AREA. THE UUDD matter: Science. 3rd grade of Primary Education

Tittle: "MEETING THE LIVING BEINGS."

Time: 8 days Number of sessions planned: 8 (3 sessions per week, for two weeks and a half)

GENERAL OBJECTIVE.Understand and develop knowledge and skills about living beings, their characteristics, classification, as well as the habitats and ecosystems to which they belong, so that the child acquires so this knowledge in order to be able to apply it to their daily lives.

DIDACTIC OBJECTIVES.1. Know and appreciate the values and norms of coexistence, learn to act in accordance with them, prepare for the active exercise of citizenship and respect human rights, as well as the pluralism of a democratic society.2 - Learn the fundamental aspects of the nature of science, social sciences, geography, history, and culture3 -Start using, learning, information and communication technologies, developing a critical spirit to messages that receive and produce.4 -Meet and rating closer to human animals and adopt modes of behavior which favor their care.

Transverse elements. Objectives.1. Reading comprehension, oral and written expression.1.1 use language in such a way that it helps to express themselves with total consistency and making a rich use of language.2.-audiovisual communication and ICT2.1 Use audiovisual and technological tools of the Center for educational purposes.3. Entrepreneurship.3.1 promoting the entrepreneurial spirit and autonomous from the students so that they become interested and take action to meet and learn about their environment.4. Civic and constitutional education.4.1 create attitudes of respect and freedom to the companions, living beings, acting according to the social norms.

 

 

 

 

 

 

 

 

 

 

 

CONTENTSCRITERIA OF EVALUATION

LEARNING STANDARDS

NATURAL SCIENCES

BLOCK 3 THE LIVING BEINGS.-Living beings: characteristics, classification and types.-Vertebrate and invertebrate animals, characteristics and classification.-The relations between human beings. Food chains. Populations, communities and ecosystems.-Use of technological means for the study of living beings.

1. know the structure of living beings: cells, tissues, types, organs, devices and systems by identifying the major features and functions.3. know the characteristics and components of an ecosystem.4. use technological means, respecting the rules of use, safety and maintenance of instruments of observation of working materials, showing interest in the observation and rigorous study of all living beings, and habits of respect and care for the living beings.

1.2 identify and describe the structure of living beings: cells, tissues, types, organs, devices and systems by identifying the major features and functions.3.1 identifies and explains the relationships between human beings. Food chains. Populations, communities and ecosystems.3.5. Notes and identifies the different habitats of living beings.4.4 observed and recorded any process associated with the life of human beings, using the instruments and the appropriate audiovisual and technological media, communicating in a way oral and written results.4.5 it respects the rules of use, safety, and maintenance of instruments for observation and working materials

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ACTIVITIES (SEE ANNEX) COMPETENCIA2.SCIENCE AND TECHNOLOGY

COMPETENCIA3.DIGITAL

COMPETENCIA4.LEARNING TO LEARN.

INITIATION ACTIVITIES

1. Complete the crossword

2. Introduction to habitats

3. Ecosystem

4. Wordsearch

x

x

x

DEVELOPMENT

ACTIVITIES

Complete the parts of the

animal

Recreating Habitat

Environments

Food chain

CONSOLIDATION

ACTIVITIES

Fill the gaps

What have you learnt?

Different kingdoms

How many things do you know about animals

CLOSE ACTIVITY.

Visit to Madrid's zoo

Methodology. On the basis of prior knowledge of the students and their ZPD:

-An active methodology is used to motivate students.-Cooperative learning.-Group dialogues for the development of communication and respect.-Meaningful learning.-Rain of ideas in the form of dialogue.-Creative method, which encourages students to develop their artistic potential.

Attention to diversity: you will depart from previous knowledge of students taking into account its characteristics and learning rhythms so that enable an inclusive education and taking into account the principle of equity.

MATERIAL, HUMAN, ORGANIZATIONAL RESOURCES:-Computer and projector in the classroom.-Craft materials (colors, scissors, glue,...)-Fotocopiable material.-Classroom space to hang the mural.-Slate.-Classroom Althia.-Zoo of Madrid and staff.

