SYLLABUSUnit 1: Living things
KEY SCIENCE 5
PRIMARYUNIT 1: LIVING THINGS
1. METHODOLOGY
In this unit we study the characteristics and life processes of living things.
We identify the three life processes of living things: nutrition, sensitivity and reproduction. We learn that all living things are made up of cells, and find out how to identify the main parts of animal and plant cells.
We classify living things into the five main kingdoms and study their shared characteristics, as well as those that distinguish one kingdom from another. We learn that viruses are not living things, and may be a health risk.
On the introductory page, a Let’s speak! activity revises the characteristics of living things. The rest of the unit uses speaking, listening, reading and writing activities to study this subject. A series of Can you …? activities help the students strengthen their skills and assimilate the information on each page.
A Learning to learn section at the end of the unit highlights and reinforces the main contents through a series of simple and clear activities.
This unit comes under the block The Diversity of Living Things.
2. TIMING
This unit corresponds to the first fortnight of the first term. It has an estimated duration of about 15 days.
3. RESOURCES
• Class CD1: Tracks 1-11
• Syllabus and worksheets CD:
- Mixed-ability worksheets: Unit 1
- Reading comprehension worksheets: Unit 1
- Speaking worksheets: Unit 1
- Vocabulary worksheets: Unit 1
• Evaluation worksheets: Unit 1
• Flashcards: Animals
• Posters
• Interactive whiteboard resources CD-ROM: Unit 1
Web resources:
• What are cells?
• How are living things organised?
• Self-evaluation: Unit 1
4. SYLLABUS
Objectives
• To relate the activity of living things to the three life processes: nutrition, sensitivity and reproduction.
• To distinguish between viruses and living things. To recognise cells as the simplest living entities.
• To differentiate between the different types of cells, as well as their basic parts.
• To understand the hierarchical structure of multicellular living things in cells, tissues, organs and systems.
• To be familiar with the basic classification of living things.
Evaluation criteria
• To explain the functions of nutrition, sensitivity and reproduction, and understand how they occur.
• To identify viruses as non-living things.
• To draw an animal cell anda vegetable cell and identifytheir basic parts.
• To recognise unicellularand multicellular living things.
• To identify how they carry out life processes.
• To identify and be able to name different examples of cells, tissues, organs and systems.
• To understand the basic classification of living things and classify examples correctly by kingdom.
Key competencies
• 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
• 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: Students are encouraged to make enquiries about the environment and consolidate prior knowledge, which is transferred to new situations.
• Information processing and digital competence: The use of ICT throughout the unit enables students to practise and improve their understanding of digital technology and its uses.
• Competence in linguistic communication: The unit uses precise and specific language to express experiences, facts and information related to different aspects of the main subject. Students use linguistic and non-linguistic strategies to interact and produce oral and written texts.
• Competence for learning to learn: The unit activities generate new knowledge by integrating prior knowledge and experience. Students become more aware of the different stages in the life process.
• Social and citizen competence: Students are made aware of different viruses and how they and society should deal with them.
6. CONTENTS
• Characteristics of living things.
• The functions of nutrition, sensitivity and reproduction.
• Viruses.
• Cells and their parts.
• Animal and plant cells.
• Organisation of multicellular organisms.
• Classification of living things into five kingdoms.
• Dialogues and pairwork.
• Interpretation of a diagram representing multicellular organisms.
• Acquisition of information through texts and images.
• Classification in a table.
• Awareness of the importance of protecting living things.
• Knowledge of different living things in order to value and respect them.
• Understanding of the importance of making meticulous observations.
• Adoption of healthy habits that prevent illnesses.
• Understanding of how our body functions in order to acquire healthy habits.
1
/SYLLABUSUnit 2: Vertebrates and invertebrates
KEY SCIENCE 5
PRIMARYUNIT 2: VERTEBRATES AND INVERTEBRATES
1. METHODOLOGY
In this unit we study the characteristics of vertebrates and inverterbrates.
The unit opens with a photograph and a Let’s speak! activity where students talk about the animals they can see and compare and contrast different types of animals. A series of speaking, listening, reading and writing activities throughout the unit focus on other aspects of this subject.
In the sections on vertebrates we study the characteristics of the five groups into which they are classified: mammals, birds, reptiles, amphibians and fish.
We discuss what the animals in each group eat, dividing them into herbivores, carnivores and omnivores.
The section on invertebrates reviews their shared characteristics and classifications. We study the characteristics of molluscs and arthropods and their respective sub-classifications. We also look at invertebrates with simple structures.
This unit comes under the block The Diversity of Living Things.
2. TIMING
This unit corresponds to the second fortnight of the first term. It has an estimated duration of about 15 days.
