AREA: SCIENCE
SECTION: PRIMARY
GRADE: FOURTH
SCHOOL YEAR: 2009-2010
TEACHER: MARIA DEL PILAR BONILLA POTES
CLASS PLANNING:...
After observing the video http://helpourplanetearth.blip.tv/ and called HOPE Help Our Planet Earth-Children of the stars
a...
Jupiter        778 million km.
                                 Saturn         1.407 millón km.
This is an interdisciplina...
plates (mantle lithosphere) hydrological cycle (lithosphere, hydrosphere and atmosphere), cyclones, hurricanes
(lithospher...
Week Nº                                       Activities / Learning Strategies                              Updating
    N...
G:\Science 2010\Planeacion Del Tercer Periodo 2009 2010 Grado Cuarto
G:\Science 2010\Planeacion Del Tercer Periodo 2009 2010 Grado Cuarto
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G:\Science 2010\Planeacion Del Tercer Periodo 2009 2010 Grado Cuarto

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PLANEACION DE CUARTO GRADO TERCER PERIODO

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G:\Science 2010\Planeacion Del Tercer Periodo 2009 2010 Grado Cuarto

  1. 1. AREA: SCIENCE SECTION: PRIMARY GRADE: FOURTH SCHOOL YEAR: 2009-2010 TEACHER: MARIA DEL PILAR BONILLA POTES CLASS PLANNING: THIRD TERM STARTING DATE: MARCH 23rd - ENDDING DATE: JUNE 23rd, 2010 WEEKLY HOURS: 4 HOURS IN ENGLISH. GRADE TARGET: “Knowing our history we participate with responsibly in the transformation of our environment” UNIT 3: THE EARTH A LIVING PLANET 3.1 Movements of the earth: rotation and translation. Relationships of size, movement and position. Comparison of weight and mass in different parts of the solar system. 3.2 Effects of these movements: eclipses, moon phases, tides and seasons 3.3 Layers of the earth. 3.4 Problems associated with earthquakes, tsunamis, volcanoes, tides and seasons. Relations between tides, currents, movement of tectonic plates, shapes, the landscape and topography and the forces that generate them. Readings: Text "Colombia my grandfather and I" by Pilar Lozano. Grade project: "Recognizing our own history we recognize our country's history" which integrate social studies, science and Spanish areas. Research Methodology: • Observations • Formulating questions • Formulation of hypotheses • Data recording • Developing simple conclusions. PROJECT: “Recognizing our own history, we recognize our country´s history.” PURPOSE: During this term we will work the following chapters of the text: "Colombia, mi abuelo y yo" (Chapters 1 to 7). In Science we will be reading some excerpts, so that the students are placed and contextualized in the history of the Earth within our solar system and the universe, becoming aware of the responsibility we have to take care of our environment, the planet we live on. This will be done through observing a very important video found in the following web site: http://helpourplanetearth.blip.tv/ and called HOPE Help Our Planet Earth-Children of the stars. We will also be considering some problem situations with respect to the effects of natural physical phenomena, (seasons, tides, earthquakes, volcanic eruptions) on the life of our planet. We are currently seeing around us the effects of earthquakes and tsunamis in our planet and that places us in a day to day situation. Other texts that will be used are some short biographies of Nicholas Copernicus and Galileo Galilei, and a video about volcanic activity. The work being carried out in this period, aims to train students in the ability to read with understanding, make anticipations, interpret and analyze narrative texts and scientific nature and the ability to ask questions or problem situations, develop hypotheses, verified by inquiry, watch videos, construct models, make records of observations, comparisons, discussions, sustain their opinions, arrive at conclusions and work on written productions. RESOURCES: Bibliographic: We address the text: "Colombia, mi abuelo y yo" (Chapters 1 to 4). Others: Other texts will be used as some short biographies of Nicholas Copernicus and Galileo Galilei, and a video about volcanic activity. A text taken from internet, comparing the recent earthquakes in Haiti and Chile will be read. A short informative text about the tsunami alert in Hawaii, as well as their book about this year’s main character the Sea Otter in which they will concentrate on developing and proposing ways of protecting it. Here they will work on analyzing how the possible natural environmental phenomenon might endanger or protect the sea otter. TEACHING:
