concrección curricular 6ºc - science (blog)

My didactic programme constitutes the third level of curricular concretion for the 6ºC class of Primary Educaction.

1.- ANALYSIS AND CONTEXT ADAPTATION

The Maria Zambrano School is located at Mijas Costa and it’s in active from 2006. The school is divided into two blocs, one for Infantile and the other one for Primary Education. It’s got an Enligh class, library, computers’ room, multipurpose room and a specific class for Special Education.

It’s an Infantile and Primary Education school and counts with:

Infantile Education: 2 unit for 3 years; 2 units for 4 years and 2 units for 5 years.

Primary Education: 2 units for 1st Level; 2 units for 2nd Level; 4 units for 3rd Level; 7 units for 4th Level; 5 units for 5th Level and 4 units for 6th Level.

2.- CHARACTERISTICS OF THE STUDENTS

The program in question is intended to Third Level of Primary Education students, specifically in the sixth grade.This course strengthened and perfected the basic instrumental learning and starts into trouble and more complex concepts that require the use of more sophisticated tools.The period in age from ten to twelve, corresponding to the third cycle of primary education, is characterized by a series of evolutionary traits that affect socio-emotional and intellectual development of children.

3.- SESSIONS AND ESTIMATE TIME

TERMS DIDACTIC UNITS FORTNIGHT

FIRST TERM INITIAL EVALUATION From 15 to 19 of September

FIRST TERM UNIT 10From 22 of September

to 3 of October

FIRST TERM UNIT 11 From 6 to 17 of October

FIRST TERM UNIT 1From 20 of Octoberto 7 of November

FIRST TERM UNIT 2 From 10 to 21 of November

FIRST TERM UNIT 3From 24 of November

to 5 of December

FIRST TERM UNIT 4 From 9 to 19 of December

SECOND TERM UNIT 5 From 7 to 16 of January

SECOND TERM UNIT 6 From 19 to 30 of January

SECOND TERM UNIT 7 From 2 to 13 of February

SECOND TERMREVIEW / ANDALUSIAN

DAYFrom 16 to 20 of February

SECOND TERM UNIT 12 From 2 to 13 of March

SECOND TERM UNIT 13 From 16 to 27 of March

THIRD TERM UNIT 14 From 6 to 17 of April

THIRD TERM UNIT 15 From 20 to 30 of April

THIRD TERM UNIT 8 From 5 to 15 of May

THIRD TERM UNIT 9 From 18 to 29 of May

THIRD TERMREVIEW / PROGRAMME

ADJUSTINGFrom 1 to 5 of June

THIRD TERM REVIEW From 8 to 19 of June

4.- DIDACTIC UNITS

Every didactic unit in this Planning contains the following sections:

4.1. BASIC COMPETENCES4.2. BASIC SKILLS4.3. OBJECTIVES4.4. CONTENTS4.5. EVALUATION CRITERIA4.6. MINIMUM SKILLS REQUIRED 4.7. METHODOLOGY4.8. STUDENT MATERIALS4.9. PROCEDURES AND EVALUATION4.10. HOW TO MARK4.11. MEASURES TO PROMOTE DIVERSITY4.12. COMPLEMENTARY ACTIVITIES4.13. READING PRACTICE4.14. ICT4.15. CROSS-CURRICULAR THEMES

FIRST TERM

UNIT 10. PHYSICAL GEOGRAPHY OF THE EARTH

BASIC COMPETENCES

Knowledge and interaction with the physical world- To know the general features of the Earth’s relief, climate and hydrography.- To identify and locate on the map the main accidents of relief in Africa, Asia,

America, Oceania and the Antarctic.

Cultural and artistic competencies - To understand the influence of the physical characteristics of territories on the

culture of the people who inhabit the area.- To increase students’ knowledge of other lands.

Mathematics- To use numerical data about the altitudes and lengths of different elements of

the Earth’s relief and hydrography.

Social and citizenship competencies- To understand and value the importance of the work of explorers in learning

the Earth.

Information and digital competencies- To consolidate the understanding of maps as a method of representing the

land.- To obtain geographical information from maps and diagrams of the Earth and

use that information to describe and compare.

Linguistic competencies- To extend the vocabulary in relation to the names of the main elements of the

world’s relief and hydrography.- To use the vocabulary acquired in the elaboration of written reports or oral

discussions.

Autonomous learning competencies- To use the diagrams and conceptual tables to summarise and order the

information about the world's geography for the purpose of facilitating memorisation.

Autonomy and personal initiative- To acquire the habit of consulting geographic atlases, globes and other

sources of information to acquire knowledge about certain regions of the world.

BASIC SKILLS

- Knowledge and interaction with the physical world.

- Mathematics.- Linguistic competencies.

OBJECTIVES

1. To develop curiosity about the Earth’s geography. 2. To define the main features of the Earth: the relief and its hydrography. 3. To name and locate on the map Africa’s main elements of relief, rivers and

lakes. 4. To know and locate on the map Asia’s main elements of relief, rivers and

lakes. 5. To know and locate on the map America’s main elements of relief, rivers

and lakes. 6. To know and locate on the map Oceania’s main elements of relief, rivers

and lakes. 7. To develop techniques to memorize, organize and relate the information,

and to self assess learning.

CONTENTS

Last week of February and first week of March

- The main forms of relief.- Relief, rivers, lakes of Africa, Asia, America and Oceania.- Identification and description of the forms of relief on the planet.- Identification and location on physical maps of the relief of Africa, Asia,

America and Oceania.

EVALUATION CRITERIA

1.1. Develops curiosity about the Earth’s geography. 2.1. Knows the planet’s main forms of relief and hydrography. 3.1. Locates on the map Africa’s main elements of relief, rivers and lakes. 4.1. Locates on the map Asia’s main elements of relief, rivers and lakes. 5.1. Locates on the map America’s main elements of relief, rivers and lakes. 6.1. Locate on the map Oceania’s main elements of relief, rivers and lakes. 7.1. Develops techniques to memorize, organize and relate the information,


MINIMUM SKILLS REQUIRED

- To know the main forms of relief.- To know some of Africa, Asia, America and Oceania’s main forms of relief.- To know some of Africa, Asia, America and Oceania’s main rivers and lakes.- To make physical maps of Africa, Asia, America and Oceania.

METHODOLOGY

- To encourage use of materials from the Atlas and the different types of maps (relief, hydrography).

- To make physical maps of Africa, Asia, America and Oceania.

STUDENT MATERIALS AND OTHER RESOURCES

- Student’s Book, Activity Book.- CD-ROM Resources.

PROCEDURES AND EVALUATION

- Unit evaluation test.- Continuous student evaluation in the register.

HOW TO MARK

- One point for each activity in the evaluation test provided.- Add the points earned as a result of student observation to the total for the

unit evaluation.

MEASURES TO PROMOTE DIVERSITY

For all the students:- Consolidation activities provided for this unit.- Extension activities provided for this unit.

COMPLEMENTARY ACTIVITIES

- Activity: Working with Blank Maps, included in the Science Workshop project provided.

READING PRACTICE

- Reading: The roof of the world.

