830282 0-25-prog aula-science_1ep_ing

CLASSROOM PROGRAMMING - Science 1 EP

Science 1EP edebé
CLASSROOM PROGRAMMING:
Module Programming

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MODULE A: Our Body
BASIC SKILLS/MULTIPLE INTELLIGENCES

EDUCATIONAL OBJECTIVES

EVALUATION CRITERIA

Understanding and interacting with the
physical and natural world
• Practising healthy lifestyle habits.
Linguistic/Verbal-linguistic communication
• Using specific vocabulary for parts of the
human body and the five senses in both oral
and written expression.
Social and citizenship/Interpersonal
• Recognizing emotions and feelings with
relation to others.

• Naming and identifying the main
parts of the body: head, torso,
arms and legs.
• Naming and identifying parts of
the head.
• Interpreting particular facial
expressions appropriately:
happiness, sadness, fear and
anger.
• Appreciating the importance of
physical exercise, rest and a
healthy diet.
• Identifying the five senses and
the sensory organs and
understanding their uses.
• Describing and analysing objects
using the five senses.
• Distinguishing different forms of
individual and group
communication.

• Identifying the main parts of the
body: head, torso, arms and legs.
• Identifying parts of the head.
• Recognizing certain basic facial
expressions: happiness, sadness,
fear and anger.
• Understanding the importance of
certain healthy habits for our
personal wellbeing.
• Explaining the characteristics of
objects using the five senses.
• Recognizing different forms of
individual and group communication.

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BASIC SKILLS EVALUATION
INDICATORS
• Using specific vocabulary for parts
of the human body and the five
senses in both oral and written
expression. (Linguistic
Communication)
• Recognizing basic emotions and
feelings (happiness, sadness, fear
and anger) with relation to others.
(Social and Citizenship Skills)
• Practising healthy lifestyle habits
through recognizing and
appreciating the importance of
physical exercise, rest and a healthy
diet. (Knowledge of and Interaction
with the Physical World)
• Appreciating the characteristics of
objects using the five senses.
(Knowledge of and Interaction with
the Physical World)
• Distinguishing different forms of
individual and group communication.
(Linguistic Communication)


CONTENTS
Module A
• Presentation of the key content of the module. (Procedures)
Lesson 1
• Presentation of the unit content. (Procedures)
• Prior knowledge. (Concepts)
• Introduction to the unit vocabulary. (Procedures)
• Parts of the body. (Concepts)
• Parts of the head. (Concepts)
• Identification of facial expressions. (Procedures)
• Healthy lifestyle. (Values)
Lesson 2
• Identification of the sensory organs and their uses. (Concepts)
• Means of individual and mass communication. (Concepts)
Investigate
• Introduction to the scientific method. (Procedures)
Put into practice
• Checking the key content of the module. (Procedures)

INTERDISCIPLINARY TEACHING
Education for peace: Interest in building relationships and communicating with others.
Moral and citizenship education: Desire to participate in group activities, paying attention to how other classmates participate.

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LEARNING ACTIVITIES
Lesson 1

Reading the vocabulary relating to parts of the body while locating their position in an illustration.
Reading a descriptive text about the body and its parts.
Speaking about the differences between boys' and girls' bodies.
Writing the parts of the body that they know in boxes that indicate corresponding body parts on an image.
Choosing the appropriate labels to identify parts of the body in an interactive online activity.
Reading vocabulary relating to parts of the head while locating at their position in an illustration.
Discussing people's eye and hair colour.
Drawing a mouth and writing the missing words to indicate which of the presented images correspond to an eye and an ear.
Speaking about facial expressions and identifying the emotions and feelings of children depicted in images.
Matching the vocabulary relating to emotions with illustrations of children.
Reading the vocabulary relating to a healthy lifestyle while observing images of healthy activities.
Speaking about the amount of physical activity that people partake in.
Colouring in drawings of healthy foods and distinguishing them from unhealthy foods.
Distinguishing between healthy and unhealthy foods in an interactive online activity.
Lesson 2
Reading the vocabulary relating the five senses.
Speaking about what we do with the five senses and why we need them.
Experimenting with perception with only one eye, with only the ears and with only the eyes. Discussing how perception changes in each case.
Responding to questions about the senses that are used when crossing the street.
Completing sentences with vocabulary relating to the characteristics that we perceive through taste, touch and hearing. Reading vocabulary relating to the sensory
organs.
Matching senses to the sensory organs.
Describing chocolate from a sensory perspective.
Reading vocabulary relating to communication and means of communication.
Speaking about how we communicate in various ways in different situations.
Reading a text about individual and mass communication.
Matching each type of communication with a means of communication.

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OTHER ACTIVITIES
Group class.
INITIAL EVALUATION

Discussion to activate prior knowledge. With the aid of the image at the start of the module, discuss as a group how we move,
what parts of the body are involved in particular movements, exercise as a healthy activity, limitations of people movements and
the information that the body gives us when it interacts with its surroundings.
Reading a short text about the body and its interaction with the world around it.
Lesson 1. Group class.
Discussion to activate prior knowledge. With the aid of the image, discuss the differences and similarities between the children's
bodies. Identify the physical features that most differentiate one person's body from another's. Also speak about the face and
facial expressions. Discuss healthy habits in such a way as to generate the students' interest in learning ways to take care of
themselves or others

MOTIVATION

Discussion to activate prior knowledge. With the aid of the image, discuss the senses that the people depicted in the image are
using and the senses that they use to carry out everyday actions. Speak about the information that our senses give us and match
senses to sensory organs. Discuss which senses are most commonly used from day to day in such a way as to generate the
students' interest in the relationship between their senses and the world around them.
Put into practice.

BASIC SKILLS AND
MULTIPLE INTELLIGENCES

SUPPLEMENTARY
ACTIVITIES

Contextualization: It is Amy's birthday party and she is waiting for her friends to arrive.
Activities:
Recognizing and matching the main parts of the body.
Identifying facial expressions and people's moods.
Identifying the advantages and disadvantages of an individual means of communication.
Drawing a healthy meal.
Identifying the senses that they use in particular situations.
Lesson 1
Our body
Performing physical expression activities to introduce the content of the module: give instructions to the students regarding

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which parts of the body to move and how.
Asking the students to draw themselves to see how they perceive their own bodies
Explaining the importance of facial expressions and body language. Make it clear in this way that our body is the connection
between the outside world and our inside world.
Bodies in action
Playing with dolls to identify parts of the body.
Performing physical expression activities so that the students can experiment directly with their bodies.
Listening to CD, track 1: song 'Head, shoulders, knees and toes'.
Parts of the body
Naming the parts of the body as quickly as possible using images (from magazines or flashcards) or a doll to model.
Asking the students in turn to indicate the part of the body that the teacher says on the doll or on the images.
Playing 'Simon Says' (CD track 2). The aim of this game is to strengthen the development of auditory attention and to reinforce
kinaesthetic, visual and auditory learning.
Parts of the head-Facial expressions
Playing with the student by taking apart a doll's head and putting it back together.
Asking students to play by changing their facial expressions.
Singing the song 'If You're Happy' (http://www.youtube.com/watch?v=GpzUIs7MFDU) with the students.
Healthy living
Using different samples of real food (or plastic reproductions) to play in the classroom, categorizing foods into more and less
healthy groups.
Building a wall display divided into two columns that show good and bad habits with regard to healthy lifestyles and foods.
Asking students to make a shopping list (http://www.nutritionexplorations.org/kids/activities/shopping.asp), using the vocabulary
introduced in previous activities.
Lesson 2
My senses
Doing an online search for images of various situations and asking students to identify the senses that would be employed in
each situation.
Reading the story of 'The Ginger Bread Man' (http://www.enchantedlearning.com/stories/folktale/gingerbreadman/story /).
Printing off a copy of a gingerbread man, painting it, cutting it out and gluing spices such as ginger and cinnamon to its stomach
so that the students play and experiment with their sense of smell.
The five senses
Experimenting with touch. Recognizing various objects in a bag using only hands.
Experimenting with smell. Recognizing various objects and foods by their smell.
Experimenting with taste. Recognizing various foods by taste alone with their eyes covered.
The sensory organs
Building a wall display. Drawing the sensory organs on the left and writing the corresponding senses on the right.
Playing 'I Spy' to experiment with sight (CD track 3).

