OXFORD CLIL
NATURAL
SCIENCES
ESO 2
Natural Sciences ESO 2
CONTENTS
1. INTRODUCTION
2
2. METHODOLOGY
4
3. BASIC COMPETENCES
8
4. ACTIVITIES, ATTENTION TO DIVERSITY, ASSESSMENT, AND
ASSESSMENT OF BASIC COMPETENCES
15
5. PROGRAMMES OF STUDY
19
SECTION I. MATTER AND ENERGY
Unit 1. The material world: atoms
Unit 2. Matter and energy
Unit 3. Motion
Unit 4. Forces and their effects
19
19
22
25
28
SECTION II. TRANSFER OF ENERGY
Unit 5. Heat and temperature
Unit 6. Sound
Unit 7. Light
31
31
34
36
SECTION III. THE EARTH
Unit 8. The Earth’s internal energy
Unit 9. The Earth’s relief
39
39
42
SECTION IV. LIVING THINGS
Unit 10. The functions of living things (I)
Unit 11. The functions of living things (II)
Unit 12. Matter and energy in ecosystems
Unit 13. Diversity in ecosystems
45
45
48
50
53
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1. INTRODUCTION
This document refers to the second-year ESO syllabus for Natural Sciences and is
based on the Royal Decree 1631/2006 of 29 December, approved by the then
Ministry of Education and Science (MEC), which establishes the minimum syllabus
requirements for Compulsory Secondary Education (ESO) according to the
Constitutional Law on Education (LOE).
According to the LOE, one of the aims of school education is to enable students to
communicate – to understand and express themselves orally and in writing – in one or
more foreign languages. To help further this aim, the same Royal Decree gives local
education authorities the power to authorise schools to teach some curriculum subjects
in a foreign language, as long as the basic curriculum requirements are met.
As a result, an increasing number of primary and secondary schools are offering a
range of curriculum subjects through the medium of a foreign language, especially
English. The aim of this so-called ‘bilingual’ education is to develop students’ linguistic
competence in all of the four skills of listening, speaking, reading and writing through
content and language integrated learning (CLIL). The Oxford CLIL series has been
conceived and developed specifically for the needs of secondary students in bilingual
sections and schools. It covers the curriculum requirements in the subject area,
providing students with the necessary subject knowledge, while at the same time
developing their linguistic skills in both their mother tongue and English.
Another key feature of the LOE is the integration of basic competences into the
curriculum. The course objectives, content, methodology and assessment criteria are
now closely linked to these competences, which guide the teaching and learning
process.
In each of the 13 teaching units for this subject and school year, concepts, procedures
and attitudes are all interlinked and geared towards the teaching and learning process.
Each one performs a different, yet complementary, role in the students' learning
process. This is also clearly reflected in the assessment criteria and the basic
competences and subcompetences, which each apply to different content types and
require different approaches in the classroom. Students should always be encouraged
to participate and learn to work independently as well as in a team, in such a way that
they themselves construct their own knowledge, another feature of competence-based
education. This is even more essential in a bilingual context. Teaching students the
values of a democratic, free, tolerant and multicultural society continues to be one of
the priorities of the education system, as reflected in the objectives of this stage of
education and in those of this subject in particular. In the different units, students will
develop the skills directly linked to all the basic competences and, in addition,
competence in the foreign language.
Each teaching unit starts with an opening section which presents the unit contents
through a series of questions. These can help to remind students of their previous
knowledge of the upcoming contents. The subsequent unit contents are presented in a
clear, organised and concise way. The approach to each topic, the vocabulary and the
complexity of the content have all been adapted to the cognitive abilities of the
students. The language level has been carefully graded for non-native speakers. The
content is presented and explained using explanatory boxes and visual support
(photographs, illustrations, etc.), which are key learning tools, helping students
understand new concepts and language more easily. There is also a summary chart of
the unit content at the end of each unit for students to complete.
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As far as possible, classroom learning should be adapted to students’ own day-to-day
reality and interests. In other words, it should be meaningful. As such, whenever
possible, the contents are presented through real, familiar examples, so that the
students become both actively and receptively involved in their own learning.
However, the pace at which each student learns varies, depending on his or her
cognitive development and social and family environment. As such, attention to
diversity amongst students and in their learning environment is a fundamental part of
teaching. Many activities (in both the textbook and the teacher's resources) are
designed to meet the needs of an invariably diverse classroom.
Section 5 of this document (Programmes of study) sets out the contents of each unit,
dividing them into the classic categories of concepts, procedures and attitudes.
Although the contents are not classified as such in the legislation, they figure in this
form in the school curriculum and can be used to support and document different
teaching and learning strategies. We think that it is important that students continue to
learn concepts, procedures (skills) and attitudes, so that they can use all of these to
acquire the basic competences.
The course content is divided into 13 teaching units. Each is presented here, divided
into a series of sections to demonstrate how the teaching and learning process will take
place:
 Unit objectives
 Unit contents (concepts, procedures and attitudes)
 Assessment criteria
 Basic competences/subcompetences linked to the assessment criteria and
learning activities.
The textbook used is Natural Sciences 2 (Oxford CLIL, Oxford EDUCACIÓN, 2012),
written by Jorge Barrio Gómez de Agüero, M.ª Luisa Bermúdez Meneses, Alicia Faure
López, M.ª Felisa Gómez Esteban and Jesús Barcena Rodríguez, and adapted for
CLIL by Sarah Jackson. Other components for teachers include the Teacher's Book,
which contains the answers to the activities and a CD-ROM with Photocopiable
materials (Laboratory practicals for reinforcement and extension, Tests and
Assessments of basic competences).
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2. METHODOLOGY
At the heart of the methodology employed in the Oxford CLIL series lies a dual aim: to
cover all of the subject requirements prescribed by the curriculum, whilst also catering
to the needs of students studying in a foreign language. This is achieved using a CLILbased approach, the core principles of which are as follows:
 The subject comes first.
 Long, dense texts and complex sentences are avoided.
 Presentation of content is supported by visual aids: photos, flow charts,
diagrams, tables, and labelled drawings, for example.
 Learning is guided and structured.
 Comprehension tasks are used more frequently than in a native language context
to reinforce assimilation and processing of content and provide more language
practice.
 Learning is active whenever possible.
 Greater emphasis is placed on the process of learning.
 The four skills are crucial for presenting and learning new information.
Despite the fact that the subject is being taught through the medium of a foreign
language, many of the methodological considerations are the same as for mother
tongue instruction. However, teachers should be aware that the pace of learning may
be somewhat slower, especially in the initial stages, and more time will be spent on
checking understanding and reinforcing linguistic elements. Teachers should address
students in English, and students should be encouraged and helped to use English as
much as possible, although in the early stages some use of the mother tongue is
inevitable.
The development of scientific knowledge in the ESO 2 Natural Sciences curriculum
covers a range of disciplines, acquainting students with diverse conceptual and
methodological models, from physics, chemistry, biology and geology (which have in
common a particular way of representing and analysing reality) to other, closely related
areas, such as ecology, meteorology and astronomy. Learning throughout this year will
become more and more specialised, and therefore more in-depth. However, the
methodology is similar to that used in ESO 1 and will help students overcome any
problems they may have encountered with the transition from primary to secondary
education. In any case, this gradual specialisation, which will become more
pronounced the following year when the subject is subdivided into Biology and Geology
and Physics and Chemistry, does not go against the principle of interdisciplinary study:
scientific knowledge, in general, and a knowledge of natural sciences, in particular,
cannot be studied using a piecemeal approach, and this is reflected in the way in which
the course contents are organised. Students must be made aware that there are
certain research procedures that are shared by all fields of science.
One of the key aims of secondary education is to teach students basic scientific literacy
skills, i.e. to familiarise them with basic scientific ideas. The goal is to provide students
with instrumental knowledge that enables them to understand many of the problems
affecting the natural world and the environment. This will in turn allow them to
understand their own role in the sustainable development of the Earth.
These aims can only be achieved if the course content (concepts, facts, theories, laws,
etc.) is taught based on the students' prior knowledge and their own environment. If we
also take into account that, throughout the course of history, scientific advances have
become one of the paradigms of social progress, we can see that these advances are
fundamentally important to students' education, an education which should follow a
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rational, empirical approach to knowledge. It is also important to emphasise what a
scientific approach can bring to students: strategies and skills for learning any subject
(formulating hypotheses, checking results, research, working in groups, etc.) which are
closely related to some of the basic competences.
So, the study of Natural Sciences during this year will:
 take into account that knowledge is not always conceptual in character: it also
includes procedures and attitudes. Throughout the course, these three different
types of knowledge are presented in such a way that they encourage students
to interpret their environment and to achieve the basic competences in this
subject, which means employing the scientific method.
 achieve meaningful, relevant and functional learning, so that students can apply
the course content or knowledge acquired to their own understanding of their
immediate natural surroundings (learning competences) and to the study of
other subjects (instrumental learning).
 promote constructive learning, so that the course content leads to learning.
 cover basic topics which are appropriate for students' individual cognitive
capabilities.
 encourage students to work individually and as part of a team.
In order to implement the three-pronged approach of concepts, procedures and
attitudes, and to help students acquire certain basic competences, the proposed
methodology must take into account the fact that new science is constantly being
discovered and received wisdom reviewed. Our scientific knowledge of the world is in a
constant state of flux. The course must both equip students with information and
highlight the active role that they should themselves take in the learning process.
Various strategies can be used to do this:




Teaching some of the most commonly used methods in science and scientific
research, asking students to apply the methods covered in each unit.
Creating appealing, motivating scenarios and contexts which help students to
overcome any resistance they may have to learning science.
Providing practical activities that help students to apply scientific methods and
that motivate them to study.
Using different types of visual aids which make it easier for students to
understand and learn new concepts quickly, and help them to achieve the
course objectives and the basic competences.
Earlier, we discussed how important it is for students to take an active role in the
gradual acquisition of their own knowledge. As such, any methodological resource (and
textbooks are still one of the best) should be used in such a way that students continue
to participate in the day-to-day learning process. However, in today's context, where
the use of information and communication technologies (the Internet, digital resources,
etc.) is so widespread, and digital classrooms (with interactive whiteboards, video
projectors, etc.) are becoming more common due to various national and regional
programmes, information and communication technologies are a key part of the
teaching and learning process. Not only can they be used to obtain information, they
also help in the development of the basic competences included in the curriculum (data
processing and digital competence, learning to learn, etc.) and have proven to be an
effective resource, facilitating learning and thus improving academic results. We should
also bear in mind the huge possibilities offered by computer simulations of scientific
and natural phenomena.
To summarise, the methodological principles on which the materials are based and
which teachers should bear in mind in the classroom learning process are:
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


to approach contents in a manner that helps students learn in a meaningful,
significant way.
to introduce concepts in a clear, simple and reasoned way, using language
adapted to the students' level and helping to improve their spoken and written
expression both in the foreign language and their mother tongue (linguistic
competence).
to use learning strategies that encourage students to analyse and understand
facts about science and nature.
Each unit of the Student’s Book has the same structure, and each section aims to meet
the various methodological requirements outlined above:

An opening page, with a series of initial questions and an illustration to
introduce the content, teach some key vocabulary and raise interest in the topic.

Explanatory pages:
- Explanatory texts are presented in concise, straightforward language, which
makes it easy for students to identify and grasp core concepts. Texts are
accompanied by photos and illustrations which support the content and aid
understanding.
- Simple experiments are demonstrated visually on the page to make it easier
for students to understand concepts and procedures.
- Additional information is presented in the form of boxes, drawings, data
tables, photographs, etc.
 Key words and core language:
- Key words on each page have been selected carefully and are highlighted
in blue in the text, with simple definitions provided in a Key word box in the
margin. As well as helping students to understand the material presented,
these boxes also provide students with a useful tool for revising the main
vocabulary of the unit. All the Key words and their definitions are recorded
so that students can listen and repeat the words from a correct model,
which will aid their pronunciation and serve as a useful learning aid for
auditory learners.
- As well as understanding the subject-specific language, students learning
through the medium of English also have to acquire and use the necessary
core language to enable them to express and discuss the concepts in an
appropriate, academic style. Through careful choice of language in the
texts and the highlighting of this language in selected activities, students
gradually build up their proficiency.
 Activity pages:
- Content pages are interspersed with pages of activities which reinforce the
concepts presented in the texts while, at the same time, practising the
language needed to express and understand these concepts in English.
Activities are divided into three main types:
1. Activities which focus primarily on comprehension of the concepts
presented
2. Activities which combine work on the concepts with practice of a specific
language area
3. Activities which highlight a specific area of language difficulty in the unit,
e.g. word stress, false friends, easily confused words, spelling, irregular
verbs, etc.
- In addition, listening activities are included which help to reinforce
vocabulary and pronunciation, and develop oral comprehension.
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
A single page of Revision activities at the end of each unit enables students to
apply the knowledge they have acquired and teachers to see if any points need
to be reinforced. The final section of these Revision activities is called Talking
points and consists of oral activities in small groups or pairs, in which students
describe and explain a process or concept, express and exchange opinions,
hold a debate, make a presentation based on their research, etc. These
activities are designed to develop oral fluency and communication in the foreign
language.

A page at the end of each unit on the Development of basic competences,
containing a series of activities which relate the basic competences that
students must acquire throughout the course to everyday situations.

A summary table of the unit content for students to complete.
 Assessment of basic competences:
- On the CD-ROM accompanying the Teacher’s Book, there are
Assessments of basic competences for each section of the book,
designed to evaluate students' basic competences, i.e. their ability to apply
the knowledge acquired in real-life situations.

The final section of the Student’s Book is Natural Sciences in practice which
includes techniques that will help students to observe, analyse and understand
scientific activity and natural phenomena in their surroundings.
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3. BASIC COMPETENCES
The Constitutional Law on Education (LOE) has a new definition of curriculum, which
includes not only the traditional components (objectives, contents, teaching methods
and assessment criteria), but also an important new component: basic competences.
These competences are now one of the linchpins of the curriculum as a whole (it is no
coincidence that they are set out in the curriculum before even the objectives). They
therefore guide the entire teaching and learning process, especially since this
academic year students must complete a diagnostic test to demonstrate that they have
acquired certain competences. Regardless of whether or not the mark for that
assessment counts towards the students' grades, the results can be used as a guide
so that schools can make decisions about students' learning. This gives us some idea
of how the teaching process is affected by this new element, i.e. it becomes much
more practical, providing students with transferable skills, not ones that are only
applicable in the school context. And of course, students will only achieve the ESO
certification later if they acquire the basic competences at this stage, so these
competences now form part of the assessment framework too.
There are many definitions of the concept of basic competences (which can be found in
the PISA reports), but they all stress the same thing: instead of an educational model
that focuses on the acquisition of mostly theoretical, often unconnected, aspects of
knowledge, it is better to acquire competences, leading to the acquisition of essential,
practical and integrated knowledge, which students must then demonstrate that they
have acquired (i.e. it goes beyond functional training). In short, a competence is the
capacity to integrate knowledge, skills and attitudes to resolve problems and situations
in various contexts, and students must prove that they have that capacity by putting it
into practice. It has been defined very succinctly as the putting into practice of acquired
knowledge, or knowledge in action. In other words, it is the mobilisation of knowledge
and skills in a specific situation and the activation of resources or knowledge acquired
(even if students think that they have forgotten what they have learnt).
There is one aspect worth highlighting, which we could refer to as the combined nature
of competences: through what they know, students must be able to demonstrate what
they know how to apply, but also what they know how to be. Each competence is made
up of the combination of the different types of content learnt in the classroom
(concepts, procedures and attitudes), each one forming one of the multifaceted skills
that provide students with a well-rounded education. We recognise that schools are not
just providing students with technical and scientific knowledge, but also teaching them
about citizenship, so they must be able to demonstrate a series of civic and intellectual
attitudes that reflect respect for others, a sense of responsibility, teamwork, and so on.
There is another important aspect, and one which is often not stressed enough: if
students acquire competences, they are then able to deal with the way that knowledge
in any field is constantly being renewed and updated. Students' academic training
within the school environment takes place over the course of a limited number of years,
but their need for personal and/or professional development is lifelong. As such,
providing students with the necessary competence in, for example, the use of
information and communication technologies means that they will be able to use these
tools to gather the information required at any given moment, assessing the quality of
that information they find. Given that it is often impossible to cover all of the curriculum
content in great detail over the course of the school year, students need to develop the
competence of learning to learn.
The textbook includes teaching and learning activities linked to these basic
competences, either implicitly in the explanatory pages, or explicitly in sections like the
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Assessment of basic competences provided in the Teacher’s Book for each section of
content.
In the Spanish education system, students must achieve the following basic
competences before they finish compulsory education so that they are prepared for the
challenges that they will face in their personal and professional lives:
 Linguistic competence.
 Mathematical competence.
 Competence in knowledge and interaction with the physical world.
 Data processing and digital competence.
 Social competence and citizenship.
 Cultural and artistic competence.
 Learning to learn.
 Autonomy and personal initiative.
But what do these competences really mean? Below is a summary of the key ways in
which each competence influences students' intellectual and personal development,
with reference to the most important parts of the school curriculum:

COMPETENCE IN KNOWLEDGE AND INTERACTION WITH THE PHYSICAL
WORLD
This competence refers to the skill of interacting with the natural and man-made
elements of the physical world, helping students to understand events, predict
consequences and act in a way that contributes to improving and preserving
their own living conditions and those of other people and living things. It
basically refers to acquiring a scientific, rational way of thinking which enables
one to interpret information and make decisions independently, using one’s own
initiative, as well as applying ethical values in decision-making in personal and
social contexts.

MATHEMATICAL COMPETENCE
First and foremost, this competence consists of the ability to use numbers and
basic numerical operations, symbols and forms of mathematical reasoning and
expression, in order to produce and interpret data, to find out more about
quantitative and spatial aspects of reality, and to resolve problems relating to
day-to-day life and work. So, acquiring mathematical competence means being
able to use skills and approaches that allow one to reason mathematically,
understand mathematical argumentation, express oneself and communicate in
mathematical language, and use mathematical knowledge in combination with
other types of knowledge.

DATA PROCESSING AND DIGITAL COMPETENCE
This is the ability to look for, obtain, process and communicate information and
transform it into knowledge. It includes aspects ranging from accessing and
selecting information, to using it and conveying it in different formats, including
the use of information and communication technologies as an essential tool for
finding information and communicating. Gaining skills in this area involves using
technological resources to resolve problems efficiently and having a critical,
reflective attitude when it comes to assessing the information available.

SOCIAL COMPETENCE AND CITIZENSHIP
Once students have acquired this competence, they will be able to live in
society, understand the social reality of the world in which they live, and
exercise civic responsibility in a democratic society which is becoming ever
more multicultural. It concerns forms of individual behaviour which allow people
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to live together in one society, get along with others, cooperate, get involved
socially and tackle conflicts. This means that acquiring this competence
translates into being able to empathise with and understand other people’s
position, accept differences, be tolerant and accept the values, beliefs, cultures
and personal and collective histories of others. It means understanding the
social reality in which one lives, tackling conflicts by applying ethical values, and
exercising civic rights and duties responsibly and in solidarity with others.