ASSESSMENT PROCEDURE AND INSTRUMENTS.-Exercise of control cards.-Final productions of the students.-Control of the classroom by observing attitudes.-Interventions for students in class (participation, collaboration, exhibitions,...)QUALIFICATION CRITERIA. INDICATORS OF ACHIEVEMENT.25% participation in class, good behavior and attitude in the classroom

You will be evaluated good behavior, participation, respect for the shift of Word, production of correct dialogue, respect for views. In addition to the attitude of interest in the topics covered.

50% controls, production activities, oral presentations.

The quality of productions and oral presentations, your attitude will be evaluated to introduce them, the organization...Also it will evaluate students using controls to learn his knowledge on living beings, their habitats and ecosystems.

25% work in class You will be evaluated daily class work, helping the other students, in addition to group cooperation, the realization of activities, datasheets, and proposed activities.

SELF-ASSESSMENT:(A) what do well (B) should improve it(C) It is not necessary to do soPERFORMANCE. TO B C

       I communicate to the students the objectives that are intended to achieve.

       I present an outline of what we are going to be addressed in class. I put the content in such a way that you wake up the interest of the students.

       I make a summary of the previous class at the beginning of my speech.

       I explicitly establish relations between the contents explained.

       I relate the content of the class with what students already know.

       I establish relationships with other knowledge and experience.

       I clearly indicate the passage of a point of the scheme to another.

       I highlight the main content of the class.       The structure of the explanations is clear, logical and

organized.       I use examples to illustrate the content of my

exhibition       Show applications of the theory to real problems       I use expressive resources (gestures, silences,

variations) in the tone of voice, etc..       I am look all students while I discuss.       I request that students involved in class with questions

and comments.       I respond accurately to questions from the students. I

include activities for students to carry out during the class.

       If necessary, sometimes, students work in small groups       Practices that are materials or in real-life situations       East and personally oversee the activities or practices       Materials (texts, notes, instrumental,...) are suitable.       I support different didactic materials to make more

understandable what we study       I verify that the students have understood the concepts.       I adapt the quantity and difficulty of the contents

taught in class at the level of the students.       I am respectful with the student       My way of teaching the maintains the attention and

interest.       I adjust to the plan of work for each class.       I summarize what has been in class.

DEVELOPMENT OF THE UUDD EVALUATION:

 

ANEXO. ACTIVIDADES.

I. INITIATION ACTIVITIES

1. Complete the crossword

This activity is to remember concepts of past years. It is a crossword puzzle with

words and definitions that have to do with animals. Thus, in addition to introduce

children to the subject, also remember the vocabulary of previous years.

Yes Not Why?. Observations.The proposed objectives have been achieved?Are the contents well adapted to the criteria and standards?The activities developed in a remarkable way the powers?Have assessment methods been appropriate?Transverse elements objectives been achieved?

For this activity will be required 15 minutes and it is done in pairs of two people.

It is an easy activity but so children will quickly make it and will remember their

previous knowledge.

2. Introduction to habitats

First of all we are going to ask the children little questions to discover their

previous knowledge about the topic.

Who knows what a habitat is?

Do you know what kinds of habitats exist in the Earth?

What type of animals live in each one? And why?

Then, we are going to explain little theory about habitats: a definition, the most

common habitats that exist, and which animals live in each one. We are going to use

photographs to have visual support, and making easier for them to understand.

1.Forest.

2.Desert.

3.Meadows.

4.Mountain.

5. Polar Region.

6.Ocean.

3. Ecosystem

The first one, is a sheet about the fund chain of the animals; and this is the initial

activity. You can work with the children in general form, in groups of four pupils or in

pairs, and this case you have to teach the different ecosystem. The activity has to last

about 30 min, in general all the students have to finish on time, but if you have any

problem with other students you can change the time.

4. Wordsearch

This is an initiation activity in which they have to search the words that I provide

them (in the word search). With this activity they get used to this words and then, when

they work in other activities they will know better this vocabulary.

