Macmillan
Natural and Social Science 5
SYLLABUS
Area: Conocimiento del Medio (English)
Stage: Primary Education
3rd Cycle
1
INTRODUCTORY UNIT
BASIC COMPETENCIESC1: Competency in linguistic communication / –All the activities of the unit use the language as an instrument of communication. Ex. Asking questions about theScientific method(PB page 5)
C2: Competency in mathematics
C3: Competency in knowledge of and interaction with the physical world / –Learning about the scientific method. (PB pages 4-5)
C4: Competency in new technologies / –Website activities:
C5: Competency in social awareness and citizenship / –Education for Peace: Understand the importance of respecting each other and cooperate when they do group activities. (PB page 5)
C6: Competency in artistic and cultural awareness / –Students say the Scientific method chant (PB page 5)
C7: Competency in learning to learn / –Self-evaluation of the unit by doing a class discussion so as to review the contents learnt. (TN page 34)
C8: Competency in autonomous learning and personal initiative / –Students describe what they can see in a picture in an autonomous way. (PB page 4)
C9: Emotional competency.
(Castilla la Mancha) / –Learn to work in groups respecting each other and admitting both their own success and their classmates’. Ex. Do the Opening activity. (TN page 32)
OBJECTIVES
Throughout this unit, the student will be able to achieve the following points:
To identify the stages of the scientific method C1 C3 C7
To get to know the Science Investigators C1 C3
CONTENTS
Throughout this introductory unit, we will place particular emphasis on Block 6 (Matter and energy):
Block 6. Matter and energy
- Listen and copy the stages of scientific method in order
- Copy and match the definitions with the stages of the scientific method in activity 1
- Say the Scientific method chant
- Read the poster again. Who are the Science Investigators and what do they do?
- What Science questions do you want to ask the Science Investigators?
- Class discussion: Review
LINGUISTIC CONTENTS
- Topics:The Science Investigator
- Scientific investigation: investigators, information, predictions, observations, record, scientists, questions, answers, scientific method, stages, research, hypothesis, conclusion
- Key structures:
Present simple questions:Have you got a Science question? What’s the air made of?
Imperative:Send a text message
Receptive language:mysteries, look for, accurate, data, books, journals, internet, analyse, Natural and SocialScience, text message
LEARNING STRATEGIES
Discussing pictures.
Saying a chant
CROSS-CURRICULAR ITEMS
- Music:Students say a chant about the scientific method.
ATTITUDES AND VALUES
The importance of reviewing what they have already learnt
Developing an interest in scientific investigation
Politeness in the other language.
Effort with new vocabulary and structures.
Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc.
MIXED-ABILITY ACTIVITIES
Extra worksheets of the Photocopiable Resources CD.
EVALUATION
1. EVALUATION RESOURCES
- Informal evaluation
-Teacher’s evaluation of the unit
-Individual child assessment sheet
-Class assessment sheets.
- Formal evaluation
-Diagnostic test
- Self-evaluation
-Self-evaluation section
2. KEY COMPETENCIES’ EVALUATION CRITERIA
- Getting acquainted with the Science Investigators (C1, C3, C5, C8)
- Discussing the pictures and the stages of scientific method (C1, C3, C5, C8)
- Saying a chant about scientific method (C1, C3, C6, C7, C8)
UNIT 1
Living things
BASIC COMPETENCIESC1: Competency in linguistic communication / –All the activities of the unit use the language as an instrument of communication. Ex. Listen and read the comicA bad smell! (PB page 14)
C2: Competency in mathematics
C3: Competency in knowledge of and interaction with the physical world / –The whole unit is devoted to talk about what living things are, the life processes of living things, respiration, cell, how living things are organized and classified, plants and animals. (PB pages 6-17)
C4: Competency in new technologies / – Website activities:
– Internet links for this unit (TN page 35)
C5: Competency in social awareness and citizenship / –Environmental Education: the importance of taking care of living things as part of the environment. (PB pages 6-17)
–Moral and Civic Education: The importance of doing their chores at home, such as washing up their plates. (PB page 14)
C6: Competency in artistic and cultural awareness / –Say the Living things chant. (PB page 7)
–References to the first microscope in the Read the Did you know? sectionsection. (PB page 10)
–Sing The Five kingdoms song. (PB page 14)
–References to the Mexican Red-Kneed Tarantula (PB page 15)
–Make a poster about a living thing. (PB page 15)
C7: Competency in learning to learn / –Complete the Learning to Learn and Let’s revise! sections so as to revise the contents learnt in the unit. (PB pages 16 and 17)
C8: Competency in autonomous learning and personal initiative / Show autonomy and initiative when investigating:
–Investigate Respiration. Let’s investigate!(PB page 9)
C9: Emotional competency.
