Proyecto final
| Profesor/a: Gloria Izquierdo Pérez | Curso/Nivel: 3º de Primaria |
| Área/Asignatura: Ciencias Naturales /Natural Science | Título de la UD: Seres vivos/ Living things |
With this unit we begin the study of living things. We will see that they are considered living beings because they perform three vital functions: nutrition, interaction and reproduction. Depending on how living things perform these functions different classifications are established. They can be grouped into those who are able to make their own food and those who cannot. We will also study the most important features of different living things that allow them to be classified into large groups. The importance of protecting living things is the value associated with the content of this unit.
SESION 1: Unit introduction
-Diagnostic activity
What do you know about ...?
Video. Discovering animals and plants
This activity is an approach to previous knowledge about living beings and the kingdoms to which they belong.
SESION 2-6: Content
-What kingdom is it from? (https://es.educaplay.com/es/recursoseducativos/3703595/what_kingdom_is_it_from.htm)
-Parts of a plant (https://es.educaplay.com/es/recursoseducativos/3703591/parts_of_a_plant.htm)
There are two interactive activities carried out with Educaplay.
In the first one, the activity consists in looking in a letter soup for the parts of a plant.
In the second one, the pupils have to write to which kingdom belongs each of the living beings that appear in the photographs.
- Group activity. Flowering or nonflowering plants? (https://www.youtube.com/watch?v=548_UeJoAks)
We will observe the differences between plants with flowers or plants without them and we will learn to identify them.
-Vital functions (https://www.youtube.com/watch?v=L_zaTnh8LXo&t=112s)
https://quizlet.com/161118832/1-the-three-vital-functions-flash-cards/ (Flashcards)
- With or without bones? (https://www.youtube.com/watch?v=1Gbm5Ce0kqA)
http://www.ecosystemforkids.com/2nd-grade/classification/classify-animals-with-and-without-a-backbone.pdf
- What environment do they live in? (https://www.youtube.com/watch?v=Xj1ASC-TlsI)
- Review
SESION 7-8: Final Task
- Check the way you have learnt
| 1. Learning outcomes/ Evaluation Criteria | 1. Identify and describe the characteristics related to the vital functions that allow to define animals as living beings. 2. Differentiate vertebrate animals from invertebrates. 3. Recognize and classify invertebrate animals. 4. Observe animals directly or indirectly, using the necessary instruments and through the use of audiovisual and technological means. 5. Application of procedures related to scientific work such as observation and data collection and analysis. |
| 2. Subject Content |
Living beings and inert beings.
The vital functions: nutrition, relationship and reproduction. Classification of animals in relation to vital functions. The animals: vertebrates and invertebrates. Recognition and classification. The invertebrate animals: The characteristics of arthropods. Arthropods with six legs: insects. Arthropods with eight legs: spiders. Arthropods with ten legs: the crustaceans. Other invertebrate animals: sponges, jellyfish, echinoderms, worms and mollusks Interest in the observation and study of all living beings. Introduction to scientific activity.
Introduction to scientific activity.
Direct and indirect observation of animals with appropriate instruments and through the use of audiovisual and technological means. Use of different sources of information (direct, books). Individual and group work. Use of information and communication technologies. |
| 3. Language Content/ Communication |
| Vocabulary | Classifying living things. Living things and non-living things. Classifying plants and animals based on vital functions. Plant classification according to their structure and appearance. Animal classification: vertebrates and invertebrates Livestock and breeding. Ecosystems: Habitats, individuals and population, communities and food chains. Observation and study of animals and plants. Introduction to scientific activity. Direct and indirect observation of animals using suitable instruments and audiovisual and technological resources. Using different sources of information (direct, books). Individual and group work. Using information and communications technology. |
| Structures | Rutinas: What do you know about ...? Animals or plants Do you have any pet? What they eat, how they are born, how they move, etc.? What kingdon do they belong to? Wich part of the plant lives below the ground? Contenido gramatical: verbo To have, comparativos,colores, presente simple (like, hate, enjoy...), presente contínuo (I'm going to zoo. I,m going to draw animals,/plants…) Classroom management (lenguaje de aula): What does ….. mean in Spanish?, Can you explain it again?, Can you repeat that please?, How do you spell …...?, What do we have to do?, How is this word pronounced?, Can you help me, please?, I don't understand, How do you say …. in English?, What page are we on?, What's the homework?, Do we have to write this down? |
| Discourse type | Exposition Narration Description |
| Language skills | Writing, reading, speaking, listening and social interaction. |
| 4.Context | Badajoz is a small city in the southwest of Spain nex to the Portugal border. Our school is in a neighborhood in the outside of the city. Our families have average socioeconomic level. | |
| 5. Cognitive (thinking) processes | To classify living things into the five kingdoms. To identify and to describe the vital functions of animals and plants. To recognise the elements that make up an ecosystem, the living things that inhabit it and the relationships between them. To observe animals and plants directly and indirectly. | |