ICT

- (Information and Communications Technology). The course CD-ROM which

includes interactive activities and consolidation and extension activities.

CROSS-CURRICULAR THEMES

- To know and value the world's different landscapes and to respect them.

UNIT 11. PHYSICAL GEOGRAPHY OF EUROPE

BASIC COMPETENCES

Knowledge and interaction with the physical world- To know the general features of the relief, climate and hydrography of

Europe.- To Identify and locate on physical maps the main features of Europe’s relief.

Cultural and artistic competencies - To acquire an idea of the traditions and mythology related to Europe.- To know some artistic representations related to the legend of Europe.

Mathematics- To use numerical data about the altitudes and lengths of different elements of

Europe and Spain’s relief and hydrography.- To understand the importance of scale in graphical representations.

Social and citizenship competencies- To acquire consciousness on the shortage of water in many regions of Spain

due to the climate, and thus, the need to conserve this precious resource.

Information and digital competencies- To improve the capacity to extract geographical information from maps,

atlases, guides, applications such as Google Earth, etc.

Linguistic competencies- To extend the vocabulary in relation to the names of the main elements of

relief and hydrography of Europe and Spain.- To use the vocabulary acquired in the elaboration of written reports or oral

discussions.

Autonomous learning competencies- To work with different graphs such as river profiles, graphical and numerical

scales, representations of lengths or altitudes, etc.

Autonomy and personal initiative- To develop the ability to use the knowledge acquired to argument, by their

own initiative, in debates or oral discussions.

BASIC SKILLS

- Knowledge and interaction with the physical world.- Mathematics.- Linguistic competencies.

OBJECTIVES

1. To develop curiosity about Europe’s physical geography. 2. To name and locate on the map the main elements of Europe's relief and

coasts. 3. To know Europe’s types of climate, main rivers and most important lakes,

locating them on the map. 4. To develop techniques to memorize, organize and relate the information,


CONTENTS

Last three weeks of March

- Europe’s location and inland relief. Europe’s coasts.- Europe’s climates, rivers and lakes.- Identification and location on Europe’s relief physical maps.- Making physical maps of Europe.

EVALUATION CRITERIA

1.1. Develops curiosity about Europe’s physical geography. 1.2. Knows Europe's location and the seas and lands surrounding it. 2.1. Names and locates on the map the main elements of Europe's relief and

coasts. 3.1. Defines Europe’s types of climate, main rivers and most important lakes,

locating them on the map. 4.1. Develops techniques to memorize, organize and relate the information,



- Location of Europe.- Most important elements of relief of Europe and some of its most important

peninsulas and islands.- Europe’s types of climates.- Europe’s main rivers and lakes.- Making physical maps of Europe.

METHODOLOGY

- To encourage the use of materials from the Atlas and different types of maps (relief, hydrography and climates).

- Making physical maps of Europe.





HOW TO MARK


unit evaluation.




- Activity: Working with Blank Maps, included in the Science Workshop project provided.

READING PRACTICE

- Reading: The myth of Europe.

ICT

- (Information and Communications Technology). The course CD-ROM which includes interactive activities and consolidation and extension activities.


- To be aware of the need to respect nature as a way of preserving it.

UNIT 1. LIVING THINGS REPRODUCE

BASIC COMPETENCES

Knowledge and interaction with the physical world- To understand animal’s sexual reproduction, the types of embryonic

development and spermatophyte’s sexual reproduction.- To discuss about the importance of seeds and the threats suffered by plants.

Cultural and artistic competencies - To encourage a taste for aesthetics in making scientific drawings.

Mathematics- To complete simple calculations with lengths, its units of measurement and it

equivalencies.

Social and citizenship competencies- To recognise the great value of plants for human beings.- Be aware of the fact that not everyone has access to the food plants provide.

Information and digital competencies- To use new technologies to prepare a short text about insects and birds.- To be capable of interpreting mixed information: graphical, numerical and

verbal.

Linguistic competencies- To acquire the habit of consulting the dictionary.- To apply the vocabulary to explain drawings and diagrams.- To extend and use the vocabulary related to animals and plants’ sexual

reproduction.

Autonomous learning competencies- To order the information in conceptual diagrams or summaries.- To interpret and apply the information about the reproduction of living things

in order to make classifications.

Autonomy and personal initiative- To encourage students to develop the habit of independently organising the

information in diagrams.

BASIC SKILLS

- Knowledge and interaction with the physical world.

- Linguistic competencies.- Autonomous learning competencies.

OBJECTIVES

1. To develop curiosity about living things’ sexual and asexual reproduction. 2. To know the general characteristics and some forms of sexual and asexual

reproduction. 3. To identify and describe the general stages of animals’ sexual reproduction. 4. To know the two types of animals’ fertilization and embryo development. 5. To identify and name the types of flowers, their parts and functions. 6. To identify and describe the general stages of spermatophyte plants’ sexual

reproduction. 7. To develop techniques to memorize, organize and relate the information


CONTENTS

Last two weeks of September

- Reproduction: parents and descendants.- General characteristics of sexual and asexual reproduction.- Animals’ sexual reproduction: sexes and reproductive systems.- Stages of animals’ sexual reproduction: reproduction of gametes, fertilization

and types of fertilization, zygote development.- Spermatophyte plants’ sexual reproduction: flowers, pollination, fertilization

and seeds formation and germination.- Identification in posters and drawings of animals and plants’ reproductive

organs.- Description of animals and plants’ reproductive processes using posters and

drawings.

EVALUATION CRITERIA

1.1. Develops curiosity about living things’ sexual and asexual reproduction. 2.1. Names the general characteristics of sexual and asexual reproduction. 3.1. Describes the stages of animals’ sexual reproduction. 4.1. Distinguishes inner and external fertilization and identifies groups of

animals having those types of fertilization. 4.2. Describes embryo oviparous and viviparous development and names

groups of animals of each type of embryo development. 5.1. Identifies the parts of a flower and names their functions. 6.1. Names and describes the stages of sexual reproduction in flowering

plants. 7.1. Develops techniques to memorize, organize and relate the information



- General characteristics of sexual and asexual reproduction.- Basic ideas of the reproductive system, gamete, zygote and embryo.- Description, using posters and diagrams, of the phases of animals’ sexual

reproductive process.- Description, using posters and diagrams, of the sexual reproduction in

flowering plants.

METHODOLOGY

- To present the contents completing the vital functions of living things. To summarily review the functions studied in the previous course.

- To use posters to explain the great variety of reproductive processes of different living things.

- To consolidate the ideas of sexual and asexual reproduction. For plants, use examples such as cutting, tubercle and bulbs, in contrast to seeds.




- Initial evaluation test provided.- Unit evaluation test.- Continuous evaluation in the register.

HOW TO MARK


unit evaluation.


For all the students:- Consolidation activities provided for this unit.- Extension activities provided for this unit.COMPLEMENTARY ACTIVITIES

- Activity: Observing a Flower with a Magnifying Glass, included in the Science Workshop project provided.

READING PRACTICE

- Reading: The Svalbard Seed Bank.

ICT



- To develop curiosity about the great variety of mechanisms of animals and plants’ reproductive function.