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Experimenting with hearing following the narrator's instructions in 'What do you hear?' (CD track 4).
Communication and the media
Sending an e-mail and a letter to the same person. Outlining the differences between each means of communication.
Explaining an event in two ways: speaking on the phone with a friend or presenting the story as a news item. Discussing the
differences between both means of communication.

ATTENDING TO DIVERSITY

EVALUATION:

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Photocopiable consolidation sheets: pages 168-169 of the Guide Book:
Matching vocabulary relating to parts of the body to their location.
Colouring in the happy faces from a selection of faces.
Drawing something that makes you happy.
Photocopiable extension sheets: pages 170-171 of the Guide Book:
Matching senses to the sensory organs.
Identifying the different ways in which one can communicate with a computer.
OF THE UNIT
Photocopiable evaluation sheet (supplementary
material). Page 209 of the Guide Book:
Writing the parts of the body on an illustration.
Matching the senses to the sensory organs on
an illustration
Individual dossier of the module activities:
Portfolio.
Observation register to check knowledge of
content acquired

OF BASIC SKILLS/MULTIPLE INTELLIGENCES
Evaluation checklist.
Oral and written self-evaluation.


ACTIVITIES PROMOTING READING AND DEVELOPMENT OF ORAL/WRITTEN EXPRESSION
Reading
 Using reading comprehension strategies:
- Silent reading (self-regulation of comprehension).
- Reading aloud.
 Comprehensive reading.
 Reading other written texts, digital texts, interactive activities etc., to obtain information, learn, have fun or communicate.
 Reading fragments of texts.
 Reading and understanding instructional texts.
Oral/written expression
 Using warmers, oral activities to break the ice and create the right atmosphere to introduce the topic.
 Expressing what has been learnt appropriately orally and in writing, using precise vocabulary.
 Using open questions, information search tasks and games.
 Singing.
Dramatization, oral and written presentation of ideas, responses or a subject, dialogue, debate. Presentations about people or objects, arguments, incorporating non-verbal
language, etc.

ICT ACTIVITIES
Activity to learn the main parts of the body (http://www.ngflcymru.org.uk/vtc/our_bodies/eng/Introduction/whiteboard.htm).
Activity to learn healthy habits (http://www.ngflcymru.org.uk/vtc/healthy_eating/eng/Introduction/StarterActivity.htm).
MINIMUM REQUIREMENTS FOR A POSITIVE EVALUATION
Identifying the parts of the body.
Identifying the senses and the sensory organs.
Appreciating the importance of certain healthy habits for our personal wellbeing: diet, physical exercise, rest, personal care and hygiene.
GRADING CRITERIA
 Correct use of the related concepts and vocabulary when giving and requesting information.
 Spontaneous use or use in everyday contexts of the knowledge acquired.
 Level of personal elaboration of ideas and responses.
 Level of comprehension and communication of the information.
 Presentation and punctuality of tasks submitted: appropriate style, correct and clear expression of the information and procedures followed, lack of spelling
mistakes, etc.

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• Behaviour: respect for classmates, teaching staff and class material, interest and motivation, attention during explanations, tenacity, perseverance, sociability, etc.
• Percentage or grade in individual projects, tests and exercises, etc.
• Level of involvement in tasks, group activities, projects, etc.

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METHODOLOGY
MATERIALS AND RESOURCES

Student's book SCIENCE 1;
(Editorial Edebé)
Activity book SCIENCE 1;
(Editorial Edebé)
Interactive whiteboard.
Pedagogical resources.
Perishable material.

SPACES-TIMES

 Classroom, other spaces.
 Approximate time: 3 weeks.

METHODOLOGICAL STRATEGIES

The suggested methodology promotes the development of learning in the following sequence:
• Adaptation of the content presentation to the students' linguistic competency in the English
language.
• Initial motivation and eliciting of prior knowledge.
• Progressive and careful inclusion of contents by means of examples taken from everyday,
contextualized situations to enable the transfer, generalization and expansion of learning, and
which integrates with the basic skills identified.
- Application of acquired knowledge in a variety of different activities (Applying, reasoning,
working with basic skills and multiple intelligences, projects, cooperative groups, interactive
activities, consolidation and extension activities, etc.), organized by level of difficulty in order to
facilitate the basic skills and different cognitive styles of the students.
- Different kinds of digital resources, using both the interactive whiteboard and computers.
These resources include activities integrated into the learning programme, interactive activities
and carefully selected Internet links.
Module A: Our Body
STRUCTURE:
• The module is introduced with a double-page image relating to the module content which
includes a prior knowledge exercise of the two module lessons (before starting).
• Each lesson is presented with a double-page image relating to the module content which
includes: the content presentation (you will learn), the key vocabulary for the lesson
(vocabulary) and a prior knowledge activation exercise (get ready!).
• The content is developed in a sequence of stages over a double page based around an image
which refers to the basic facts needed to understand what is being explained.
• Each stage includes a diverse range of learning activities, both oral and written, that facilitate
the application of the content of the lesson (talk about it, notebook activities, online, did you
know?).
• Investigate is a suggested activity at the end of each module. It involves an experimental
exercise relating to the module content which brings together the main stages of the scientific
method.
• At the end of the module, there is an integrated task (put into practice) with activities to work
on and assess the basic skills and multiple intelligences. It involves contextualized activities
dealing with real, everyday situations for the student, in such a way as to activate and apply
their knowledge, taking into account the students' different levels of capability and learning
styles (with reading, reasoning, movement, dramatization, visual arts, etc.).

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EVALUATION PROCEDURES AND TOOLS
WRITTEN

• Diverse range of student tasks carried out in the
daily activities of the class.
• Varied student evaluation activities (book,
photocopiable files, written test, etc.).
• Group work.
• ITC activities: Interactive activities, treasure hunts
Internet links.
• Individual dossier.
Evaluation of the approach and processes employed
as well as the result obtained.

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ORAL

•
•
•
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Individual and collective questions.
Dialogue.
Oral presentation.
Individual oral test.

Observation and evaluation of the amount each
student participates and the quality of their
contribution.

OTHERS

• Individual evaluation checklist.
• Record for the ongoing evaluation of the class
group.
• Self-evaluation (oral and written).
• Teacher's blog.