(Castilla la Mancha) / –Learn to work in groups respecting each other and admitting both their own success and their classmates’. Ex. Answering questions for the Science Investigators and checking in the Wiki
OBJECTIVES
Throughout this unit, the student will be able to achieve the following points:
To classify and differentiate between living and non-living things C1 C3
To identify the characteristics and life processes of living things C1 C3 C6
To recognise that different living things carry out the life processes in different ways C1 C3
To identify the different methods that producers, consumers and decomposers use to obtain energy C1 C3
To understand that sense organs detect stimuli in the environment C1 C3
To carry out a scientific investigation and to observe and record the results of the investigation C1 C3 C6 C7
To draw conclusions based on prior knowledge and the results of the investigation C1 C3 C8
To understand that yeast has the characteristic of respiration C1 C3
To understand that cells which perform the life processes in all living things C1 C3 C6
To identify different cells and the basic differences between them C1 C3
To differentiate between unicellular and multicellular organisms C1 C3 C4
To understand the microscope’s basic history and its uses C1 C3
To understand how cells are organised C1 C3
To understand how cells, tissues, organs and systems work together to form organisms C1 C3
To identify the five kingdoms of living things and their characteristics C1 C3
To compare and contrast living things from different kingdoms C1 C3 C4
To understand a virus is not a living thing C1 C3
To listen to, read and understand a comic and a factual text about bacteria C1 C3 C5 C7
To hypothesise about the action of bacteria C3 C5
To investigate and write about a living thing C1 C3 C8
To review unit content C1 C3 C7
To skim read a text for key words and information C1 C7
To use concept maps for recording and reviewing information C1 C7
To undertake a simple self-assessment of the unit content C7 C8
CONTENTS
Throughout this unit, we will place particular emphasis on Block 2 (Diversity of living beings), but we would also like to highlight the contents of other blocks of the curriculum of 3rd cycle primary, which are also introduced or recycled in this unit:
Block 2. Diversity of living beings
-Listen and read the Science investigation notes.
-Identify the characteristics of living things in photos a–g on page 6.
-Say the Living things chant
-Are these living things? Listen and write living or non-living
-Choose the correct words and write the sentences
-Answer the question for the Science Investigators: Is a seed a living thing?
-Mind map: Review the characteristics of living things
-Listen and read about the life processes of living things
-What are the three groups of consumers?
-Discussion time: Class interaction
-Yeast is used in bread-making. What part does it play in the process? Choose the correct answer.
-Let’s investigate! Does yeast have the characteristics of respiration? Aim, Materials, Hypothesis, Method, Record, Conclusion
-Let’s investigate more! Do the investigation again using cold water in a cold place. Use the investigation worksheet and record the results.
-Answer the question for the Science Investigators: What are cells?
-Listen and read about cells and magnification
-Discuss blood tests
-Read the Did you know? section
-Copy and complete the questions and answers
-Copy and complete the sentences
-How do cells reproduce?
-Answer the question for the Science Investigators: What are cells? Check in the Wiki
-Cell review: Listen and complete the sentences
-Answer the question for the Science Investigators: How do cells work together?
-Listen and read about how living things are organised
-Slide presentation
-Order and copy the words from the simplest structure to the most complex
-Copy and complete the sentences
-Answer the question for the Science Investigators: How do cells work together? Check in the Wiki.
-True or false?
-Definitions game
-Answer the question for the Science Investigators: How do we classify living things?
-Poster activity
-Listen and read about the Monera Kingdom, Protist Kingdom and Fungus Kingdom
-Read the Did you know? section
-Listen and read about the Animal Kingdom and the Plant Kingdom
-Poster activity
-Identify and classify these living things into kingdoms. Are they unicellular and multicellular?
