Epc science kinder 2020 drive

TEACHING FOR UNDERSTANDING UNIT
2020
AREA: SCIENCE SUBJECT: SCIENCE TEACHERS: Jenny Talero - Lorena Florez GRADE: Kinder TERM: I
OVERARCHING UNDERSTANDING GOALS (THROUGHLINES)/ STANDARD:
1. The student identifiesher/himself as a living thing,who shares some characteristics of life cycle,feeding and reproduction with other living thingsand
relate totheminthe same environment.Also,he/she recognizesinthe dailyobjects,differentusesandcharacteristics,and howthose objectsbecame in
technology, that help to understand how our Universe works.
UNDERSTANDING GOALS / COMPONENTS - DIMENSIONS CONTENTS (TOPICS – GUIDELINES)
Studentswill
1. Which are the body parts and how do we have to take care of them? (Content)
2. How domy senseshelpme tointeractwiththe world?(Method)
3. Studentswill recognize andtalkaboutthe importance of senses. (Praxisand communication)
DIMENSIONS:
SOCIAL:
Identity, autonomy, coexistence.
CORPORAL:
-The body, its appearance, perception and knowledge.
- The movement like interaction.
- The expression and body’s creativity in motion.
COMMUNICATIVE:
Non-verbal, speaking, writing.
ARTISTIC:
Sensibility, expression, creativity, esthetic sense.
THIS IS ME!
● Body parts and care.
● Senses and functions

COGNITIVE:
- Relation with nature.
- Relation with people and culture.
- Relation logical-mathematical.
T0PIC 1
THIS IS ME!
STAGE HOURS GOAL PERFORMANCES OF UNDERSTANDING – STATEMENT ONGOING ASSESSMENT
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3 1
INQUIRY
1.Identifying the parts of the body Students will explore the body parts such as
head, neck, shoulders, arms, elbow, knees, legs, back and stomach.
EVIDENCES
1.1. Tovisualize some
parts of the body.
1.2. To recognize
some of the body
parts.
TASKS
T1.1.1: listens basic
vocabulary through
simple songs.
-Re -Tells through the
song “This is ME” the
parts of the body.
https://www.youtube.com/w
atch?v=QkHQ0CYwjaI
T1.1.2 Recalls
through flashcards or
slidesthe body parts.
T1.2.1: Names the
principal body
parts.
-Listens to the song
and sings it.
-Sings the song
pointing the parts on
his/her own body.
T1.2.2 recalls and
draws the body parts
on the board.

USE OF THE SCIENTIFIC KNOWLEDGE
2.Exploring the body parts through movements tothe students identifythe
extremitiesof the body.
2.1. To recognize
each one of the
extremities of the
body the upper and
lower.
2.2. To associate the
body parts using
movements.
T2.1.1: Names the
extremities.
- Observes the body
shape on a big craft
paper.
- locates the
extremities (arms,
hands,legs,kneesand
feet.
T2.1.2 Finds different
wayshisherbodycan
move through
different kinds of
movement’s animal
walks (the bird walk,
the duck walk, the
bear walks, and the
frog hop).
T2.2.1: Locates body
parts through motor
skill activities.
- Relates the animal’s
walks with the
movements of the
human body through
games.
T2.2.2 Participates on
outdoor activities:
“place hands on the
ground”” keep legs
and arms stiff”“move
the armfoot” “Stand
on one foot”.

PHENOMENA EXPLANATION
4. Identifying the parts of the face, the eyes, mouth, ears and nose to make the
differentiation between the face from the other parts of the body.
3.1 To recognize the
parts of the face.
3.2 To locate the
parts of the face on
his/her own face.
T3.1.1: Follows
instructions to
identify specific
vocabulary.
-visualizesthepartsof
the face listening the
following song
https://www.youtube
.com/watch?v=fpd0a
WJIGnI.
- Re -Repeats the parts of
the face.
T3.1.2: Participates in
TPR activities to
identify specific
vocabulary.
-Sh T3.2.1 Shows the parts
on his/herownface.
-Ide -locate the parts of
his/her face using a
mirror.
-Dr T3.2.2. Draws on the
notebook his/her
faces in a paper
usingthe partsof the
face to make a self-
portrait.

