Programación Natural Sciences 2º ESO English

OXFORD CLIL

NATURAL SCIENCES

ESO 2

Natural Sciences ESO 2

CONTENTS

1. INTRODUCTION 2

2. METHODOLOGY 4

3. BASIC COMPETENCES 8

4. ACTIVITIES, ATTENTION TO DIVERSITY, ASSESSMENT, AND ASSESSMENT OF BASIC COMPETENCES 15

5. PROGRAMMES OF STUDY 19

SECTION I. MATTER AND ENERGY 19Unit 1. The material world: atoms 19Unit 2. Matter and energy 22Unit 3. Motion 25Unit 4. Forces and their effects 28

SECTION II. TRANSFER OF ENERGY 31Unit 5. Heat and temperature 31Unit 6. Sound 34Unit 7. Light 36

SECTION III. THE EARTH 39Unit 8. The Earth’s internal energy 39Unit 9. The Earth’s relief 42

SECTION IV. LIVING THINGS 45Unit 10. The functions of living things (I) 45Unit 11. The functions of living things (II) 48Unit 12. Matter and energy in ecosystems 50Unit 13. Diversity in ecosystems 53

Oxford CLIL (Oxford EDUCACIÓN)1


1. INTRODUCTION

This document refers to the second-year ESO syllabus for Natural Sciences and is based on the Royal Decree 1631/2006 of 29 December, approved by the then Ministry of Education and Science (MEC), which establishes the minimum syllabus requirements for Compulsory Secondary Education (ESO) according to the Constitutional Law on Education (LOE).

According to the LOE, one of the aims of school education is to enable students to communicate – to understand and express themselves orally and in writing – in one or more foreign languages. To help further this aim, the same Royal Decree gives local education authorities the power to authorise schools to teach some curriculum subjects in a foreign language, as long as the basic curriculum requirements are met.

As a result, an increasing number of primary and secondary schools are offering a range of curriculum subjects through the medium of a foreign language, especially English. The aim of this so-called ‘bilingual’ education is to develop students’ linguistic competence in all of the four skills of listening, speaking, reading and writing through content and language integrated learning (CLIL). The Oxford CLIL series has been conceived and developed specifically for the needs of secondary students in bilingual sections and schools. It covers the curriculum requirements in the subject area, providing students with the necessary subject knowledge, while at the same time developing their linguistic skills in both their mother tongue and English.

Another key feature of the LOE is the integration of basic competences into the curriculum. The course objectives, content, methodology and assessment criteria are now closely linked to these competences, which guide the teaching and learning process.

In each of the 13 teaching units for this subject and school year, concepts, procedures and attitudes are all interlinked and geared towards the teaching and learning process. Each one performs a different, yet complementary, role in the students' learning process. This is also clearly reflected in the assessment criteria and the basic competences and subcompetences, which each apply to different content types and require different approaches in the classroom. Students should always be encouraged to participate and learn to work independently as well as in a team, in such a way that they themselves construct their own knowledge, another feature of competence-based education. This is even more essential in a bilingual context. Teaching students the values of a democratic, free, tolerant and multicultural society continues to be one of the priorities of the education system, as reflected in the objectives of this stage of education and in those of this subject in particular. In the different units, students will develop the skills directly linked to all the basic competences and, in addition, competence in the foreign language.

Each teaching unit starts with an opening section which presents the unit contents through a series of questions. These can help to remind students of their previous knowledge of the upcoming contents. The subsequent unit contents are presented in a clear, organised and concise way. The approach to each topic, the vocabulary and the complexity of the content have all been adapted to the cognitive abilities of the students. The language level has been carefully graded for non-native speakers. The content is presented and explained using explanatory boxes and visual support (photographs, illustrations, etc.), which are key learning tools, helping students understand new concepts and language more easily. There is also a summary chart of the unit content at the end of each unit for students to complete.



As far as possible, classroom learning should be adapted to students’ own day-to-day reality and interests. In other words, it should be meaningful. As such, whenever possible, the contents are presented through real, familiar examples, so that the students become both actively and receptively involved in their own learning.

However, the pace at which each student learns varies, depending on his or her cognitive development and social and family environment. As such, attention to diversity amongst students and in their learning environment is a fundamental part of teaching. Many activities (in both the textbook and the teacher's resources) are designed to meet the needs of an invariably diverse classroom.

Section 5 of this document (Programmes of study) sets out the contents of each unit, dividing them into the classic categories of concepts, procedures and attitudes. Although the contents are not classified as such in the legislation, they figure in this form in the school curriculum and can be used to support and document different teaching and learning strategies. We think that it is important that students continue to learn concepts, procedures (skills) and attitudes, so that they can use all of these to acquire the basic competences.

The course content is divided into 13 teaching units. Each is presented here, divided into a series of sections to demonstrate how the teaching and learning process will take place:

Unit objectives Unit contents (concepts, procedures and attitudes) Assessment criteria Basic competences/subcompetences linked to the assessment criteria and

learning activities.

The textbook used is Natural Sciences 2 (Oxford CLIL, Oxford EDUCACIÓN, 2012), written by Jorge Barrio Gómez de Agüero, M.ª Luisa Bermúdez Meneses, Alicia Faure López, M.ª Felisa Gómez Esteban and Jesús Barcena Rodríguez, and adapted for CLIL by Sarah Jackson. Other components for teachers include the Teacher's Book, which contains the answers to the activities and a CD-ROM with Photocopiable materials (Laboratory practicals for reinforcement and extension, Tests and Assessments of basic competences).



2. METHODOLOGY

At the heart of the methodology employed in the Oxford CLIL series lies a dual aim: to cover all of the subject requirements prescribed by the curriculum, whilst also catering to the needs of students studying in a foreign language. This is achieved using a CLIL-based approach, the core principles of which are as follows:

The subject comes first. Long, dense texts and complex sentences are avoided. Presentation of content is supported by visual aids: photos, flow charts,

diagrams, tables, and labelled drawings, for example. Learning is guided and structured. Comprehension tasks are used more frequently than in a native language context

to reinforce assimilation and processing of content and provide more language practice.

Learning is active whenever possible. Greater emphasis is placed on the process of learning. The four skills are crucial for presenting and learning new information.

Despite the fact that the subject is being taught through the medium of a foreign language, many of the methodological considerations are the same as for mother tongue instruction. However, teachers should be aware that the pace of learning may be somewhat slower, especially in the initial stages, and more time will be spent on checking understanding and reinforcing linguistic elements. Teachers should address students in English, and students should be encouraged and helped to use English as much as possible, although in the early stages some use of the mother tongue is inevitable.

The development of scientific knowledge in the ESO 2 Natural Sciences curriculum covers a range of disciplines, acquainting students with diverse conceptual and methodological models, from physics, chemistry, biology and geology (which have in common a particular way of representing and analysing reality) to other, closely related areas, such as ecology, meteorology and astronomy. Learning throughout this year will become more and more specialised, and therefore more in-depth. However, the methodology is similar to that used in ESO 1 and will help students overcome any problems they may have encountered with the transition from primary to secondary education. In any case, this gradual specialisation, which will become more pronounced the following year when the subject is subdivided into Biology and Geology and Physics and Chemistry, does not go against the principle of interdisciplinary study: scientific knowledge, in general, and a knowledge of natural sciences, in particular, cannot be studied using a piecemeal approach, and this is reflected in the way in which the course contents are organised. Students must be made aware that there are certain research procedures that are shared by all fields of science.

One of the key aims of secondary education is to teach students basic scientific literacy skills, i.e. to familiarise them with basic scientific ideas. The goal is to provide students with instrumental knowledge that enables them to understand many of the problems affecting the natural world and the environment. This will in turn allow them to understand their own role in the sustainable development of the Earth.

These aims can only be achieved if the course content (concepts, facts, theories, laws, etc.) is taught based on the students' prior knowledge and their own environment. If we also take into account that, throughout the course of history, scientific advances have become one of the paradigms of social progress, we can see that these advances are fundamentally important to students' education, an education which should follow a



rational, empirical approach to knowledge. It is also important to emphasise what a scientific approach can bring to students: strategies and skills for learning any subject (formulating hypotheses, checking results, research, working in groups, etc.) which are closely related to some of the basic competences.

So, the study of Natural Sciences during this year will: take into account that knowledge is not always conceptual in character: it also

includes procedures and attitudes. Throughout the course, these three different types of knowledge are presented in such a way that they encourage students to interpret their environment and to achieve the basic competences in this subject, which means employing the scientific method.

achieve meaningful, relevant and functional learning, so that students can apply the course content or knowledge acquired to their own understanding of their immediate natural surroundings (learning competences) and to the study of other subjects (instrumental learning).

promote constructive learning, so that the course content leads to learning. cover basic topics which are appropriate for students' individual cognitive

capabilities. encourage students to work individually and as part of a team.

In order to implement the three-pronged approach of concepts, procedures and attitudes, and to help students acquire certain basic competences, the proposed methodology must take into account the fact that new science is constantly being discovered and received wisdom reviewed. Our scientific knowledge of the world is in a constant state of flux. The course must both equip students with information and highlight the active role that they should themselves take in the learning process. Various strategies can be used to do this:

Teaching some of the most commonly used methods in science and scientific research, asking students to apply the methods covered in each unit.

Creating appealing, motivating scenarios and contexts which help students to overcome any resistance they may have to learning science.

