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Natural Science 5EP

CLASSROOM PROGRAMMING Programming for the educational lessons

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Legal deposit B-17162-2014

Lesson 1. Matter and mixtures

1. Objectives in terms of skills and relationship with multiple intelligences

1. Recognise the states of matter, their properties and the changes matter is subjected to so they can be distinguished in everyday life. (Mathematical. Science and technology / Naturalist)

2. Differentiate between physical and chemical changes to matter for their recognition in everyday environments. (Mathematical. Science and technology / Naturalist)

3. Learn about the main forms of energy so they can be identified. (Mathematical. Science and technology / Naturalist)

4. Recognise changes caused by energy in matter to understand processes occurring in the physical world. (Mathematical. Science and technology / Naturalist)

5. Differentiate between sources of renewable and non-renewable energy, and learn about their advantages and disadvantages in order to use energy responsibly. (Mathematical. Science and technology / Naturalist)

2. List of contents / Evaluation criteria / Learning standards

Contents Evaluation criteria Learning standards• Observing and commenting on images. P

• Accepting the opinions of others. V

• Laboratories as places for research. P

• Laboratory tools. P

• Specific properties of matter: density, conductivity, floatability and other properties. C

• Solid, liquid and gas. C

• Physical changes to matter: position, form, temperature and state. C

• Chemical changes. C

• Mixtures: heterogeneous and homogeneous. C

• Homogeneous and heterogeneous mixtures. P

• Mixture separation methods. P

• General properties of different materials: paper, metal, paint, ceramics, synthetic fibres and plastic. P

• Learn about and apply criteria for studying and classifying materials using their properties.

• Carry out experiments and investigations into different physical and chemical phenomena in materials: posing problems, making hypotheses, selecting the material required, making tests, reaching conclusions, presenting results, demonstrating competence in all of these and in setting up each part, as well as knowledge of the basic laws governing these phenomena (the transmission of electric current, changes in state, reactions, etc.).

• Learn about the use of the world’s natural resources, identify some of those used everyday and raise awareness as to the need to conserve them (especially water).

• Work cooperatively, appreciating the need to take care of everybody’s safety, looking after tools and using materials appropriately.

• Studies and classifies materials using their properties (hardness, solubility, state of aggregation and thermal conductivity).

• Understands and uses a range of simple procedures to measure the mass and volume of a body.

• Identifies the main uses and applications of materials made by applying new scientific research to technological development in a range of activities in today’s society: paper, paints, fibres, plastics and ceramics.

• Carries out simple experiments to predict changes to the movement, form or state of bodies affected by forces or input of energy.

• Identifies and explains differences between sources of renewable and non-renewable energy, and explains actions required for the equitable and sustainable development of energy.

INTERDISCIPLINARY TEACHING• Culture of peace: openness to realities other than their own.• Me and you: identification and adoption of healthy habits.• Diversity and peace: sustainability and responsible consumption. Critical ability when explaining material processes.

LEARNING ACTIVITIES – Read and comment on the image. – Learn about the scientific method and its processes.– Think about the need to demonstrate a hypothesis using experiments before accepting it.– Listen to a recording on how the scientific method is undertaken through an experiment.– Observe the structure and tools of a laboratory.– Think about the action of taking food to a place in which toxic substances are deposited.– Listen to a recording on the scientist Dr. Krazy and answer the questions.– Devise a project for setting up a school laboratory.– Study matter and its physical properties.– Choose an object in the classroom and describe its properties.– Answer the question about whether a piece of iron or wood can have the same weight and if their characteristics are general or specific.– Take in the idea that mass and volume are general characteristics of matter.– Study the specific characteristics of matter.– Explain why some objects float and others do not using experiments.– Study the states of matter and their physical changes.– Listen to a recording to obtain information on changes to matter.– Explain the water cycle.– Learn about chemical changes in matter.– Study pure substances and mixtures.– Learn that there are different methods of separating the components of homogenous mixtures.– Listen to a recording and answer the questions.– Study matter and materials.– Learn to recycle paper at home.

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, thinking about the characteristics of matter and mixtures).

MOTIVATION – Explain to students that in this lesson they are going to learn about matter and its states, mixtures, the scientific method and materials.

– Make the objectives and evaluation criteria of the lesson clear to raise awareness of the learning challenges to be met.

SKILLS AND MULTIPLE INTELLIGENCES

THE CHALLENGE It’s easy to make cheese! Learn how to make cheese with a recipe from the Lebanon. Look for information in the suggested web links and employ

the appropriate procedures. Write a report and share results.

SUPPLEMENTARY ACTIVITIES – The Scientific Method: encourage students to learn about the scientific method. Students can listen to and sing the song by accessing the link.

– Scientists of the World: get to know some of the world’s scientists. Learn more about history through the research carried out by an important scientist.

– Safety rules in the Lab: appreciate the importance of adhering to safety rules in a laboratory.

– Filling space: learn the difference between mass and space.

– Mass vs Volume: learn the difference between mass and volume. The teacher sketches a square on the floor and explains that the students represent molecules inside the square, who will gradually leave. Lastly, one or two molecules remain in the square. In this way, the teacher shows the students by means of this analogy that the square has become lighter, as occurs with gas.

