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ByME Natural Science 5

(Comunidad de Madrid)

Syllabus Natural Science

Primary stage: Year 5

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Syllabus ByME Natural Science 5 CAM

INDEX Page1. Introduction 32. Methodology 53. Contribution to the development of key competences 64. General Objectives of the stage 75. Course contents and Learning outcomes 86. Values and Attitudes 117. Mixed-ability activities 128. Fostering reading 139. Language Structures 1410. Cooperative Learning 1611. Assessment Rubrics 2312. Assessment in our Educational Project 3113. Assessment of the Teaching-Learning process 3414. Specific methodology in ByME Natural Science 5 CAM 3615. Materials of ByME Natural Science 5 CAM 4416. Measures for students with special needs 5317. Use of information and communication technology 5418. Teaching and organisational resources 5619. Supplementary activities 6020. Didactic Units 61

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1. INTRODUCTION

ByME Natural Science was developed according to the guidelines stated in the following documents:

Decreto 89/2014, de 24 de julio, por el que se establece para la Comunidad de Madrid el Currículo de la Educación Primaria

The General Principles of this stage are the following:

The aim of the Primary Education is to help students learn the principles of oral expression and comprehension, reading, writing, calculation, the acquisition of basic notions of culture, and the habit of coexistence as well as the study and work habits, the artistic sense, creativity and affectivity, in order to ensure an integral formation that contributes to the full development of the students' personality, and to prepare them effectively for Compulsory Secondary Education.

The educational action in this stage will try to integrate the different learning experiences of the students and it will also be adapted to the students' different working paces.

Primary Education is divided into six academic years, which will ordinarily be taught between six and twelve years old, and it is organized in areas, which will have a holistic and integrative approach.

According to the LOMCE, the curriculum is integrated by the objectives of each educational stage; the competences, or skills needed to activate and put into practise the relevant contents of the stage in an integrated way, so as to achieve the realisation of the activities and the effective resolution of complex problems; the contents, or a set of knowledge, abilities, skills, and attitudes which contribute to the achievement of the objectives for each educational stage and the acquisition of the relevant competences; the teaching methodology, ranging from the description of the teaching practices to the organisation of teacher's work; measurable learning outcomes; and the evaluation criteria to assess the level of acquisition of the competences and the achievement of the objectives of each educational stage.

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a) Curriculum: regulation of the elements determining the teaching and learning process for each educational stage.b) Objectives: references to the achievements that the student must attain at the end of the educational process, as a result of the teaching and learning experiences intentionally planned for this purpose.c) Competences: abilities to apply the relevant contents of each educational stage in an integrated way, in order to achieve the correct realisation of the activities and the effective resolution of complex problems. d) Contents: set of knowledge, abilities, skills, and attitudes which contribute to the achievement of the objectives for each educational stage and the acquisition of the relevant competences. The contents are organised into subjects, which are classified into areas, fields and modules, depending on the educational stage, or the programmes students take part in.e) Measurable Learning outcomes: specifications of the evaluation criteria which allow to define the learning results, and specify what the student must know, understand and know how to do, in each area; these standards must be observable, measurable, and assessable and must allow the graduation of the students' achievements. The standards must be designed in order to contribute and facilitate the use of standardized and comparable tests.f) Evaluation criteria: specific references used to assess the students' learning process. They describe whatever it is that must be valued and that students must achieve, both in terms of knowledge and in competences; they respond to what is aimed to achieve in each area.g) Teaching methodology: set of strategies, procedures and actions planned and organized by the teachers, consciously and reflexively, in order to promote the students' learning process and their achievements.

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2. METHODOLOGY

The study of the contents of the area of Natural Science has as its objective the understanding and description both of the world of nature itself and of the man-made world.

The contemplation of a natural phenomenon inevitably triggers questions. Getting the child used to observing and searching for answers is the best system for introducing him/her to the study of science.

The teaching and learning of the sciences provide the student with the opportunity to become familiar with and put into practice the values and behaviour which form the basis of scientific work: observation, analysis, critique, contrast, thought, perseverance, as well as the asking of questions, the creation of hypotheses, the interpretation of data and experimentation.

Furthermore, the knowledge of nature will lead the students to respect it. They will learn to become responsible for the conservation of the environment, the care of living creatures and for their health.

As an area of the block of common-core subjects, the contents, evaluation criteria and learning outcomes for the entire stage are those proposed by the Ministry of Education, Culture and Sport in the Royal Decree 126/2014 of February 28, which establishes the basic curriculum for Primary Education. The Community of Madrid has complemented and given definition to the contents, distributing them, along with the learning outcomes, on a course-by-course basis.

The contents are distributed in a common block which deals with work strategies and study techniques which are applicable to all the courses for this stage and three other blocks, which are repeated in each of the courses.

In the block “The human being and health” the contents related with the anatomy and physiology of the human body is essentially included. The contents of the block “The Living Beings” present the student with the world of plants and animals. The third block, “Material and Energy. Technology, objects and machines” has as its objective the approximation of the students, in an experimental and simple manner, to the study of Physics.

It is essential that the teaching of the contents in this area is done in a very practical manner, using posters, videos, photographs and all those tools that technologies can offer the teacher.It is recommended to use texts about the life of great scientists and discoverers or about the history of inventions which have transformed the life of man. These readings will enrich the knowledge of the students and at the same time will arouse their interest in expanding their knowledge.

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3. CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES

In line with the Recommendation 2006/962/EC, of the European Parliament and Council of 18 December 2006, on Key Competences for Lifelong Learning, this Royal Decree is based on the empowerment of learning through competences, integrated into curricular elements to promote a renewal in educational practice and teaching and learning process. The proposal on new approaches in learning and evaluation, which will involve a significant change about tasks students must solve as well as innovative methodological approaches. The competence supposes a combination of practical skills, knowledge, motivation, ethical values, attitudes, emotions, and other social and behavioural components that are mobilized jointly to achieve an effective action.

The competences are contextualized as a "know-how" that is applied to a variety of academic, social and professional contests.

The denomination of "key competences" defined by the European Union is adopted. It is considered that "key competences" are those which every person requires to his or her self realization and personal fulfilment, as well as to active citizenship, social inclusion and employment. The teacher role is essential since he or she must be able to design tasks on learning circumstances that make possible problem solving, implementation of learned knowledge, and promotion of student's activity.

The Key Competences of the curriculum are as follows:

1. Competence in linguistic communication. (CLC)2. Competence in mathematics, science and technology. (CMST)3. Digital competence. (DC)4. Learning to learn. (L2L)5. Social and civic competences. (SCC)6. Sense of initiative and entrepreneurship. (SIE)7. Cultural awareness and expression. (CAE)

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4. GENERAL OBJETIVES OF THE STAGE

Primary education will contribute to the children’s development of the skills that will enable them to:

a) Understand and appreciate the values and standards of living, learn to act in accordance with them, prepare for active citizenship and respect for human rights and pluralism inherent in a democratic society.

b) Develop individual and team work, effort and responsibility in the study as well as attitudes of self-confidence, critical sense, personal initiative, curiosity, creativity and interest in learning, and entrepreneurship.

c) Acquire skills for the prevention and peaceful resolution of conflict, enabling them to function independently in the family and household, as well as in social groups with which they are associated.

d) Know, understand and respect different cultures and differences between people, equal rights and opportunities for men and women and non-discrimination of people with disabilities.

e) Know and use appropriately the Spanish language and develop reading habits.f) Acquire, in at least one foreign language, skills to enable them to express and understand simple messages and function in

everyday situations.g) Develop basic Maths skills and initiative in solving problems that require elementary operations of calculation, geometry and

estimates, as well as being able to apply to situations in everyday life.h) Know the main features of Natural Science, Social Science, Geography, History and Culture.i) Start using, for learning, the information technology and communication to develop a critical mind to the messages they

receive and produce.j) Use representation and artistic expression and start to build visual and audio-visual proposals.k) Rate hygiene and health, accept their body and that of others, respecting differences and using physical education and sport

to encourage both personal and social development.l) Know and appreciate those animals closest to us and adopt forms of behaviour that contribute to their preservation and care.m) Develop emotional skills in all areas of personality and in their relationships with others and an attitude opposed to violence,

prejudice of any kind and sexist stereotypes.n) Promote road safety education and respectful attitudes that affect the prevention of accidents.

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5. COURSE CONTENTS AND LEARNING OUTCOMES

FIFTH YEAR

The living beings

Internal organization of living beings. Structure of living beings.1. Identifies and describes the structure of living beings: cells, tissues, organs, apparatus and systems, identifying the principal characteristics and functions of each one of them.Classification of living beings: kingdoms (animals, plants, fungus and other kingdoms).2. Identifies and explains the relations between living beings.3. Classifies food chains. Populations, communities and ecosystems.

Ecosystems. Biosphere. Habitats.4. Observes and identifies the principal characteristics and components of an ecosystem.5. Recognizes and explains some ecosystems (meadow, pond, forest, shore and city) and the living beings which live in them.6. Identifies and explains some of the causes of the extinction of species.7. Observes and identifies different habitats of living beings.

Matter and energy. Technology, objects and machinesDifferent forms of energy.8. Identifies and explains some of the principal characteristics of the different forms of energy: mechanical, light, sound, electricity, heat and chemical.

Effects of heat on bodies.9. Observes and explains the effects of heat on the increase in temperature and expansion of some materials.

Sources of energy and raw materials. Renewable and non-renewable energies.10. Identifies and explains some of the principal characteristics of renewable and non-renewable energies, identifying the different sources of energy and raw materials and the source from which they arise.

Utilization of energy. Habits of energetic savings.11. Identifies and explains the benefits and risks related with the utilization of energy: depletion, acid rain and radioactivity.

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Light as a source of energy. Electricity: the electric current.12. Performs different experiences in order to study the properties of commonly-used materials and their behaviour under conditions of light, sound, heat, humidity and electricity.13. Observes some phenomena of electric nature and their effects (light and heat).

Attraction and repulsion of electric charges.14. Knows basic laws which govern some phenomena: the reflection of light.

Electricity in the development of machines. Important inventions and discoveries.15. Observes and identifies the elements of an electric circuit and constructs one.16. Identifies some discovery of Thomas Edison.

Common content for the whole stage

Initiation in scientific activity. Use of diverse sources of information.1. Searches for, selects and organizes concrete and relevant information, analyzes it, obtains conclusions, communicates his/her experience, reflects on the process followed and communicates it orally and in written form.2. Consults and uses written documents, images and graphs.3. Develops suitable strategies for accessing texts of scientific character.

Study and work techniques. Development of work habits. Effort and responsibility.4. Demonstrates autonomy in the planning and execution of actions and tasks and has initiative in the taking of decisions.5. Utilizes, in a suitable manner, the appropriate vocabulary for each block of contents.6. States orally, clearly and in an ordered sequence, contents related with the area, demonstrating the comprehension of oral and/or written texts.

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Utilization of information and communication technologies for searching for and selecting information, simulating processes and presenting conclusions.7. Makes autonomous use of word processing (page adjustment, insertion of illustrations or notes, etcetera).8. Makes use of TICs as a leisure resource.9. Knows and uses the protective measures which must be employed when using TICs.

Planning and implementation of projects and presentation of reports.10. Performs simple experiences and small researches : posing problems, enunciating hypothesis, selecting the necessary material, implementing, deducing conclusions and communicating the results.11. Carries out a project, working individually or as part of a team, and presents a report, using a paper and/or digital format, collecting information from different sources (direct, books and Internet) using different media and communicating the completed experience orally using images and written texts as a basis.12. Presents works in an ordered manner on a paper and digital support individually and as part of a team.

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6. VALUES AND ATTITUDES

Education in values corresponds to the needs of society in which we live. Therefore, it is not considered as another working area, but as an axis that goes over all curricular areas and must be present in the whole educational process.

At this stage, school education aims to develop student's capacities that are considered as essential to become citizens with full rights and duties in the society they live in. This objective does not end in intellectual knowledge integrated into different areas, but it aims to a complete personal development, that is to say, it tries to attend their affective capacities, motor skills, interpersonal relations and social inclusion and performance. With this transversality, students are exposed to values concerned on today's world, bringing students into contact with them, sensitizing and involving them into important issues such as nature defence, world peace, equal opportunities without discrimination by sex, race, etc.

The work on values is included in different units of the project and it aims to that purpose. Its application requires a special approach according to every unit, specially taking into account the kind of contents and activities. Moreover, every area is worked through many different elements. The ultimate objective of working on values in school curriculum, and therefore in our project, is the integral education of the students, which includes from their cognitive development to their integration within changing culture of society they live in, as well as the values of solidarity, cooperation and participation. Considering this purpose, learning methodology on these units can´t come from something apart from students, but it must be based on:

Previous knowledge and experiences. Relationship between equals. Cooperation and participation in the classroom and its environment. Interpolation between units and contents. Working methods to provide, on one hand direct contact with the environment and on the other hand problem posing and

solving as working procedure.

Furthermore, in Natural Science area we have dedicated a specific place for working on values:In ByME Natural Science 5 there is a strong focus on ethics and values, encouraging children to engage with the world

around them, appreciate its complexities and problems, and develop social responsibility.

Fragile world: Pupils are introduced to values and ethics in relation to the scientific project. They are presented with situations designed to encourage reasoning and an engagement with their immediate surroundings, in order for them to internalise feelings of social responsibility. This way scientific knowledge is contextualised and made meaningful for young learners.

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7. MIXED-ABILITY ACTIVITIES

1. The educational intervention on this stage must facilitate the learning of those students than require a special educational provision different from the ordinary as it offers special educational needs linked to physical or psychological disabilities, specific learning difficulties (dyslexia, among them), Attention Deficit and Hyperactivity Disorder (ADHD), high intellectual capacities, late entry into educational system or personal conditions or school transcript. Departments of the Autonomous Communities with competences in education are responsible for taking the necessary steps to identify those students with special learning difficulties and to assess their needs at an early stage.