LINGUISTIC COMPETENCE
This competence refers to the use of language (in this case especially the
foreign language) as a tool for oral and written communication, learning, and
self-regulation of thought, emotions and behaviour. It also helps students to
create a positive personal image and develop constructive relationships with
others and with the environment. So, learning to communicate means forming
links with other people and getting to know other cultures, which we are then
more likely to understand and respect. In short, this competence is absolutely
essential when it comes to resolving conflicts and learning to live alongside
others. Acquiring this competence means acquiring a fluency in oral and written
language in various contexts and being able to use at least one foreign
language.

LEARNING TO LEARN
This competence is made up of two key elements: the first refers to students'
ability to start learning, and the second to their ability to continue learning
independently, and seek rational answers. It also involves allowing for various
possible answers to the same problem and motivating students to look for those
answers using different methodological approaches. It involves managing one’s
own abilities in terms of striving for efficiency and drawing on different
intellectual resources and techniques.

AUTONOMY AND PERSONAL INITIATIVE
This competence refers to students being able to use their own judgement and
have the initiative required to make and pursue individual choices and take
responsibility for them, both in their personal lives and in a social and
professional context. By acquiring this competence, students can become more
creative, innovative, responsible and critical in their approach to individual or
group projects

CULTURAL AND ARTISTIC COMPETENCE
This competence consists of knowing, appreciating, understanding and critically
assessing different forms of cultural and artistic expression, using them as a
source of personal enjoyment and enrichment and viewing them as part of
people's cultural heritage. It involves appreciating and enjoying art and other
forms of cultural expression, being open to the variety of different methods of
artistic expression, conserving the shared cultural heritage and fostering
students' own creative capacities.
Competences do not just involve knowledge and skills acquired in a single subject only
or which are used exclusively for that subject. Everything that students learn across
their different subjects (and not just at school) and other educational activities (extracurricular activities) combines to form a sort of cultural baggage, a collection of
information that they must be able to use throughout their lives, at the right time and in
different situations. So, any one of these competences can be achieved perhaps not in
all parts of the curriculum but certainly in most of them, and for the same reason all of
these competences can be used and applied in any topic or subject, regardless of
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where they have been acquired (cross-curricular competences). Competence should
guarantee that a student has achieved certain learning objectives, but it should also
enable students to achieve other objectives, both at school and afterwards,
guaranteeing continuous learning.
The different elements of the curriculum are obviously interlinked, and we need to be
aware of this so that the curricular materials used in the teaching and learning process
are used correctly. When the unit objectives (expressed as capacities or skills) are set
out in a teaching programme, they influence the choice of certain contents over others.
Assessment criteria also need to be included to enable evaluation of whether students
meet these objectives (or not). The assessment criteria can therefore be divided into
two categories, interpreted in different ways. The first category includes criteria related
to the student's learning. In other words, some criteria will be more or less expressly
linked to concepts, others to procedures (skills) and others to attitudes. Each of these
content types must be assessed because they have been studied in class. They are
assessed at different points through continuous assessment. The second category
includes assessment criteria that are more directly linked to the basic competences.
If we think of the basic competences as the real and practical application of knowledge,
skills and attitudes, the best way to check or assess whether or not the student has
acquired those competences is to reproduce the most realistic situations possible in
which they should be applied. In these situations, students usually draw on the tapestry
of knowledge (made up of all sorts of contents) they have accumulated over the course
of their schooling, but respond, above all, to practical situations. So when we assess
competences we are assessing procedures and attitudes, first and foremost, but
concepts are an essential basis for them. That is why the competences are linked to
assessment criteria relating mostly to procedures and attitudes.
So how can each of the basic competences be acquired? The following section
describes the most important aspects of each basic competence for this subject. These
descriptions may need to be adapted to the practical needs of real-life teaching.

COMPETENCE IN KNOWLEDGE AND INTERACTION WITH THE PHYSICAL
WORLD
This is the most important competence in this subject. In order to acquire this
competence, students must gain a sound knowledge of concepts and the interrelationships between them, observe the physical world and natural
phenomena, acquire a knowledge of human impact, multi-causal analysis, etc.
However, like other competences, this one requires students to become familiar
with the scientific method as a work method, so that they can act rationally and
reflectively in many aspects of their academic, personal and professional lives.

MATHEMATICAL COMPETENCE
By using mathematical language to quantify natural phenomena, analyse cause
and effect, convey data, etc., in short, to understand the quantitative aspects of
natural phenomena and the use of mathematical tools, students become aware
that mathematical knowledge is of real use in many aspects of their own lives.

DATA PROCESSING AND DIGITAL COMPETENCE
To understand physical and natural phenomena, it is essential that students
know how to work with data (obtaining, selecting, handling, analysing and
presenting it) from various sources (written, audiovisual, etc.), not all of which
are as reliable and objective as others. So information obtained from traditional
written sources as well as new technologies must be analysed according to
critical, scientific criteria.
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
SOCIAL COMPETENCE AND CITIZENSHIP
This subject develops this competence in two key ways: by preparing students
to participate in decision-making as part of society, for which scientific literacy is
required; and by providing them with a knowledge of how, historically, scientific
advances have played a role in the evolution and progress of society (and of
people), but also that it has had negative repercussions for humanity, and that
the resulting risks to people and the environment must be controlled
(sustainable development).

LINGUISTIC COMPETENCE
This competence is worked on in two key ways: the use of the foreign language
as a communicative tool in the education process (subject-specific vocabulary
that students should incorporate into their day-to-day vocabulary and general
academic language); and the importance of the way that information is
expressed in all the curriculum contents.

LEARNING TO LEARN
This competence gives students the skills and strategies that they need to help
them learn throughout their lives, building up and conveying scientific
knowledge. It also allows them to integrate that new knowledge into their
existing knowledge and analyse it, drawing on the techniques that make up the
scientific method.