The idea is to work by groups of three or even by pairs in other to do some effort

to search those words. The activity take 15 minutes more or less, because it’s an easy

activity and so they could do some other activities proposed for that period of class.

II. DEVELOPMENT ACTIVITIES

1. Complete the parts of the animal

This activity is made to help children learn new concepts on the agenda. In this

case refers to the interior of all animals of all types, and can thus see the differences

between them.

In this activity, children must indicate pointing arrows.

This is an individual activity that will be 20 minutes to complete and find

information about the activity.

In addition, this activity is very visual and encourages children to learn,

furthermore they learn the concepts faster through images.

2. Recreating a habitat

This is a group activity that consist in dividing the pupils into 6 different groups.

We provide each group a habitat, and they have to create a big image composed by the

characteristics of the habitat chosen.

Then, we put the six murals in the classroom walls. And we start playing a game.

The game is a competition by groups were we provide stickers of animals and

each group have to work together to put all the stickers in the habitat that correspond.

We the time is finished the time that put more stickers win.

3. Environments

This kind of activity is development of the different kind of animals depending on

their type of feeding. In this link you find a web where you can work the different

knowledges of the subject. If you click in one theme you can find different online

activities according to the appropriated part of the theme. The activities can be worked

in groups of three pupils or in pairs; and the time has to be 25 min, because this type of

activities have to be motivate and the children don't realize that they learn but for them

all of this is a game.

http://recursos.cnice.mec.es/biosfera/alumno/2ESO/Energia_ecosistemas/

actividades.htm

4. Food chain

This is a development activity in which they learn the definitions and examples of

the food chain. This page offers multiple things, the first one is the definition and the

corresponding image (as example) and then, children can play some games or they can

spell what they listen (according to this vocabulary), also they can do some tests.

The idea is to work individually to learn in a relaxed way (without disturbing any

other partner that works with him/her). According to the time of the activity, they can

do it in 30 minutes, because they should have time to do the activities of spelling,

listening, flashcards, etc.

https://quizlet.com/109731676/food-chain-of-animals-flash-cards/

III. CONSOLIDATION ACTIVITIES

1. Fill the gaps

This activity is carried out for children review all the learning they have learned

during this topic.

This activity will take place on an individual basis and in 15 minutes. It is filling

the gaps with the classification of the families of animals, as well as add the different

characteristics of each group.

2. What have you learnt?

This activity consist on reviewing what the pupils have learnt about habitats with an

habitat hangman.

http://www.studystack.com/hangman-2084808

3. Different kingdoms

This kind of activity is a consolidation form to teach the different animal

kingdoms. In this link you find a web where you can work all about the animal

ecosystem (their feeding, kingdoms ...) and there are a variety of activities related to this

topic. The different activities have to be worked in groups of three pupils or in pairs, in

that form they can help his/her classmates or find help in others. The time is optional, if

you consider that it necessary to work more than 30 min, you can, but in a normal

situation all pupils get all the knowledges in this time.

http://www.mundoprimaria.com/juegos-conocimiento-del-medio/juegos-mundo-

vegetal/

4. How many things do you know about animals?

This activity is used to consolidate some knowledges about animals. For example

invertebrates, vertebrates and each types, characteristics that have in common, etc. It’s

an activity in which all pupils can be involved or do it by groups. Depending if they do

the flashcards or they play the hangman, quiz, etc., they can do it by groups.

The idea is to divide the class into groups of 2 children so, in that way, they can

answer the questions. We will go to the ALTHIA class so we will have enough space

for all students. According to the time, the activity takes 25 minutes more or less, so

they have some minutes for each question. If some pairs have free time they could play

other games of the same page and with the same content.

http://www.studystack.com/flashcard-2080466

IV. CLOSE ACTIVITIES. Visit to Madrid’s Zoo.

We are going to make an excursion to Madrid’s Zoo. And we are going to ask them to bring a notebook to write down curiosities about all the animals and their habitats.

Then we form groups and we want them to explain the other groups what animal, habitat and ecosystem have they chosen. For that they can investigate by asking the zoo’s workers.