G
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13 1 USE OF THE SCIENTIFIC KNOWLEDGE
1.Expressing the body parts using patterns to the student relates the parts of the
body.
1.1. To identify the
parts of the body
using commands.
1.2. To relate the
parts of the body
with the
vocabulary.
T1.1.1: reproduces
simple language
patterns to express
ideasabout the topic.
- Recognizes
commandsas “Touch
your____” or “Thisis
my ____”.
T1.1.2 Makes use of
the commands and
the parts of the body
with the following
song
https://www.youtube
.com/watch?v=SUt8q
0EKbms
T1.2.1: recalls simple
language patterns to
express ideas about
the topic.
- Matches the body
parts vocabulary to
the correct images or
pictures they
represent. (game)
https://www.kidslear
ningville.com/body-
parts-esl-vocabulary-
memory-game/
T1.2.2 Showsthe
part on his/herown
bodyand repeatit
out loud.

INQUIRY
2. Distinguishing the body parts characteristics to the student shows
understanding of the topic.
3. Representing actions, they can do with the body to reinforce previous
knowledge about the topic.
2.1. To identify
specific detailsof
their bodies.
2.2. To describe
specific detailsof
their bodies.
3.1To use phrases
related to the body
parts.
3.2 To use his/her
parts of the body
to follow
instructions.
T2.1.1: Observes
principal body
characteristics.
- Separatesthe pieces
of a puzzle of the
human body and says
the characteristics.
T2.1.2 Identifies the
body and the face
parts.
T2.2.1: Names the
principal body
characteristics.
-Organizes the puzzle
in the correct form.
T2.2.2 Describes
some characteristics
of the puzzle picture.
T3.1.1: Identifies
actions they can do
with the parts of the
body.
-Practices some
commands as “my
hands are for
clapping” or “my legs
are for jumping “and
make the action.
T3.2.1: Follows
instructions to
practice the new
knowledge.
-Participates in TPR
activities to reinforce
the topic.

USE OF SCIENTIFICKNOWLEDGE
4. Relating the parts of the face to the corporal scheme through differentTPR
activities.
4.1. To locate the
parts of the face on a
face silhouette.
4.2. To organize some
parts as eyes,
eyelashes, eyebrows,
- Plays the game
“Simon says” using
the vocabularytogive
instructionstohisher
mates and to make
actions with hisher
bodies.
T4.1.1: Learns about
the parts of the face
while practicing fine
motor skills.
- Identifies the parts
of the face and cut
them.
( we can move our
eyesincircles,we can
move our nose like a
rabbit, so on.)
-plays with emotions
and facial expressions
(happy face, goofy
face, so on)
T4.1.2 locates the
parts on a face shape.
(Worksheet)
https://www.pinteres
t.at/pin/5210102506
22873667/
T4.2.1: Acquires
vocabulary about the
parts of the head
while increasing
creativity.
-Handles three
different face shapes,

INQUIRY
HOMEWORK 1
Task type: Comprehension
Explanation about what are the parts of the body and its functions.
nose, mouth and ears
in the face.
-To identify hisher
own bodies.
-To recognize the
main parts of the
body.
-To use patterns to
talk about the body
parts.
types of hair, pairs of
eyes, noses, pairs of
ears and mouths.
-Creates a face
grabbing the
necessary parts each
time, mixing the ones
they must come up
with new
combinations of
faces, the teacher is
going to give the
instructiontochanges
the parts of the face.
T4.2.2.Organizes one
of these faces on the
notebook and paste
it.
1. Instructions:
A. On your notebook,
draw an image of
yourself.
B. Decorate the
picture with a frame.
C. Look at the picture
and practice the
name of each part of
the body out loud.
2. Use the patterns:
“this are my EYES”
“this is my NOSE”
“this are my HANDS”
“this are my
LEGSARMS”

PLEA
PLEA’SReadingworksheetapplication.
-To establish a
relationship between
reading and some
values as a
complement of
human beings.
3. Prepare a short
presentation for your
classmates.
S
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5 1 INQUIRY
1. Pointingout the parts of the face in a drawinginorder to identifythemselvesas
human beings.
1.1. To recognize the
parts of the face.
1.2. To show
comprehension
T1.1.1: Creates self-
portraits to reinforce
the topic.
- Takesa sitinfrontof
a mirror, or place a
mirror in front of
them. Draws the own
face on a paper,
coloring it to make
his/her own self-
portrait.
partsof the face inthe
drawing using the
previous draw.
-Tellsdetail abouther
own face ( my eyes
are blue,my mouthis
big, so on)
T1.2.1: Uses learned
vocabulary to