  2. 2. After observing the video http://helpourplanetearth.blip.tv/ and called HOPE Help Our Planet Earth-Children of the stars and analyzing it, students will discuss in small (not larger than 4 students) groups, the importance of our beginnings as “Children of the stars”. After this we retake the components (atoms of matter in the Universe, The Earth and us. To begin working this term there will be a contextualization of the area of physical science and its components and then we will retake the use of scientific methods, tools and measurements used in science. We will also work introducing mass, weight and their comparison. A guide will be introduced called: “THE EARTH A LIVING PLANET, EFFECTS OF SOME NATURAL PHENOMENON”. We will be introduced to the institutional solid waste management as one way of protecting our environment and then as a booster we will visit the facilities of UCAR. We will then, talk about the work in this period, which will be written down in the notebook answering the following questions: What will I learn?, How will I learn it? And how am I going to be evaluated? Through a short dialogue we will learn what children know about Earth, its movements, and the effect that some of these movements have on us, their concerns and expectations. What do you know about earthquakes? have you ever seen a volcano?, do you know how are day, night, years and tides generated? Do you know what determines the weather that we have?, are you aware of the impact of a tsunami? This answers will generate a decent assessment of some of their previous knowledge and will be written in their notebook together with other questions that arise through this short dialogue. We will then be retaking the text "Colombia, my grandfather and I" starting to read the first four chapters of the book, highlighting the grandfather's attitude toward knowledge and the world around them, contrasting the way the grandfather in the book and several ancient scientists sought knowledge. The text helps contextualize the work that will be developed and we expect new questions to arise after reading the text. These will lead to the first instruction. Activity: Based on the reading and discussion of Chapter No. 1 analyze and answer the following questions, first individually and then in small groups. Then share the answers with the class. Write the activity in your notebook, and write down some general conclusions done collectively. We will establish a dialogue to discuss what were the main contributions to science of some scientist that have searched the universe such as Nicholas Copernicus and Galileo Galilei. We will talk about the problems that they had figuring out how the universe was arranged and the misconceptions that they had formerly of the universe compared to what we currently know. They read the short biographies of these two astronomers. (Collectively we arrive at some basic ideas about the work. Biographies will retake some topics seen on the previous year). a. What is the grandfather's attitude like toward knowledge and the world around him? b. What qualities and attitudes are common between the grandfather and the men of science? c. What are the contributions of the text to our work in science? d. What were the major contributions to science of some "curious" of the universe as Nicholas Copernicus and Galileo Galilee? Why these scientists had problems at their time? e. What was previous conception of the universe? What is the current conception? In the second chapter of the book “Colombia my grandfather and I”, the grandfather gives a brief description of how the universe was formed and about the solar system. The students will carry out an informal group discussion about it, and their conclusions will guide the following work. Instruction: Based on the reading of chapter II of the text, “Colombia my grandfather and I” we will do an exercise linked to math in interpretation and analysis of a data table, that contains the distances of some planets from the sun. We will produce a drawing of the solar system and build a bar graph and a pie graph according to the situation presented. The average distance from the sun to the earth is 150,000,000 million miles. This distance has been taken as a unit for measuring distances in the solar system and has been called "astronomical unit". The following table shows the distance from the sun to some planets. With these data we make a bar chart which shows the distances of planets from the sun. We also make a table and a figure showing the size relationship. Planet Distance to the sun (in million of km) Earth 150 million km. Mars 227 million km.
