Unite Learning the Human Body

8/8/2019 Unite Learning the Human Body

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THEHUMAN

BODYUNIT LEARNINGSonia Garca

Isabel HinojosaMara Peco


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Unite Learning THE HUMAN BODY

Sonia Garca Lpez - Isabel Hinojosa Muoz de la Torre - Mara Peco Guerra

2UNIT LEARNING THE HUMAN BODY

We fix the teaching unit entitled "The Human Body" in the Second Cycle E. Primary, in

the Science Subject.

Given the characteristics of the students and the working group which has beenprepared, the materials chosen for the attainment of the objectives and skills in the

teaching and learning process has been primarily multimedia and audiovisual materials

listed in the bloghttp://pale0708.blogspot.com.

Then detail the overall objectives of stage.

GENERAL OBJECTIVES OF STAGE

The Primary education will help to develop in girls and boys, the skills that will enable

them to:

A. To know and appreciate the values and standards of living, learning to act in

accordance with them, prepare for the active exercise of citizenship and respect

for human rights and pluralism characteristic of a democratic society.

B. Develop habits of individual and team work, effort and responsibility in the study as

well as attitudes of self-confidence, critical thinking, personal initiative, curiosity,

interest and creativity in learning.

C. Acquiring skills for the prevention and peaceful conflict resolution, which would

allow them to operate autonomously within the family and school, as well as

social groups to which they relate.

D. Know, understand and respect different cultures and the differences between

people, equal rights and opportunities for men and women, have an attitude of

rejection of any bias and non-discrimination for reasons personal, social,

economic, cultural beliefs or race.

E. Purchased in at least one foreign language basic communicative competence that

allows them to express and understand simple messages and deal with everyday

situations.

F. Initiated in the use, for learning and interpersonal communication, informationtechnology and communication to develop a critical spirit before the messages

they receive and develop.

G. Using different media representation and artistic expression and started on the

construction of proposals visuals.

H. Rate hygiene and health, accepting one's own body and that of others, respect

differences and use physical education and sport as a means to promote the

personal and social development.

I. Develop your emotional skills in all areas of personality and in their relationshipswith others, as well as to develop attitudes of active defence of peace and against

violence of any kind of prejudice and sexist stereotypes.
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3J. Raising solutions to problems and needs of daily life through their identification,

planning and finding constructive and creative alternatives, using sources of

information, knowledge acquired, material resources and the cooperation of other

people

CORE COMPETENCIES

The powers are defined as a body of knowledge, skills and attitudes which are

necessary for the realization and personal development, school and social life and to

be developed across the curriculum.

A. Competition in linguistic communication.

C. Competition on knowledge and interaction with the physical world.

D. Treatment of information and skills.

E. Competition social and civic.F. Competition cultural and artistic.

G. Competition to learn how to learn.

H. Autonomy and personal initiative.

I. Competition emotional.

Throughout the development of the teaching unit, and will take into account all of

these skills will be addressed one way or another.

The established order does not imply priority criteria and description of the skills that

make up each competition helps define their use as a benchmark in the evaluation.

A. Competition in linguistic communication.

Listen, talk, talk, read and write the language skills are used by the pupils of Primary

Education to represent, interpret and understand reality. It also uses these skills to

build thinking (thinking is talking to oneself) and to regulate their own behavior.

The knowledge, skills and attitudes linguistic let you express their thoughts, emotions,

experiences and opinions; dialogue; organize ideas; form a critical judgement and

ethical; prepare and present a speech; enjoy listening, reading or writing. The languageskills put us in communication with each other and bring us closer to other cultures.

These language skills are related to all the languages that students and student use,

the mother tongue, different for immigrants who do not know Spanish, the first,

second, third foreign language. Against models considered independent training in

each of the languages, all of them involve the same strategies of teaching and learning.

In short, students at the end of primary education has to be competent to orally

express ideas, feelings, experiences ... In a coherent, orderly and clear understanding

of oral and written texts, identifying main ideas, distinguishing facts and opinions, real

and fantastic aspects and interpret messages are not explicit; reading aloud and silent


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4effective manner; perform compositions written respecting the formal aspects and the

type of text, spelling and legibly identify and classify words grammatical categories.