USE OF SCIENTIFICKNOWLEDGE
2.Using the knowledge about the parts of the body, students will be able to
identify and use the vocabulary about the body parts.
of the topic and
identifies specific
human body
characteristics.
2.1. To relate the
senses and their
functions with our
body parts.
express knowledge
about the topic.
- Participates in a
game using a dice to
playnamingeachpart
of the face.
-Shows each one of
the parts in hisher
face and draws it in a
big sheet of paper
pasted on the wall.
T1.2.2 Talks in group
about their favorite
part of the face and
explain the reason
why.
T2.2.1.
T2.1.1 T.2.1.1 Explores and
explain through
practical activities.
- OO -Organizes the body
parts on the board:
The student will have
the eyes bandaged to
put in a poster one
part of the body with
the help of hisher
mates.
- -Name the parts
that were alreadyput
on the board.
T2.2.1. T2.1.2 Explores and
explains through

3.Explaing the importance of having a healthy body.
2.2 To classify the
part of the body and
the parts of the face.
3.1 To Identify the
importance of having
a healthy body.
experimental
activities.
- Af -After lunch, wets the
face cloth with
lukewarm water and
washes the mouth
and face.
- Just - Justfor laughs,places
the face cloth on the
head and uses it for a
simple peek-a-boo
game.
-Name - Names various parts
of the face during the
game (eyes, nose,
mouth, cheek, etc.)
T2.2.1 names the
parts of the body and
the parts of the face
by playing tingo tingo
tango.
T2.2.2 Draws in their
notebook their
favorite part of the
bodyandexplainwhy.
T
T3.1.1 3.1.1 Explores
different movements
using the most and
the less of the body
parts.
-Makes a
brainstorming about

3.2 To recognizes
healthyhabitsto take
care of yourself.
the importance of
having a body.
-Relates the parts of
the body to the
context.
3.1.2. Plays TPR
activities using
different body parts.
T3.2.1 observes
healthy habits in the
video.
https://www.youtube
.com/watch?v=JgM9
bXNVV5U
-Lists some
important healthy
habits such as
routines, healthy
food, sleeping habits,
so on.
T3.2.2 Matches
some ideas or
routines about how
to take care of our
body.
-Completes the
worksheet
https://co.pinterest.c
om/pin/4319234204
86372270/visual-
search/

T0PIC 2
SENSES AND FUNCTIONS
STAGE HOU
RS
GOAL PERFORMANCES OF UNDERSTANDING - STATEMENT ONGOING ASSESSMENT
E
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2 2 - 3 USE OF SCIENTIFICKNOWLEDGE
1. Identifyingthe sensesstudentswillobserve differentvisualaidsinorderto
recognize that most of the body parts are used to perceive the world,
through senses.
EVIDENCES
1.1 To recognize the
five senses organs in
the students.
1.2 To manes the
senses by paying
games.
TASKS
T1.1.1 Identifies
characteristics of each
sense using“the five
sensessong”
https://www.youtube.
com/watch?v=vXXiyIG
qliE
- Repeats the song and
describe what they are
listening to and what
they are watching on
the video.
T1.1.2 Associates the
video with the parts of
hisher bodies and
relatesthem with each
one of the senses, the
students draw the five
senses organs on the
notebook.
T1.2.1 Plays a memory
game to recall the
senses and their
functions.
https://matchthemem
ory.com/memoryquiz
T1.2.2 Retell the
vocabulary learned

2. Experimenting organ senses inorderto identifythem andtheirfunctions. 2.1 To associate each
sense withthe partof
the bodythat is used
withthis.
2.2 To explore
surroundings in order
to think about what
part of the body is
used to touch, listen,
-plays Simon says or I
spy with my little eye, I
smell with my little
nose something…
around the branch in
order to put the
previous vocabulary in
practice.
T2.1.1 connects
features of objects
with sensesorgans: for
this activity, teacher
will presents to the
class different objects
that we can use with
each one of the senses
organs.
-Identifies the object
and answerquestions
like Howdoesthe
objectlook like?Does
it make a sound?How
doesitfeel?Doesit
have a smell?How
doesittaste?
T2.1.2 Says what is the
organ that is related
with each one of the
objects.
-Observesinan
outdooractivity
hishersurroundings.
T2.2.1 liststhe things
we can see, smell,hear
and touchand relates
themwiththe sense
organs.

