeted Questions section of the Teacher’s Book Helpful tips section with advice to diversify the Teacher's Book activities Activity Book activities. Digital Resources activities.

USE OF INFORMATION AND COMMUNICATION TECHNOLOGY Pupil’s IWB Learning Kit: - Interactive activities- Flashcards- Presentation- Song- Multimedia Teacher’s Kit: - Test generator- Wordlist- Worksheets and templates- Lyrics- Multimedia- 360º Evaluation tests Family corner: - Presentations- Wordlist- Family guide

69






LANGUAGE Question words: who, how many, where, what, why He/she is running / skipping / playing I’ve got hands / legs / feet. I can clap / run / stamp He/she is jumping / skipping / running / bouncing / playing / catching / throwing What colour is his torso? How many arms / legs / heads have you got? What can you do with your arms / legs / torso? Point to / touch your chin / eyelashes. How many ears / cheeks / chins have you got? Move, bend, dance, wave I can smell with my nose Which sense is he/she using? Numbers 1–12, ball, hula hoop, yo-yo Head, face, hands, fingers, legs, toes, body, eyes, nose, arms, foot, feet, toes, arm, tummy, bottom, eyelashes, eyebrows, nose, ears,

torso, limbs, mouth, hair, cheeks, chin, joints, neck, shoulder, elbow, wrist, hip, knee, ankle, bones, skull, hips, muscles, joints, neck Ball, hula hoop, skipping rope, yo-yo Orange, garlic, onion, coffee, cinnamon, banana Joints, muscles, bones, arms, legs Bend, touch, stretch Right, left See, hear, smell, taste, touch

70


OBJECTIVES OF THE REVIEW

Throughout this review, the students will be able to:

Become familiar with the main body and facial parts. Relate the parts of the body to their different functions: movement, sensations and feelings. Reflect on their feelings and emotions and those of others around them. Revise the vocabulary for parts of the body and become familiar with the written forms. Demonstrate their knowledge of previously learned body-parts vocabulary.

Behave correctly in class. Organise themselves and respond to rules and routines.

71


TERM 1. Review

CONTENT EVALUATION CRITERIA LEARNING OUTCOMESKEY

COMPETENCES9

PAGES




MST 28, 29

Muscles, bones and joints.



MST 28, 29

Personal responsibility.





Starts to develop their identity and personal autonomy. SOC 28, 29




LTL, AUT 28, 29

Uses the correct vocabulary according to the content block.

MST, LIN 28, 29

Begins to express orally, clearly and in order, the contents related to the area, displaying understanding of oral and written texts.

MST, LIN 28, 29


72


OBJECTIVES OF THE PROJECT UNIT

At the end of the project unit, pupils will be able to:

Follow the basic rules of cooperative learning, interacting with all group members. Revise the contents of the first term (Units 1 and 2)


73


PROJECT. The dance routine!


KEY COMPETENCE

S10

PAGES




MST 32, 33

Senses and sense organs.

Identify the five senses and the sense organs.

Identifies the five senses and locates the corresponding sense organs.

MST 32, 33

Muscles, bones and joints.



MST 32, 33







Introduction to scientific activity: sources of information.


Looks for, selects and organises concrete and relevant information; analyses, reaches conclusions, communicates the results; reflects on the process and communicates information orally and in writing

LTL, LIN 32, 33

Consults and uses written documents, images and graphs. LTL 32, 33Develops adequate strategies to access information from scientific texts.

LTL, LIN 32, 33




LTL, AUT 32, 33

Uses the correct vocabulary according to the content block. MST, LIN 32, 33Begins to express orally, clearly and in order, the contents related to the area, displaying understanding of oral and written texts.

MST, LIN 32, 33


Carries out simple experiments and investigations. LTL, AUT 32, 33Carries out a project, individually or in a group, and presents a report, using paper or digital resources, collecting information from different sources (direct, books or the internet), using different media and presenting the experience orally, with written and visual support.

