UNIT 1 The Universe

Teaching programme – ByME Natural Science 3

ByME

Natural Science 3

SYLLABUS

Area: Ciencias Naturales (English)

Stage: Primary Education

UNIT 1 The human body

CONTENT

EVALUATION CRITERIA

LEARNING STANDARDS

KEY COMPETENCES

PAGES

The human body: external characteristics

Know the external parts of the human body

Observes, identifies and describes the external parts of the human body

MST,LIN

7-9

The human body: internal characteristics

Identify the different body systems and the related organs

Identifies and describes the different body systems: circulatory system, respiratory system and digestive system

MST,LIN

10,11

Identifies and describes the organs involved in the different body systems: circulatory system, respiratory system and digestive system

MST,LIN

10-15

Starts to understand the role the body systems play in the life processes of human beings: nutrition, reproduction and interaction

MST,LIN

10-15

The senses and the sense organs

Understand how our senses work and the organs used to carry them out

Explain how the different senses work and the organs they use

MST,LIN

12-15

Identifies the role our senses play in the process of interaction

MST,LIN

12-15

Identifies some problems related to our senses

MST,LIN

16,17

First approaches to scientific activity and the scientific method. Use of different information sources (direct and indirect). Use ICTs.

Obtain relevant information about specific phenomena, make predictions, integrate information from direct and indirect observation and communicate the results.

With help, selects and organises specific and relevant information; analyzes it and draws conclusions; reflects on the experience and the process; presents the results.

MST,LTL

9,16, 17

Use books, libraries, etc. and collaborate in the care and maintenance of all the materials available in the school and the classroom.

MST,LTL

9,6,16

Shows autonomy in the planning of activities and tasks and shows initiative in decision taking.

LTL,AUT

16,17

Uses ICTs to help search for information and/or for presenting the results

LTL,DIG

16,17

First approaches to simple experiments and investigations

Conjecture as to the results of natural occurrences and of simple experiments and investigations.

With help, carries out simple experiments or investigations, and conjectures as to the results.

MST, LTL, AUT

16

Individual and group work

Work independently and proactively and develop strategies for working in a group.

Uses strategies to help their own learning, as well as asking for help and information.

LTL,AUT

9,16,17

First approaches to cooperative learning

SOC,LTL

7,17

Planning a project and presenting a report

Carry out a project and present a report.

Begins observation, using relevant instruments and consulting written documents and images.

LTL, AUT

9,16

Shows autonomy and proactiveness in the planning of and carrying out of actions.

AUT

16,17

Presents work clearly and in an organised fashion.

LIN, LTL, AUT

16

With help, carries out a project and presents a report, using paper and/or digital means, collecting information from different sources, presenting the results orally and with the support of images and short texts.

LIN,LTL,AUT,DIG

16

UNIT SUMMARY

In this unit pupils will review and extend their knowledge of the human body, looking at the principal parts of the body and the five senses. They will also be introduced to three vital body systems: the circulatory system, the respiratory system and the digestive system.

At the beginning of the unit pupils will revise parts of the body and the five senses. This subject area is covered in the opening illustration with the help of the course characters, Carla and Alex, who are on a school trip to a doctor's surgery. The school trip continues in the story and, on their return to school, Alex and Carla carry out a School trip project to review all the parts of the body they have learnt. These opening pages are designed to test pupils' prior knowledge and ease them into the subject matter of the unit, provoking interest and participation.

They will move on to study body systems and a detailed look at how our sense organs work. This is a new area of study for the pupils and one that requires a high level of language and knowledge acquirement. Therefore, the aim of this unit should be to introduce pupils to the subject matter, focusing on the idea that our body is made up of systems that work together like a complex machine and less on the detail of how the systems work.

In the Find out project, pupils will investigate how the brain can be tricked by optical illusions and it the Find out section of the unit, pupils will reflect on and how people deal with visual impairment.

VALUES AND ATTITUDES

In this unit your pupils will learn to appreciate how important our senses are and how people with a sensory defect can use special objects or tools to carry out everyday activities. Throughout the unit, try to encourage pupils to think about:

· how we use our five senses every day and how we would feel if you lost the use of one of them.

· how important it is to look after our bodies, focusing on looking after our eyes and ears.

· how we should be aware that the people around us may have a sensory impairment and be sensitive to their needs.

Think about it

The Think about it page in this unit focuses on visual impairment. The intention of this section is to focus on how modern day inventions and tools can make it easier for people who cannot see to adapt to everyday life and continue enjoying their autonomy.

UNIT 2 Look after yourself

CONTENT

EVALUATION CRITERIA

LEARNING STANDARDS

KEY COMPETENCES

PAGES

Food groups and their role in the body. Healthy eating and a balanced diet.

Understand the different food groups and the combinations that make up a healthy, balanced diet and the problems caused by an unhealthy diet.

Classifies food into different groups according to what they contribute to a healthy diet

MST,LIN

24

Recognises the importance of an healthy diet

MST,SOC

21-25

Identifies and describes the elements of a healthy, balanced diet

MST,LIN

22-25

Adopts a healthy diet

SOC,AUT

23

Health and illness. Healthy habits.

Identify and explain the health consequences of habits of personal hygiene, physical exercise and rest

Identifies and adopts healthy habits: personal hygiene, physical exercise and rest

MST,AUT

21,26,30

Plans individual and group activities in order to make the most of their free time

SOC,AUT

31

Identification of unhealthy habits. Prevention of problems caused by unhealthy habits.

Differentiate between healthy and unhealthy habits.

Identifies the causes of certain food-related problems and recognises the healthy habits that can help to prevent them

MST,SOC

25,27

Identifies the causes of certain illnesses and recognises the healthy habits than can help prevent them

MST,SOC

27

Identifies and describes ways of preventing health risks

MST,SOC

21,25,27

Demonstrates a critical attitude towards certain social practises that can damage the health

MST,SOC

27

The stages of life and the changes we undergo.

Identify the different stages of life and their characteristics.

Observes and identifies the different stages of life and defines their characteristics

MST,LIN,SOC

28

Understands and values the correct lifestyle for their age

AUT,LTL,SOC

30

First approaches to scientific activity and the scientific method. Use of different information sources (direct and indirect). Use ICTs.

