2019

1. TEACHING FOR UNDERSTANDING UNIT 2019
AREA: Science SUBJECT: Science TEACHER: XimenaEnciso, AngélicaLópez,Diana Poloche,LuisaPerilla,AndreaGutiérrez
GRADE: 1 A, B, C, D, E TERM: I
OVERARCHING UNDERSTANDING GOALS (THROUGHLINES) / STANDARD: The student identifies her/himself as a living thing, who shares some
characteristicsof life cycle,feedingand reproductionwithotherlivingthingsandrelate withtheminthe same environment.Also,he/sherecognizesinthe
daily objects different uses and characteristics and how those objects became in technology that help to understand how our Universe works.
UNDERSTANDING GOALS/COMPONENTS- DIMENSIONS
Biological and Physical sciences
Studentswill understand:
1. How can I use my senses? Praxis - Content
2. How can I describe and compare changes inmy bodyand in others?
Method - Content
3. How can I recognize living thing needs and their habitats? Praxis –
Communication
CONTENTS (TOPICS-GUIDELINES)
● The senses
● Bodyparts
● Human´s life cycle
● Livingthingsneedsandhabitats
TOPIC 1 HUMAN BODY
STAGE HOURS GOAL PERFORMANCES OF UNDERSTANDING -STATEMENT ONGOING ASSESSMENT
E
X
P
L
O
2 1 PHENOMENA EXPLANATION
Identificationof the five senses to relate the sense to the
correct picture.
EVIDENCE
- To relate the sensewiththe
part of the body it belongs
to.
TASK
- Matches pictures to the correct
sense.
- Watches the video in the portal
(Exploratory stage “George the
curious”) and answer some
questions in oral way.
- Relates pictures to the correct
sense through a workshop.

2. R
A
T
O
R
Y
1
1
1
2
COMPREHENSIVE USE OF THE SCIENTIFIC KNOWLEDGE
Relation of the parts of the body we use with each sense
to explain phenomena.
INQUIRY
List the stages of the human´s life cycle to identify
characteristics of each stage (birth, growth, maturity,
reproduction, and death).
- To recognize sensesare used
to learn about the world
around us.
- To relate the partof the body
with the correct sense.
- To Identify the common
components of life cycles
(birth, growth, maturity,
reproduction, death)
- Identifies the five senses and
body parts through an oral
activity. (Game Simon Says)
- Uses the sensestocomplete the
game found in the portal.
(Resource II-Exploratory stage)
- Identifies the new vocabulary
related to the stages of the
human life in a Reading.
(Resource III-Exploratorystage)
- Namesthe stagesof the human
life cycle through unscramble
and match activities.
G
U
I
D
E
D
11
1
PHENOMENA EXPLANATION
Makingobservationsabout the five senses todescribethe
activities students can do with each one of the
senses.(*Lab report)
- To relate the sense with
the part of the body it
belongs to.
- To describe the activities
we can do with each
sense.
- To use the senses to
explore the local
environment to make
inferences and
predictions.
- Writesthe newvocabularyina
properway.
- Classifies pictures according to
the relevant sense.
- Explains how you use your
senses with the things around
you, carrying out a Lab.(*Lab
report)

3. G
U
I
D
E
D
1
1
HOMEWORK 1 - INQUIRY
Task type: Comprehension
Explanation about how toothpaste affects your taste
buds to understand why orange juice loses all of its
sweetness.
COMPREHENSIVE USE OF THE SCIENTIFIC KNOWLEDGE
Usingconceptsto answer questionsaboutthe five senses
to show knowledge about the topic.
- Tounderstandhowthe sense
of taste works.
- To observe carefullyin order
to gather data.
- To use scientific vocabulary
to explain their observations
and experiences.
- To make predictions.
- To interpretdatagatheredin
order to draw conclusions.
- To recognize senses have
specific functions: our eyes
to detect light, our ears to
1. On your notebook
A. Prepare a glassof orange
juice. Do not taste it yet.
B. Thoroughly brush your
teeth using a generous
amount of toothpaste.
C. Briefly rinse the
toothpaste out of your
mouth and then
immediately drink the
orange juice. Try it with
two more other food.
2. Answer the questions.
A. Did the flavor change?
B. How was the flavor?
Sweet? Bitter?
C. Why do you think the
flavor change? Give a
reason for your
prediction.
3. Prepare a short presentation
for the class.
- Completes sentences with the
correct part of the body.