INQUIRY
3. Usingthe bodyto the students explore hishersensestoperceive the world
activatingthe previouslyknowledge.
see, smell and taste
and talk about them.
3.1 To relate prior
knowledge toidentify
the way they can
perceive the world
through the senses
(sense of touch and
smell)
3.2 To associate prior
knowledge toidentify
the way they can
-Describeswhatheshe
feltwithhishersenses
inthe activity.
T2.2.2 Talksabout
whatis yourbestthing,
person,animal,object
that youhave ever
seen,touched,
smelled,heardwhile
we playhot potato.
-relate theirthey
answerwithemotions
(example:the best
thingthat I’ve ever
seenismydog. How
do youfeel whenyou
see it?
T3.1.1 Exploreshisher
sense of touchwith
theirfeetusing
differenttexturesin
boxes.Also,using
texturestouchboxes
to the student
identifiesthem.
T.3.1.2 Explores
hishersense of smell
usingan eggcarton
witheach
compartmentfill with
differentliquidsor
aromas,the students
musttell whatthey
smell.
T.3.2.1 Explores
hishersense of
hearingmakingsound

perceive the world
through the senses
(sense of hearing,
tastes and sight
smell)
shakers usingempty
containersandfilling
themwithdifferent
materials(pasta,
grains,water).
T.3.2.2 Explores
hishersense of taste
witha blindfoldaround
the child’seyes,the
studentsmustidentify
variousfoodsthrough
taste (candies,fruits,
chips).
T.3.2.3 Explores
hishersense of sight
makingbinoculars of
cardboard tubesand
exploringintothe
backyard.
G
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6 2 - 3 PHENOMENA EXPLANATION
1. Explaining each one ofthe senses to studentsidentifycharacteristicsof
each sense.
1.1 To relates the
sense withthe part of
the body it belongs
to.
1.2 To explore their
environmentusing
theirsenses.
- Id T 1.1.1 Identifies
characteristics of
each sense usingthe
song“five senses”
https://www.youtube
.com/watch?v=j4XZ8
Oojt-w&t=83s
- Ass T1.1.2 Associates the
sensestothe correct
part of the body
througha game
http://www.abcya.co
m/five_senses.htm
T1.2.1 retellsthe
importance of some of
the sensesbyhaving
newexperience.

2. USE OF SCIENTIFICKNOWLEDGE
Making relationshipbetweensensesandorgans to identifythemandrecognize
theirfunctionsusingvisual aids.
2.1 To identify senses
function.
2.2 To relate the
organ senseswithits
functions.
-readsa the black book
of the colors. ( braille
book)
T1.2.2 Talksabouthow
wouldbe the world
withoutsenses.
com/watch?v=-2caC-
uI7l4
T2.1.1 Makespuppets
of the sense organs
withdifferenttexture
materials.
-Teacherswill setup
the classroomto make
some puppetsto
representthe sense
organs.
T2.1.2 Usesthe
puppetsto answer
some questionslike
whichsense orgando
we use to smell?With
whichsense organcan
we see the sky?Etc.
T 2.2.1 Observes
picturesor flashcards
aboutthingswe can do
withour sense organs.
-Saysout loudthe
sense of the picture.
T2.2.2 Matchesthe
picture withthe
correct sense organ.
-Worksheet

INQUIRY
3. Usingvocabulary to talk about senses to knowwhichpartsof the bodywe
use to see, smell and taste, hear and feel.
3.1 To recognize
patternsto talk about
the five senses.
3.2 To relate the
parts of the bodyand
the senses.
patterns: “I can SEE
with my EYES” “I can
SMELL with my NOSE”
“I can TOUCH with my
HANDS” “I can TASTE
with my TONGUE” “I
can HEAR with my
EARS”.
-Uses the patterns to
talk about the things
they can do with
hisher bodies.
T3.1.2 Points the part
of the body they are
talking about.
-Makesa brainstorming
about the importance
of our five senses.
T3.2.1 matches the
parts of the body they
already learnt with all
the senses.
file:///C:/Users/Lorena
/Downloads/5-Senses-
Body-Parts-in-Color.pdf
T3.2.2 Watches the
following video “Five
Senses: Taste, Smell,
Sight, Hearing, Touch -
Quiz for Kids”
com/watch?v=bMybpK
7j8MM&t=14s

-Discusses about the
video they already
seen.
S
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I
S
3 3 USE OF SCIENTIFICKNOWLEDGE
1.Establishingconnectionsbetweenthe organs and functions, the studentswill
recognize the organsandtheirfunctions.
1.1 To identifythe
sensesorgans
functions.
1.2 To express the
use of the organsand
sense.
-Rel T1.1.1 Relates the
senseswithimagesby
usingslides.
Teacherswill showto
kidssome slidesabout
sensesandtheywill
needtomatch the
sense withthe image.
-Ma T1.1.2 Makes a
worksheetmatching
the sense withits
function.
- colorsthe drawings.
T1.2.1 Draws the
favorite sense organin
theirnotebook.Then
explainthe reasonwhy
she/himchose that
sense.
T.1.2.2 Repeatssimple
commands:
I use my touchsense
to…
I use my sightsense
to…
I use my smell sense
to…
T2.1.1 Recognizes
differentactionswhat