– Special properties of matter: investigate into the properties of matter and make a mural containing the information and images found.

– Matter experiment: suggest undertaking one of the online activities to the students in order to practise the differences

between solids, liquids and gases and to observe state changes.

– Differences between physical and chemical changes in matter: recognise the difference between physical and chemical changes to matter. Watch videos and suggest the students choose one material and study changes to it by looking for information on the internet.

– Properties of materials: recognise the properties of the materials in an online activity. Encourage students to find the answer to the question posed by the teacher. Observe the images on the link and comment on the content.

ATTENDING DIVERSITY CURRICULAR ADAPTATION:Photocopiable reinforcement files:

– Write down and explain the three processes of the scientific method.– Match the orations to the corresponding states of matter.

Photocopiable consolidation – Draw and name five laboratory tools.– Mark the true sentences and correct the false ones.

EVALUATION OF THE LESSON OF SKILLS/MULTIPLE INTELLIGENCES

Evaluation resources (materials for teachers)

– Photocopiable evaluation file: • Describe the scientific method.• Name three physical changes to matter.• Match the materials to the corresponding objects.

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 EXPRESSIONReading 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 linksFinding out the characteristics of different materials (http://links.edebe.com/kun). Reading information on matter and its different states (http://links.edebe.com/2r4ku).Studying matter changes (http://links.edebe.com/fw).Learning about the paper recycling process (http://links.edebe.com/5dcn5a).

http://links.edebe.com/5dcn5a

http://links.edebe.com/fw

http://links.edebe.com/2r4ku

http://links.edebe.com/kun

MINIMUM REQUIREMENTS FOR A POSITIVE EVALUATION– Recognises the properties of matter.– Distinguishes physical changes from chemical changes.– Knows what a mixture is and distinguishes between a homogenous mixture and a heterogeneous one.– Recognises physical changes to matter.– Identifies different techniques for separating mixtures.– Appreciates and respects rules for safety in a laboratory.– Identifies different tools used in a laboratory.

GRADING CRITERIA– Study and classification of some materials by their properties (hardness, solubility, state of aggregation and thermal conductivity).– Knowledge and use of a range of simple procedures for measuring the mass and volume of a body.– Identification of the main uses and applications of materials made by applying new scientific research to technological development in a range of activities in

today’s society: paper, paints, fibres, plastics and ceramics.– Carrying out simple experiments to predict changes to movement, form or state of bodies through the effect of forces of the input of energy.

METHODOLOGY

MATERIALS AND RESOURCES SPACES - TIMES METHODOLOGICAL STRATEGIES

– Student’s book Natural Science 5, edebé

– Flashcards– Posters

Online resources– Interactive Digital Book– Listening exercises– Flashcards– Art and Science

Other resources– Activity book Natural

Science 5, 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 consolidation 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 1STRUCTURE:

– The lesson work begins with an 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.– The content is developed sequentially, based on the image, which relates to the 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, Notebook activity, Facts, 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 which are both theoretical (Mental maps, Glossary) and practical (Key concepts, Test your knowledge, Pastimes) in which students can go over the contents.

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 expression.– Individual oral test.

Observation and valuation of the degree to which each student participates and the quality of their involvement.


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

IMPROVEMENTSClass 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

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– 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. Energy


1. Recognise the states of matter, their properties and the changes matter is subjected so they can be distinguished in everyday life. (Mathematical. Science and technology / Naturalist)

2. Differentiate between physical and chemical changes to matter for their recognition in everyday environments. (Mathematical. Science and technology / Naturalist)

3. Learn about the main forms of energy so they can be identified. (Mathematical. Science and technology / Naturalist)

4. Recognise changes caused by energy in matter to understand processes occurring in the physical world. (Mathematical. Science and technology / Naturalist)

5. Differentiate between sources of renewable and non-renewable energy, and learn about their advantages and disadvantages in order to use energy responsibly. (Mathematical. Science and technology / Naturalist)



• Accepting the opinions of others. V

• Responsible consumption of energy. V

• Types of energy. C

• Energy and its effects. C

• Types of energy. C

• Energy supply. P

• Scientific method. P

• Use of information and communications technologies to obtain information. P

• Learn about and apply criteria for studying and classifying materials using their properties.

• Carry out experiments and investigations into different physical and chemical phenomena in materials: posing problems, making hypotheses, selecting the material required, making tests, reaching conclusions, presenting results, demonstrating competence in all of these and in setting up each part, as well as knowledge of the basic laws governing these phenomena (the transmission of electric current, changes in state, reactions, etc.).

• Learn about the use of the world’s natural resources, identify some of those used everyday and raise awareness as to the need to conserve them (especially water).

• Work cooperatively, appreciating the need to take care of everybody’s safety, looking after tools and using materials appropriately.

• Studies and classifies materials using their properties (hardness, solubility, state of aggregation and thermal conductivity).

• Understands and uses a range of simple procedures to measure the mass and volume of a body.

• Identifies the main uses and applications of materials made by applying new scientific research to technological development in a range of activities in today’s society: paper, paints, fibres, plastics and ceramics.