EVALUATION OF THE TEACHING
ADAPTATION OF PLANNING

Class preparation and
educational materials

Use of suitable methodology

Regulation of teaching
practice

Evaluation of what is learnt
and the resulting
information supplied to
students and families

Employment of measures
attending to diversity

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There is consistency between the programme and the development
of the classes.
There is a balanced distribution over time.
The classes are adapted to the characteristics of the group.
Meaningful learning objectives have been taken into account.
Interdisciplinarity is incorporated into the programme (during
activities, handling contents, etc.).
The methodology promotes motivation and develops the students'
skills.
Degree of monitoring of students.
Suitability of resources used in class to the learning objectives.
The promotion criteria are agreed between the teachers.
The criteria for positive evaluations are linked to the objectives and
contents.
The evaluation tools take account of numerous learning variables.
The grading criteria are suited to the typology of planned activities.
The evaluation criteria and the grading criteria are made available:
• To the students.
• To the families.
Measures are taken in advance to ascertain learning difficulties.
A response is made to different learning speeds and skills.
There are sufficient measures and resources available.
Application of special measures recommended by the teaching staff
in response to psycho-pedagogical reports.

ACADEMIC RESULTS

SUGGESTIONS FOR
IMPROVEMENT


Students
1

PROGRAMMING OF SUPPORT FOR SPECIAL EDUCATIONAL NEEDS (SEN)

• Individualized attention in the classroom for the execution of the suggested activities.
• Adaptation of programme activities.
• Individualized attention inside and outside the classroom for the execution of adapted activities.
• Significant curricular adaptation due to SEN.
• Curricular adaptation for high intellectual capacity.
• Adaptations made to the curricular material for late entry in the Education System.
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MODULE B: My Town


EVALUATION CRITERIA

BASIC SKILLS EVALUATION INDICATORS

Social and citizenship/Intrapersonal
• Knowledge of the organization and running of
the neighbourhood and school.
Mathematic/Logical-mathematical
• Using a simple map to interpret reality.
Cultural and artistic/Visual-spatial
• Expressing ideas through drawing.

• Describing the parts of the
house and school and the
furniture found there.
• Distinguishing the main
family members: grandparents,
parents, children, brothers and
sisters.
• Demonstrating interest in
involvement in domestic
chores.
• Identifying the main
differences between a village
and a city.
• Extract information from a
simple map.
• Describing the most common
modes of transport.
• Abiding by the fundamental
rules of road safety.

• Recognizing the parts of the
house and school and the
furniture found there.
• Recognizing the main family
members.
• Understanding the importance
of domestic chores.
• Understanding the main
differences between an urban
and rural environment.
• Interpreting the information
contained on a map.
• Recognizing the most common
modes of transport.
• Understanding the
fundamental rules of road safety
and appreciating the importance
of knowing them.

• Using the specific vocabulary for the parts
of the house and school and the furniture
found there, in oral and written expression.
• Using the specific vocabulary for the main
family members. (Linguistic Communication)
• Demonstrating responsible behaviour by
recognizing and appreciating the importance
of taking part in domestic chores. (Social and
Citizenship Skills)
• Understanding the main differences
between an urban and rural environment.
(Knowledge of and Interaction with the
Physical World)
• Understanding and interpreting the
information presented in a simple map
(Mathematical Logic)
• Using the specific vocabulary for the most
common modes of transport, in oral and
written expression. (Linguistic
Communication)
• Understanding the fundamental rules of
road safety and appreciating the importance
of knowing them. (Social and Citizenship
Skills).

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CONTENTS
Module B
Lesson 3
• Parts of the school. (Concepts)
• Identifying domestic furniture and rooms of the home. (Procedures)
• Domestic chores. (Values)
Lesson 4
• Features of villages, cities and neighbourhoods. (Concepts)
• Identification of street furniture. (Procedures)
• Road safety. (Values)
• Reading maps. (Procedures)
Investigate
Put into practice
• Checking the key content of the unit. (Procedures)

LEARNING ACTIVITIES
Lesson 3

Reading the given questions and matching activities that are carried out in different rooms to corresponding images.
Speaking about the rooms that we can find in the school and comparing them to the rooms in the images.

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Moral and citizenship education: Desire to participate in group activities, respecting the participation of other classmates.


Matching objects commonly found in schools to the department they belong to.
Writing a response to the question about the departments of the school where the staff depicted in the images work.
Reading and examining the images of a family tree.
Building a family tree including the related information from their own family.
Reading short texts about diverse types of family and looking at accompanying images.
Drawing the people that live with them.
Reading the vocabulary relating to parts of the house while looking at an illustration of a house.
Colouring in the rooms in an illustration of a house that each of them has at home.
Matching furniture to the rooms of a house.
Drawing their own bedroom.
Reading a text about domestic chores and who does them while looking at corresponding images.
Speaking about who does the chores pictured in their own house.
Reading the vocabulary relating to domestic chores and looking at corresponding images.
Speaking about the domestic chores that each of them helps with at home.
Lesson 4
Reading a text about cities and villages, and looking at corresponding images.
Responding orally to the questions asked about where there is more traffic and how the buildings are different.
Reading a short text about the passing of time and changes that take place.
Speaking about what has changed between one image and another that represent the same place in the past and now.
Identifying typical jobs in the city and in the village.
Reading a text about a neighbourhood and looking at a corresponding image.
Describing their own neighbourhood orally.
Selecting the shops that there are in their own neighbourhood from a selection.
Reading a short text about street furniture.
Circling illustrations of street furniture.
Reading a text about how to cross the road.
Responding orally to the question asked about crossing the road correctly based on observing an image.
Matching the illustrations of a red and green traffic light with its meaning.
Responding to questions in an interactive online game about how to cross the road safely.
Reading a map and interpreting the symbols.
Speaking about the symbols found on the map and responding to the related questions.
Colouring in the suggested route on a map.
Reading a text about modes and types of transport.
Speaking about personal experiences of modes of transport and responding to the related questions.
Reading a text about private and public modes of transport and looking at corresponding images.
Speaking about the safety rules that must be followed with reference to corresponding images.
Carrying out an interactive online game about modes of transport.

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OTHER ACTIVITIES
Group class.
INITIAL EVALUATION

MOTIVATION

Discussion to activate prior knowledge. With the aid of the image at the start of the module, discussing as a group the city or
village where they each live. Discussing the type of city shown in the image: if it is old or modern, activities that are going on
there, who you would expect to see there, etc.
Describing the image.
Discussion to activate prior knowledge. With the aid of the image, discuss what the people are doing, where they are and what
their family relationship might be. Speak about the places that we go to every day on our own or with our families. Talking about
the activities that each person does at different times of the day, as well as those that their families do, in such a way as to
generate the students' interest in the place that they live and they people that they share their lives with.
Discussion to activate prior knowledge. With the aid of the image, reflect on and discuss the advantages and disadvantages of
living in a city or a village. Talk about the image, mentioning the modes of transport, buildings, people, establishments that can be
seen. Discuss the images that the students have brought to class in a similar way, in such a way as to generate the students'
interest in urban and rural environments.
Put into practice.
Contextualization: Jim is on his way to school.
Activities:

BASIC SKILLS AND

SUPPLEMENTARY
ACTIVITIES

Recognizing and circling different modes of transport.
Identifying and colouring in urban furniture in an image.
Learning about the place where Jim lives, writing responses to the question asked.
Matching a series of public establishments with corresponding images.
Identifying and drawing the furniture missing in an illustration of a school.
Lesson 3
My town
Comparing images of cities that the students have brought to class, mentioning the activities, modes of transport and personal
preferences.
Discussing the opportunities on offer in their own city or village.
Drawing and describing a street in the place where they live.
People and places
Discussing photographs of different families that the students have brought in, mentioning the parts of the house that they are in,
what they people in the image are doing and their family relationship.