Obtain relevant information about specific phenomena, make predictions, integrate information from direct and indirect observation and communicate the results.

With help, selects and organises specific and relevant information; analyzes it and draws conclusions; reflects on the experience and the process; presents the results.

MST, LTL

28

Uses books, libraries, etc. and collaborates in the care and maintenance of all the materials available in the school and the classroom.

MST, LTL

29

Shows autonomy in the planning of activities and tasks and shows initiative in decision taking.

LTL,AUT

16,17

Uses ICTs to help search for information and/or for presenting the results

LTL,DIG

30

First approaches to simple experiments and investigations.

Conjecture as to the results of natural occurrences and of simple experiments and investigations.

With help, carries out simple experiments or investigations, and conjectures as to the results.

MST, LTL, AUT

30

Individual and group work.

Work independently and proactively and develop strategies for working in a group.

Uses strategies to help their own learning, as well as asking for help and information.

LTL, AUT

23,30,31

First approaches to cooperative learning

SOC, LTL

21

Planning a project and presenting a report.

Carry out a project and present a report..

Begins observation, using relevant instruments and consulting written documents and images.

LTL, AUT

23,30,31

Shows autonomy and proactiveness in the planning of and carrying out of actions.

AUT

23,30,31

Presents work clearly and in an organised fashion.

LIN, LTL, AUT

23,30,31

With help, carries out a project and presents a report, using paper and/or digital means, collecting information from different sources, presenting the results orally and with the support of images and short texts.

LIN,LTL,AUT,DIG

23,30,31

UNIT SUMMARY

In this unit we will study different ways to look after ourselves. Pupils will look at what a balanced diet consists of and, through this, they will revise the main food groups, which they have studied in previous years. Food groups can be presented in different ways and there are a variety of diagrams and methods to present this information. In ByME Primary Science 3, the food groups are presented using the image of a healthy plate. The focus is on what we should try to include in every meal, which means knowing how to choose different sources of good fats, essential for a healthy diet. Sugar is not represented in the healthy plate illustration on page 24 because a healthy diet does not need artificial sources of sugar. It is important for this age group to understand sugar is not good for us and sugary foods should only be eaten occasionally. Encourage your pupils to choose nutritional school snacks for themselves.

Pupils will extend their knowledge of other ways of taking care of their bodies and minds. This unit has plenty of opportunities to encourage pupils to take responsibility for their health. Daily hygiene, rest and exercise are healthy habits children of this age can show a responsible attitude towards and carry out by themselves. Pupils will think about health problems and prevention. They will also reflect on how we change with age, and how our emotional health is also of great importance.

In the Find out project they will investigate how much sleep we need at different stages of life and in the Think about it section of the unit, pupils think about how best to use their free time.

VALUES AND ATTITUDES

In this unit your pupils will learn to recognise that a balanced diet, basic hygiene, exercise and rest are healthy habits. They learnt in Unit 1 that the human body is complex and needs to be looked after. In this unit, they learn that there are lots of things they can take direct responsibility for to look after themselves. Throughout the unit, try to encourage pupils to think about:

· what they eat and how they could improve their diet if necessary.

· how important it is to carry out basic hygiene every day.

· how lack of sleep, exercise and well-being can affect our health and our development.

Think about it

The Think about it page in this unit focuses on free time. The aim of this section is to encourage pupils to do a variety of free-time activities, but recognise that not everyone likes or should like the same things. This unit is a good opportunity to foment a positive attitude to individuality and encourage self-confidence.

UNIT 3 Living things

CONTENT

EVALUATION CRITERIA

LEARNING STANDARDS

KEY COMPETENCES

PAGES

Direct and indirect observation of living things with instruments where appropriate and using audio and visual technology.

Understand the difference between living and non-living things.

Observes, identifies and explains the differences between living and non-living things

MST,LIN

35-37

Shows an interest in the observation and study of all living things

LTL,AUT

37,44

Observes living things, directly using appropriate instruments (such as a camera or magnifying glass), and indirectly using secondary sources (books, technological, audiovisual, etc.)

MST, LTL, AUT

41,44,45

Classifying living things.

Through direct and indirect observation, use scientific criteria to identify and classify living things into kingdoms.

Observes and identifies the characteristics of different living things

MST, LIN

38,39,42

Classifies living things into groups according to their characteristics

MST,LIN

38,39,42

Life processes of living things.

Understand the life processes of living things.

Identifies and describes the life processes of animals and plants: nutrition, reproduction and interaction

MST,LIN

40,41

Compares and contrasts the life processes in animals and plants

MST,LIN,LTL

40,41

Classifies and describes animals and plants in relation to their life processes

MST,LIN,LTL

39-41

Plants.

Recognise the parts of a plant and identify the characteristics of different groups of plants.

Observes and identifies the parts of a plant

MST,LIN

40

Observes and identifies the characteristics of different plants

MST,LIN

40-42

Classifies plants into different groups according to their characteristics

MST,LIN,LTL

42

Adaptations and variety of life.

Understand the existence of the huge variety of different forms of life.

Observes and identifies living things and their adaptations in extreme environments

MST,LIN

43

Interaction in living things.

Understand the relationships between certain living things.

Identifies and explains the relationships between living things

MST,LIN

45

First approaches to scientific activity and the scientific method. Use of different information sources (direct and indirect). Use ICTs.

Obtain relevant information about specific phenomena, make predictions, integrate information from direct and indirect observation and communicate the results.

With help, selects and organises specific and relevant information; analyzes it and draws conclusions; reflects on the experience and the process; presents the results.

MST,LTL

44,45

Uses books, libraries, etc. and collaborates in the care and maintenance of all the materials available in the school and the classroom.

MST,LTL

44,45

Shows autonomy in the planning of activities and tasks and shows initiative in decision taking.

LTL,AUT

44,45

Uses ICTs to help search for information and/or for presenting the results

LTL,DIG

41,45

First approaches to simple experiments and investigations.

Conjecture as to the results of natural occurrences and of simple experiments and investigations.

With help, carries out simple experiments or investigations, and conjectures as to the results.

MST, LTL, AUT

44

Individual and group work.

Work independently and proactively and develop strategies for working in a group.

Uses strategies to help their own learning, as well as asking for help and information.