Providing practical activities that help students to apply scientific methods and that motivate them to study.

Using different types of visual aids which make it easier for students to understand and learn new concepts quickly, and help them to achieve the course objectives and the basic competences.

Earlier, we discussed how important it is for students to take an active role in the gradual acquisition of their own knowledge. As such, any methodological resource (and textbooks are still one of the best) should be used in such a way that students continue to participate in the day-to-day learning process. However, in today's context, where the use of information and communication technologies (the Internet, digital resources, etc.) is so widespread, and digital classrooms (with interactive whiteboards, video projectors, etc.) are becoming more common due to various national and regional programmes, information and communication technologies are a key part of the teaching and learning process. Not only can they be used to obtain information, they also help in the development of the basic competences included in the curriculum (data processing and digital competence, learning to learn, etc.) and have proven to be an effective resource, facilitating learning and thus improving academic results. We should also bear in mind the huge possibilities offered by computer simulations of scientific and natural phenomena.

To summarise, the methodological principles on which the materials are based and which teachers should bear in mind in the classroom learning process are:



to approach contents in a manner that helps students learn in a meaningful, significant way.

to introduce concepts in a clear, simple and reasoned way, using language adapted to the students' level and helping to improve their spoken and written expression both in the foreign language and their mother tongue (linguistic competence).

to use learning strategies that encourage students to analyse and understand facts about science and nature.

Each unit of the Student’s Book has the same structure, and each section aims to meet the various methodological requirements outlined above:

An opening page, with a series of initial questions and an illustration to introduce the content, teach some key vocabulary and raise interest in the topic.

Explanatory pages:- Explanatory texts are presented in concise, straightforward language, which

makes it easy for students to identify and grasp core concepts. Texts are accompanied by photos and illustrations which support the content and aid understanding.

- Simple experiments are demonstrated visually on the page to make it easier for students to understand concepts and procedures.

- Additional information is presented in the form of boxes, drawings, data tables, photographs, etc.

Key words and core language:

- Key words on each page have been selected carefully and are highlighted in blue in the text, with simple definitions provided in a Key word box in the margin. As well as helping students to understand the material presented, these boxes also provide students with a useful tool for revising the main vocabulary of the unit. All the Key words and their definitions are recorded so that students can listen and repeat the words from a correct model, which will aid their pronunciation and serve as a useful learning aid for auditory learners.

- As well as understanding the subject-specific language, students learning through the medium of English also have to acquire and use the necessary core language to enable them to express and discuss the concepts in an appropriate, academic style. Through careful choice of language in the texts and the highlighting of this language in selected activities, students gradually build up their proficiency.

Activity pages:- Content pages are interspersed with pages of activities which reinforce the

concepts presented in the texts while, at the same time, practising the language needed to express and understand these concepts in English. Activities are divided into three main types:

1. Activities which focus primarily on comprehension of the concepts presented

2. Activities which combine work on the concepts with practice of a specific language area

3. Activities which highlight a specific area of language difficulty in the unit, e.g. word stress, false friends, easily confused words, spelling, irregular verbs, etc.

- In addition, listening activities are included which help to reinforce vocabulary and pronunciation, and develop oral comprehension.



A single page of Revision activities at the end of each unit enables students to apply the knowledge they have acquired and teachers to see if any points need to be reinforced. The final section of these Revision activities is called Talking points and consists of oral activities in small groups or pairs, in which students describe and explain a process or concept, express and exchange opinions, hold a debate, make a presentation based on their research, etc. These activities are designed to develop oral fluency and communication in the foreign language.

A page at the end of each unit on the Development of basic competences, containing a series of activities which relate the basic competences that students must acquire throughout the course to everyday situations.

A summary table of the unit content for students to complete.

Assessment of basic competences:- On the CD-ROM accompanying the Teacher’s Book, there are

Assessments of basic competences for each section of the book, designed to evaluate students' basic competences, i.e. their ability to apply the knowledge acquired in real-life situations.

The final section of the Student’s Book is Natural Sciences in practice which includes techniques that will help students to observe, analyse and understand scientific activity and natural phenomena in their surroundings.



3. BASIC COMPETENCES

The Constitutional Law on Education (LOE) has a new definition of curriculum, which includes not only the traditional components (objectives, contents, teaching methods and assessment criteria), but also an important new component: basic competences. These competences are now one of the linchpins of the curriculum as a whole (it is no coincidence that they are set out in the curriculum before even the objectives). They therefore guide the entire teaching and learning process, especially since this academic year students must complete a diagnostic test to demonstrate that they have acquired certain competences. Regardless of whether or not the mark for that assessment counts towards the students' grades, the results can be used as a guide so that schools can make decisions about students' learning. This gives us some idea of how the teaching process is affected by this new element, i.e. it becomes much more practical, providing students with transferable skills, not ones that are only applicable in the school context. And of course, students will only achieve the ESO certification later if they acquire the basic competences at this stage, so these competences now form part of the assessment framework too.

There are many definitions of the concept of basic competences (which can be found in the PISA reports), but they all stress the same thing: instead of an educational model that focuses on the acquisition of mostly theoretical, often unconnected, aspects of knowledge, it is better to acquire competences, leading to the acquisition of essential, practical and integrated knowledge, which students must then demonstrate that they have acquired (i.e. it goes beyond functional training). In short, a competence is the capacity to integrate knowledge, skills and attitudes to resolve problems and situations in various contexts, and students must prove that they have that capacity by putting it into practice. It has been defined very succinctly as the putting into practice of acquired knowledge, or knowledge in action. In other words, it is the mobilisation of knowledge and skills in a specific situation and the activation of resources or knowledge acquired (even if students think that they have forgotten what they have learnt).

There is one aspect worth highlighting, which we could refer to as the combined nature of competences: through what they know, students must be able to demonstrate what they know how to apply, but also what they know how to be. Each competence is made up of the combination of the different types of content learnt in the classroom (concepts, procedures and attitudes), each one forming one of the multifaceted skills that provide students with a well-rounded education. We recognise that schools are not just providing students with technical and scientific knowledge, but also teaching them about citizenship, so they must be able to demonstrate a series of civic and intellectual attitudes that reflect respect for others, a sense of responsibility, teamwork, and so on.

There is another important aspect, and one which is often not stressed enough: if students acquire competences, they are then able to deal with the way that knowledge in any field is constantly being renewed and updated. Students' academic training within the school environment takes place over the course of a limited number of years, but their need for personal and/or professional development is lifelong. As such, providing students with the necessary competence in, for example, the use of information and communication technologies means that they will be able to use these tools to gather the information required at any given moment, assessing the quality of that information they find. Given that it is often impossible to cover all of the curriculum content in great detail over the course of the school year, students need to develop the competence of learning to learn.

The textbook includes teaching and learning activities linked to these basic competences, either implicitly in the explanatory pages, or explicitly in sections like the



Assessment of basic competences provided in the Teacher’s Book for each section of content.

In the Spanish education system, students must achieve the following basic competences before they finish compulsory education so that they are prepared for the challenges that they will face in their personal and professional lives:

Linguistic competence. Mathematical competence. Competence in knowledge and interaction with the physical world. Data processing and digital competence. Social competence and citizenship. Cultural and artistic competence. Learning to learn. Autonomy and personal initiative.

But what do these competences really mean? Below is a summary of the key ways in which each competence influences students' intellectual and personal development, with reference to the most important parts of the school curriculum:

COMPETENCE IN KNOWLEDGE AND INTERACTION WITH THE PHYSICAL WORLDThis competence refers to the skill of interacting with the natural and man-made elements of the physical world, helping students to understand events, predict consequences and act in a way that contributes to improving and preserving their own living conditions and those of other people and living things. It basically refers to acquiring a scientific, rational way of thinking which enables one to interpret information and make decisions independently, using one’s own initiative, as well as applying ethical values in decision-making in personal and social contexts.

MATHEMATICAL COMPETENCEFirst and foremost, this competence consists of the ability to use numbers and basic numerical operations, symbols and forms of mathematical reasoning and expression, in order to produce and interpret data, to find out more about quantitative and spatial aspects of reality, and to resolve problems relating to day-to-day life and work. So, acquiring mathematical competence means being able to use skills and approaches that allow one to reason mathematically, understand mathematical argumentation, express oneself and communicate in mathematical language, and use mathematical knowledge in combination with other types of knowledge.

DATA PROCESSING AND DIGITAL COMPETENCEThis is the ability to look for, obtain, process and communicate information and transform it into knowledge. It includes aspects ranging from accessing and selecting information, to using it and conveying it in different formats, including the use of information and communication technologies as an essential tool for finding information and communicating. Gaining skills in this area involves using technological resources to resolve problems efficiently and having a critical, reflective attitude when it comes to assessing the information available.

SOCIAL COMPETENCE AND CITIZENSHIPOnce students have acquired this competence, they will be able to live in society, understand the social reality of the world in which they live, and exercise civic responsibility in a democratic society which is becoming ever more multicultural. It concerns forms of individual behaviour which allow people



to live together in one society, get along with others, cooperate, get involved socially and tackle conflicts. This means that acquiring this competence translates into being able to empathise with and understand other people’s position, accept differences, be tolerant and accept the values, beliefs, cultures and personal and collective histories of others. It means understanding the social reality in which one lives, tackling conflicts by applying ethical values, and exercising civic rights and duties responsibly and in solidarity with others.