2. The Department with competences in education will regulate issues listed on Section 1 of this article and will established the appropriate steps for students to achieve the suitable level related to the curriculum competences, in addition to the objectives generally established in Primary Education.

Actividades específicas de refuerzo y ampliación del Proyecto ByME Natural Science 5 (CAM).

Fast Finishers: for those pupils who finish earlier. Helpful tips section with advice to diversify the Teacher's Book activities Cooperative Projects, which can be adapted to each pupil's needs Further reading sections in the Teacher's Book, a brief bibliography for those who would like to deepen their knowledge on

CL. Activity Book activities. Digital Resources activities.

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8. FOSTERING READING

The ByME Natural Science 5 (CAM) proposes various ways to promote reading as a habit and to develop reading comprehension, both through texts and reading activities from Pupil's Book and through support material.Reading is a complex linguistic cognitive process that not only involves the ability of decoding phonemes and graphs, but also the reader capacity to understand and infer texts. Moreover, added to this, students must recognize the great amount of communicative contests and the intentionality in which texts are situated.

In Primary, reading is a key element from which other leanings are raised and its most favourable acquisition makes students successfully develop themselves in school and everyday life, as well as to build up their personality.

At the beginning of this stage, students are still in development of reading skills and abilities. Handling and mastering these diverse reading capacities will lead students to achieve the decisive objective of reading instruction: to read efficiently.

Beyond teaching functional use of reading at an early age (teaching decoding ability and other comprehensive strategies) as well as to improve capacities throughout Primary Stage, it is essential to awaken the interest of students on reading and to foster its habit and enjoyment.

As regard to resources, down below, it is explained in detail the project proposals for working on reading and comprehension in the Natural Science area.

Pupil's Book y Activity Book: Reading texts throughout the unit Teacher's Book: Further reading sections Introduction to school library use.

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9. LANGUAGE STRUCTURES IN BYME NATURAL SCIENCE 5 (CAM)UNIT STRUCTURES VOCABULARY

0 present simple for facts, habits, routines question forms can/can’t for ability

vocabulary to describe the natural world and energy

1 question forms relative pronouns: which, what, where, when question forms and short answers questions in present simple tense short answers

describing describing animals listening for specific information scientific terms: cell, nucleus, chloroplast reading for comprehension and specific information classifying and ordering collaborative language comparing and contrasting plurals: fungus/fungi; bacterium/bacteria;

virus/viruses

2 irregular plurals comparisons and superlatives

describing pictures: at the top, at the bottom, on the left, on the right

listening for specific information irregular plurals: deer, fish, mice, geese spelling rules in plural nouns: bushes, communities punctuation: commas reading for specific information reading for comprehension speaking skills: collaborating in class and problem

solving following instructions

3 first conditional making predictions and giving opinions collective nouns: school, flock, herd listening for specific information preposition: such as writing a factual report speaking skills: collaborating in class and problem

solving following instructions reading for specific information

4 first conditional speaking skills: giving an opinion14


reading for comprehension and for specific information •

listening for specific information vocabulary related to energy sources speculation speaking skills: dialogues following instructions explaining concepts

5 reading skills asking questions describing images identifying objects matching headings to paragraphs listening for specific information reading for comprehension and specific information speculation presenting ideas collaborating in class and problem solving following instructions asking for and providing information speaking skills writing skills listening skills

6 describing images asking questions speculation identifying objects reading for comprehension and for specific information listening for specific information vocabulary related to materials and electricity reading for comprehension and specific information presenting ideas reading instructions giving instructions asking for information speaking skills writing skills reading skills

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listening skills

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10. COOPERATIVE LEARNING

What is Cooperative Learning?

Cooperative Learning (CL) is an educational situation in which students are required to work together in small groups or teams to support each other in order to improve their learning and that of others.CL goes beyond merely seating students together; simply telling them they are a group does not mean they will cooperate effectively. For students to behave cooperatively, and to reach their full potential within a group or team, they will need some essential elements.

1. Positive interdependenceStudents perceive that they need each other in order to complete the group’s task. Every pupil in a small group must contribute to the learning of the group, and each member needs the others to complete the task. We can enhance positive interdependence by establishing mutual goals which “will help each student to learn and make sure all other team members learn”.

2. Individual accountability“Each student’s performance is assessed and the results are given to that student and the rest of the members of the group”. Therefore each member of the group is responsible for completing their part of the work and must develop a sense of personal responsibility towards him or herself and the rest of the group, because individual performance will affect not only one’s own result, but also the rest of the members’ results.

3. Promotive interaction“Students promote each other’s learning by helping, sharing, and encouraging efforts to learn”. CL implies face-to-face interaction. Students need not only to discuss and agree but also to produce a piece of work through combined effort, because Cooperative Learning is not about working individually and make a ‘cut-and-paste’ final product.

4. Social abilitiesStudents need interpersonal skills in order to be successful. Some of them are:

- Effective leadership- Decision-making- Trust-building- Communication- Conflict resolution

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- Helping and asking for help- Organisation- Self-esteem and self-confidence

Our students aren’t born knowing how to behave in a group. We have to teach them, giving them models, and opportunities to practise these skills.

5. Group processingDeveloping CL methodology is not easy at first, nor are the effects immediate. Difficulties within the groups, resources and management may arise. That is why formative assessment is needed. This assessment involves both teachers and students.One way of structuring group assessment is by:

- Listing at least three member actions that helped the group be successful (students).- Listing at least one action that could make the group even more successful (students).- Monitoring the groups and giving feedback on how well the groups are working together and the class as a whole (teacher)

We need to know the strong and weak points in order to make the right decisions and develop the methodology in the right direction.

The benefits of using CL are supported by theory and are well-established by classroom research.There are several reasons why CL works as well as it does:

- Students learn more by doing something active than by simply watching and listening, and CL is by nature an active method.

- Cooperation enhances learning. Less confident students working individually tend to give up when they get stuck, but when working as a part of a team they keep going.

- When strong students help and work together with less confident students, they often find gaps in their understanding and fill them in.

- Students working alone may tend to delay or skip their assignments, but when they work as a part of a team and realise that others are counting on them, they will often feel more motivated and do the work in a timely manner.

Nevertheless, we should never forget that the benefits of CL are not automatic, and it takes time to work in a cooperative way.

Cooperative Learning structuresOnce the teacher has determined the objective of the lesson, he or she can select a structure that will provide the optimal learning experience for the student in a cooperative context. Learning structures are available for almost any learning situation.

There are two structures we can use when we want our students to get to know each other: Round robin and Corners.

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Round robinEach student, in turn, shares something with his or her teammates.This structure is very useful when we want our students to express ideas and opinions. It guaranties equal participation.CornersEach student moves to a corner of the room representing an alternative. Students discuss within corners, then listen to and paraphrase ideas from other corners.We use this structure when we want our students to see alternative hypotheses, values, and take problem-solving approaches.

When we want our students to focus on information is the objective of the lesson, Pairs check and Numbered heads together are an excellent choice.

Pair checkStudents work in pairs within their teams. As one solves a problem, the other coaches. After every second problem, the pair checks to see if they have the same answers as the other pair. This structure will help our students to practice praising and asking for help within their teams.

Numbered heads togetherStudents are placed in their teams and each student is given a number (from one to the maximum number in each team). The teacher poses a question and students “put their heads together” to figure out the answer. The teacher calls a specific number to respond as spokesperson for the group.This strategy ensures that each member of the group knows the answer.

If we want our students to understand concepts, we can use the Three-step interview, Think-pair-share, and Team word-webbing structures.

Three-step interviewStudents interview each other in pairs, first one way and then the other. Each student shares with the group information they learnt in the interview.

Think-pair-shareStudents reflect by themselves on a topic provided by the teacher. Then, they pair up with another student to discuss it. Finally, they share their thoughts with a bigger group: their team or the whole class.This cooperative structure is very useful to generate and revise hypotheses or to promote inductive and deductive reasoning.

Team word-webbing

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Students write simultaneously on a piece of chart paper, drawing main concepts, supporting elements and bridges representing the relations of ideas in a concept.This cooperative structure will help the students to analyse concepts into components and understand the multiple relationships between different concepts or ideas.

There are other structures like the Roundtable, Jigsaw, and Cooperative project that can be used in almost any learning situation.

RoundtableEach student, in turn, writes one answer as a paper and a pencil are passed around the group. With Simultaneous roundtable, more than one pencil and paper are used at once.This cooperative structure will enable the teacher to assess prior knowledge and will enable the students to practise team-building skills and information recall.

JigsawEach student on the team becomes an “expert” on one topic by working with members from other teams assigned the corresponding topic. Upon returning to their teams, each student, in turn, teaches the group.All students are assessed on all topics.This structure can be used when the objectives of the activity are the acquisition and presentation of new material, or revision of different contents.

Cooperative projectStudents work in groups to produce a particular group product to share with the whole class; each student makes a particular contribution to the group.This structure involves learning and sharing complex material, often from multiple sources, as well as conflict resolution and presentation skills.

The teacher’s role in Cooperative LearningTeachers should reinforce and help the pupils to know how to work in a group:a. Taking care of the different cooperative skills the pupils will need to manage in order to work together effectively and efficiently. This is essential because all the elements derived from social interaction in the classroom depend on these cooperative skillsb. Turning social interaction into promotive interaction. Teachers should make pupils reflect on the way they address their group mates: what they mean and how they sound.c. Creating opportunities for inter-individual information intake (or processing) making them aware of their individual accountability.d. Contemplating group assessment as an instrument for cooperative reflection to ensure the improvement of the cooperative structure. Teachers should help pupils identify their weak and strong points as a group and take the necessary actions.

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Cooperative skillsCooperative skills can be classified as (Johnson, Johnson, & Holubec, 2008):

Organisation skills: those related to group formation and organisation as well as establishing behavioural rules.- Encouraging every member to participate- Turn-taking- Forming groups quickly with minimum noise- Staying in the group- Managing noise level- Respecting other members’ personal space- Taking care of materials- Paying attention to the person talking- Respecting everybody’s opinions

Working out skills: those devoted to completing the tasks and keeping efficient working relationships within the group.- Reflecting on more efficient procedures- Guiding task procedures- Defining the purpose of the task- Establishing time limits- Expressing approval- Asking for help- Paraphrasing others’ ideas- Resolving conflicts- Making shared decisions by negotiating and reaching a consensus

Formulation skills: those needed for a deep understanding of the concepts the students have acquired.- Summarising- Correcting others and adding information- Scaffolding with previously-seen concepts- Creating memorisation strategies- Checking understanding- Explaining how the task should be done

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Processing skills: those targeted as raising sociocognitive awareness to cultivate a more in-depth understanding. For example:- Discussing ideas- Integrating different ideas in one conclusion- Improving the answers of other group members- Verifying and contrasting the work produced with the instructions given

Team formationTeachers should form the teams rather than letting the students to choose their teammates.One of the fundamental aspects in structuring CL activities is the size of the groups. Ideally, form teams of 3-4 students. Pair work doesn’t usually produce the diversity of ideas and approaches common to CL. In teams of five or more, some students are likely to be inactive.Make the teams heterogeneous in ability level. In heterogeneous groups, the weaker students learn from others, and the stronger students gain a deeper understanding of the subject by teaching it to their peers.

The Cooperative Learning sessionThere should be four different stages in every CL session:1. ActivationThis stage works as a warm-up. It is the moment for eliciting previous knowledge about the topic.2. IntroductionThe teacher introduces new content. This is the moment for giving instructions and explaining the ‘why’.3. DevelopmentAt this stage teamwork comes into action according to the strategies designed by the teacher.4. FeedbackThe feedback will provide very useful information to the teacher, who checks if the contents have been properly acquired.

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And last but not least…- If you’ve never used CL, consider starting with small group activities in class. Once you’re comfortable with that, try a group project or assignment, up to a level of CL with which you are comfortable.- At the start of the course, explain to students what they’ll be doing in teams, what procedures you’ll follow, and what your expectations are.- Make team assignments more challenging than traditional individual assignments. CL works best for challenging problems and activities that require higher-level thinking skills.- A term assessment is essential to find out how students feel about teamwork. Ask the students to reflect on what works and doesn’t work in their team.If many teams are experiencing the same problem, spend some time in class on the relevant cooperative skills. Most of the time, however, the assessment will show that most teams are working well. - Expect initial resistance from students.

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11. ASSESSMENT RUBRICS

Specific Contents for the Fifth Year of Primary

LEARNING OUTCOMES

Levels of acquisition1 Qualification (maximum 4)

In the course of being acquired (1)

Acquired (2) Advanced (3) Excellent (4)

1. Identifies and describes the structure of living beings: cells, tissues, organs, apparatus and systems, identifying the principal characteristics and functions of each one of them.

Makes efforts to identify the structure of living beings, their principal characteristics and functions, although he/she experiences many difficulties.

Identifies and describes the structure of some living beings, identifying several characteristics and functions of each one of them, although he/she experiences some difficulties.

Identifies and describes the structure of most living beings, identifying many characteristics and functions of each one of them, without too much difficulty

Identifies and describes the structure of living beings, identifying all the characteristics and functions of each one of them, without any difficulty.

2. Identifies and explains the relations between living beings.

Tries to identify and explain the relations between living beings, although he/she experiences many difficulties.

Identifies and explains the relations between living beings, although he/she experiences some difficulties.

Identifies and explains the relations between living beings, without too much difficulty.

Identifies and explains the relations between living beings, without any difficulty.