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Drawing themselves and the family members that they live with in an everyday scene. Explaining the drawing to a classmate.
The school
Comparing their school with the one in the book after taking a walk around, focusing on the objects that they see and the names
that we give to them.
Drawing their school including the objects that they have seen and writing the vocabulary for these objects.
The family
Playing with dolls that represent a family to identify the family members.
Building their family tree using photos or drawings of their relatives.
Listening to CD, track 5: John´s family and responding to the questions asked with complete phrases.
Drawing as a group the family tree of the family represented in the flashcards.
Home
Building a wall display big enough to draw an empty house divided into four areas. Use laminated cut-outs of furniture and
household object that belong to the four rooms shown on the chart. Matching the cut-outs to the correct rooms.
Looking at projected or printed images of rooms and household objects that are shown very quickly and naming them. Some
sample images are available at: http://www.eslprintables.com/buscador/buscar.asp?
nivel=any&age=0&tipo=any&contents=rooms.
Discussing the differences between places in the school and at home.
Listening to CD, track 6: True or false. Following the narrator's instructions.
Helping out with the chores – The chores
Indicating the chores that they like and dislike in separate columns on a sheet of paper.
Assigning different classroom and administrative chores to students, rotating them each week.
Indicating the chores that each student does on the table found at:
http://homeschoolhelperonline.com/record_forms/images/chores.gif
Lesson 4
Where I live
Group 1: Drawing and painting the background of a wall display depicting buildings and a city street. Group 2: Drawing and
painting other objects found in the city, cutting them out and sticking them to the wall display. Playing with the cut-outs and putting
them in different places.
Listening to CD, track 7: Draw a street. Following the narrator's instructions to create the drawing.
Cities and villages
Watching a video that shows life in a big city and in a village. Discussing what we see and the pace of life in each place.
Looking at images of urban and rural professions and naming them individually, explaining if they expect to find them more
commonly in a city or a village (http://www.coloring-pageskids.com/coloring-pages/family-people-jobs-coloring-pages/variousjobs-coloring-pages/variousjobs-coloring-pages-gallery.php).
Drawing a city and a village with its characteristic features, dividing the sheet of paper into two halves.
The neighbourhood
Identifying and naming pieces of street furniture
(http://www.followingtheequator.com/Travels/SFBigBoat05/photos_SFBigBoat05/SFBB_city_street_Marina_1280x960.jpg).

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Recognizing and naming pieces of street furniture on and around the school premises.
Looking at flashcards depicting shops and what can be bought in each shop. Identifying what is depicted in each image and
saying where it can be bought.
Playing a version of I spy and guessing features of the city.
Crossing the road – Street map
Looking at the way in which traffic lights near the school work and what they mean.
Reading a map of a city in an English-speaking country and interpreting the symbols that appear. Planning short routes with
questions and answers about how to get from A to B (http://www.oldschoolamerican.org/images/new-york-city-manhattanmap.gif).
Comparing the map with one of their own city or village. Are the distances similar? Is there a subway/underground network in
the city/village? Do they use the same symbols?
Means of transport – Road safety
Looking at images of various modes of transport, identifying and naming them (http://profeblog.es/blog/mamen/files/camara414.jpg). Playing a memory game with these images printed twice and cut out.
Drawing and colouring in the modes of transport that they regularly use.
Identifying toy versions of the modes of transport, naming them as they are pulled from a covered box so that they cannot be
seen beforehand.
Building a wall display that shows the safety rules for different modes of transport and drawing corresponding pictures.
Listening to CD, track 8: Means of transport. Following the narrator's instructions.
Matching vocabulary for furniture around the house with corresponding images.
Colouring in drawings that depict activities that they perform in school.
Drawing and colouring in their own family.
Matching vocabulary for rooms of a house with corresponding images.
Colouring in images of the street furniture that they see on their way to school.
Matching descriptions of a rural and an urban setting with corresponding images.
Tracing a given route on a map.
Identifying the symbols for public places that are found on the map.
EVALUATION:

OF THE UNIT
Photocopiable evaluation sheet (supplementary material). Page 210 of the
Guide Book:
Colouring in images depicting bedroom furniture.
Writing the name of Lisa's family members.
Matching vocabulary for street furniture with the corresponding images.

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Individual dossier of the module activities: Portfolio.
Observation register to check knowledge of content acquired.

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Reading
- Reading aloud.
language, etc.

ICT ACTIVITIES
Activity about road safety (http://www.dft.gov.uk/think/education/early-years-and-primary/media/stop-look-listen/).
Activity about modes of transport (http://www.crickweb.co.uk/ks1literacy.html).
Identifying people who work in the school and their roles.
Identifying the departments of the school.
Recognizing the main family members.
Identifying the rooms of a house.
Distinguishing between rural and urban environments.
Appreciating the importance of helping with chores at home and at school.
Appreciating the importance of road safety rules.
GRADING CRITERIA

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mistakes, etc.

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METHODOLOGY

(Editorial Edebé)
(Editorial Edebé)

SPACES-TIMES



language.
Module B: My Town
STRUCTURE:
know?).
method.

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practice

and the resulting


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There is consistency between the programme and the development of
the classes.
Interdisciplinarity is incorporated into the programme (during activities,
handling contents, etc.).
The methodology promotes motivation and develops the students' skills.
contents.
Application of special measures recommended by the teaching staff in
response to psycho-pedagogical reports.

ACADEMIC RESULTS

SUGGESTIONS FOR
IMPROVEMENT


Students
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PROGRAMMING SUPPORTING SPECIAL EDUCATIONAL NEEDS (SEN)

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MODULE C: The Environment
Understanding and interacting with the
physical and natural world
• Appropriate use of knowledge of nature to
identify types of landscape.
Mathematic/Logical-mathematical
• Using a simple map to interpret reality
• Demonstrating a respectful attitude towards
the environment.

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• Looking at the differences
between a natural and a manmade landscape.
• Recognizing water and air as
fundamental for life.
• Establishing the differences
between living beings and
inanimate objects.
• Showing interest in forms of
consumption that respect the
environment.
• Distinguishing the features of
various weather conditions.
• Matching items of clothing to
corresponding temperatures.
• Correctly interpreting
meteorological symbols.

EVALUATION CRITERIA

BASIC SKILLS EVALUATION INDICATORS

• Distinguishing between types
of landscapes and their
characteristic features.
• Explaining the fundamental
role of air and water for life.
• Differentiating between living
beings and inanimate objects.
• Implementing forms of
consumption that respect the
environment.
• Understanding the
differences between various
weather conditions.
• Recognizing the appropriate
items of clothing for various
temperatures.
• Understanding the meaning
of meteorological symbols.