  3. 3. Jupiter 778 million km. Saturn 1.407 millón km. This is an interdisciplinary work with the area of mathematics. Children calculate distances and make an analysis of movements according to distances. The intention is that students acquire skills in observation, interpretation of data, reading and understanding texts, graphs and tables, making comparisons and inferring relationships by charting and doing drawings to illustrate what was learned. To extend and complement the inquiry into natural phenomena, students carry out laboratory experiments on the formation and effects that eclipses, lunar phases, and seasons, according to laboratory workshop. We will then relate the laboratory work done on movements of the earth (referred to before) and continue linking our work to our texts. Activity: Taking as its axis the text "Colombia, my grandfather and I" and our lab on earth´s movements’, discuss and answer the following questions. a. Why does the grandfather say that "the universe is like a carnival of rides where everything is in constant motion? b. What do these movements give rise to? Draw these movements and explain your drawings with your own words. c. What is the effect that earths movements’ have on some natural physical phenomena like the seasons, tides, moon phases, eclipses on earth? Children will now give their possible hypothesis and begin carry out working guide. Through the previous investigation the children will have more awareness of rotation and translation, and its effects on earth. Understand how unequal the distribution of the light and warmth of the sun on the earth, forming different climatic zones such as the tropical zone corresponds to the tropics, temperate and polar zones. We will return to some aspects studied by reading the chapter "the streets and land races" of the text Colombia my grandfather and I", identifying situations involving some effects on natural phenomenon like the seasons. While analyzing the question, "Can we humans generate changes in the Earth's climate?" There shall be dialogue and discussion about the climate, contamination and pollution. Students will be invited to propose preventive measures for the conservation and care of their environment. They will be provided extra material (books in the classroom, other texts downloaded over the Internet, encyclopedias, videos and information posted at their web page made by the teacher to expand their learning. They will be invited to draw up possible scenarios, which are contrasted with readings of texts brought to class, then the they will write their final conclusions in the notebooks. In the chapter "A region full of magic," of the text “Colombia” there are two events or two situations to be analyzed. One tells us about the tides and another on the tsunamis. Through dialogue with students they will learn other aspects of our planet such as volcanic activity and earthquakes. We will raise some questions to ascertain their knowledge on these topics. For example: Just as man gets to the moon, is it possible for man to reach the center of the earth? What do you think are the materials that make up the inside and outside the earth? Does anyone know which the mantle is? What is the hydrosphere? What is the lithosphere? What is the atmosphere? Why do we say that the land is constantly changing and is an active planet? Based on the answers to these questions we will produce a text with students which will include the assumptions or hypothesis, then some student who feel like it, will share their personal production. The teacher will make a comprehensive explanation about the layers of earth and some events that happen in it, they take notes from the explanations contained in the board. Then they will watch the video called “Streets of fire” by national geographic they will discover that the earth is a planet that is constantly changing, due to the production of certain phenomena such as volcanic eruptions, earthquakes that shape the earth's surface, causing also some positive and negative effects in different layers of the earth ( lithosphere, hydrosphere, biosphere, atmosphere).Then carry out the following activity. Activity: According to the guidelines given by the teacher take notes of the video of volcanic activity in, then in pairs, analyze what you observed and answer some questions in your workbook. Take notes of the most outstanding and impressive things you observe on this video. These notes will be discussed in class and will support the work being developed in pairs. To establish a relationship with what has so far been learned and the reality of the children are taught how the layers relate to each other, manifesting itself in phenomena such as volcanic activity (mantle lithosphere), movement of tectonic