3. Classifies food chains. Populations, communities and ecosystems.

Makes efforts to classify food chains. Understands the concepts of populations, communities and ecosystems, although he/she experiences many difficulties.

Classifies food chains. Understands the concepts of populations, communities and ecosystems with some difficulties.

Classifies food chains. Understands the concepts of populations, communities and ecosystems easily.

Classifies food chains. Understands the concepts of populations, communities and ecosystems perfectly.

4. Observes and identifies the principal characteristics and

Aims to observe and identify characteristics and

Observes and identifies some characteristics and components of an

Observes and identifies many characteristics and components of an

Observes and identifies the principal characteristics and

1 Other assessment standards: D-C-B-A; Sufficient -Average-Above average-Excellent; Numerical, etc.24


LEARNING OUTCOMES

Levels of acquisition Qualification (maximum



components of an ecosystem.

components of an ecosystem.

ecosystem. ecosystem. components of an ecosystem completely.

5. Recognizes and explains some ecosystems (meadow, pond, forest, shore and city) and the living beings which live in them.

Tries to recognize and explain the concept of ecosystems and the living beings which live in them, although he/she experiences many difficulties.

Recognizes and explains some ecosystems and the living beings which live in them.

Recognizes and explains ecosystems and the living beings which live in them without much problem.

Recognizes and explains some ecosystems and the living beings which live in them perfectly.

6. Identifies and explains some of the causes of the extinction of species.

Identifies and explains with effort some of the causes of the extinction of species.

Identifies and explains some of the causes of the extinction of species.

Identifies and explains many of the causes of the extinction of species.

Identifies and explains all causes of the extinction of species.

7. Observes and identifies different habitats of living beings.

Tries to observe and identify different habitats of living beings.

Observes and identifies different habitats of living beings with some effort.

Observes and identifies many habitats of living beings.

Observes and identifies different habitats of living beings, without any difficulty.

8. Identifies and explains some of the principal characteristics of the different forms of energy: mechanical, light, sound, electricity, heat and chemical.

Makes effort to identify and explain the characteristics of the different forms of energy: mechanical, light, sound, electricity, heat and chemical.

Identifies and explains some of the principal characteristics of the different forms of energy: mechanical, light, sound, electricity, heat and chemical.

Identifies and explains many of the principal characteristics of the different forms of energy: mechanical, light, sound, electricity, heat and chemical.

Identifies and explains the principal characteristics of the different forms of energy: mechanical, light, sound, electricity, heat and chemical, without any difficulty.

9. Observes and explains the effects of heat on the increase in temperature and expansion of some materials.

Tries to observe and explain the effects of heat on the increase in temperature and expansion of some materials.

Observes and explains the effects of heat on the increase in temperature and expansion of some materials.

Observes and explains the effects of heat on the increase in temperature and expansion of many materials.

Observes and explains the effects of heat on the increase in temperature and expansion of all materials explained.

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LEARNING OUTCOMES




10. Identifies and explains some of the principal characteristics of renewable and non-renewable energies, identifying the different sources of energy and raw materials and the source from which they arise.

Aims to observe and explain the characteristics of renewable and non-renewable energies, identifying the different sources of energy and raw materials and the source from which they arise.

Identifies and explains some of the principal characteristics of renewable and non-renewable energies, identifying the different sources of energy and raw materials and the source from which they arise, although he/she experiences some difficulties.

Identifies and explains many of the principal characteristics of renewable and non-renewable energies, identifying the different sources of energy and raw materials and the source from which they arise, without much problem.

Identifies and explains the principal characteristics of renewable and non-renewable energies, identifying the different sources of energy and raw materials and the source from which they arise without any difficulty.

11. Identifies and explains the benefits and risks related with the utilization of energy: depletion, acid rain and radioactivity.

Identifies and explains the benefits and risks related with the utilization of energy: depletion, acid rain and radioactivity, although he/she experiences many difficulties.

Identifies and explains some benefits and risks related with the utilization of energy: depletion, acid rain and radioactivity.

Identifies and explains many benefits and risks related with the utilization of energy: depletion, acid rain and radioactivity.

Identifies and explains the benefits and risks related with the utilization of energy: depletion, acid rain and radioactivity, without any difficulty.

12. Performs different experiences in order to study the properties of commonly-used materials and their behaviour under conditions of light, sound, heat, humidity and electricity.

Tries to perform different experiences in order to study the properties of commonly-used materials and their behaviour under conditions of light, sound, heat, humidity and electricity.

Performs different experiences in order to study the properties of commonly-used materials and their behaviour under conditions of light, sound, heat, humidity and electricity, although he/she experiences some difficulties.

Performs different experiences in order to study the properties of commonly-used materials and their behaviour under conditions of light, sound, heat, humidity and electricity, without much problem.

Performs different experiences in order to study the properties of commonly-used materials and their behaviour under conditions of light, sound, heat, humidity and electricity, without any difficulty.

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LEARNING OUTCOMES




13. Observes some phenomena of electric nature and their effects (light and heat).

Aims to observe some phenomena of electric nature and their effects (light and heat).

Observes some phenomena of electric nature and their effects (light and heat), although he/she experiences some difficulties.

Observes some phenomena of electric nature and their effects (light and heat), without much problem.

Observes some phenomena of electric nature and their effects (light and heat), perfectly.

14. Knows basic laws which govern some phenomena: the reflection of light.

Knows basic laws which govern some phenomena: the reflection of light, although he/she experiences many difficulties

Knows basic laws which govern some phenomena: the reflection of light, although he/she experiences some difficulties.

Knows basic laws which govern some phenomena: the reflection of light, without much problem.

Knows basic laws which govern some phenomena: the reflection of light, without any difficulty.

15. Observes and identifies the elements of an electric circuit and constructs one.

Observes and identifies the elements of an electric circuit and constructs one, although he/she experiences many difficulties

Observes and identifies the elements of an electric circuit and constructs one, although he/she experiences some difficulties.

Observes and identifies the elements of an electric circuit and constructs one, without much problem.

Observes and identifies the elements of an electric circuit and constructs one, perfectly.

16. Identifies the discoveries of Thomas Edison.

Tries to identify the discoveries of Thomas Edison.

Identifies some discoveries of Thomas Edison.

Identifies many discoveries of Thomas Edison.

Identifies all the discoveries of Thomas Edison explained.

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Common contents for the whole stage

LEARNING OUTCOMES

Levels of acquisition2 Qualification (maximum 4)In the course of being

acquired (1) Acquired (2) Advanced (3) Excellent (4)

1. Searches for, selects and organizes concrete and relevant information, analyzes it, obtains conclusions, communicates his/her experience, reflects on the process followed and communicates it orally and in written form.

1. Searches for, selects and organizes concrete and relevant information, analyzes it, obtains conclusions, communicates his/her experience, reflects on the process followed and communicates it orally and in written form although he/she experiences many difficulties

1. Searches for, selects and organizes concrete and relevant information, analyzes it, obtains conclusions, communicates his/her experience, reflects on the process followed and communicates it orally and in written form , although he/she experiences some difficulties.

1. Searches for, selects and organizes concrete and relevant information, analyzes it, obtains conclusions, communicates his/her experience, reflects on the process followed and communicates it orally and in written form, without too much difficulty.

1. Searches for, selects and organizes concrete and relevant information, analyzes it, obtains conclusions, communicates his/her experience, reflects on the process followed and communicates it orally and in written form, without any difficulty.

2. Consults and uses written documents, images and graphs.

2. Consults and uses written documents, images and graphs although he/she experiences many difficulties.

2. Consults and uses written documents, images and graphs, although he/she experiences some difficulties.

2. Consults and uses written documents, images and graphs, without too much difficulty.

2. Consults and uses written documents, images and graphs, without any difficulty.

3. Develops suitable strategies for accessing texts of scientific character.

3. Develops suitable strategies for accessing texts of scientific character although he/she experiences many difficulties.

3. Develops suitable strategies for accessing texts of scientific character, although he/she experiences some difficulties.

3. Develops suitable strategies for accessing texts of scientific character, without too much difficulty.

3. Develops suitable strategies for accessing texts of scientific character, without any difficulty.

4. Demonstrates autonomy in the planning and execution of actions and tasks and has initiative in the taking of decisions.

4. Demonstrates autonomy in the planning and execution of actions and tasks and has initiative in the taking




2Other assessment standards: D-C-B-A; Sufficient -Average-Above average-Excellent; Numerical, etc.28


LEARNING OUTCOMES

Levels of acquisition Qualification (maximum 4)In the course of being


of decisions although he/she experiences many difficulties.

of decisions, although he/she experiences some difficulties.

of decisions, without too much difficulty.

of decisions, without any difficulty.

5. Utilizes, in a suitable manner, the appropriate vocabulary for each block of contents.

5. Utilizes, in a suitable manner, the appropriate vocabulary for each block of contents although he/she experiences many difficulties.

5. Utilizes, in a suitable manner, the appropriate vocabulary for each block of contents, although he/she experiences some difficulties.

5. Utilizes, in a suitable manner, the appropriate vocabulary for each block of contents, without too much difficulty.

5. Utilizes, in a suitable manner, the appropriate vocabulary for each block of contents, without any difficulty.

6. States orally, clearly and in an ordered sequence, contents related with the area, demonstrating the comprehension of oral and/or written texts.

6. States orally, clearly and in an ordered sequence, contents related with the area, demonstrating the comprehension of oral and/or written texts although he/she experiences many difficulties.

6. States orally, clearly and in an ordered sequence, contents related with the area, demonstrating the comprehension of oral and/or written texts, although he/she experiences some difficulties.

6. States orally, clearly and in an ordered sequence, contents related with the area, demonstrating the comprehension of oral and/or written texts, without too much difficulty.

6. States orally, clearly and in an ordered sequence, contents related with the area, demonstrating the comprehension of oral and/or written texts, without any difficulty.

7. Makes autonomous use of word processing (page adjustment, insertion of illustrations or notes, etcetera).

7. Makes autonomous use of word processing (page adjustment, insertion of illustrations or notes, etcetera, although he/she experiences many difficulties.

7. Makes autonomous use of word processing (page adjustment, insertion of illustrations or notes, etcetera) , although he/she experiences some difficulties.

7. Makes autonomous use of word processing (page adjustment, insertion of illustrations or notes, etcetera), without too much difficulty.

7. Makes autonomous use of word processing (page adjustment, insertion of illustrations or notes, etcetera), without any difficulty.

8. Makes use of TICs as a leisure resource.

8. Tries to use TICs as a leisure resource.

8. Makes use of TICs as a leisure resource, although he/she experiences some difficulties.

8. Makes use of TICs as a leisure resource, without too much difficulty.

8. Makes use of TICs as a leisure resource, without any difficulty.

9. Knows and uses the protective measures





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LEARNING OUTCOMES



which must be employed when using TICs.

which must be employed when using TICs, although he/she experiences many difficulties.

which must be employed when using TICs, although he/she experiences some difficulties.

which must be employed when using TICs, without too much difficulty.

which must be employed when using TICs, without any difficulty.

10. Performs simple experiences and small researches: posing problems, enunciating hypothesis, selecting the necessary material, implementing, deducing conclusions and communicating the results.

10. Performs simple experiences and small researches: posing problems, enunciating hypothesis, selecting the necessary material, implementing, deducing conclusions and communicating the results, although he/she experiences many difficulties.

10. Performs simple experiences and small researches: posing problems, enunciating hypothesis, selecting the necessary material, implementing, deducing conclusions and communicating the results, although he/she experiences some difficulties.

10. Performs simple experiences and small researches: posing problems, enunciating hypothesis, selecting the necessary material, implementing, deducing conclusions and communicating the results, without too much difficulty.

10. Performs simple experiences and small researches: posing problems, enunciating hypothesis, selecting the necessary material, implementing, deducing conclusions and communicating the results, without any difficulty.

11. Carries out a project, working individually or as part of a team, and presents a report, using a paper and/or digital format, collecting information from different sources (direct, books and Internet) using different media and communicating the completed experience orally using images and written texts as a basis.

11. Carries out a project, working individually or as part of a team, and presents a report, using a paper and/or digital format, collecting information from different sources (direct, books and Internet) using different media and communicating the completed experience orally using images and written texts as a basis, although he/she experiences many

11. Carries out a project, working individually or as part of a team, and presents a report, using a paper and/or digital format, collecting information from different sources (direct, books and Internet) using different media and communicating the completed experience orally using images and written texts as a basis, although he/she experiences some

11. Carries out a project, working individually or as part of a team, and presents a report, using a paper and/or digital format, collecting information from different sources (direct, books and Internet) using different media and communicating the completed experience orally using images and written texts as a basis, without too much difficulty.

11. Carries out a project, working individually or as part of a team, and presents a report, using a paper and/or digital format, collecting information from different sources (direct, books and Internet) using different media and communicating the completed experience orally using images and written texts as a basis, without any difficulty.

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LEARNING OUTCOMES


acquired (1) Acquired (2) Advanced (3) Excellent (4)difficulties. difficulties.

12. Presents works in an ordered manner on a paper and digital support individually and as part of a team.

12. Presents works in an ordered manner on a paper and digital support individually and as part of a team, although he/she experiences many difficulties.

12. Presents works in an ordered manner on a paper and digital support individually and as part of a team, although he/she experiences some difficulties.

12. Presents works in an ordered manner on a paper and digital support individually and as part of a team, without too much difficulty.

12. Presents works in an ordered manner on a paper and digital support individually and as part of a team, without any difficulty.

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12. ASSESSMENT IN OUR EDUCATIONAL PROJECT

12.A) ASSESSMENT TOOLS

Formative assessment (Informal) Teacher’s evaluation of the unit Revise sections at the end of each unit. Term review sections at the end of every term.

