SYLLABUS Unit 1: I’m healthy!
KEY SCIENCE 2
PRIMARY
UNIT 1: I’M HEALTHY!
1. METHODOLOGY
In this unit, students revise how important correct hygiene, a good diet and sufficient rest are for their development.
The unit emphasises physical exercise as a way to grow strong and healthy.
Students learn about sports that are played as a team and individually. They also learn how to avoid injuries by stretching before and after exercise and using the proper equipment. The unit also underlines the importance of following the rules and demonstrating good sportsmanship while playing.
Students also examine how the body reacts when not healthy and the steps that are necessary to improve their health.
This unit comes under the block Health and Personal Development.
2. TIMING
This unit corresponds to the first fortnight of the first term. It has an estimated duration of about 15 days.
3. RESOURCES
• Daily planner
• Class CD1: Tracks 1-10
• Syllabus and worksheets CD:
- Song photocopiable: This is the way
- Mixed-ability worksheets: Unit 1
• Evaluation worksheets: Unit 1
• Flashcards: Body, Sports
• Posters
• Interactive whiteboard resources CD-ROM: Unit 1
Web resources:
• Go, team, go!
• Self-evaluation: Unit 1
4. SYLLABUS
Objectives
• To associate healthy habits with healthy bodies and relate them to illness prevention.
• To learn the importance of playing sports safely and correctly.
• To differentiate between individual and team sports.
• To recognise that illnesses have symptoms.
• To experiment with sports abilities.
Evaluation criteria
• To identify habits necessary for looking after one’s health and adopt them to prevent illness.
• To identify safe and correct ways to play sports.
• To name certain sports and classify them as individual or team sports.
• To identify symptoms of common illnesses.
• To understand how balance and coordination affect sport abilities.
Key competencies
• Personal autonomy and initiative
Competence in linguistic communication
• Competence for learning to learn
Competence in linguistic communication
• Knowledge and interaction with the physical world
Competence in linguistic communication
• Social and citizen competence
Competence in linguistic communication
• Knowledge and interaction with the physical world
Competence in linguistic communication
5. KEY COMPETENCIES
• Knowledge and interaction with the physical world: This unit revisits healthy habits which are integral parts of a healthy life style. It encourages students to adopt the correct attitude towards leading a healthy life, both mentally and physically.
• Information processing and digital competence: Students are encouraged to use language and structures to seek and obtain information that can later be transformed into knowledge and interpreted and organised in lists and tables.
• Competence in linguistic communication: The unit deals with issues that require students to be introspective about their habits, with language as an integral part of self-expression.
Activities on the topic of sport help students reinforce previous subject knowledge.
• Competence for learning to learn: The activities in the unit encourage curiosity about how to keep the body functioning well and how to recognise symptoms that tell us when it is not.
• Personal autonomy and initiative: The speaking activities throughout the unit offer chances to work and co-operate with classmates. The Science Challenge and habits activities offer a critical view of one’s abilities and routines and encourage improvement.
6. CONTENTS
• Physical exercise and rest as sources of good health.
• Appropriate habits for sport.
• Types of sports: individual and team.
• Balance and coordination.
• Dialogues.
• Pairwork.
• Filling in clues in a crossword.
• Carrying out an experiment to test our sense of balance.
• Appreciating the importance of playing sports and resting sufficiently.
• Respecting the rules of games.
• Showing good sportsmanship.
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/SYLLABUS Unit 2: My body
KEY SCIENCE 2
PRIMARY
UNIT 2: MY BODY
1. METHODOLOGY
This unit explores how our body moves around and senses the world around us.
It examines the five senses and their sense organs and how we use this information to go about daily tasks.
Students also learn to appreciate how the body moves and the purpose of the bones and joints in the skeleton. Activities such as the Science Challenge concentrate on the main bones and joints in the body and how we use our muscles to coordinate them.
This unit comes under the block Health and Personal Development.
2. TIMING
This unit corresponds to the second fortnight of the first term. It has an estimated duration of about 15 days.