• Carries out simple experiments to predict changes to the movement, form or state of bodies affected by forces or input of energy.

• Identifies and explains differences between sources of renewable and non-renewable energy, and explains actions required for the equitable and sustainable development of energy.

INTERDISCIPLINARY TEACHING

• Culture of peace: openness to realities other than their own.• Our heritage, looking after our planet: adoption of rules for energy saving.• Diversity and peace: sustainability and responsible consumption. Critical abilities when making opinions.

LEARNING ACTIVITIES – Read and comment on the image. – Learn guidelines for saving energy.– Listen to a recording on the correct use of energy and answer the questions.– Think about the responsible use of energy and some saving methods.– Learn that things around us undergo changes and the energy that enables these transformations.– Identify a range of energy types.– Learn that fireflies and some types of fish generate energy.– Watch a video showing sequenced photos of fireflies.– Listen to a recording on different types of energy.– Watch the effects of energy in matter (changes in volume, state, composition, temperature and movement).– Explain the types of change occurring in the given situations.– Learn that non-renewable sources of energy (oil, natural gas, coal, radioactive minerals) are finite resources.– Take in the fact that sources of renewable energy (water, wind, sun, organic matter) are unlimited resources. – Investigate the source used to supply energy to homes.– Think about the importance of saving energy.– Listen to a recording on sources of renewable energy.– Watch a video on a web link.– Learn how energy reaches our homes.– Watch how petrol is supplied to petrol stations.– Listen to a recording on the type of energy used by the Smith family.– Explain why access to energy is required to enjoy a comfortable life and think about what can be done to avoid energy poverty.

OTHER ACTIVITIES


(in this case, think about types of energy).

MOTIVATION – Explain to students that in this lesson they are going to learn about energy, energy saving, its effects, and renewable and non-renewable sources of energy.



THE CHALLENGE It’s easy to make cheese! Learn how to make cheese with a recipe from the Lebanon. Look for information in the suggested web links and employ

the appropriate procedures. Write a report and share results.

SUPPLEMENTARY ACTIVITIES – You have got the power!: motivate the students with a song. Pay close attention to the proposed link. Comment on the contents of the video and sing the song. The teacher talks about what it is important to do in order to use energy well. Then watch a video with the students on using energy well and badly.

– Types of Energy: learn about different types of energy in depth. To do this, students get into groups. Each group works on an investigation into the energy types mentioned in the book. Encourage students to use the PowerPoint programme.

– Types of energy: observe different types of energy on a video and research into the lives of two important inventors from history. Pay close attention to the suggested link.

– Non-renewable energy: learn the advantages and disadvantages of renewable energy and how it can be used well.

– Renewable energy: learn the types of renewable energy. Encourage students to click on the drawings on the suggested link and find out about the benefits of renewable energy. Students get into groups and work on a short investigation. They can add images and videos to the research and present the results to their classmates.

– Energy poverty: learn about energy poverty. Students get into groups and choose a country in which the inhabitants suffer from this type of poverty. Find out the main problems suffered by the inhabitants as a result of energy poverty, especially in the areas of health, education, etc.


– Answer several questions about energy.

Photocopiable consolidation files: – Complete the sentences with the corresponding words.– Answer several questions about renewable and non-renewable energy.



– Photocopiable evaluation file: • Write the sources of energy in the corresponding box.• Write down the definition of the proposed energy types.







ICT ACTIVITIESOnline resources (www.edebe.com)– Interactive Digital Book.

MINIMUM REQUIREMENTS FOR A POSITIVE EVALUATION– Identifies different sources of energy.– Recognises forms of energy and their applications.– Appreciates the importance of a rational use of natural resources.– Recognises different forms of renewable resources.– Identifies light, heat and the Sun as sources of energy.

GRADING CRITERIA– Identification and explanation of the differences between renewable and non-renewable energy sources, and thinking about appropriate actions aimed at

sustainable and equitable energy development.

METHODOLOGY

MATERIALS AND RESOURCES SPACES - TIMES METHODOLOGICAL STRATEGIES

– Student’s book Natural Science 5, edebé

– Flashcards– Posters







Lesson 2STRUCTURE:




content (Talk about it, Notebook activity, Facts, 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.















SUGGESTIONS FOR












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Lesson 3. Forces and machines


1. Identify different components of a force and their effects on bodies in order to determine how the speed and direction of movements are altered, and the way in which objects are deformed. (Mathematical. Science and technology / Naturalist)

2. Learn about forces that act together and their result in order to identify situations in which several forces act together in everyday life. (Mathematical. Science and technology / Naturalist)

3. Distinguish between simple and complex machines, and identify simple machines which, when combined appropriately, constitute complex machines, in order to recognise them in everyday physical environments. (Mathematical. Science and technology / Naturalist)

4. Recognise the cell as the basic structural unit of living things in order to understand their importance in the organisation of tissues, organs and systems in the human body. (Mathematical. Science and technology / Naturalist)

5. Identify and adopt habits for health and hygiene to prevent infectious disease and illnesses related to organs and systems in the human body working incorrectly. (Mathematical. Science and technology / Naturalist)



• Appreciating the opinion of others. V

• Identification of changes caused by forces: movement, acceleration, deceleration, changes in direction and deformation. C

• Observation and identification of combined forces. P

• Identification of simple machines: wheel, pulley, lever, inclined plane, toothed wheel, wedge and screw. C

• Observation and commenting on how simple machines work and their uses. C

• Identification of a complex machine: the bicycle. C

• Looking at how a bicycle works. C

• Identification of the use, workings and parts of a computer. C

• Learn about some types of machines and devices used in everyday life, and their use.