LINGUISTIC COMPETENCEThis competence refers to the use of language (in this case especially the foreign language) as a tool for oral and written communication, learning, and self-regulation of thought, emotions and behaviour. It also helps students to create a positive personal image and develop constructive relationships with others and with the environment. So, learning to communicate means forming links with other people and getting to know other cultures, which we are then more likely to understand and respect. In short, this competence is absolutely essential when it comes to resolving conflicts and learning to live alongside others. Acquiring this competence means acquiring a fluency in oral and written language in various contexts and being able to use at least one foreign language.

LEARNING TO LEARNThis competence is made up of two key elements: the first refers to students' ability to start learning, and the second to their ability to continue learning independently, and seek rational answers. It also involves allowing for various possible answers to the same problem and motivating students to look for those answers using different methodological approaches. It involves managing one’s own abilities in terms of striving for efficiency and drawing on different intellectual resources and techniques.

AUTONOMY AND PERSONAL INITIATIVEThis competence refers to students being able to use their own judgement and have the initiative required to make and pursue individual choices and take responsibility for them, both in their personal lives and in a social and professional context. By acquiring this competence, students can become more creative, innovative, responsible and critical in their approach to individual or group projects

CULTURAL AND ARTISTIC COMPETENCEThis competence consists of knowing, appreciating, understanding and critically assessing different forms of cultural and artistic expression, using them as a source of personal enjoyment and enrichment and viewing them as part of people's cultural heritage. It involves appreciating and enjoying art and other forms of cultural expression, being open to the variety of different methods of artistic expression, conserving the shared cultural heritage and fostering students' own creative capacities.

Competences do not just involve knowledge and skills acquired in a single subject only or which are used exclusively for that subject. Everything that students learn across their different subjects (and not just at school) and other educational activities (extra-curricular activities) combines to form a sort of cultural baggage, a collection of information that they must be able to use throughout their lives, at the right time and in different situations. So, any one of these competences can be achieved perhaps not in all parts of the curriculum but certainly in most of them, and for the same reason all of these competences can be used and applied in any topic or subject, regardless of



where they have been acquired (cross-curricular competences). Competence should guarantee that a student has achieved certain learning objectives, but it should also enable students to achieve other objectives, both at school and afterwards, guaranteeing continuous learning.

The different elements of the curriculum are obviously interlinked, and we need to be aware of this so that the curricular materials used in the teaching and learning process are used correctly. When the unit objectives (expressed as capacities or skills) are set out in a teaching programme, they influence the choice of certain contents over others. Assessment criteria also need to be included to enable evaluation of whether students meet these objectives (or not). The assessment criteria can therefore be divided into two categories, interpreted in different ways. The first category includes criteria related to the student's learning. In other words, some criteria will be more or less expressly linked to concepts, others to procedures (skills) and others to attitudes. Each of these content types must be assessed because they have been studied in class. They are assessed at different points through continuous assessment. The second category includes assessment criteria that are more directly linked to the basic competences.

If we think of the basic competences as the real and practical application of knowledge, skills and attitudes, the best way to check or assess whether or not the student has acquired those competences is to reproduce the most realistic situations possible in which they should be applied. In these situations, students usually draw on the tapestry of knowledge (made up of all sorts of contents) they have accumulated over the course of their schooling, but respond, above all, to practical situations. So when we assess competences we are assessing procedures and attitudes, first and foremost, but concepts are an essential basis for them. That is why the competences are linked to assessment criteria relating mostly to procedures and attitudes.

So how can each of the basic competences be acquired? The following section describes the most important aspects of each basic competence for this subject. These descriptions may need to be adapted to the practical needs of real-life teaching.

COMPETENCE IN KNOWLEDGE AND INTERACTION WITH THE PHYSICAL WORLDThis is the most important competence in this subject. In order to acquire this competence, students must gain a sound knowledge of concepts and the inter-relationships between them, observe the physical world and natural phenomena, acquire a knowledge of human impact, multi-causal analysis, etc. However, like other competences, this one requires students to become familiar with the scientific method as a work method, so that they can act rationally and reflectively in many aspects of their academic, personal and professional lives.

MATHEMATICAL COMPETENCEBy using mathematical language to quantify natural phenomena, analyse cause and effect, convey data, etc., in short, to understand the quantitative aspects of natural phenomena and the use of mathematical tools, students become aware that mathematical knowledge is of real use in many aspects of their own lives.

DATA PROCESSING AND DIGITAL COMPETENCETo understand physical and natural phenomena, it is essential that students know how to work with data (obtaining, selecting, handling, analysing and presenting it) from various sources (written, audiovisual, etc.), not all of which are as reliable and objective as others. So information obtained from traditional written sources as well as new technologies must be analysed according to critical, scientific criteria.



SOCIAL COMPETENCE AND CITIZENSHIPThis subject develops this competence in two key ways: by preparing students to participate in decision-making as part of society, for which scientific literacy is required; and by providing them with a knowledge of how, historically, scientific advances have played a role in the evolution and progress of society (and of people), but also that it has had negative repercussions for humanity, and that the resulting risks to people and the environment must be controlled (sustainable development).

LINGUISTIC COMPETENCEThis competence is worked on in two key ways: the use of the foreign language as a communicative tool in the education process (subject-specific vocabulary that students should incorporate into their day-to-day vocabulary and general academic language); and the importance of the way that information is expressed in all the curriculum contents.

LEARNING TO LEARNThis competence gives students the skills and strategies that they need to help them learn throughout their lives, building up and conveying scientific knowledge. It also allows them to integrate that new knowledge into their existing knowledge and analyse it, drawing on the techniques that make up the scientific method.

AUTONOMY AND PERSONAL INITIATIVEThis competence equips students to think critically and scientifically, enabling them to dismiss non-scientific dogmas and prejudice. To do this, they must do science: in other words, tackle problems, analysing them, suggesting solutions, assessing consequences, etc.

We have now looked at the basic competences established by the Spanish education system. These competences are inevitably very generic. If we want to use them as a point of reference for teaching and to demonstrate the real competence achieved by students (assessment), we need to make them even more specific, breaking them down into subcompetences and linking them to the other elements of the curriculum. These subcompetences are statements which have been written after a comprehensive analysis of the curriculum in order to draw up functional learning objectives expressed in such a way that they can be identified by any teacher.

Below is a list of the subcompetences for this subject and level. The units in which each subcompetence is developed are listed on the right.

COMPETENCES/SUBCOMPETENCES UNITS

Competence in knowledge and interaction with the physical world

1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 and 13

Recognise what can be investigated scientifically: differentiate between scientific and nonscientific problems and explanations.

1, 4, 5 and 10

Use strategies to look for different types of scientific information. Understand and select appropriate information from a variety of sources.

2, 3, 4 , 8 and 11



Recognise the key features of scientific investigation: understand variables, formulate hypotheses, design experiments, analyse and contrast data, detect regular patterns, make calculations and estimates.

2, 4, 5 and 13

Understand basic scientific principles and concepts and identify the relationships between them: causal, influential, qualitative and quantitative.

1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 and 13

Describe and explain processes scientifically and predict changes. Use explanatory models.

1, 2, 5, 6, 7, 8, 9, 10, 11 and 12

Apply scientific knowledge to everyday situations.

1, 2, 3, 4, 5, 6, 7, 8, 10 and 11

Interpret data and scientific experiments. Draw conclusions and communicate them in different formats in a correct, well-organised and coherent manner.

2, 3, 4, 5, 8, 9, 10 and 12

Argue for or against conclusions and identify the assumptions, proofs, and reasoning behind them.

2 and 4

Consider the impact of human activity and scientific and technological advances on the history of mankind and identify its impact on the environment today.

2

Take responsibility for oneself, resources and the environment. Be familiar with healthy lifestyle habits based on advances in scientific knowledge: in the context of one’s personal life, that of the community and the environment. Understand the importance of taking precautions.

2

Mathematical competence 1, 3, 4, 5, 6 and 7Use mathematical terms to quantify natural phenomena.

1, 3, 5, 6 and 7

Use mathematical terms to analyse cause and effect.

3, 4, 6 and 7

Use mathematical language to convey data and ideas about nature.

3, 4, 5, 6 and 7

Data processing and digital competence

1, 2, 3, 4, 5, 8, 9, 10, 11 and 13

Apply scientific principles to searching for, collecting, selecting, processing and presenting information.

5

Use and produce schematic diagrams, mind maps, reports and papers.

1, 2, 3, 4, 9, 10, 11 and 13



Use information and communication technologies to communicate, gather information, give feedback, simulate and visualise situations, find and process data.

8

Social competence and citizenship 7, 8, 11 and 1 2Understand and explain socially relevant issues from a scientific perspective.

7, 8, 11 and 1 2

Linguistic competence 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 and 13Use the correct scientific terminology in texts and argumentation involving scientific content.

1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 and 13

Understand and interpret messages about natural sciences.

3, 4, 10 and 12

Learning to learn 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 and 13Assimilate knowledge of science and scientific procedures in order to understand information obtained both from students’ own experience and written and audiovisual media.

2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 and 13

Autonomy and personal initiative 2, 3, 4, 6, 7, 8, 9, 10, 12 and 13Develop a critical attitude. Confront problems and take part in developing possible solutions.

2 and 3

Develop the capacity to analyse situations, evaluating the factors that have influenced them and their possible consequences.