AUTONOMY AND PERSONAL INITIATIVE
This competence equips students to think critically and scientifically, enabling
them to dismiss non-scientific dogmas and prejudice. To do this, they must do
science: in other words, tackle problems, analysing them, suggesting solutions,
assessing consequences, etc.
We have now looked at the basic competences established by the Spanish education
system. These competences are inevitably very generic. If we want to use them as a
point of reference for teaching and to demonstrate the real competence achieved by
students (assessment), we need to make them even more specific, breaking them
down into subcompetences and linking them to the other elements of the curriculum.
These subcompetences are statements which have been written after a
comprehensive analysis of the curriculum in order to draw up functional learning
objectives expressed in such a way that they can be identified by any teacher.
Below is a list of the subcompetences for this subject and level. The units in which
each subcompetence is developed are listed on the right.
COMPETENCES/SUBCOMPETENCES
UNITS
Competence
in
knowledge
and
interaction with the physical world
Recognise what can be investigated
scientifically:
differentiate
between
scientific and nonscientific problems and
explanations.
Use strategies to look for different types
of scientific information. Understand and
select appropriate information from a
variety of sources.
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 and 13
1, 4, 5 and 10
2, 3, 4 , 8 and 11
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Natural Sciences ESO 2
Recognise the key features of scientific
investigation:
understand
variables,
formulate
hypotheses,
design
experiments, analyse and contrast data,
detect regular patterns, make calculations
and estimates.
Understand basic scientific principles and
concepts and identify the relationships
between
them:
causal,
influential,
qualitative and quantitative.
Describe
and
explain
processes
scientifically and predict changes. Use
explanatory models.
Apply scientific knowledge to everyday
situations.
Interpret data and scientific experiments.
Draw conclusions and communicate them
in different formats in a correct, wellorganised and coherent manner.
Argue for or against conclusions and
identify the assumptions, proofs, and
reasoning behind them.
Consider the impact of human activity and
scientific and technological advances on
the history of mankind and identify its
impact on the environment today.
Take responsibility for oneself, resources
and the environment. Be familiar with
healthy lifestyle habits based on
advances in scientific knowledge: in the
context of one’s personal life, that of the
community
and
the
environment.
Understand the importance of taking
precautions.
2, 4, 5 and 13
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 and 13
1, 2, 5, 6, 7, 8, 9, 10, 11 and 12
1, 2, 3, 4, 5, 6, 7, 8, 10 and 11
2, 3, 4, 5, 8, 9, 10 and 12
2 and 4
2
2
Mathematical competence
Use mathematical terms to quantify
natural phenomena.
Use mathematical terms to analyse cause
and effect.
Use mathematical language to convey
data and ideas about nature.
1, 3, 4, 5, 6 and 7
1, 3, 5, 6 and 7
Data
processing
and
digital
competence
Apply scientific principles to searching for,
collecting, selecting, processing and
presenting information.
Use and produce schematic diagrams,
mind maps, reports and papers.
1, 2, 3, 4, 5, 8, 9, 10, 11 and 13
3, 4, 6 and 7
3, 4, 5, 6 and 7
5
1, 2, 3, 4, 9, 10, 11 and 13
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Use information and communication
technologies to communicate, gather
information, give feedback, simulate and
visualise situations, find and process
data.
8
Social competence and citizenship
Understand and explain socially relevant
issues from a scientific perspective.
7, 8, 11 and 1 2
7, 8, 11 and 1 2
Linguistic competence
Use the correct scientific terminology in
texts
and
argumentation
involving
scientific content.
Understand and interpret messages
about natural sciences.
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 and 13
Learning to learn
Assimilate knowledge of science and
scientific procedures in order to
understand information obtained both
from students’ own experience and
written and audiovisual media.
2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 and 13
Autonomy and personal initiative
Develop a critical attitude. Confront
problems and take part in developing
possible solutions.
Develop the capacity to analyse
situations, evaluating the factors that
have influenced them and their possible
consequences.
2, 3, 4, 6, 7, 8, 9, 10, 12 and 13
1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 and 13
3, 4, 10 and 12
2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 and 13
2 and 3
3, 4, 6, 7, 8, 9, 10, 12 and 13
In order to demonstrate that students have achieved the different competences and
subcompetences (and even other, additional ones, not necessarily linked to the ones
listed here), teachers can use the various assessment criteria. In this programme,
these criteria are linked to the criteria for the teaching units, not the general ones for
this level, which are too generic.
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4. ACTIVITIES, ATTENTION TO DIVERSITY, ASSESSMENT, AND
ASSESSMENT OF BASIC COMPETENCES
ACTIVITIES
The Student’s Book provides various learning activities for each section of the unit.
There are also Revision Activities at the end of each unit. The Teacher’s Book contains
supplementary materials on a CD-ROM. These activities have different educational
aims, and are linked to both the course content and the basic competences (in the
Assessments of basic competences).
Teachers can carry out an initial assessment at the start of the school year to assess
the students' starting point and a final assessment at the end of term to see whether or
not the general course objectives have been achieved. There is also a series of
Assessment sheets on the Teacher’s Book CD-ROM.
In addition to the learning activities and the activities for checking knowledge, there is
another essential activity type in this subject: procedures. These are developed
throughout the Student's Book, especially in the Natural Sciences in practice section.
They focus on reading, finding information, applying scientific methods, interpreting
data and information, using materials and instruments with care, doing laboratory
experiments, etc. These are procedures (as well as attitudes to work) that students
need to become competent in because they will continue to use them throughout their
secondary education (what the curriculum calls common contents) and they will help
them to achieve some of the basic competences.
It is important to highlight that the activities in Oxford CLIL Natural Sciences have been
systematically adapted to the contents studied. Students understand and remember
what they learn in class by completing the activities. All of the course materials use
different sources of information, from articles from specialist magazines and
newspapers to websites and books. This means that teachers can decide which
materials are best suited to the learning style of their students.
ATTENTION TO DIVERSITY
When a teaching and learning process is centred around identifying students' needs, it
is essential to provide students with as many educational resources as possible so that
their learning can be adapted to their own capabilities. This is due to the fact that, in
some cases, students’ capabilities are greater than the group average, and in others
because the pace of learning must be readjusted because a student is having
difficulties.
The Student’s Book and supplementary materials cater for a diversity of levels of
knowledge and learning ability. The Laboratory practicals for each unit are split into two
categories, extension and reinforcement, and are included on the teacher’s CD-ROM.
Teachers can decide when and how these activities should be used, as by their very
nature they are not always appropriate for all students.
ASSESSMENT PROCEDURES AND MARKING CRITERIA
Students' learning must be assessed systematically and periodically, both to measure
their individual levels of knowledge acquisition (summative assessment at different
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points of the year) and to introduce any changes required to the teaching process
(when the students' learning does not meet expectations). In addition to this summative
assessment, which tends to take place at the end of the school year (ordinary exams
and resits, if required), there will be other assessments, like an initial assessment
(marks do not count towards the final grade) and a final assessment, as well as
continuous assessment, formative tests and activities carried out throughout the
teaching and learning process.
Continuous assessment will be carried out through the systematic observation and
monitoring of students, i.e. everything that they produce, either individually or in
groups, will be taken into consideration: written work, oral presentations and debates,
classwork, research, their attitude to learning, accuracy of expression, selfassessment, etc. And for summative assessment: written tests at the end of each term
and resits (during the term and at the end of the school year, if the student has failed
any of the assessments, and an extraordinary resit final exam, if students do not pass
the first exam). In any case, a variety of assessment procedures will be used, so the
assessments are flexible. Students can be awarded grades higher than a simple Pass
in the resits, ordinary resits (if they failed one or more of the end-of-term tests) and the
extraordinary resits. It should be stressed that students are not expected to produce
perfectly accurate English and they should be rewarded for communicating the
message effectively in English, and not penalised heavily for grammatical or lexical
errors.
In order to provide students with marks for the three assessments during the year, the
ordinary resits at the end of the course and the extraordinary resits in September, the
written tests will be assigned a weighting of 40%, projects 20%, and classwork and
reading 40%. In other words, the students' work throughout the school year will always
be taken into account (continuous assessment), except for students who are no longer
entitled to be assessed because they have missed too many classes without
justification. In these cases, the final mark will be based on the written test only. This
multiple weighting method has been designed to assess all sorts of different contents
studied throughout the year (concepts, procedures and attitudes). The students will be
informed of these weightings at the start of the year.
ASSESSMENT OF BASIC COMPETENCES
The table below shows the basic competences broken down into the subcompetences
for the different parts of the course, to be assessed in the three tests (one per term)
and the final tests (ordinary and extraordinary, if applicable). The assessments will
provide an overview of what the students have learnt as well as the subcompetences
they have not yet achieved.
We recommend the following qualitative scale to measure the level of achievement of
these subcompetences, from lowest to highest: 1: Weak; 2: Borderline; 3: Average;
4: Good; 5: Excellent.
COMPETENCES/SUBCOMPETENCES
Competence in knowledge and interaction
with the physical world
TERM TESTS
1st
2nd
3rd
FINAL TEST
O
E
Recognise what can be investigated scientifically:
differentiate between scientific and nonscientific
problems and explanations.
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Use strategies to look for different types of scientific
information. Understand and select appropriate
information from a variety of sources.
Recognise the key features of
scientific
investigation: understand variables, formulate
hypotheses, design experiments, analyse and
contrast data, detect regular patterns, make
calculations and estimates.
Understand basic scientific principles and concepts
and identify the relationships between them: causal,
influential, qualitative and quantitative.
Describe and explain processes scientifically and
predict changes. Use explanatory models.
Apply scientific knowledge to everyday situations.
Interpret data and scientific experiments. Draw