Also follow orders and understand oral and written texts associated with images,

objects and situations known in foreign language; use simple formulas and structures

in social situations simulated communication to greet, ask, ask for help ... In a foreignlanguage, read an appropriate short texts, simple, adapted to their age and interests

and respond to questions on the reading, foreign language; routinely read and enjoy

reading; appreciate and respect the use of other languages in Spain and abroad and

inquire about her culture, and identify and avoid the use of language to discriminate

against others (sexist, racist ...).

C. Competition on knowledge and interaction with the physical world.

Interacting with the world that surrounds us to identify its elements and understand

the dynamics of relationship that is established between them, is a core competencyfor students from the earliest stages, but takes on a key role in primary education.

The students, at the conclusion of this phase, it is able to understand the relationships

that exist between different phenomena of nature and between it and human

activities (climate and vegetation, economic resources, jobs and housing, etc.). From

this understanding, their performance will be competent to anticipate any action and

to choose those that have a positive effect on the conservation and quality of life.

In this sense, knows his body and implements actions promoting or inhibiting health;

familiar with the environment and the features most representative of a natural orurban landscape and putting in place measures that favor the defense of the

environment and quality of life: rational consumption of water, energy saving, sorting

and recycling of waste and respect for the rules.

Ultimately, it is able to act consistently in areas of health, productive activity,

consumption, and interpret the world devote its efforts, since its capabilities, to ensure

the responsible use of natural resources, environmental care, rational and responsible

consumption, and protection of the individual and collective health.

D. Competition and digital information processing.

Students of Primary Education have to be competent to search, locate, organize and

communicate information using information technology and communication as a

support. It is able to locate and use the basic elements of the computer; connecting

peripherals and perform simple maintenance; starting and shutting down; use of the

operating system to store and retrieve, organize into folders; use antivirus; print; use

word processors ; surf the Internet; communicate by e-mail; use chat

This ability means using different languages (text, numeric and iconic, visual, graphics

and sound) and the competence of integrating understanding, reasoning andinterpreting information before submitting it. It also involves assessing their potential


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5and avoiding the risks both in terms of access to sites or games negative and

unacceptable face of the danger of social isolation.

E. Competition social and civic.

An understanding of the social reality in which we live, the practice of cooperation andparticipation are basic skills for daily living and subsequent exercise of democratic

citizenship. Students of Primary education is competent to share materials and objects,

common and personal collaborate in the care of the materials and cleaning the

environment; participate in the drafting of the rules of coexistence and fulfilling

collaborate with colleagues in the resolution Conflict using techniques of dialogue,

consensus and compromise; participate cooperatively with their peers tasks;

proactively reject any kind of discrimination and marginalization and participate in

solidarity actions towards disadvantaged groups.

It also includes awareness of the social, political and territorial your local, autonomouscommunity, nation and historical events most relevant and representative, placing

them in time.

Also part of this competition so-called social relationship skills, which include, in the

case of students of Primary education: respect and use the communication standards:

pay attention, listen to others, seek and respect the time and the time intervention;

respect and use the rules of politeness: show, greet and say goodbye, to thank,

apologize and accept an apology; know and show interest in the problems of others,

assess its achievements, and seek assistance; know say that and make no complaints

so educated.

F. Competition cultural and artistic

This competition means getting to know, understand, appreciate and participate in

cultural and artistic events, customs, popular games, traditions, and is competent to

assist in the preservation of their heritage.

Students of primary access codes artistic, used as a language to communicate across

the different techniques and access namely use color, shape, texture, measure,

materials, music, rhythm In all cases, along knowledge and the technique is theenjoyment its practice individual and shared.

It also includes the use of divergent thinking as part of creative thinking, learn to value

freedom of expression, the right to cultural diversity, the importance of intercultural

dialogue and the realization of artistic experiences shared.

G. Competition to learn how to learn.

Learning to learn involves using learning strategies an increasingly autonomous and

enjoy the exercise of that autonomy.