LTL, SOC 32, 33

Presents work in an organised way, on paper or digitally, either individually or in groups.

LTL, SOC 32, 33


74


GROUP PROJECT Searches for, selects and organizes concrete and relevant information about basic body movements; analyzes it, obtains

conclusions, communicates his/her experience, reflects on the process followed and communicates it orally and in written form. . Utilizes, in a suitable manner, the appropriate vocabulary for the main concepts: different body parts States orally, clearly and in an ordered sequence, contents related to different body parts Makes autonomous use of word processing. Performs simple experiences and small researches: posing problems, enunciating hypothesis, selecting the necessary material,

implementing, deducing conclusions and communicating the results. Presents works in an ordered manner as part of a team.

LANGUAGE Cream, plaster, gauze, medicine, bandage, scissors, alcohol, thermometer Trip, run, hurt, fall, cut. I don’t feel well. Yes, it is / No, it isn’t. I agree / I disagree. I think (…). Arm, elbow, toes, foot, head, shoulder, nose, knee, leg, hand, fingers, eyes, eye lashes, eyebrows Sad, happy, angry, worried Muscles, bones Smell, see, taste, touch, hear

75




Learn about the different aspects of healthy eating: the importance of eating a balanced diet and eating three meals a day. Understanding where our food comes from and why we should avoid artificial ingredients. Learn how food is classified and changed through different processes. Contribute with their experience and knowledge about food. Talk about what they eat, what they bring to school as snacks and whether or not their food is healthy. Know new food vocabulary and contribute with those words they already know. Become more familiar with the written forms of vocabulary.

76


UNIT 3. Healthy habits


KEY COMPETENCE

S11PAGES

A healthy diet. Understand the benefits of a healthy diet.

Understands the benefits of a healthy diet. MST 35–40Identifies the different food groups. MST 37Identifies the foods necessary for a healthy, balanced diet. MST 35–40Understand the importance of eating three meals a day and choosing healthy snacks between meals.

MST, SOC 39


Understand the benefits of physical exercise. MST, AUT 41

Healthy habits: personal hygiene, personal care and rest.

Adopt healthy habits: personal hygiene, personal care and rest.

Adopts healthy habits related to personal hygiene. MST, SOC, AUT 39, 41Adopts healthy habits related to rest. MST, SOC, AUT 41Adopts healthy habits related to personal care. MST, SOC, AUT 42

Healthy habits and illness.

Identify and value the importance of healthy habits in order to prevent illness.

Identifies and values the importance of healthy habits in order to prevent illness.

MST, AUT 41

Lifestyle and health. Understand the link between lifestyle and health.

Understand the link between lifestyle and health. LTL, AUT 41, 42




LTL, LIN 37

Consults and uses written documents, images and graphs. LTL 37Begins to develop adequate strategies to access information from scientific texts.

LTL, LIN 37




LTL, AUT 35-41

Uses the correct vocabulary according to the content block. MST, LIN 35-41


77



KEY COMPETENCE

SPAGES


MST, LIN 36, 37, 38, 39,

42Projects and reports.


Carries out simple experiments and investigations. LTL, AUT 37Carries out a project, individually or in a group, and present a report, using paper or digital, collecting information from different sources (direct, books or the internet), using different media and presenting orally the experience, with written and visual support.

LTL, SOC 37


LTL, SOC 37

78


VALUES AND ATTITUDES In this unit the pupils will learn how healthy eating contributes to keeping our bodies healthy and how this forms part of looking

after ourselves. Pupils will reflect on the importance of exercise and hygiene, and how on to avoid dangerous situations. Throughout the unit, try to encourage pupils to think about:

• What we can do to make sure we eat healthily and what we can do to avoid wasting food. • What other things we can do to look after ourselves. • How we can avoid dangerous situations

Work together The Work together page in this unit introduces the idea of creating a healthy picnic menu. In the pair work activity, pupils

develop and compare their ideas to create a menu together. Finally they will evaluate their cooperative work. Our Choices

The Our choices page in this unit focuses on the idea of wasting food and what we can do to avoid this.