Summative assessment (Formal) Diagnostic test: provides an overview of the unit and allow you to assess the students’ prior knowledge. End-of-unit test: in addition to the Review section at the end of each unit, this summative test can be used to evaluate students’

progress after studying the unit content. End-of-Term test: makes it possible to assess the pupil's progress throughout the term.

Self- assessment Self-evaluation section at the end of each unit

Rubrics ByME Natural Science 5 Rubrics

12.B) TYPES OF EVALUATION Initial evaluation (Diagnostic): Al the beginning of each course of Primary Education, teachers will carry out an initial

evaluation of students, which will allow them to take the right decisions and relevant measures related to reinforcement. Continuous evaluation (Formative): Continuous evaluation will have a formative character. Its aim will be to assess the

teachers and to help students in the teaching and learning processes, as well as to adopt the relevant decisions to help them overcome any possible difficulties.

Final evaluation (Accumulative): At the end of each school year, teachers will carry out the final assessment of the students' results. This assessment of the academic results will be recorded in the evaluation documents including the relevant marks, both positive and negative.

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Individual assessment of the Third year of Primary Education: The schools will do an individual assessment to all the students at the end of the third year of Primary Education, checking their mastery of the skills and abilities in oral and written expression and comprehension, calculation and problem solving, related to the level of acquisition of both linguistic communicative competence and mathematical competence.

Final Assessment of Primary Education: At the end of the sixth year of Primary Education, students will do an end-of-stage individual assessment, where teachers will check the level of acquisition of the competence in linguistic communication, and of the competence in mathematics, science and technology, as well as the achievement of the objectives of the stage.

12.C) QUALIFICATION AND PROMOTION CRITERIAThe teacher/department will assess the level of consecution of the intended objectives applying the methodology, bearing in mind the acquisition of the key competences, the evaluation criteria and using the different resources of evaluation. The qualification will be established by analysing the learning process and the progress in the activities and tasks done by the students. For that purpose, the teacher/department will take into account and will qualify the aspects below in the following way:

Evaluation Resources % Observations

According to Royal Decree 126/2014 of 28 February, the students will pass to the following course or stage as far as it is considered that they have achieved the objectives of the course or stage, and that they have reached the level of acquisition of the corresponding competences. Otherwise, they will be allowed to repeat a school year only once throughout the stage, with a specific reinforcement plan.For that purpose, teachers will bear in mind the following Promotion Criteria:

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Promotion Criteria Observations

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13. ASSESSMENT OF THE TEACHING-LEARNING PROCESS

COURSE: ______ GROUP: ______ EVALUATION3 1ª 2ª 3ª

13.1. TEACHING TEAM COORDINATION DURING THE QUARTERNumber of coordination meetings held: ______Attendance index4: _______Number of evaluation sessions held: ______Attendance index: ______Comments:

13.2. TEACHING PROGRAMME ADJUSTMENTLesson number during the quarter:

ÁREAS

Lessons planned

Lessons taught

Percentage

3 Mark the corresponding option.4 Obtained from the arithmetic average of meetings held indexes, by dividing number of teachers attending each meeting among the total number of members of teaching team.

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Teaching organization and methodology:

INDICATORS ASSESSESMENT5

1 2 3 4

a) Spaces

b) Times

c) Teaching materials and resources

d) Groupings

e) Other (specify)

Comments:

Suitability of evaluation tools used:

Other highlights:

5 4 being the highest rating and 1 the lowest.

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14. SPECIFIC METHODOLOGY IN BYME NATURAL SCIENCE 5 CAM

ByME Natural Science is a six-level course for pupils studying the subject of Natural Science in a bilingual context. Level 5 is for pupils in year 5 of Primary.

AIMS OF THE COURSEThe course follows the Natural Science syllabus as laid out by the LOMCE. It is an introduction to the natural sciences, leading learners through their first experiences of Biology, Chemistry and Physics. ByME Natural Science aims to develop pupils’ scientific knowledge and language skills. Given the challenge of teaching Natural Science in a bilingual classroom, it is important that language does not overwhelm the content, nor vice versa. For that reason, this programme was designed to ensure a unique balance between language and content.The guiding principles are simplicity and motivation – ByME NaturalScience is interesting and engaging for the pupils and user-friendly for the teacher. It features:• A simple, fixed unit structure to ensure easy navigation.• A fresh and clear design with a dynamic mix of age-appropriate illustrations and attractive photography, providing visual aids that facilitate comprehension.• A focus on scientific method in order to develop pupils’ investigative and presentation skills.• A real sense of progression through the levels with a fun, accessible feel to the early levels – with songs, characters and stories – and a more mature and scientific approach in higher levels, a clear bridge to Secondary.• Flexibility, with many extra, non-content pages, allowing for easy adaptation to specific teaching situations.• Scientific literacy instruction to support content learning in English through reading, writing, speaking and listening activities.• A wide range of additional resources.This course also aims to address the children’s education beyond the scope of Natural science through:• Activities designed to prepare children for the question types found in the most common external exams.• Study skills sections where children are introduced to techniques for improving their learning.• Cooperative Learning projects designed to instil collaboration and teamwork as important life skills.• A strong focus on ethics and values, encouraging children to engage with the world around them, appreciate its complexities and problems, and develop social responsibility.• Attention to higher-order thinking skills to give children opportunities to apply what they know.• Problem-based activities to encourage critical thinking.

CLASSROOM MANAGEMENT37


AssessmentFormative and summative assessments are essential in any Science class. In order to develop scientific competences, pupils need to reflect on their work as well as the work of others. In addition to the printable tests available in the Digital resources, there are also evaluation sheets for each unit to help keep track of your pupils’ progress. These are fully compliant with the evaluation criteria and learning standards as set out by the Spanish curriculum.

Classroom managementAs with all ages, the establishment of clear rules for behaviour is key to successful classroom management. As the pupils are now older and more mature, encourage them to participate in the process of establishing these rules. You may want to explain to pupils that, as in society, they have rights and responsibilities in their Science class. Elicit ideas from the pupils about the rights they feel they should have and the responsibilities they need to accept so that everyone can share those same rights. Possible rights and responsibilities include: 1. I have the right to share my ideas. I have the responsibility to listen to the ideas of others. 2. I have the right to feel safe sharing my work. I have the responsibility to contribute constructive criticism. 3. I have the right to use a variety of resources in my work. I have the responsibility to take care of those resources and to use them safely.

Classroom organisation The physical arrangement of the classroom varies greatly from school to school and from teacher to teacher. Often, many different specialist teachers share one classroom and need to be sensitive to the needs of their fellow teachers. Depending on the extent of Cooperative Learning it can be important that pupils are seated in groups of four to six in order to share ideas and complete projects in pairs or small groups. If the classroom is set up in rows, pupils can be taught to move their desks quickly and quietly into groups at the beginning of class. It is a routine that needs to be practised but one that can easily be mastered. Some activities can be completed whilst seated in rows. Time management Many pupils have limited time for their Science class each week. This means that the teacher needs to have all the materials prepared before class and establish procedures and routines in order to use the time effectively. Opening and closing activities can be shortened and lengthened depending on the time allotted for Science class. Holidays, excursions and absent pupils can interfere with the rhythm of the class. If needed, some activities from Analyse and organise, Fragile world or Revise can be sent home as homework.

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ProceduresListening routineUse a quick and simple chant to get pupils’ attention.Teacher: 1, 2, 3. Look at me.Pupil: 1, 2. I’m looking at you.

Attention routineSometimes during class, the teacher may need to stop the pupils in order to give them further instructions. Many pupils find it difficult to stop working and choose to keep reading, writing, discussing, etc. Using a bell, xylophone or other musical instruments can be useful in getting pupils’ attention, or the teacher can use a quick chant:I’ve got something important to say.Put your hands on your (head) and look my way.Pupils are to leave their work and put their hands on their head. The teacher can change the word head for other parts of the body ( knees, shoulders, etc.).

Moving desks procedureDesign a seating arrangement that will require the least amount of moving. Have pupils practise moving their desks quickly, quietly and carefully from rows to groups and back to rows again. Placing coloured tape on the floor can be helpful.

Distributing materials procedureDesign a procedure for handing out materials. A helper (or helpers) can be selected every week to help hand them out. This role can be used as a reward for good behaviour.

Cleaning up procedureDesign a cleaning up procedure for different types of science projects. Helpers can be useful in this procedure. There are many cleaning up songs on YouTube. You can choose one and play it while pupils clean up.

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HELPFUL TIPS

The following tips are arranged as an activity bank and will help you to get the most out of the ByME educational materials, add diversity to your classes, and maintain your pupils engaged and motivated.

Presenting key contentThe ByME Pupil’s Books for Level 5 present large amounts of information in both textual and visual formats. At this level, pupils continue to develop their literacy skills. To encourage active participation and develop confidence at this level, teachers are recommended to use a variety of reading activities to help pupils develop fluency and confidence while reading. There are a variety of activities that can be done before, during and after reading to help pupils get the most out of the text.

Before readingSkimming and scanning: The teacher asks pupils to look at the pictures on the page and scan the text for key words. Then the pupils make predictions about what they will be reading about.Word meanings: Pupils look through the text to find unfamiliar words. These words can be defined by other pupils, the teacher or with the use of a dictionary.

During readingCause and effect: Pupils look for examples of cause and effect in the text. The cause explains why something happened. The effect is the description of what happened.Cloze reading: The teacher reads the text and pauses at key words to have the pupils read the word that follows.Jigsaw comprehensions: Prepare two versions of a text taken or adapted from the Pupil’s Book. Pupil A has information about a topic but questions about a different topic. Pupil B has the complimentary text and questions for Pupil A’s text. The pupils read their text and then their questions about the other text. Their partners then correct their work together.Small group reading: Pupils are divided into small groups. The groups can be heterogeneous to allow stronger readers to support other pupils. Or the groups can be homogeneous and the teacher can work with the group of readers that need more support.Listening: The teacher reads the text with clear intonation and pronunciation while the pupils follow along in their books.Main idea: Pupils look for the sentence that describes the main idea of the paragraph. Order reading: The teacher instructs pupils of the order in which they will read the text. One pupil reads one sentence. The next pupil reads the following and so forth. Pair work gap fills: Prepare two versions of a text taken or adapted from the Pupil’s Book. Remove key vocabulary from the text making sure the missing words are different in the two versions. Ask the pupils to work with a partner to find the missing words by asking each other questions. Pupil A: What is a disadvantage of biomass? Pupil B: It causes air pollution. Pupil B: What is the advantage of using biomass? Pupil A: It will never run out.

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Partner reading: Pupils read with a partner. Each pupil takes turn reading and listening. Re-reading: Reading texts multiple times is an important activity that can promote better understanding of the main concepts, increase fluency and ensure participation from all pupils. Silent reading: Pupils are provided with time to read the text silently on their own. Word meanings in context: The teacher encourages pupils to define new words and important vocabulary by using the text in the sentence around it.

After readingAsking questions: Pupils use the information from the text to ask new questions that require further information. Collaborative reading: The pupils work in groups each with a different text box. They read their text together, choosing the important information. The groups are remade with one pupil from each original group. Each one explains what they have learnt from their reading. They then return to their original group and share the new information. This is especially effective when reading text boxes. Compare and contrast: Pupils take two main concepts and discuss how they are different and how they are similar. Drawing conclusions: Pupils use the information they already know and the information from the text to draw conclusions.Making connections: Pupils focus on new vocabulary or a new concept and make a connection to their life and experiences. Paraphrasing: Pupils use their words to retell what they have just read. Sequence: Pupils discuss or write the sequence of a process or event. Summarising: Pupils use key words to describe the main idea of the text.

Getting the most out of the classroom materialsPosters, flashcards and word cards can be used in endless ways, from presenting or consolidating concepts or vocabulary to providing revision before the end-of-unit tests or at the beginning of a lesson. Here are a number of ideas to help get the most out of these useful resources:

PostersClassroom resource: Use posters as a resource in the classroom, serving as a reminder of the topic, even once it has been completed. Definitions: Choose an item on posters and ask the pupils to give a definition of it. The spinal cord… (The spinal cord controls reflex actions). Fast finishers: Pupils who have finished their activities can play with a poster in pairs or in a small group. One can name an item and the other has to find it on the poster. Pupils could also label the poster or choose an item from it while their partner has to discover which item they have chosen. Focus pupils’ attention: Leave a poster on display throughout the duration of the topic. Use it to focus the pupils’ attention whenever necessary. Guess what I am thinking of: Choose an item on a poster and encourage the pupils to guess what you are thinking about. Insist that they use full sentences: Does this organism belong to the Monera Kingdom? No, it doesn't.

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Introducing a topic: The posters can be used to introduce a topic. They also serve as a starting point for discussion. They can be used for checking any concepts and vocabulary the pupils may already know. Display the poster and ask the pupils: What can you see?I-spy: Use posters at the beginning of lessons to review vocabulary and warm up the whole class by choosing an item from the poster. Labelling with word cards: Display posters and show the pupils the word cards. Have them match them to the items on the poster and then read them. Memory: Give the pupils one minute to look at a poster and remember as many details as they can. Cover the poster with a piece of card. Ask the pupils to name things they recall from the poster. Poster Pictionary: Invite a pupil to choose an item from a poster and begin to draw it. The rest of the pupils have to guess what they are drawing. Visual aid: U se posters as visual support f or games such as Odd one out played with word cards or orally.

