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Natural Science 3EP

CLASSROOM PROGRAMMINGProgramming for the educational lessons

edebé

Legal deposit B-17162-2014

Lesson 1. We can sense

1. Objectives in terms of skills and relationship with multiple intelligences

1. Understand and describe the sense organs and how they work, through an understanding of their own body, and identify their role as regards interacting with the environment and other human beings. (Mathematical. Science and technology / Naturalist)

2. Identify and adopt healthy habits related to looking after the sense organs and ensuring they work well. (Mathematical. Science and technology / Naturalist)

3. Take the necessary action for their own development, self-care and personal wellbeing without depending on others. (Sense of initiative and entrepreneurial spirit / Intrapersonal)

4. Know the parts of the locomotor system. Describe how they work and experiment with them. (Mathematical. Science and technology / Naturalist)

5. Analyse the importance of physical activity and postural health in order to adopt a healthy lifestyle and healthy habits for the locomotor system. (Mathematical. Science and technology / Naturalist)

6. Take the initiative as regards bad habits for the locomotor system in others. (Sense of initiative and entrepreneurial spirit / Intrapersonal)

2. List of contents / Evaluation criteria / Learning standards

Contents Evaluation criteria Learning standards• Observing and commenting on images. P

• Appreciating the opinion of others. V

• The lifecycle. Nutrition, relaxation and reproduction. C

• Living things and inert matter, characteristics. P

• Changes at different stages in life. P

• The senses and the nervous system. C

• The function of the senses and their importance in relation to the environment. P

• Morphology and function of the organs of the five senses. P

• Identification and adoption of healthy habits for the senses. V

• Identify the senses and their main organs, and understand the basics of how they work.

• Establish links between the different sense organs and between these and perceptions of the environment.

• Relate healthy lifestyle habits with sense organs that work well.

• Identify and explain the consequences of certain eating, hygiene, physical exercise and resting habits for health and personal development.

• Evaluate whether their lifestyle is suited to their age and constitution, and appreciate their capacity to resolve conflicts, be independent and express an understanding of oneself, or their capacity to take decisions as regards adopting healthy behaviour in their free time.

• Identifies and locates the sense organs.

• Establishes basic relationships between the different senses and the main organs in the interrelated system.

• Identifies and adopts healthy habits for looking after the senses.

• Shows independence in planning and executing actions and tasks and develops initiative in decision making, while identifying the criteria and consequences of the decisions taken.

• Understands the external morphology of his own body.

• Identifies and adopts habits for health, rest and healthy eating.

• Identifies practices for preventing and detecting health risks.

• Plans activities independently and creatively for free time for individuals or groups.

INTERDISCIPLINARY TEACHING

• Culture of peace: respect for a diversity of opinions.• Me and you: identification and adoption of healthy habits.• Emotions: identification, recognition and appreciation of the sense organs, and different aspects of the lives of living things.

LEARNING ACTIVITIES– Read and comment on the image. – Observe and identify changes at different stages of life and describe their main characteristics. – Recognise differences between what is natural and artificial.– Distinguish between humans, animals and plants and their characteristics. – Draw the lifecycle of a living thing.– Writ about whether they are a living thing and why.– Study transformations in the human body throughout life.– Draw oneself at three different stages and describe the changes.– Establish relationships between the sense organs and brain responses.– Interprete the reactions of people to stimuli.– Identify the sounds on a recording. – Draw an ice-cream, a rubbish bin and an alarm clock and link them to a sense.– Describe eyesight (parts and functions).– Draw an eye and show its parts. Write three things the eyes are used for every day.– Experiment with how students work.– Study hearing (parts and functions).– Think about and experiment with how sounds affect hearing perception.– Identify where sound comes from.– Write down three things they hear every day. – Study the sense of smell (parts and functions).– Reflect on the use of the sense of smell every day.– Copy a list of words and write down the smell they evoke.– Study taste and its relationship with smelling. – Study touch (parts and functions).– Compare fingerprints and experiment with how different materials stimulate our senses.– Fill the gaps in a text.

OTHER ACTIVITIES

INITIAL EVALUATION Class group– Brainstorm the key contents of the lesson to focus the attention and enable the activation of necessary prior knowledge (in

this case, reflecting on how an animal and a girl view the world).

MOTIVATION – Explain they are going to learn about lifecycles and processes, reproduction, growth, nutrition, interaction and death, and the five senses.

– Introduce essential vocabulary.– Learn and reinforce the most complicated terms.– Explain the objectives and evaluation criteria to raise awareness of the learning challenges.

SKILLS AND MULTIPLE INTELLIGENCES

THE CHALLENGE: Learn to juggle! Look at the images and say what the man is doing and whether they have ever juggled. Visit the links to learn how to make juggling balls and meet Viktor Kee (Cirque du Soleil). Respond to questions about what they have done, the exercise they have undertaken, the muscles they have used and if

they have got better; what age did Viktor start practising, how many hours and balls did he use.

SUPPLEMENTARY ACTIVITIES

– The senses song: link one part of the body with the related sense. Listen to a song, learn its meaning and sing it, while pointing to the parts referred to.

– Living things vs. Non-living things: watch a video on living and non-living things. Take magazine images to the classroom and place them in the corresponding poster board.

– The lifecycle: show images of people at different stages of life and explain them. Draw columns on the board and write key words at the top. Formulate phrases so students can identify the appropriate column.

– Where’s my brain: understand and appreciate the complexity of the brain and senses in a video about the nervous system. Get into groups to draw scenes explaining the content. Sum up the work with the inclusion of errors for the students to correct.

– Blind man’s bluff: play to experiment with hearing and touch. Students sit in a circle. The teacher chooses one of them and places him or her in the centre of the circle. He or she is blindfolded and spun round several times. The rest of the

students clap and call the name of the blindfolded student so he or she knows where they are. The student has to search for a classmate using touch and guess his or her name.

– Tease your eyes and brain: project images of optical illusions and ask them what they can see.

– The sounds: understand the effects of amplifying sounds by means of an experiment. Explain to them that quiet sounds can make a lot of noise when a good sound conductor is used.

– Day Tasting Party: work with taste through the perception and recognition of flavours. Students smell and taste different foods in order to recognise them.

– How does it feel?: appreciate the importance of touch. Put different objects in a bag for students to recognise by touch.

– We take care…: get into groups and investigate the work of specialist doctors (ophthalmologist, ear, nose and throat specialists, and dermatologist). Students stick images on poster boards and write sentences on the topic. They then hang these on the wall and comment on them. Lastly, they share advice on healthy habits.