conclusions and communicate them in different
formats in a correct, well-organised and coherent
manner.
Argue for or against conclusions and identify the
assumptions, proofs, and reasoning behind them.
Consider the impact of human activity and scientific
and technological advances on the history of
mankind and identify its impact on the environment
today.
Take responsibility for oneself, resources and the
environment. Be familiar with healthy lifestyle habits
based on advances in scientific knowledge: in the
context of one’s personal life, that of the community
and the environment. Understand the importance of
taking precautions of mankind and identify its impact
on the environment today
OVERALL
Mathematical competence
Use mathematical terms to quantify natural
phenomena.
Use mathematical terms to analyse cause and
effect.
Use mathematical language to convey data and
ideas about nature.
OVERALL
Data processing and digital competence
Apply scientific principles to searching for, collecting,
selecting, processing and presenting information.
Use and produce schematic diagrams, mind maps,
reports and papers.
Use information and communication technologies to
communicate, gather information, give feedback,
simulate and visualise situations, find and process
data.
OVERALL
Social competence and citizenship
Understand and explain socially relevant issues from
a scientific perspective.
OVERALL
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Linguistic competence
Use the correct scientific terminology in texts and
argumentation involving scientific content.
Understand and interpret messages about natural
sciences.
OVERALL
Learning to learn
Assimilate knowledge of science and scientific
procedures in order to understand information
obtained both from students’ own experience and
written and audiovisual media.
OVERALL
Autonomy and personal initiative
Develop a critical attitude. Confront problems and
take part in developing possible solutions.
Develop the capacity to analyse situations,
evaluating the factors that have influenced them and
their possible consequences.
OVERALL
O: Ordinary final assessment
E: Extraordinary final assessment
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5. PROGRAMMES OF STUDY
The contents of this academic year have been organised into 13 teaching units, which
are detailed below. The teaching objectives, contents (concepts, procedures and
attitudes), cross-curricular content, assessment criteria and basic competences linked
to the assessment criteria and to the activities are listed for each unit.
DISTRIBUTION OF CONTENTS
It is estimated that the 13 teaching units of the book will be distributed as follows:
First term assessment: Units 1 to 4
Second term assessment: Units 5 to 9
Third term assessment: Units 10 to 13
MATTER AND ENERGY
UNIT 1
THE MATERIAL WORLD: ATOMS
OBJECTIVES
1. Understand the properties of matter.
2. Understand that mass is a measurement of inertia and that it affects the
gravitational force of matter.
3. Be able to tell the difference between the mass, weight and dimensions of an
object.
4. Recognise the different observation levels and establish comparisons between
different orders of magnitude.
5. Recognise that electricity is a property of matter, and there are different types of
electric charge.
6. Be able to tell the difference between the two different types of electric charge
(positive and negative) of the two forms of electrostatic interaction: attraction
(between opposite types of charge) and repulsion (between the same type of
charge).
7. Recognise the basic structure of atoms: a nucleus, which contains protons and
neutrons, and a shell which contains electrons that are continuously moving
around the nucleus.
8. Recognise that electrons have a negative electric charge and protons have a
positive charge.
9. Understand that during ionisation electrons are gained or lost.
10. Be able to tell the difference between an atom and an element.
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Natural Sciences ESO 2
11. Understand the difference between a pure substance and an element, and a
simple substance and a compound.
CONTENTS
Concepts
 Properties of matter: mass as a measurement of matter.
 Studying the material world: scientific notation and orders of magnitude.
 The atom and the particles that compose it.
 Electrical phenomena in matter: electric charge.
 Ionisation.
 Elements, simple substances and compounds.
 Chemical formulas.
Procedures
 Do simple experiments to understand mass as a measurement of inertia
and to tell the difference between mass and size.
 Use a microscope for microscopic observations.
 Carry out research to find out how to apply knowledge of the basic (atomic)
structure of matter.
 Do simple class experiments to show electrical phenomena.
 Make models to show the atomic structure of matter.
Attitudes
 Have a better understanding of science through research.
 Understand the importance of electrical phenomena in daily life.
 Understand that science and scientific theories are continually changing.
 Be aware that electricity can cause accidents.
ASSESSMENT CRITERIA
1. Learn about the properties of mass and identify mass as a measurement of
matter.
2. Be able to tell the difference between mass, weight and size.
3. Correctly use scientific notation in powers of ten.
4. Classify and compare orders of magnitude.
5. Understand the discontinuous nature of matter.
6. Link the two types of charge with attraction and repulsion.
7. Understand the electrical nature of matter.
8. Understand that electrical phenomena come from the electrical composition of
matter.
9. Recognise and be able to tell the difference between the different components
of an atom and how they are arranged inside an atom.
10. Be able to tell the difference between an element and an atom.
11. Analyse how atoms are grouped in matter.
12. Be able to tell the difference between ions and atoms.
13. Use the formula of a substance to deduce if it is a simple substance or a
compound.
14. Link atoms, molecules, simple substances and compounds.
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COMPETENCES / ASSESSMENT CRITERIA / ACTIVITIES
COMPETENCES /
SUBCOMPETENCES
ASSESSMENT
CRITERIA
ACTIVITIES
Competence in knowledge and interaction with the physical world
Recognise what can be
investigated
scientifically:
differentiate
between
scientific and non-scientific
problems and explanations.
Understand basic scientific
principles and concepts and
identify
the
relationships
between
them:
causal,
influential, qualitative and
quantitative.
Describe
and
explain
processes scientifically and
predict
changes.
Use
explanatory models.
Apply scientific knowledge to
everyday situations.
1, 2, 5, 13, 14
2, 3, 8
5, 6, 7, 8, 13, 14
4–6, 14, 16, 18, 20–22,
24–28, 30, 34, 35
RA 1, 4, 5
6, 7, 8, 10, 11, 12
12, 20, 24, 30
2, 8
2, 6, 7, 11
DC 2
3, 4
6, 7, 9, 10, 11, 14, 23
RA 1–3, 6
DC 3–5
Mathematical competence
Use mathematical terms to
quantify natural phenomena.
Data processing and digital competence
Use and produce schematic
diagrams, mind maps, reports
and papers.
5, 6, 8, 11, 13, 14
13
RA 4
1, 2, 8, 14
1, 3, 7, 14, 15, 20,
21, 28, 29, 31–33
RA 1, 3, 6
DC 1, 2, 6–8
Linguistic competence (*)
Use the correct scientific
terminology in texts and
argumentation
involving
scientific content.
RA: Revision activities
DC: Development of basic competences
*All the subcompetences detailed in this section are developed using English as the common
language, which will allow pupils to communicate with an increasing degree of skill in the foreign
language.
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Natural Sciences ESO 2
UNIT 2
MATTER AND ENERGY
OBJECTIVES
1. Link transformations in the material world with energy changes.
2. Understand that heat and work are transforming agents.
3. Understand the importance of the law of energy conservation to explain
numerous daily phenomena.
4. Recognise the energy transformations that take place in simple phenomena.
5. Learn about the different forms of energy.
6. Be able to tell the difference between the main sources of renewable and nonrenewable energy, and their advantages and disadvantages.
7. Recognise the problem created by excessive energy consumption and link it to
environmental problems.
CONTENTS
Concepts
 Transformations in the material world.
 Energy and its forms: energy conservation.
 Energy sources: renewable and non-renewable.
 The energy problem and saving energy.
Procedures
 Do simple experiments to understand the law of energy conservation.
 Describe the energy transformations that take place in some simple
phenomena.
 Carry out some research on sources of energy, how to use them and how
they might cause environmental problems.
Attitudes
 Have a better understanding of science through research.
 Appreciate the importance of describing natural phenomena in physical
terms to increase and develop our knowledge.
 Develop positive attitudes towards sources of renewable energy.
 Develop a critical attitude towards energy waste and a positive attitude
towards reasonable and sustainable energy consumption.
ASSESSMENT CRITERIA
1. Define energy.
2. Explain work and heat as transforming agents.
3. Determine the differences between energy transformations that take place in
simple phenomena.
4. Apply the law of energy conservation to simple cases.
5. Recognise the forms of energy involved in simple everyday phenomena.
6. Be able to determine the differences between the main sources of renewable
and non-renewable energy.
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Natural Sciences ESO 2
7. Analyse the advantages and disadvantages of different sources of renewable
and non-renewable energy.
8. Be aware of the problem created by excessive energy consumption and link it to
environmental problems.
COMPETENCES / ASSESSMENT CRITERIA / ACTIVITIES
COMPETENCES /
SUBCOMPETENCES
ASSESSMENT
CRITERIA
ACTIVITIES
Competence in knowledge and interaction with the physical world
Use strategies to look for
different types of scientific
information. Understand and
select appropriate information
from a variety of sources.
Recognise the key features of
scientific
investigation:
understand
variables,
formulate hypotheses, design
experiments, analyse and
contrast data, detect regular
patterns, make calculations
and estimates.
Understand basic scientific
principles and concepts and
identify
the
relationships
between
them:
causal,
influential, qualitative and
quantitative.
Describe
and
explain
processes scientifically and
predict
changes.
Use
explanatory models.
Apply scientific knowledge to
everyday situations.
1, 2, 3, 4
3, 6, 7, 9
RA 4, 7
1, 2, 3, 4
3, 7, 9
RA 4, 7
1, 2, 3, 4
3, 7, 9
RA 4, 7
1, 2, 3, 4
1, 3, 7, 9
RA 4, 7
DC 8, 10
3, 5
Interpret data and scientific
experiments.
Draw
conclusions
and
communicate
them
in
different formats in a correct,
well-organised and coherent
manner.
Argue
for
or
against
conclusions and identify the
assumptions, proofs, and
reasoning behind them.
Consider the impact of
human activity and scientific
and technological advances
on the history of mankind and
identify its impact on the
environment today.
1, 2, 3, 4
1, 7
RA 4, 7
DC 1-5, 7, 9
DC 2, 3, 7
1, 2, 3, 4
5, 6, 16
RA 4, 7
6, 7, 8
3, 13, 14
RA 4, 7
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Natural Sciences ESO 2
Take
responsibility
for
oneself, resources and the
environment. Be familiar with
healthy lifestyle habits based
on advances in scientific
knowledge: in the context of
one’s personal life, that of the
community
and
the
environment. Understand the
importance
of
taking
precautions.
6, 7, 8
10, 11, 13–15
RA 8, 9
DC 6
Data processing and digital competence
Use and produce schematic
diagrams, mind maps, reports
and papers.
6, 7, 8
14
RA 6
6, 7, 8
2, 4, 8–10, 15, 17
RA 2, 3, 5, 8, 9
1, 2, 3, 4
RA 8, 9
7, 8
11, 13–15
RA 1
Linguistic competence (*)
Use the correct scientific
terminology in texts and
argumentation
involving
scientific content.
Learning to learn
Assimilate
knowledge
of
science
and
scientific
procedures in order to
understand
information
obtained both from students’
own experience and written
and audiovisual media.
Autonomy and personal initiative
Develop a critical attitude.
Confront problems and take
part in developing possible
solutions.
RA: Revision activities
DC: Development of basic competences
*All the subcompetences detailed in this section are developed using English as the common