FlashcardsLearning to learn game: On completion of a unit, or in order to review past concepts, write headings and boxes on the board and with the pupils, build up a concept map. Memory game: I went to the shop and I bought…: This traditional memory game can be adapted to practise key vocabulary. The game involves the pupils remembering the words said before their turn and adding one more item to the list. In my house we have a toaster. In my house we have a toaster and a TV. Quick flash: Quickly display then hide a group of flashcards. The pupils say the word they saw. Spelling duel: Invite two pupils to come to the board. Explain that you want them to take part in a spelling dual. Ask the pupils to write the word you say on the board. Warn them to keep their word protected so that their opponent can’t see it. Ask them to write the word clearly. (It’s best to use capital letters to avoid arguments.) When both pupils have written the word the class says: Let’s see the flashcard! The winner is the pupil who has written the word correctly. Word cards Definitions: Hand out the word cards to the pupils and ask a pupil to make a definition for the word on the card. These organisms make their food through photosynthesis (producers). This can be played as a class activity or as a team game. Disappearing: Display the word cards randomly on the board, and name each one. Tell the pupils to cover their eyes and remove one or two cards from the board. Ask the pupils to look again at the board and say which cards have been removed. This activity can be extended by asking the pupils to spell the word. Show the word to check the spelling. Fast finders: Place the word cards randomly on the board and invite two pupils to come to the front of the class. Either point to an item on the poster, in which case the pupils have to select the correct word card. Guessing game: Put the word cards in a pile one by one, naming them as you do so. Shuffle the pack and turn it to face you. Give the pupils three clues about the object and encourage them to guess which word you are looking at. Memory: Stick 6 to 8 word cards on the board in two rows of three or four. Tell the pupils to look carefully at each word card. Then turn the word cards over (in the same order). Ask: Where is the (name one of the objects)? Invite a pupil to the board to

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choose a card. Have the pupil show the class the card. If the pupil chose the correct card, turn it over in its place. If the pupil chose the incorrect card, put it face down again in its place. Repeat for the rest of the cards. Slow reveal: Cover the word card with a sheet of paper (or similar). Take hold of the word card and slowly reveal it over the top of the paper. Encourage pupils to guess the word. Tap it: Divide the class into two teams. Stick 4 to 6 word cards up on the board in reach of the pupils. Call a pupil from each team to stand in front of the cards. Say the definition or give a clue about one of the words. The first pupil to tap the correct card gets a point. Mix the cards up and invite two other pupils to play. What’s missing?: Stick 6 to 8 word cards on the board one by one, naming them as you do so. Then take all the word cards down and mix them up. Ask a volunteer to come out to the front and choose one (without showing it to anyone). Place the remaining word cards on the board again, encouraging the pupils to name them as you do so. Ask the pupils: What is missing? Encourage them to name the word card the pupil has in their hand. What’s the word? 1: Take the word cards for the unit and give a definition for the word on the card. The pupils have to identify the word you have defined. Show them the card when a pupil gives the correct answer. Award the class a point for each correct answer and a point for yourself if they can’t identify the word. What’s the word? 2: Invite three pupils to come to the board. Two pupils stand with their backs to the board while the third pupil places a word card on the board. The pupils take turns to ask questions about the word on the card. Does it help move something heavy? No, it doesn’t. The pupil who identifies the word then chooses the next word to be placed on the board.

More activities Dictations 1 (Relay dictations): Prepare copies of the text from the unit so that each group has their copy. Place the copies around the classroom so that the groups don’t get in each other’s way. Explain that they must take turns to go to their copy of the text in the classroom to memorise a sentence or part of a sentence in order to dictate it to their group. The pupil who writes the dictated sentence then goes to memorise the next part. When a group finishes, check the dictation. If there is a mistake in the writing they must continue until it is correct. Dictations 2 (Pair work dictations): Ask the pupils to choose three sentences from a text and to copy them on to a piece of paper. Ask pupil A to dictate their sentences to pupil B who writes the sentences on a piece of paper. Pupil B then dictates their sentences to Pupil A. The work is corrected by the pupils. It isn’t important if the sentences are duplicated but you may like to assign different texts to pupils A and pupils B.Odd one out: Choose three words from one group and one distracter: producers, consumers, biosphere, decomposers. Write them on the board in a random order and ask: Which is the odd one out? The biosphere does not form part of a food chain. Encourage pupils to name the card that is different and to tell you why. Spelling practice: In Level 5, it is very important to encourage the pupils to be independent learners: ask them to choose words they have learnt in the unit and then put them in pairs. Tell them to take turns to dictate their words to their partner. They then correct their work together. Vocabulary review: Get into the routine of revising key vocabulary the pupils have covered in the previous lesson at the start of the following class. Encourage the pupils to become independent learners: ask them to choose any word they have learnt, and

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then put them in pairs to ask and answer what the words mean. Pupil A: What is a community? Pupil B: When populations interact with each other, they form a community. Noughts and crosses: Draw a noughts and crosses grid on the board and divide the class into two teams. Give a definition of a word and ask the pupils if it is true or false. If their answer is correct, invite them to choose a square on the grid to write their nought or cross. This game can also be played by giving a definition and the teams giving the word. Quiz makers: At the end of a unit ask the pupils to work with a partner or divide the class into groups and invite them to make questions for a quiz about the topic. Tell them that they can use the Pupil’s Book to help them. Remind them that they must also supply the answers to their questions. Take in their papers and use the questions to give the class a quiz. Read the questions to the class and ask them to write their answers on a paper. Paraphrase the questions so that the pupils can answer in a few words. They then exchange papers and the quiz is corrected collectively. True or false: Prepare a series of statements about the content studied in the unit. These should be a variety of true and false statements. When the pupils hear the statement they indicate if they believe it to be true or false. There are many ways to do this. Pupils can raise their hands, stand up, clap or jump to left and right of an imaginary line in the classroom. If the sentence is false, ask volunteers to correct the statement. Vocabulary storms: As an introductory activity to a new topic, divide the class into groups and ask them to write down as many words as they can that are related to the topic that is going to be studied. At the end of the group activity, invite pupils to share their work with the rest of the class. Encourage the pupils to come to the board and use mind maps to organise the words from their lists.

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15. MATERIALS OF BYME NATURAL SCIENCE 5 CAM Pupil’s Book A 96-page Pupil’s Book including:

- A two-page introductory unit giving an overview of the scope of Natural Science- Six main units of 12-14 pages- Three end-of-term review sections- Three Cooperative Learning projects.

Activity Book An optional 40-page Activity Book comprised of six full-colour pages per unit that offers:

- a range of engaging exercises to consolidate and extend the topics covered in the Pupil’s Book- additional reading and writing practice of the science content- a mini-project designed to encourage pupils to explore scientific concepts and methods at home or in the

classroom- a bilingual glossary to support language learning.

Modules The modules offer an ideal solution to teaching contexts where only a limited number of hours in English are available. Each module combines a unit of the Pupil’s Book with the corresponding Activity Book unit.

Teacher’s Book The full-colour Teacher’s Book includes easy-to follow, flexible lesson plans and practical support specially designed for English teachers teaching Science. A clear, simple design helps ease-of reference even in the most challenging teaching situations. The Teacher’s Book fully addresses the new curriculum through:

- careful attention to content, evaluation criteria and learning standards- treatment of the updated key competences in correlation with the learning standards- clearly identified key content and extras sections, enabling teachers to focus on minimum content or extend

their lessons according to their timetable- full answer key to all the questions and activities in the Pupil’s Book and the Activity Book.

Class audio CD

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Included with the Level 5 Teacher’s Book, the Class audio CD offers the key recordings for the Pupil’s Book in a traditional, easily accessible format. It can be played on dedicated audio players or on the computer. It includes:

- Recordings of the introductory texts of the content pages- External exam-style recordings for listening skills practice- Quiz answer audio for self-assessment of end-of-term reviews

Free access to the complete, unabridged audio is available through the Digital resources, where recordings of all Pupil’s Book reading texts can be found.

Posters, flashcards and wordcards Large-scale printed posters are available for added visual support in the classroom. There is one poster per unit, with each one providing additional opportunities for vocabulary practice and revision.In Levels 1 and 2, flashcards are available in printed format, or in digital format from Level 3 upwards.Wordcards are provided through the digital resources and can be downloaded and printed.Ideas for using these classroom materials are provided in the Teacher’s Book.

- Full-colour posters to illustrate the most important topics and vocabulary, providing additional opportunities for vocabulary practice and revision.

- These are also accessible in an interactive digital format.- Full-colour digital flashcards- A large number of word cards featuring key content vocabulary for each unit (available for print through the

digital resources).

Printable resources Extra printable resources are provided online through the digital resources. These include:

- Diagnostic tests- Unit tests- End-of-term and end-of-year tests- Evaluation grids- Letters to family to help involve parents and carers in their children’s learning.

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HOW TO USE THE PUPIL’S BOOK

Unit introductionOpening spreadEach unit opens with a vibrant double-page spread. These introductory pages maximise motivation by showing that pupils’ prior knowledge of key topics is often already considerable. Key content and vocabulary is introduced though attractive large-scale illustrations, short texts and engaging activities.- A short text works alongside the images and helps prompt learners’ responses. Pupils are required to interpret both text and image in order to complete the opening activities.- A mix of large-scale photography and illustration adds variety and interest, as well as providing a transition to Secondary.- Activities can be formulated as group activities or discussions to encourage cooperative learning. They are designed to encourage pupils to think for themselves and draw on their prior knowledge.Analyse and organiseFrom Level 5, the double-page between the unit opening and the content pages provides a smooth transition from the discovery of a new topic and its extension. At this level the interpretation of information in textual, graphic or visual form takes on greater importance. Level 5 also continues to provide pupils with exam practice activities.- Pupils review what they already know, often in visual or graphic formats.- Typical question types and audio activities prepare learners for the challenges of external exams.

Unit developmentThe content pages build on pupils’ prior knowledge through highly visual content and a wide variety of activities presenting differing levels of cognitive challenge- Content pages are richly illustrated with a careful balance of text and image in order to facilitate comprehension in all learner types and maximise engagement with the content.- Did you know? and In other words boxes provide pupils with fun snippets of information or explain complex terms with a twist. Link it up boxes invite pupils to connect their knowledge with previously studied units or Modules.- Activities are scaled to provide a range of cognitive difficulty, from lower order to higher order thinking skills.- Large-scale maps, keys, diagrams and graphs increase pupils’ visual literacy and capacity for interpretation of diverse types of information.- Pupils’ reading and writing skills are extended and reinforced through graded texts and activities.- Questions at the top of the page trigger discussion, sometimes challenging pupils to venture their ideas, other times requiring them to go back over what they have learnt.

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Unit conclusionEach unit closes with four pages in which content is extended and revised giving the course added flexibility. They can be included or left out depending on each teacher’s timetable and needs.

Science projectThe Science project page extends the content of the unit through a fun experiment, investigation or project.Age-appropriate experiments and projects guarantee pupils a steady progression from earlier years. The steps described follow a more complete scientific method (aim, hypothesis, method, test, conclusions).Studio photography including child models helps pupils relate to the content.

Fragile worldOn the facing page, Fragile world provides a values-oriented link to the same content. Here, pupils are also given opportunities to develop their presentation skills. Pupils are introduced to values and ethics in relation to the scientific project. They are presented with situations designed to encourage reasoning and an engagement with their immediate surroundings, in order for them to internalise feelings of social responsibility. This way scientific knowledge is contextualised and made meaningful for young learners.

ReviseUnit revision pages ensure that pupils’ progression is regularly checked and reviewed.Level 5 carries on from earlier levels by emphasising alternative forms of presenting information in the Study skills section. The aim is to give the pupils the tools they need to improve their learning process. More traditional review questions check pupils’ progression, reviewing content as well as giving the opportunity for language practice with speaking and writing activities. Further work on different types of graphic organisers and comparative reading activities, linked to the Study skills texts section at the back of the book, offer necessary practice in these all-important skills.The unit closes by leading pupils through a summary writing activity, linked to the Unit review summaries at the back of the book, and a checklist whereby they reflect on their progress as a part of self-evaluation.

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Term pagesFour end-of-term pages provide additional progress-checking opportunities as well as the opportunity to practise different communicative skills.

TeamworkGroup project: A final group project takes these communication and collaboration skills further and gives pupils the opportunity to engage with a key theme from a different point of view while having fun at the same time! These cooperative activities are carefully adapted to the age group. The group dynamics used are fully described in the Cooperative Learning article.Before doing the activities groups are formed by the teacher. Pupils are given roles and explained the procedures to follow according to the relevant Cooperative Learning structure. Several preparation activities are conducted following different Cooperative Learning structures that will provide the optimal learning experience for the pupil and guarantee the implication of all team members. Different structures include Round robin, Think-pair-share, Jigsaw, etc.

Term reviewQuick quiz: simple multiple choice listening comprehension activities review term content as well as practising listening skills. Extended quiz: more complex activities provide challenge by reviewing content while practising writing skills and more challenging listening activities.Team test: pair-work activities practise speaking skills as well as introducing children to the importance of communication and collaboration skills.

End pages

Study skills textsStudy skills texts at the back of the book serve a dual function. On the one hand they provide pupils with fascinating snippets of information, encouraging them to appreciate the importance of reading and investigating beyond the set text. On the other hand they offer pupils with comparative reading practice, extracting similar information from a different text.

Unit review summariesUnit summaries provide pupils with a quick revision opportunity outlining key themes and vocabulary at the same time as offering pupils extensive writing and research opportunities.

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HOW TO USE THE TEACHER'S BOOK

Preliminary pages

- The Teacher’s Book includes a variety of articles with practical ideas on how to get the most out of the lesson.