  4. 4. plates (mantle lithosphere) hydrological cycle (lithosphere, hydrosphere and atmosphere), cyclones, hurricanes (lithosphere, hydrosphere and atmosphere) They will emphasize the importance of the outer layers of the earth for man, which they studied in the first term where they were able to explain that, without it, life on the planet could not be the way we know it. Finally, they write some general conclusions about their accomplishments in learning from this work. As reinforcement activity students will be asked to use technology to design a project such as a presentation or a booklet or a blog where they will make recommendations, present or defend an aspect learned here such as an important aspect on each of these natural physical phenomena studied, including: 1. What are they? 2. Why they occur? 3. What effects, consequences and disasters cause? 4. What are the risk areas and what we can do to protect ourselves? This project will be a closing evaluation activity on what they have learned through this term. Homework: To seek information and bring articles from magazines, newspapers or other texts on the impact of such natural physical phenomena in climate variability and in general about life on our planet earth, recording layers of the earth which are involved in these phenomena . It will be shared and analyzed in class in a group. Refer to recent seismic activity in Haiti and Chile and to the recent tsunamis in various places. As social studies integration activity, students draw a map of Colombia, which pointes out seismic and volcanic regions, and major faults where earthquakes have occurred in large proportions in the last 10 years. Evaluation is an in progress situation where all their activities, rewritings and constructions are evaluated to asses their progress. RESOURCES AND REFERENCES Texts of the class: 4th World editorial will live, new research will 4th editorial, Tools Natural Santillana 4th. Narrative text called: "Colombia, my grandfather and I" Biographies of Nikolas Copernicus and Galileo Galilee, Video on volcanic activity in English. Models-Graphics-Layout-Prints EVALUATIVE STRUCTURE: 5. Identify and explain some physical phenomena and their effects on nature. 50% 6. Investigate some environmental situations related to some physical and/or chemical phenomena and their influence on nature. 50%
  5. 5. Week Nº Activities / Learning Strategies Updating Nº 1 To begin working this term there will be a contextualization of the area of physical March science and its components and then we will retake the use of scientific methods, tools 23th to 26th and measurements used in science. We will also work introducing mass, weight and their comparison. A guide will be introduced in English: The Earth a living planet. We will be introduced to the institutional solid waste management and then as a booster we will visit the facilities of UCAR. Nº 2 HOLY WEEK March 29th- March 2nd Nº 3 We will then, talk about the work in this period, which will be cosigned in the notebook April 6th to9th answering the following questions: What will I learn?, How will I learn it? And how am I going to be evaluated? Through a short dialogue we will learn what children know about Earth, its movements, and the effect that some of these movements have on us, their concerns and expectations. What do they know about earthquakes? have they ever seen a volcano?, do they know how are day, night, years and tides generated? Do they know what determines the weather that we have?, are they aware of the impact of a tsunami? Nº 4 We will then be retaking the text "Colombia, my grandfather and I" starting to read the April first four chapters of the book, highlighting the grandfather's attitude toward knowledge 12th-16th and the world around them, contrasting the way the grandfather in the book and several ancient scientists sought knowledge. The text helps contextualize the work that will be developed and we expect new questions to arise after reading the text. These will lead to the first instruction. Activity: Based on the reading and discussion of Chapter No. 1 analyze and answer the following questions, first individually and then in small groups. Then share the answers with the class. Write the activity in your notebook, and write down some general conclusions done collectively. Nº 5 We will establish a dialogue to discuss what were the main contributions to science of April 19th to some scientist that have searched the universe such as Nicholas Copernicus and 23rd Galileo Galilei. We will talk about the problems that they had figuring out how the universe was arranged and the misconceptions that they had formerly of the universe compared to what we currently know. They read the short biographies of these two astronomers. (Collectively we arrive at some basic ideas about the work. Biographies will retake some topics seen on the previous year). a. What is the grandfather's attitude like toward knowledge and the world around him? b. What qualities and attitudes are common between the grandfather and the men of science? c. What are the contributions of the text to our work in science? d. What were the major contributions to science of some "curious" of the universe as Nicholas Copernicus and Galileo Galilee? Why these scientists had problems at their time? e. What was previous conception of the universe? What is the current conception? Nº 6 April 26th- to In the second chapter of the book “Colombia my grandfather and I”, the grandfather 30th gives a brief description of how the universe was formed and about the solar system. The students will carry out an informal group discussion about it, and their conclusions will guide the following work. Instruction: Based on the reading of chapter II of the text, “Colombia my grandfather and I” we will do an exercise linked to math in interpretation and analysis of a data table, that contains the distances of some planets from the sun. We will produce a drawing of the solar system and build a bar graph and a pie graph according to the situation presented.

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