3. RESOURCES
• Class CD1: Tracks 12-29
• Syllabus and worksheets CD:
- Mixed-ability worksheets: Unit 2
- Special Days worksheets: World Food Day
- Reading comprehension worksheets: Unit 2
- Speaking worksheets: Unit 2
- Vocabulary worksheets: Unit 2
• Evaluation worksheets: Unit 2
• Flashcards: Animals
• Posters
• Interactive whiteboard resources CD-ROM: Unit 2
Web resources:
• Mammals are vertebrates
• Molluscs are invertebrates
• Self-evaluation: Unit 2
4. SYLLABUS
Objectives
• To become familiar with the characteristics of vertebrates.
• To differentiate between the five classes of vertebrates, and to become familiar with the characteristics of each group.
• To become familiar with the characteristics of vertebrates and their feeding habits.
• To become familiar with the characteristics of invertebrates.
• To understand the importance of arthropods and identify the main groups.
• To identify the characteristics of other invertebrate groups.
Evaluation criteria
• To list the characteristics of vertebrates, giving examples.
• To give examples of the five groups of vertebrates.
• To classify different groups of vertebrates.
• To know how to recognize the type of invertebrate in a description or illustration.
• To produce or complete a classification of the four main groups of arthropods, giving examples of each type.
• To name invertebrates that are related to food or human health.
Key competencies
• Knowledge and interaction with the physical world
Competence in linguistic communication
• Competence for learning to learn
Competence in linguistic communication
• Knowledge and interaction with the physical world
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
5. KEY COMPETENCIES
• Knowledge and interaction with the physical world: The unit will enable students to interpret our surroundings in the context of vertebrates and invertebrates. They will transfer this knowledge by applying it to other situations.
• Information processing and digital competence: The use of ICT throughout the unit allows students to practise or improve these skills, building familiarity with these technologies and increasing the ability to understand and use digital information.
• Competence in linguistic communication: The unit uses precise language and specific vocabulary to discuss experiences relating to vertebrates and invertebrates. It encourages students to use linguistic and non-linguistic strategies to interact and produce oral and written texts.
• Competence for learning to learn: Students integrate prior knowledge and experience to generate new knowledge. They learn the differences between vertebrates and invertebrates and recognise language as a tool for carrying out tasks.
• Competence for autonomy and personal initiative: Students learn how to work as a team and organise their time and tasks.
6. CONTENTS
• Characteristics of vertebrates.
• Nutrition of vertebrates and invertebrates.
• Difference between vertebrates and invertebrates.
• Characteristics and classification of vertebrates.
• Characteristics and classification of invertebrates.
• Dialogues and pairwork.
• Identification of different groups of vertebrates.
• Identification of different groups of invertebrates.
• Learning how to use an identification key in order to recognise animals.
• Creating and labelling drawings.
• Completing a table in order to analyse the characteristics of arthropods.
• Respect for all the species that inhabit the Earth.
• Introduction to the concept of biodiversity through study of the feeding habits of different vertebrates.
• Understanding of the diversity of invertebrate forms.
• Valuing biodiversity as a resource that we must preserve.
1
/SYLLABUSUnit 3: Plants
KEY SCIENCE 5
PRIMARYUNIT 3: PLANTS
1. METHODOLOGY
The work in this unit deals with plants and how they are classified.
The unit opens with an introductory page where students discuss places where plants and trees grow. The rest of the unit uses speaking, listening, reading and writing activities to describe how to identify different types of plants and classify them into different groups: trees, bushes and grasses; flowering and nonflowering; and by size. We also study photosynthesis and plant nutrition. The unit closes with reproduction of flowering plants and plants without flowers.
A series of Can you…? activities help the students strengthen their skills and assimilate the information on each page. A Learning to learn section at the end of the unit highlights and reinforces the main content through a series of simple, clear activities.
This unit comes under the block The Diversity of Living Things.
2. TIMING
This unit corresponds to the third fortnight of the first term. It has an estimated duration of about 15 days.
3. RESOURCES
• Daily planner
• Class CD1: Tracks 30-38
• Syllabus and worksheets CD:
- Mixed-ability worksheets: Unit 3
- Reading comprehension worksheets: Unit 3
- Speaking worksheets: Unit 3
- Vocabulary worksheets: Unit 3
• Evaluation worksheets: Unit 3
• Flashcards: Plants
• Posters
• Interactive whiteboard resources CD-ROM: Unit 3
Web resources:
• Plant nutrition
• Plant reproduction
• Self-evaluation: Unit 3
4. SYLLABUS
Objectives
• To become familiar with the habitats in which plants, flowers and trees grow.
• To become familiar with the characteristics of plants and to classify them: with and without flowers, by size and by type of stem.
• To understand plant nutrition: nutrient intake, the process of photosynthesis and food distribution.
• To recognise the parts of a flower and their functions.
• To describe the sexual reproduction of plants with flowers and the ways in which pollination occurs.
Evaluation criteria
• To identify your favourite plants, flowers and trees.
• To explain the characteristics of plants and to classify them: with and without flowers, trees, bushes and grasses.
• To be able to explain the differences between them.
• To explain the process through which plants produce their own food in simple terms.
• To interpret a schematic drawing of the parts of a flower.