-What do the organisms in this unit have in common?
-Sing the Five kingdoms song
-Answer the question for the Science Investigators: How do we classify living things? Check in the Wiki.
-Guessing game: What am I?
-Pair work: Making comparisons
-Listen and read the comic. What do you think happened to the milk?
-Listen and read the text. Choose the correct words and write the sentences.
-Read the text again. Is salmonella a harmful bacteria? Which types of food can contain salmonella?
-What happened to the milk? Copy and complete the explanation.
-Read the report and copy and match the headings to the paragraphs
-Choose a living thing. Investigate it and write a description.
-Share reports
-Copy and complete the sentences about characteristics of living things
-Match and write the sentences about life processes
-Copy and complete the sentences about how living things are organised
-Choose the correct words and write the sentences about living things
-Copy and complete the sentences about the classification of living things. Find the mystery word.
-Science Investigators’ Wiki – Discovery
-Definitions worksheet 1
-Read and identify the key words
-Copy and complete the concept map
-Revise all the contents learnt and self-evaluate their own work by completing the Learning to Learn and the Let’s revise! sections
Block 3. Health and personal development
-Senses review
-Define nutrition, interaction and reproduction
-Introduction to stimulus and response
-Identify the life processes in photos a–c
-Identify the response and the stimulus
-Answer: Do you remember the different ways some living things reproduce?
-Copy and answer the questions
-What’s the word? game
-Listen and read about respiration
LINGUISTIC CONTENTS
- Topics: What are living things? The life processes of living things; Respiration; Cells; How are living thingsorganised? How are living things classified?
Living things: seed, food, energy, sunlight, animals, plants, breathe, oxygen, carbon dioxide, waste,perspire, sweat, organisms, nutrients, producers, consumers, decomposers, herbivore, carnivore, omnivore,yeast, bacteria, helpful, harmful, protist, amoeba, algae, mushrooms, photosynthesis, glucose, flowering / nonflowering,vertebrates, invertebrates, fox, grasshopper, violet, salmonella, movement, nutrition, respiration,excretion, reproduction, growth, interaction, life processes, reaction, stimuli, sense organs, environment.
Non-living things: stone, remains, viruses
Cells: microscope, magnify, muscle / nerve / blood, lenses, tissues, organs, systems, circulatory system
Kingdoms: Monera / Protist / Fungus / Plant / Animal Kingdom
- Key structures:
Quantifiers: some / all / most / many; All living things share some basic characteristics.
Imperatives: Dissolve the sugar in the warm water.
Receptive language: sunflower, surroundings, air, get rid of, toilet, touch, light, temperature, sound, young,parents, river, dandelion, soil, cloud, dormant, humidity, inorganic, plant food, roots, adults, species, breadmaking,building blocks, instrument, eye glasses, heart, ovum, illnesses, absorbing, pond, wash up, digest,tarantula, carnivore, fangs, prey, venom, palps
LEARNING STRATEGIES
Memorize wordsthrough comics and chants.
Learn contents through experiments.
Investigate about respiration(Let’s investigate!).
Do a Science Investigation Report about a living thing.
Review all the contents learnt.
CROSS-CURRICULAR ITEMS
- History:Students read about the history of microscope.
- IT: Internet links (TN page 35):
Living things
ATTITUDES AND VALUES
Learning about the characteristics we share with other living things
Learning how to interact in a positive way in social settings
Learning about the potential dangers of bacteria and viruses
Politeness in the other language.
Effort with new vocabulary and structures.
Interest and respect in the classmates’ opinions, mother tongue, accent, origin, etc.
MIXED-ABILITY ACTIVITIES
Extra activities:
-Literacy: Alphabet race
-Literacy: Make a memory aid
-Class worksheet 1: Life processes
-Art: Make a life cycle poster
-Cookery: Bread rolls
-Collage: Living and non-living things
-Science investigation: Microscopes
-Science investigation: What can this be?
-Art: Cell organisation
-Pair work: Organs
-Class worksheets 2a and 2b: Classification of living things
-Homework worksheets: Investigating living things
-Why don’t you?