Helpful tips & Classroom management

The section Helpful tips is set out as a reference resource. Here you will find ideas on setting up reading tasks, maximising the classroom materials and keeping your pupils motivated through a variety of activity types.The Classroom management section provides some general ideas about managing your class in order to create a productive environment in which all pupils are able to flourish- Getting the most out of the classroom materials: posters, flashcards and wordcards are incredibly effective tools if used appropriately.This section offers a wide range of suggestions on how to make these useful resources work for you.- Presenting key content: this section addresses the perennial problem of how to make reading in class dynamic, productive and stimulating. - More activities: a host more activities that can be adapted to specific teaching contexts, be it for revision, reinforcement or extension in a mixed-abilities situation, or to occupy fast finishers while the rest of the class finish.- Classroom organisation: provides clear rules for behaviour which the pupils themselves are asked to help define.- Procedures: ways of sequencing a class session, with suggestions for routines that can be repeated from class to class.- Time management: suggestions for working to a limited timetable. ByME Teacher’s Books give teachers the option of focusing on key content, incorporating clearly marked extras only if time allows.

Cooperative Learning

An article on Cooperative Learning (CL) offers an introduction to this innovative method of teaching. This section complements the end-of-term Work together sections, explaining in simple language how to set up each CL structure referenced there.Introduction to Cooperative Learning: a general theoretical background on CL, defining its main principles and benefits.Cooperative Learning structures: specific information on the different group dynamics referenced in the lesson plans. Here you’ll find easy-to-follow instructions on how each CL structure is set up.Further reading: a brief bibliography for those who would like to deepen their knowledge on CL.

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End page

Class audio CD track listsA quick-reference page showing track numbers and the corresponding pages in the Pupil’s Book. Audio is extended through the Digital resources, where recordings of all Pupil’s Book reading texts can be found.

Content maps

Each unit and Cooperative Learning section begins with a content map, fully compatible with the LOMCE curriculum, to help the teacher see at a glance the content, evaluation criteria, learning standards and key competences ahead.- Learning standards, evaluation criteria and content: all key elements of the LOMCE curriculum are clearly mapped out for each unit.- Key competences: related to each learning standard.

LIN: Competence in linguistic communicationMST: Competence in mathematics, science and technologyDIG: Digital competenceLTL: Competence in learning to learnSOC: Competence in social awareness and citizenshipAUT: Competence in autonomous learning and personal initiativeCUL: Competence in artistic and cultural awareness

- Page references: indicate where each learning standard is covered.

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Unit information

- Unit summary: an overview of the lesson, highlighting the main topics and outcomes, as well as identifying areas that are popular with or difficult for pupils.- Materials: materials required for each lesson and reminders for pupils of materials they should bring from home for upcoming activities.- Experiment: helps prepare for the Let’s investigate project ahead of time. Especially important where experiments require pupils to bring materials.- Values and attitudes: aims to make the content relevant to pupils, helping them to understand how it affects them directly and why it should matter to them.- Evaluation material: a short description of the evaluation aids available.- Digital resources: an index of the materials and activities available through the digital resources.

Lesson plans

There are step-by-step lesson plans for all units and term sections.- Visual page reference: a full colour image of the Pupil’s Book for the teacher’s reference.- Lesson information at a quick glance: lesson summary, language focus and materials to help prepare lessons ahead of time.- Opening and closing activities: each lesson begins and ends with flexible activities that can be reduced or extended according to time available.- Extra activities: activities for pupils who finish the lesson early.- Step-by-step lesson plans: teacher tips on presenting textual and graphic content, and instructions for guiding pupils through the activities

Activity Book solutions

- Activity Book solutions: provided at the end of the unit making theTeacher’s Book a one-stop reference for all the materials of each course.

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HOW TO USE THE DIGITAL RESOURCES

- All teachers using ByME Natural Science have free access to the ByME digital resources. Users of the Pupil’s Book or Activity Book have access to the complete books. Module users have individual access to the specific units they are using of both the Pupil’s Book and Activity Book.

- The digital resources are available both on-line and off-line. Both versions are accessed with a specific code that all users will receive.- The digital component also provides easy navigation between the Pupil’s Book and the Activity Book and direct access to extensive digital resources.

- The user has access to projectable, fully-navigable versions of the Pupil’s Bookand the Activity Book. - Through an innovative, easy-to-use spot zoom facility, there is ready access to the complete audio. - The digital resources include:• interactive activities (see images below)• accessible unit review and experiment presentations with integrated audio• all the songs with the lyrics and a karaoke effect• access to videos which bring key topics to life• interactive versions of the course posters• access to printable resources and a PDF version of the Teacher’s Book.

- Digital activities to practise key vocabulary vary for each level but include:• Labelling activities• Memory games• Read and reveal activities• Wordsearches• Classification and definition activities

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16. MEASURES FOR STUDENTS WITH SPECIAL NEEDS

Measures will be applied, as indicated in chapter II of title I of the Law 2/2006, of the 3 rd of May, in articles 71 to 79 bis, to those students who require a different educational attention. Teachers will apply the most appropriate measures so that the assessment conditions are adapted to those students with special educational support needs.

(The teacher/department will detail here the criteria and specific procedures used to cater for this type of students.)

Criteria Procedure

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17. USE OF INFORMATION AND COMMUNICATION TECHNOLOGY

The widespread inclusion of Information and Communication technologies (ICT) in the Education System, will bear in mind the principles of universal accessibility and a customized design, which will enable a personalised education adapted to each student's needs and pace.

Information and Communication technologies will become a key element in order to produce the methodological changes that will help us achieve the goal of improving the educational quality. In spite of that, students must always show a responsible attitude and do a controlled use of these new technologies throughout the whole educational system.

The students are people of the 21st century and they cannot stay away from communication technology; Thus, they must also learn to use, in a responsible way, the possibilities offered by Information and Communication Technologies in order to acquire the skills for the subject of Natural Science.

USE OF INFORMATION AND COMMUNICATION TECHNOLOGY IN BYME NATURAL SCIENCE 5 (CAM)Extensive digital resources are provided. Their focus is a projectable, fully navigable version of the Pupil’s Book.This includes a spot-zoom facility to increase ease-of-use and facilitate navigation in dynamic classroom moments. It also provides direct access to all the course audio as well as the Activity Book (with all answers included), Teacher’s Book, interactive digital resources and the printable classroom materials.

Interactive digital resources include: Slide presentations: (two types are provided)

• Step-by-step experiments and projects from the Pupil’s Book.• Unit review presentations to be used as an introduction to or revision of key content.

Activities: A variety of activities to revise unit vocabulary and concepts (Wordsearch, Memory games and Spelling activities). Posters: Interactive versions of the posters. Flashcards: Flashcards available in digital format provide a practical image bank. Audio: All the Pupil’s Book reading texts and audio activities. Songs and chants: All songs and chants are available with a fun and dynamic karaoke effect, to aid and encourage classroom

participation. Videos: Links to useful videos chosen to highlight and expand on key topics in a fun and dynamic way.

bilingualbyme.com55


The ByME website is home to a wealth of articles, videos, activities and useful links, updated on a regular basis. It includes all the relevant documentation related to ByME courses.It also provides support for parents, providing tips and ideas on how to help their children’s learning as well as including the songs and chants for listening to at home.

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18. TEACHING AND ORGANISATIONAL RESOURCES

School

Address

Town/city Province Post code

NATURAL SCIENCE DEPARTMENT1.2.3.4.

STUDENT’S DISTRIBUTION

Year Number of students Number of groupsPrimary 5th year

DIFFERENT GROUPS’ NEEDS

Group A

Group B

Group C

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SPECIFIC INDIVIDUAL NEEDS

Group A Student Student Student

Group BStudent Student Student

Group CStudent Student Student

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ORGANISATION OF RESOURCESResources available in the school (delete as appropriate)Video and TVCD/ Cassette playerVideo cameraComputersIW (Interactive Whiteboards)

Notes:

Rooms / spaces available in the school (delete as appropriate)

Foreign Language roomsLanguage LaboratoryComputer roomPlaygroundGymnasiumTheatreLibrary

Notes:

Organization within the classroom (delete as appropriate)Arrangement of desks in rowsArrangement of desks in groupsArrangement of desks in a “U” shapeSpecific corners: class library, cross-curricular topics, games, handiwork, computer, etc.

Other:

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CLASS TIMETABLES

Teacher:

Monday Tuesday Wednesday Thursday Friday

Teacher:

Monday Tuesday Wednesday Thursday Friday

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19. SUPPLEMENTARY ACTIVITIESThe supplementary activities are those activities organised by the school during the school timetable, according to their curricular project, and that differ from the actual teaching activities, in terms of time, place or the resources used.

(The teacher/department will detail here the supplementary activities organized by the department)

Course Activity Date Teachers

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20. DIDACTIC UNITS

UNIT Page UNIT 1. Living things 62

UNIT 2. Ecosystems 68

TERM 1 Teamwork 75

UNIT 3. The biosphere 78

UNIT 4. Energy 84

TERM 2 Teamwork 91

UNIT 5. Light and heat 95

UNIT 6. Electricity 101

TERM 3 Teamwork 108

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OBJECTIVES OF THE UNIT

Throughout this unit, the students will be able to: Review and extend their knowledge of the differences between living and non-living things based on the three vital functions: nutrition,

interaction and reproduction. Begin to study cell structure. Understand that a cell is a living thing because it performs the three vital functions. Learn about unicellular and multicellular organisms. Investigate and learn about classifying living things into the five kingdoms. Enjoy looking for the common characteristics and identifying the differences between living things. Justify their conclusions both orally and in writing. Focus on how living things perform the three vital functions. Learn how to identify and classify organisms by using and inventing a dichotomous key. Understand the scientific method. Establish hypotheses and predict results, learning that hypotheses do not need to be correct.

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UNIT 1. Living things

CONTENT EVALUATION CRITERIA LEARNING OUTCOMESKEY

COMPETENCES6

PAGES

Internal structure of living things.

Identify and describe the internal structure of living things: cells, tissues, organs and systems.Identify the main characteristics and functions of each one.

Identifies and describes the structure of living things: cells, tissues, organs, systems.

MST 10-13

Identifies the main characteristics and functions of each one.

MST 10-13

Classification of living things. Classify living things into different kingdoms.Know the main characteristics of each one.

Classifies the living things in: Animal Kingdom, Plant Kingdom, Fungus Kingdom, Protist Kingdom and Monera Kingdom.

MST 14, 15

Knows the main characteristics of each kingdom.

MST 14, 15

Introduction to Science. Experimental approach to matters related to Natural Science.

Make hypotheses about both naturally occurring and staged events, through experiment or experience.Predict the results of an experience.

Carries out small experiments or experiences while making hypotheses and predictions about the end result.

SOC 16, 17

Looks for, selects and organises relevant information from direct and indirect sources.

LTL, AUT 16, 17

Interest in the observation and in-depth study of matters related to Natural Science

Show interest in the observation and in-depth study of matters related to Natural Science.

Shows certain precision and rigour in the observation and elaboration of practical and written work

MST, LTL 16, 17

Use of different sources of information (direct sources, books, etc.).

Integrate information compiled through direct and indirect observation, consulting basic sources and communicating the results.

Consults and uses written documents, images, graphs.

LTL, LIN 8, 9, 16, 17

Communicates the results verbally or in writing, presenting them with graphic support.

LIN 16, 17

Uses vocabulary appropriate to each content block.

LIN 6-19

Verbally explains the contents related to the subject area in a clear and organised manner.

LIN 11

6 Key Competences: LIN: Competence in linguistic communication; MST: Competence in mathematics, science and technology; DIG: Digital competence; LTL: Learning to learn; SOC: Social and civic competences; AUT: Sense of initiative and entrepreneurship; CUL: Cultural awareness and expression.

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COMPETENCES

PAGES

Reading, analysis and synthesis of texts belonging to the subject area.

Obtain information relevant to previously defined facts or phenomena, making predictions about natural events.

Develops strategies suitable for accessing information in scientific texts.

LIN, LTL 9, 17, 18, 94

Analyses the information, drawing conclusions, and speaks about the experience reflecting on the process.Communicates through writing and speech.

LTL, LIN 11, 16, 17

Study techniques.Development of effective work habits.

Apply work and study strategies which allow for an effective learning process.

Knows and applies the strategies to work and study effectively.

LTL, AUT 8, 9, 18

Reflects on the work done, drawing conclusions on how to work. Learns and developsstrategies for continued learning.

LTL 8, 9, 18

Individual and group work with a focus on individual and collective responsibility. Empathy and interpersonal relationships. Identity and personal autonomy.

Work in a cooperative way, taking care of their safety and that of their classmates.Look after work tools, use materials appropriately.

Employs strategies for carrying out individual work and group work, showing skills in the peaceful resolution of conflicts.

AUT, SOC, LTL 17

Planning projects by sequencing tasks and organising a temporal distribution.Decision-making: criteria and outcomes.Writing reports.

Set up projects and provide reports. Presents the work on paper or digital support in a clear, neat and organised manner.

AUT, DIG, LIN, LTL 16, 17

Creativity and originality in projects.

Carrying out projects with creative flair and providing reports with original conclusions.

Shows creativity and originality in their project work and presentations.

LIN, CUL 16, 17

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VALUES AND ATTITUDES

In this unit the students will learn about the vital functions and the classification of living things. The students will work both individually and in a team and should be encouraged to work with individual and collaborative

responsibility. They will be asked to analyse information and draw conclusions from it in order to pass on and share that information. They will ask questions in order to arrive at a conclusion, individually and collectively. They will be asked to predict answers and to check their results through investigation and discussion.

Fragile world Students read about what a hypothesis is and take their first step in the scientific method. First, they will read a hypothesis that an adult butterfly will eventually emerge from a chrysalis. They are then invited to make their hypotheses about various scientific experiments.