4. 2 INQUIRY
Explanation about the changes humans have during their
livesto distinguishthe maincharacteristicsof eachstage.
detect sound, and touch to
feel vibrations
- To recognize humanlifecycle
process.
- To represent personal
growth and changes from
birth.
- To recognize that human
beings have predictable
characteristics at different
stages of development.
- Describes how we use the five
senses in the world around us
through a worksheet.
- Pastes pictures about the
human life cycle.
- Explains with your own words
each stage.
- Applies concepts to explain
humanbody changesthrougha
workshop.
S
Y
N
T
H
E
S
4
1
1-2
INQUIRY
Making observationsto describe the activitiesyoucan do
with each one of the senses. (*Lab practice)
COMPREHENSIVE USE OF THE SCIENTIFIC KNOWLEDGE
Creation of a character using different parts of the body
to describe the sensesituses,anditsstage of the lifecycle.
- To use scientific vocabulary
to explainthe sensesandthe
body parts.
- To relate the sense with the
partof the bodyitbelongsto.
- To synthetize in a drawing
the humanlife cycle process.
- To use the senses to explore
the local environment to
make inferences and
predictions.
- Describes the activities you can
do with each one of the
senses.(*Lab practice)
- Designs a monster with recycle
material, then describes the
senses it uses, and the stage of
the life cycle.
- Applies concepts to explain
human body changes.

5. I
S
2
PHENOMENA EXPLANATION
Using science in our daily lives to encourage students
about caring for the environment and living things. PRAE
- To use recycling elementsto
create handcrafts according
to the topics studied.
- Designs a monster with recycle
material, then describes the
senses it uses, and the stage of
the life cycle.
TOPIC 2
LIVING THINGS AND HABITATS.
E
X
P
L
O
R
A
T
O
1
1
3
3
COMPREHENSIVE USE OF THE SCIENTIFIC KNOWLEDGE
Identification of living and non-living things to
discriminate their characteristics.
INQUIRY
Classification of animals according to their habitat to
identify animals in their environment.
EVIDENCE
- To sort and group living and
nonliving things.
- To organize information
about animals and their
habitats.
TASK
- Observes your environment
and drawspicturesof livingand
nonliving.
- Spots and clicks on eight
different living things in the
portal game(Exploratorystage)
- Classifies pictures into living
and nonliving through a visual
activity.
- Watchesresource IIexploratory
stage and identify animals in
their habitats.
- Classifies the animals into
ocean, rainforest and desert
habitats using a chart.

6. R
Y
1 3
PHENOMENA EXPLANATION.
Illustration of animals and habitats to discriminate the
animals that correspond to specific habitats.
- To recognize habitats and
animals that live there.
- To use scientific vocabulary
to talk about living things.
- Practices with the game in the
portal exploratory stage
resource III.
- Relatesdifferentanimalstothe
habitatstheybelongto, usinga
match activity.
G
U
I
D
E
D
9
3
3
COMPREHENSIVE USE OF THE SCIENTIFIC KNOWLEDGE
PLEA – PLEA’S reading worksheet application.
INQUIRY
Description of an animal and its habitat to apply the
acquired knowledge about needs, characteristics and
habitats.
- To use metacognitive
strategies to understand a
reading and extract
important elements.
- To recognize that different
living things live in different
placessuchaslandandwater
- To relate animal’sneeds and
habitats characteristics.
- Circles living things and crosses
out nonliving things.
- Answers questions about living
things` needs.
- Organizes information in a
diagram about living things`
characteristics.
- Watches the resource I in the
portal and describes living
things needs and
characteristics.
- Choosesananimal anddescribe
it taking into account its needs,
characteristics and habitat
through an oral presentation.