LTL,AUT

46, 47

First approaches to cooperative learning

SOC,LTL

35

Planning a project and presenting a report.

Carry out a project and present a report.

Begins observation, using relevant instruments and consulting written documents and images.

LTL, AUT

37,44,45

Shows autonomy and proactiveness in the planning of and carrying out of actions.

AUT

44,45

Presents work clearly and in an organised fashion.

LIN, LTL, AUT

37,44,45

With help, carries out a project and presents a report, using paper and/or digital means, collecting information from different sources, presenting the results orally and with the support of images and short texts.

LIN,LTL,AUT,DIG

37,44,45

UNIT SUMMARY

In this unit pupils will review the differences between living and non-living things. They will look  in detail at how plants and animals (humans included) carry out the life processes of nutrition, reproduction and interaction. They will learn how to classify living things into groups and sub-groups. As your pupils will be looking in detail  at classifying animals in subsequent units, the main focus of this unit is the plant kingdom. Pupils will  review the main parts of a plant and learn to recognise the similarities and differences between plant subgroups: grasses, bushes and trees. Your pupils will be introduced to the concept of plant nutrition, preparing them for a more detailed study of photosynthesis in year 4.

At the end of the unit, pupils are asked to reflect on the complexity of living things and how living things adapt and have adapted over many years to their environment. In the Find out project they will investigate how plants interact (movement towards the Sun) and in the Think about it section of the unit, pupils learn how living things interact with each other for their mutual benefit.

VALUES AND ATTITUDES

In this unit your pupils will learn that all living things carry out basic life processes. Throughout the unit, try to encourage pupils to think about:

· how they interact with the world around them.

· how we should respect all living things and show an interest in how they carry out life processes.

· how varied life on Earth is and how fascinating it is to discover the world of plants and animals in detail.

Think about it

The Think about it page in this unit focuses on interaction of living things. Pupils will learn how some living things work together for mutual benefit.

TERM 1 Think together

CONTENT

EVALUATION CRITERIA

LEARNING STANDARDS

KEY COMPETENCES

PAGES

Direct and indirect observation of living things with instruments where appropriate and using audio and visual technology.

Understand the difference between living and non-living things.

Observes, identifies and explains the differences between living and non-living things.

MST,LIN

48,49

Shows an interest in the observation and study of all living things.

LTL,AUT

48,49

Observes living things, directly using appropriate instruments (such as a camera or magnifying glass), and indirectly using secondary sources (books, technological, audiovisual, etc.).

MST, LTL, AUT

48,49

Classifying living things.

Through direct and indirect observation, use scientific criteria to identify and classify living things into kingdoms.

Observes and identifies the characteristics of different living things.

MST, LIN

48,49

Classifies living things into groups according to their characteristics.

MST,LIN

48,49

Care and respect towards living things.

Understand the importance of care and respect towards living things.

Shows a positive and active attitude towards the conservation and care of different living things.

MST,LIN

48,49

First approaches to scientific activity and the scientific method. Use of different information sources (direct and indirect). Use ICTs.

Obtain relevant information about specific phenomena, make predictions, integrate information from direct and indirect observation and communicate the results.

With help, selects and organises specific and relevant information; analyzes it and draws conclusions; reflects on the experience and the process; presents the results.

MST,LTL

48,49

Uses books, libraries, etc. and collaborates in the care and maintenance of all the materials available in the school and the classroom.

MST,LTL

48,49

Shows autonomy in the planning of activities and tasks and shows initiative in decision taking.

LTL,AUT

48,49

Uses ICTs to help search for information and/or for presenting the results

LTL,DIG

48,49

First approaches to simple experiments and investigations.

Conjecture as to the results of natural occurrences and of simple experiments and investigations.

With help, carries out simple experiments or investigations, and conjectures as to the results.

MST, LTL, AUT

48,49

Individual and group work.

Work independently and proactively and develop strategies for working in a group.

Uses strategies to help their own learning, as well as asking for help and information.

LTL,AUT

48,49

First approaches to cooperative learning

SOC,LTL

48,49

Planning a project and presenting a report.

Carry out a project and present a report.

Begins observation, using relevant instruments and consulting written documents and images.

LTL, AUT

48,49

Shows autonomy and proactiveness in the planning of and carrying out of actions.

AUT

48,49

Presents work clearly and in an organised fashion.

LIN, LTL, AUT

48,49

With help, carries out a project and presents a report, using paper and/or digital means, collecting information from different sources, presenting the results orally and with the support of images and short texts.

LIN,LTL,AUT,DIG

48,49

UNIT 4 Mammals and birds

CONTENT

EVALUATION CRITERIA

LEARNING STANDARDS

KEY COMPETENCES

PAGES

Livestock farming. Study of the young of certain animals.

Understand the concept and varieties of livestock farming and recognise the young of certain animals

Identifies and explains the principle characteristics of livestock farming

MST,LIN

53-57

Studies and identifies the young of different animals

MST,LIN

57

Carries out a project and presents a report on livestock farming on paper and/or digital, collecting information from different sources and include a brief oral presentation

MST,LIN,LTL,AUT,DIG

57

Mammals

Through direct and indirect observation, use scientific criteria to identify and classify living things as mammals

Observes, directly and indirectly, and identifies the basic characteristics of mammals

MST,LIN

58,59,62

Uses ICTs to obtain information to help identify and classify mammals

MST,LTL,DIG

59

Identifies and describes the life processes of mammals

MST,LIN

58

Birds

Understand the importance of care and respect towards animals

Observes, directly and indirectly, and identifies the characteristics of birds

MST,LIN

60-62

Uses ICTs to obtain information to help identify and classify birds

MST,LTL,DIG

61

Identifies and describe the life processes of birds

MST,LIN

60

Care and respect towards animals

Understand the importance of care and respect towards animals

Shows a positive and active attitude towards the conservation and care of different animals

MST,SOC

63

First approaches to scientific activity and the scientific method. Use of different information sources (direct and indirect). Use ICTs.

Obtain relevant information about specific phenomena, make predictions, integrate information from direct and indirect observation and communicate the results.

With help, selects and organises specific and relevant information; analyzes it and draws conclusions; reflects on the experience and the process; presents the results.