• Using specific vocabulary for different types
of landscapes and their characteristic
features, in both oral and written expression.
(Linguistic Communication)
• Understanding the fundamental role of air
and water for life. (Knowledge of and
Interaction with the Physical World)
• Understanding the qualities of living beings
and inanimate objects. (Knowledge of and
• Appreciating the importance of respect for
the environment.(Social and Citizenship
Skills)
• Recognizing various weather conditions.
Physical World)
• Awareness of the relationship between the
weather and appropriate clothing.
Physical World)
• Understanding the meaning of
meteorological symbols found on a map.
(Mathematical Logic)


CONTENTS
Module C
Lesson 5
• Distinguishing between a natural and a man-made landscape. (Concepts)
• Introduction to the water cycle. (Concepts)
• Physical features of the coast and inland. (Concepts)
• Distinguishing between living beings and inanimate objects. (Concepts)
• Recycling and responsible consumption. (Values)
Lesson 6
• Introduction to weather conditions. (Concepts)
• Reading weather maps. (Procedures)
• Respect for the environment. (Values)
Investigate
Put into practice


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LEARNING ACTIVITIES
Lesson 5
Reading a descriptive text about landscapes while looking at accompanying images.
Speaking about the differences between the landscapes in the images.
Identifying the landscapes in the images as natural or man-made, writing the response to the question asked.
Reading a text about water and air in nature which explains the water cycle.
Discussing different uses of water.
Identifying and circling the living beings that need air to survive in an image.
Reading a descriptive text about inland landscapes while reading the vocabulary for the features that they contain and those that can be seen in the images.
Identifying orally the highest point that can be seen in the images in response to the question asked.
Reading a descriptive text about coastal landscapes while reading the vocabulary for the features that they contain and those that can be seen in the images.
Drawing a landscape that includes a mountain, a river, a plain and the sea.
Observing a diagram of living beings, while looking at accompanying images.
Speaking about whether humans, animals and plants can move around and how they do so, in response to the question asked.
Doing an interactive online activity about living beings and inanimate objects.
Looking at a diagram of inanimate objects and types of inanimate objects, while looking at accompanying images.
Speaking about how inanimate objects are made, in response to the given question.
Identifying the living beings and inanimate objects in a series of images, ticking the appropriate box.
Reading a text about taking care of the environment, while looking at accompanying images.
Speaking about personal experiences of reusing or recycling items, based on the objects depicted in the images.
Continuing to read the text in the Recycling section, while looking at the images that illustrate it.
Discussing how we can help with recycling at home and at school, in response to the given question.
Doing an interactive online activity about recyclable objects.
Lesson 6
Reading a text about weather conditions and types while looking at corresponding images.
Speaking about the difference between images in response to the given question.
Continuing to read the text in the section about thermometers and the temperature, while looking at accompanying images.
Discussing which clothing should be worn when it is cold and hot, in response to the given question.
Identifying what temperature it is in the images, colouring in the thermometers.
Reading the vocabulary for the weather forecast while looking at the accompanying illustrations of meteorological symbols and the weather map.
Speaking about the weather where they live, looking at a weather map.
Identifying the weather in the images shown and drawing the corresponding meteorological symbol.
Reading the text about meteorologists while looking at accompanying images.
Speaking about the indicators that the meteorologists use to predict the weather, in response to the given question.
Doing an interactive online activity about meteorological symbols and predicting the weather.
Reading a text about atmospheric pollution while looking at corresponding images.
Speaking about the objects in the classroom that need electricity to function, in response to the given question.
Circling the images that depict ways to help reduce pollution.
Reading a text about climate change while looking at accompanying images.
Discuss how climate change affects life in certain parts of the world, in response to the given question.
Doing an interactive online activity about climate change and saving energy.

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OTHER ACTIVITIES

INITIAL EVALUATION

Group class.
Discussion to activate prior knowledge. With the aid of the image at the start of the module, discussing as a group the concept of
environment and the differences between natural and man-made environments. Naming the different types of natural and manmade environments that they can think of. Discussing which environments they prefer. Identifying if the environments depicted in
images are natural or man-made, coastal or mountain, etc. Describing the weather in the image and discussing which activities
can be carried out in each environment, justifying their suggestions.
Reading a short text about the environment.

MOTIVATION

Discussion to activate prior knowledge. With the aid of the image, discuss the type of landscape depicted and their characteristic
features. Identifying the type of landscape. Discussing where the water in the lake in the image comes from. Exchanging ideas
about the differences between mountain and coastal landscapes and the activities that can be done in each. Identifying the living
beings that appear in the image. Explaining the difference between environment and landscape.
Reading the lesson vocabulary.
Discussion to activate prior knowledge. With the aid of the image, discuss the current weather, appropriate activities for this
weather and other types of weather. Speak about the different climates in various countries and parts of the world. Discussing the
current weather where they are, the changes throughout the week and the average climate in the area.
Reading the lesson vocabulary.

BASIC SKILLS AND

Put into practice
Contextualization: Sarah is going on a trip to the Peak District.
Activities:
Interpreting the weather map of the Peak District and responding to the question in writing.
Colouring in the drawings depicting the clothes that Sarah should wear on the trip.
Identifying and labelling the parts of the mountain landscape in the illustration.
Circling the living beings in the illustration.
Colouring in the water sources in the illustration.
Identifying the appropriate recycling bin for the items in the illustrations and writing a list of the recyclable material that should go
in each bin.

SUPPLEMENTARY
ACTIVITIES

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Lesson 5
The environment
Discussing the images of different types of landscape that the students have brought to class.
Looking at the landscape out of the window, describing and categorizing it. Discussing the natural elements that can be seen,
the weather and appropriate activities for this weather.
Drawing the landscape that can be seen out of the window or near to the students' homes. Comparing the drawings and
reflecting on the importance that each student attributes to the natural and man-made elements.


The landscape
Describing the printed images of mountain and coastal landscapes that the students have found online to the rest of the class.
Discussing the type of landscape and its characteristic features.
Watching videos about different environments and landscapes at
http://video.nationaguidebookeographic.com/video/player/environment/ and discussing them, identifying their characteristic
features. Speaking about the importance of conserving and respecting all types of landscape.
Natural landscape – Water and air in nature
Building a small wall display about the uses of water (drinking, cooking, washing, etc.), drawing the related activities and
labelling them.
Listening to CD, track 9, and doing a drawing of Tom´s trip diary.
Inland landscape – Coastal landscape
Looking at projected or flashcard images of mountains and discussing them.
Building a wall display with a schematic drawing of a city or village where the school is located and then drawing the natural
features that are found nearby in the surrounding area (mountains, rivers, lakes, sea, etc.).
Finding images of a landscape that they particularly like online or in magazines and showing them to classmates and discussing
them, identifying the features that characterize this type of setting.
Living and non-living things
Making a list of five living beings and five inanimate objects in the classroom.
Using the following websites to describe the life cycle of a human being:
http://www.oum.ox.ac.uk/thezone/animals/life/images/cycle1.gif, of an animal:
http://www.ourclassweb.com/projects/webquest_frogs_lifecycle.jpg, and of a plant:
http://www.kwiznet.com/images/questions/grade1/science/life_cycle_of_plant.gi f. Discussing the similarities and differences with
the students.
Writing a list or building a small wall display with the non-living natural and man-made features found in the garden or school
playground. Discussing which materials these non-living objects are made from and how many different common materials they
can name.
Caring for the environment
Preparing four cardboard boxes and painting or marking them with the colours of the four recycling bins: plastic (yellow), glass
(green), paper and cardboard (blue) and organic waste (brown). The students take turns to choose one object, approach the
teacher's desk with the boxes on top and deposit the item in the appropriate box.
Doing drawings about the fundamental rules of caring for the environment, organized into the 'three Rs' (recycling, reducing,
rejecting) and using them to build a wall display. Dividing the class into three groups so that each group focuses on one section.
Using the recycling bins that have been placed in the classroom.
Listening to CD track 10, song: 'Recycling', and singing it.
Lesson 6
The weather
Looking at flashcards that show different weather conditions and identifying them.