UNIT 2. HUMAN REPRODUCTION

BASIC COMPETENCES

Knowledge and interaction with the physical world- To identify and know the organs of the male and female reproductive systems

and the reproductive process.- To know the prenatal diagnostic tests to preserve mothers’ and babies’

health.

Cultural and artistic competencies - To know the importance of midwives in different cultures.

Mathematics- To count the time between certain events of the menstrual cycle.- To interpret the graph (week of pregnancy per length of femur) and perform

simple mathematical calculations.

Social and citizenship competencies- To reflect on the help mothers and babies need during labour.- To encourage respect among girls and boys, helping them to be more

prepared for the imminent changes in their bodies.

Information and digital competencies- To foster the development of information handling competencies through

exposure to the information contained in the illustrations and diagrams of the male and female sexual organs.

Linguistic competencies- To improve reading comprehension and expand vocabulary related to the

structure and functions of the reproductive system.- To develop the habit of looking words up in a dictionary.- To use acquired language in context.

Autonomous learning competencies- To encourage the use of learning techniques such as the creation of

conceptual outlines based on a text. Use self-evaluation and individual and group work as methods of consolidating study material.

Autonomy and personal initiative- To make students aware of the changes that occur within their bodies and

help them develop a positive attitude towards these changes.

BASIC SKILLS

- Linguistic competencies.- Knowledge and interaction with the physical world.- Mathematics.

OBJECTIVES

1. To develop curiosity about the characteristics of human reproduction. 2. To name and identify the organs of the male and female reproductive

system and their functions. 3. To name the steps involved in human reproduction. 4. To describe the changes that take place during pregnancy and to identify in

posters the different stages of embryo development. 5. To know and describe the events surrounding and constituting childbirth. 6. To develop techniques to memorize, organize and relate the information,


CONTENTS

First two weeks of October

- General characteristics of human reproduction.- Male and female reproductive systems: functions and organs.- Fertilization. Pregnancy and its stages. Childbirth.- Identification of human reproductive organs and gametes in posters and

drawings.- Description of the human reproduction process.

EVALUATION CRITERIA

1.1. Develops curiosity about human reproduction characteristics. 1.2. Names the three general characteristics of human reproduction.

2.1. Locates, describes and names the organs of the male reproductive system.

2.2. Locates, describes and names the organs of the female reproductive system.

3.1. Names steps of human reproduction in order. 4.1. Defines embryo and foetus and describes the function of the eventual

pregnancy organs and fluids: placenta, amniotic fluid and sack and umbilical cord.

5.1. Defines childbirth. 6.1. Develops techniques to memorize, organize and relate information, and

to self assess learning.


- The organs of male reproductive system and their functions.- The organs of female reproductive system and their functions.- Human fertilization.- Identification in posters and drawings of the different stages of human

embryonic development.

METHODOLOGY

- To use the illustrations of the Student’s Book, and others which may be available, to identify and describe the organs of male and female reproductive systems and the process of embryonic development.

- To emphasize the idea of complementarity between the sexes in reproduction.

- To emphasize the uniqueness and importance of the eventual organs of pregnancy and the interaction mother-foetus.





HOW TO MARK


unit evaluation.




- Activity: Using a Word Processor, included in the Science Workshop project provided, in order to prepare a report on how to care for a baby.

READING PRACTICE

- Reading: Childbirth past and present.

ICT



- To value the techniques employed to monitor pregnancy: ultrasound scans.

UNIT 3. GROWING UP HEALTHY

BASIC COMPETENCES

Knowledge and interaction with the physical world- To know the human life stages, the most common illnesses, their causes and

strategies to prevent them.- To recognize organ transplants as a medical procedure used to treat some

serious illnesses.

Cultural and artistic competencies - To know historical aspects about organ transplants.

Mathematics- To perform simple calculations about differences in age among people, from

data obtained from a complex text.

Social and citizenship competencies- To emphasise the family meeting shown in the picture, since it encourages

communication and respect.- To recognize the great importance of the donation and organ transplant

network.

Information and digital competencies- To encourage extraction of information from photographs and when providing

data related to the last medical check-up students had.

Linguistic competencies- To extend and apply the vocabulary related to relationships, life stages,

illnesses and causes of illnesses.- To apply the vocabulary to advice methods to prevent illnesses.

Autonomous learning competencies- To encourage students to develop the habit of organising the contents in

conceptual diagrams.- To promote evaluation and individual and group work as a means to raise

awareness about the unit contents that have been discussed.

Autonomy and personal initiative- To encourage self awareness, the identification of life habits and personal

problems, and the acquisition of confidence when facing difficulties.

BASIC SKILLS

- Linguistic competencies.- Knowledge and interaction with the physical world.- Social and citizenship competencies.

OBJECTIVES

1. To know common infectious diseases and generically identify their causes and transmission mechanisms.

2. To know common non infectious illnesses and generically identify their causes and transmission mechanisms.

3. To acquire an idea of illness prevention and to value the importance of periodic medical checkups.

4. To know and value individual actions to avoid infectious diseases, and to identify risk facts and behaviors.

5. To know and value individual actions to avoid non infectious illnesses, and to identify risk facts and behaviors.

6. To develop techniques to memorize, organize and relate the information, and to self assess learning.

CONTENTS

Last two weeks of October

- Illness and health.- Infectious and non infectious diseases and their transmission mechanisms.- Idea of prevention. Periodic medical checks.- Oral descriptions on prevention of infectious and non infectious diseases.- Valuation of health as the proper coordination of the systems forming our

organism.

EVALUATION CRITERIA

1.1. Defines infectious disease and identifies the causes of infectious diseases and its transmission mechanisms.

2.1. Defines non infectious diseases and identifies their causes. 3.1. Understands the meaning of prevention and describes what a medical

check is and its purpose. 4.1. Names individual actions that can be carried out at home and at school in

order to avoid infectious illnesses. 5.1. Names individual actions in order to avoid non infectious diseases. 6.1. Develops techniques to memorize, organize and relate the information

and to self asses learning.


- Infectious diseases and their transmission mechanisms.- Some non infectious diseases and their causes.- Some guidelines to prevent infectious and non infectious diseases.- Oral descriptions on prevention of disease.

METHODOLOGY

- Following the sequence of contents: to ask the names of the diseases students have suffered from or know, and classify them according to the origin criteria. To identify their possible causes and establish prevention ideas, asking for instance, how could we have avoided them


- Student’s Book, Activity Book.- CD-ROM Resources.PROCEDURES AND EVALUATION


HOW TO MARK


unit evaluation.




- Activity: Vaccination Schedule, included in the Science Workshop project provided.

READING PRACTICE

- Reading: The family photo album.

ICT



- To value the importance of medical checkups and the efforts made by families and institutions in order to maintain people’s health and cure their illnesses: vaccination campaigns, establishment of health centers, hospitals, emergency services, retirement homes, etc.

UNIT 4. ECOSYSTEMS

BASIC COMPETENCES

Knowledge and interaction with the physical world- To identify the elements and types of ecosystems and apply this information

in the interpretation of ecosystems nearby.- To know the trophic relationships existing among the living things in an

ecosystem.