Students of Primary Education is able to use techniques and work habits to plan and


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6organize their own study; integrate and organize information through diagrams,

conceptual maps ... storing and retrieving information; review the work done to

improve it; present work with order and c leanliness also is capable of analyzing

problem situations by establishing cause-effect relationships, looking for alternatives

and make decisions.

H. Autonomy and personal initiative.

Initiate involves competition, from the autonomy of setting targets in the medium and

long term is to develop concrete projects. The elementary students are able to bring

their ideas into practice, the plan of action to carry out and complete it in collaboration

with others. This is to be able to respond safely and autonomy to the proposed

activities, in a realistic way valuing their ability to learn, effort and the result obtained.

This competition involves the ability to choose, to have discretion, make decisions,

take risks, accept responsibilities, act, evaluate what has been accomplished, self-assessment, learn from mistakes, to draw conclusions and to evaluate potential

improvements. In addition to the change of attitude requires sufficient flexibility to

tackle new tasks and accept initiatives.

I. Competition emotional.

In the development of each of the actions the girl child and performed in an

increasingly broad horizon, and in contact with people who have a decisive role in his

life, builds self-confidence and self-esteem develops.

Students of Primary education are able to postpone the demands and rewards of

tolerating failure and not show superiority to success. You can talk about yourself

without false modesty nor displays and can recognize and enjoy the success of others.

At this stage is beginning to gain strength academic self-confidence that under no

circumstances can be encouraged from the competition

The self-configured, therefore, the keys to be used for interpreting the reality around

him and, in particular, relations with others. The development of emotional

competence is always associated with a positive relationship and committed to the

others. The action natural and uninhibited routinely in different situations that you liveis the clearest manifestation of that emotional competence.


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7AREAS FOR UNDERSTANDING AND RELATIONSHIP WITH THE WORLD

KNOWLEDGE OF NATURAL AND SOCIAL ENVIRONMENT

TARGET AREA

1. Behave according to the health habits and personal care through knowledge ofthe human body and adopt an attitude of acceptance and respect for individual

differences and understand the relationship between man and the rest of living

things.

2. Identify the key elements of the natural environment, social and culturaldevelopment and understand its characteristics from the analysis of your

organisation and interactions and progress in mastering space areas

increasingly complex.

3. Analysing some manifestations of human intervention in the middle,evaluating critically and taking behaviour on the daily lives of defence andrecovery of the ecological balance and conserve our natural heritage.

4. Know and respect the ways social and cultural changes and transformationsresult of the passage of time and history and its current state; recognise and

appreciate the membership of social and cultural groups with their own

characteristics and value differences with other groups and respect for human

rights.

5. Participate in group activities by adopting a responsible behaviour, constructiveand supportive, while respecting the basic principles of democratic functioning

and to reject any form of discrimination.

6. Identify, and raise questions and resolve problems associated with significantelements of the natural environment, social and cultural development ofconjecture, using search strategies and information processing with different

codes, exploring alternatives, making decisions guided by the values set;

present the conclusions using different codes, and perform, from thinking,

valuing own learning process.

7. Using reading and Information Technology and communication for informationand as a tool for learning and sharing knowledge, valuing their contribution to

improving the living conditions of all people.

8. To plan, implement and evaluate projects, devices and appliances with a simplepurpose previously established using the knowledge gained.

CONTENT

BLOCK 1: Knowledge and defense of man and all other living beings.

Observing direct or indirect living beings

Knowledge of the external morphology of the body.

Classification of various parts of the body (head, trunk, limbs).

Changes in the different stages of life.

The senses


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8 Health habits and hygiene.

Troubleshooting

Planning an itinerary personnel healthy life.

Attitude critical to the social practices that harm healthy development.

Planning autonomously and creative leisure activities.

Preparation of simple projects team

Monographs

Comparisons between living things

Autobiography

Practice usual observation, consultation and registration

Using verbal formats, graphics, Internet, ICT.

ASSESSMENT CRITERIA

1. Identify and explain the consequences for the health and personaldevelopment of certain eating habits, hygiene, physical exercise and rest.