-Class discussion: Organising notes
Optional Activity Book activities
-Complete the crossword with the characteristics of living things. (AB page 2)
-Complete the sentences about living and non-living things. (AB page 2)
-Circle the odd one out. Why is it different? (AB page 2)
-Complete the sentences about the life processes. (AB page 3)
-Complete the concept map. (AB page 3)
-Answer the questions about living things. (AB page 3)
-Answer the questions about cells. (AB page 4)
-Write the words in the diagram to show how living things are organised. (AB page 4)
-Read, think and write (AB page 4)
-Circle the odd one out. Why is it different? (AB page 4)
-Complete the chart. (AB page 5)
-Complete the sentences about the living things in the photos. (AB page 5)
-Circle the odd one out. Why is it different? (AB page 5)
-Read the Science Investigation notes. How are viruses and bacteria different? (AB page 6)
-Order the letters to discover the mystery word. Complete the definition. (AB page 6)
Support Ideas, game bank.
Extra worksheets of the Photocopiable Resources CD.
EVALUATION
1. EVALUATION RESOURCES
- Informal evaluation
-Teacher’s evaluation of the unit
-Individual child assessment sheet
-Class assessment sheets.
- Formal evaluation
-Unit 1 Test
-1st term test
-End of year test
-Closing activities at the end of each lesson
- Self-evaluation
-Learning to Learn and Let’s revise! review sections for Unit 1
2. KEY COMPETENCIES’ EVALUATION CRITERIA
- Listening and reading about the characteristics of living things
- Saying a chant about the living things
- Listening and reading about the life processes of living things
- Identifying living / non-living things and life processes
- Identifying stimulus and response and sense and the organs used
- Discussing the different ways some living things reproduce
- Investigating respiration in yeast
- Learning about cells, their structure and how theyreproduce
- Learning about magnification and microscopes
- Understanding how cells work together
- Copying and completing sentences about howliving things are organised
- Learning how living things are classified
- Differentiating between unicellular andmulticellular organisms
- Singing a song about the five kingdoms
- Listening to and reading a comic about sour milk
- Listening to and reading a factual text aboutbacteria
- Reading and assigning headings to a report
- Investigating and writing about a living thing
- Organising notes effectively
- Use information and communication technologies in order to look for information by following the suggested Internet links.
- Reviewing and testing the main concepts ofthe unit
UNIT 2
The Plant Kingdom
BASIC COMPETENCIESC1: Competency in linguistic communication / –All the activities of the unit use the language as an instrument of communication. Ex. Read an article about an ancient seed.(PB page 26)
C2: Competency in mathematics / –Students complete an equation for photosynthesis. (PB page 28)
C3: Competency in knowledge of and interaction with the physical world / –The whole unit is devoted to talk about plants, their characteristics, their different parts, plant nutrition, plant interaction, flowering plant reproduction, asexual reproduction, etc. (PB pages 18-29)
C4: Competency in new technologies / – Website activities:
–Internet links for this unit (TN page 65)
C5: Competency in social awareness and citizenship / –Environmental Education: the importance of taking care of plants as part of the environment. (PB pages 18-29)
C6: Competency in artistic and cultural awareness / –Say the Plants chant. (PB page 19)
–Say the Plant cells rap. (PB page 20)
–Sing the Plant reproduction song. (PB page 24)
–Draw a picture of a plant and label it. (PB page 27)
C7: Competency in learning to learn / –Complete the Learning to Learn and Let’s revise! sections so as to revise the contents learnt in the unit. (PB pages 28 and 29)
C8: Competency in autonomous learning and personal initiative / Show autonomy and initiative when investigating:
–Investigate plant interaction. Let’s investigate!(PB page 23)
–Investigate asexual reproduction. Let’s investigate!(PB page 25)
C9: Emotional competency.
(Castilla la Mancha) / –Learn to work in groups respecting each other and admitting both their own success and their classmates’. Ex. Answering questions for the Science Investigators and checking in the Wiki
OBJECTIVES
Throughout this unit, the student will be able to achieve the following points:
To classify different plants and identify their characteristics C1 C3 C4 C7