MST, LTL

55,62

Uses books, libraries, etc. and collaborates in the care and maintenance of all the materials available in the school and the classroom.

MST, LTL

57, 59,62

Shows autonomy in the planning of activities and tasks and shows initiative in decision taking.

LTL,AUT

57,62

Uses ICTs to help search for information and/or for presenting the results

LTL,DIG

57,62

First approaches to simple experiments and investigations

Conjecture as to the results of natural occurrences and of simple experiments and investigations.

With help, carries out simple experiments or investigations, and conjectures as to the results.

MST, LTL,AUT

62

Individual and group work

Work independently and proactively and develop strategies for working in a group.

Uses strategies to help their own learning, as well as asking for help and information.

LTL, AUT

62

First approaches to cooperative learning

SOC, LTL

53,63

Planning a project and presenting a report

Carry out a project and present a report.

Begins observation, using relevant instruments and consulting written documents and images.

LTL, AUT

57,62

Shows autonomy and proactiveness in the planning of and carrying out of actions.

AUT

57,62

Presents work clearly and in an organised fashion.

LIN, LTL, AUT

55,57,62

With help, carries out a project and presents a report, using paper and/or digital means, collecting information from different sources, presenting the results orally and with the support of images and short texts.

LIN,LTL,AUT,DIG

57,62

UNIT SUMMARY

In this unit pupils will continue to develop their awareness of the world around them by looking at the animal kingdom. In this unit they focus on mammals and birds. They will study domestic mammals and birds in the context of farming, focusing on the three life processes of nutrition, reproduction and interaction.

Pupils begin by refreshing what they know about the animal kingdom, and review the concept of vertebrate and invertebrate animals. In the story, pupils remind themselves of products we obtain from farm animals and discover a very important invertebrate on the farm: worms.

This is followed by two double-page spread that aim to build on pupils’ prior study of mammals and birds, observing the similarities and differences between the two vertebrate groups and between species within the same group.

The new vocabulary presented in this unit extends pupils’ knowledge of classification terms and develops their ability to classify animals in different ways. They will also improve their skills of observation, deduction and interpretation of visual information.

VALUES AND ATTITUDES

In this unit your pupils will focus on nutrition, reproduction and interaction of farm animals. Throughout the unit, try to encourage pupils to think about:

· the importance of domestic animals for humans, both as farm animals and as pets.

· how domestic animals need to be looked after.

· xxx

Think about it

The Think about it page in this unit develops pupils' ability to think responsibly about what is required to care for a pet correctly. The activities provide an opportunity to work cooperatively, making the most of pupils' experience and common sense.

UNIT 5 Reptiles, amphibians and fish

CONTENT

EVALUATION CRITERIA

LEARNING STANDARDS

KEY COMPETENCES

PAGES

Reptiles

Through direct and indirect observation, use scientific criteria to identify and classify living things as reptiles

Observes, directly and indirectly, and identifies the characteristics of reptiles

MST, LIN

67-71

Uses ICTs to obtain information to help identify and classify reptiles

MST, LTL,DIG

71

Identifies and describes the life processes of reptiles

MST,LIN

70

Amphibians

Through direct and indirect observation, use scientific criteria to identify and classify living things as amphibians

Observes, directly and indirectly, and identifies the characteristics of amphibians

MST,LIN

67,68,69,72,73

Uses ICTs to obtain information to help identify and classify amphibians

MST,LTL,DIG

73

Identifies and describes the life processes of amphibians

MST,LIN

72

Fish

Through direct and indirect observation, use scientific criteria to identify and classify living things as fish

Observes, directly and indirectly, and identifies the characteristics of fish

MST,LIN

67,68,69,72,73

Uses ICTs to obtain information to help identify and classify fish

MST,LTL,DIG

75

Identifies and describes the life processes of fish

MST,LIN

74

Extreme environments

Understand the existence of life in the most extreme environments

Identify and value living things and their adaptations in extreme environments

MST,LIN, SOC

77

First approaches to scientific activity and the scientific method. Use of different information sources (direct and indirect). Use ICTs.

Obtain relevant information about specific phenomena, make predictions, integrate information from direct and indirect observation and communicate the results.

With help, selects and organises specific and relevant information; analyzes it and draws conclusions; reflects on the experience and the process; presents the results.

MST,LIN,SOC

69,76,77

Uses books, libraries, etc. and collaborates in the care and maintenance of all the materials available in the school and the classroom.

MST,LTL

76,77

Shows autonomy in the planning of activities and tasks and shows initiative in decision taking.

LTL,AUT

69,76,77

Uses ICTs to help search for information and/or for presenting the results

LTL,DIG

73,77

First approaches to simple experiments and investigations

Conjecture as to the results of natural occurrences and of simple experiments and investigations.

With help, carries out simple experiments or investigations, and conjectures as to the results.

MST, LTL,AUT

69,76,77

Individual and group work

Work independently and proactively and develop strategies for working in a group.

Uses strategies to help their own learning, as well as asking for help and information.

LTL,AUT

69,76,77

First approaches to cooperative learning

SOC,LTL

66

Planning a project and presenting a report

Carry out a project and present a report.

Begins observation, using relevant instruments and consulting written documents and images.

LTL, AUT

69,71,73,76

Shows autonomy and proactiveness in the planning of and carrying out of actions.

AUT

76,77

Presents work clearly and in an organised fashion.

LIN, LTL, AUT

76,77

With help, carries out a project and presents a report, using paper and/or digital means, collecting information from different sources, presenting the results orally and with the support of images and short texts.

LIN,LTL,AUT,DIG

76,77

UNIT SUMMARY

In this unit pupils will continue to study the animal kingdom. Your pupils will review the main characteristics of the three other vertebrate groups: reptiles, amphibians and fish. They will practise their techniques of scientific classification and broaden their concept of the incredible variety of animal life on the planet.

Pupils begin by refreshing what they already know about animal groups through the opening illustration and story. This is followed by three double-page spreads that look in detail at the nutrition, reproduction and physical characteristics of reptiles, amphibians and fish. Like the previous unit on mammals and birds, these three content pages are set out in a similar way, using a simple visual organiser to help pupils easily identify characteristics, similarities and differences between the animal groups. Always encourage your pupils to use tables, concept maps, lists and diagrams to organise their work and help them revise.