MIXED ABILITY

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Fast Finishers: for those pupils who finish earlier. Helpful tips section with advice to diversify the Teacher's Book activities Cooperative Projects, which can be adapted to each pupil's needs Further reading sections in the Teacher's Book, a brief bibliography for those who would like to deepen their knowledge on CL. Activity Book activities. Digital Resources activities.

USE OF INFORMATION AND COMMUNICATION TECHNOLOGY

Presentations: - Unit summary- Science project

Activities: - Memory game- Labelling- Spelling:- Read and reveal- Classification- Wordsearch- Definitions

Poster s 67


Digital flashcards and word cards

Videos & web links

ASSESSMENT RESOURCESFormal Assessment: Diagnostic test: provides an overview of the unit and allow you to assess the students’ prior knowledge. End-of-unit test: in addition to the Review section at the end of each unit, this summative test can be used to evaluate students’

progress after studying the unit content. End-of-Term test: makes it possible to assess the pupil's progress throughout the term.Informal Assessment: Revise section at the end of the unitSelf-assessment: Self-evaluation section at the end of the unitRubrics: ByME Natural Science 5 Rubrics

LANGUAGE

question forms describing describing animals listening for specific information relative pronouns: which, what, where, when scientific terms: cell, nucleus, chloroplast reading for comprehension and specific information classifying and ordering collaborative language question forms and short answers comparing and contrasting plurals: fungus/fungi; bacterium/bacteria; virus/viruses questions in present simple tense short answers

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Throughout this unit, the students will be able to: Learn about the relationships between living things in an ecosystem. Understand the differences between populations and communities. See how all living things are connected in the ecosystem. Become aware of the importance of the physical environment (non-living components) of an ecosystem. Study different types of ecosystems around the world and will learn the main characteristics of these ecosystems, such as temperature

and climate. Identify the typical flora and fauna found in the different ecosystems and observe how the organisms have adapted in order to survive

in that environment. Explore terrestrial, aquatic and artificial ecosystems, learning that an ecosystem has no determined size. Investigate the relationship between vegetation loss and soil erosion. Discover the delicate balance that maintains an ecosystem and will learn how changes, both natural and caused by human activities

can affect an ecosystem. This reinforces the work of the previous unit: the importance of plants. Develop an awareness of human responsibility towards the world’s ecosystems.

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UNIT 2. Ecosystems


COMPETENCES7

PAGES

Ecosystems. Observe and identify the main characteristics and components of an ecosystem.

Observes and identifies the main characteristics and components of an ecosystem.

MST 24, 25

Types of ecosystems. Recognise and explain different types of ecosystem.

Recognises and explains the characteristics of terrestrial ecosystems (forests, deserts, grasslands, etc.) and the animals that live there.

MST 26, 27

Recognises and explains the characteristics of aquatic (oceans, rivers, ponds, etc.) and artificial (urban) ecosystems and the animals that live there.

MST 28, 29

Habitats. Observe and identify different habitats of living things.

Observes and identifies different habitats of living things

MST 20-29

Relationships between living things.

Identify and explain the relationships between living things.

Identifies and explains relationships between living things.

MST 24, 25

Understands the concepts of population and community.


Make hypotheses about both naturally occurring and staged events, through experiment or experience. Predict the results of an experience.


MST, LTL 30


LTL, AUT 27, 30, 31

Interest in the observation and in-depth study of matters related to Natural Science.


Shows certain precision and rigour in the observation and elaboration of practical and written work.

LTL, AUT, MST, LTL

30, 31

Use of different sources of information (direct

Integrate information compiled through direct and indirect observation,


LTL, LIN 22, 23,30, 31


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COMPETENCES

PAGES

sources, books, etc.). consulting basic sources and communicating the results.


LIN 30


LIN 20-33


LIN 30, 31




LIN, LTL 22, 23, 32, 94

Analyses the information, drawing conclusions, and speaks about the experience reflecting on the process.Communicates through writing and speech.

LTL, LIN 23, 30, 31

Study techniques. Development of effective work habits.


Knows and applies the strategies to work and study effectively.Reflects on the work done, drawing conclusions on how to work. Learns and develops strategies for continued learning.

LTL 23, 32, 33

Individual and group work with a focus on individual and collective responsibility. Empathy and interpersonal relationships. Identity and personal autonomy.

Work in a cooperative way, taking care of their safety and that of their classmates. Look after work tools, use materials appropriately.


AUT, SOC, LTL 30

Planning projects by sequencing tasks and organising a temporal distribution. Decision-making: criteria and outcomes. Writing reports.



72



COMPETENCES

PAGES




LIN, CUL 30, 31

73



In this unit the students will participate in collaborative activities. The students will work in groups developing a responsible attitude towards their work and awareness and respect for other

student’s work. They will look for information from various sources and develop their speaking skills when giving explanations to the group or

the class. The students will also develop learning strategies and study skills. In the Science project, they will follow the scientific method, forming a hypothesis, predicting a result, testing the hypothesis

and arriving at a conclusion. They should also understand the importance of using a control, to make a fair test. The students will become aware that an

ecosystem is made up of living and non-living things which work together to make a balanced systemFragile world The students will read about the importance of soil and the causes and consequences of soil erosion. They will consider the human activities which contribute to this problem, such as forest destruction and forest fires. They will talk about ways to help reduce the problems facing the environment.

MIXED ABILITY

74






Poster s

Digital flashcards and word cards 75


Videos & web links



LANGUAGE

irregular plurals comparisons and superlatives describing pictures: at the top, at the bottom, on the left, on the right listening for specific information irregular plurals: deer, fish, mice, geese • spelling rules in plural nouns: bushes, communities punctuation: commas • reading for specific information reading for comprehension speaking skills: collaborating in class and problem solving following instructions

76


OBJECTIVES OF THE REVIEW

Throughout this review, the students will be able to:

Revise the importance of biodiversity and how to help preventing extinction in different contexts. Working in cooperative groups that will make the activities much more dynamic and interactive. Follow different Cooperative Learning structures Keep a record of their scores in their notebooks. Review key concepts and vocabulary from the term and to assess and reflect on their progress. Identify their strengths and weaknesses. Set their learning objectives and team scores.

77


TERM 1 Teamwork

CONTENT EVALUATION CRITERIA LEARNING OUTCOMES

KEY COMPETENCE

S8

PAGES



MST 34, 35

Personal responsibility.

Take responsibility for what they say and do.

Takes responsibility for what they say and do. SOC, AUT 34, 35

Identity and personal autonomy.

Develop identity and personal autonomy.

Further develops their identity and personal autonomy. SOC 34, 35

Introduction to Scientific activity: sources of information.

Use different sources of information.

Looks for, selects and organises concrete and relevant information; analyses, reaches conclusions, communicates the results; reflects on the process and communicates information orally and in writing.

LTL, LIN 34,35

Consults and uses written documents, images and graphs. LTL 34,35Develops adequate strategies to access information from scientific texts.

LTL, LIN 34,35

Work and study techniques.

Develop work and study techniques, work habits and effort and responsibility.

Shows autonomy in the planning and carrying out of actions and tasks and takes the initiative when taking decisions.

LTL, AUT 34,35

Uses the correct vocabulary according to the content block. MST, LIN 34,35Expresses orally, clearly and in order, the contents related to the area, displaying understanding of oral and written texts.

MST, LIN 34,35

Projects and reports. Plan and carry out projects, presentations and reports.

Carries out simple experiments and investigations. LTL, AUT 34,35Carries out a project, individually or in a group, and presents a report, using paper or digital, collecting information from different sources (direct, books or the Internet), using different media and presenting orally the experience, with written and visual support.

LTL, SOC 34,35

Presents work in an organised way on paper or digitally either individually or in groups.

LTL, SOC 34,35


78


CONTENT EVALUATION CRITERIA LEARNING OUTCOMES

KEY COMPETENCE

SPAGE

SICT. Use ICT to look for and

select information and present conclusions.

Uses word processing autonomously (page layout, insertion of images and notes, etc.).

MST, LTL, AUT 34,35

79


GROUP PROJECT Searches for, selects and organizes concrete and relevant information, about ecosystems; analyzes it, obtains conclusions,

communicates his/her experience, reflects on the process followed and communicates it orally and in written form. Consults and uses images on page 34. Utilizes, in a suitable manner, the appropriate vocabulary for the main concepts: different characteristics of a chosen ecosystem

(climate, location, fauna, and flora), threats to the ecosystems, etc. States orally, clearly and in an ordered sequence, contents related to ecosystems. Makes autonomous use of word processing (page adjustment, insertion of illustrations or notes, etcetera). Performs simple experiences and small researches: posing problems, enunciating hypothesis, selecting the necessary material,

implementing, deducing conclusions and communicating the results. Carries out a project, working as part of a team, and presents a report, collecting information and communicating the completed

experience orally using images. Presents works in an ordered manner as part of a team.

LANGUAGE describing dangerous situations for wildlife giving short answers expressing opinions question forms relative pronouns key vocabulary from units 1-2

80


OBJECTIVES OF THE UNIT Throughout this unit, the students will be able to:

Observe the enormity of biodiversity. Understand that the Earth is an ecosystem which contains all other ecosystems. It is like a jigsaw puzzle where every little piece is an

important piece. Discover that all organisms are interconnected. Identify the main relationships between living things. Interpret food chains and food webs and design their models. Enjoy the challenge of connecting the organisms in order to produce a sustainable system. Recognise how human activities modify the environment. Develop an awareness of human responsibility towards the Earth and the living things which share the planet. Learn that extinction has occurred for millions of years but they will realise that humans are responsible for most of the recent loss of

biodiversity Be interested in, if not passionate about, protecting biodiversity. Investigate more. There is a wealth of information available and students should be encouraged to find out more by themselves. Conduct an experiment to create a living ecosystem following the steps of scientific method.

81


UNIT 3. The biosphere


COMPETENCES9

PAGES

Relationships between living things.

Identify and explain the relationships between living things.

Identifies and explains the relationships between living things.

MST 38-43

Food chains and food webs.

Classify food chains and food webs. Classifies food chains and food webs. MST 42, 43Understands the different levels of a food chain: producers, consumers and decomposers.

MST 42, 43

Extinction of species and loss of biodiversity.

Identify and explain some of the causes of extinction of species and loss of biodiversity.

Identifies and explains some of the causes of extinction of species and loss of biodiversity.

MST 38, 44,45, 47



MST 46

Introduction to Science.Experimental approach to matters related to Natural Science.



MST, LTL 46


LTL, AUT 46, 47

Interest in the observation and in-depth study of matters related to NaturalScience.



MST, LTL 46, 47




LTL, LIN 40, 41, 46, 47


LIN 46


LIN 38-49


82



COMPETENCES

PAGES


LIN 43, 45,46, 47




LIN, LTL 40, 41, 46, 47,

95Analyses the information, drawing conclusions, and speaks about the experience reflecting on the process. Communicates through writing and speech.

LIN, LTL 41, 46, 47




LTL, AUT 40, 41, 48

Reflects on the work done, drawing conclusions on how to work. Learns and develops strategies for continued learning.

LTL 41, 48

Individual and group work with a focus on individual and collective responsibility.Empathy and interpersonal relationships.Identity and personal autonomy.



AUT, SOC, LTL 46

Planning projects by sequencing tasksand organising a temporal distribution.Decision-making: criteria and outcomes.Writing reports.

Set up projects and provide reports. Presents the work on paper or digital support in a clear, neat and organised manner..





LIN, CUL 46, 47

83


84



In this unit the students will participate in collaborative activities. The students will work in groups developing a responsible attitude towards their work and awareness and respect for other

student’s work. They will look for information from various sources and develop their speaking skills when giving explanations to the group or

the class. The students will also develop learning strategies and study skills. In the Science project, they will follow the scientific method, forming a hypothesis, predicting a result, testing the hypothesis

and arriving at a conclusion. They should also understand the importance of using a control, to make a fair test. The students will become aware that an

ecosystem is made up of living and non-living things which work together to make a balanced systemFragile world The students will read about the importance of soil and the causes and consequences of soil erosion. They will consider the human activities which contribute to this problem, such as forest destruction and forest fires. They will talk about ways to help reduce the problems facing the environment.

MIXED ABILITY

85



86





Poster s


Videos & web links



87


LANGUAGE

first conditional making predictions and giving opinions collective nouns: school, flock, herd listening for specific information preposition: such as writing a factual report speaking skills: collaborating in class and problem solving following instructions reading for specific information

88



Throughout this unit, the students will be able to:

Study energy. Identify the different forms of energy: light, sound, chemical, kinetic, electrical and thermal. Learn the principle physical laws which govern energy. Identify and explain the differences between renewable and non-renewable energy sources. Understand the dangers of non-renewable sources and also the advantages and disadvantages of the different alternative energy

sources. Carry out an experiment, following the scientific method, about the effect of acid rain on plants. Understand the seriousness of pollution. Discuss ecological problems. Try to find answers to the problems facing the Earth. Realise that life is held in a very delicate balance. Be motivated to think about ways of saving energy on a personal level. Discuss the importance of saving energy and the need for sensible energy consumption. Think about ways to save energy at home and at school. Become aware of how much energy we use in our daily lives. Discuss the importance of water as a natural resource and the need to save water.

89


UNIT 4. Energy4. The biosphere


COMPETENCES10

PAGES

Different forms of energy. Identify and explain some of the principal characteristics of different forms of energy.

Identifies and explains some of the principal characteristics of different forms of energy: mechanical, light, sound, electrical, heat and chemical.

MST 50, 51, 54, 55

Energy sources. Identify different energy sources and the difference between renewable and non-renewable sources.

Identifies different energy sources. Understands the difference between

MST 56, 57

Understands the difference between renewable and non-renewable energy sources.