ATTENDING DIVERSITY CURRICULAR ADAPTATION:Photocopiable reinforcement files:

– Draw and classify two living and two non-living things.– Relate phrases with the corresponding life processes.

Photocopiable consolidation files: – Think about and write a short text on how to protect the sense organs.– Distinguish true sentences and change the false ones to make them true.

EVALUATION OF THE LESSON OF SKILLS/MULTIPLE INTELLIGENCES

Evaluation resources (materials for teachers)– Photocopiable evaluation file:

• Name three life functions of a living thing.• Fill in a table linking the parts of the body with the senses and sense organs.

Programming and teaching instructions

Guides for continuous evaluation– Skills work / Multiple intelligences.– Evaluation of skills / Multiple intelligences. Individual record

– Portfolio contents.– Evaluation report.

ACTIVITIES PROMOTING READING AND DEVELOPMENT OF ORAL/WRITTEN EXPRESSIONReading Employing strategies for reading skills.

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

Reading texts comprehensively. Reading other written texts, digitalised texts, interactive activities… to obtain information, learn, have fun and communicate. Reading fragments of a text.

Oral/written expression Oral activities for breaking the ice to create an appropriate atmosphere and introduce the topic. Expressing what is learnt orally/in writing appropriately by using precise vocabulary. Responding to questions linked to the contents of the lesson in writing. Listening to sounds corresponding to objects and actions and identifying them. Looking at images and commenting on them. Using open questions, information search tasks, games… Singing songs.

ICT ACTIVITIES

Online resources (www.edebe.com)– Interactive Digital Book.

Web linksActivity on how human hearing works (http://links.ed e be.com/fq7yam ).

http://links.edebe.com/fq7yam

MINIMUM REQUIREMENTS FOR A POSITIVE EVALUATION– Distinguishes between living and non-living things.– Recognises the life functions of living things.– Distinguishes information obtained from the environment using the senses.– Knows and locates the sense organs and their parts.– Adopts hygiene habits as regards the sense organs.

GRADING CRITERIA– Identification and location of the sense organs.– Establishment of basic relationships between the different senses and the main organs.– Identification and adoption of healthy habits and protection of the senses.– Showing independence when planning and executing actions and tasks, and developing initiative for decision making.– Knowledge of the external morphology of the body.

METHODOLOGYMATERIALS AND

RESOURCES SPACES - TIMES METHODOLOGICAL STRATEGIES– Student’s book Natural

Science 3, edebé– Flashcards– Posters

Online resources– Interactive Digital Book– Listening exercises– Flashcards– Art and Science

Other resources– Activity book Natural

Science 3, edebé– Digital whiteboard– Educational resources– Perishable materials

– Classroom; other spaces.

– Approximate time: three weeks.

The proposed methodology promotes the construction of significant learning through the following sequence:• Suitability of the presentation of the content to the linguistic competency of the students in the English language.• Initial motivation and evocation of prior knowledge.• Progressive and careful inclusion of contents by means of examples taken from everyday and contextualised situations to enable the transfer, generalisation and expansion of learning, and which connect with the skills identified.• Application of what is learnt to different activities: Applying, reasoning, working with skills and multiple intelligences, projects, cooperative group, interactive activities, reinforcement and in greater depth activities..., sequenced by levels of difficulty, and which facilitate the skills and the different cognitive styles of the students.• Different kinds of digital resources, using the digital whiteboard and the computer. These resources include activities integrated into the learning sequence, interactive activities and carefully selected Internet links.

Lesson 1STRUCTURE:

– The lesson work begins with a double-page image related to the content of the lesson and includes work eliciting prior knowledge (Look and think).

– The content to be worked on is presented with the section entitled You will learn about and the key vocabulary of the lesson (Vocabulary).

– The content is developed sequentially, structured into double pages, which are based on images, which relate to essential realities for understanding what is being explained.

– Each sequence includes a range of oral and written learning activities, for working on the content (Talk about it. Did you know? Notebook activities. Online).

– Investigate is a proposal located at the end of every second lesson. This is an experimental activity linked to the content in question, which alludes to the main stages of scientific method.

– An integrated task or The challenge is presented with activities for working and evaluating skills and multiple intelligences. Contextualised activities are proposed, referring to real and everyday situations for the student/s, in which they must show initiative and apply what they have learnt. During these activities different abilities and learning styles are taken into account (reading, reasoning, movement, dramatization, artistic representation...).

– Final activities, in which students have to go over the contents in a wide range of activities.

EVALUATION PROCEDURES AND TOOLS

WRITTEN ORAL OTHERS– Wide-ranging student tasks carried out in

the daily activities of the class.– Wide-ranging student evaluation activities

(book, photocopiable files...).– Group work.– ICT activities: interactive, Internet links.– Individual dossier.

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

– Individual and collective questions.– Dialogue.– Oral presentation.– Oral individual test.

Observation and valuation of the degree to which each student participates and the quality of their involvement.


Guides for continuous evaluation– Skills work / Multiple intelligences.– Evaluation of skills / Multiple intelligences.

Individual record– Portfolio contents.– Evaluation report.

EVALUATION OF THE TEACHING

ADAPTATION OF THE PLANNING ACADEMIC RESULTS

SUGGESTIONS FOR IMPROVEMENTS

Class preparation and educational materials

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

Use of suitable methodology

Significant learning objectives have been taken into account.Interdisciplinarity is considered (during activities, handling contents, etc.).The methodology promotes motivation and develops the skills of students.

Regulation of the teaching in practice

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

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

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

Employment of measures for attending diversity

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

PROGRAMMING SUPPORTING SEN

Students1 …...

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3 ……

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5 ……

6 ……

7 ……

8 ……

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

Lesson 2. We can move


1. Understand and describe the sense organs and how they work, through an understanding of their own body, and identify their role as regards interacting with the environment and other human beings. (Mathematical. Science and technology / Naturalist)

2. Identify and adopt healthy habits related to looking after the sense organs and ensuring they work well. (Mathematical. Science and technology / Naturalist)

3. Take the necessary action for their own development, self-care and personal wellbeing without depending on others. (Sense of initiative and entrepreneurial spirit / Intrapersonal)

4. Know the parts of the locomotor system. Describe how they work and experiment with them. (Mathematical. Science and technology / Naturalist)

5. Analyse the importance of physical activity and postural health in order to adopt a healthy lifestyle and healthy habits for the locomotor system. (Mathematical. Science and technology / Naturalist)

6. Take the initiative as regards bad habits for the locomotor system in others. (Sense of initiative and entrepreneurial spirit / Intrapersonal)




• Relationship functions: the locomotor system. C

• The main parts of the locomotor system. P

• The skeleton. The bones. P

• Joints: concept and function. C

• Bones and joints: identification. P

• Description of possible bone injuries. P

• Identification and adoption of healthy habits. V

• Introduction to scientific method: hypothesis, experimentation, analysis of results and conclusions. P

• Relation between eyesight and spatial perception. P

• Use of ICTs. P

• Making materials for juggling exercises. P

• Identify the senses and their main organs, and understand their basic function.