• Plan the construction of objects and devices with a prior aim, using sources of energy, appropriate operators and materials, and undertake it individually or as a team employing the necessary manual skills.

• Learn about how the human body works as regards cells, tissues, organs, apparatuses, systems (location, form, structure, functions, care, etc.).

• Link certain everyday practises with the body working correctly.

• Identifies some of the applications of objects and machines, and recognises their use facilitating human activities.

• Builds a simple structure from modular parts to perform a function or condition as a solution for a problem (bridge, slide, staircase, etc.).

• Identifies some characteristics of the workings of the human body (cells, tissues, organs, apparatuses, systems), locates them and identifies them by their form, structure and functions.

• Identifies healthy habits for preventing disease and behaves responsibly.

• Learns and uses first aid techniques to help oneself and others in simulated and real situations.

INTERDISCIPLINARY TEACHING

• Culture of peace: openness to realities other than their own.• Me and you: adoption of rules to protect the body from damaging external agents.• Diversity and peace: sustainability and responsible consumption. Critical ability to explain different situations in everyday life.

LEARNING ACTIVITIES – Read and comment on the image. – Learn what forces are.– Learn about the force of gravity.– Consolidate learning about forces and measuring methods on the web link.– Ask what the differences and similarities are between energy and forces.– Distinguish between the action of pulling and pushing.– Recognise the effects of forces.– Learn that forces cannot be observed, only their effects.– Listen to the recording, take notes and answer the questions.– Look for examples of a change in direction and deformation, and explain how they happen.– Learn what combined forces are.– Learn what simple machines are.– Listen to a recording on simple machines.– Play a game about simple machines on the web link.– Learn what simple machines are used for and how they work.– Learn what complex machines are.– Look at how a bicycle works on the web link.– Learn that the first bicycle was invented in 1817.– Think about the development of the bicycle over time. Investigate the most important developments on the web link.– Learn about how a computer works.– Think about the posture somebody adopts when sitting in front of a computer.– Play a game on the web link.– Think about the most interesting and useful contents of the lesson.

OTHER ACTIVITIES


(in this case, think about forces and types of machines).

MOTIVATION – Explain to students that in this lesson they are going to learn about forces, their effects, combined forces, simple and complex machines and how a computer works.



THE CHALLENGE Make a first aid kit! Learn to make a first aid kit. Look for information on the suggested web links and follow the instructions given. Simulate

an emergency situation, write a report and share the results.

SUPPLEMENTARY ACTIVITIES – A push or a pull: encourage students to learn about the scientific method. Students can listen to and sing the song on the web link.

– A fanciful coin: encourage students to learn about and understand the effects of forces. To do this, place a playing card on a glass and a coin in the centre of the card. Hold the glass with one hand and pull the card with the other. Another recommendation is to reproduce the phenomenon with a table cloth with several plastic objects placed on it. Students can also observe the experiment on the suggested link.

– Force and gravity: learn more about the force and gravity. Watch a video with the students in which they can obtain more information on these physical phenomena. Students access internet to search for information.

– Simple machines: look at how simple machines work on videos.

– Wheel invention: search for information on the origin of the wheel. Compile the most interesting information and answer the questions asked. Pool the answers and share them with classmates.

– Desk catapult: encourage students to build their own complex machine. Watch videos with the students to get some ideas. Give the students a few days to think about what they want to build and make a date for the presentations. Make a drawing of the object going to be built and define how it will work and its function. Choose recycled materials to make

the machine. Organise the information to be transmitted. Display the object and make the presentation in the most original way possible.

– Computers: learn about the origin and development of computers. Encourage students to make a brief presentation on computers. To do this, access internet to obtain information, taking into account the questions posed.


– Draw some figures and match them to the words on the list.– Explain the effects of forces.

Photocopiable consolidation files: – Look for words linked to simple machines in a word search.– Answer several questions.



– Photocopiable evaluation file: • Mark the effects of forces.• Draw and name two simple machines and one complex machine.







ICT ACTIVITIES


Web linksReading about forces (http://links.edebe.com/ja).Reading about simple machines and playing an interactive game (http://links.edebe.com/3iqwcq) (http://links.edebe.com/usy).Interactive game involving a toothed wheel (http://links.edebe.com/xy3).The history of bicycles (http://links.edebe.com/7g929).

http://links.edebe.com/7g929

http://links.edebe.com/xy3

http://links.edebe.com/usy

http://links.edebe.com/3iqwcq

http://links.edebe.com/ja

MINIMUM REQUIREMENTS FOR A POSITIVE EVALUATION– Distinguishes simple and complex machines.

GRADING CRITERIA– Identification of some of the applications of objects and machines, and recognition of their use facilitating human activities.– Construction of a simple structure from modular parts to perform a function or condition as a solution for a problem (bridge, slide, staircase, etc.).