Cultural and artistic competencies - To know the historical evolution of the concept of species and the work

completed by the first naturalists when trying to determine the biological diversity of the planet and the origin of it.

Mathematics- To perform simple calculations with fractions.

Social and citizenship competencies- To reflect on the environmental conditions in which living things perform their

activities and the consequences that any alteration in their environment can cause.

Information and digital competencies- To extract information from a picture and organise it in a table, using

information technology tools if applicable.

Linguistic competencies- To acquire the habit of consulting the dictionary.- To extend and apply the vocabulary related to ecosystems and the

relationships occurring within ecosystems.

Autonomous learning competencies- To encourage the habit of using a diagram to organise the types of

relationships established among living things.- Develop the ability to selfassess learning.- To encourage cooperative work and the division of tasks.

Autonomy and personal initiative- To encourage students’ personal interest for hobbies or professions related to

nature.- To encourage students to work in teams by their own initiative.

BASIC SKILLS

- Linguistic competencies.- Knowledge and interaction with the physical world.- Autonomous learning competencies.

OBJECTIVES

1. To develop curiosity about the characteristics of ecosystems. 2. To define ecosystem, identify the elements forming it and classify them

according the physical environment where they appear. 3. To acquire the concept of adaptation and identify different types of

adaptations, both body and behavior adaptations. 4. To identify food relationships within the ecosystems and classify the living

things according to their position in the food chain. 5. To develop techniques to memorize, organize and relate the information,


CONTENTS

First two weeks of November

- Ecosystems and their elements. Types of ecosystems.- Adaptations of living things and types of adaptations.- Food relationships within the ecosystems. Producer, consumer and

decomposer organisms.- Classifications and descriptions of the elements of ecosystems.- Oral descriptions of information on posters and drawings.- Valuation of plants as food producers and base of the trophic pyramids of

almost every ecosystem.

EVALUATION CRITERIA

1.1. Develops curiosity about the characteristics of ecosystems. 2.1. Defines ecosystem, identifies the elements forming it and classifies them

according to the environment in which they appear. 3.1. Defines adaptation and identifies body and behavior adaptations. 4.1. Defines and provides an example of producer, consumer and

decomposer organisms. 4.2. Identifies and characterizes different types of consumers. 5.1. Develops techniques to memorize, organize and relate the information,



- Elements of the ecosystems and types of ecosystems.- Ideas of body and behaviour adaptation. Identification of adaptation of living

things.- Characterization and identification of the ecosystems’ three types of living

things: producers, consumers and decomposers.- Oral descriptions of information on posters and drawings.- Valuation of plants as food producers and base of the trophic pyramids in

almost every ecosystem.

METHODOLOGY

- To start from students' information about ecosystems and adaptations of living things.

- To use videos of extreme ecosystems with less variety of living things and more noticeable and eye-catching adaptations.

- To locate nearby ecosystems and analyze the food relationships and some adaptations in particular.





HOW TO MARK


unit evaluation.




- Activity: Visiting a Natural Space, included in the Science Workshop project provided.

READING PRACTICE

- Reading: Coral Reefs.

ICT

- (Information and Communications Technology). The course CD-ROM which

includes interactive activities and consolidation and extension activities.


- To develop curiosity about the complexity of organisms and relations in ecosystems, specially the closest ecosystems.

SECOND TERM

UNIT 5. HUMAN BEINGS AND ECOSYSTEMS

BASIC COMPETENCES

Knowledge and interaction with the physical world- To provide an idea of what are natural resources and their use by human societies throughout history.- To know the causes how we alter the ecosystems and the effects of these

changes.

Cultural and artistic competencies - To know the great travels throughout history, the ships used, the style of

dress, the commercial exchanges, etc.- To value the importance of natural spaces, like the Parque Natural de

Timanfaya.

Mathematics- To use numerical data to express the time it takes for the messages in

spaceships to arrive, taking into account the enormous distances that separate the Earth from other stars.

Social and citizenship competencies- To relate through fictitious graphs, the growth of human population, the

increase in consumption of natural resources and the increase in the intensity and extension of environmental impacts.

Information and digital competencies- To exercise the relation of contents in diagrams, with arrows.- To obtain information from different sources and include it in a report.- To work the enquiry of several information sources and when relating the

results obtained.

Linguistic competencies- To acquire the habit of consulting the dictionary.- To use the vocabulary acquired to participate in dialogues in the classroom or

to write about protection of the planet.

Autonomous learning competencies- To be aware of learning and the acquisition of the capacity of self-

assessment.

Autonomy and personal initiative- To know the actions that benefit or prejudice the natural environments, reflect

on them and develop respectful attitudes towards the environment.

BASIC SKILLS

- Linguistic competencies.- Knowledge and interaction with the physical world.- Social and citizenship competencies.- Autonomy and personal initiative.

OBJECTIVES

1. To develop curiosity about the role of human beings in the ecosystems. 2. To define and identify the natural resources. 3. To identify the causes that change ecosystems. 4. To know and value the environmental effects of current human activities. 5. To know and value actions to protect life on the planet. 6. To acquire an idea of protected natural space and of the different levels of

protection. 7. To develop techniques to memorize, organize and relate the information,


CONTENTS

Last two weeks of November

- Natural Resources.- Human actions that change ecosystems: over exploitation, occupation of

natural spaces and different types of pollution.- Effects of human actions on the ecosystems: loss of biodiversity, reduction of

natural spaces and climate change.- Actions to protect life on the planet.- Types of protected natural spaces: parks, reservations, areas and

landscapes.- Oral descriptions on the change of ecosystems.

EVALUATION CRITERIA

1.1. Develops curiosity about the role of human beings in ecosystems. 2.1. Defines and identifies natural resources. 3.1. Names and describes the current causes changing ecosystems.

4.1. Knows and values the environmental effects of current human activities. 5.1. Identifies and describes measures to protect life on the planet. 6.1. Defines protected natural space and identifies the objectives of

protection. 6.2. Names different types of protected natural spaces. 7.1. Develop techniques to memorize, organize and relate the information,



- Natural resources.- Human actions that change ecosystems: overexploitation, occupation of

natural spaces and different types of pollution.- Actions to protect life on the planet.- Concept of protected natural spaces and knowledge of some of them.- Oral descriptions on information about changes in ecosystems.- Positive attitude towards sustainable development models.

METHODOLOGY

- To identify individual and collective activities affecting ecosystems.- To present the proceedings of different administrations and groups aimed at

protecting natural spaces.





HOW TO MARK


unit evaluation.


For all the students:- Consolidation activities provided for this unit.

- Extension activities provided for this unit.


- Activity: Developing an Environmental Campaign, included in the Science Workshop project provided.

READING PRACTICE

- Reading: The Breadfruit Tree.

ICT



- To be sensitive about the actions that change the ecosystems of the planet.- To have a positive attitude towards sustainable development models.- To show respectful behaviour in natural environments.

UNIT 6. CHANGES IN MATTER

BASIC COMPETENCES

Knowledge and interaction with the physical world- To know the general and specific properties of material objects and use units,

instruments and to measure them.- To understand the concepts of pure substance, mixture or solution.