| 6a. Tasks | - Games. - Flashcards. - Interactive games (online). - Use ICT as a tool for learning and self-assessment. - Explain the characteristics and vital functions of animals and plants. | |
| 6b. Activities | Warm up activities: -What living and no living things can tou see in the picture? -What´s the difference between a living and a no-living thing? Listening activities: -Listen about the living things kindongs. -Listen about a plant and draw it. -Listen a song about living things. Reading activities: To read the differents between animals or plants. To read the process of the photosynthesis. Writing activities: Write some sentences about the living things. Write all the information of a specific animals or plants. Final Task: Classify living things as well as of the characteristics of plants and animals. | |
| 7. Methodology | |
| Organization and class distribution / timing. | 2 weeks | |
| Resources/Materials | -Murals -Flashcards -Computers -Interactive Board, symbaloo Living things -Trivial Game: Paper, colors, pencils… to make it. -School materials. | |
| Key Competences | Social and civic competence Sense of initiative and entrepreneurial spirit Competence in learning to learn Linguistic communication Digital competence Cultural awareness and cultural expressions | |
| 8. Evaluation criteria and instruments | Observe, identify and recognise basic characteristics of animals and classify them based on their vital functions. Recognise and identify characteristics that make it possible to differentiate vertebrates from invertebrates. Recognise and identify the morphological characteristics that make it possible to differentiate different groups of invertebrates. Classify plants and animals according to simple scientific criteria. Learn about the relationships established between the different components of an ecosystem. Observe animals directly and with suitable instruments. Use audiovisual and technological resources. Gather information and use it to identify and classify animals. Find, select and organise specific and significant information. Present it and draw conclusions. Use the vocabulary corresponding to each type of content appropriately. Prepare explanatory texts to communicate search results and submit work in hard copy, in a neat and organised manner. Use strategies to complete assignments individually and in groups. Use ICT to develop Natural Science knowledge. Instruments * Direct and systematic observation * Daily record of incidents * Dialogues with children * Assessment of the activities and work carried out throughout the unit * Quarterly information bulletin | |
| | | | |
https://drive.google.com/open?id=1xOsdVMk8TBCywNGTUPFymTA_QAbahfYb GLORIA IZQUIERDO PÉREZ
Proyecto final
| Profesor/a: Gloria Izquierdo Pérez | Curso/Nivel: 3º de Primaria |
| Área/Asignatura: Ciencias Naturales /Natural Science | Título de la UD: Seres vivos/ Living things |
With this unit we begin the study of living things. We will see that they are considered living beings because they perform three vital functions: nutrition, interaction and reproduction. Depending on how living things perform these functions different classifications are established. They can be grouped into those who are able to make their own food and those who cannot. We will also study the most important features of different living things that allow them to be classified into large groups. The importance of protecting living things is the value associated with the content of this unit.
SESION 1: Unit introduction
-Diagnostic activity
What do you know about ...?
Video. Discovering animals and plants
This activity is an approach to previous knowledge about living beings and the kingdoms to which they belong.
SESION 2-6: Content
-What kingdom is it from? (https://es.educaplay.com/es/recursoseducativos/3703595/what_kingdom_is_it_from.htm)
-Parts of a plant (https://es.educaplay.com/es/recursoseducativos/3703591/parts_of_a_plant.htm)
There are two interactive activities carried out with Educaplay.
In the first one, the activity consists in looking in a letter soup for the parts of a plant.
In the second one, the pupils have to write to which kingdom belongs each of the living beings that appear in the photographs.
- Group activity. Flowering or nonflowering plants? (https://www.youtube.com/watch?v=548_UeJoAks)
We will observe the differences between plants with flowers or plants without them and we will learn to identify them.
-Vital functions (https://www.youtube.com/watch?v=L_zaTnh8LXo&t=112s)
https://quizlet.com/161118832/1-the-three-vital-functions-flash-cards/ (Flashcards)
- With or without bones? (https://www.youtube.com/watch?v=1Gbm5Ce0kqA)
http://www.ecosystemforkids.com/2nd-grade/classification/classify-animals-with-and-without-a-backbone.pdf
- What environment do they live in? (https://www.youtube.com/watch?v=Xj1ASC-TlsI)
- Review
SESION 7-8: Final Task
- Check the way you have learnt
| 1. Learning outcomes/ Evaluation Criteria | 1. Identify and describe the characteristics related to the vital functions that allow to define animals as living beings. 2. Differentiate vertebrate animals from invertebrates. 3. Recognize and classify invertebrate animals. 4. Observe animals directly or indirectly, using the necessary instruments and through the use of audiovisual and technological means. 5. Application of procedures related to scientific work such as observation and data collection and analysis. |
| 2. Subject Content |
Living beings and inert beings.
