UUDD ANIMALES 3º PRIMARIA

7/23/2019 UUDD ANIMALES 3º PRIMARIA

http://slidepdf.com/reader/full/uudd-animales-3o-primaria 1/19

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

Title: "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 childacquires this knowledge in order to be able to apply it to their daily lives.

DIDACTIC OBJECTIVES.

1. Knowing and appreciate the values and norms of coexistence, learn to act in accordance withthem, prepare for the active exercise of citizenship and respect human rights, as well as the pluralism of a democratic society.

2 - Learning the fundamental aspects of the nature of science, social sciences, geography,history, and culture

3 -Starting using, learning, information and communication technologies, developing a critical

spirit to messages that receive and produce. 4 -Meeting and rating closer to the humans the animals and adopt modes of behavior whichfavor 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 andmaking a rich use of language.

2.-audiovisual communication and ICT

2.1 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 becomeinterested 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 tothe social norms.



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CONTENTS

CRITERIA OF

EVALUATION

LEARNING

STANDARDS

NATURALSCIENCES

BLOCK 3 THE LIVING

BEINGS. -Living beings:characteristics,classification and types.

-Vertebrate andinvertebrate animals,characteristics andclassification. -The relations betweenhuman beings. Foodchains. Populations,

communities and

ecosystems. -Use of technologicalmeans for the study ofliving beings.

1. Knowing the

structure of living beings: cells, tissues,

types, organs,devices and systems

by identifying themajor features andfunctions. 3. Knowing the

characteristics and

components of anecosystem. 4. Usingtechnological means,

respecting the rules

of use, safety andmaintenance ofinstruments of

observation ofworking materials,

showing interest inthe observation and

rigorous study of allliving beings, andhabits of respect andcare for the living

beings.

1.2 identify and

describe the structure ofliving beings: cells,

tissues, types, organs,devices and systems by

identifying the majorfeatures and functions. 3.1 identifies andexplains the

relationships between

human beings. Foodchains. Populations,communities andecosystems. 3.5. Notes and

identifies the differenthabitats of living beings. 4.4 observed andrecorded any process

associated with the lifeof human beings, using

the instruments and theappropriate audiovisualand technologicalmedia, communicating

in a way oral andwritten results. 4.5 it respects the rulesof use, safety, and

maintenance ofinstruments for

observation andworking

materials



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ACTIVITIES (SEE ANNEX) COMPETENCE2.

SCIENCE ANDTECHNOLOGY

COMPETENCE 3.

DIGITAL

COMPETENCE 4.

LEARNING TOLEARN.

INITIATION ACTIVITIES Complete the crossword

Introduction to habitats

Ecosystem

Wordsearch

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

Characteristics of animals



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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 accountits characteristics and learning rhythms so that they enable an inclusive education taking into

account the principle of equity.

MATERIAL, HUMAN, ORGANIZATIONAL RESOURCES:-Computer and projector in the classroom.-Craft materials (colors, scissors, glue...)

-Photocopiable 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.

Quiz about types of animals

SUPPLEMENTARY

ACTIVITY

Visit to Madrid's zoo

EXTENSION ACTIVITY

REINFORCEMENT

ACTIVITY



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25% participation in class, good behavior

and attitude in the classroom

You will evaluate 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, the organization...

Also you will evaluate students using controls

to learn his knowledge on living beings, their

habitats and ecosystems.

25% work in class You will evaluate 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 so

PERFORMANCE. A B C

I communicate to the students the objectives that areintended to achieve.

I present an outline of what we are going to beaddressed in class. I put the content in such a way thatyou 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 contentsexplained.

I relate the content of the class with what studentsalready know.

I establish relationships with other knowledge andexperience.

I clearly indicate the passage of a point of the schemeto 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 questionsand comments.

I respond accurately to questions from the students. Iinclude activities for students to carry out during the

class. If necessary, sometimes, students work in small



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DEVELOPMENT OF THE UUDD EVALUATION:

Yes Not Why? Observations.

Have been achievedthe proposedobjectives?

Are the contents welladapted to the criteriaand standards?

Are the activitiesdeveloped in aremarkable way?

Have assessmentmethods beenappropriate?

Have been achievedthe transverseelements objectives?

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 contentstaught in class at the level of the students.

I am respectful with the student

My way of teaching the maintains the attention andinterest.

I adjust to the plan of work for each class.

I summarize what has been in class.



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ANNEX. ACTIVITIES.

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.

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. This activity was created with this webpage:

http://worksheets.theteacherscorner.net/make-your-own/crossword/crossword.php






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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.