Cultural and artistic competencies - To talk about the role of Maria the Jewess in the applied sciences, with her

famous “Bain Marie”.

Mathematics- To practice the calculation of density, consolidating the meaning and use of

division.

Social and citizenship competencies- To emphasise the importance of the distribution and selling of fuels, which are

essential for carrying out household activities and for transportation.

Information and digital competencies- To perform guided searches on the internet in order to obtain information to

consolidate knowledge of some symbols related to dangerous substances as seen in certain facilities and on packages, so as to avoid accidental contact or consumption.

Linguistic competencies- To acquire the habit of consulting the dictionary.- To use the vocabulary acquired to express differences or to explain

procedures.

Autonomous learning competencies- To experiment with the formation of mixtures and the separation of their

components, and with physical and chemical changes.- To encourage experiments as part of the scientific method.

Autonomy and personal initiative- To encourage student’s verbal expression to communicate ideas in a debate.- To discuss knowledge of physical phenomena in depth.

BASIC SKILLS

- Linguistic competencies.- Knowledge and interaction with the physical world.- Social and citizenship competencies.- Mathematics.

OBJECTIVES

1. To develop curiosity about the properties of matter and its changes. 2. To acquire the idea of matter and describe the general properties of matter. 3. To know the units, instruments and procedures to measure the mass and

volume of an object. 4. To name and identify some specific properties of matter. 5. To define pure substance, mixture and dissolving and know some simple

mixtures and solutions and identify their components. 6. To know and describe procedures to separate the components of mixtures. 7. To identify physical changes in matter and causes of these changes. 8. To acquire a basic idea of chemical reaction and identify physical changes

in the environment. 9. To develop techniques to memorize, organize and relate the information,


CONTENTS

First two weeks of December

- Idea of matter. General properties of matter: mass and volume.- Specific properties of matter: density.- Pure substances, mixtures and solutions.- Procedures to separate the components of some mixtures.- Physical changes of matter: deformations, changes of state, expansions and

contractions.- Chemical changes of matter. Chemical reactions.- Conduction of experiments mixing and separating substances.- Conduction of simple experiments in order to observe chemical

transformations.

EVALUATION CRITERIA

1.1. Develops curiosity about the properties of the matter and their changes. 2.1. Defines matter. Names objects and substances. 2.2. Knows the instruments and units to measure masses and volumes. 3.1. Describes procedures to measure and express masses and volumes. 4.1. Identifies and names specific properties of matter. 5.1. Defines pure substance, mixture and dissolution. 6.1. Names and describes different procedures to separate the components of

mixtures. 7.1. Names and describes the physical changes of matter and identifies them

in his/her environment. 8.1. Identifies and describes chemical changes in his/her environment. 9.1. Develops techniques to memorize and relate information, and to self

assess learning.


- Most common instruments, units and procedures to determine mass and volume.

- Mixtures and dissolutions. Procedures to separate the components of some mixtures.

- Physical changes of matter: deformations, changes of state, dilatations and contractions.

- Measurement of mass and volume.- Mix and separate substances.

METHODOLOGY

- To measure mass and volume. Emphasize the steps of the measurement process: determine magnitude, choose an appropriate unit, use an appropriate instrument, follow an appropriate procedure and express the result.

- To conduct experiments of change of state, deformations, mixtures, dissolutions and chemical reactions to support the exposition of contents.





HOW TO MARK


unit evaluation.




- Activities: Visiting a Factory and Separating Mixtures, included in the Science Workshop project provided.

READING PRACTICE

- Reading: Can we live without natural resources?

ICT



- To take care of the materials and instruments used in different experiments.- To value and respect the warning on the packages of dangerous products.

- To value the importance of scientific knowledge.- To enjoy observation and knowledge of the causes of changes in the

environment.

UNIT 7. LIGHT, MAGNETISM AND ELECTRICITY

BASIC COMPETENCES

Knowledge and interaction with the physical world- To know the main luminous phenomena and the behaviour of objects in light.- To understand and describe magnetic phenomena and acquire basic ideas

about static electricity and electrical currents.

Cultural and artistic competencies - To be able to use mixtures of colours in artistic expression activities.

Mathematics- To express the distances travelled by light with the help of base ten

exponents and perform simple calculations.- To perform calculations from dates.

Social and citizenship competencies- To talk about the importance of the expeditions to the poles and the great

human inventions.- To raise consciousness on the need to respect electrical device’s use and

safety measures.

Information and digital competencies- To encourage students to draw conclusions about conductive and insulating

materials from the information obtained from various sources.

Linguistic competencies- To extend and apply the vocabulary and exercise reading comprehension.- To ask students to use specific vocabulary to formulate their reasoning.

Autonomous learning competencies- To conduct experiments on magnetism and electricity, adopting the scientific

method as a means of learning.- To complete diagrams of the unit contents.- To suggest the experiment of building a home-made battery with a lemon.

Autonomy and personal initiative- To encourage students to have the initiative to conduct simple experiments to

better understand the physical phenomena.- To raise student’s awareness so that they express their opinions

autonomously and behave appropriately.

BASIC SKILLS

- Linguistic competencies.- Knowledge and interaction with the physical world.- Social and citizenship competencies.

OBJECTIVES

1. To develop curiosity about the properties of energy and its changes. 2. To define light as a form of energy and know the characteristics of light

propagation. 3. To describe how light affects various materials and objects and classify

materials and objects according to their behavior in the presence of light. 4. To define magnetism and identify the poles of a magnet. 5. To define electricity and acquire the idea of an electric current. 6. To name the elements and operation of a circuit. 7. To know different appliances that work with electricity and magnets and

value their importance in human activities. 8. To develop techniques to memorize, organize and relate the information,


CONTENTS

Second and third week of January

- Light and light-emitting sources. Propagation of light.- Transparent, translucent and opaque objects. The colour.- Magnetism. Magnets and types of magnets. Interactions among magnets.- Electricity. Electricity conductors and insulators.- Electric currents. Circuits and their elements.- Ordered description of events related to electricity and magnetism, identifying

their causes and effects.- Planning and conducting experiments in which electric and magnetic

phenomena can be observed.

EVALUATION CRITERIA

1.1. Develops curiosity about the properties of energy and its changes 2.1. Defines light and identifies the characteristics of light propagation. 3.1. Defines and names transparent, translucent and opaque objects. 4.1. Defines magnetism and identifies the poles of a magnet as areas of

maximum strength. 5.1. Defines electricity and electric current. 6.1. Names elements of a simple circuit and their functions. 7.1. Knows different appliances that work with electricity and magnets and

value their importance in human activities.

8.1. Develops techniques to memorize, organize and relate information, and to self assess learning.


- Light and Light-emitting sources. Propagation of light.- Transparent, translucent and opaque objects.- Parts of a magnet and interactions among magnets.- Electricity. Electricity conductors and insulators.- Electric currents. Circuits and their elements.- Ordered description of events related to electricity and magnetism, identifying

their causes and effects.