• To describe the process of pollination, naming the agents that play a role, as well as the formation of fruits and seeds.
Key competencies
• Autonomy and personal 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
• Competence for learning to learn
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: Students are encouraged to make enquiries and acquire knowledge about the world of plants. They learn to process this information and apply it to different situations.
• Competence in linguistic communication: This unit encourages students to interact in order to exchange opinions, facts and information. They acquire language to understand and describe the characteristics of different types of plant life.
• Information processing and digital competence: Students apply systematic analysis and scientific investigation to living things. They use ITC to practise and improve content knowledge, stimulating their capacity to understand and use digital information.
• Competence for learning to learn: The unit allows students to understand the characteristics of different types of plants. They build on prior knowledge and experience to assimilate new information.
• Autonomy and personal initiative: Students learn to put the different phases of planning and developing a project into practice.
6. CONTENTS
• Characteristics of plants.
• Classification of plants as with and without flowers.
• Classification into grasses, bushes and trees.
• Classification of plants by size.
• Plant nutrition and photosynthesis.
• Plant reproduction.
• Dialogues and pairwork.
• Putting the stages of a process in order.
• Completing a chart.
• Creating and interpreting schematic drawings of plants.
• Classifying types of plants and how they reproduce.
• Keeping an observationbased field study journal.
• Appreciation of the importance of the natural environment.
• Recognition of the different types of plants.
• Understanding of the different types of plants.
• Appreciation of the value of plants for biodiversity.
1
/SYLLABUSUnit 4: Ecosystems
KEY SCIENCE 5
PRIMARYUNIT 4: ECOSYSTEMS
1. METHODOLOGY
In this unit we study ecosystems. We see how they are made up of living things, their habitat, and the relationships between the living things and their habitat. The relationship between living things is studied through an examination of food chains and food webs. A variety of terrestrial and aquatic ecosystems are presented.
The concept of ecological balance leads into a broader discussion of human influence on the environment. Students are encouraged to reflect on how manmade changes may be beneficial or harmful, and think about how these changes affect their own regions.
An introductory page begins the discussion about different ecosystems around the world. The rest of the unit uses speaking, listening, reading and writing activities to examine different aspects of the subject. A series of Can you…? activities help the students strengthen their skills and assimilate the information on each page. The concluding Learning to learn section highlights and reinforces the main content through a series of simple, clear activities, and invites further reflection on how human action may sometimes be harmful.
This unit comes under the block The Environment and its Conservation.
2. TIMING
This unit corresponds to the fourth fortnight of the first term. It has an estimated duration of about 15 days.
3. RESOURCES
• Class CD1: Tracks 39-50
• Syllabus and worksheets CD:
- Mixed-ability worksheets: Unit 4
- Special Days worksheets: Human Rights Day
- Reading comprehension worksheets: Unit 4
- Speaking worksheets: Unit 4
- Vocabulary worksheets: Unit 4
• Evaluation worksheets: Unit 4
• Posters
• Interactive whiteboard resources CD-ROM: Unit 4
Web resources:
• Relationships between living things
• Natural ecosystems
• Science Challenge: Ecosystems
• Self-evaluation: Unit 4
4. SYLLABUS
Objectives
• To understand the concept of an ecosystem, factors that shape it and some of the parameters that define physical environments.
• To understand the concepts of species, population and community.
• To interpret food chains, correctly assigning the role of producer, primary or secondary consumer and decomposer to each link.
• To become familiar with different natural and man-made ecosystems, both aquatic and terrestrial.
• To understand the evolution of an ecosystem until it reaches maturity.
• To analyse human actions that have an effect on ecosystems.
Evaluation criteria
• To explain the concept of an ecosystem, give examples and indicate the factors that characterise physical environments.
• To define the concepts of species, population and community, giving and analysing examples.
• To name examples of food chains, recognising producers, consumers and decomposers.
• To provide examples of aquatic and terrestrial natural and man-made ecosystems.
• To give a simple definition of the concept of maturity or ecological balance.
• To distinguish between beneficial and harmful human actions.
Key competencies
• Knowledge and interaction with the physical world
Competence in linguistic communication
• 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
• Social and citizen competence
Competence in linguistic communication
• Social and citizen competence
Competence in linguistic communication
5. KEY COMPETENCIES
• Knowledge and interaction with the physical world: Students make enquiries about both natural and man-made ecosystems. They process this knowledge and apply it to different situations. They are made aware of the beneficial and harmful effects of man on the environment and learn to respect it.
• Competence in linguistic communication: The unit encourages students to interact with their classmates in order to exchange opinions, facts and information. Students acquire language which enables them to understand and describe the different types of ecosystems.
• Information processing and digital competence: Students apply systematic analysis and scientific investigation to this subject. They use ICT to practise and improve their content knowledge, which also stimulates their capacity to understand and use digital information.
• Social and citizen competence: Students learn to recognise the effects, both beneficial and harmful, of humans on the environment and see how improvements can be made.