7. 3
PHENOMENA EXPLANATION.
Recognition of the needs of living things in a range of
situationstodescribe specialneedsof petsathome,plants
in the garden or plants and animals in the school farm.
(*Lab report)
- To identifythe basicneedsof
living things as water, air,
light, and ground to be able
to grow.
- To interpret and evaluate
data gathered in order to
draw conclusions
- Visits different places (field
work) and writes the special
needsof petsathome,plantsin
the garden or plants and
animals in the school farm,
through a chart. (*Lab report)
S
Y
N
T
H
E
S
I
S
4
3
3
3
INQUIRY
Recognition of the needs of living things in a range of
situations to identify those needs in different habitats.
(*Lab practice)
COMPREHENSIVE USE OF THE SCIENTIFIC KNOWLEDGE
Making observations to discriminate between living and
nonliving things, recognizing needs and characteristics.
PHENOMENA EXPLANATION
Using science in our daily lives to encourage students
aboutcaring for the environmentand living things. PRAE.
- To recognize that different
living things live in different
places such as land and
water.
- To observe carefullyin order
to gather data.
- To use scientific vocabulary
to explain their observation
and experiences.
- To use recycling elementsto
create handcrafts according
to the topics studied.
- Visits different places (field
work) and write the special
needsof petsathome,plantsin
the garden or plants and
animals in the school farm.
(*Lab practice)
- Carries out a field work to
describe living things´ needs.
- Compares a mealworm and a
rock.
- Records the results and draws
conclusions.(Livingornonliving
experiment)
- Designs a craft of a living thing
usingthe recyclingmaterial you
want.
Total 35

8. TERM DESCRIPTORS:
SUPERIOR HIGH BASIC LOW
The studentusesscientificvocabulary
to talkaboutparts of the humanbody
and relate them with each one of the
senses. Describes living things needs
and their habitats.
The studentexplainswhatthesenses
are for and relates living things with
their habitats.
The student identifies some parts of
the body, relating them with the
correspondingsense.Describessome
living things needs and habitats.
The student is unable to accurately
describe living and nonliving things,
identifying their basic needs and
habitats using appropriate terms.
RUBRIC SINTHESYS STAGE:

9. CRITERIA
LEVELS
SUPERIOR HIGH BASIC LOW
COVERAGE OF
THE TOPICS
I identify clearly all the topics
worked because I solve
problems or situations about
them.
I name most of the topics worked
during the term, explaining the
phenomena in my own words.
I remember some of the topics
worked and try to connect
them with my daily life.
I identify a few the topics
because my explanations
about them are weak. I have
to review them.
LABORATORY
PERFORMANCE
My laboratory performance
was excellent, because I
observe and identify details
about the practice. Also I
follow the instructions during
the activity and use the
material correctly.
My laboratoryperformancewasnice,
because I perceive the phenomena
duringthe practice. AlsoI followthe
instructions during the activity and
use the material required.
My laboratory performance
was good, because I try to
identifythe phenomena in the
practice.AlsoIc3an doit better
following the instructions
during the activity.
I have to work hard in my
laboratory performance
because my observing skills
are weak. Also I cannot follow
the instructions during the
activity and use the material
correctly.

10. RUBRIC ORAL PRESENTATIONS:
CRITERIA
LEVELS
SUPERIOR HIGH BASIC LOW
ORGANIZATION
I use in an excellent way the
vocabulary to explain the
details related to what I
learned during the term.
I usedmostof the phrasesandwords
learned during the term.
I have some difficulties using
the vocabulary. I must practice
at home using the sources of
the web page.
I have to practice everyday the
vocabulary. I need to reinforce
and improve it.