3, 4, 6, 7, 8, 9, 10, 12 and 13

In order to demonstrate that students have achieved the different competences and subcompetences (and even other, additional ones, not necessarily linked to the ones listed here), teachers can use the various assessment criteria. In this programme, these criteria are linked to the criteria for the teaching units, not the general ones for this level, which are too generic.



4. ACTIVITIES, ATTENTION TO DIVERSITY, ASSESSMENT, AND ASSESSMENT OF BASIC COMPETENCES

ACTIVITIES

The Student’s Book provides various learning activities for each section of the unit. There are also Revision Activities at the end of each unit. The Teacher’s Book contains supplementary materials on a CD-ROM. These activities have different educational aims, and are linked to both the course content and the basic competences (in the Assessments of basic competences).

Teachers can carry out an initial assessment at the start of the school year to assess the students' starting point and a final assessment at the end of term to see whether or not the general course objectives have been achieved. There is also a series of Assessment sheets on the Teacher’s Book CD-ROM.

In addition to the learning activities and the activities for checking knowledge, there is another essential activity type in this subject: procedures. These are developed throughout the Student's Book, especially in the Natural Sciences in practice section. They focus on reading, finding information, applying scientific methods, interpreting data and information, using materials and instruments with care, doing laboratory experiments, etc. These are procedures (as well as attitudes to work) that students need to become competent in because they will continue to use them throughout their secondary education (what the curriculum calls common contents) and they will help them to achieve some of the basic competences.

It is important to highlight that the activities in Oxford CLIL Natural Sciences have been systematically adapted to the contents studied. Students understand and remember what they learn in class by completing the activities. All of the course materials use different sources of information, from articles from specialist magazines and newspapers to websites and books. This means that teachers can decide which materials are best suited to the learning style of their students.

ATTENTION TO DIVERSITY

When a teaching and learning process is centred around identifying students' needs, it is essential to provide students with as many educational resources as possible so that their learning can be adapted to their own capabilities. This is due to the fact that, in some cases, students’ capabilities are greater than the group average, and in others because the pace of learning must be readjusted because a student is having difficulties.

The Student’s Book and supplementary materials cater for a diversity of levels of knowledge and learning ability. The Laboratory practicals for each unit are split into two categories, extension and reinforcement, and are included on the teacher’s CD-ROM. Teachers can decide when and how these activities should be used, as by their very nature they are not always appropriate for all students.

ASSESSMENT PROCEDURES AND MARKING CRITERIA

Students' learning must be assessed systematically and periodically, both to measure their individual levels of knowledge acquisition (summative assessment at different



points of the year) and to introduce any changes required to the teaching process (when the students' learning does not meet expectations). In addition to this summative assessment, which tends to take place at the end of the school year (ordinary exams and resits, if required), there will be other assessments, like an initial assessment (marks do not count towards the final grade) and a final assessment, as well as continuous assessment, formative tests and activities carried out throughout the teaching and learning process.

Continuous assessment will be carried out through the systematic observation and monitoring of students, i.e. everything that they produce, either individually or in groups, will be taken into consideration: written work, oral presentations and debates, classwork, research, their attitude to learning, accuracy of expression, self-assessment, etc. And for summative assessment: written tests at the end of each term and resits (during the term and at the end of the school year, if the student has failed any of the assessments, and an extraordinary resit final exam, if students do not pass the first exam). In any case, a variety of assessment procedures will be used, so the assessments are flexible. Students can be awarded grades higher than a simple Pass in the resits, ordinary resits (if they failed one or more of the end-of-term tests) and the extraordinary resits. It should be stressed that students are not expected to produce perfectly accurate English and they should be rewarded for communicating the message effectively in English, and not penalised heavily for grammatical or lexical errors.

In order to provide students with marks for the three assessments during the year, the ordinary resits at the end of the course and the extraordinary resits in September, the written tests will be assigned a weighting of 40%, projects 20%, and classwork and reading 40%. In other words, the students' work throughout the school year will always be taken into account (continuous assessment), except for students who are no longer entitled to be assessed because they have missed too many classes without justification. In these cases, the final mark will be based on the written test only. This multiple weighting method has been designed to assess all sorts of different contents studied throughout the year (concepts, procedures and attitudes). The students will be informed of these weightings at the start of the year.

ASSESSMENT OF BASIC COMPETENCES

The table below shows the basic competences broken down into the subcompetences for the different parts of the course, to be assessed in the three tests (one per term) and the final tests (ordinary and extraordinary, if applicable). The assessments will provide an overview of what the students have learnt as well as the subcompetences they have not yet achieved.

We recommend the following qualitative scale to measure the level of achievement of these subcompetences, from lowest to highest: 1: Weak; 2: Borderline; 3: Average; 4: Good; 5: Excellent.

COMPETENCES/SUBCOMPETENCES TERM TESTS FINAL TEST

Competence in knowledge and interaction with the physical world

1st 2nd 3rd O E

Recognise what can be investigated scientifically: differentiate between scientific and nonscientific problems and explanations.



Use strategies to look for different types of scientific information. Understand and select appropriate information from a variety of sources.Recognise the key features of scientific investigation: understand variables, formulate hypotheses, design experiments, analyse and contrast data, detect regular patterns, make calculations and estimates.Understand basic scientific principles and concepts and identify the relationships between them: causal, influential, qualitative and quantitative.Describe and explain processes scientifically and predict changes. Use explanatory models.Apply scientific knowledge to everyday situations.Interpret data and scientific experiments. Draw conclusions and communicate them in different formats in a correct, well-organised and coherent manner.Argue for or against conclusions and identify the assumptions, proofs, and reasoning behind them.Consider the impact of human activity and scientific and technological advances on the history of mankind and identify its impact on the environment today.Take responsibility for oneself, resources and the environment. Be familiar with healthy lifestyle habits based on advances in scientific knowledge: in the context of one’s personal life, that of the community and the environment. Understand the importance of taking precautions of mankind and identify its impact on the environment todayOVERALL

Mathematical competenceUse mathematical terms to quantify natural phenomena.Use mathematical terms to analyse cause and effect.Use mathematical language to convey data and ideas about nature.OVERALL

Data processing and digital competenceApply scientific principles to searching for, collecting, selecting, processing and presenting information.Use and produce schematic diagrams, mind maps, reports and papers.Use information and communication technologies to communicate, gather information, give feedback, simulate and visualise situations, find and process data.OVERALL

Social competence and citizenshipUnderstand and explain socially relevant issues from a scientific perspective.OVERALL



Linguistic competenceUse the correct scientific terminology in texts and argumentation involving scientific content.Understand and interpret messages about natural sciences.OVERALL

Learning to learnAssimilate knowledge of science and scientific procedures in order to understand information obtained both from students’ own experience and written and audiovisual media.OVERALL

Autonomy and personal initiativeDevelop a critical attitude. Confront problems and take part in developing possible solutions.Develop the capacity to analyse situations, evaluating the factors that have influenced them and their possible consequences.OVERALL

O: Ordinary final assessmentE: Extraordinary final assessment



5. PROGRAMMES OF STUDY

The contents of this academic year have been organised into 13 teaching units, which are detailed below. The teaching objectives, contents (concepts, procedures and attitudes), cross-curricular content, assessment criteria and basic competences linked to the assessment criteria and to the activities are listed for each unit.

DISTRIBUTION OF CONTENTS

It is estimated that the 13 teaching units of the book will be distributed as follows:

First term assessment: Units 1 to 4Second term assessment: Units 5 to 9Third term assessment: Units 10 to 13

OBJECTIVES

1. Understand the properties of matter.2. Understand that mass is a measurement of inertia and that it affects the

gravitational force of matter.3. Be able to tell the difference between the mass, weight and dimensions of an

object.4. Recognise the different observation levels and establish comparisons between

different orders of magnitude.5. Recognise that electricity is a property of matter, and there are different types of

electric charge.6. Be able to tell the difference between the two different types of electric charge

(positive and negative) of the two forms of electrostatic interaction: attraction (between opposite types of charge) and repulsion (between the same type of charge).

7. Recognise the basic structure of atoms: a nucleus, which contains protons and neutrons, and a shell which contains electrons that are continuously moving around the nucleus.

8. Recognise that electrons have a negative electric charge and protons have a positive charge.

9. Understand that during ionisation electrons are gained or lost.10. Be able to tell the difference between an atom and an element.

Oxford CLIL (Oxford EDUCACIÓN)

UNIT 1

THE MATERIAL WORLD: ATOMS

MATTER AND ENERGY

19


11. Understand the difference between a pure substance and an element, and a simple substance and a compound.

CONTENTS

Concepts Properties of matter: mass as a measurement of matter. Studying the material world: scientific notation and orders of magnitude. The atom and the particles that compose it. Electrical phenomena in matter: electric charge. Ionisation. Elements, simple substances and compounds. Chemical formulas.

Procedures Do simple experiments to understand mass as a measurement of inertia

and to tell the difference between mass and size. Use a microscope for microscopic observations. Carry out research to find out how to apply knowledge of the basic (atomic)

structure of matter. Do simple class experiments to show electrical phenomena. Make models to show the atomic structure of matter.

Attitudes Have a better understanding of science through research. Understand the importance of electrical phenomena in daily life. Understand that science and scientific theories are continually changing. Be aware that electricity can cause accidents.