METHODOLOGY

- To base on multiple experiments facilitating the exposition of contents and the description of processes. It is advisable to ask questions and let students present causal hypotheses. For each phenomenon observed, we can study its effects and causes.




- Unit evaluation test.- Continuous evaluation in the register.

HOW TO MARK


unit evaluation.




- Activity: Constructing a Battery with a Lemon, included in the ScienceWorkshop project provided.

READING PRACTICE

- Reading: The Earth is a big magnet.

ICT



- To take care of the materials and instruments used in the experiments.- To value the importance of scientific and technological knowledge due to its

contribution to people’s well-being.- To show curiosity about physical phenomena and their causes.

UNIT 12. EUROPEAN SOCIETY

BASIC COMPETENCES

Knowledge and interaction with the physical world- To know the main parameters of human geography in the countries of Europe

and the European Union.- To know the main government institutions of the EU.

Cultural and artistic competencies - To know both the ordinary aspects and the differentiators of the cultures of

European countries.

Mathematics- To perform simple calculations with numerical data of population, extension

and population density.

Social and citizenship competencies- To know some of the main rights and obligations of EU citizens.- To be aware of the importance that EU and Spain’s governmental institutions

have in our lives.

Information and digital competencies- To learn to obtain information from official sources that can be accessed

through the internet, in order to study aspects such as life expectancy in the EU, the composition of the population, etc.

Linguistic competencies- To acquire specific vocabulary related with Europe and Spain’s human

geography and use it when preparing written and oral reports.

Autonomous learning competencies- To prepare and use organisation charts to order the information related to the

governmental institutions and their responsibilities.

Autonomy and personal initiative- To know some rules of citizenship, and acquire initiative to apply them in daily

life.

BASIC SKILLS

- Linguistic competencies.- Knowledge and interaction with the physical world.- Mathematics.- Social and citizenship competencies.

OBJECTIVES

1. To develop curiosity about Europe and Spain’s society. 2. To know the main features of Europe’s population. 3. To define the main features of the population of the European Union and

the countries forming it. 4. To understand the value of democracy in the EU and know the standard of

living and its advantages for the population. 5. To know the main bodies in the EU’s power structure. 6. To develop techniques to memorize, organize and relate the information,


CONTENTS

Second and third week of April

- Europe’s extension, number of countries and inhabitants, population density and distribution of Europe’s population.

- EU’s extension, number of countries and inhabitants, population density and countries composing it.

- Urban population, natural growth, real growth and immigrants in the EU.- Democracy, high standard of living and the Euro as characteristics of the

European Union.- The Council of the European Union and the Legislative, Executive and

Judicial Power in the EU’s political organization.

- Making maps of Europe to know the population density.- Making a political map of the EU.

EVALUATION CRITERIA

1.1. Develops curiosity about Europe and Spain's society. 2.1. Knows Europe’s extension, number of countries and inhabitants and

population density. 3.1. Knows EU’s extension, number of countries and inhabitants and

population density. 4.1. Understands the value of democracy in the EU and knows the EU’s

standard of living and advantages for its population. 5.1. Describes the main bodies in the EU’s power structure. 6.1. Develops techniques to memorize, organize and relate the information,



- Europe’s extension, number of countries and inhabitants and population density.

- EU’s extension, number of inhabitants and population density.- Countries forming the European Union.- Natural and real growth of the EU’s population.- Advantages of EU citizenship.- Main governing bodies of the EU.- Making a political map of the EU.

METHODOLOGY

- To develop student’s personal initiative through activities oriented to know the differences between the standards of living of European countries and the countries of less developed areas.

- To make maps of Europe and the EU.





HOW TO MARK


unit evaluation.




- Activity I: Working with Blank Maps, included in the Science Workshop project provided.

- Activity II: Knowing European Cities, included in the Science Workshop project provided.

READING PRACTICE

- Reading: The Euro.

ICT



- To encourage the valuation of the standard of living in the countries of the EU compared to other less developed and less safe countries.

- To raise awareness on the need to maintain the EU’s achievements

UNIT 13. WORK AND THE ECONOMY

BASIC COMPETENCES

Knowledge and interaction with the physical world- To know the participation of the three economic production sectors of Europe,

Spain and the Autonomous Community.

Cultural and artistic competencies - To understand the importance of communications and tourism to know the

cultures and artistic endeavours of Europe.

Mathematics- To use data, expressed as percentages, about the participation of the

different production sectors in Europe’s economy.- To learn to interpret graphs of these sectors.

Social and citizenship competencies- To be aware of the importance that workers belonging to all production

sectors have in order for the countries to maintain the welfare of their state.

Information and digital competencies- To learn the use of IT applications, such as spreadsheets, to order data in

tables and create bar graphs or pie charts.- To know how to extract useful information from household documents such as

receipts.

Linguistic competencies- To acquire specific vocabulary related to the economic activities of the

different production sectors and use it in written texts or verbal communication.

Autonomous learning competencies- To use study techniques like the creating conceptual diagrams to improve

memorisation of information.

Autonomy and personal initiative- To understand that every citizen from the European Union has personal

autonomy to decide his/her professional path and participation in economy.

BASIC SKILLS


OBJECTIVES

1. To develop curiosity about the characteristics of work and the economy. 2. To understand that the activities of the primary sector obtain products from

nature and know the main activities of that sector in Europe. 3. To understand that the activities of the secondary sector change the

products from nature and know the most important activities of that sector in Europe.

4. To understand that the activities of the tertiary sector have the purpose of offering services and know the main activities of that sector in Europe.

5. To know the main activities of the primary, secondary and tertiary sectors in Spain, their products and importance in relation with the working population.


CONTENTS

Last week of April and first two weeks of May

- Concepts of manufacturing and service sectors.- Most important activities and areas of the primary and secondary sectors and

most important activities of the tertiary sector in Europe and Spain.- Making simple graphs of the working population by sectors.- Making maps locating the main industrial areas of Europe and Spain.

EVALUATION CRITERIA

1.1. Develops curiosity about the characteristics of work and economy. 2.1. Understands the activities of the primary sector and knows its main

activities in Europe and the countries that excel in some of these areas. 3.1. Understands the function of the secondary sector and knows its most

important activities in Europe and the most industrialized countries. 4.1. Understands the function of the tertiary sector in Europe. 5.1. Knows the main activities of the primary sector in Spain, its products and

its importance regarding the working population. 5.2. Names the main activities of the secondary sector in Spain, its products

and importance regarding the working population. 5.3. Describes the main services of the tertiary sector in Spain, its

characteristics and importance regarding the working population. 6.1. Favours the development of techniques to memorize, organize and relate

the information, and to self assess learning.


- Concepts of manufacturing and service sectors.- Main activities of the three sectors in Europe.- Main activities in the three sectors in Spain.- Making maps locating the main industrial areas in Europe and Spain.

METHODOLOGY

- To make simple graphs of active population by sectors.- Making maps locating the main industrial areas in Europe and Spain.- To encourage respect towards the manufacturing activities, emphasizing their

necessity and importance.





HOW TO MARK


unit evaluation.




- Activities: Working with Blank Maps and Knowing Cities of Europe, included in the Science Workshop project provided.