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Describing the weather each day that the lesson is dealt with in class
Playing the game on CD, track 11: 'What´s the weather like?'
Weather conditions
Dividing the class into six groups (one for each weather condition represented in the book): Each group draws and paints a
scene depicted the corresponding weather conditions on card using different techniques (watercolours, finger painting, etc.).
Printing and cutting out images of different items of clothing at: http://www.englishbanana.com/clothes-imwearing-2-picturesheet-2-ev23.jpg, or
http://2.bp.blogspot.com/_1pMM7q4a2rY/TN8lQRI4G3I/AAAAAAAAMg/fEAEO3XNh1c/s1600/clothes_middle.jpeg. Choosing the
appropriate clothing for the temperature or weather conditions indicated by the teacher.
Playing the games and doing the interactive activities on weather conditions at: http://www.theweatherchannelkids.com/weathergames/.
The weather forecast – The meteorologist
Discussing the weather in different parts of the country using the illustrated map in the book.
Finding out the weather forecast online or on the television and writing it in their exercise books. Monitoring the weather
throughout the week to ascertain if the forecast was correct.
Building a calendar of the month and drawing the corresponding meteorological symbol each day. At the end of the month,
discussing what the weather has been during the period.
Listening to CD, track 12, and doing the drawing activity 'The weather forecast'.
Atmospheric pollution – Climate change
Drawing their own bedroom and indicating the electrical items there are. Discussing which can be turned off, which are normally
left on and whether they often leave things on when they are not in use.
Building a wall display with the fundamental rules about saving energy and reducing pollution (perhaps using images). Revising
these rules regularly with the students so that they pick up the good habits.


EVALUATION:

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Matching the vocabulary for parts of an inland landscape, drawing arrows to the corresponding part of the illustration.
Colouring in the sources of water in the illustration.
Correctly identifying the type of landscape and ticking the appropriate box.
Circling the living beings in a series of illustrations
Using the appropriate colour for each recycling bin and writing the type of waste that goes in each of them.
Drawing and colouring in four different weather conditions in the illustrations, following the instructions
Drawing and colouring in the different symbols for the various weather conditions indicated.
Identifying the type of weather in the illustrations and ticking the appropriate box.
OF THE UNIT
Photocopiable evaluation sheet (supplementary material). Page 211 of the
Guide Book:



Writing vocabulary for parts of a landscape in the illustration.
Colouring in the sources of water in the illustration.
Identifying the type of landscape in response to the given question.
Drawing on the illustration to depict a hot, sunny day.
Observation register to check knowledge of content acquired.

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Reading
- Reading aloud.
 Singing.
language, etc.

ICT ACTIVITIES
Activity to build awareness of living beings and inanimate objects (http://www.firstschoolyears.com/science/resources/games/ourselves/living/living.htm).
Activity to identify which types of waste can be recycled (http://www.bbc.co.uk/scotland/education/sysm/eco/eco_friendly.shtml?page=mission3).
Activity to interpret a weather map (http://www.crickweb.co.uk/ks1science.html).
Activity to learn to save energy (http://www.wmnet.org.uk/25.cfm?p=247,index&zz=20080827161835578).

Identifying changes in the landscape with natural and man-made causes.
Demonstrating a caring and protective attitude towards the environment.
GRADING CRITERIA
mistakes, etc.

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METHODOLOGY

(Editorial Edebé)
(Editorial Edebé)

SPACES-TIMES



language.
Module C: The Environment
STRUCTURE:
know?).
method.

edebé


Students
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PROGRAMMING OF SUPPORT FOR SPECIAL EDUCATIONAL NEEDS (SEN)

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MODULE D: Animal Kingdom


EVALUATION CRITERIA

• Using specific vocabulary for classifying
animals, in both oral and written expression.
• Demonstrating an attitude of respect towards
the animal kingdom.
Processing information and digital
competence/Verbal-linguistic
• Performing basic guided use of the Internet.

• Identifying the physical features
of animals.
• Distinguishing between livebearing and egg-laying animals.
• Understanding that animals are
born, grow, reproduce and die.
• Distinguishing between wild and
domesticated animals.
• Classifying animals as mammals,
fish, reptiles and birds.
• Locating and naming the main
parts of the body of mammals,
birds and fish
• Fostering a respectful attitude
towards animals.

• Identifying and classifying animals
according to basic criteria: birth, skin,
habitat and movement.
• Identifying live-bearing and egglaying animals.
• Understanding the sequence of
events in an animal's life cycle.
• Identifying wild and domesticated
animals.
• Recognizing the characteristic
features of as mammals, fish and
birds.
• Identifying the main parts of the
body of mammals, birds and fish.
having a respectful attitude towards
animals.

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BASIC SKILLS EVALUATION
INDICATORS
• Using specific vocabulary for
classifying animals, in both oral and
written expression. (Linguistic
communication)
• Appreciating an attitude of respect
towards the animal kingdom. (Social
and Citizenship Skills).
•Applying knowledge of the animal
kingdom to understand it.
(Knowledge of and Interaction with
the Physical World)
• Carrying out guided Internet
searches. (Information Management
and Digital Competence)


CONTENTS
Module D
Lesson 7
• Introduction to the features, life cycle and habitats of animals. (Concepts)
• Identification of some animals and their young. (Procedures)
• Distinguishing between live-bearing and egg-laying animals. (Concepts)
• Distinguishing between wild and domesticated animals. (Concepts)
Lesson 8
• Introduction to the features of mammals, birds and fish. (Concepts)
• Classification of particular species of animals according to their characteristic features. (Procedures)
Investigate
Put into practice


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LEARNING ACTIVITIES
Lesson 7
Reading a text about the characteristic features of animals and looking at accompanying images.
Speaking about certain characteristic features of the animals depicted in the images (where they live, how they move, etc.).
Reading a text about the different types of animal fur.
Speaking about the type of fur that the animals depicted in the images have, in response to the given question.
Matching the vocabulary for types of fur and ways of moving to the animals depicted in the images.
Reading a text about the life cycle of animals and looking at corresponding images.
Speaking about the different ways in which the animals in the images are born.
Matching the images of mother animals with their young.
Classifying and matching young animals with adults in an interactive online activity.
Reading a text about live-bearing and egg-laying animals and looking at accompanying illustrations.
Discussing where live-bearing and egg-laying animals come from, in response to the given question.
Classifying animals depicted in images as live-bearing and egg-laying, writing the appropriate response next to each image.
Reading a text about wild and domesticated animals and looking at accompanying images.
Discussing who cares for and feeds the animals in the images, in response to the given question.
Identifying and circling farm animals from a series of images.
Identifying and circling the tails of animals depicted on the page.
Lesson 8
Reading a text about mammals and looking at accompanying images.
Discussing the fur of the animals depicted in the images and how they move, in response to the given question.
Identifying and circling the mammals in a series of images.
Reading a text about the parts of a mammal's body while looking at the related vocabulary and the accompanying image.
Identifying the type of fur of the mammals depicted in the images and they way they move around, writing the responses to the given questions.
Reading a text about birds and looking at corresponding images.
Speaking about the type of plumage the birds have and how they move around, in response to the given question.
Identifying and circling the birds in a series of images.
Reading the vocabulary for the parts of a bird's body and looking at an accompanying image.
Identifying the type of plumage of the birds depicted in the images and the way they move around, writing the response to the given questions.
Identifying and circling the birds depicted on the page.
Reading a text about fish and looking at accompanying images.
Discussing where fish live and how they move around, in response to the given question.
Classifying the eggs depicted in the images as bird or fish eggs, writing the appropriate response next to the images.
Reading a text about a fish's body, the related vocabulary and looking at the accompanying image.
Identifying the animals depicted in the images as mammals, birds or fish, writing the appropriate response next to the images