ASSESSMENT CRITERIA

1. Learn about the properties of mass and identify mass as a measurement of matter.

2. Be able to tell the difference between mass, weight and size.3. Correctly use scientific notation in powers of ten.4. Classify and compare orders of magnitude.5. Understand the discontinuous nature of matter.6. Link the two types of charge with attraction and repulsion.7. Understand the electrical nature of matter.8. Understand that electrical phenomena come from the electrical composition of

matter.9. Recognise and be able to tell the difference between the different components

of an atom and how they are arranged inside an atom.10. Be able to tell the difference between an element and an atom.11. Analyse how atoms are grouped in matter.12. Be able to tell the difference between ions and atoms.13. Use the formula of a substance to deduce if it is a simple substance or a

compound.14. Link atoms, molecules, simple substances and compounds.



COMPETENCES / ASSESSMENT CRITERIA / ACTIVITIES

COMPETENCES / SUBCOMPETENCES

ASSESSMENTCRITERIA

ACTIVITIES

Competence in knowledge and interaction with the physical worldRecognise what can be investigated scientifically: differentiate between scientific and non-scientific problems and explanations.

1, 2, 5, 13, 14 2, 3, 8


5, 6, 7, 8, 13, 14 4–6, 14, 16, 18, 20–22,24–28, 30, 34, 35

RA 1, 4, 5


6, 7, 8, 10, 11, 12 12, 20, 24, 30


2, 8 2, 6, 7, 11DC 2

Mathematical competenceUse mathematical terms to quantify natural phenomena.

3, 4 6, 7, 9, 10, 11, 14, 23RA 1–3, 6DC 3–5

Data processing and digital competenceUse and produce schematic diagrams, mind maps, reports and papers.

5, 6, 8, 11, 13, 14 13RA 4

Linguistic competence (*)Use the correct scientific terminology in texts and argumentation involving scientific content.

1, 2, 8, 14 1, 3, 7, 14, 15, 20,21, 28, 29, 31–33

RA 1, 3, 6DC 1, 2, 6–8

RA: Revision activities

DC: Development of basic competences

*All the subcompetences detailed in this section are developed using English as the common language, which will allow pupils to communicate with an increasing degree of skill in the foreign language.



OBJECTIVES

1. Link transformations in the material world with energy changes.2. Understand that heat and work are transforming agents.3. Understand the importance of the law of energy conservation to explain

numerous daily phenomena.4. Recognise the energy transformations that take place in simple phenomena.5. Learn about the different forms of energy.6. Be able to tell the difference between the main sources of renewable and non-

renewable energy, and their advantages and disadvantages.7. Recognise the problem created by excessive energy consumption and link it to

environmental problems.

CONTENTS

Concepts Transformations in the material world. Energy and its forms: energy conservation. Energy sources: renewable and non-renewable. The energy problem and saving energy.

Procedures Do simple experiments to understand the law of energy conservation. Describe the energy transformations that take place in some simple

phenomena. Carry out some research on sources of energy, how to use them and how

they might cause environmental problems.

Attitudes Have a better understanding of science through research. Appreciate the importance of describing natural phenomena in physical

terms to increase and develop our knowledge. Develop positive attitudes towards sources of renewable energy. Develop a critical attitude towards energy waste and a positive attitude

towards reasonable and sustainable energy consumption.

ASSESSMENT CRITERIA

1. Define energy.2. Explain work and heat as transforming agents.3. Determine the differences between energy transformations that take place in

simple phenomena.4. Apply the law of energy conservation to simple cases.5. Recognise the forms of energy involved in simple everyday phenomena.6. Be able to determine the differences between the main sources of renewable

and non-renewable energy.


UNIT 2

MATTER AND ENERGY

22


7. Analyse the advantages and disadvantages of different sources of renewable and non-renewable energy.

8. Be aware of the problem created by excessive energy consumption and link it to environmental problems.



ASSESSMENTCRITERIA

ACTIVITIES

Competence in knowledge and interaction with the physical worldUse strategies to look for different types of scientific information. Understand and select appropriate information from a variety of sources.

1, 2, 3, 4 3, 6, 7, 9RA 4, 7


1, 2, 3, 4 3, 7, 9RA 4, 7


1, 2, 3, 4 3, 7, 9RA 4, 7


1, 2, 3, 4 1, 3, 7, 9RA 4, 7

DC 8, 10


3, 5 1, 7RA 4, 7

DC 1-5, 7, 9Interpret data and scientific experiments. Draw conclusions and communicate them in different formats in a correct, well-organised and coherent manner.

1, 2, 3, 4 DC 2, 3, 7


1, 2, 3, 4 5, 6, 16RA 4, 7

Consider the impact of human activity and scientific and technological advances on the history of mankind and identify its impact on the environment today.

6, 7, 8 3, 13, 14RA 4, 7



Take responsibility for oneself, resources and the environment. Be familiar with healthy lifestyle habits based on advances in scientific knowledge: in the context of one’s personal life, that of the community and the environment. Understand the importance of taking precautions.

6, 7, 8 10, 11, 13–15RA 8, 9DC 6


6, 7, 8 14RA 6


6, 7, 8 2, 4, 8–10, 15, 17RA 2, 3, 5, 8, 9

Learning to learnAssimilate knowledge of science and scientific procedures in order to understand information obtained both from students’ own experience and written and audiovisual media.

1, 2, 3, 4 RA 8, 9

Autonomy and personal initiativeDevelop a critical attitude. Confront problems and take part in developing possible solutions.

7, 8 11, 13–15RA 1






OBJECTIVES

1. Understand motion in physics.2. Be able to tell the difference between any moving object’s trajectory, distance

travelled and its displacement.3. Deduce a moving object’s average speed or instantaneous speed using graphs

and/or numerical data.4. Be able to tell the difference between uniform and variable speed.5. Understand positive and negative acceleration.6. Use graphs or numerical data to deduce a moving object’s acceleration.7. Use graphs or numerical data to deduce the speed and distance travelled by an

object that is moving with uniformly accelerated rectilinear motion (UARM).8. Learn to draw and interpret uniform rectilinear motion (URM) and UARM

graphs.9. Identify the SI units used to measure distance travelled, speed, time taken and

acceleration.

CONTENTS

Concepts Motion. Position, distance travelled, trajectory and displacement. Average speed, uniform speed and variable speed. Uniform rectilinear motion (URM). Acceleration. Uniformly accelerated rectilinear motion (UARM). URM and UARM graphs.

Procedures Use simple movements that are familiar to the student to find out the

trajectory, displacement and distance travelled. Use graphs or numerical data to calculate the average speed of a moving

object. Compare the motion of constant speed with that of variable speed. Draw and interpret URM and UARM graphs. Observe and analyse examples of movement taken from daily life.

Attitudes Recognise how important it is to be precise when taking notes, and also the

importance of clarity and order when writing reports.

ASSESSMENT CRITERIA

1. Explain whether or not an object is in motion by looking at its changes of position from a specific point of reference.

2. Represent the positions, trajectories and displacements of objects in motion.3. Recognise whether acceleration is negative or positive.


UNIT 3

MOTION

25


4. Recognise the characteristics of UARM.5. Use SI units to express speed, time taken and acceleration.6. Make a note of the quantities that are involved in certain movements either from

carrying out experiments or from being given the data.7. Organise quantitative data in tables and graphs, and extract both qualitative

and quantitative conclusions from these data.8. Use both URM and UARM equations.9. Use other known quantities to calculate an unknown quantity for both URM and

UARM.



ASSESSMENTCRITERIA

ACTIVITIES


1, 3, 4 2, 5, 13–15, 19RA 1–3, 5, 6

DC 6–12


7, 8, 9 2, 10, 14, 15, 17, 19RA 1–3, 5, 6

DC 1–5, 8, 9, 11, 12


7, 8, 9 5, 6, 8, 13, 19RA 1–3, 5, 6

DC 8, 9, 11, 12Interpret data and scientific experiments. Draw conclusions and communicate them in different formats in a correct, well-organised and coherent manner.

6, 7, 8, 9 5, 6, 8, 17, 18, 20–22, 24DC 1–12

RA 4


5, 8 1, 5, 6, 13, 15, 16RA 1–3

DC 6–12Use mathematical terms to analyse cause and effect.

2, 4 1, 5, 6, 7, 15, 16RA 5

DC 4–12Use mathematical language to convey data and ideas about nature.

6, 8 1, 5, 6, 10, 15, 16RA 1, 6

DC 1, 2, 4, 5, 8, 9, 11, 12


2, 6, 7 6, 8, 18, 20–24, 26RA 4

DC 1–5, 8–12




1, 3, 4, 9 1–4, 9, 11, 16, 21, 24, 25RA 1, 2, 7DC 8–12


9 1, 2, 14, 15RA 7

DC 8, 9, 11, 12


1, 3, 4 RA 7DC 1–5, 8, 9, 11, 12

Autonomy and personal initiativeDevelop a critical attitude. Confront problems and take part in developing possible solutions.

2, 7, 8, 9 RA 7DC 8–11

Develop the capacity to analyse situations, evaluating the factors that have influenced them and their possible consequences.