• Establish relationships between the different sense organs and these and perceptions of their environment.

• Relate healthy lifestyle habits with sense organs that work well.

• Identify and explain the consequences of certain eating, hygiene, physical exercise and rest habits for health and personal development.

• Evaluate whether their lifestyle is suited to their age and constitution, and appreciate their capacity to resolve conflicts, be independent and express an understanding of oneself, or their capacity to take decisions as regards adopting healthy behaviour in their free time.

• Identifies and locates the sense organs.

• Establishes basic relationships between the different senses and the main organs in the interrelated system.

• Identifies and adopts healthy habits for looking after the senses.

• Shows independence in planning and executing actions and tasks and develops initiative in decision making, while identifying the criteria and consequences in the decisions taken.

• Understands the external morphology of his/her own body.

• Identifies and adopts habits for hygiene, resting and healthy eating.

• Identifies practices for preventing and detecting health risks.

• Plans activities independently and creatively for free time for individuals or groups.


• Culture of peace: respect for a diversity of opinions.• Me and you: identification and adoption of healthy habits.• Emotions: identification, recognition and appreciation of the locomotor system and the relationship between eyesight and spatial perception.

LEARNING ACTIVITIES – Read and comment on the image. – Observe and identify the structure of the locomotor system, (its muscles, bones, joints) and its characteristics. – Observe the three main parts of the body (head, torso, extremities), their location and which can be bent.– Write which parts of the body muscles, joints and bones belong to.– Observe the bones in a human skeleton, their characteristics (long, short, flat), functions and location.– Listen to a recording in which two skeletons ask for help solving some problems.– Observe joints, their characteristics (mobile, semi-mobile, immobile), functions and movements.– Identify some of the main bones. – Observe the main muscles of the body, their functions and characteristics (voluntary and involuntary).– Draw and write the names of muscles and the parts of the body they belong to.– Observe the functions of the muscles (contraction, relaxation).– Draw an arm lifting weight and mark whether the muscles are contracted or relaxed.– Observe how accidents can cause injuries. Ask if anyone has ever been in plaster.– Take in actions such as stretching before and after doing sport.– Ask which muscles are being stretched in one figure, their protection in another, and if they eat everything.– Understand the need to eat calcium and protein in order to grow healthily.– Ask if they do exercise on a regular basis, what they should do before and afterwards and what they eat to stay healthy.– Listen to a recording and say which statement is correct.

OTHER ACTIVITIES


this case, discovering the characteristics of the locomotor system).

MOTIVATION – Analyze the initial image. Encourage students to understand how their locomotor system and their joints enable them to coordinate their movements. Observe the elements, and with the aid of an image, ask questions as a guide to the discovery of their body: What are the children doing? Where are they? How are they moving? Which parts of the body are they using? Ask them whether they can move all the parts of their body.

– Understand the characteristics of organs related to the locomotor system.– Transmit information and curiosities as regards the number of muscles and their involuntary nature.– Understand the nutritional properties of foods that help maintain a healthy locomotor system.– Take in three balls to learn how to juggle and encourage them to try. Which parts of the body are used?– Explain the objectives and evaluation criteria to raise awareness of the learning challenges.


THE CHALLENGE: Learn to juggle! Observe the images and say what the man is doing and whether they have ever tried juggling. Visit the links to learn how to make juggling balls and meet Viktor Kee (Cirque du Soleil). Respond to questions about what they have done, the exercise they have undertaken, which muscles they have exercised

and if they have got better; what age did Viktor start practising, how many hours and balls did he use.


– The skeleton dance: encourage them to be aware of how they can move their body as a result of the locomotor system. Watch a video on bones and the difference between left and right. Learn the choreography.

– Simon says: raise awareness of their body with a game in which the students make movements according to what the teacher says using the sentence starting with “Simon says…”

– What’s inside my body?: watch a video on the inside of the human body. Comment on the images and explain what surprises them. Where are the internal parts mentioned in the video? They could also make the internal and external parts of the body out of plasticine.

– Hello, Mr. Skeleton!: get used to the skeleton Mr. Skeleton. Look at images and get into groups in which each student draws a specific part. Cut out, model and mount pieces as shown by the teacher. Hang Mr. Skeleton up to go over the

contents.

– Move body move: understand where the joints are and their importance. Watch the video The Skeleton dance without sound. In turns, a student points to the joints in the body of a classmate. The teacher then suggests a situation (for example, total absence of joints) and the students represent this.

– Blind man’s bluff: understand the importance of muscles for making an effort. Get into two teams to play at tugs of war. Ask them which muscles they have used. They could also try arm wrestling.

– X-rays and injuries: the teacher brings in X-rays of fractures so the students can point to the corresponding part of the body. Explain the importance of plaster casts and splints.

– What happens?: raise awareness of the importance of a healthy lifestyle.


– Observe and complete the pictures showing the names of bones.

Photocopiable consolidation files: – Observe and complete the pictures showing the names of muscles.

EVALUATION OF THE LESSON OF SKILLS / MULTIPLE INTELLIGENCES


Point out actions that are a benefit to the locomotor system.


Guides for continuous evaluation– Skills work / Multiple intelligences.– Evaluation of skills / Multiple intelligences. Individual record– Portfolio contents.– Evaluation report.

ACTIVITIES PROMOTING READING AND DEVELOPMENT OF ORAL/WRITTEN EXPRESSIONReading Employing strategies for reading skills:

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


Oral/written expression Oral activities for breaking the ice to create an appropriate atmosphere and introduce the topic. Expressing what is learnt orally/in writing appropriately by using precise vocabulary. Responding in writing to questions related to the contents of the lesson. Listening to sounds corresponding to objects and actions and identifying them. Looking at images and commenting on them. Using open questions, information search tasks, games. Singing songs.