MIXED ABILITY

Extra ideas: for those pupils who finish earlier. Helpful tips section with advice to diversify the Teacher's Book activities. Suggestions for the teacher in the Targeted Questions section of the Teacher’s Book Activity Book activities. Digital Resources activities.

79


80




81






LANGUAGE

What is he/she doing? She is washing her hands. It’s good/bad for you. It’s healthy / it’s not healthy? Don’t eat too many crisps I love chocolate. What is he having for breakfast? What do you have for breakfast / lunch / dinner? I wash my hands, I drink lots of water, I brush my teeth Chicken, fish, meat, sausages, eggs, pulses, potato, tomatoes, carrots, cauliflower, lettuce, onion, aubergine, peas, courgette,

olives, salad, avocado, nuts, red pepper, fruit, juice, grapes, banana, orange, pear, lemon, kiwi, watermelon, apple, strawberries, chicken, sausages, fish, crisps, pasta, bread, sweets, ice cream, biscuit, chocolate, cake, donut, snacks, yoghurt, sandwich, milk, yoghurt, butter, cheese, butter, oil

Treats, sugar, fat Birthday party, balloons, flags, family, mum, dad, grandfather, grandmother, children Breakfast, lunch, dinner School bag, snack box, break time Food, rest, exercise, keep clean

82


UNIT 4. Living and non living things4. The biosphere



Explore the concept of living and non-living things in the world around them. Understand that we, as humans, share certain characteristics with animals: we are born, we breathe, we need food and water to grow,

and we reproduce. Study the life cycle of a plant. Observe similarities and differences we also share with plants. Develop observation skills Make indoor and outdoor exploration. Explore what is and isn’t a living thing. Observe living things in their natural habitat, during a nature walk round the school playground or in a park.

83



KEY COMPETENCE

S12PAGES



SOC 47

Living and non-living things.

Identify and explain the differences between living and non-living things.

Identifies and explains the differences between living and non-living things.

MST 47–50, 53,

The animal and plant kingdoms.

Observe the animal kingdom and the plant kingdom and identify some general characteristics.

Observes the animal and plant kingdoms and identifies some of their general characteristics.

MST 47, 51, 52, 53

Animals and other living things.

Identify some characteristics that differentiate animals from other living things.

Identifies some characteristics that differentiate animals from other living things.

MST 51, 52

The life cycles of living things.

Understand the stages of the life cycles of living things.

Identifies the different stages of the life cycle of plants. MST 51Identifies the different stages of the life cycle of animals. MST 55

Respect towards living things.

Understand the care that animals and plants need.

Understands the care that animals and plants need. MST, SOC 55Identifies different ways we can look after plants and animals.

MST, SOC, LTL 49




LTL, LIN 49


LTL, LIN 46–57




LTL, AUT 46–57


84



KEY COMPETENCE

SPAGES

Uses the correct vocabulary according to the content block. MST, LIN 47-49, 51-53,

55Begins to express orally, clearly and in order, the contents related to the area, displaying understanding of oral and written texts.

MST, LIN 49

Projects and reports.


Carries out simple experiments and investigations. LTL, AUT 49Carries out a project, individually or in a group, and present a report, using paper or digital, collecting information from different sources (direct, books or the internet), using different media and presenting orally the experience, with written and visual support.

LTL, SOC 49


LTL, SOC 55

85



In this unit the students will learn the importance of respecting and looking after the environment so animals and plants have a habitat to live and be safe in.

Throughout the unit, try to encourage pupils to think about:• How we share the same environment with other living things.• What we can do to protect this environment and keep it safe and clean.• How it is important to value and respect life.

Work together The Work together page in this unit encourages pupils to work together to think about which living things can be found in

their immediate environment and they will be introduced to the scientific method. They will carry out field work with a partner and write a report. Finally they will evaluate their cooperative work.