language, which will allow pupils to communicate with an increasing degree of skill in the foreign
language.
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Natural Sciences ESO 2
UNIT 3
MOTION
OBJECTIVES
1. Understand motion in physics.
2. Be able to tell the difference between any moving object’s trajectory, distance
travelled and its displacement.
3. Deduce a moving object’s average speed or instantaneous speed using graphs
and/or numerical data.
4. Be able to tell the difference between uniform and variable speed.
5. Understand positive and negative acceleration.
6. Use graphs or numerical data to deduce a moving object’s acceleration.
7. Use graphs or numerical data to deduce the speed and distance travelled by an
object that is moving with uniformly accelerated rectilinear motion (UARM).
8. Learn to draw and interpret uniform rectilinear motion (URM) and UARM
graphs.
9. Identify the SI units used to measure distance travelled, speed, time taken and
acceleration.
CONTENTS
Concepts
 Motion.
 Position, distance travelled, trajectory and displacement.
 Average speed, uniform speed and variable speed.
 Uniform rectilinear motion (URM).
 Acceleration.
 Uniformly accelerated rectilinear motion (UARM).
 URM and UARM graphs.
Procedures
 Use simple movements that are familiar to the student to find out the
trajectory, displacement and distance travelled.
 Use graphs or numerical data to calculate the average speed of a moving
object.
 Compare the motion of constant speed with that of variable speed.
 Draw and interpret URM and UARM graphs.
 Observe and analyse examples of movement taken from daily life.
Attitudes
 Recognise how important it is to be precise when taking notes, and also the
importance of clarity and order when writing reports.
ASSESSMENT CRITERIA
1. Explain whether or not an object is in motion by looking at its changes of
position from a specific point of reference.
2. Represent the positions, trajectories and displacements of objects in motion.
3. Recognise whether acceleration is negative or positive.
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Natural Sciences ESO 2
4. Recognise the characteristics of UARM.
5. Use SI units to express speed, time taken and acceleration.
6. Make a note of the quantities that are involved in certain movements either from
carrying out experiments or from being given the data.
7. Organise quantitative data in tables and graphs, and extract both qualitative and
quantitative conclusions from these data.
8. Use both URM and UARM equations.
9. Use other known quantities to calculate an unknown quantity for both URM and
UARM.
COMPETENCES / ASSESSMENT CRITERIA / ACTIVITIES
COMPETENCES /
SUBCOMPETENCES
ASSESSMENT
CRITERIA
ACTIVITIES
Competence in knowledge and interaction with the physical world
Use strategies to look for
different types of scientific
information. Understand and
select appropriate information
from a variety of sources.
Understand basic scientific
principles and concepts and
identify
the
relationships
between
them:
causal,
influential, qualitative and
quantitative.
Apply scientific knowledge to
everyday situations.
1, 3, 4
2, 5, 13–15, 19
RA 1–3, 5, 6
DC 6–12
7, 8, 9
2, 10, 14, 15, 17, 19
RA 1–3, 5, 6
DC 1–5, 8, 9, 11, 12
7, 8, 9
Interpret data and scientific
experiments.
Draw
conclusions
and
communicate
them
in
different formats in a correct,
well-organised and coherent
manner.
6, 7, 8, 9
5, 6, 8, 13, 19
RA 1–3, 5, 6
DC 8, 9, 11, 12
5, 6, 8, 17, 18, 20–22, 24
DC 1–12
RA 4
Mathematical competence
Use mathematical terms to
quantify natural phenomena.
5, 8
Use mathematical terms to
analyse cause and effect.
2, 4
Use mathematical language
to convey data and ideas
about nature.
6, 8
1, 5, 6, 13, 15, 16
RA 1–3
DC 6–12
1, 5, 6, 7, 15, 16
RA 5
DC 4–12
1, 5, 6, 10, 15, 16
RA 1, 6
DC 1, 2, 4, 5, 8, 9, 11, 12
Data processing and digital competence
Use and produce schematic
diagrams, mind maps, reports
and papers.
2, 6, 7
6, 8, 18, 20–24, 26
RA 4
DC 1–5, 8–12
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Natural Sciences ESO 2
Linguistic competence (*)
Use the correct scientific
terminology in texts and
argumentation
involving
scientific content.
Understand and interpret
messages
about
natural
sciences.
1, 3, 4, 9
1–4, 9, 11, 16, 21, 24, 25
RA 1, 2, 7
DC 8–12
9
1, 2, 14, 15
RA 7
DC 8, 9, 11, 12
1, 3, 4
RA 7
DC 1–5, 8, 9, 11, 12
2, 7, 8, 9
RA 7
DC 8–11
9
RA 7
DC 1, 3–5
Learning to learn
Assimilate
knowledge
of
science
and
scientific
procedures in order to
understand
information
obtained both from students’
own experience and written
and audiovisual media.
Autonomy and personal initiative
Develop a critical attitude.
Confront problems and take
part in developing possible
solutions.
Develop the capacity to
analyse situations, evaluating
the
factors
that
have
influenced them and their
possible consequences.
RA: Revision activities
DC: Development of basic competences
*All the subcompetences detailed in this section are developed using English as the common
language, which will allow pupils to communicate with an increasing degree of skill in the foreign
language.
27
Oxford CLIL (Oxford EDUCACIÓN)
Natural Sciences ESO 2
UNIT 4
FORCES AND THEIR EFFECTS
OBJECTIVES
1.
2.
3.
4.
Understand force, work and energy in physics.
Learn about the SI units used to measure force and work.
Identify the different types of forces according to their effects.
Understand what weight is, and be able to tell the difference between weight
and mass and how to quantify weight.
5. Understand what upthrust is.
6. Learn about Archimedes’ Principle and apply it to calculate densities and to
explain how bodies float.
7. Understand the link between the forces applied to an object and how this object
moves.
8. Be able to determine the difference between the different types of deformations
that forces cause in objects.
9. Understand the equilibrium of an object and link it to the forces that are acting
on the object.
10. Understand the relationship between doing work and energy changes.
11. Learn about mechanical forms of energy (kinetic and potential).
12. Understand how useful simple machines are.
CONTENTS
Concepts
 Forces: types of forces.
 Mass and weight.
 Upthrust and Archimedes’ Principle: buoyancy.
 Deformations: deformable and non-deformable solids.
 Forces and equilibrium (balance).
 Work and energy.
 Mechanical energy: kinetic and potential.
 Simple machines.
Procedures
 Analyse forces and the everyday movements related to them.
 Solve problems that differentiate between mass and weight and apply
Archimedes’ Principle.
 Observe and analyse buoyancy and equilibrium.
 Solve problems to calculate work and mechanical energy.
 Observe and analyse how simple machines and dynamometers work.
Attitudes
 Show interest in developing skills to use and make simple instruments,
such as the dynamometer.
 Appreciate how important learning how to use forces has been in the
development of humanity.
 Recognise the importance of taking notes precisely and revising reports
thoroughly.
 Develop a positive attitudes towards renewable sources of energy.
28
Oxford CLIL (Oxford EDUCACIÓN)
Natural Sciences ESO 2
ASSESSMENT CRITERIA
1. Define force and give examples taken from our surroundings of forces that act
on bodies.
2. List the forces that act on bodies around us and forces that are involved in
simple movements.
3. Explain the effects that forces can have on an object.
4. Name and convert between the different units of force.
5. Calculate an object’s weight on different planets and express it in newtons and
kiloponds.
6. Calculate hydrostatic upthrust using volume, density and gravitational
acceleration.
7. Calculate a liquid’s density from the upthrust an object experiences.
8. Calculate a solid’s density from its weight and the upthrust it experiences when
it is immersed in a liquid.
9. Explain why bodies float.
10. Apply Newton’s First Law to calculate the different quantities that are involved in
motion.
11. Explain what causes deformation and equilibrium of bodies.
12. Explain the difference between the term work in physics and how it is used in
everyday language.
13. Calculate the work done by an object to which a force is applied.
14. Name the SI units used to measure work and energy.
15. Solve everyday problems related to mechanical forms of energy.
16. Describe how simple machines work.
COMPETENCES / ASSESSMENT CRITERIA / ACTIVITIES
COMPETENCES /
SUBCOMPETENCES
ASSESSMENT
CRITERIA
ACTIVITIES
Competence in knowledge and interaction with the physical world
Recognise what can be
investigated
scientifically:
differentiate
between
scientific and non-scientific
problems and explanations.
Use strategies to look for
different types of scientific
information. Understand and
select appropriate information
from a variety of sources.
Recognise the key features of
scientific
investigation:
understand
variables,
formulate hypotheses, design
experiments, analyse and
contrast data, detect regular
patterns, make calculations
and estimates.
Understand basic scientific
principles and concepts and
identify
the
relationships
between
them:
causal,
influential, qualitative and
quantitative.
16
6, 9, 11, 20, 23,
26–28, 30–33
RA 1, 4, 6, 8
DC 6
3, 4, 11, 12, 16
6, 9, 11, 16, 19, 28
RA 1, 4, 6, 8
DC 1, 6, 7
3, 11, 15
6, 9, 11, 30, 31
RA 1, 4, 6, 8
DC 1, 8
1, 3, 9, 11, 12
6, 9, 11, 16, 19,
27, 28, 30, 31
RA 1, 4, 6, 8
DC 1–6, 8–10
29
Oxford CLIL (Oxford EDUCACIÓN)
Natural Sciences ESO 2
Apply scientific knowledge to
everyday situations.
Interpret data and scientific
experiments.
Draw
conclusions
and
communicate
them
in
different formats in a correct,
well-organised and coherent
manner.
Argue
for
or
against
conclusions and identify the
assumptions, proofs, and
reasoning behind them.
1, 2, 9
5
6, 9, 11, 16, 19, 22, 27, 28
DC 5–7, 9, 10
6, 9, 11, 22, 28
DC 2–5, 7, 8
9, 11, 12
6, 9, 11, 22, 27
RA 8
DC 8, 10
Use mathematical terms to
analyse cause and effect.
4, 5, 6, 7, 8, 10, 13, 15
Use mathematical language
to convey data and ideas
about nature.
4, 5, 6, 7, 8, 10, 13, 15
3, 4, 29
RA 1, 2
DC 2–5, 7
3, 4
RA 1, 2
DC 2–5, 7–10
Mathematical competence
Data processing and digital competence
Use and produce schematic
diagrams, mind maps, reports
and papers.
11, 12, 16
8, 34
RA 3
DC 7
1, 14, 15
1, 2, 9, 12, 13, 17, 22–27
RA 1, 6–8
DC 2
2, 4, 9
7, 9, 12–14, 16,
22, 23, 27, 30, 32
RA 1, 6–8
DC 3–6
9
DC 1, 3–10
16
6, 15, 16, 18, 19, 30
RA 7, 8
DC 2, 6, 8, 10
Linguistic competence (*)
Use the correct scientific
terminology in texts and
argumentation
involving
scientific content.
Understand and interpret
messages
about
natural
sciences.
Learning to learn
Assimilate
knowledge
of
science
and
scientific
procedures in order to
understand
information
obtained both from students’
own experience and written
and audiovisual media.
Autonomy and personal initiative
Develop the capacity to
analyse situations, evaluating
the
factors
that
have
influenced them and their
possible consequences.
RA: Revision activities
DC: Development of basic competences
*All the subcompetences detailed in this section are developed using English as the common
language, which will allow pupils to communicate with an increasing degree of skill in the foreign
language.
30
Oxford CLIL (Oxford EDUCACIÓN)
Natural Sciences ESO 2
TRANSFER OF ENERGY
UNIT 5
HEAT AND TEMPERATURE
OBJECTIVES
1. Understand that heat is a transfer of thermal energy between two bodies that
are in thermal disequilibrium, but that heat is not contained in bodies.
2. Link temperature to thermal movement or to the average kinetic movement of
particles. Discard the incorrect idea that temperature is a measurement of heat.
3. Learn about the Celsius and Kelvin scales of temperature and how they are
linked.
4. Learn how thermometers work.
5. Learn the main units used to measure heat.
6. Be able to determine the difference between the ways in which heat is
transmitted.
CONTENTS
Concepts
 Thermal energy.
 Temperature and its measurement: thermometers.
 Celsius or centigrade and Kelvin temperature scales.
 Heat and thermal equilibrium: units of measurement of heat.
 Heat transfer: conduction, convection and radiation.
Procedures
 Carry out activities that involve transformations between temperature
scales.
 Obtain a heating curve that shows a stage transition.
 Carry out simple research on the different ways in which heat is
transmitted.
Attitudes