3. RESOURCES
• Daily planner
• CD1: Tracks 11-20
• Syllabus and worksheets CD:
- Song photocopiable: I love the mountains
- Mixed-ability worksheets: Unit 2
• Evaluation worksheets: Unit 2
• Flashcards: Body, Sports
• Posters
• Interactive whiteboard resources CD-ROM: Unit 2
Web resources:
• The body
• Self-evaluation: Unit 2
4. SYLLABUS
Objectives
• To revise how the human body is divided into parts.
• To identify the sense organs and their senses.
• To recognise the skeleton and its functions.
• To learn how different muscles work.
• To recognise the function of different joints.
Evaluation criteria
• To identify the head, trunk and limbs as basic parts of the body.
• To know the functions of our senses and name their corresponding sense organs.
• To define the characteristics of bones and to name some of the most important ones.
• To name different muscles and describe how they work.
• To name different joints and understand how they move.
Key competencies
• Knowledge and interaction with the physical world
Competence in linguistic communication
• Knowledge and interaction with the physical world
Competence in linguistic communication
• Competence for learning to learn
Competence in linguistic communication
• Competence for learning to learn
Competence in linguistic
• Competence for learning to learn
Competence in linguistic
5. KEY COMPETENCIES
• Knowledge and interaction with the physical world: This unit introduces students to scientific research by encouraging them to make a systematic analysis of how the human body works.
• Information processing and digital competence: The unit topic requires students to integrate prior knowledge about the human body to learn about its functions.
• Competence in linguistic communication: Students employ words and expressions related to the human body to improve communication.
• Competence for learning to learn: Numerous group activities encourage students to not only assess their own learning, but also learn from and with others.
• Personal autonomy and initiative: The illustrations and texts encourage students to develop self-esteem by gaining further insight into themselves and how their bodies are built and carry out their functions.
• Social and citizen competence: The Let’s Talk game is a fun and creative way to communicate and learn with others.
6. CONTENTS
• Parts of the human body: head, body and limbs.
• The senses and their organs.
• The skeleton and musculature: characteristics and functions.
• Joints and movement.
• Dialogues.
• Pairwork.
• Playing a guessing game.
• Using diagrams to identify bones, muscles and joints of the body.
• Experimenting with how joints and muscles move.
• Accepting one’s own body.
• Respecting differences in others.
• Appreciating how our body moves and works.
24
/SYLLABUS Unit 3: A working body
KEY SCIENCE 2
PRIMARY
UNIT 3: A WORKING BODY
1. METHODOLOGY
This unit serves as an introduction to the main organs of the human body that are responsible for carrying out its life functions.
The main focus of the unit is on exploring the digestive, respiratory and circulatory systems and their respective organs.
The Science Challenge provides students with the opportunity to observe the relationship between the heartbeat and activities done with the body. An acceptance of our own body and the development of healthy habits are dealt with implicitly throughout the unit.
This unit comes under the block Health and Personal Development.
2. TIMING
This unit corresponds to the first fortnight of the first term. It has an estimated duration of about 15 days.
3. RESOURCES
• Daily planner
• Class CD1: Tracks 21-30
• Syllabus and worksheets CD:
- Song photocopiable: I’ve got dark hair
- Mixed-ability worksheets: Unit 3
- Special Days worksheets: Universal Children’s Day
• Evaluation worksheets: Unit 3
• Posters
• Interactive whiteboard resources CD-ROM: Unit 3
Web resources:
− Respiration
− Circulation
− Self-evaluation: Unit 3
4. SYLLABUS
Objectives
• To learn the important organs of the body.
• To learn about the process of digestion.
• To learn about the process of respiration.
• To learn about the process of circulation.
• To appreciate how the entire body works together to carry out vital processes.
Evaluation criteria
• To name certain inner organs.
• To describe how digestion is carried out.
• To describe the process of respiration.
• To name the elements involved in circulation.
• To understand how the body works together to carry out vital processes.
Key competencies
• Competence for learning to learn
Competence in linguistic communication
• Knowledge and interaction with the physical world
Competence in linguistic communication
• Knowledge and interaction with the physical world
Competence in linguistic communication
• Knowledge and interaction with the physical world
Competence in linguistic communication
• Competence for learning to learn
Competence in linguistic communication
5. KEY COMPETENCIES
• Knowledge and interaction with the physical world: This unit introduces students to a systematic analysis of the human body.