INQUIRY
2. Using of the knowledge about the five senses to be able to use the vocabulary
associated to the senses.
3. understanding the use of the five sensesineverydaysituations to relate each
sense toour dailylife.
2.1 To organize
informationrelated
to sensesand
principal functions.
2.2 To explore our
branch usingour
senses.
3.1 To Identify the
five senses and
explainsthe functions
of most of them.
we can make withour
sense organs.
T2.1.2 Practices senses
vocabulary and makes
use of it through a
“race board” game.
The teacheris goingto
make twoteams and
draw onthe boardthe
five senses,the first
studentof eachline
mustgo to the board
and putan objector an
image inthe correct
group.
T2.2.1 walksaround
the campus usingour
senses.
What can you smell?
What can you touch?
What can you feel?
What can you smell?
T2.2.2 Drawsthe
favorite partof the
experience in the
notebook.
T3.1.1 Makes use of
magazine cuts and
objectsto classifythem
into the different
senses.
Organizesthese objects
and paste them on a
paper according to the
sense.

3.2 To express the
sensesandtheir
importance.
T3.1.2 Expresses the
different functions of
this senses.
T3.2.1 makesyour
favorite sense,your
favorite partof the
bodyor face andyour
bodyby usingplay-Doh
T3.2.2 Tellsthe reason
whyeach kidschose
the sense andthe part
of the bodyexplainit
T3.2.3 setup the
environmentfora role
play.
Student will pretend
to be the customers
and the clientsina SPA
and theywill togive a
massage following
teachersinstructions.
Theywill needtotake
care properlyand
gentlytheir partner’s
body.
TOTAL
HOURS
32

ASSESSMENT RUBRICS FOR TEACHING FOR UNDERSTANDING
SUPERIOR HIGH BASIC
Studentidentifiesandnominatesthe different body parts. Student is in process to identify and
nominate the different body parts.
Student is not yet able to identify and nominate the
different body parts.
Student describes the body functions and self–care. Studentneedssupporttodescribe the body
functions and self–care.
Student is not yet able to describe the body functions
and self–care.
Student understands the interaction between senses and
the environment.
Student is in process to understand the
interaction between senses and the
environment.
Student is not yet able to understand the interaction
between senses and the environment.
Student expresses simple and short ideas using cohesion
and coherence.
Student expresses simple and short ideas
using cohesion and coherence.
Student expresses simple and short ideas using
cohesion and coherence.
SYNTHESIS RUBRIC
SUPERIOR HIGH BASIC

Correctly describes the activities,and the presentation is
clear, including the vocabulary learned in class.
Makes few mistakes describing the
activities.The presentationismostlyclear
and sometimes use the vocabulary
learned in class.
Makes significant mistakes describing the activities
and hesitates a lot giving his/her opinion and does
not use the vocabulary learned in class.
Paysattentiontothe instructionandworkbyher/himself. Pay attention to the instruction, but
frequently ask for confirmation.
Does not pay attention to the instruction, playing
with his/her school supplies.
While conducting the procedure, the student is tidy,
careful and leaves the area clean.
While conducting the procedure, the
student is mostly tidy, sometimes
respectful of others, sometimes mindful
of safety, and leaves the area clean only
after being reminded.
While conducting the procedure, the student is
untidy,notrespectfulof others,notmindfulof safety
and leaves the area messy even after being
reminded.
Data is presented in ways (charts, drawings) that can be
understood and interpreted, although not as clearly as
they might be.
Data is presented in a very simple way. Data is presented in ways that are very unclear.
Consistently shows awareness of safety procedures. Shows some awareness of safety
procedures
Shows little awareness of safety procedures.
ORAL PRESENTATIONS RUBRIC
SUPERIOR HIGH BASIC
Student was highly engaged in class and group
discussions; used research materials appropriately;
produced a complete short paragraph that included all
requested information.
Participated in class and group discussions;
usedresearchmaterialswithlittleassistance;
produced an adequate short paragraph,
includingmostof the requestedinformation.
Participated minimally in class and group
discussions; were unable to use research
materials without teacher assistance; created an
incomplete paragraph with little or none of the
requested information.
Student easily presented the information to the class,
exhibiting all knowledge gained from the research and
sufficient preparation for the presentation.
Student presented the information to the
class, exhibiting all of the knowledge gained
from the research but showed insufficient
preparation for the presentation.
Studentdidnotunderstandthe informationbeing
presented, exhibiting little knowledge gained
from the research.

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