The vital functions: nutrition, relationship and reproduction. Classification of animals in relation to vital functions. The animals: vertebrates and invertebrates. Recognition and classification. The invertebrate animals: The characteristics of arthropods. Arthropods with six legs: insects. Arthropods with eight legs: spiders. Arthropods with ten legs: the crustaceans. Other invertebrate animals: sponges, jellyfish, echinoderms, worms and mollusks Interest in the observation and study of all living beings. Introduction to scientific activity.
Introduction to scientific activity.
Direct and indirect observation of animals with appropriate instruments and through the use of audiovisual and technological means. Use of different sources of information (direct, books). Individual and group work. Use of information and communication technologies. |
| 3. Language Content/ Communication |
| Vocabulary | Classifying living things. Living things and non-living things. Classifying plants and animals based on vital functions. Plant classification according to their structure and appearance. Animal classification: vertebrates and invertebrates Livestock and breeding. Ecosystems: Habitats, individuals and population, communities and food chains. Observation and study of animals and plants. Introduction to scientific activity. Direct and indirect observation of animals using suitable instruments and audiovisual and technological resources. Using different sources of information (direct, books). Individual and group work. Using information and communications technology. |
| Structures | Rutinas: What do you know about ...? Animals or plants Do you have any pet? What they eat, how they are born, how they move, etc.? What kingdon do they belong to? Wich part of the plant lives below the ground? Contenido gramatical: verbo To have, comparativos,colores, presente simple (like, hate, enjoy...), presente contínuo (I'm going to zoo. I,m going to draw animals,/plants…) Classroom management (lenguaje de aula): What does ….. mean in Spanish?, Can you explain it again?, Can you repeat that please?, How do you spell …...?, What do we have to do?, How is this word pronounced?, Can you help me, please?, I don't understand, How do you say …. in English?, What page are we on?, What's the homework?, Do we have to write this down? |
| Discourse type | Exposition Narration Description |
| Language skills | Writing, reading, speaking, listening and social interaction. |
| 4.Context | Badajoz is a small city in the southwest of Spain nex to the Portugal border. Our school is in a neighborhood in the outside of the city. Our families have average socioeconomic level. | |
| 5. Cognitive (thinking) processes | To classify living things into the five kingdoms. To identify and to describe the vital functions of animals and plants. To recognise the elements that make up an ecosystem, the living things that inhabit it and the relationships between them. To observe animals and plants directly and indirectly. | |
| 6a. Tasks | - Games. - Flashcards. - Interactive games (online). - Use ICT as a tool for learning and self-assessment. - Explain the characteristics and vital functions of animals and plants. | |
| 6b. Activities | Warm up activities: -What living and no living things can tou see in the picture? -What´s the difference between a living and a no-living thing? Listening activities: -Listen about the living things kindongs. -Listen about a plant and draw it. -Listen a song about living things. Reading activities: To read the differents between animals or plants. To read the process of the photosynthesis. Writing activities: Write some sentences about the living things. Write all the information of a specific animals or plants. Final Task: Classify living things as well as of the characteristics of plants and animals. | |
| 7. Methodology | |
| Organization and class distribution / timing. | 2 weeks | |
| Resources/Materials | -Murals -Flashcards -Computers -Interactive Board, symbaloo Living things -Trivial Game: Paper, colors, pencils… to make it. -School materials. | |
| Key Competences | Social and civic competence Sense of initiative and entrepreneurial spirit Competence in learning to learn Linguistic communication Digital competence Cultural awareness and cultural expressions | |
| 8. Evaluation criteria and instruments | Observe, identify and recognise basic characteristics of animals and classify them based on their vital functions. Recognise and identify characteristics that make it possible to differentiate vertebrates from invertebrates. Recognise and identify the morphological characteristics that make it possible to differentiate different groups of invertebrates. Classify plants and animals according to simple scientific criteria. Learn about the relationships established between the different components of an ecosystem. Observe animals directly and with suitable instruments. Use audiovisual and technological resources. Gather information and use it to identify and classify animals. Find, select and organise specific and significant information. Present it and draw conclusions. Use the vocabulary corresponding to each type of content appropriately. Prepare explanatory texts to communicate search results and submit work in hard copy, in a neat and organised manner. Use strategies to complete assignments individually and in groups. Use ICT to develop Natural Science knowledge. Instruments * Direct and systematic observation * Daily record of incidents * Dialogues with children * Assessment of the activities and work carried out throughout the unit * Quarterly information bulletin | |
| | | | |
https://drive.google.com/open?id=1xOsdVMk8TBCywNGTUPFymTA_QAbahfYb GLORIA IZQUIERDO PÉREZ
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