READING PRACTICE

- Reading: Starting a business.

ICT



- To raise awareness on the fact that any job or service are essential for us to have a high standard of living.

- To encourage respect towards any profession, regardless the social status we give it.

THIRD TERM

UNIT 14. MODERN AGE

BASIC COMPETENCES

Knowledge and interaction with the physical world- To know the main events that occurred during the Modern Age in Europe and

in Spain.- To understand the influence that the events of the past have on the present.

Cultural and artistic competencies - To know some of the main works of art that were created during the Modern

Age in Spain and some details about the artists that created them.

Mathematics- To perform simple calculations from numerical data such as dates.

Social and citizenship competencies- To be aware of the need to respect human historical and artistic heritage.

Information and digital competencies- To learn to extract historical information from a variety of different works of

art.

Linguistic competencies- To acquire specific vocabulary related to the Modern Age and use it in written

answers or taking part in discussions.

Autonomous learning competencies- To learn to establish relationships between different pieces of knowledge.

Autonomy and personal initiative- To acquire curiosity about historical events in order to understand present day

situations.

BASIC SKILLS

- Linguistic competencies.- Autonomous learning competencies.- Social and citizenship competencies.

- Artistic and cultural competency.- Autonomy and personal initiative.

OBJECTIVES

1. To develop curiosity about the characteristics of the Modern Age. 2. To place the Modern Age in time and know its most important events. 3. To describe the artistic and cultural movements of the Modern Age. 4. To know the main events of the reign of the Catholic Kings. 5. To name the most important events in the reigns of Carlos I and Felipe II. 6. To know the crisis of the 17th century in Spain and the meaning of the

Golden Age and to value some of its artists. 7. To know the reformations of the new dynasty of the 18th century. 8. To describe the political meaning of the Enlightenment. 9. To develop techniques to memorize, organize and relate the information,


CONTENTS

Last two weeks of May

- The Modern Age, its limits and great political, scientific, religious and cultural events.

- The Catholic Kings and the political union of the Spanish reigns.- The great geographical discoveries and the discovery of America.- The reigns of Carlos I and Felipe II.- The crisis of the 17th century and the Golden Age.- The Enlightenment as the beginning of democracies.- Comparison of the map of the Peninsula in the 16th century and the current

one.

EVALUATION CRITERIA

1.1. Develops curiosity about the characteristics of the Modern Age. 2.1. Describes the most important events of the Modern Age. 3.1. Knows the artistic and cultural movements of the Modern Age. 4.1. Names the main events of the reign of the Catholic Kings. 5.1. Knows the most important events in the reigns of Carlos I and Felipe II. 6.1. Describes the crisis of the 17th century in Spain and values the meaning

of the Golden Age and some of its artists. 7.1. Knows the reformations of the new dynasty of the 18th century. 8.1. Knows and values the political meaning of the Enlightenment. 9.1. Develops techniques to memorize, organize and relate the information,



- Events of the Modern Age and its artistic movements.- Some facts of the reign of the Catholic Kings. The discovery of America.- Carlos I and Felipe II.- The crisis of the 17th century and the meaning of the Golden Age.- The Modern Age in the community.- The Enlightenment.

METHODOLOGY

- To use graphic material from the book in order to understand the lifestyle in the Modern Age and some works of art of the period.

- To make chronological timelines to locate the most important Spanish monarchs during the Modern Age.

- To encourage curiosity about the works of the artists of the period.





HOW TO MARK


unit evaluation.




- Activities: Developing a Timeline and Visiting an Ethnographic Museum, included in the Science Workshop project provided.

READING PRACTICE

- Reading: Circumnavigation of the globe.

ICT



- To value the Enlightenment as the movement that began the way to democracy.

- To respect the works of our cultural and artistic patrimony.

UNIT 15. CONTEMPORARY AGE

BASIC COMPETENCES

Knowledge and interaction with the physical world- To know the main events of the Contemporary Age and connect these events

with the present.- To know some of the great inventions of the last two centuries.

Cultural and artistic competencies - To know about contemporary art and some details about the artists from this

period.- Understand the great influence of the events of recent history on current

culture.

Mathematics- To use numerical data to calculate the decreased travel time due to the

invention of the powerful current means of transportation.

Social and citizenship competencies- To value the technological and social advances developed throughout the last

two centuries.

Information and digital competencies- To know the current primary means of communication and use them to

acquire or use information.

Linguistic competencies- To know the changes that our current language undergoes as a consequence

of the incorporation of new information and communication technologies and

due to the incorporation of words from other languages.

Autonomous learning competencies- To learn to describe, compare or express conclusions from any type of

graphical information.

Autonomy and personal initiative- To acquire curiosity about the main works of art from current and recent

history.

BASIC SKILLS

- Linguistic competencies.- Autonomous learning competencies.- Social and citizenship competencies.- Cultural and artistic competencies.- Autonomy and personal initiative.

OBJECTIVES

1. To develop curiosity about the characteristics of the Contemporary Age. 2. To place the Contemporary Age in time and know its most important

events. 3. To describe the French Revolution, the Industrial Revolution, and the

changes they caused, as the most important events of the 19th century. 4. To name the causes and consequences of the Peninsular War and the

ideologies confronted in Spain throughout the 19th century. 5. To know some of the changes in the Spanish lifestyle during the 19th

century and to recognize Modernism as the emerging theme at the end of the century.

6. To describe the two World Wars and when they took place. 7. To know the different areas of the world according to their development

from 1950 up to now. 8. To know the main political events of Spain from 1900 to 1975 and from

1975 up to now. 9. To develop techniques to memorize, organize and relate the information,


CONTENTS

First two weeks of June

- The Contemporary Age and its timeframe.- The French Revolution, the Industrial Revolution and their changes.- Spain in the 19th century.- The two World Wars and the second half of the 20th century.- Spain between 1900 and 1975 and from 1975 to the current date.

EVALUATION CRITERIA

1.1. Develops curiosity about the characteristics of the Contemporary Age. 2.1. Places the Contemporary Age in time and know its most important

events. 3.1. Describes the French Revolution, the Industrial Revolution and the

changes they caused, as the most important events of the 19th century. 4.1. Names the causes and consequences of the Peninsular War and the

ideologies confronted in Spain throughout the 19th century. 5.1. Knows some of the changes in the Spanish style of life throughout the

19th century and recognizes Modernism as the emerging theme at the end of the century.

6.1. Describes the two World Wars and when they took place. 7.1. Knows the different areas of the world according to their development

from 1950 up to now. 8.1. Knows the main political events of Spain from 1900 to 1975 and from

1975 up to now. 9.1. Develops techniques to memorize, organize and relate the information,



- The Contemporary Age.- The French Revolution and the Industrial Revolution as the most important

events of the 19th century.- The Peninsular War and some Spanish king of the 19th century.- The two World Wars.- The world’s most and least developed areas.- The great political events of Spain and the community during the 20th

century.- The meaning of democracy.- Valuation of democracy as the political system that defends equality and

guarantees our rights.

METHODOLOGY

- To use the graphic material from the book in order to understand the lifestyle of the 19th century and be able to evaluate the changes occurred since then.