The new vocabulary presented in this unit extends pupils’ knowledge of the animal kingdom and provides them with the necessary language tools to identify and classify animals. They will also have the opportunity to improve their observation skills and their ability to apply their knowledge in different ways.

VALUES AND ATTITUDES

In this unit your pupils will discover and learn more about reptiles, amphibians and fish. Although these vertebrate groups are the main subject matter of the unit, pupils are also reviewing the life processes of living things, improving their classification skills and applying their knowledge in different contexts. Throughout the unit, try to encourage pupils to think about:

· the amazing variety of life on Earth and how we need to preserve and protect it.

· how living things depend on their natural environment and therefore how important it is for humans to preserve these habitats.

· how the natural world can surprise us and evolve and adapt to extreme conditions.

Think about it

The Think about it page in this unit develops pupils' ability to apply their knowledge. Pupils will learn about some fascinating animals that have adapted to survive in extreme conditions. Pupils reflect on what we can learn from these animals adaptations if we had to live in similar conditions.

UNIT 6 Invertebrates

CONTENT

EVALUATION CRITERIA

LEARNING STANDARDS

KEY COMPETENCES

PAGES

Invertebrates

Through direct and indirect observation, use scientific criteria to classify vertebrates and invertebrates

Observes, identifies and recognises the basic characteristics and differences of vertebrates and invertebrates

MST, LIN

83-85

Invertebrate groups

Through direct and indirect observation, use scientific criteria to identify and classify invertebrates into different groups

Observes, directly and indirectly, and identifies the characteristics of invertebrates

MST, LIN

81-87

Use ICTs to obtain information to help identify and classify invertebrates according to their characteristics

MST, LTL,DIG

85

Classification of animals

Recognise a species with the help of a key or simple explanations

Use a classification key classify invertebrates into different groups

MST,LTL

89

First approaches to scientific activity and the scientific method. Use of different information sources (direct and indirect). Use ICTs.

Obtain relevant information about specific phenomena, make predictions, integrate information from direct and indirect observation and communicate the results.

With help, selects and organises specific and relevant information; analyzes it and draws conclusions; reflects on the experience and the process; presents the results.

MST, LTL

83,88,89

Use books, libraries, etc. and collaborate in the care and maintenance of all the materials available in the school and the classroom.

MST,LTL

88,89

Shows autonomy in the planning of activities and tasks and shows initiative in decision taking.

LTL,AUT

88,89

Uses ICTs to help search for information and/or for presenting the results

LTL,DIG

87,88

First approaches to simple experiments and investigations.

Conjecture as to the results of natural occurrences and of simple experiments and investigations.

With help, carries out simple experiments or investigations, and conjectures as to the results.

MST, LTL,AUT

88

Individual and group work.

Work independently and proactively and develop strategies for working in a group.

Uses strategies to help their own learning, as well as asking for help and information.

LTL,AUT

88,89

First approaches to cooperative learning

SOC,LTL

81

Planning a project and presenting a report.

Carry out a project and present a report.

Begins observation, using relevant instruments and consulting written documents and images.

LTL, AUT

88

Shows autonomy and proactiveness in the planning of and carrying out of actions.

AUT

88,89

Presents work clearly and in an organised fashion.

LIN, LTL, AUT

88

With help, carries out a project and presents a report, using paper and/or digital means, collecting information from different sources, presenting the results orally and with the support of images and short texts.

LIN,LTL,AUT,DIG

88

Animals in the local area.

Recognise and classify the most relevant animals in the local area

Identifies and investigates the most relevant animals in your local area

MST,LIN.SOC

88

UNIT SUMMARY

In this unit pupils will explore the world of invertebrates. Pupils begin by refreshing what they learned in previous years about invertebrates. The opening pages focus on observing how invertebrates move and classifying them as land or aquatic invertebrates.

The concept of classification is then broadened to include invertebrate groups and subgroups. The main content pages cover a lot of new information and vocabulary. Depending on your class's ability, these pages can be studied in detail or used to provoke interest in the complexity and importance of invertebrates. It may be that the animals in this group provoke negative reactions from some of the pupils but you can stress the importance of each living thing in the role invertebrate play. Remind them that on the farm we discovered Carla doesn't like worms very much but she learnt that worms play a vital role.

Much of the vocabulary in this unit builds on the basic concepts the pupils have studied about animal groups and classification. In this unit pupils will continue to develop their observation and classification skills, and discover how classification keys are used to help scientist identify animal species.

VALUES AND ATTITUDES

In this unit your pupils will learn the importance of invertebrates and how even the smallest creatures are important. They are asked to investigate invertebrates in their local area. Throughout the unit, try to encourage pupils to think about:

· how every living things is important

· how our careless actions can disrupt the natural habitat of other living things

· how we can observe wildlife in our local area.

Think about it

The Think about it page in this unit concludes the pupils' study of the animal kingdom and the different ways we can classify animals. Pupils are introduced to classification keys. Use this page to review their understanding of classification and improve their observation skills.

TERM 2 Think together

CONTENT

EVALUATION CRITERIA

LEARNING STANDARDS

KEY COMPETENCES

PAGES

Direct and indirect observation of living things with instruments where appropriate and using audio and visual technology.

Understand the difference between living and non-living things.

Observes, identifies and explains the differences between living and non-living things.

MST,LIN

92,93

Shows an interest in the observation and study of all living things.

LTL,AUT

92,93

Observes living things, directly using appropriate instruments (such as a camera or magnifying glass), and indirectly using secondary sources (books, technological, audiovisual, etc.).

MST, LTL, AUT

92,93

Classifying living things.

Through direct and indirect observation, use scientific criteria to identify and classify living things into kingdoms.

Observes and identifies the characteristics of different living things.

MST, LIN

92,93

Classifies living things into groups according to their characteristics.

MST,LIN

92,93

Care and respect towards living things.

Understand the importance of care and respect towards living things.

Shows a positive and active attitude towards the conservation and care of different living things.

MST,LIN

92,93

Understands the importance of some animals for human beings.

MST,LTL

92,93

First approaches to scientific activity and the scientific method. Use of different information sources (direct and indirect). Use ICTs.

Obtain relevant information about specific phenomena, make predictions, integrate information from direct and indirect observation and communicate the results.