ICT ACTIVITIES


Web linksActivity on the locomotor system (http://links.edebe.com/8k32s).

MINIMUM REQUIREMENTS FOR A POSITIVE EVALUATION– Understands the structure and function of the human locomotor system.– Adopts healthy habits for the locomotor system.

http://links.edebe.com/8k32s

GRADING CRITERIA– Showing independence when planning and executing actions and tasks, and developing initiative for decision making.– Understanding the morphology of the body.– Identification and adoption of habits for hygiene, rest and healthy eating.– Developing practical activities for preventing and detecting health risks.– Planning leisure activities, either individual or in groups, independently and creatively.


RESOURCES SPACE - TIMES METHODOLOGICAL STRATEGIES– Student’s book Natural








Lesson 2STRUCTURE:







(book, photocopiable files...).– Group work.– ICT activities: Interactive, Internet links.– Individual dossier.









SUGGESTIONS FOR

IMPROVEMENTSClass preparation and educational materials











Students1 …...

2 ……

3 ……

4 ……

5 ……

6 ……

7 ……

8 ……

…

– Individualised attention in the classroom for the execution of the proposed activities.– Adaptation of the activities of the programme.– Individualised attention inside and outside the classroom for the execution of adapted activities.– Significant curricular adaptation due to SEN.– Curricular adaptation for high intellectual capacity.– Adaptations made to the curricular material for late inclusion in the Education System.

…

Lesson 3. Food and health


1. Understand the main characteristics of foods, their origin and function, and relating the purpose of eating with everyday activities. (Mathematical. Science and technology / Naturalist)

2. Understand the basic principles of food related to a healthy diet, and taking them into account in their own habits. (Mathematical. Science and technology / Naturalist)

3. Take decisions based on reflection, respect for preparing healthy and balanced food. (Sense of initiative and entrepreneurial spirit / Intrapersonal)

4. Understand the main characteristics defining animals, and use these appropriately to classify vertebrates and invertebrates. (Mathematical. Science and technology / Naturalist)

5. Understand the characteristics of different types of invertebrates and vertebrates; their similarities and differences. (Mathematical. Science and technology / Naturalist)

6. Identify the group specific animals belong to, both vertebrates and invertebrates, from their characteristics. (Mathematical. Science and technology / Naturalist)




• Appreciating the opinion of third parties. V

• Understanding and identifying the three food groups and their nutrients. C

• Understanding and identifying essential foods for a healthy and balanced diet. P

• Appreciating the need to look after health by eating well. V

• Understanding and appreciating healthy habits in everyday life. V


• Appreciate whether their lifestyle is suited to their age and constitution, evaluating their ability to resolve conflicts, being independent and expressing self knowledge, or their ability to take decisions as regards healthy behaviour in their free time.

• Understand scientific criteria and use them to classify living things, such as the eating patterns, way they reproduce, and morphology of living things.

• Understand the existence of a variety of life forms, and know that the lifecycles of each living thing makes them different to the others.

• Identifies and adopts hygiene, resting and healthy eating habits.

• Demonstrates critical attitudes to social practices that are damaging to healthy development and a barrier to responsible behaviour as regards health.

• Direct and indirect observation and recognition of the basic characteristics of vertebrates and invertebrates and their classification. Classifies vertebrates as birds, mammals, reptiles, fish and amphibians.

• Observes living things directly using appropriate tools and by means of the use of audiovisuals and technology. Collects information and uses it to identify and classify animals.

• Demonstrates respectful and caring habits towards animals.


• Culture of peace: openness to realities different to their own.• Me and you: identification and adoption of healthy habits through a good diet.

LEARNING ACTIVITIES – Read and comment on the image. – Learn how diets provide the nutrients required to develop everyday activities and the sources food comes from (plants, animals and minerals).– Study the derivation of cereals.– Make a list of all the food eaten during one day and explaining its origin.– Study minerals.– Understand the three food groups (for formation, protection and energy) and the nutrients they supply.– Learn how the brain and the muscles require a certain quantity of sugar to work, an excess of which is harmful.– Name three types of food containing proteins, vitamins and carbohydrates and ask why they are necessary.– Learn that the bones require calcium to grow and develop.– Look at the list of food eaten during a day and explain which contain protein, vitamins, carbohydrates and oils. – Study the different contributions of each food group.– Understand that the body requires different quantities to work and benefits from a balanced diet. Observe a table containing the daily rations of required.– Listen to a recording of an interview with a nutritionist.– Learn the importance of water when doing sport and that the body is mostly water.– Ask about and compare the number of rations of each group eaten every day.– Study the food groups and make an appropriate classification of these.– Learn that a balanced diet, hygiene, sport and sleep are necessary for a healthy life.– Study the importance of hygiene in the prevention of illness. – Ask how many rations have to be eaten and what would happen if they ate too much and did not do any exercise.– Listen to a recording describing different lifestyles.– Study the importance of doing exercise to keep fit and avoid injuries.– Learn that sleeping enough makes people more energetic and better at concentrating.– Write healthy habits to be adopted on a daily basis in a table.

OTHER ACTIVITIES


this case, reflecting on what students know about diet and health).

MOTIVATION – Explain they are going to learn about where foods come from, the varieties that exist and how to have a healthy diet and lifestyle.

– Introduce essential vocabulary.– Hand out flashcards and ask who has the fruits and who has the vegetables. Ask them to invent sentences.– Transmit the functionality of the contents of what they are going to learn.– Explain objectives and evaluation criteria to raise awareness of the learning challenges.


THE CHALLENGE: Make a bee-friendly garden! Look at the image and say what the bee is doing. Make a garden for bees as an aid to pollination. Visit the links to understand the habits of bees, how a beehive works, and which flowers they prefer. Work in groups and write down the most important facts they have learnt.


– Fruit and vegetable investigation: learn the properties of favourite fruits and vegetables. Encourage students to sing the song Favourite food. Each student must choose one. Look for images on Internet, stick them and write down their properties. Lastly, present their work to the rest of the class.

– Favourite food song: watch a video to learn the song. Comment on its meaning and draw their favourite food. Lastly make a mosaic on the wall of all the drawings.

– Food origin: help them remember what they have studied through a group investigation. Encourage them to sing the song. Then get into five work groups named with foods of animal, mineral and vegetable origin. Each group looks for information on the topic and then cuts out images and sticks them. Lastly they can hang their murals so everybody can look at them.

– Fruit salad song: encourage the students to make a fruit salad. Then watch a video of a song they will then sing.