METHODOLOGYMATERIALS AND

RESOURCES SPACES - TIMES METHODOLOGICAL STRATEGIES– Student’s book Natural

Science 5, edebé– Flashcards– Posters







Lesson 3STRUCTURE:





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…).














SUGGESTIONS FOR












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Lesson 4. Human beings and health


1. Identify different components of a force and their effects on bodies in order to determine how the speed and direction of movements are altered, and the way in which objects are deformed. (Mathematical. Science and technology / Naturalist)

2. Learn about forces that act together and their result in order to identify situations in which several forces act together in everyday life. (Mathematical. Science and technology / Naturalist)

3. Distinguish between simple and complex machines, and identify simple machines, which when combined appropriately constitute complex machines, in order to recognise them in everyday physical environments. (Mathematical. Science and technology / Naturalist)

4. Recognise the cell as the basic structural unit of living things in order to understand their importance in the organisation of tissues, organs and systems in the human body. (Mathematical. Science and technology / Naturalist)

5. Identify and adopt habits for health and hygiene to prevent infectious disease and illnesses related to organs and systems in the human body working incorrectly. (Mathematical. Science and technology / Naturalist)




• Healthy habits. V

• Identification of the parts of a cell. P

• Understanding how cells work: organs and systems. P

• Identification of the seven life processes of humans. P

• Identification of the characteristics of microorganisms, and infectious and non-infectious viruses. P

• Acquiring basic knowledge of first aid. P

• Introduction to the scientific method. P

• Use of information and communications technologies as tools to obtain information. P

• Learn about some types of machines and devices used in everyday life, and their use.

• Plan the construction of objects and devices with a prior aim, using sources of energy, appropriate operators and materials, and undertake it individually or as a team employing the necessary manual skills.

• Learn about how the human body works as regards cells, tissues, organs, apparatuses, systems (location, form, structure, functions, care, etc.).

• Link certain everyday practises with the body working correctly.

• Identifies some of the applications of objects and machines, and recognises their use facilitating human activities.

• Builds a simple structure from modular parts to perform a function or condition as a solution for a problem (bridge, slide, staircase, etc.).

• Identifies some characteristics of the workings of the human body (cells, tissues, organs, apparatus, systems), locates them and identifies them by their form, structure and functions.

• Identifies healthy habits for preventing disease and behaves responsibly.

• Learns and uses first aid techniques to help oneself and others in simulated and real situations.

INTERDISCIPLINARY TEACHING• Culture of peace: openness to realities other than their own.• Me and you: adoption of healthy habits. Critical ability to explain different situations in everyday life.

LEARNING ACTIVITIES – Read and comment on the image. – Learn to keep fit.– Observe how problems affecting health can be derived from poor diet and a sedentary life.– Read suggestions related to a balanced diet and an active lifestyle. – Listen to a recording and say whether the statements are true or false.– Access the suggested link and write a shopping list including the fruit and vegetables required for a balanced diet.– Think about physical exercise done a daily basis and whether fruit and vegetables are included in diets.– Learn about cells, their characteristics and how they work.– Listen to a recording and learn more about cells.– Learn how living things are organised on the web link.– Remember the names of the main organs in the human body.– Draw and name the parts of a cell.– Learn about the seven life processes (movement, respiration, sensitivity, growth, reproduction, excretion and nutrition).– Listen to a recording on the parts of the body involved in the main life processes.– Read and comment on an image.– Think about whether a cell is a living thing and why.– Learn about microorganisms and take in the fact that they cause infectious diseases.– Learn that fever is the way in which the body fights against an illness.– Find out about healthy microorganisms, non-infectious diseases and healthy habits.– Think about when you have to go to the doctor and whether it is advisable to self-medicate.– Look for the microorganisms that can cause certain illnesses.– Encourage students to search for minor illnesses they have suffered from on the internet.– Listen to a recording on a visit to the doctor.– Learn about first aid procedures.– Learn that when somebody needs help, they must call 112.– Describe domestic accidents, especially those occurring in the kitchen, and how they can be avoided.

OTHER ACTIVITIES


(in this case, think about habits that can be adopted to keep healthy).

MOTIVATION – Explain to the students that in this lesson they are going to learn to adopt healthy habits, to learn about cells, the life processes, microorganisms, and first aid.



THE CHALLENGE Make a first aid kit! Learn to make a first aid kit. Look for information on the suggested web links and follow the instructions given. Simulate

an emergency situation, write a report and share the results.

SUPPLEMENTARY ACTIVITIES – The Healthy habit song: encourage students to learn about the lesson. Students can listen to and sing the song on the web link.

– The Giant cell: make a model of a cell and its parts. Explain that cells are like cities: their parts interact and depend on each other.

– The seven life processes: learn about the seven life processes of a living thing. Encourage students to do the suggested online activity. They get into groups. Each group researches into one of the life processes of living things. They must compile the most relevant information on the different life processes and present it on a card.

– Bacteria and viruses: look at how different viruses and bacteria function on a video. Pay close attention to the suggested link.

– First aid: receive information from a professional. A health professional is invited to show the students different ways of helping in the event of emergency.