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3.Meadows.

4.Mountain.

5. Polar Region.



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6.Ocean.

3. Getting familiar with habitats.

This activity is proposed to pupils to getting familiar with habitats. It consist in

complete puzzles with images of different habitats in order to create a clear image of

each one in their minds for the acquisition of each kind of habitat.

http://www.jigsawplanet.com/lolacoy/HABITATS/?authkey=c5bb41571b0ed0ad5a8b2

af19e5839d9

4. Ecosystem

http://www.studystack.com/crossword-2093297

The first one, is a Crossword about the ecosystem of the animals; and this is the

initial activity. You can work with the children in general form, individual, in groups of

four pupils or in pairs, and this case you have to teach the different ecosystem. The

activity has to last about 25 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.

5. Wordsearch

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

them (in the wordsearch). 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 takes 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.

http://www.jigsawplanet.com/lolacoy/HABITATS/?authkey=c5bb41571b0ed0ad5a8b2af19e5839d9










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The page where I created this activity: https://www.educima.com/wordsearch/spa/

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.

https://www.educima.com/wordsearch/spa/






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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.



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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.



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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.

Relating animals with habitats.

This activity is for making sure that the pupils are able to relate each animal with

its habitat.

http://www.educaplay.com/es/recursoseducativos/2219237/habitats.htm

4. Environments

http://www.studystack.com/fillin-2093300

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

their type of feeding. In this link you find an activity in which the children can learn the

different kind of animals' food chain.

The game can be worked individual, in groups of three pupils or in pairs; and the

time has to be 15 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.

5. 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.

The page where I created the activity: https://quizlet.com/109731676/food-chain-of-

animals-flash-cards/

III. CONSOLIDATION ACTIVITIES





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








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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.



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2. What have you learnt?

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

a habitat hangman.

The page where I’ve created the activity: http://www.studystack.com/hangman-

2084808

3. Different kingdoms

https://quizlet.com/112634522/the-animal-ecosystem-flash-cards/

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 definitions related to

this topic.

The different definitions have to be worked individual, 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.studystack.com/test-2093308

This activity is a test to check the children's knowledge about the animal

ecosystem and their food chain. In this way the children can improve realize their real

situation about this knowledge.

The test should be work individual because is like exam and each student has to

work alone to improve the objectives. The time is about 30 min because is very short

and if you want to let more time, you can. With this kind of activity the teacher can

know the level of his/her class and he/she can work in a dynamic way.

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

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













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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.

The page where I created the activity: http://www.studystack.com/flashcard-2080466

5. Characteristics of animals:

This activity is used to consolidate some characteristics about animals. You must

join the characteristics to the correct group of animal.

We will go to the ALTHIA class so we will have enough space for all students.

According to the time, the activity takes 10 minutes more or less, so they have some

minutes for each question.

The page where I created the activity: http://www.studystack.com/picmatch-

2085262

6. Quiz about types of animals:

This activity is used to consolidate the types of animals and to ensure if they have

learn good the classification. This activity is a quiz where you must click in the correct

answer to pass the exercise

We will go to the ALTHIA class so we will have enough space for all students.

According to the time, the activity takes 10 minutes more or less, so they have some

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


http://www.studystack.com/picmatch-2085262









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minutes for each question. If they have doubts the teacher can explain again with tables

the different classifications.

The page where I created the activity: http://www.studystack.com/quiz-2085268

IV. SUPPLEMENTARY ACTIVITY. 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.

V. EXTENSION ACTIVITY

This activity is an extension for pupils with high capabilities or pupils that want to

learn more about this topic. It consists in making a project about the danger extinction

of some animals in their habitats.

The idea is that they search for information about the theme (on Internet, books,

etc.) and then, they have to tell this information to the other partners. So, with this

activity they can get used to work on their own and to talk to other partners when they

do the little presentation.

http://www.studystack.com/quiz-2085268





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VI. REINFORCEMENT ACTIVITY

In this activity, children have to create a little story about the topic that we give to

them (about this theme). When they have finished the story they are going to draw it, so

they work a lot of skills. They work writing, vocabulary, the imagination to create a

story and to draw it, they improve their artistic skill when they are drawing, etc. They

can also use the ITCs to create it.

At the end, each student is going to stick his story and drawing in a mural so

everyone can see the work.

What we want to get with this activity is to consolidate better the knowledges of

the theme and to show them that they can use those knowledges in a practical and

creative way.

UUDD ANIMALES 3º PRIMARIA

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