2. Identify and classify parts of the body, senses and various appliances andinternal organs, according to scientific criteria.

3. Recognize and discuss collecting data and measuring apparatus using thehuman body, valuing adopting attitudes of respect for the ecological balance.

4. Using the temporal and spatial concepts to be in the environment, to locateand describe situations and events.

5. Participate actively in the life of the class and the center, meeting and enforcingthe rules.

6. Conducting experiments and research projects cooperatively.7. Collect information from oral and written conventional and through the use of

ICT.

MATHEMATICS

OBJECTIVES

1. Developing and using tools and personal strategies for mental calculation,measurement and spatial and temporal orientation.

2. Using instrumental techniques of data collection for gathering information on

events and situations of their environment. Representation of numerical and graphical

form and express an opinion on it.

3. Appreciating the role of mathematics in everyday life. Recognize the value of

activities such as exploration of alternatives.

4. Using reading and the technological means in the search, treatment andrepresentation of various information.


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9

CONTENT

Block 1. The understanding, representation and use of numbers: operations andmeasure

Provision for the use of numbers, their relationships and transactions for the

acquisition and expression of information and for the interpretation of messages in

everyday situations.

Using numbers, their relationships and transactions in real-life situations, to obtain

information and expression and for the expression of messages.

Estimate and calculating quantities of length, weight, mass, capacity and time.

Using measuring instruments in conventional situations.

Block 2. Interpretation and representation of the forms and the situation in the area.

The situation in space, angles, distances and turns.

Description of positions and movements in space.

Block 3. Collecting information and troubleshooting of everyday life.

Collecting and recording data on the human body and healthy habits.

Participation in active collaboration and teamwork.

ASSESSMENT CRITERIA

1. Conducting, in real contexts, estimates and measurements choosing units and tools

that best fit the characteristics of the object to be measured.

2. Describe a spatial representation by reference to familiar objects and the body.

3. Gather data on facts and objects from everyday life, sort the data according to a

criterion and express the results.

4. Using various teaching resources in learning situations.


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10AREAS FOR COMMUNICATION AND THE EXPRESSION

ARTISTIC

OBJECTIVES

1. Using artistic skills in observation and analysis of situations and objectives of the

daily reality in different manifestations in the world of art and culture to understand

them better and form an own mind.

2. Know and use reading, audio-visual and information technology and communication

arts as a resource and as a resource for learning.

CONTENT

Block 1. Observation expression and creation plastic

Observation and curious to discover the artistic possibilities offered by the human

body.

-- Observing from various angles to the study of proportion.

Interpretation and evaluation of the information provided by the images.

-- Expression and plastic creationExperimenting with lines and shapes in different positions.

Using digital resources for the development of artistic productions.

-- Organizing an art project

Establishment of an order to carry out observation and communication.

Block 2. Audition, interpretation and musical creation

-- Interpretation and musical creation

Habits care of the voice and body.

ASSESSMENT CRITERIA

1. Interpreting the content of images and representations of the human body.

2. To describe the characteristics of the human body and feelings that cause in the

artistic productions, using terms plastic own language and music.

3. Using ICT and the media to make visual and musical performances with autonomy.


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11PHYSICAL EDUCATION

OBJECTIVES

1. Knowing and accepting your body, exploring its potential driving, use thephysical abilities and motor abilities to adapt the movement to the

circumstances and conditions of each situation.

2. Solving Problems engines through observation procedures and propioceptivaperception, self-control and body posture and self-regulation effort in its

execution.

3. Using resources expressive body and movement, aesthetic and creative way,communicating feelings, emotions and ideas and to develop projects that

integrate different languages.

4. Appreciate physical activity for the welfare, manifesting a responsible attitudetowards oneself and others and recognizing the effects of physical exercise,hygiene, food and postural habits on health.

5. Meet, participate and valuing the physical activities, games and sports such asinterpersonal and intercultural and as a resource for the book while avoiding

discrimination on the personal characteristics of gender, social and cultural

rights.

6. Using reading and information technology and communication as a source ofadvice and support as a resource in regulating learning.

CONTENT

block 1. Body movement and Image and perception.

