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Didactic Unit:Matter
Didactic Unit:Matter
Didactic Unit:Matter
Didactic Unit:Matter
Didactic Unit:Matter
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Didactic Unit:Matter


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  • 1. Coordinación bilingüe Isabel Pérez Torres DIDACTIC UNIT: MATTER Subject: Science Teacher: Macarena Pareja Course / Level 6ºPrimaria 1. Learning outcomes / Evaluation criteria - 2. Subject Content To know what the matter is, its properties and states. To understand the difference between natural and artificial materials. To identify the main physical and chemical changes. To distinguish pure substances from mixtures and solutions. - Matter: specific and fundamental properties. - States of matter: solid, liquid and gas. Processes in changing matter: melting, solidification, evaporation, condensation. - Material: natural and artificial. - Types of changes in matter: physical and chemical changes. - Differences between pure substances, mixtures and solutions. 3. Language Content / Communication Vocabulary Nouns: matter, mass, volume, amount, density, shape, , resources, deformation, expansion, contraction, product, substance, quartz, mixture, component, solidification, solution, condensation, evaporation. Verbs: to measure, to adapt, to hold, to collect, to fill in, to avoid, to apply, melting,, to react, to heat, to cool down, to distinguish, to float, to sink, to compress, to increase , to decrease, to filter, to decant… Adjectives: fundamental, available, useful, absorbent, plastic, elastic, transparent, opaque, rusted… Prepositions: By, of, inside Relative pronouns: which, them, to each other. Structures Passive voice: - It is measured in… - It is fabricated by… - It is made up of… Describing processes (connectors): First/at the beginning, then/ after that, finally/ at the end. Asking for information: - What colour/ size it is? - What is its natural state? - What type of substance is it ? - Can you hold it?
  • 2. Coordinación bilingüe Isabel Pérez Torres Expressing opinion: - I think … - Under my point of view. - In my opinion… Comparative and Superlative Discourse type Description, dialogue and argument. Language skills Listening, speaking, reading and writing. 4. Contextual (cultural) element -To understand the importance of not exhausting the natural resources. - To know how some chemical changes can damage the environment. 5. Cognitive (thinking) processes 6. (a) Task(s) - To get information from texts and videos. - To identify the main characteristics in different materials. - To summarize and organize the information in diagrams and cells. - To observe some processes in order to classify them. - To be able to get information from other people. - To learn how to behave in a laboratory. (To work in small groups) - - Each group has to look for andinvestigateeasyexperiments about types of changes in matter They should get enough information to work out if they are physical or chemical changes. We will provide them a template with some helpful questions. In session 7 each group has to show how their experiments work and tell their conclusions to the rest of the class. 6. (b) Activities SESSION 1: INTRODUCTION. -To introduce the topic we´ll listen to a song called “Matter”. - We talk about what we ´ve understood and we´ll see what we know about the information given in the song. - Fill in the gap activity with the lyrics of the song SESSION 2: WHAT IS THE MATTER? - We´ll watch a video explaining what the matter is , its properties and states. In partners they have to ask/ answer a set of questions about the video. They have to write down the answer given by their partners.
  • 3. Coordinación bilingüe Isabel Pérez Torres SESSION 3: STATES OF MATTER. - - We´ll watch the `State of matter rap´. They have to identify the processes which generate the changes in matter. Reading exercise: _earth/changing_state/read/1/ Quiz and game in the same website. SESSION 4: PHYSICAL OR CHEMICAL CHANGE? - - We´ll watch a video about physical and chemical changes. They have to think about several physical and chemical changes they normally do (or they see) in their lives. Share with the class. The class will take the test in the same website of the video. SESSION 5: DIFFERENT MATERIALS - We´ll listen “Natural material vs man-made material”. We´ll play the game “Look for an object which is made of…” Time for a quiz: “Natural and man- made materials”. In groups of three they have to look for the correct answer on the Internet. SESSIONS6 : PURE SUBSTANCES AND MIXTURES. - In small groups they´ll read the lyrics of the song `Mixture separating song´. Each group will have a piece of the song. - They have to look for the words they don´t understand. - We´ll bring all the ideas together. - We´ll listen to the song. - Game: they´ll listen to a description in order to tell the correct word. SESSION 7: LABORATORY EXPERIENCE. - Task described in section 6a. SESSION 8: ASSESMENT. - Self – evaluation questionnaire. Test. Laboratory experience. 7. Methodology Organization and class distribution / timing Eight sessions of 50 minutes. The class will be divided into threeparts: 1st) Welcome (10 minutes)  we talk to each other about our day, something important to tell to the rest of the class, any scientific discovery…
  • 4. Coordinación bilingüe Isabel Pérez Torres 2nd) Oral activity (20min)  watching a video, listening to a song… 3th) Reading/ writing activity Resources / Materials - - - - Science dossier which includes all the theoretical information, the template for the laboratory session, some complementary activities and the self-evaluation questionnaire. Session 1 : Session 2: Session 3: Session 4: atter/changes-of-matter.htm Session 5: Session 6: Netbooks. Notebooks. Whiteboard. Laboratory equipment. Key Competences Competence in linguistic communication Competence in Mathematics Competence in knowledge of and interaction with the physical World Competence in social skills and citizenship Data processing and digital competence. Autonomy and personal initiative. Competence in learning to learn Autonomy and personal initiative. 8. Evaluation (criteria and instruments) EVALUATION CRITERIA: - To know what the matter is and to identify its properties and states. - To recognize the processes involved in the changes of states. - To classify some objects depending on how they are made up of. - To understand the main differences between the physical
  • 5. Coordinación bilingüe Isabel Pérez Torres - and the chemical changes. To identify pure substances and mixtures. - To be able to communicate their own conclusions. INSTRUMENTS - A test which includes different types of activities. - Self-evaluation questionnaire. - Daily work. - Observation work. Un primer modelo de esta plantilla ha sido publicado en: Pérez Torres, I. 2009. "Apuntes sobre los principios y características de la metodología AICLE" en V. Pavón, J. Ávila (eds.), Aplicaciones didácticas para la enseñanza integrada de lengua y contenidos. Sevilla: Consejería de Educación de la Junta de Andalucía-Universidad de Córdoba.171-180. Está basada sobre todo en la experiencia práctica a la hora de diseñar unidades y conversaciones con expertos y compañeros. También he tenido en cuenta la teoría de las 4 Cs de Do Coyle, expuesto en numerosas publicaciones como por ejemplo: Coyle, D., Hood, P. and Marsh, D., 2010. Content and Language Integrated Learning. Cambridge University Press.