With help, selects and organises specific and relevant information; analyzes it and draws conclusions; reflects on the experience and the process; presents the results.

MST,LTL

92,93

Uses books, libraries, etc. and collaborates in the care and maintenance of all the materials available in the school and the classroom.

MST,LTL

92,93

Shows autonomy in the planning of activities and tasks and shows initiative in decision taking.

LTL,AUT

92,93

Uses ICTs to help search for information and/or for presenting the results

LTL,DIG

92,93

First approaches to simple experiments and investigations.

Conjecture as to the results of natural occurrences and of simple experiments and investigations.

With help, carries out simple experiments or investigations, and conjectures as to the results.

MST, LTL, AUT

92,93

Individual and group work.

Work independently and proactively and develop strategies for working in a group.

Uses strategies to help their own learning, as well as asking for help and information.

LTL,AUT

92,93

First approaches to cooperative learning

SOC,LTL

92,93

Planning a project and presenting a report.

Carry out a project and present a report.

Begins observation, using relevant instruments and consulting written documents and images.

LTL, AUT

92,93

Shows autonomy and proactiveness in the planning of and carrying out of actions.

AUT

92,93

Presents work clearly and in an organised fashion.

LIN, LTL, AUT

92,93

With help, carries out a project and presents a report, using paper and/or digital means, collecting information from different sources, presenting the results orally and with the support of images and short texts.

LIN,LTL,AUT,DIG

92,93

UNIT 7 Matter, materials and mixtures

CONTENT

EVALUATION CRITERIA

LEARNING STANDARDS

KEY COMPETENCES

PAGES

Properties and classification of materials.

Classify materials according to their properties

Observes, identifies and classifies materials according to their properties

MST,LIN

97,98,99, 107

Physical changes of matter.

Understand certain physical changes in matter

Identifies the basic principles of certain physical changes: change of state and change of shape

MST,LIN

100

Plan and carry out simple experiments to study physical changes in common materials and make predictions

MST,LTL,AUT

100

Identify the three states of water

MST,LIN

100

Chemical changes of matter.

Recognise certain professions by the machines they use

Identifies the basic principles of certain chemical changes: combustion and oxidation

MST,LIN

101

Plan and carry out simple experiments to study chemical changes in common materials

MST,LTL,AUT

101

Make predictions as to the outcome

MST,LIN

101

Identification of mixtures.

Understand the concept of mixtures and carry out simple experiments to identify them

Understands and applies different criteria to identify different types of mixtures and carry out simple experiments for separating mixtures

MST,LTL,AUT

102,103

Natural and manufactured materials.

Understand the difference between natural and manufactured materials

Observe, identify and explain some differences between natural and manufactured materials

MST,LIN

104

Apply these differences to classify materials

MST,LIN

104

Explain how some manufactured materials are obtained from natural materials

MST,LIN

104,105

First approaches to scientific activity and the scientific method. Use of different information sources (direct and indirect). Use ICTs.

Obtain relevant information about specific phenomena, make predictions, integrate information from direct and indirect observation and communicate the results.

With help, selects and organises specific and relevant information; analyzes it and draws conclusions; reflects on the experience and the process; presents the results.

MST, LTL

99,101,103,106

Use books, libraries, etc. and collaborate in the care and maintenance of all the materials available in the school and the classroom.

MST,LTL,SOC

106

Shows autonomy in the planning of activities and tasks and shows initiative in decision taking.

AUT,LTL

101,103,106

Uses ICTs to help search for information and/or for presenting the results

LTL,DIG

105,107

First approaches to simple experiments and investigations.

Conjecture as to the results of natural occurrences and of simple experiments and investigations.

With help, carries out simple experiments or investigations, and conjectures as to the results.

MST, LTL,AUT

101,103,106

Individual and group work.

Work independently and proactively and develop strategies for working in a group.

Uses strategies to help their own learning, as well as asking for help and information.

LTL,AUT

106

First approaches to cooperative learning

SOC,LTL

97

Planning a project and presenting a report.

Carry out a project and present a report.

Begins observation, using relevant instruments and consulting written documents and images.

LTL, AUT

97,106

Shows autonomy and proactiveness in the planning of and carrying out of actions.

AUT

106

Presents work clearly and in an organised fashion.

LIN, LTL, AUT

106

With help, carries out a project and presents a report, using paper and/or digital means, collecting information from different sources, presenting the results orally and with the support of images and short texts.

LIN,LTL,AUT,DIG

107

UNIT SUMMARY

In this unit pupils will extend their knowledge of materials and matter, reviewing some of their basic properties and developing the concept that everything is made up of matter. Pupils will observe how matter changes, use different materials to make mixtures and different tools to separate mixtures, and look at the process of transforming natural materials into manufactured materials.

Pupils will begin by refreshing what they have learned about common materials and their properties and demonstrate this understanding by means of a poster. Then they go on to apply their knowledge of properties while exploring different physical and chemical changes of matter.

Then pupils are introduced to mixtures, and learn that almost everything around us contains two or more different materials. This lesson provides plenty of opportunities for pupils to make mixtures with a variety of materials and then later focus on separating mixtures with the appropriate tools. The last two content pages deals with natural materials and the process of transforming them into manufactured materials.

VALUES AND ATTITUDES

In this unit, pupils will practice vocabulary that they have previously learned as well as develop very specific scientific vocabulary about matter, materials, as well as a variety of processes. They will continue to work on important skills including observation, classification, choosing the correct tool for different purposes, and the collection and presentation of data.

In this unit your pupils will learn that everything in the Universe is made up of matter. Pupils will appreciate our valuable natural materials as they are transformed into manufactured objects we use everyday. They will reflect the natural materials our environment produces and the importance of recycling a variety of manufactured materials to protect it. Throughout the unit, try to encourage pupils to think about:

· how important it is to recycle different materials.

· how almost everything around us is a mixture.

· the important role of natural materials in the process of manufacturing everyday objects.

Think about it

The Think about it page in this unit focuses on why certain materials are chosen for certain purposes. The aim of this section is to encourage pupils to reflect on everyday objects and understand why they are made up of certain materials. Pupils can use this activity to develop a deeper understanding of different materials and their properties.