– Fruit salad recipe: learn to eat fruit in a fun way, using a recipe. They can squeeze the oranges and cut up the fruit and put it in a bowl along with the juice and sugar.

– Nutrition pyramid: reinforce the knowledge acquired through a collective piece of work. Encourage them to sing and make a nutrition pyramid. Write the names of each food group in the right place. Use plasticine to make different foods and create a daily menu. Consult the pyramid and check whether the menu includes the recommended rations. Lastly, simulate being in a restaurant. Hang the menus on the wall and take on the roles of customers and cooks.

– Germs, germs, germs: understand the existence of germs, and know how to avoid them. The teacher explains the importance of covering the mouth when sneezing or coughing. Then watch the video How does a germ travel, which explains germs, the problems they cause, and how they are transmitted.


– Classify each food in the drawings, according to the food type.– Fill in the gaps with the words given.

Photocopiable consolidation files: – Find the words in the crossword.– Answer the questions on topics looked at in the lesson.



• Write down the four food groups.• Explain two healthy habits the students and their families comply with every day.• Think about and write the names of five different foods from animals and plants.






Oral/written expression Oral activities for breaking the ice to create an appropriate atmosphere and introduce the topic. Expressing what is learnt orally/in writing appropriately by using precise vocabulary. Responding in writing to questions related to the contents of the lesson. Listening to sounds corresponding to objects and actions and identifying them. Looking at images and commenting on them. Using open questions, information search tasks, games… Singing songs.

ICT ACTIVITIES


Web linksActivity on buying healthy foods (http://links.edebe.com/fignic). Activity on healthy diets (http://links.edebe.com/3m).

MINIMUM REQUIREMENTS FOR A POSITIVE EVALUATION– Distinguishes between different origins of foods. – Understands the functions of food groups.

http://links.edebe.com/3m

http://links.edebe.com/fignic

GRADING CRITERIA– Identification and adoption of hygiene, resting and healthy eating habits.– Demonstrating a critical attitude as regards social practices that are harmful to healthy development and a barrier to healthy behaviour.









The proposed methodology promotes the construction of significant learning through the following sequence:• Suitability of the presentation of the content to the linguistic competency of the pupils in the English language.• Initial motivation and evocation of prior knowledge.• Progressive and careful inclusion of contents by means of examples taken from everyday and contextualised situations to enable the transfer, generalisation and expansion of learning, and which connect with the skills identified.• Application of what is learnt to different activities: Applying, reasoning, working with skills and multiple intelligences, projects, cooperative group, interactive activities, reinforcement and in greater depth activities..., sequenced by levels of difficulty, and which facilitate the skills and the different cognitive styles of the students.• Different kinds of digital resources, using the digital whiteboard and the computer. These resources include activities integrated into the learning sequence, interactive activities and carefully selected Internet links.

Lesson 3STRUCTURE:



– The content is developed sequentially to aid the understanding of what is explained.– Each sequence includes a range of oral and written learning activities, for working on the

content (Talk about it. Did you know? Notebook activities. Online).– Investigate is a proposal located at the end of every second lesson. This is an

experimental activity linked to the content in question, which alludes to the main stages of

scientific method. – An integrated task or The challenge is presented with activities for working and evaluating

skills and multiple intelligences. Contextualised activities are proposed, referring to real and everyday situations for the student/s, in which they must show initiative and apply what they have learnt. During these activities different abilities and learning styles are taken into account (reading, reasoning, movement, dramatization, artistic representation...).




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Lesson 4. Animals


1. Understand the main characteristics of foods, their origin and function, and relating the purpose of eating with everyday activities. (Mathematical. Science and technology / Naturalist)

2. Understand the basic principles of food related to a healthy diet, and taking them into account in their own habits. (Mathematical. Science and technology / Naturalist)

3. Take decisions based on reflection, respect for preparing healthy and balanced food. (Sense of initiative and entrepreneurial spirit / Intrapersonal)

4. Understand the main characteristics defining animals, and using these appropriately to classify vertebrates and invertebrates. (Mathematical. Science and technology / Naturalist)

5. Understand the characteristics of different types of invertebrates and vertebrates; their similarities and differences. (Mathematical. Science and technology / Naturalist)

6. Identify the group specific animals belong to, both vertebrates and invertebrates, from their characteristics. (Mathematical. Science and technology / Naturalist)




• Classification and characteristics of vertebrate animals: body, diet and reproduction. P

• Classification and characteristics of fish, amphibians and reptiles. P

• Classification and characteristics of invertebrate animals: body, diet and reproduction. P

• Appreciation and respect for biodiversity. V

• Introduction to scientific method: hypothesis, experimentation, analysis of results and conclusions. P

• Use of technologies to obtain information. P

• Investigating into bees and creating a garden for them. P

• Active participation in events aimed at looking after nature. P


• Appreciate whether their lifestyle is suited to their age and constitution, evaluating their ability to resolve conflicts, being independent and expressing self knowledge, or their ability to take decisions as regards healthy behaviour in their free time.

• Understand scientific criteria and use them to classify living things, such as the eating patterns, way they reproduce, and morphology of living things.

• Understand the existence of a variety of life forms, and know that the lifecycles of each living thing makes them different to the others.

• Identifies and adopts healthy hygiene, resting and eating habits.

• Demonstrates critical attitudes to social practices that are damaging to healthy development and a barrier to responsible behaviour as regards health.

• Direct and indirect observation and recognition of the basic characteristics of vertebrates and invertebrates and their classification. Classifies vertebrates as birds, mammals, reptiles, fish and amphibians.

• Observes living things directly using appropriate tools and by means of the use of audiovisuals and technology. Collects information and uses it to identify and classify animals.

• Demonstrates respectful and caring habits towards animals.

INTERDISCIPLINARY TEACHING• Culture of peace: openness to realities different to their own.• Me and you: cooperative work: comment on the execution of the activity. Was it difficult working in a group? Why? Each member must take on responsibility for tasks and help the others. • Emotions: respect for biodiversity.