9 RA 7DC 1, 3–5






OBJECTIVES

1. Understand force, work and energy in physics.2. Learn about the SI units used to measure force and work.3. Identify the different types of forces according to their effects.4. Understand what weight is, and be able to tell the difference between weight

and mass and how to quantify weight.5. Understand what upthrust is.6. Learn about Archimedes’ Principle and apply it to calculate densities and to

explain how bodies float.7. Understand the link between the forces applied to an object and how this object

moves.8. Be able to determine the difference between the different types of deformations

that forces cause in objects.9. Understand the equilibrium of an object and link it to the forces that are acting

on the object.10. Understand the relationship between doing work and energy changes.11. Learn about mechanical forms of energy (kinetic and potential).12. Understand how useful simple machines are.

CONTENTS

Concepts Forces: types of forces. Mass and weight. Upthrust and Archimedes’ Principle: buoyancy. Deformations: deformable and non-deformable solids. Forces and equilibrium (balance). Work and energy. Mechanical energy: kinetic and potential. Simple machines.

Procedures Analyse forces and the everyday movements related to them. Solve problems that differentiate between mass and weight and apply

Archimedes’ Principle. Observe and analyse buoyancy and equilibrium. Solve problems to calculate work and mechanical energy. Observe and analyse how simple machines and dynamometers work.

Attitudes Show interest in developing skills to use and make simple instruments,

such as the dynamometer. Appreciate how important learning how to use forces has been in the

development of humanity. Recognise the importance of taking notes precisely and revising reports

thoroughly. Develop a positive attitudes towards renewable sources of energy.


UNIT 4

FORCES AND THEIR EFFECTS

28


ASSESSMENT CRITERIA

1. Define force and give examples taken from our surroundings of forces that act on bodies.

2. List the forces that act on bodies around us and forces that are involved in simple movements.

3. Explain the effects that forces can have on an object.4. Name and convert between the different units of force.5. Calculate an object’s weight on different planets and express it in newtons and

kiloponds.6. Calculate hydrostatic upthrust using volume, density and gravitational

acceleration.7. Calculate a liquid’s density from the upthrust an object experiences.8. Calculate a solid’s density from its weight and the upthrust it experiences when

it is immersed in a liquid.9. Explain why bodies float.10. Apply Newton’s First Law to calculate the different quantities that are involved in

motion.11. Explain what causes deformation and equilibrium of bodies.12. Explain the difference between the term work in physics and how it is used in

everyday language.13. Calculate the work done by an object to which a force is applied.14. Name the SI units used to measure work and energy.15. Solve everyday problems related to mechanical forms of energy.16. Describe how simple machines work.



ASSESSMENTCRITERIA

ACTIVITIES


16 6, 9, 11, 20, 23,26–28, 30–33RA 1, 4, 6, 8

DC 6

Use strategies to look for different types of scientific information. Understand and select appropriate information from a variety of sources.

3, 4, 11, 12, 16 6, 9, 11, 16, 19, 28RA 1, 4, 6, 8DC 1, 6, 7


3, 11, 15 6, 9, 11, 30, 31RA 1, 4, 6, 8

DC 1, 8


1, 3, 9, 11, 12 6, 9, 11, 16, 19,27, 28, 30, 31RA 1, 4, 6, 8

DC 1–6, 8–10




1, 2, 9 6, 9, 11, 16, 19, 22, 27, 28DC 5–7, 9, 10


5 6, 9, 11, 22, 28DC 2–5, 7, 8


9, 11, 12 6, 9, 11, 22, 27RA 8

DC 8, 10

Mathematical competenceUse mathematical terms to analyse cause and effect.

4, 5, 6, 7, 8, 10, 13, 15 3, 4, 29RA 1, 2

DC 2–5, 7Use mathematical language to convey data and ideas about nature.

4, 5, 6, 7, 8, 10, 13, 15 3, 4RA 1, 2

DC 2–5, 7–10


11, 12, 16 8, 34RA 3DC 7


1, 14, 15 1, 2, 9, 12, 13, 17, 22–27RA 1, 6–8

DC 2


2, 4, 9 7, 9, 12–14, 16,22, 23, 27, 30, 32

RA 1, 6–8DC 3–6


9 DC 1, 3–10

Autonomy and personal initiativeDevelop the capacity to analyse situations, evaluating the factors that have influenced them and their possible consequences.

16 6, 15, 16, 18, 19, 30RA 7, 8

DC 2, 6, 8, 10

RA: Revision activitiesDC: Development of basic competences




OBJECTIVES

1. Understand that heat is a transfer of thermal energy between two bodies that are in thermal disequilibrium, but that heat is not contained in bodies.

2. Link temperature to thermal movement or to the average kinetic movement of particles. Discard the incorrect idea that temperature is a measurement of heat.

3. Learn about the Celsius and Kelvin scales of temperature and how they are linked.

4. Learn how thermometers work.5. Learn the main units used to measure heat.6. Be able to determine the difference between the ways in which heat is

transmitted.

CONTENTS

Concepts Thermal energy. Temperature and its measurement: thermometers. Celsius or centigrade and Kelvin temperature scales. Heat and thermal equilibrium: units of measurement of heat. Heat transfer: conduction, convection and radiation.

Procedures Carry out activities that involve transformations between temperature

scales. Obtain a heating curve that shows a stage transition. Carry out simple research on the different ways in which heat is

transmitted.

Attitudes Show interest in physical explanations of natural phenomena. Have a better understanding of science through simple research. Take care when working with energy and sources of heat.

ASSESSMENT CRITERIA

1. Determine the difference between heat and temperature.2. Determine the difference between thermal energy (contained by bodies) and

heat (as a means of transmitting thermal energy).


UNIT 5

HEAT AND TEMPERATURE

TRANSFER OF ENERGY

31


3. Use the Celsius and Kelvin temperature scales.4. Carry out temperature conversions.5. Explain how a thermometer works in terms of physics.6. Use different units of heat.7. Determine the difference between the different ways in which heat is

transmitted.



ASSESSMENTCRITERIA

ACTIVITIES


1, 2, 5 1, 6–8, 11, 12, 15RA 3, 5DC 1, 2


3, 5 10, 16–18RA 3, 4

DC 1, 2, 6–9


1, 2, 5, 6, 7 1, 6, 13, 16RA 7, 8DC 1–9


5 16–18RA 5

DC 1–6


3, 4, 5 6, 17, 18, 20RA 1, 8

DC 1–6, 9Interpret data and scientific experiments. Draw conclusions and communicate them in different formats in a correct, well-organised and coherent manner.

4 10RA 6

DC 1–3, 5


3, 6 2–5, 9RA 6DC 5


3, 4 RA 6DC 5



Data processing and digital competenceApply scientific principles to searching for, collecting, selecting, processing and presenting information.

5 RA 6DC 7, 9


1, 2, 3 4–7, 9, 11, 14, 19RA 1, 2, 7, 8DC 1–3, 5–9


2, 4 DC 4, 6






OBJECTIVES

1. Explain how sound is produced.2. Learn what frequency sound is.3. Recognise that sound is a wave, and that it needs a medium to travel through.4. Know that pressure varies as sound travels through air.5. Recognise that the speed of sound varies depending on the medium it is

travelling through.6. Learn about the characteristics of sound.7. Understand how and when echoes are produced and differentiate them from

reverberations.

CONTENTS

Concepts How sound is produced. How sound travels through air: sound needs a medium to travel through. Sound is a wave. The speed of sound. Characteristics of sound: loudness, pitch and timbre. Sound is reflected: echo and reverberation. Noise pollution.

Procedures Carry out simple activities related to the speed of sound in different media. Identify the characteristics of sound. Carry out simple experiments related to producing an echo. Carry out research on how sound is transmitted. Use tuning forks to understand how sound is produced. Carry out research about noise pollution and noise control measures.

Attitudes Show interest in understanding physical phenomena related to sound, how

sound is produced and how it travels. Be aware of noise pollution in population centres. Develop habits that respect silence and aren’t noisy.

ASSESSMENT CRITERIA

1. Analyse frequency, and the range of frequencies of sound production.2. Explain why sound is a wave.3. Explain natural phenomena linked to sound transmission.4. Solve problems on the speed of sound in air.5. Solve simple problems on the production of an echo.6. Determine the difference between the characteristics of sound.7. Recognise that noise damages our health and appreciate the importance of

combating noise pollution, and suggest measures that can be taken to control it


UNIT 6

SOUND

34




ASSESSMENTCRITERIA

ACTIVITIES

Competence in knowledge and interaction with the physical worldUnderstand basic scientific principles and concepts and identify the relationships between them: causal, influential, qualitative and quantitative.

1, 2, 6 1–5RA 3, 4

DC 1–3, 5, 6, 9


1, 2, 6 6, 7DC 2, 3, 5–7, 9


3, 7 4, 5RA 3, 4

DC 1, 4–6, 8


4, 5 1, 2, 4DC 8


4, 5 12, 15RA 3, 4DC 8


4, 5 1, 2, 4RA 3, 4DC 8


1, 2, 6 1, 2, 4, 5, 8, 9, 11, 14, 15RA 2, 4–6

DC 1, 5–7, 9


4, 5 10DC 4, 7, 8


7 8, 12, 14RA 5, 6DC 7

RA: Revision activitiesDC: Development of basic competences*All the subcompetences detailed in this section are developed using English as the common language, which will allow pupils to communicate with an increasing degree of skill in the foreign language.