- Making chronological timelines to locate the main events of the Modern Age in the world and Spain.

- To encourage curiosity about the works of the artists from the period.STUDENT MATERIALS AND OTHER RESOURCES



- Unit evaluation test.- Continuous student evaluation in the register.- Final evaluation test.

HOW TO MARK


unit evaluation.




- Activities: Developing a Timeline and Visiting an Ethnographic Museum, included in the Science Workshop project provided.

READING PRACTICE

- Reading: The Age of Communication.

ICT



- To recognize the value of democracy and, especially, the process followed by Spain in order to establish democracy.

- To understand that democracy guarantees rights but also comes with obligations from citizens.

UNIT 8. ROCKS

BASIC COMPETENCES

Knowledge and interaction with the physical world- To know rocks based on their characteristics.- To improve students’ skills to understand and describe the aspects related to

the dynamic nature of rocks.

Cultural and artistic competencies - To know about the Roman Age in the Iberian Peninsula and the effects of

some human activities on landscapes.- To encourage creativity when creating a drawing about the structure of the

Earth.

Mathematics- To perform simple calculations and convert units of mass (ton and kilogram).

Social and citizenship competencies- To encourage awareness about the risks that miners face.

Information and digital competencies- To use different sources to obtain information about soil and its formation.

Linguistic competencies- To extend and apply the vocabulary and exercise reading comprehension.- To use the vocabulary acquired to interpret images.

Autonomous learning competencies- To practice explanations, ordered and connected to a diagram, of external

geological processes.- To plan a visit to a natural environment, obtaining information about what

students are going to learn.

Autonomy and personal initiative- To encourage students to self-assess their knowledge and develop the habit

of researching information so as to improve their understanding of texts and exercise their ability to formulate ideas and propose arguments.

BASIC SKILLS

- Linguistic competencies.- Knowledge and interaction with the physical world.- Autonomous learning competencies.

OBJECTIVES

1. To develop curiosity about the properties of rocks. 2. To know the distinguishing characteristics of rocks and to identify some

common rocks.

3. To describe in a simple way the erosion processes of rocks, and transportation and sedimentation.

4. To explain the activity of the magma in the mantle and the processes of rock formation from magma.


CONTENTS

Last week of January and first week of February

- General characteristics and distinguishing features of rocks.- The formation of sedimentary rocks.- Magma and the formation of rocks from magma. Volcanoes and earthquakes.- Description of the processes of formation and transformation of rocks in the

Earth’s crust, identifying the causes of the changes.- Identification of rocks and minerals from real samples and from posters.

EVALUATION CRITERIA

1.1. Develops curiosity about the properties of rocks. 2.1. Knows the distinguishing characteristics of rocks and identify some

common rocks. 3.1. Describes the fragmentation of rocks and its causes and the

transportation and sedimentation of the materials eroded. 4.1. Defines magma and describes how a volcano and an earthquake occur. 5.1. Develops techniques to memorize, organize and relate the information,



- Erosion of rocks on the surface and accumulation of sediment. Formation of sedimentary rocks.

- Magma and formation of magmatic rocks.- Methods for extracting rocks and minerals and uses of rocks and minerals.- Description of the formation and transformation processes of rocks in the

Earth’s crust using the appropriate vocabulary and identifying the processes.

METHODOLOGY

- To present the unit emphasizing the planet’s dynamism and encouraging class participation conducting experiments and discussing previous knowledge about landscapes and changes in landscapes.

- To use samples of rocks and magnifying glasses to see the components of rocks. To base the descriptions on the processes of erosion and transportation of materials through direct observations; e.g. to see how water

acts over lands on slopes.




- Unit evaluation test.- Continuous evaluation in the register.

HOW TO MARK


unit evaluation.




- Activity: Studying the Soil, included in the Science Workshop project provided.

READING PRACTICE

- Reading: The Médulas.

ICT



- To know the geological phenomena affecting the Earth.

UNIT 9. HYDROSPHERE AND ATMOSPHERE

BASIC COMPETENCES

Knowledge and interaction with the physical world- To identify the types of water, their movements and importance for living

things.- To improve students’ knowledge about the atmosphere.

Cultural and artistic competencies - To encourage students' creativity for making a poser about the separation of

wastes.

Mathematics- To create and interpret graphs related to temperatures and rainfall.- To apply the knowledge related to measurements and their units.

Social and citizenship competencies- To raise students’ awareness on the importance of the work of weather

forecasters.

Information and digital competencies- To interpret numerical data and conventional symbols to communicate

meteorological information in weather maps.

Linguistic competencies- To extend and apply the vocabulary and exercise reading comprehension.- To acquire specific vocabulary about the layers of the atmosphere; also by

consulting the etymology of these terms in suitable dictionaries.

Autonomous learning competencies- To encourage the creation of conceptual diagrams to organise the unit

contents and improve the learning process.

Autonomy and personal initiative- To encourage students to express and defend their ideas in a debate.

BASIC SKILLS


OBJECTIVES

1. To develop curiosity about the properties of the hydrosphere and atmosphere.

2. To know what the hydrosphere is and to value its importance for living things.

3. To identify the layers of the atmosphere and describe its characteristics. 4. To define and distinguish between weather and climate. 5. To know the factors that determine climates and identify them in the

characterization of the climate of his/her area. 6. To name instruments used for studying climate, describe their function and

create and interpret simple climate diagrams. 7. To develop techniques to memorize, organize and relate the information,


CONTENTS

Second and third week of February

- The hydrosphere and its importance.- The atmosphere and its importance. Layers of the atmosphere.- Atmospheric weather and climate.- How climate is studied: seasons, instruments and data registers. Climate

diagrams.

EVALUATION CRITERIA

1.1. Develops curiosity about the properties of the hydrosphere and atmosphere.

2.1. Defines hydrosphere and locates it in the layers of the Earth. 3.1. Defines atmosphere, names its layers and describes their importance. 4.1. Defines climate and differentiates it from weather. 5.1. Names and describes the factors determining climate. 6.1. Names meteorological instruments and creates simple climate diagrams. 7.1. Develops techniques to memorize, organize and relate the information,



- The hydrosphere.- The atmosphere and its importance.- Elements or factors on which climates depend.- How climate is studied: instruments and data register. Climate diagrams.- Interpretation of simple climate diagram graphs.- Ordered description of events related to water movements and flows and

atmospheric phenomena.

METHODOLOGY

- To observe the sky and discuss the states of the sky throughout seasons. To measure temperature during one week, record it and create graphs.

- Students should be able to characterize different states of the atmosphere and explain the reasons why the climate of the area is as it is.

- To use globes in order to review the distribution of water, name different streams and accumulation of continental and oceanic water.





HOW TO MARK


unit evaluation.




- Activity: Analyzing Aerial Photographs, included in the Science Workshop project provided.

READING PRACTICE

- Reading: The Earth and the Moon.

ICT



- To know and incorporate guidelines to reduce the changes to the atmosphere and water of the hydrosphere caused by pollution.

- To develop the capacity for collecting information in a systematic manner and presenting and studying data.

concrección curricular 6ºc - science (blog)

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