LEARNING ACTIVITIES – Study vertebrate animals, learn what they have in common, where they live, and if there are other similar animals.– Understand the function of the spinal column.– Classify animal species (viviparous, oviparous, carnivorous, herbivorous and omnivorous). – Respond to the questions on the suggested webpage.– Study mammals and learn about exceptions.– Study birds.– Mark the differences between animals, say where they live, what they eat, if there are mammals or birds with different habits.– Write an example of each type of animal from the Vocabulary section list.– Study the fish and amphibians. – Observe the lifecycle of a toad. – Study reptiles.– Listen to a recording on vertebrates living close to the Zambezi river and classify them by species.– Work cooperatively to develop the Internet activities.– Study invertebrates, the largest group of animals in the world.– Write a list of ten well known invertebrates. Study them and classify them as annelids, molluscs and arthropods.– Ask if they have ever seen an annelid, its colour, shape and whether it lived in the ground or in water.– Copy phrases and mark the correct answer.– Classify the invertebrates in the corresponding box of the suggested page.– Learn about the existence of four groups of arthropods (insects, crustaceans, spiders and myriapods).– Listen to a recording and help the speakers classify invertebrates.– Think about biodiversity and how to preserve it. – Search for species bred by man on the Internet, choose one and explain the type of animal it is, where it is bred and what for.

OTHER ACTIVITIES


this case, think about biodiversity and the relationship between different animal species).

MOTIVATION – Explain that they are going to learn about different animal species and to distinguish between vertebrates and invertebrates.– Introduce essential vocabulary. Get into work groups and share out questions and answers worked on in the Look and think

section. Classify the different comments on categories and use symbols to differentiate them. Share out each category and group, in order to compile information to make presentations.

– Transmit the functionality of the contents they are going to learn in the lesson.– Explain the objectives and evaluation criteria to raise awareness of the learning challenges.


THE CHALLENGE: Make a bee-friendly garden! Look at the image and say what the bee is doing. Make a garden for bees as an aid to pollination. Visit links to learn about the habits of bees, how bee hives work and the flowers they prefer. Work in groups and write down the most important things learnt.


– If I were an animal: students listen to the song If I were an animal and dance.

– Vertebrates and invertebrates: name the animals presented in drawings. Mark a line on the floor: on one side the invertebrates, on the other the vertebrates. The students pick up the image of the animal mentioned and stick it in the correct place. They can also play the game of guessing which image is missing.

– Mammals: recognise the characteristics of mammals. Watch a video and ask questions.

– Let’s make a recycled bird feeder!: make a bird feeder in order to observe their habits. Each student draws a bird and notes down its characteristics.

– Sea animals: students choose a marine animal and look for information to make models of it, paint it and present it.

– Annelids, molluscs and arthropods: make curtains with invertebrate animals. Sing a song of how life would be if they were an animal. On poster boards, stick the images of annelids, molluscs and arthropods, which are placed on the strings in

order to make the curtains.

– Invertebrate animals: get into pairs and let them choose an invertebrate. They point them out on the curtains and explain their characteristics.

– Terrarium: make a terrarium containing plants and animals. Then get into teams to observe the changes.

– An octopus: explain details of octopuses and then make one using recycled materials. They can paint it white and shape the tentacles.

– We visit the animals: visit a zoo and look at the animals. Compile information and then explain what they have seen and their characteristics in class. Model the chosen animal using plasticine.


– Match the name of the animal to the corresponding description.– Delete the names of animals that do no belong to each group in the table.– Match the animal to the corresponding group and description.

Photocopiable consolidation files: – Match the animal to the corresponding description.– Classify the animals in the table.

EVALUATION OF THE LESSON OF SKILLS / MULTIPLE INTELLIGENCESEvaluation resources (materials for teachers)

– Photocopiable evaluation file: • Draw a vertebrate and an invertebrate animal.






Oral/written expression Oral activities for breaking the ice to create an appropriate atmosphere and introduce the topic. Expressing what is learnt orally/in writing appropriately by using precise vocabulary. Responding in writing to questions related to the contents of the lesson. Listening to sounds corresponding to objects and actions and identifying them. Looking at images and commenting on them. Using open questions, information search tasks, games… Singing songs.

ICT ACTIVITIES


Web linksQuestions about animals (http://links.edebe.com/erkiqw).Video on the lifecycle of frogs (http://links.edebe.com/8kvia6).Activity for classifying living things (http://links.edebe.com/3m).

MINIMUM REQUIREMENTS FOR A POSITIVE EVALUATION


http://links.edebe.com/8kvia6

http://links.edebe.com/erkiqw

– Distinguishes between vertebrate and invertebrate animals.– Classifies animals according to a range of criteria.– Recognises the differentiating characteristics of different types of vertebrates and invertebrates.

GRADING CRITERIA– Direct and indirect observation and recognition of the basic characteristics and classification of vertebrates (birds, mammals, reptiles, fish and amphibians)

and invertebrates.– Direct observation of living things, using suitable tools and audiovisual aids and technology. Gathering information for the identification and classification of

animals.– Expressing respectful and caring habits towards animals.










Lesson 4STRUCTURE:






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Lesson 5. Matter


1. Differentiate between renewable and non-renewable energy sources, and appreciate their effect on the environment. (Mathematical. Science and technology / Naturalist)

2. Appreciate the use of energy in our society and understand the need to use energy responsibly. (Social sciences and civics / Intrapersonal)

3. Understand the concept of machine, the basic purpose of some of them, and distinguish simple and compound machines. (Mathematical. Science and technology / Naturalist)

4. Understand the operator concept and some examples such as the lever, ramp and wheel. (Mathematical. Science and technology / Naturalist)

5. Appreciate the development of machines by comparing the present day with the past. (Social sciences and civics / Intrapersonal)

6. Express ideas, opinions, experiences or feelings orally or in writing. (Linguistic communication / Linguistic-verbal)



• Appreciating the opinion of others. P

• Identifying and understanding matter. C

• Measuring the mass and volume of a body. P

• Classifying matter and its different states. P

• Identifying physical changes to matter. P

• Identifying chemical changes to matter. P

• Identifying homogenous and heterogeneous mixtures. P

• Understanding different energy sources and their use. C

• Recognizing and identifying renewable and non-renewable energies. C

• Recognizing and appreciating the importance of saving energy. V

• Identify the most common sources of energy (wind, sun, fuels) and relate energy to everyday uses.

• Understand individual and collective behaviour as regards the responsible use of energy sources.

• Know how to explain the parts of a machine (pulleys, levers, wheels and axles, cogs...) and what their function is.

• Work cooperatively, appreciating the need to look after their personal safety and the safety of their classmates, and to care for tools and use materials appropriately.

• Plans and executes simple experiments to study the properties of commonly used materials and their behaviour with different energy levels, making explanatory predictions of the results.

• Appreciates the responsible use of sources of energy on the planet.

• Demonstrates responsible behaviour for energy saving.