 Show interest in physical explanations of natural phenomena.
 Have a better understanding of science through simple research.
 Take care when working with energy and sources of heat.
ASSESSMENT CRITERIA
1. Determine the difference between heat and temperature.
2. Determine the difference between thermal energy (contained by bodies) and
heat (as a means of transmitting thermal energy).
31
Oxford CLIL (Oxford EDUCACIÓN)
Natural Sciences ESO 2
3.
4.
5.
6.
7.
Use the Celsius and Kelvin temperature scales.
Carry out temperature conversions.
Explain how a thermometer works in terms of physics.
Use different units of heat.
Determine the difference between the different ways in which heat is
transmitted.
COMPETENCES / ASSESSMENT CRITERIA / ACTIVITIES
COMPETENCES /
SUBCOMPETENCES
ASSESSMENT
CRITERIA
ACTIVITIES
Competence in knowledge and interaction with the physical world
Recognise what can be
investigated
scientifically:
differentiate
between
scientific and non-scientific
problems and explanations.
Recognise the key features of
scientific
investigation:
understand
variables,
formulate hypotheses, design
experiments, analyse and
contrast data, detect regular
patterns, make calculations
and estimates.
Understand basic scientific
principles and concepts and
identify
the
relationships
between
them:
causal,
influential, qualitative and
quantitative.
Describe
and
explain
processes scientifically and
predict
changes.
Use
explanatory models.
Apply scientific knowledge to
everyday situations.
Interpret data and scientific
experiments.
Draw
conclusions
and
communicate
them
in
different formats in a correct,
well-organised and coherent
manner.
1, 2, 5
1, 6–8, 11, 12, 15
RA 3, 5
DC 1, 2
3, 5
10, 16–18
RA 3, 4
DC 1, 2, 6–9
1, 2, 5, 6, 7
1, 6, 13, 16
RA 7, 8
DC 1–9
5
16–18
RA 5
DC 1–6
3, 4, 5
6, 17, 18, 20
RA 1, 8
DC 1–6, 9
10
RA 6
DC 1–3, 5
4
Mathematical competence
Use mathematical terms to
quantify natural phenomena.
3, 6
Use mathematical language
to convey data and ideas
about nature.
3, 4
2–5, 9
RA 6
DC 5
RA 6
DC 5
32
Oxford CLIL (Oxford EDUCACIÓN)
Natural Sciences ESO 2
Data processing and digital competence
Apply scientific principles to
searching
for,
collecting,
selecting, processing and
presenting information.
5
RA 6
DC 7, 9
1, 2, 3
4–7, 9, 11, 14, 19
RA 1, 2, 7, 8
DC 1–3, 5–9
2, 4
DC 4, 6
Linguistic competence (*)
Use the correct scientific
terminology in texts and
argumentation
involving
scientific content.
Learning to learn
Assimilate
knowledge
of
science
and
scientific
procedures in order to
understand
information
obtained both from students’
own experience and written
and audiovisual media.
RA: Revision activities
DC: Development of basic competences
*All the subcompetences detailed in this section are developed using English as the common
language, which will allow pupils to communicate with an increasing degree of skill in the foreign
language.
33
Oxford CLIL (Oxford EDUCACIÓN)
Natural Sciences ESO 2
UNIT 6
SOUND
OBJECTIVES
1.
2.
3.
4.
5.
Explain how sound is produced.
Learn what frequency sound is.
Recognise that sound is a wave, and that it needs a medium to travel through.
Know that pressure varies as sound travels through air.
Recognise that the speed of sound varies depending on the medium it is
travelling through.
6. Learn about the characteristics of sound.
7. Understand how and when echoes are produced and differentiate them from
reverberations.
CONTENTS
Concepts
 How sound is produced.
 How sound travels through air: sound needs a medium to travel through.
 Sound is a wave.
 The speed of sound.
 Characteristics of sound: loudness, pitch and timbre.
 Sound is reflected: echo and reverberation.
 Noise pollution.
Procedures
 Carry out simple activities related to the speed of sound in different media.
 Identify the characteristics of sound.
 Carry out simple experiments related to producing an echo.
 Carry out research on how sound is transmitted.
 Use tuning forks to understand how sound is produced.
 Carry out research about noise pollution and noise control measures.
Attitudes
 Show interest in understanding physical phenomena related to sound, how
sound is produced and how it travels.
 Be aware of noise pollution in population centres.
 Develop habits that respect silence and aren’t noisy.
ASSESSMENT CRITERIA
1.
2.
3.
4.
5.
6.
7.
Analyse frequency, and the range of frequencies of sound production.
Explain why sound is a wave.
Explain natural phenomena linked to sound transmission.
Solve problems on the speed of sound in air.
Solve simple problems on the production of an echo.
Determine the difference between the characteristics of sound.
Recognise that noise damages our health and appreciate the importance of
combating noise pollution, and suggest measures that can be taken to control it
34
Oxford CLIL (Oxford EDUCACIÓN)
Natural Sciences ESO 2
COMPETENCES / ASSESSMENT CRITERIA / ACTIVITIES
COMPETENCES /
SUBCOMPETENCES
ASSESSMENT
CRITERIA
ACTIVITIES
Competence in knowledge and interaction with the physical world
Understand basic scientific
principles and concepts and
identify
the
relationships
between
them:
causal,
influential, qualitative and
quantitative.
Describe
and
explain
processes scientifically and
predict
changes.
Use
explanatory models.
Apply scientific knowledge to
everyday situations.
1, 2, 6
1–5
RA 3, 4
DC 1–3, 5, 6, 9
1, 2, 6
6, 7
DC 2, 3, 5–7, 9
3, 7
4, 5
RA 3, 4
DC 1, 4–6, 8
Use mathematical terms to
quantify natural phenomena.
Use mathematical terms to
analyse cause and effect.
4, 5
Use mathematical language
to convey data and ideas
about nature.
4, 5
1, 2, 4
DC 8
12, 15
RA 3, 4
DC 8
1, 2, 4
RA 3, 4
DC 8
Mathematical competence
4, 5
Linguistic competence (*)
Use the correct scientific
terminology in texts and
argumentation
involving
scientific content.
1, 2, 6
1, 2, 4, 5, 8, 9, 11, 14, 15
RA 2, 4–6
DC 1, 5–7, 9
4, 5
10
DC 4, 7, 8
7
8, 12, 14
RA 5, 6
DC 7
Learning to learn
Assimilate
knowledge
of
science
and
scientific
procedures in order to
understand
information
obtained both from students’
own experience and written
and audiovisual media.
Autonomy and personal initiative
Develop the capacity to
analyse situations, evaluating
the
factors
that
have
influenced them and their
possible consequences.
RA: Revision activities
DC: Development of basic competences
*All the subcompetences detailed in this section are developed using English as the common
language, which will allow pupils to communicate with an increasing degree of skill in the foreign
language.
35
Oxford CLIL (Oxford EDUCACIÓN)
Natural Sciences ESO 2
UNIT 7
LIGHT
OBJECTIVES
1. Learn what light is and the speed at which it travels through a vacuum.
2. Understand that shadows, penumbras and eclipses are formed because light
travels in a straight line.
3. Understand the laws of reflection and how images are produced in plane and
curved mirrors.
4. Learn about light refraction and how it produces images through lenses.
5. Be able to determine the difference between images formed through convergent
and divergent lenses.
6. Understand why we can see things.
7. Identify the different parts of the eye and their functions, and learn about
different eye defects.
8. Be able to determine the difference between additive and subtractive colour
mixing.
CONTENTS
Concepts
 What light is.
 The speed of light in a vacuum.
 Properties of light.
 Light travels in a straight line: shadows, penumbras and eclipses.
 Light is reflected. How we see things and how images are formed in plane
and curved mirrors.
 Light is refracted. How images are formed through lenses.
 Light and matter: the colours of things.
 The eye and sight.
Procedures
 Use ray diagrams to understand how shadows and penumbras are formed.
 Draw images formed by lenses (convergent and divergent), as well as
images formed in plane and curved mirrors (concave and convex).
 Solve problems about the speed of light.
 Carry out research on how we see colours, and analyse the influence of
filters and the light that illuminates them.
 Carry out research on colour mixing.
Attitudes
 Show interest in scientific explanations of phenomena related to light and
matter (how we see shapes, colours, etc.).
 Have a better understanding of science through research.
ASSESSMENT CRITERIA
1. Explain how shadows and penumbras are formed.
2. Analyse different types of eclipse.
36
Oxford CLIL (Oxford EDUCACIÓN)
Natural Sciences ESO 2
3. Use ray diagrams to understand the type of images that are formed in plane
and curved mirrors.
4. Solve problems on the speed of light.
5. Describe refraction and understand how it is used to form images through thin
lenses.
6. Explain how light is broken down and answer questions about the composition
of colours.
7. Recognise the phenomena which allow us to see the colours of transparent and
opaque materials.
8. Solve problems on additive and subtractive colour mixing and light illumination.
COMPETENCES / ASSESSMENT CRITERIA / ACTIVITIES
COMPETENCES /
SUBCOMPETENCES
ASSESSMENT
CRITERIA
ACTIVITIES
Competence in knowledge and interaction with the physical world
Understand basic scientific
principles and concepts and
identify
the
relationships
between
them:
causal,
influential, qualitative and
quantitative.
Describe
and
explain
processes scientifically and
predict
changes.
Use
explanatory models.
Apply scientific knowledge to
everyday situations.
1, 5, 6, 7
3, 4, 15–20
RA 1
DC 1–8
2, 5, 6, 7, 8
2, 8–10, 13, 14, 20
RA 2, 3
DC 3, 7, 8
1, 2, 5, 6, 7, 8
4, 7, 9, 17
RA 6
DC 1–8
3, 4
1
3, 4
11, 12
3, 4
11, 12
1, 5, 6, 7, 8
5, 12, 15, 17, 22
RA 7
DC 7, 8
2, 6, 8
1, 3, 5, 6, 12, 17, 19, 22
RA 7
Mathematical competence
Use mathematical terms to
quantify natural phenomena.
Use mathematical terms to
analyse cause and effect.
Use mathematical language
to convey data and ideas
about nature.
Social competence and citizenship
Understand
and
explain
socially relevant issues from
a scientific perspective.
Linguistic competence (*)
Use the correct scientific
terminology in texts and
argumentation
involving
scientific content.
37
Oxford CLIL (Oxford EDUCACIÓN)
Natural Sciences ESO 2
Learning to learn
Assimilate
knowledge
of
science
and
scientific
procedures in order to
understand
information
obtained both from students’
own experience and written
and audiovisual media.
5, 6, 7, 8
2, 9–11
RA 6
DC 2, 3, 6
1, 7, 8
4, 7, 12
DC 6
Autonomy and personal initiative
Develop the capacity to
analyse situations, evaluating
the
factors
that
have
influenced them and their
possible consequences.
RA: Revision activities
DC: Development of basic competences
*All the subcompetences detailed in this section are developed using English as the common
language, which will allow pupils to communicate with an increasing degree of skill in the foreign
language.
38
Oxford CLIL (Oxford EDUCACIÓN)
Natural Sciences ESO 2
TRANSFER OF ENERGY
UNIT 8
THE EARTH’S INTERNAL ENERGY
OBJECTIVES
1.
2.
3.
4.
5.
6.
7.
8.
9.
Determine the role of geothermal energy in internal geological processes.
Link plate movement to the Earth’s internal heat.
Link tectonic plate movement to the origin of volcanoes and earthquakes.
Identify volcanoes as openings in the Earth’s crust through which materials from
inside the Earth flow to the surface.
Recognise that an earthquake is a shaking or tremor that takes place
somewhere on the Earth’s crust.
Learn about the elements of an earthquake: hypocentre, epicentre and seismic
waves.
Understand how seismic waves help us to learn about the interior of the Earth.
Learn about the damaging effects of volcanoes and earthquakes.
Recognise the importance of both predicting and preparing for earthquakes and
volcanic eruptions.
CONTENTS
Concepts
 Internal geological processes.
 Continental drift theory.
 Tectonic plates.
 Volcanoes and their structure.
 Seismic waves and earthquakes.
 Dangers of volcanoes: prediction and prevention.
 Dangers of earthquakes: prediction and prevention.
Procedures
 Observe the Atlantic coastlines of America and Africa and see that they are
proof of continental drift.
 Observe maps of volcanoes and earthquakes and compare their
distribution with the location of the tectonic plates.
 Make a volcano in a laboratory.
Attitudes
 Show interest in learning about our planet’s geological history.
 Appreciate that science allows us to make advances in our knowledge of
the world around us.
 Follow and accept civil protection advice in the case of an earthquake.
39
Oxford CLIL (Oxford EDUCACIÓN)
Natural Sciences ESO 2