OBJECTIVES

1. Learn what light is and the speed at which it travels through a vacuum.2. Understand that shadows, penumbras and eclipses are formed because light

travels in a straight line.3. Understand the laws of reflection and how images are produced in plane and

curved mirrors.4. Learn about light refraction and how it produces images through lenses.5. Be able to determine the difference between images formed through

convergent and divergent lenses.6. Understand why we can see things.7. Identify the different parts of the eye and their functions, and learn about

different eye defects.8. Be able to determine the difference between additive and subtractive colour

mixing.

CONTENTS

Concepts What light is. The speed of light in a vacuum. Properties of light. Light travels in a straight line: shadows, penumbras and eclipses. Light is reflected. How we see things and how images are formed in plane

and curved mirrors. Light is refracted. How images are formed through lenses. Light and matter: the colours of things. The eye and sight.

Procedures Use ray diagrams to understand how shadows and penumbras are formed. Draw images formed by lenses (convergent and divergent), as well as

images formed in plane and curved mirrors (concave and convex). Solve problems about the speed of light. Carry out research on how we see colours, and analyse the influence of

filters and the light that illuminates them. Carry out research on colour mixing.

Attitudes Show interest in scientific explanations of phenomena related to light and

matter (how we see shapes, colours, etc.). Have a better understanding of science through research.

ASSESSMENT CRITERIA

1. Explain how shadows and penumbras are formed.2. Analyse different types of eclipse.


UNIT 7

LIGHT

36


3. Use ray diagrams to understand the type of images that are formed in plane and curved mirrors.

4. Solve problems on the speed of light.5. Describe refraction and understand how it is used to form images through thin

lenses.6. Explain how light is broken down and answer questions about the composition

of colours.7. Recognise the phenomena which allow us to see the colours of transparent and

opaque materials.8. Solve problems on additive and subtractive colour mixing and light illumination.



ASSESSMENTCRITERIA

ACTIVITIES


1, 5, 6, 7 3, 4, 15–20RA 1

DC 1–8


2, 5, 6, 7, 8 2, 8–10, 13, 14, 20RA 2, 3

DC 3, 7, 8


1, 2, 5, 6, 7, 8 4, 7, 9, 17RA 6

DC 1–8


3, 4 1


3, 4 11, 12


3, 4 11, 12

Social competence and citizenshipUnderstand and explain socially relevant issues from a scientific perspective.

1, 5, 6, 7, 8 5, 12, 15, 17, 22RA 7

DC 7, 8


2, 6, 8 1, 3, 5, 6, 12, 17, 19, 22RA 7




5, 6, 7, 8 2, 9–11RA 6

DC 2, 3, 6


1, 7, 8 4, 7, 12DC 6






OBJECTIVES

1. Determine the role of geothermal energy in internal geological processes.2. Link plate movement to the Earth’s internal heat.3. Link tectonic plate movement to the origin of volcanoes and earthquakes.4. Identify volcanoes as openings in the Earth’s crust through which materials from

inside the Earth flow to the surface.5. Recognise that an earthquake is a shaking or tremor that takes place

somewhere on the Earth’s crust.6. Learn about the elements of an earthquake: hypocentre, epicentre and seismic

waves.7. Understand how seismic waves help us to learn about the interior of the Earth.8. Learn about the damaging effects of volcanoes and earthquakes.9. Recognise the importance of both predicting and preparing for earthquakes and

volcanic eruptions.

CONTENTS

Concepts Internal geological processes. Continental drift theory. Tectonic plates. Volcanoes and their structure. Seismic waves and earthquakes. Dangers of volcanoes: prediction and prevention. Dangers of earthquakes: prediction and prevention.

Procedures Observe the Atlantic coastlines of America and Africa and see that they are

proof of continental drift. Observe maps of volcanoes and earthquakes and compare their

distribution with the location of the tectonic plates. Make a volcano in a laboratory.

Attitudes Show interest in learning about our planet’s geological history. Appreciate that science allows us to make advances in our knowledge of

the world around us. Follow and accept civil protection advice in the case of an earthquake.


UNIT 8

THE EARTH’S INTERNAL ENERGY

TRANSFER OF ENERGY

39


Appreciate how observation is a good starting point to learn more about the Earth.

Appreciate how difficult it is to study the Earth’s interior.

ASSESSMENT CRITERIA

1. Explain where geothermal energy comes from.2. Explain why tectonic plates move.3. Understand that mountain ranges are formed because of plate movement.4. Describe how volcanoes are formed.5. Identify the different parts of a volcano.6. Explain why earthquakes occur.7. Describe the elements of an earthquake.8. Know the different types of seismic waves and the information they can give us

about the structure of the Earth.9. Describe the catastrophic consequences an earthquake or volcanic eruption

can have.10. Know the signs that indicate that a volcano is about to erupt, or there is about to

be an earthquake.11. Know which risk prevention measures to take to reduce the damage caused by

an earthquake or volcanic eruption.



ASSESSMENTCRITERIA

ACTIVITIES


7 2, 3, 8, 9, 13, 14, 16, 18, 21DC 7, 8, 9RA 1, 2, 3


1, 2, 3, 5, 6, 8, 9 3, 9, 14, 18, 19DC 1, 2, 3, 4, 5, 6

RA 1, 2, 3


2, 3, 6, 9 3–5, 14–17, 21DC 1, 2, 4, 7–9


2, 6, 7, 11 3, 6, 19RA 1–3

DC 1–9, 13, 27, 28Interpret data and scientific experiments. Draw conclusions and communicate them in different formats in a correct, well-organised and coherent manner.

2, 3, 4, 8, 9, 10 3, 6, 14DC 1, 2, 6, 17



Data processing and digital competenceUse information and communication technologies to communicate, gather information, give feedback, simulate and visualise situations, find and process data.

2, 4, 9 11, 12, 20RA 5, 6DC 7–9


3, 6, 7, 9, 11 11, 19, 21RA 7

DC 1, 2, 4, 7–9, 24, 26–28


2, 4, 6, 7, 9 1, 2, 4, 7, 12, 18, 22RA 3, 4, 7

DC 1–3, 5–9


2, 3, 4, 10 DC 1–3, 5–9


2, 3, 6, 7, 10, 11 2, 9, 17, 19RA 7

DC 7–9, 25, 26






OBJECTIVES

1. Understand that the surface relief of the Earth, both mountain ranges and oceanic ridges is the result of the planet’s internal geological processes.

2. Be able to link the the collision between two plates with the formation of mountain ranges.

3. Identify that oceanic ridges are formed when tectonic plates separate.4. Learn about ocean floor relief and topography.5. Link plate movement to the origin of some rocks and also to rock deformations.6. Understand that stresses inside the Earth produce either folds or faults

depending on the type of stress and the type of rock.7. Learn about the most important magmatic and metamorphic rocks.8. Describe the rock cycle.

CONTENTS

Concepts The Earth’s relief. Continental landforms: mountain ranges. Ocean floor relief: oceanic ridges. Rock deformations: folds and faults. Endogenous rocks: igneous and metamorphic rocks. The rock cycle.

Procedures Draw diagrams to show how mountain ranges are formed. Establish the similarities and differences between how mountain ranges

and oceanic ridges are formed. Draw diagrams of the ocean floor. Look at diagrams to deduce how igneous and metamorphic rocks are

formed. Design and use simple identification keys for igneous and metamorphic

rocks. Use a magnifying glass to look at rocks. Use a magnifying glass to identify the main characteristics of endogenous

rocks.

Attitudes Appreciate the scientific advances that allow us to learn more precisely

about the characteristics of our planet. Show interest in the rocks around us. Recognise how important research is in the advancement of science. Understand how difficult it is to study the interior of the Earth and its

associated phenomena. Recognise the importance of geological time in the development of all

these phenomena.


UNIT 9

THE EARTH’S RELIEF

42


ASSESSMENT CRITERIA

1. Explain how internal geological processes form the Earth’s relief.2. Link the collision between two plates with the formation of mountain ranges.3. Explain how oceanic ridges are formed when two plates separate.4. Identify the different features found at the bottom of the oceans.5. Describe the main deformations of rocks.6. Explain where endogenous rocks come from (magmatic and metamorphic).7. Recognise the most important igneous and metamorphic rocks.8. Interpret the rock cycle.



ASSESSMENTCRITERIA

ACTIVITIES


1, 2, 3, 6 2, 3, 6, 8, 14–18RA 2, 4

DC 1, 3–7


1, 2, 3, 4, 5, 6 1, 4, 5, 8RA 3

DC 1–7


1, 2, 3, 4, 5, 7, 8 4, 8RA 6DC 2


2, 4, 5, 8 1DC 2–5


1, 3, 6 3, 8, 10, 11, 15RA 2, 6DC 2–7


1, 5, 7, 8 1RA 5

DC 2, 3, 6, 7




2, 3, 7 12, 14RA 1, 2

DC 1, 3, 6






OBJECTIVES

1. Explain why living things need matter and energy to carry out their vital functions.

2. Remember that the cell is the basic organisational and functional unit of all living things.

3. Explain why nutrition is a basic life function.4. Be able to determine the difference between autotrophic and heterotrophic

nutrition.5. Understand the biological and ecological importance of photosynthesis.

CONTENTS

Concepts Characteristics of living things. Vital functions. Nutrition. Autotrophic nutrition. Heterotrophic nutrition.

Procedures Use simple examples to identify the characteristics that all living things

have in common. Carry out a laboratory analysis on the presence of organic biomolecules in

organs or animal and plant products. Carry out laboratory experiments to study photosynthesis.