– Bits: stick the bit-cards to the wall and share out cards among the students, on which they write words linked to the images. Then they look for classmates who have written words linked to the same images, in order to be able to write statements to be hung next to the images.

– Final work: finish the lesson by arranging the students in a circle and asking some questions. Foster a dialogue between the students by asking them to answer the questions posed. Think about and respond to the questions, and accept a range of different opinions.


– Draw a cell and name its parts and functions.

Photocopiable consolidation files: – Draw some figures and name the seven life processes.– Provide some basic guidelines for staying healthy.– Explain the experience of being ill.



– Photocopiable evaluation file: • Say whether the statements are true or false.







ICT ACTIVITIES


Web linksInteractive game on living things (http://links.edebe.com/vw5gjt).Information on life processes (http://links.edebe.com/7acg).

http://links.edebe.com/7acg

http://links.edebe.com/vw5gjt

MINIMUM REQUIREMENTS FOR A POSITIVE EVALUATION– Recognises the importance of having a balanced diet to be healthy.– Understands the importance of doing physical exercise to be healthy.– Identifies the different parts of a cell. – Works on individual and group work.– Knows how to make small experiments and reach conclusions.– Identifies the seven life processes of living things.– Distinguishes infectious from non-infectious diseases.

GRADING CRITERIA– Identification of some features of the workings of the human body (cells, tissues, organs, apparatuses, systems) and location and identification of these

according to their form, structure and functions.– Identification of healthy habits to prevent illnesses and behaving responsibly.– Knowledge and use of first aid techniques to help oneself and others in simulated and real situations.










Lesson 4STRUCTURE:




















SUGGESTIONS FOR












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Lesson 5. Sensitivity


1. Recognise the relationship between the nervous system and the senses for the perception of changes in the environment. (Mathematical. Science and technology / Naturalist)

2. Recognise the functions of the locomotor apparatus, and the organs, muscles and bones involved, to discover how movements are made. (Mathematical. Science and technology / Naturalist)

3. Appreciate the importance of suitable healthy habits to keep the nervous system and the locomotor apparatus in good working order. (Mathematical. Science and technology / Naturalist)

4. Recognise the features of different ecosystems, and actions that cause imbalances, with a view to preventing these or reducing their impact. (Mathematical. Science and technology / Naturalist)

5. Recognise the parts of a plant, their functions and the photosynthesis process. (Mathematical. Science and technology / Naturalist)




• Workings and anatomy of the sense organs. C

• Appreciating the need to look after the body. V

• The nervous system: parts and functions. C

• Muscular and skeletal system. C

• Identification and function of the muscles, tendons and joints. C

• Voluntary and involuntary movements. C

• Muscles involved in voluntary movements. P

• Identify and locate the main organs responsible for sense functions in the human body and establish links with certain healthy habits.

• Learn about the structure and physiology of plants, and the main features of photosynthesis and its importance in the life of living things.

• Learn about the characteristics and elements aquatic and terrestrial ecosystems are composed of.

• Connect certain practises of humans with care and respect for the natural environment, and understand repercussions for life on the planet.

• Identifies and locates the main organs responsible for the sense functions in the human body, and establishes basic links between these and healthy habits.

• Recognises healthy lifestyles and their effects on the care and maintenance of different organs and apparatuses.

• Understands and identifies the main characteristics and components of ecosystems.

• Identifies the main characteristics of photosynthesis and recognises its importance for life on the planet.

• Understands the main characteristics of the biosphere, and identifies the different habitats of living things.

• Proposes well-argued actions aimed at preventing the extinction of species and the conservation of the natural environment.

INTERDISCIPLINARY TEACHING• Culture of peace: respect for a diversity of opinions.• Me and you: recognition of the value of everybody. Identification and adoption of healthy habits, such as doing exercise.

LEARNING ACTIVITIES – Learn what sensitivity is and how it affects us. – Study the five senses and their characteristics.– Analyse the nervous system, its parts and how it works.– Learn how the skeleton works and what it is composed of. – Study the muscular system and its composition.– Identify types of movement: voluntary and involuntary. – Think about the importance of doing exercise and its benefits.

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, think about the senses and their interaction with the brain by observing the image of a young person snowboarding).

MOTIVATION – Explain to the students that in this lesson they are going to study sensitivity and the five senses, how the nervous, muscular and skeletal systems work, and voluntary and involuntary movements.



THE CHALLENGE: It’s easy to make recycled paper! Learn to recycle paper working in groups. Access the links to observe how the paper is made. Follow the instructions given,

and lastly, present the work to classmates.

SUPPLEMENTARY ACTIVITIES

– The senses song: sing the song and encourage students to write the lyrics down in their exercise books. Then, write verses of the song on pieces of card and stick them to the walls of the classroom.

– The Blind Spot: get every student to find their blind spot. Students have to visit the suggested link and carry out the experiments.

– What can you hear?: encourage students to train their sense of hearing. Students stand in front of the class with their eyes covered with a scarf and a classmate makes a particular sound with an object. The blindfolded student has to guess what the sound it.

– A walk on the smelly street: encourage students to develop their sense of smell. Students write down the smells they perceive.