Our choices In the Our choices section pupils will develop an awareness of the importance of protecting plants and animals.

MIXED ABILITY

Extra ideas: for those pupils who finish earlier. Helpful tips section with advice to diversify the Teacher's Book activities Suggestions for the teacher in the Targeted Questions section of the Teacher’s Book Activity Book activities. Digital Resources activities.

86


87




88






LANGUAGE It’s a dog. I can see grass What is he/she doing? A squirrel is a living thing. Flowers are living things Living things are born, they grow, they reproduce and they die Animals are born. Animals need food to grow. Animals reproduce We are born. We grow. We reproduce I can run/jump/speak English Look after plants. Don’t touch birds’ eggs. Don’t drop litter. Don’t pick flowers Animals, horse, monkey, hen, pig, piglet, cat, kitten, chick, bird, duck, duckling, squirrel, dog, puppy, snail, snail, squirrel, bench,

person, dog, bird, cat, elephant, fish, ladybird Pond, slide, bench, rocking horse, bin, pushchair, magnifying glass, sun, rocks, human Roots, leaves, stem, bush, tree, flowers,, grass, plant, seeds, Happy, sad, angry, sick Bench, street light, bin, ball, cupboard, water, stone Life cycle, air, water, sunlight, grow, produce, new plants, die Living things, non-living things Teddy bear, ladybird, chameleon, sunflower

89




Revise the concept of living things and inert objects in their immediate environment. Revise the fact that humans share certain characteristics with animals: we are born, we breathe, we need food and water

to grow and we reproduce. Revise different aspects of a healthy food: the importance of following a balanced diet and having three meals a day. Develop an awareness of the importance of doing sport and regular exercise in order to keep fit.


90


TERM 2. Review

PROJECT. A new playground!

OBJECTIVES OF THE PROJECT UNIT:


Extend the topic of doing sport and regular exercise to stay fit and healthy. Use vocabulary for the necessary sports equipment. Develop reading skills while working together. Revise the concept of living things and inert objects in their immediate environment. Revise the contents of the second term (Units 3 and 4)

91


CONTENT EVALUATION CRITERIA LEARNING OUTCOMESKEY

COMPETENCES13

PAGES


Understand the benefits of physical exercise. MST, AUT 60, 61




MST 60, 61

The animal and plant kingdoms.

Observe the animal kingdom and the plant kingdom and identify some general characteristics.

Observes the animal and plant kingdoms and identifies some of their general characteristics.

MST 60, 61



Starts to develop their identity and personal autonomy.

SOC 60, 61




LTL, AUT 60, 61

Uses the correct vocabulary according to the content block.

MST, LIN 60, 61


MST, LIN 60, 61


92



KEY COMPETENCE

S14

PAGES



Takes responsibility for what they say and do. SOC, AUT 60, 61




LTL, LIN 60, 61

Consults and uses written documents, images and graphs. LTL 60, 61Develops adequate strategies to access information from scientific texts.

LTL, LIN 60, 61


Carries out simple experiments and investigations. LTL, AUT 60, 61Carries out a project, individually or in a group, and presents a report, using paper or digital, collecting information from different sources (direct, books or the Internet), using different media and presenting orally the experience, with written and visual support.

LTL, SOC 60, 61


LTL, SOC 60, 61


93


GROUP PROJECT Searches for, selects and organizes concrete and relevant information about sport and parts of the body or things used to

play; analyzes it, obtains conclusions, communicates his/her experience, reflects on the process followed and communicates it orally and in written form.

Consults and uses sports flashcards. Utilizes, in a suitable manner, the appropriate vocabulary for the main concepts: sports, objects and body. States orally, clearly and in an ordered sequence, contents related to new vocabulary. Makes autonomous use of word processing. Performs simple experiences and small researches: posing problems, enunciating hypothesis, selecting the necessary material,

implementing, deducing conclusions and communicating the results. Carries out a project, working as part of a team, choose a sport and then work together to draw pictures/take photos and write

about their sport for their poster. Presents works in an ordered manner as part of a team.