UNIT 8 Energy

CONTENT

EVALUATION CRITERIA

LEARNING STANDARDS

KEY COMPETENCES

PAGES

Types of energy and their characteristics.

Understand the different types of energy and their characteristics.

Identifies and explains the different types of energy and their characteristics

MST,LIN

111,112,114,115

Uses of energy in daily life.

Understand the different practical uses made of different types of energy.

Identifies and explains different practical uses made of different types of energy, using specific examples

MST,LIN

113-115

Observes and explains the intervention of energy in daily life

MST,LIN

114,115

Relates types of energy with their specific use in everyday life

MST,LIN

114,115

Sources of energy.

Recognise common sources of energy and the machines used to obtain the energy.

Explains, with concrete examples, common sources of energy and the machines used to obtain it

MST,LIN

116,117

Identifies the differences between renewable and non-renewable energy

MST,LIN

116,117

Observes and identifies electricity as a common source of energy in daily life using concrete examples

MST,LIN

113

Observes and recognises some sources of energy that machines use

MST,LIN

113

Thermal energy.

Understand the effect of thermal energy.

Observes and explains the effect of heat on different materials: insulators and conductors

MST,LIN,LTL

114,115,118

Transformations of energy.

Describe simple transformations of energy.

Describes simple transformation of energy: combustion in a car motor, electrical energy in a lamp

MST,LIN

115

Observes, recognises and explains heat as a transformation of energy in observable physical processes

MST,LIN

115

Saving energy. The responsible use of energy sources. Waste and pollution.

Understand the importance of a responsible use of energy, both individually and collectively.

Observes and identifies individual and collective forms of responsible energy use

MST,LIN,SOC

111,112, 113,119

Values the importance of the responsible use of energy sources

MST,SOC

119

Observes and identifies practices which produce waste and pollution

MST,SOC

119

Shows responsible conduct in the use of energy in the school and the classroom

MST,SOC,LTL,AUT

119

First approaches to scientific activity and the scientific method. Use of different information sources (direct and indirect). Use ICTs.

Obtain relevant information about specific phenomena, make predictions, integrate information from direct and indirect observation and communicate the results.

With help, selects and organises specific and relevant information; analyzes it and draws conclusions; reflects on the experience and the process; presents the results.

MST, LTL

113,118,119

Use books, libraries, etc. and collaborate in the care and maintenance of all the materials available in the school and the classroom.

MST,LTL,SOC

119

Shows autonomy in the planning of activities and tasks and shows initiative in decision taking.

AUT,LTL

113,118,119

Uses ICTs to help search for information and/or for presenting the results

LTL,DIG

115,

First approaches to simple experiments and investigations.

Conjecture as to the results of natural occurrences and of simple experiments and investigations.

With help, carries out simple experiments or investigations, and conjectures as to the results.

MST, LTL,AUT

118

Individual and group work.

Work independently and proactively and develop strategies for working in a group.

Uses strategies to help their own learning, as well as asking for help and information.

LTL,AUT

118

First approaches to cooperative learning

SOC,LTL

111, 119

Planning a project and presenting a report.

Carry out a project and present a report.

Begins observation, using relevant instruments and consulting written documents and images.

LTL, AUT

118

Shows autonomy and proactiveness in the planning of and carrying out of actions.

AUT

118

Presents work clearly and in an organised fashion.

LIN, LTL, AUT

118

With help, carries out a project and presents a report, using paper and/or digital means, collecting information from different sources, presenting the results orally and with the support of images and short texts.

LIN,LTL,AUT,DIG

118

UNIT SUMMARY

This unit explores the essential role energy plays in our life and encourages pupils to think about when, where and how we use energy every day. Pupils will study renewable and non-renewable energy sources and become aware of the importance of energy conservation.

Pupils begin by refreshing what they already know about light, heat and sound energy, and are introduced to the concept that we can generate energy from wind, water and the Sun. Pupils then review and extend their knowledge about machines that use mains electricity, batteries or both by means of a Venn Diagram.

They go on to explore six types of energy that we find all around us in our daily lives including light, sound, thermal, kinetic, electrical and chemical. Pupils will observe man-made and natural examples of each type of energy and focus on how energy can change from one type to another. This is followed by an explanation of non-renewable and renewable energy sources, focusing on how each one is obtained and how they produce energy. Pupils will become aware that non-renewable energy sources are limited and will eventually run-out and that renewable energy sources can be replaced and are better for the environment.

Much of the vocabulary in this unit aims to help pupils develop language and critical thinking skills in order to take a more active role in the learning process by discussing important concepts that affect our daily lives. Pupils will continue to develop scientific skills through observing, making connections, comparing and contrasting, making predictions and collecting data.

VALUES AND ATTITUDES

In this unit your pupils will learn to recognise the essential role that energy plays in our life. They will value energy as an important resource and explore how renewable energy sources and conserving energy can help preserve our limited non-renewable energy sources and help protect the environment. Throughout the unit, try to encourage pupils to think about:

· energy is essential for everything we do.

· renewable energy sources as an alternative to using fossil fuels.

· how conserving energy helps preserve limited non-renewable energy sources and protects the environment.

Think about it

The Think about it page in this unit focuses on saving energy. The aim of this section is to empower pupils to take simple actions to reduce the amount of energy they use and recognize inventions that are designed to save energy. Pupils can then design a humorous comic strip to teach others about this serious issue.

UNIT 9 Machines

CONTENT

EVALUATION CRITERIA

LEARNING STANDARDS

KEY COMPETENCES

PAGES

Machines.

Recognise different simple machines and their use in everyday life.

Observes, identifies and explains different simple machines and their function

MST,LIN

126,127,130

Observes and recognises some sources of energy that machines use

MST,LIN

123,126,127

Identifies and appreciates the importance of the manual skills implicated in using machines

MST,SOC,CUL

126,127

Understands the difference between a simple and complex machine

MST,LIN

126

Planning and making a simple machine.

Plan and construct a simple machine.

Identifies the different parts of simple machines and the role each part plays

MST,LIN

126-129

Uses acquired knowledge to plan, draw and make a simple machine

MST,LTL,AUT

129,130

Machines make our lives easier.

Understand the importance of machines for improving our lives.