– What is it?: encourage students to develop their sense of taste. Take three or four types of food to class, which cannot be shown to the rest of the class. Students try the foods blindfolded and have to guess what they are using their sense of taste.

– Mural: show the mural of the lesson and point to different images in its upper part.

– The Model Neuron: create a model of a neuron, and learn the contents of the lesson. Share out coloured plasticine for the students to make it from. Visiting the suggested link to get more information is recommended.

– The model brain: make a model brain to revise the contents of the lesson. The teacher shares out coloured plasticine for the students to use to make a plasticine brain distinguishing between its parts.

– My skeleton: memorise the names of the different parts of the human skeleton through art and imagination. Students make their own skeleton out of the materials they need and label the parts with the names of the bones. The creations can be hung up in the classroom.

– Muscle experts: learn the muscles of the human body in depth through research. Each student is assigned a muscle and has to find the information needed for a project to be shared with classmates.

– Voluntary vs involuntary: distinguish between voluntary and involuntary movements. A roll of continuous paper is stuck to the wall and a line is drawn to divide it in two. Students look for images, take them to the classroom and stick them in the appropriate column. They must explain the movement and why it is voluntary or involuntary.

– Essay: raise awareness of the importance of doing sport. Students choose the sport they most like and make a short investigation into it, which they then share with the rest of the class.


– Explain the meaning of sensitivity in one’s own words.– Think about and write what is it not possible to do with one of the senses impaired.– Draw and write the names of the sense organs, classify them, and write short sentences about them.

Photocopiable consolidation files: – Match the brain, the spinal cord and the nerves to the appropriate explanation.– Complete the sentences with the appropriate terms.


Evaluation resources (materials for teachers)– Photocopiable evaluation file:


• Produce a drawing of the corresponding sense organ. Write sentences about each organ. • Answer the questions posed.• Draw a food chain with producers, primary, secondary and tertiary consumers, and decomposers.






ICT ACTIVITIES


Web linksSenses song video (http://links.edebe.com/4y8s8).Activity for making a neuron (http://links.edebe.com/kxn75).Activity on blind spots (http://links.edebe.com/xpgmur).Information on the organ of sight and its sense (http://links.edebe.com/34nb)Information on the organ of hearing and its sense (http://links.edebe.com/vfkz).Video on how the nervous system works (http://links.edebe.com/4rvbis).Information on the locomotor apparatus (http://links.edebe.com/b2q).Learning the benefits of doing physical exercise (http://links.edebe.com/ngnqzu).

MINIMUM REQUIREMENTS FOR A POSITIVE EVALUATION– Understands how the sense organs work.– Memorises and differentiates different parts of the human brain.– Understands the relationship between the nervous system and the sense organs.– Distinguishes the parts of the locomotor apparatus.– Understands that the muscular system is composed of tendons, ligaments and muscles.– Distinguishes between voluntary and involuntary movements. – Recognises the importance of doing physical exercise to stay healthy.

http://links.edebe.com/ngnqzu

http://links.edebe.com/b2q

http://links.edebe.com/4rvbis

http://links.edebe.com/vfkz

http://links.edebe.com/34nb

http://links.edebe.com/xpgmur

http://links.edebe.com/kxn75

http://links.edebe.com/4y8s8

GRADING CRITERIA– Identification and location of the main organs responsible for the sensory functions in the human body, and establishment of some of the basic relationships

between them and healthy habits.– Recognition of healthy lifestyles and their effects on the care and maintenance of organs and apparatuses.










Lesson 5STRUCTURE:





experimental activity linked to the content in question, which alludes to the main stages of scientific method.















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Lesson 6. Ecosystems


1. Recognise the relationship between the nervous system and the senses for the perception of changes in the environment. (Mathematical. Science and technology / Naturalist)

2. Recognise the functions of the locomotor apparatus, and the organs, muscles and bones involved, to discover how movements are made. (Mathematical. Science and technology / Naturalist)

3. Appreciate the importance of suitable healthy habits to keep the nervous system and the locomotor apparatus in good working order. (Mathematical. Science and technology / Naturalist)

4. Recognise the features of different ecosystems, and actions that cause imbalances, with a view to preventing these or reducing their impact. (Mathematical. Science and technology / Naturalist)

5. Recognise the parts of a plant, their functions and the photosynthesis process. (Mathematical. Science and technology / Naturalist)




• Identification of different spheres of planet Earth. C

• Elements of an ecosystem: population, climate, community, habitat, biome and biosphere. P

• The relationships within ecosystems. C

• The food chain. C

• Identification of plant cells. C

• Photosynthesis. C

• Plant feeding phases. P

• Terrestrial ecosystems. C

• Aquatic ecosystems. C

• Understanding the biodiversity of living things on the planet. P

• Identify and locate the main organs responsible for sensory functions in the human body and establish links with certain healthy habits.

• Learn about the structure and physiology of plants, and the main features of photosynthesis and its importance in the life of living things.

• Learn about the characteristics and elements aquatic and terrestrial ecosystems are composed of.

• Connect certain practises of humans with care and respect for the natural environment, and understand repercussions for life on the planet.