LANGUAGE Tennis, roller skating, football, basketball, swimming, cycling Racket, knee pads, tennis ball, trainers, knee pads, helmet, roller Bread, pepper, oil, banana, ham, milk It comes from plants/animals Brush teeth, have breakfast, get dressed, wash my face, brush my hair, play computer games It’s a living thing / non-living thing Living things reproduce / grow / have babies

94




Get sense of what they already know about animals and the names of animals in English. Learn quite a lot of specific vocabulary related to animals. Be introduced to the different ways we categorise animals. Know animals and their bodies, their movement, how they are born, what they eat. Know their habitats and whether or not they are domestic or wild. Deal with the quantity of new vocabulary and concepts in the unit through colourful images. Recycle new language and check concepts. Be capable use their knowledge in a farm or wildlife park.

95


UNIT 5. All about Animals4. The biosphere


KEY COMPETENCE

S15PAGES



SOC 63




MST 63

The animal kingdom. Observe the animal kingdom and identify its general characteristics

Observes the properties of solids, liquids and gasses. MST 62–73Identifies water in its three states. MST 66, 72Understands how different animals move. MST 68,72Understands that animals have different habitats. MST 69, 72,

73Vertebrates and invertebrates.

Identify some characteristics that differentiate vertebrates and invertebrates.

Identifies some characteristics that differentiate vertebrates and invertebrates.

MST 66

Observes and identifies some animals from each group. MST 66

Wild and domestic animals.

Identify some characteristics that differentiate wild and domestic animals.

Identifies some characteristics that differentiate wild and domestic animals.

MST 70, 73

Observes and identifies some animals from each group. MST 70, 73

Respect towards living things.

Understand the care that animals and plants need.

Understands the care that animals and plants need. MST, SOC 71Identifies different ways we can look after plants and animals.

MST, SOC, LTL 71




LTL, LIN 65


LTL, LIN 62–73


96



KEY COMPETENCE

SPAGES




LTL, AUT 62-73


MST, LIN 63, 64, 67, 68,

72Projects and reports. Plan and carry out projects,

presentations and reports.Carries out simple experiments and investigations. LTL, AUT 65Carries out a project, individually or in a group, and presents a report, using paper or digital, collecting information from different sources (direct, books or the Internet), using different media and presenting orally the experience, with written and visual support.

LTL, SOC 65


LTL, SOC 65

97



In this unit pupils will learn to appreciate the world of animals. Through their learning, pupils will hopefully begin to appreciate how amazing animals are and reflect on the role animals play in

our lives. Throughout the unit, try to encourage pupils to think about:

• What similarities we share with animals.• How we can look after and protect animals.• How animals are important for humans.

Work together The Work together page in this unit encourages pupils to work together to learn and gain more information about the world

around them. The pair work activity requires them to research an animal and write a report about it. This activity fosters initiative and group work. Finally pupils will evaluate their cooperative work.

Our Choices In the Our Choices sections pupils will gain awareness of the importance of respecting animals. It is hoped that they will value

the astonishing abilities of animals and reflect on the role they play in our lives.

MIXED ABILITY

Extra ideas: for those pupils who finish earlier. Helpful tips section with advice to diversify the Teacher's Book activities Suggestions for the teacher in the Targeted Questions section of the Teacher’s Book. Activity Book activities. Digital Resources activities.