Values the importance of different inventions and machines for improving our lives

MST,SOC,CUL

125

Basic Word processing and presentation of work.

Use basic word processing in the presentation of their work.

Understands and uses basic word processing in the presentation of their work

DIG,LTL,AUT

131

Takes care in the presentation of their work both on paper and digitally

DIG,LTL,AUT

131

Internet use.

Use the internet to search for information.

Follows a sequence to search for information on the internet

DIG,LTL,AUT

131

First approaches to scientific activity and the scientific method. Use of different information sources (direct and indirect). Use ICTs.

Obtain relevant information about specific phenomena, make predictions, integrate information from direct and indirect observation and communicate the results.

With help, selects and organises specific and relevant information; analyzes it and draws conclusions; reflects on the experience and the process; presents the results.

MST, LTL

125,130

Use books, libraries, etc. and collaborate in the care and maintenance of all the materials available in the school and the classroom.

MST,LTL,SOC

130

Shows autonomy in the planning of activities and tasks and shows initiative in decision taking.

AUT,LTL

130,131

Uses ICTs to help search for information and/or for presenting the results

LTL,DIG

131

First approaches to simple experiments and investigations.

Conjecture as to the results of natural occurrences and of simple experiments and investigations.

With help, carries out simple experiments or investigations, and conjectures as to the results.

MST, LTL,AUT

130

Individual and group work.

Work independently and proactively and develop strategies for working in a group.

Uses strategies to help their own learning, as well as asking for help and information.

LTL,AUT

130,131

First approaches to cooperative learning

SOC,LTL

125,129,131

Planning a project and presenting a report.

Carry out a project and present a report.

Begins observation, using relevant instruments and consulting written documents and images.

LTL, AUT

130

Shows autonomy and proactiveness in the planning of and carrying out of actions.

AUT

130

Presents work clearly and in an organised fashion.

LIN, LTL, AUT

130,131

With help, carries out a project and presents a report, using paper and/or digital means, collecting information from different sources, presenting the results orally and with the support of images and short texts.

LIN,LTL,AUT,DIG

130,131

UNIT SUMMARY

In this unit we pupils will review and extend their knowledge of forces and machines. Pupils will develop an understanding of some basic concepts of physics and explore a variety of machines designed to make our lives easier.

Pupils begin be refreshing what they know about forces, such as pushes and pulls, and simple and complex machines. Pupils will identify common machines that make life easier at school and make a poster of machines found in the home. Then pupils are introduced to six simple machines and look at their parts to understand how they work. Pupils can use this information to identify the simple machines that make up complex machines in the world around them.

This is followed by an opportunity for pupils to practice putting things together and taking them apart while exploring the uses of simple tools. A second hands-on activity challenges pupils to work collaboratively to plan, design and make a machine. This activity aims to consolidate much of what the pupils have learned about simple machines and using simple tools while also providing concrete experiences for pupils to develop critical and creative thinking skills.

The vocabulary in this unit will provide pupils the opportunity to build on content specific language that will help them understand and explain new concepts. This unit provides pupils with a variety of valuable opportunities to develop scientific skills including observation, planning, problem-solving, inventing and manipulating a variety of objects in their world.

VALUES AND ATTITUDES

In this unit your pupils will recognize simple machines and how they work and valuing their role in making our lives better. Through hands-on activities pupils will build confidence in manipulating different materials and creativity in planning and designing machines. Throughout the unit, try to encourage pupils to think about:

· the important role that simple and complex machines play in our everyday lives.

· the role energy plays in helping both simple and complex machines work.

· their own ability to manipulate objects in their immediate environment and explore how things work in their world.

Think about it

The Think about it page in this unit focuses on using a computer to organise work. The aim of this section is to provide pupils with an opportunity to develop important computer skills and practice preparing a well-organized document. This unit is a good opportunity to help pupils learn to summarise and organise information to help them study.

TERM 3 Think together

CONTENT

EVALUATION CRITERIA

LEARNING STANDARDS

KEY COMPETENCES

PAGES

Machines and inventions.

Recognise different machines and inventions and their use in everyday life.

Observes, identifies and explains different machines and inventions and their function.

MST,LIN

134,135

Observes and recognises some sources of energy that machines use.

MST,LIN

134,135

Identifies and appreciates the importance of the manual skills implicated in using machines and inventions.

MST,SOC,CUL

134,135

Machines make our lives easier.

Understand the importance of machines for improving our lives.

Values the importance of different inventions and machines and the contribution they have made to improving our lives.

MST,SOC,CUL

134,135

Internet use.

Use the internet to search for information.

Follows a sequence to search for information on the internet

DIG,LTL,AUT

134,135

First approaches to scientific activity and the scientific method. Use of different information sources (direct and indirect). Use ICTs.

Obtain relevant information about specific phenomena, make predictions, integrate information from direct and indirect observation and communicate the results.

With help, selects and organises specific and relevant information; analyzes it and draws conclusions; reflects on the experience and the process; presents the results.

MST, LTL

134,135

Use books, libraries, etc. and collaborate in the care and maintenance of all the materials available in the school and the classroom.

MST,LTL,SOC

134,135

Shows autonomy in the planning of activities and tasks and shows initiative in decision taking.

AUT,LTL

134,135

Uses ICTs to help search for information and/or for presenting the results

LTL,DIG

134,135

First approaches to simple experiments and investigations.

Conjecture as to the results of natural occurrences and of simple experiments and investigations.

With help, carries out simple experiments or investigations, and conjectures as to the results.

MST, LTL,AUT

134,135

Individual and group work.

Work independently and proactively and develop strategies for working in a group.

Uses strategies to help their own learning, as well as asking for help and information.

LTL,AUT

134,135

First approaches to cooperative learning

SOC,LTL

134,135

Planning a project and presenting a report.

Carry out a project and present a report.

Begins observation, using relevant instruments and consulting written documents and images.

LTL, AUT

134,135

Shows autonomy and proactiveness in the planning of and carrying out of actions.

AUT

134,135

Presents work clearly and in an organised fashion.

LIN, LTL, AUT

134,135

With help, carries out a project and presents a report, using paper and/or digital means, collecting information from different sources, presenting the results orally and with the support of images and short texts.

LIN,LTL,AUT,DIG

134,135

4