• Identifies and locates the main organs responsible for the sensory functions in the human body, and establishes basic links between these and healthy habits.

• Recognises healthy lifestyles and their effects on the care and maintenance of different organs and apparatuses.

• Understands and identifies the main characteristics and components of ecosystems.

• Identifies the main characteristics of photosynthesis and recognises its importance for life on the planet.

• Understands the main characteristics of the biosphere, and identifies the different habitats of living things.

• Proposes well-argued actions aimed at preventing the extinction of species and the conservation of the natural environment.

• Respect for living things. V

• Scientific method. P

• Interest in understanding Roman building. V

• Use of information and communications technologies. P

• Active participation in the recycling of paper. P

INTERDISCIPLINARY TEACHING• Culture of peace: respect for a diversity of opinions. Recognition and appreciation of the importance of looking after planet Earth.

LEARNING ACTIVITIES – Think about the importance of preserving the planet.– Listen to a recording and learn about human activities that can damage the environment.– Study what the planet is composed of and its four spheres. – Learn what an ecosystem is and its characteristics: climate, population, community, habitat, biome and biosphere.– Think about how a small change to one element of an ecosystem can have a negative impact on it.– Study the relationships within an ecosystem: interactions between organisms, adaptations and nutrition. – Identify the elements of a food chain. – Think about what would happen if producers disappeared or if predators did not feed on the primary consumers. – Learn that plants make their own food: through photosynthesis. – Study the terrestrial biomes and their characteristics.– Analyse the aquatic biomes and their main features. – Learn what biodiversity means.

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, think about ecosystems by looking at a range of images).

MOTIVATION – Explain to the students that in this lesson they are going to learn about the spheres of the Earth, and ecosystems, food chains, terrestrial and aquatic biomes and biodiversity.


THE CHALLENGE: It’s easy to make recycled paper! Learn to recycle paper working in groups. Access the links to observe how the paper is made. Follow the instructions given,

and lastly, present the work to classmates.

SUPPLEMENTARY ACTIVITIES

– The Rain Forest song: motivate students as to the need to look after ecosystems by learning a song.

– Forest fires: learn about the importance of demonstrating a positive attitude when doing activities in nature. Listen to a song and make posters about caring for forests. Lastly, students have to investigate into recent forest fires in Spain.

– Mural work: understand the causes and effects of natural phenomena, by watching a video on the web link.

– Land erosion: help students understand how land erosion occurs by watching an animated video.

– Ecosystem diorama: make a model of an ecosystem to revise the contents of the lesson. Each student can choose their preferred ecosystem.

– Animal extinction: learn about animals in danger of extinction. Visit the suggested link, make a list on the board of animals in danger of extinction, and look for more information on them.

– Food chain: reinforce what has been learnt about the food chain by drawing it.

– How plants grow: learn about the importance of the sun for the growth of plants. Take two plants that are the same to class. Cover one with wrapping paper and place the other somewhere it receives direct sunlight. The plants must be watered and observed for two weeks and any changes must be recorded.

– Arbor Day: tell students about Arbor Day by reading a story and thinking about the importance of recycling.

– Plasticine plant picture: make models favourite plants out of plasticine.

– Seed planting: reinforce what has been learnt in the lesson. Students observe and look after their plants as they grow. When they are much bigger, classmates have to guess which plants they are.

– Biome Investigation: distinguish between biomes through investigative work.

– Pressed flowers: make a dried flower sheet and develop artistic abilities.


– Match each sphere of the Earth to the corresponding paragraph.– Draw a leaf, name its parts and explain the process of photosynthesis.

Photocopiable consolidation files: – Explain the meaning of the terms related to ecosystems.– Draw a food chain including producers, primary, secondary and tertiary consumers, and decomposers.


Evaluation resources (materials for teachers)– Photocopiable evaluation file:

• Produce a drawing of the corresponding sense organ. Write sentences about each organ. • Answer the questions posed.• Draw a food chain with producers, primary, secondary and tertiary consumers, and decomposers.







ICT ACTIVITIES


Web linksObtaining more information on the spheres of the Earth (http://links.edebe.com/22j).Learning about different biomes (http://links.edebe.com/t4).Observation of biosphere reserves in Spain (http://links.edebe.com/btde3).

http://links.edebe.com/btde3

http://links.edebe.com/t4

http://links.edebe.com/22j

MINIMUM REQUIREMENTS FOR A POSITIVE EVALUATION– Recognises the spheres of the Earth and the elements they are composed of.– Identifies the components of an ecosystem.– Classifies living things according to the ecosystem they belong to.– Recognises the importance of the food network in an ecosystem.– Describes the photosynthesis process.– Recognises different types of climate, flora and fauna in relation to terrestrial biomes.– Distinguishes and recognises aquatic biomes.– Is aware of the importance of looking after and respecting the environment in order to conserve it.

GRADING CRITERIA– Understanding and identifying the main characteristics and components of an ecosystem.– Identification of the main features of photosynthesis and recognition of its importance for life on the planet.– Understanding the main characteristics of the biosphere, and identification of different habits of living things.– Proposed activities for preventing the extinction of species and conserving the natural environment.










Lesson 6STRUCTURE:




















SUGGESTIONS FOR












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