98




99






LANGUAGE What is your favourite animal? I love/like birds Is it a vertebrate or invertebrate? Which group does it belong to? Where do they live? Where does your favourite animal live? Is it a domestic/wild animal? Do you have a pet? Is it a vertebrate? Does it lay eggs? Does it eat meat? Does it live on land? It lives on land / in water. It’s a herbivore / carnivore / omnivore. It lays eggs. It’s oviparous. It has live babies. It’s viviparous. It has fur / moist skin / scales / fins / gills / scales / wings / feathers / a tail / a beak. Pig, piglet, dog, cat, goat, rabbit, frog, beetle, snake, bird, blackbird, tortoise, hedgehog, fish, butterfly, vulture, worm, ant, seal, wasp,

snail, hen, chick, cockerel, horse, foal, squirrel, lizard, spider, caterpillar, giraffe, zebra, crocodile, elephant Living things, non-living things Fur, beak, feathers, soft, wiggly, amazing, fur, beak, feathers, wings, tail, scales, moist skin, gills, fins Vertebrate, invertebrate, skeleton Mammal, bird, reptile, amphibian, fish Walk, run, fly, swim, slither Habitat, on land, in water

100




Study plants and different types of plants. Review that plants are living things and that they need light, air and water to live. Identify and name the parts of the plant. Observe characteristics that differentiate different types of plants like grass, trees and bushes. Learn that some plants are wild and some are cultivated. Consider how we use plants in different ways and how we eat different parts of plants. Check concepts they know before moving on to new material. Face new concepts and vocabulary.

101


UNIT 6. All about Plants4. The biosphere


KEY COMPETENCE

S16

PAGES

The plant kingdom Observe the plant kingdom and identify its general characteristics

Observes the plant kingdom and identifies its general characteristics

MST 75–83

Understands the different uses we have for plants MST 81Understands that we eat different parts of plants MST 82

The parts of a plant Know the parts of a plant: roots, stem, leaves.

Knows and identifies the parts of a plant MST 77, 84Understands what the parts of a plant do. MST 77, 78,

82Understand what plants need to live MST 75–78,

82Trees, bushes and grasses

Identify the differences between types of plants: trees, bushes and grasses.

Identifies the differences between types of plants: trees, bushes and grasses.

MST 79, 84

Observes and identifies some plants from each group. MST 79Wild and cultivated plants

Observe wild and cultivated plants

Observes wild and cultivated plants. MST 80, 84Identifies some plants from each group. MST 79, 84

Respect towards living things

Understand the care that plants need.

Understands the care that plants need. MST, SOC, AUT 83




LTL, LIN 77

Consults and uses written documents, images and graphs. LTL 77Develops adequate strategies to access information from scientific texts.

LTL, LIN 77–81




LTL, AUT 83, 84


MST, LIN 75, 76, 81- 83


102



KEY COMPETENCE

SPAGE

SProjects and reports.


Carries out simple experiments and investigations. LTL, AUT 77Carries out a project, individually or in a group, and presents a report, using paper or digital, collecting information from different sources (direct, books or the Internet), using different media and presenting orally the experience, with written and visual support.

LTL, SOC 77


LTL, SOC 77

103



In this unit pupils will learn to appreciate plants and their importance to us as they provide us with clothes, furniture, medicine and food.

Pupils will learn responsible behaviour towards plants in their environment. Throughout the unit, try to encourage pupils to think about:

• Where we see plants• Why plants are important• How we look after plants

Work togetherThe Work together page in this unit invites pupils to learn about how plants absorb water through a simple pair work experiment. Finally they will evaluate their cooperative work.

Our choicesIn the Our Choices section they will learn about practical ways of looking after plants and learn to appreciate them.

MIXED ABILITY

Extra ideas: for those pupils who finish earlier. Helpful tips section with advice to diversify the Teacher's Book activities. Suggestions for the teacher in the Targeted Questions section of the Teacher’s Book. Activity Book activities. Digital Resources activities.