• Identifies and explains the parts of a machine (pulleys, levers, wheels and axles, cogs...) and what their function is.

• Identifies and describes professions according to the materials, tools and machines they employ.

• Identifies sources of energy used by machines.

• Appreciates the importance of great inventions and their contribution to the improvement of living conditions.

INTERDISCIPLINARY TEACHING• Culture of peace: openness to realities different to their own.• Diversity and peace: sustainability and responsible consumption.• Emotions: establishment of categories for ordering information.• Our heritage, looking after our planet: identification and appreciation of the different aspects of the life of living things.

LEARNING ACTIVITIES – Read and comment on the image. – Classify matter. – Describe the type of matter in the image.– Learn the difference between mass and volume.– Learn that differences in matter depend on its properties, which can be discovered using the senses. – Read about the properties of different materials, play the suggested game and answer the questions in the competition.– Study the three states of matter.– Learn that physical transformations are not the result of the addition of another substance to the matter.– Answer the questions about the transformation of matter.– Describe the type of state transformation occurring in the situations described.– Classify the objects on the list appropriately.– Study how chemical transformations take place, observing how completely new substances are formed.– Watch a video on physical and chemical transformations and the experiments of Mr Shine.– Study what mixtures and solutions are.– Give examples of mixtures and classify them (heterogeneous, homogenous). – Learn that energy is anything producing a change and there are four forms: heat, light, movement and electricity.– Answer the question about what energy type is required by something to work and what changes occur.– Listen to a recording on electrical machines.– Write a list of things seen every day that require energy.– Study the difference between renewable and non-renewable energy.– Search for information on the best renewable resources for the planet.– Discover how to produce energy using the power of the wind, the sun and water.– Study the importance of preserving energy so sources last longer.– Discuss how we can all help the planet so energy source last longer.

OTHER ACTIVITIES


this case, think about what matter is and what things are composed of).

MOTIVATION – Understand matter and its properties.– Introduce essential vocabulary.– Watch a video on types of energy and respond to questions on the energy types mentioned.– Explain the objectives and evaluation criteria to raise awareness of the learning challenges.


THE CHALLENGE: Organise a science fair! Organise a science fair with physics and chemistry experiments. Visit the links to learn to set up interesting experiments. As a team, choose one of the experiments and explain what they have done, what happens and why.


– The Matter song: learn the difference between liquids, solids and gases in a song. Talk about the words, say which parts of the song are familiar and sing it.

– State of matter: introduce the states of matter to the students and watch a video.

– Flashcards Be my echo: show flashcards and name the concepts represented: solid, liquid, elastic, fragile, etc. Play Be my echo, show a flashcard and say the word in different ways, depending on their mood.

– Crocodile game: draw a river full of rocks on the board. As many rocks as there are words in one of the words on a flashcard. Draw a stick man on one side of the river, and a hungry crocodile on the other. The students have to say letters to discover the word. For every mistake a part of the man’s body is deleted.

– Solid, liquid, gas collage: differentiate the three types of matter by means of artistic expression. On the walls of the classroom, place poster cards on which the three characteristics of matter are written. The students cut out images, stick them to the appropriate board, and explain why they have stuck them there.

– Physical changes: understand physical changes to matter by watching a video. Get into groups and produce drawings on the topic. Then, exhibit the information and drawings as a mural.

– Shape matter: learn that liquids and gases can take on different shapes in containers and balloons.

– Heterogeneous and homogeneous: understand the idea of a homogenous mixture, through experimentation.

– Energy transfers through balls: understand how kinetic energy is transferred from a large ball to a small ball. Explain that energy is never destroyed, it is just converted into another type of energy.

– Energy and kids: watch a video to reinforce what has been learnt about safety advice. The students can play a range of different games.

– Let’s save energy: raise student awareness about the importance of saving energy, starting at home, by becoming detectives. Write down mistakes made at home that lead to unnecessary costs.


– Show renewable sources of energy.– Write the type of source (renewable or non-renewable) students would use and why.– Draw three things that work with electricity.

Photocopiable consolidation files: – Match the name of the process to the corresponding definition.– Write down ways of saving energy.– Draw a wind turbine and explain its function.


Evaluation resources (materials for teachers)– Photocopiable evaluation: Show the column with the type of energy required by machines to work. Complete the sentences.


Guides for continuous evaluation– Skills work / Multiple intelligences.– Evaluation of skills / Multiple intelligences. Individual record– Portfolio contents.

– Evaluation report.





ICT ACTIVITIESOnline resources (www.edebe.com)– Interactive Digital Book.

Web linksActivity for classifying types of matter (http://links.edebe.com/wxa).Activity for observing changes to matter (http://links.edebe.com/aq).Video on physical and chemical changes (http://links.edebe.com/t24r).Game for differentiating energy types (http://links.edebe.com/83).

http://links.edebe.com/83

http://links.edebe.com/t24r

http://links.edebe.com/aq

http://links.edebe.com/wxa

MINIMUM REQUIREMENTS FOR A POSITIVE EVALUATION– Distinguishes physical and chemical changes.– Identifies different energy sources.– Appreciates the need for energy savings.

GRADING CRITERIA– Planning and execution of simple experiments to study the properties of common materials and their behaviour when energy levels change, and making

hypotheses.– Appreciating the responsible use of energy sources.– Demonstrating responsible behaviour as regards energy savings.










Lesson 5STRUCTURE:




– Each sequence includes a range of oral and written learning activities, for working on the


experimental activity linked to the content in question, which alludes to the main stages of scientific method.





SUGGESTIONS FOR












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Lesson 6. Machines


1. Differentiate between renewable and non-renewable energy sources, and appreciate their effect on the environment. (Mathematical. Science and technology / Naturalist)

2. Appreciate the use of energy in our society and understand the need to use energy responsibly. (Social sciences and civics / Intrapersonal)

3. Understand the concept of machine, the basic purpose of some of them, and distinguish simple and compound machines. (Mathematical. Science and technology / Naturalist)

4. Understand the operator concept and some examples such as the lever, ramp and wheel. (Mathematical. Science and technology / Naturalist)

5. Appreciate the development of machines by comparing the present day with the past. (Social sciences and civics / Intrapersonal)

6. Express ideas, opinions, experiences or feelings orally or in writing. (Linguistic communication / Linguistic-verbal)




• Identification and distinction of simple machines: pulley, screw, wedge, ramp, machines, axle, wheel and lever. P

• Compound machines: toothed wheel and gears. P

• Machines working with fuel or electricity. P

• Great inventions: computers, satellites, aeroplanes. C

• Magnets. P

• Scientific method: hypothesis, experimentation, analysis of results and conclusions. P

• Observation of the reaction on mixing bicarbonate, water, vinegar and pop corn. C

• Using technologies as tools to obtain information. P

• Organizing a science fair. P

• Identify the most common sources of energy (wind, sun, fuels) and relate energy to everyday uses.