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Matching a series of animals with the places that they live, in an interactive online activity.

OTHER ACTIVITIES

INITIAL EVALUATION

MOTIVATION

Group class.
Discussion to activate prior knowledge. With the aid of flashcards, identifying the different animals and the habitats depicted and
discus the different forms of adaptation of the animals.
With the aid of the image at the start of the module, discussing as a group the habitats of the animals depicted, whether there
are distinct animals species in each type of landscape and climate, and how animals adapt to the physical and climatic features
of particular places.
 Reading a short text about the different habits that animals have around the planet.
Discussion to activate prior knowledge. With the aid of the image, discussing the animals depicted: what class of animal do they
belong to, differences between them, food, habitat, type of fur. Discussing the landscape around them and saying whether they
are hatched from eggs or from their mother's belly. Explaining the differences between a dog, an Eagle and a trout. Speaking
about the parts of the body that are common to all three, identifying them as wild or domesticated animals. Reflecting on the
importance of adapting to climate and the place. Discussing what human beings do to be able stand extreme climates, what
animals do to protect themselves from the weather and survive in extreme conditions.
Discussion to activate prior knowledge. With the aid of the image, discuss the animals depicted. Type of animal, main
characteristics, reproduction, how they move around. Reflecting on the differences between the three groups of animals and
naming the characteristic features of each of them.

BASIC SKILLS AND

SUPPLEMENTARY
ACTIVITIES

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Put into practice.
Contextualization: A fawn is born.
Activities:
Identifying its habitat, how it was born, egg-laying or live-bearing and how it moves around.
Matching the vocabulary for parts of the body with those depicted in the image.
Identifying the type of fur on its body.
Classifying it as a bird, mammal or fish.
Identifying it as a wild or domesticated animal.
Animal kingdom
To introduce the module content, drawing in their exercises books various animals that they are familiar with. Writing on the
whiteboard the names of the animals that they have drawn and reviewing the vocabulary for animals.
Drawing birds, land animals and sea animals on the whiteboards divided into three columns for each class of.


Lesson 7
Animals on earth
Looking at animals in their natural habitats (on flashcards or images taken from http://www.indianwildlifephotos.com/) and
discussing the following questions: Where do they live? What do they eat? What is their skin like? Do they live with other
animals? What relationships do they build between themselves? Do they live in a hot or cold environment?
Drawing three animals that they like: one from the land, one from the sea and one from the air. Showing and presenting their
drawings to a classmate.
Watching a video about different animals (samples can be found at: http://www.bbc.co.uk/nature/animals/). Discussing the
animals' external features, how they move around and what their habitat is like.
Characteristics of animals
Finding images online of different types of fur
(http://www.bbc.co.uk/leicester/content/images/2005/11/24/fur_ocelot_gallery_470x352.jpg;
http://www.mukluks.org/images/silver-fox-002.jpg), scales (http://www.faqs.org/photo-dict/photofiles/list/2195/2878fish_scales.jpg;
http://farm1.static.flickr.com/174/439393002_563a95acc0.jpg) and feathers
(http://www.pionusparrot.com/photogallery/PionusFeathersGuidebookView.jpg;
http://www.feathersandstuff.com/_images/FEATHERS_PHEASANT.jpg.). Identifying them.
Drawing an animal on the whiteboard and eliciting responses to the questions "Does it walk, fly or swim?" and "Is its skin
covered with scales, feathers or fur?" The animal may be the students' favourite, their pets, etc.
Participating in a role-play: "You are an animal living in the snow. Which kind of skin do you want to have on your body?" Also
choosing an animal and explaining "I am a/an... My body is covered in (fur, feathers, scales...)".
The life cycle of animals
Finding images online to carry out another matching exercise (matching the adult animal with its young) with other common
species (dog-puppy, cat-kitten, sheep-lamb, etc.).
Printing and photocopying the worksheet about the life cycle of a bat (http://www.kidzone.ws/animals/bats/ws18.htm), a penguin
(http://www.kidzone.ws/animals/penguins/ws14.htm) and a shark (http://www.kidzone.ws/sharks/activities/ws15.htm). Colouring
in the images and putting the life cycles in order and numbering them.
Drawing the life cycle of an animal (the animal is born, it feeds from its mother, grows, reproduces, ages and dies). Bringing an
image of an animal to class. Each student presents their animal to their classmates, explaining where they live, how they move
around, if it is hatched from an egg or born from its mother's belly, if it has fur, scales or feathers, etc.
Viviparous and oviparous animals – Wild and domestic animals
Drawing a farm with all the usual animals and, if possible, building a small model of a farm with cardboard and plastic animals to
play with.
Listening to and playing CD, track 13: game 'Animal Sounds'.
Listening to CD, track 14: song 'Old Macdonald had a farm' and singing it.
Lesson 8
Mammals

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Watching a short documentary at: http://www.youtube.com/watch?v=_YSCLSFm2eA about mammals and discussing with the
students the physical features of the animals from the video and how they reproduce, what they feed their young and how they
move around. Other videos can be seen at: http://www.neok12.com/Mammals.htm.
Looking at images that depict the different types of fur from various wild mammals (tiger, giraffe, leopard, zebra...:
http://espanol.istockphoto.com/file_thumbview_approve/5818814/2/ istockphoto_5818814-seamless-tiling-animal-printpatterns.jpg ). Identifying and naming the corresponding animal.
Drawing, painting and cutting out their favourite animal. Building a wall display with all of the drawings.
Birds
Looking at images of various common birds (eagle: http://fondosdibujosanimados.com.es/images/wallpapers/eagle122745.jpeg; toucan: http://www.ecologismo.com/wp-content/uploads/2010/10/tucan-delranchotexasparklanzarote.jpg; vulture:
http://medicon.wikispaces.com/file/view/buitre-leonado5.jpg/98160231/buitre-leonado5.jpg; hummingbird:
http://www.mascotas.org/wpcontent/uploads/colibri.jpg. Naming them and discussing their main characteristics.
Extending the previous activity using videos from the following website: http://www.neok12.com/Birds.htm.
Drawing, painting and cutting out their favourite bird. Building a wall display with all of the bird drawings.
Fish
Looking at images of various common fish (clown fish: http://sciencecastle.com/sc/app/webroot/img/articles/34.jpg; salmon:
http://www.ehu.es/ehusfera/animalia/files/2010/09/coho-salmon.jpg; goldfish: http://www.itsnature.org/wpcontent/uploads/2010/09/goldfish.jpg; swordfish: http://www.kimthompsonartist.com/images/Illustrations/Swordfish%20for
%20website.JPG ). Naming them and discussing their main parts.
Extending the previous activity using videos from the following website: http://www.neok12.com/Marine-Animals.htm (marine
mammals also appear).
Drawing, painting and cutting out their favourite fish. Building a wall display with all of the fish drawings.
Listening to CD, track 16, rhyme: 'The Zoo'.