USE OF INFORMATION AND COMMUNICATION TECHNOLOGY104



105






LANGUAGE There is/are … Take up, absorb, produce, grow, reproduce, die These are cultivated/wild plants Where does it come from? We use it to make … We eat... Plants, wild flower, trees, bush, grass, herbs, vegetables, pumpkin, sunflowers Flower, leaves, roots, stem, fruit, seeds, trunk, grow Daisy, cucumber plant, tulip, oak tree, corn, dandelion, wheat, blackberry, oak tree, pine tree, cotton, aloe vera Greenhouse, shed, wheelbarrow, earth Air, sunlight, water Thin, thick, hard, long Pots, gardens, garden centre, fields, sun cream, table, T-shirt, transparent jar, water, celery, food dye Food, clothes, furniture, medicine Pasta, lettuce, potato, tomato, carrot, soup, salad, flour, bread Put, look, leave, break, look after

106




Revise the different animal groups and their characteristics Revise the differences between wild and domestic animals. Revise the different kinds of plants. Consolidate the idea that plants are living things and need light, air and water to survive. Revise the names of the parts of plants. Gain awareness of the importance of looking after plants and animals. Revise the contents of the third term (Units 5 and 6).

107

TERM 3. Review


KEY COMPETENCE

S17

PAGES


Observes the properties of solids, liquids and gasses. MST 86, 87Identifies water in its three states. MST 86, 87Understands how different animals move. MST 86, 87Understands that animals have different habitats. MST 86, 87

The parts of a plant Know the parts of a plant: roots, stem, leaves.

Knows and identifies the parts of a plant MST 86, 87Understands what the parts of a plant do. MST 86, 87Understand what plants need to live MST 86, 87

Personal responsibility. Take responsibility for what they say and do.








LTL, LIN 86, 87

Consults and uses written documents, images and graphs. LTL 86, 87Begins to develop adequate strategies to access information from scientific texts.

LTL, LIN 86, 87




LTL, AUT 86, 87


MST, LIN 86, 87


108

PROJECT. Ducks!

OBJECTIVES OF THE PROJECT UNIT


Revise the different groups of animals and their characteristics. Revise the differences between wild and domestic animals. Gain an understanding of the importance of looking after animals. Follow different cooperative learning structures. Take part in group work activities. Use the revision pages of the third term (Units 5 and 6).

109


KEY COMPETENCE

S18

PAGES


Observes the properties of solids, liquids and gasses. MST 86, 87Identifies water in its three states. MST 86, 87Understands how different animals move. MST 86, 87Understands that animals have different habitats. MST 86, 87

Wild and domestic animals

Identify some characteristics that differentiate wild and domestic animals.

Identifies the importance of the invention of the steam engine and the telegraph.

MST 86, 87

Observes and identifies some animals from each group. MST 86, 87










LTL, LIN 86, 87

Consults and uses written documents, images and graphs. LTL 86, 87Begins to develop adequate strategies to access information from scientific texts.

LTL, LIN 86, 87




LTL, AUT 86, 87


MST, LIN 86, 87


Carries out simple experiments and investigations. LTL, AUT 86, 87Carries out a project, individually or in a group, and presents a report, using paper or digital, collecting information from different sources (direct, books or the Internet), using different media and presenting orally the experience, with written and visual support.

LTL, SOC 86, 87


LTL, SOC 86, 87


110

GROUP PROJECT Searches for, selects and organizes concrete and relevant information about animals; analyzes it, obtains conclusions,

communicates his/her experience, reflects on the process followed and communicates it orally and in written form. Consults pictures of animals and their characteristics. Utilizes, in a suitable manner, the appropriate vocabulary for the main concepts. States orally, clearly and in an ordered sequence, contents related to new vocabulary. Makes autonomous use of word processing. Performs simple experiences and small researches: posing problems, enunciating hypothesis, selecting the necessary material,

implementing, deducing conclusions and communicating the results. Carries out a project, working as part of a team: use a domestic animal chart, look for pictures and write short sentences on

their chart, share their results with the class. Presents works in an ordered manner as part of a team.

LANGUAGE Sheep, pig, goat, chicken, horse, deer, pelican, boar, wolf, goldfish, dog, zebra Lay, hatch, grow, incubate Yes, it is / No, it isn’t I agree / I disagree. I think (…) Vertebrate, invertebrate, mammal, reptile, bird, amphibian, fish Walk, run, fly, swim, slither Carnivore, herbivore, omnivore On land, in water It’s a living thing / non-living thing

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