MST 56, 57

Identifies the prime materials of non-renewable energy sources.

MST 57

Use of energy. Identify and explain the benefits and risks of different forms of energy.

Identifies and explains the benefits and risks of different forms of energy: acid rain, radioactivity and limited resources.

MST 51-53, 56-59

Saving energy. Understand the importance of saving energy.

Understands the importance of saving energy.

MST, SOC, LTL 59




MST, LTL 58


AUT, LTL 57–59




MST, LTL 58, 59




LTL, LIN 52, 53, 58-60


LIN 58, 59


90



COMPETENCES

PAGES

Uses vocabulary appropriate to each content block

LIN 50-61


LIN 58, 59


Obtain information relevant to previously defined facts or phenomena, making predictions about natural events


LIN, LTL 52, 53, 58-60,

95Analyses the information, drawing conclusions, and speaks about the experience reflecting on the process. Communicates through writing and speech.

LTL, LIN 53, 58, 59

Study techniques.Development of effective work habits.


Knows and applies the strategies to work and study effectively

LTL, AUT 52, 53, 60


LTL 53, 60



Employs strategies for carrying out individual work and group work, showing skills in the peaceful resolution of conflicts

AUT, SOC, LTL 58




91



COMPETENCES

PAGES




LIN, CUL 58, 59

92



In The students will work with individual and collaborative responsibility. They will analyse information and draw conclusions from it in order to pass on and share that information. They will ask questions in order to arrive at a conclusion, individually and collectively. They will predict answers and check the results through investigation and discussion. The students should show curiosity and interest in the world of plants and realise the importance of plants for the planet. The students will think about society’s dependence on energy. They will respect the value of natural resources and they will understand that saving electricity and water is important.

Fragile world The students will learn how acid rain is formed and how human activity is the direct cause of this type of pollution. They will understand how acid rain not only has a direct effect on living things but also an indirect one as acid rain enters

water systems such as rivers, lakes and seas. The students will be encouraged to look at ways we can reduce the amount of acid rain we produce.

MIXED ABILITY


93


USE OF INFORMATION AND COMMUNICATION TECHNOLOGY Presentations: - Unit summary- Science project


Poster s


Videos & web links



94


LANGUAGE

first conditional speaking skills: giving an opinion reading for comprehension and for specific information • listening for specific information vocabulary related to energy sources speculation speaking skills: dialogues following instructions explaining concepts

95




Revise the different sources of energy that we normally use in our daily activities. Think about the importance of using renewable energy sources. Follow different Cooperative Learning structures Review key concepts and vocabulary from the term. Assess and reflect on their progress. Do individual and group work, allowing for self and peer assessment. Keep a record of their scores in their notebooks. Identify their strengths and weaknesses. Set their learning objectives. Do team scores as part of an ongoing competition throughout the year

96


TERM 2 Teamwork


COMPETENCES11

PAGES

Energy sources. Identify different energy sources and the difference between renewable and non-renewable sources.

Understands the difference between renewable and non-renewable energy sources.

MST 62, 63










LTL, LIN 62, 63

Consults and uses written documents, images and graphs. LTL 62, 63Develops adequate strategies to access information from scientific texts.

LTL, LIN 62, 63




LTL, AUT 62, 63

Uses the correct vocabulary according to the content block. MST, LIN 62, 63Expresses orally, clearly and in order, the contents related to the area, displaying understanding of oral and written texts.

MST, LIN 62, 63

Projects and reports.

Plan and carry out projects, presentations and reports.

Carries out simple experiments and investigations. LTL, AUT 62, 63Carries out a project, individually or in a group, and presents a report, using paper or digital, collecting information from different sources (direct, books or the Internet), using different media and presenting orally the experience, with written and visual support.

LTL, SOC 62, 63


LTL, SOC 62, 63


97



COMPETENCES

PAGES

ICT. Use ICT to look for and select information and present conclusions.


MST, LTL, AUT 62, 63

98


GROUP PROJECT Searches for, selects and organizes concrete and relevant information, about renewable energy sources, non-renewable

energy sources, etc.; analyzes it, obtains conclusions, communicates his/her experience, reflects on the process followed and communicates it orally and in written form.

Consults and uses images on page 62. Utilizes, in a suitable manner, the appropriate vocabulary for the main concepts: renewable energy sources, non-renewable

energy sources, etc. States orally, clearly and in an ordered sequence, contents related to energy sources. Makes autonomous use of word processing (page adjustment, insertion of illustrations or notes, etcetera). Performs simple experiences and small researches: posing problems, enunciating hypothesis, selecting the necessary material,

implementing, deducing conclusions and communicating the results. Carries out a project, working as part of a team, and presents a diagram, collecting information and communicating the

completed experience orally using images. Presents works in an ordered manner as part of a team.

LANGUAGE

describing different energy sources and their importance to human beings giving short answers expressing opinion question forms relative pronouns key vocabulary from units 3-4

99




Study and extend their knowledge of two specific types of energy heat and light. Understand how energy works Form an introduction to aspects of physics and chemistry. Learn about the different properties of heat and light and their practical application: how we use light and heat, and how we apply these

types of energy in life. Observe the characteristics of light and heat and their interaction with different materials Understand the nature of energy. Explain their conclusions, verbally and in writing, on how light and heat function. They will focus on the properties of light, including reflection and refraction. Students will also l Learn about heat transfer, including information on conductors and insulators, and their application in everyday situations. Become aware of how much energy we use in our daily lives. Discuss the importance of water as a natural resource and the need to save water.

100


UNIT 5. Light and heat4. The biosphere


COMPETENCES12

PAGES

Light energy Identify and explain some of the main characteristics of light energy.

Identifies and explains some of the main characteristics of light energy

MST 69-73

Reflection of light. Know the basic laws that govern certain phenomena: reflection of light.

Knows the basic laws that govern certain phenomena: reflection of light.

MST 72, 73

Heat. Observe and explain the effects of heat in the increase in temperature and dilation of certain materials

Observes and explains the effects of heat in the increase in temperature and dilation of certain materials.

MST 73, 74

Properties of materials. Carry out experiments to study the properties of everyday materials and their behaviour related to light, sound, heat, humidity and electricity.

Carries out experiments to study the properties of everyday materials and their behaviour related to light, sound, heat, humidity and electricity.

MST, LTL, AUT 68-74

Natural electricity. Observe certain phenomena of natural electricity and its effects: light and heat.

Observes certain phenomena of natural electricity and its effects: light and heat.

MST 70




MST, LTL 68-74


AUT, LTL 74, 75




MST, LTL 74, 75


Integrate information compiled through direct and indirect observation, consulting basic sources and communicating the results


LTL, LIN 68, 69, 74, 75


LIN 74, 75


LIN 66-77


101



COMPETENCES

PAGES


LIN 75




LIN, LTL 68, 69, 75, 96

Analyses the information, drawing conclusions, and speaks about the experience reflecting on the process. Communicates through writing and speech.

LTL, LIN 68, 69, 74, 75




LTL, AUT 68, 69, 74


LTL 69, 74




AUT, SOC, LTL 75







LIN, CUL 74, 75

102


103



The students will enjoy learning about heat and light in depth, particularly as they are form of energy which the students can relate to in their daily lives.

The nature of the activities will allow the students to experiment for themselves, putting into practice what they have learned in class.

The unit includes plenty of opportunities for the students to work in pairs or small groups to further discuss their ideas and to solve problems together.

The students will learn how acid rain is formed and how human activity is the direct cause of this type of pollution. They will understand how acid rain not only has a direct effect on living things but also an indirect one as acid rain enters

water systems such as rivers, lakes and seas. The students will be encouraged to look at ways we can reduce the amount of acid rain we produce.

Fragile world In this section the students will learn about the dangers of excess exposure to the sun and the harm it can cause

us. This is followed by practical advice on the measures we can all take to avoid sun related health problems. This is an area of personal safety which children in particular should take very seriously.

MIXED ABILITY

104



105




Poster s


Videos & web links



106


LANGUAGE

reading skills asking questions describing images identifying objects matching headings to paragraphs listening for specific information reading for comprehension and specific information speculation presenting ideas collaborating in class and problem solving following instructions asking for and providing information speaking skills writing skills listening skills

107




Study and extend their knowledge of one of the fundamental types of energy: electricity. Learn about the different properties of electricity. Learn its practical applications: how we use electricity and how we apply this energy in everyday life. Do simple experiments, in which the students can observe the characteristics of electricity. Understand the nature of this type of energy. Explain their conclusions, verbally and in writing, on how electricity functions. Focus on the properties of electricity and how it is produced. Look at its influence in the last 200 years and how we have become reliant on this type of energy today.

108


UNIT 6. Electricity4. The biosphere


COMPETENCES13

PAGES

Electricity. Identify and explain the characteristics of electricity.

Identifies and explains the characteristics of electricity.

MST 82, 83

Electrical circuits. Observe and identify the elements of an electrical circuit and construct one.

Observes and identifies the elements of an electrical circuit.

MST 83, 86

Constructs an electrical circuit. MST, AUT, LTL 86Electricity and inventions. Understand the importance of electricity

in the development of inventions and machines.

Understands the importance of electricity in the development of inventions and machines.

MST, CUL 81, 84, 85

Identifies and describes different inventions that use electricity.

MST, CUL 84, 85

Thomas Edison. Identify and describe an invention of Thomas Edison.

Identifies and describes an invention of Thomas Edison.

MST, LTL, AUT 81

Natural electricity. Observe certain phenomena of natural electricity and its effects: light and heat; attraction and repulsion.

Observes certain phenomena of natural electricity and its effects: light and heat.

MST 83

Observes certain phenomena of natural electricity and its effects: attraction and repulsion.

MST 82




MST, LTL 83, 86


AUT, LTL 85, 86, 87




MST, LTL 86, 87

Integrate information compiled through direct and indirect observation,


LTL, LIN 80, 81, 86, 87


109



COMPETENCES

PAGES


consulting basic sources and communicating the results.


LIN 86, 87


LIN 78-89


LIN 86, 87




LIN, LTL 81, 86, 87, 96

Analyses the information, drawing conclusions, and speaks about the experience reflecting on the process. Communicates through writing and speech.

LTL, LIN 80, 81, 86, 87




LTL, AUT 81, 86, 87

Reflects on the work done, drawing conclusions on how to work. Learns and develops strategies for continued learning

LTL 81, 86




AUT, SOC, LTL 86




110



COMPETENCES

PAGES




LIN, CUL 86, 87

111



The students will enjoy learning about electricity in depth, particularly as this is the form of energy which they can relate to most easily in their daily lives.

The nature of the activities will allow the students to experiment for themselves, creating static electricity, and an electrical circuit where they can test their ideas.

The unit includes plenty of opportunities for the students to work in pairs or small groups, to further discuss their ideas and to solve problems together.

Fragile world In this section the students will learn about the importance of conserving electricity. They will be encouraged to get involved in saving energy in practical ways, however small.

MIXED ABILITY


112


113




Poster s


Videos & web links



114


LANGUAGE

describing images asking questions speculation identifying objects reading for comprehension and for specific information listening for specific information vocabulary related to materials and electricity reading for comprehension and specific information presenting ideas reading instructions giving instructions asking for information speaking skills writing skills reading skills listening skills

115




Revise the different types of energy that we normally use in our daily activities. Learn about different materials and the way humidity, heat, sound, light and electricity affect them. Follow different Cooperative Learning structures. Review key concepts and vocabulary from the term. Assess and reflect on their progress. Do individual and group work, allowing for self and peer assessment, Keep a record of their scores in their notebooks. Identify their strengths and weaknesses. Set their learning objectives. Do team scores as part of an ongoing competition throughout the year.º

116

TERM 3 Teamwork


COMPETENCES14

PAGES

Materials. Carry out experiments to study the properties of everyday materials and their behaviour related to light, sound, heat, humidity and electricity.

Carries out experiments to study the properties of everyday materials and their behaviour related to light, sound, heat, humidity and electricity.











LTL, LIN 90, 91

Consults and uses written documents, images and graphs.

LTL 90, 91

Develops adequate strategies to access information from scientific texts.

LTL, LIN 90, 91




LTL, AUT 90, 91

Uses the correct vocabulary according to the content block.

MST, LIN 90, 91

Expresses orally, clearly and in order, the contents related to the area, displaying understanding of oral and written texts.

MST, LIN 90, 91

Carries out simple experiments and investigations. LTL, AUT 90, 91


117


COMPETENCES

PAGES

Projects and reports.

Plan and carry out projects, presentations and reports.

Carries out a project, individually or in a group, and presents a report, using paper or digital, collecting information from different sources (direct, books or the Internet), using different media and presenting orally the experience, with written and visual support.

LTL, SOC 90, 91


LTL, SOC 90, 91

ICT. Use ICT to look for and select information and present conclusions.



118

GROUP PROJECT Searches for, selects and organizes concrete and relevant information, about energy and materials; analyzes it, obtains

conclusions, communicates his/her experience, reflects on the process followed and communicates it orally and in written form. Consults and uses images on page 90. Utilizes, in a suitable manner, the appropriate vocabulary for the main concepts: heat, conductors, insulators, etc. States orally, clearly and in an ordered sequence, contents related to materials. Makes autonomous use of word processing (page adjustment, insertion of illustrations or notes, etcetera). Performs simple experiences and small researches: posing problems, enunciating hypothesis, selecting the necessary material,

implementing, deducing conclusions and communicating the results. Carries out a project, working in as part of a team, and presents a diagram, collecting information and communicating the

completed experience orally using images. Presents works in an ordered as part of a team.

LANGUAGE

describing properties of different materials giving short answers expressing opinion question forms relative pronouns key vocabulary from units 5-6

119

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