EVALUATION:

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Matching the animals from the illustration with their habitats.
Identifying egg-laying and live-bearing animals in the illustration.
Selecting an animal and sticking it to the worksheet.
Identifying the main characteristic features of an animal from the list.
Identifying the parts of the animal's body in the illustration and writing the words in the corresponding boxes.
Matching the vocabulary for animals with the corresponding images.
Identifying the given parts of the body in the illustration of a fish.
Drawing the fish's habit.
Understanding where fish come from, choosing the right answer.
OF THE UNIT
Photocopiable evaluation sheet (supplementary material). Page
Evaluation checklist


212 of the Guide Book:
Colouring in the animal with feathers in the illustration.
Circling the domesticated animals in the illustration.
Drawing a fish and adding it to the illustration.
Classifying the animals in the illustration as live-bearing or egglaying.
Identifying the mammals by marking them with the letter 'M'.
Observation register to check knowledge of content acquired

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Oral and written self-evaluation


Reading
- Reading aloud.
 Singing.
language, etc.

ICT ACTIVITIES
Activity to identify adult animals and their young (http://www.crickweb.co.uk/ks1science.html).
Activity to identify the habitats of a variety of animals (http://www.hgfl.org/hgfl/custom/resources_ftp/netmedia_ll/ey/science/animal_h/level1/level1-3.html).
Recognizing and classifying animals according to basic criteria, birth, skin, habitat, movement and parts of the body.
GRADING CRITERIA
mistakes, etc.

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METHODOLOGY

(Editorial Edebé)
(Editorial Edebé)

SPACES-TIMES



language.
Module D: Animal Kingdom
STRUCTURE:
know?).
method.

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practice

and the resulting


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There is consistency between the programme and the development of the
classes.
Interdisciplinarity is incorporated into the programme (during activities,
handling contents, etc.).
The methodology promotes motivation and develops the students' skills.
contents.
Application of special measures recommended by the teaching staff in
response to psycho-pedagogical reports.

ACADEMIC RESULTS

SUGGESTIONS FOR
IMPROVEMENT


Students
1

PROGRAMMING SUPPORT FOR SPECIAL EDUCATIONAL NEEDS (SEN)


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2

3

4

5

6

7

8

…
.
.
.

…
…

…
…

…
…

…
…

…
…

…
…

…
…

…


MODULE E: Plant Kingdom


EVALUATION CRITERIA

• Using specific vocabulary for classifying
plants, in both oral and written expression.
Independence and personal
initiative/Intrapersonal
• Turning ideas into action: planning projects
and adjusting them to their capabilities.
Cultural and artistic/Visual-spatial
• Using drawing to represent different types of
plant.

• Understanding the life cycle of a
plant.
• Distinguishing the different parts
of a plant and explaining their
functions.
• Classifying plants according to
their stems.
• Distinguishing between
deciduous and evergreen leaves
and wild and cultivated plants.
• Experimenting with planting a
seed and watching the plant grow.
• Demonstrating a respectful
attitude towards plants and the
environment.
• Identifying the different ways in
which we use plants.

• Acquiring the basic concepts of the
life cycle of a plant.
• Acquiring the vocabulary for the
different parts of a plant and
understanding the function of each
part.
• Distinguishing and categorizing
plants according to their stems.
• Identifying deciduous and
evergreen leaves and wild and
cultivated plants.
• Acquiring knowledge about the
germination and growth of a
cultivated plant through their own
experience.
having a respectful attitude towards
plants and the environment.
• Recognizing the different ways in
which we use plants.

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BASIC SKILL EVALUATION
INDICATORS
• Using specific vocabulary for the
life cycle of plants, their parts and
their classification. (Linguistic
Communication)
• Identifying and giving relevant
information about the natural
sciences. (Knowledge of and
• Responsibly carrying out the tasks
necessary for cultivating a plant.
(Social and Citizenship Skills)
• Take care of a plant through the
different stage of its life cycle.
(Independence and Personal
Initiative)
• Using techniques, resources and
material from various artistic forms
of expression. (Cultural and Artistic
Skills)


CONTENTS
Module E
Lesson 9
• Introduction to the parts of plants and their life cycle. (Concepts)
• Classification of plants according to their characteristic features. (Procedures)
Lesson 10
• Differentiation between wild and cultivated plants. (Concepts)
• Introduction to cultivation. (Procedures)
• Identification of the uses of plants. (Procedures)
Investigate
Put into practice


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LEARNING ACTIVITIES
Lesson 9
Reading a text about the life cycles of plants, the related vocabulary and looking at accompanying images.
Speaking about how a seed turns into a plant and whether these plants are living beings, in response to the given question.
Reading a text about the life cycle of a sunflower and looking at the accompanying image.
Discussing what happens when a seed is planted in the ground, in response to the given question.
Reading a text about flowers and fruits and looking at the accompanying images.
Finding sunflower and apple seeds and drawing them.
Reading the text about parts of a plant and looking at the illustration.
Speaking about the function of each part of the plant response to the given question.
Walking around the area near the school to observe plants and their parts.
Discussing whether all plants have flowers, in response to the given question.
Picking a small plant, drawing its parts and naming them.
Identifying the parts of a plant in an interactive online activity.
Classifying plants: searching for plants near the school like those depicted in the images.
Discussing the difference between various stems, in response to the given question.
Identifying the bush, tree and grass in the image and writing what each thing is.
Reading a text about deciduous plants and looking at accompanying images.
Speaking about what happens to the oak leaves depicted in the images, in response to the given question.
Reading a text about evergreen plants and looking at the accompanying image.
Matching images with the words 'deciduous' and ' evergreen'.
Lesson 10
Reading a text about wild plants and looking at the accompanying image.
Discussing where plants get water from, in response to the given question.
Speaking about what happens to wild plants when it does not rain for a long period of time, in response to the given question.
Reading a text about cultivated plants and looking at the accompanying images.
Speaking about what the people depicted in the images are doing and what they will do with the plants once they are grown, in response to the given question.
Identifying and circling the cultivated plants in the images.
Reading a text about the cultivation of a vegetable patch and looking at the images.
Discussing what is involved in growing a vegetable patch, in response to the given question.
Numbering the images to indicate the correct order of activities when planting and growing a vegetable patch.
Planting a sunflower seed, following the instructions in the text and monitoring its growth afterwards.
Discussing why the seed should not be covered with too much earth, in response to the given question.
Looking at the growth of a plant in an online activity.
Reading a text about the uses of plants and looking at the accompanying image.
Identifying the food that can be seen in the image, in response to the given question.
Speaking about the objects at home that come from plants, in response to the given question.
Identifying and circling the objects of plant origin in the image.

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