• Information processing and digital competence: The language and structures required by students during the unit enhance their comprehension of texts through the use of different codes and languages and prior knowledge.
• Competence in linguistic communication: The unit enriches students’ current knowledge of terms related to the human body and enhances their ability to describe processes that take place within the body and the organs involved in these processes.
• Competence for learning to learn: The activities in the unit encourage students to develop skills for obtaining information and integrating it into their knowledge.
• Personal autonomy and initiative: The topic in itself promotes self-esteem as well as a co-operative environment for working in pairs and small groups.
6. CONTENTS
• Inner organs: heart, lungs, stomach.
• Digestion.
• Respiration.
• Circulation.
• Dialogues.
• Pairwork.
• Identifying parts of the body through illustrations.
• Conducting an experiment on heart rates.
• Appreciating how the entire body works together to carry out vital processes.
• Respecting differences in others.
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/SYLLABUS Unit 4: Families
KEY SCIENCE 2
PRIMARY
UNIT 4: FAMILIES
1. METHODOLOGY
Students are introduced to the different relationships between members of a family. This gives them a better appreciation of where their surnames come from.
The unit emphasises the importance of sharing household chores and showing respect for family models that are different to their own.
Christmas appears in the unit as a cultural event in our society, during which we should avoid consumerist tendencies and show respect for other cultures and festivities.
This unit comes under the block People, Cultures and Social Organisation.
2. TIMING
This unit corresponds to the first fortnight of the first term. It has an estimated duration of about 15 days.
3. RESOURCES
• Daily planner
• Class CD1: Tracks 31-40
• Syllabus and worksheets CD:
- Song photocopiable: Lucky’s family
- Mixed-ability worksheets: Unit 4
- Special Days worksheets: Constitution Day
• Evaluation worksheets: Unit 4
• Posters
• Interactive whiteboard resources CD-ROM: Unit 4
Web resources:
• Festivities
• Self-evaluation: Unit 4
4. SYLLABUS
Objectives
• To learn the names of different family members.
• To recognise family models and traditions different from one’s own.
• To recognise the activities and chores done with the family.
• To describe festivities.
• To participate in household chores.
Evaluation criteria
• To name members of the family.
• To respect and appreciate different family models and traditions.
• To name activities and chores one does with the family.
• To name festivities and describe how one celebrates them.
• To show an interest in carrying out household chores.
Key competencies
• Competence for learning to learn
Competence in linguistic communication
• Social and citizen competence
Competence in linguistic communication
• Social and citizen competence
Competence in linguistic communication
• Cultural and artistic competence
Competence in linguistic communication
• Personal autonomy and initiative
Competence in linguistic communication
5. KEY COMPETENCIES
• Information processing and digital competence: Students integrate previous language and structures learnt into newly acquired content.
• Competence in linguistic communication: The unit expands students’ knowledge of terms related to families to enable them to describe family members and the festivities celebrated with them.
• Competence for learning to learn: The unit topic encourages an awareness of one’s own culture while respecting differences in others.
• Personal autonomy and initiative: The speaking activities throughout the unit encourage social connection with other students and help them develop social skills.
• Social and citizen competence: The unit topic promotes equality between all models of family structures and all family members. It also stresses the importance of sharing responsibilities and chores at home.
6. CONTENTS
• Family members.
• Festivities and family traditions.
• Where different surnames come from.
• Dialogues.
• Role-plays.
• Pairwork.
• Deducing where different surnames come from.
• Appreciation of forming part of a family.
• Respecting different family models.
• Showing a positive attitude towards helping with household chores.
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/SYLLABUS Unit 5: Animals
KEY SCIENCE 2
PRIMARY
UNIT 5: ANIMALS
1. METHODOLOGY
This unit examines the characteristics of animals in greater depth, using their main morphological features, method of reproduction and feeding habits as a way of classifying them: vertebrates (mammals, birds, reptiles, amphibians, fish) and invertebrates (insects).