Attitudes Understand the importance of a healthy diet which suits the nutritional

needs of the human body. Show interest in observing and studying living things.

ASSESSMENT CRITERIA

1. Name and define the vital functions of living things.2. Explain why the cell is the basic unit of life.3. Identify the differences between autotrophic and heterotrophic nutrition.4. Explain the stages of autotrophic nutrition.5. Explain the stages of heterotrophic nutrition.


UNIT 10

THE FUNCTIONS OF LIVING THINGS (I)

LIVING THINGS

45




ASSESSMENTCRITERIA

ACTIVITIES


1, 2 5RA 1, 6DC 4


1, 2, 3, 4, 5 11, 13, 15RA 2

DC 1, 2, 5–8


1, 2, 3, 4, 5 12RA 3

DC 3–5


1, 2, 3, 4, 5 RA 4DC 3–8


1, 2, 3, 4, 5 12DC 1, 2, 4, 6, 7


4, 5 2, 3DC 6–8


1, 2, 3, 4, 5 5–9, 11, 12, 15RA 1, 2, 7, 8DC 3, 4, 8


1, 2, 3, 4, 5 10, 12RA 7DC 5


3 1, 4DC 1–8




3 4, 16RA 5–8

DC 3–5, 8






OBJECTIVES

1. Understand that living things perpetuate their species through reproduction.2. Be able to determine the difference between sexual and asexual reproduction.3. Learn how plants and animals reproduce.4. Explain the importance of interaction for living things.5. Be able to determine the difference between nervous and hormonal

coordination and how they are linked.

CONTENTS

Concepts Survival of the species: reproduction. Types of reproduction in animals. Types of reproduction in plants. Nervous and hormonal coordination.

Procedures Carry out simple experiments to show natural vegetative reproduction in

plants.

Attitudes Show respect to all living things. Show interest in observing and studying living things.

ASSESSMENT CRITERIA

1. Explain the differences between sexual and asexual reproduction.2. Determine the difference between animal and plant reproduction.3. Explain some techniques used to reproduce plants asexually.4. Define gamete, gonad and spore.5. Name the reproductive organs of plants and animals and say where they are.6. Explain what coordination is and why it is important in living things.7. Identify the differences between nervous and hormonal coordination.


UNIT 11

THE FUNCTIONS OF LIVING THINGS (II)

48




ASSESSMENTCRITERIA

ACTIVITIES


1, 3, 7 3–8, 11, 13–16RA 1, 4, 5DC 4, 5, 9


1, 2, 3, 4, 5, 6, 7 3–8, 15, 16, 18, 21, 25DC 1–8


1, 3 2–8, 24RA 1, 3DC 4–8


3 3–8, 24RA 2

DC 1–8


5 2, 4, 8, 17RA 1

DC 1–3, 5–8


3 7RA 7, 8DC 6–8


1, 3, 4, 6 1, 3, 5, 13–16, 18, 20, 25RA 2, 4, 6DC 4, 5


4 10RA 7, 8DC 1–9






OBJECTIVES

1. Learn about basic ecological concepts: population, biocenosis, biotope, biosphere and ecosystem.

2. Understand that the relationships between a biotope and a biocenosis determine whether or not an ecosystem develops.

3. Be able to determine the difference between abiotic and biotic factors.4. Recognise different intraspecific and interspecific relationships between living

things.5. Understand that energy flows in one direction through an ecosystem and

cannot be recycled in an open system but matter flows through an ecosystem and can be recycled many times in a closed system.

6. Understand what a trophic level is.7. Learn the names of the different trophic levels in an ecosystem (producers,

consumers and decomposers) and their ecological function.8. Know how to draw and interpret food chains and food webs.9. Learn about and interpret the cycles of the most important elements (carbon,

nitrogen, hydrogen and oxygen) in an ecosystem.10. Understand how human behaviour affects ecosystems, particularly in terms of

depletion of natural resources and pollution.11. Recognise how important it is to make advances in conservation and protection

of our environment by maintaining sustainable development.

CONTENTS

Concepts An ecosystem: biotope and biocenosis. Factors in an ecosystem: biotic and abiotic. Energy flows in one direction through an ecosystem. Ecosystems cycle

matter. Trophic levels, food chains and food webs: producers, consumers and

decomposers. Human beings and ecosystems.

Procedures Study and measure various abiotic factors and how they change on local

ecosystems. Study, classify and determine the relationships between living things in

local ecosystems. Interpret diagrams showing the cycles of matter, the flow of energy, and

food chains and food webs.

Attitudes Show respect to all living things. Show interest in studying nature. Show respect for the environment.


UNIT 12

MATTER AND ENERGY IN ECOSYSTEMS

50


ASSESSMENT CRITERIA

1. Define population, biocenosis, biotope, biosphere and ecosystem, and give an example of each.

2. Explain what conditions are needed for a biotope and a biocenosis to become an ecosystem.

3. Name various factors and classify them as biotic or abiotic factors. Explain how these factors are studied and measured.

4. Explain the different types of interspecific relationships.5. Define trophic level, and name the different trophic levels that are found in an

ecosystem and what their functions are.6. Explain the flow of energy and the cycle of matter in an ecosystem.7. Explain diagrams which show the carbon cycle, the nitrogen cycle, and the

water cycle.8. Explain diagrams which show simple food chains and food webs.9. Interpret simple trophic pyramids.10. Explain some of the effects that human behaviour has on ecosystems.11. Define sustainable development.



ASSESSMENTCRITERIA

ACTIVITIES


1, 3, 4, 5, 6, 7, 8, 9, 11 1, 3-6, 9, 15, 24–30RA 1, 2, 4

DC 1–4, 6–8


1, 2, 5, 6, 7, 8, 9 10, 19, 20DC 2–7


2, 4, 6, 7, 8, 9 3, 10, 19, 20RA 4

DC 7, 8


1, 2, 4, 10, 11 1, 10DC 1–8


2, 4, 10, 11 1–3, 5, 8, 12–14RA 3, 5DC 2, 5


2 11, 16–18, 21–24RA 5–7

DC 1, 7, 8




4, 6, 7, 8, 9 19, 20, 28DC 2–8


4, 5, 9, 10 22, 23, 26, 28RA 6, 7DC 5






OBJECTIVES

1. Learn about the most important differences between terrestrial and aquatic ecosystems.

2. Learn about the different stages an ecosystem passes through as it is developing (ecological succession).

3. Understand what a biome is and differentiate it from an ecosystem.4. Learn about all the different biomes on our planet.5. Describe the abiotic factors that characterise the most important biomes on our

planet.6. Link the environmental conditions of a particular biome to the type of organisms

that inhabit it.7. Learn about the main groups of living things which inhabit each biome.8. Learn about the characteristics and distribution of the most important Spanish

ecosystems.9. Understand how an ecosystem reaches ecological equilibrium.10. Learn about what positive action we can take to conserve diversity in

ecosystems.

CONTENTS

Concepts Two different types of environment: terrestrial and aquatic. How an ecosystem is formed: ecological succession. Terrestrial biomes. Aquatic environments: marine and continental waters.

Procedures Use a bibliography and the Internet appropriately. Interpret and recognise drawings, diagrams, photos, etc. Locate species in their respective ecosystems. Analyse ecosystems that are ecologically unbalanced. Reason how important or viable nature conservation proposals are. Use identification keys to identify animals and plants. Carry out experiments and write laboratory reports and field diaries about

ecosystems and the changes they undergo.

Attitudes Show a respectful attitude towards the environment. Recognise and appreciate the functions of different living things in

maintaining equilibrium in natural spaces. Show interest in learning about our local environment and other natural

environments.


UNIT 13

DIVERSITY IN ECOSYSTEMS

53


ASSESSMENT CRITERIA

1. Identify the differences between terrestrial and aquatic ecosystems.2. Define ecological succession.3. Define and explain what a climax community is.4. Describe the various stages of ecological succession.5. Define what a stratum is in an ecosystem.6. Explain what ecological equilibrium is.7. Define biome.8. Know the names, the geographical location and climate of the main terrestrial

biomes on our planet.9. Know about the most characteristic flora and fauna of each of the world’s

biomes.10. Explain the characteristics of the most typical biomes in our country.11. Explain the characteristics of the most typical ecosystems in our country.12. Name and locate the different marine biological zones.13. Define benthos, nekton and plankton.14. Identify the characteristics of the different types of continental waters.



ASSESSMENTCRITERIA

ACTIVITIES

Competence in knowledge and interaction with the physical worldRecognise the key features of scientific investigation: understand variables, formulate hypotheses, design experiments, analyse and contrast data, detect regular patterns, make calculations and estimates.

1, 8, 9, 10, 11, 13, 14 7, 8, 12, 13, 20, 23RA 1, 4DC 3–5


3, 4, 6 2, 4–8, 11, 14, 17RA 5

DC 1–6


4, 10, 11, 12, 13 3, 15, 25DC 5


2, 3, 4, 5, 6, 7, 13 2, 6, 8, 9, 16, 18, 19, 21, 23, 24, 26

RA 1, 2, 6DC 4, 5




2, 3, 4, 5, 6, 7, 13 RA 6DC 1–3, 5, 6


4, 6, 14 1, 3, 5, 8, 25RA 6

DC 1–3, 5





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Programación Natural Sciences 2º ESO English

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