• Understand individual and collective behaviour as regards the responsible use of energy sources.

• Know how to explain the parts of a machine (pulleys, levers, wheels and axles, gears...) and what their function is.

• Work cooperatively, appreciating the need to look after their personal safety and the safety of their classmates, and to care for tools and use materials appropriately.

• Plans and executes simple experiments to study the properties of commonly used materials and their behaviour with different energy levels, making explanatory predictions of the results.

• Appreciates the responsible use of sources of energy on the planet.

• Demonstrates responsible behaviour for energy saving.

• Identifies and explains the parts of a machine (pulleys, levers, wheels and axles, gears...) and what their function is.

• Identifies and describes professions according to the materials, tools and machines they employ.

• Identifies sources of energy used by machines.

• Appreciates the importance of great inventions and their contribution to the improvement of living conditions.


• Culture of peace: respect for a diversity of opinions and teamwork.• Diversity and peace: sustainability and responsible consumption.• Emotions: establishing categories for ordering information.• Our heritage, looking after our planet: identification, recognition and appreciation of different opinions. Ability to talk about different situations.

LEARNING ACTIVITIES – Read and comment on the image. – Learn how machines facilitate work. – Observe different types of simple machines.– Think about life without machines.– Study simple machines.– Learn how force is a pressure that causes a physical transformation and about the first machine used by man (the wedge).– Listen to a recording about a competition.– Search for machines that use wedges, wheels or axles.– Write the type of machines that are the objects on the page and why.– Study how simple machines work. – Study what levers are and what types there are.– Write a list of simple machines and describe where pressure is exerted. – Study compound machines.– Learn about how bicycles are a highly effective form of transport.– Write down two situations in which using a bicycle is better than using a car.– Play a game about how simple and compound machines work.– Learn about the power required by machines to work (electricity, petrol or human power).– Look at the image and identifying the power sources used by machines.– Listen to the recording and identify the machines.– Write down machines commonly used by certain people.– Study the great inventions of man.– Learn that the people who manufacture compound machines are engineers.– Think about life in the past without aeroplanes, computers or satellites.– Write down two commonly used machines that have a lot of components and circuits and explain how they help people.– Study how magnets work and the metals they attract.– In pairs, explain what the world would be like without machines to the others.– Think about the true usefulness of certain machines.

OTHER ACTIVITIES


this case, think about the invention of machines that facilitate the work of people).

MOTIVATION – Explain that the students are going to learn about machines (types, classification, the power behind them, inventions and magnets).

– Introduce essential vocabulary.– Learn and reinforce the most complicated terms.– Ask the students to look at the Look and think section and answer the questions about the type of activities we can only

undertake with machines, and if they have other names. Think about the fact that machines did not used to exist.– Explain the objectives and evaluation criteria to raise awareness of the learning challenges.


THE CHALLENGE: Organise a science fair! Organise a science fair with physical and chemical experiments. Visit the links to learn to set up several interesting experiments. As a team, choose one of the experiments and explain how it is done, what happens, and why.


– Excavator song: watch a video and learn the song about the excavator. Encourage them to draw the excavator and write down sentences from the song. What has an excavator got to do with the content of the lesson?

– Simple machines I: watch a video on different types of simple machines and their function. The students will exhibit their opinions and comment on their favourite part. The students could be taken to a park to seek out simple machines and describe them. Lastly, they will exhibit their descriptions. In groups, invent a simple machine and explain it.

•– Machine history: research into a topic related to machines in order to develop communication skills. Name well known

machines and their use with the help of the teacher. Explain the use of machines in the construction of some famous monuments. In pairs, choose a machine or famous monument, and search for information. Print information illustrating the sections, exhibit the information and ask questions to classmates.

– Sports and machines: ask them if they have ever been to a gym, whether they have seen exercise machines, and if so what their components were. Get into groups, each of which makes a mural on a gym machine. Then take photos and

describe the machine. Stick the photos to the mural and write the name. Label each component.

– Great inventions from the past and today: perceive and understand the differences between old and modern inventions. In groups, search on Internet for information and photographs of the first computer, satellite and aeroplane, and their modern equivalents. Print the images to make a poster.

– Tom and Jerry: encourage and help them to understand how a magnet works by showing them a video of cartoons. Bring fridge magnets to class to decorate some empty fizzy drink cans.

•– Look and think: remember the Look and think activity and explain the work they have done. Then write down three ideas,

two questions and a new metaphor, and discuss whether these are different to what they wrote at the beginning.•


– Draw simple and compound machines.– Explain the differences between the two types of machine.

Photocopiable consolidation files: – Fill in the gaps.– Write a list containing the names of simple and electrical machines.


Evaluation resources (materials for teachers)– Photocopiable evaluation file: Show the type of energy machines need to work in the column. Match the name to its definition.



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ICT ACTIVITIES


Web linksActivity for classifying simple machines (http://links.edebe.com/3m).Interactive game about simple machines (http://links.edebe.com/68).

MINIMUM REQUIREMENTS FOR A POSITIVE EVALUATION– Distinguishes simple machines from complex ones.– Recognises components of machines and their function.

http://links.edebe.com/68


GRADING CRITERIA– Identification and explanation of the parts of a machine (pulleys, levers, wheels and axles, gears…) and their function.– Identification and description of professions according to the materials, tools and machines employed.– Identification of sources of energy employed by machines.– Appreciation of the importance of great inventions and their contribution to improving living conditions.




Online resources– Interactive Digital Book

Listening exercises– Flashcards– Art and Science



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Lesson 6STRUCTURE:




– Each sequence includes a range of oral and written learning activities, for working on the


experimental activity linked to the content in question, which alludes to the main stages of scientific method.



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– Individualised attention in the classroom for the execution of the proposed activities.– Adaptation of the activities of the programme.– Individualised attention inside and outside the classroom for the execution of adapted activities.– Significant curricular adaptation due to SEN. – Curricular adaptation for high intellectual capacity.– Adaptations made to the curricular material for late inclusion in the Education System.

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· web view• introduction to scientific method: hypothesis, experimentation, analysis of results...

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