Representation of one's own body and that of others. Valuation and acceptance of

one's own body and the reality of others.

Discovery of the elements organic-related functional movement.

-- Driving Skills

Improvement of basic physical qualities. Interesting to improve competition driving.

Block 2. Physical Activity and Health

Acquisition of postural habits and healthy food-related physical activity andconsolidation of bodily hygiene habits.

Relationship of physical activity to health and welfare.

Security within the practice of physical activity.

Block 4. Artistic Expression and body

The body and movement as a means of expression and communication

Participation in situations involving bodily communication.


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12ASSESSMENT CRITERIA

1. Keeping active behaviors consistent with the value of physical exercise for health,

showing interest in the care of the body.

2. Using resources expressive body.

SPANISH LANGUAGE

OBJECTIVES

1. Listen, understanding and production of explanations and instructions on contents

related to the human body

2. Identification, classification and comparison of information relevant audiovisual

documents

3. Interest expressed orally with the pronunciation and intonation appropriate

interactions in class.

4. Skit situations related to the care of the human body.

5. Participation and cooperation in conversations, discussions and instructions in theteam and in class and attitudes of cooperation and respect in situations of job sharing.

6. Using non-discriminatory language and respectful of differences.

7. Identification, classification, integration, comparison, interpretation of knowledge

and information from different sources and media for learning and contrast

information.

8. Preparation of questionnaires, abstracts, simple reports, descriptions and

explanations to organize and communicate information.

CONTENT

Block 1. Talk: listen, talk, talk.

-- Listen

Listen, understanding and production of explanations and instructions on instructional

content related to the human body.

Identification, classification and comparison of relevant information on the human

body in audiovisual documents.


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13-- Speak

Interest expressed orally with proper pronunciation and intonation.

-- Chat

Using non-discriminatory language and respectful of differences.

Block 2. Written Composition: Reading and writing

-- Understanding written texts

Identification, classification, integration, comparison, interpretation of knowledge and

information from various sources and media for learning and contrast information

related to the subjects learned.

Using information technology and communication as sources of information.

-- Composition of written texts

Preparation of questionnaires, abstracts, simple reports, descriptions, explanations for

organizing and communicating information.

ASSESSMENT CRITERIA

1. Participating in situations of communication in the classroom

2. Speech through texts presented in a manner consistent ideas, facts and experiences

related to the subjects learned.

3. Locate and retrieve information explicit, make inferences direct contrast with the

ideas themselves and interpret written texts related to the human body and health.

4. Using the language for the planning, organization and presentation of content

related to the human body.

5. Using learning strategies, resources and information technologies for the acquisition

of new learning.


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14ENGLISH AS A FOREIGN LANGUAGE

OBJECTIVES

1. Listening and understanding of instructions and oral explanations led or audio-visual

recordings and computer support to extract some specific and comprehensive

information related to the human body and health

2. Develop strategies to support the speech: non-verbal and visual context.

3. Reflection's own learning process and acceptance of the error as part of the process.

4. Using graphic media and information consultation and the possibilities offered by

new technologies.

5. Using the basic techniques of production of written texts to transmit information

about the contents worked in the classroom.

CONTENT

Block 1. Listen, talk, talk

-- Listen

Listening and understanding of instructions or explanations, oral interactions led or

audio-visual recordings and computer support to extract some specific and

comprehensive information on the human body.

Using repetition, memorization, and observation models for acquiring content related

lexicon worked.

-- Speak

Recognition and use vocabulary, basic forms and structures inherent in the foreignlanguage previously used and linked to the human body.

-- Chat

Interaction in real or simulated situations giving verbal and nonverbal responses

requiring choice between a limited repertoire of possibilities.

Reflection on the acceptance own learning of the error as part of the process.

Block 2. Written: Reading and writing

-- Read


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15Reading and understanding of different texts, in paper and digital formats, tailored to

the language proficiency of students, to use global information and specific in the

development of tasks related to the human body.

Using graphic media and information and consultation of the possibilities afforded bynew technology.

-- Write

Using basic strategies for producing simple texts to organize information related to the

contents worked.

