Natural Science 3EP
CLASSROOM PROGRAMMING
Programming 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
• 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 EXPRESSION
Reading
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 links
Activity on how human hearing works (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.
METHODOLOGY
MATERIALS 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 1
STRUCTURE:
– 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. / Programming and teaching instructions
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 / Students
1 …... / 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.
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Lesson 2. We can move