Using information technology and communication to read, write and communicate

information on the human body.

ASSESSMENT CRITERIA

1. Participation in oral interactions targeted on the contents worked.

2. Capturing the overall direction and identify specific information in oral texts on

subjects related to the human body.

3. Using forms and structures of the foreign language in the oral exchanges.

4. Read and grasp the overall meaning and some specific information from simple texts

on the contents treated in the classroom.

5. Write short texts and meaningful phrases in everyday situations from models with

an established formats, both on paper and in digital form.

6. Using the foreign language for the planning, organization and presentation of

content from other areas.

READING

OBJECTIVES

1. Reading of descriptive texts on the human body, graphics, images.

2. Composition of papers on the human body and / or health to read with colleagues.

3. Preparation of murals.


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16CONTENT

Block 1. Reading cooperative multiple formats

Reading charts, maps, images.

Using techniques practice cooperative.

Block 2. Reading practice as individuals.

Presentation and identification of texts related to the contents worked

Block 3. Writing as a tool for the author.

Written in short texts associated with the content on the human body.

Block 4. Use of the classroom and library center.

Using the library to keep learning.

Block 5. The practice of communication

Reading aloud from the productions themselves

Preparation of murals.

Collaboration in the web classroom.


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18FORM UP

ASSESSMENT CRITERIA

AREAS FOR UNDERSTANDING AND RELATIONSHIP WITH THE WORLD

KNOWLEDGE OF THE NATURAL AND SOCIAL ENVIRONMENT

1. It identifies and explains the implications for the health and personaldevelopment of certain eating habits, hygiene, physical exercise and rest.

2. It identifies and classifies the parts of the body, senses and variousappliances and internal organs, according to scientific criteria.

3. Recognizes and explains collecting data and measuring apparatus usingthe human body, valuing adopting attitudes of respect for the ecological

balance.

4. Use the temporal and spatial concepts to be in the environment, to locateand describe situations and events.

5. Join an active role in the life of the class and the center, meeting andenforcing standards.

6. It conducts experiments and research projects cooperatively.7. Collect information from oral and written conventional and through the

use of ICT.

8. It identifies and explains the implications for the health and personaldevelopment of certain eating habits, hygiene, physical exercise and rest.

MATHEMATICS

1. Performs in real contexts, estimates and measurements choosing unitsand tools that best fit the characteristics of the object to be measured.2. Describes a spatial representation by reference to familiar objects and

body.

3. Collect data on facts and objects from everyday life, sort the dataaccording to a criterion and express the results.

4. Use educational resources in various learning situations.

STUDENT: NUMBER: CLASSROOM:


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19AREAS FOR COMMUNICATION AND THE EXPRESSION

ARTISTIC

1. It interprets the content of images and representations of the humanbody

2. It describes the characteristics of the human body and feelings that causein the artistic productions, using specific terms of language and music

plastic.

3. Use ICT and the media to make visual and musical performances withautonomy.

PHYSICAL EDUCATION

1. Maintains active behaviors consistent with the value of physical exercisefor health, showing interest in the care of the body.

2. Use the expressive resources of the body.

SPANISH LANGUAGE

1. Participates in situations of communication in the classroom2. It is expressed orally through texts presented in a manner consistent

ideas, facts and experiences related to the subjects learned.

3. Locate and retrieves information explicit, makes inferences directcontrasts with the ideas themselves and interpret written texts related tothe human body and health.

4. Use language for the planning, organization and presentation of contentrelated to the human body.

5. Use learning strategies, resources and information technologies for theacquisition of new learning.

ENGLISH AS A FOREIGN LANGUAGE

1. Participates in oral interactions aimed worked on the contents.2. Take in the global sense and identifies specific information on oral texts

on subjects related to the human body.

3. Use forms and structures of the foreign language in the oral exchanges.4. Lee and captures the global sense and some simple text-specific

information about the contents treated in the classroom.

5. Enter phrases and short texts significant in everyday situations frommodels with an established format, both on paper and in digital.

6. Use the foreign language for the planning, organization and presentationof content from other areas.

Unite Learning the Human Body

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