Appreciate how observation is a good starting point to learn more about the
Earth.
Appreciate how difficult it is to study the Earth’s interior.
ASSESSMENT CRITERIA
1.
2.
3.
4.
5.
6.
7.
8.
Explain where geothermal energy comes from.
Explain why tectonic plates move.
Understand that mountain ranges are formed because of plate movement.
Describe how volcanoes are formed.
Identify the different parts of a volcano.
Explain why earthquakes occur.
Describe the elements of an earthquake.
Know the different types of seismic waves and the information they can give us
about the structure of the Earth.
9. Describe the catastrophic consequences an earthquake or volcanic eruption
can have.
10. Know the signs that indicate that a volcano is about to erupt, or there is about to
be an earthquake.
11. Know which risk prevention measures to take to reduce the damage caused by
an earthquake or volcanic eruption.
COMPETENCES / ASSESSMENT CRITERIA / ACTIVITIES
COMPETENCES /
SUBCOMPETENCES
ASSESSMENT
CRITERIA
ACTIVITIES
Competence in knowledge and interaction with the physical world
Use strategies to look for
different types of scientific
information. Understand and
select appropriate information
from a variety of sources.
Understand basic scientific
principles and concepts and
identify
the
relationships
between
them:
causal,
influential, qualitative and
quantitative.
Describe
and
explain
processes scientifically and
predict
changes.
Use
explanatory models.
Apply scientific knowledge to
everyday situations.
Interpret data and scientific
experiments.
Draw
conclusions
and
communicate
them
in
different formats in a correct,
well-organised and coherent
manner.
7
2, 3, 8, 9, 13, 14, 16, 18, 21
DC 7, 8, 9
RA 1, 2, 3
1, 2, 3, 5, 6, 8, 9
3, 9, 14, 18, 19
DC 1, 2, 3, 4, 5, 6
RA 1, 2, 3
2, 3, 6, 9
3–5, 14–17, 21
DC 1, 2, 4, 7–9
2, 6, 7, 11
3, 6, 19
RA 1–3
DC 1–9, 13, 27, 28
3, 6, 14
DC 1, 2, 6, 17
2, 3, 4, 8, 9, 10
40
Oxford CLIL (Oxford EDUCACIÓN)
Natural Sciences ESO 2
Data processing and digital competence
Use
information
and
communication technologies
to
communicate,
gather
information, give feedback,
simulate
and
visualise
situations, find and process
data.
2, 4, 9
11, 12, 20
RA 5, 6
DC 7–9
3, 6, 7, 9, 11
11, 19, 21
RA 7
DC 1, 2, 4, 7–9, 24, 26–28
2, 4, 6, 7, 9
1, 2, 4, 7, 12, 18, 22
RA 3, 4, 7
DC 1–3, 5–9
2, 3, 4, 10
DC 1–3, 5–9
2, 3, 6, 7, 10, 11
2, 9, 17, 19
RA 7
DC 7–9, 25, 26
Social competence and citizenship
Understand
and
explain
socially relevant issues from
a scientific perspective.
Linguistic competence (*)
Use the correct scientific
terminology in texts and
argumentation
involving
scientific content.
Learning to learn
Assimilate
knowledge
of
science
and
scientific
procedures in order to
understand
information
obtained both from students’
own experience and written
and audiovisual media.
Autonomy and personal initiative
Develop the capacity to
analyse situations, evaluating
the
factors
that
have
influenced them and their
possible consequences.
RA: Revision activities
DC: Development of basic competences
*All the subcompetences detailed in this section are developed using English as the common
language, which will allow pupils to communicate with an increasing degree of skill in the foreign
language.
41
Oxford CLIL (Oxford EDUCACIÓN)
Natural Sciences ESO 2
UNIT 9
THE EARTH’S RELIEF
OBJECTIVES
1. Understand that the surface relief of the Earth, both mountain ranges and
oceanic ridges is the result of the planet’s internal geological processes.
2. Be able to link the the collision between two plates with the formation of
mountain ranges.
3. Identify that oceanic ridges are formed when tectonic plates separate.
4. Learn about ocean floor relief and topography.
5. Link plate movement to the origin of some rocks and also to rock deformations.
6. Understand that stresses inside the Earth produce either folds or faults
depending on the type of stress and the type of rock.
7. Learn about the most important magmatic and metamorphic rocks.
8. Describe the rock cycle.
CONTENTS
Concepts
 The Earth’s relief.
 Continental landforms: mountain ranges.
 Ocean floor relief: oceanic ridges.
 Rock deformations: folds and faults.
 Endogenous rocks: igneous and metamorphic rocks.
 The rock cycle.
Procedures
 Draw diagrams to show how mountain ranges are formed.
 Establish the similarities and differences between how mountain ranges
and oceanic ridges are formed.
 Draw diagrams of the ocean floor.
 Look at diagrams to deduce how igneous and metamorphic rocks are
formed.
 Design and use simple identification keys for igneous and metamorphic
rocks.
 Use a magnifying glass to look at rocks.
 Use a magnifying glass to identify the main characteristics of endogenous
rocks.
Attitudes
 Appreciate the scientific advances that allow us to learn more precisely
about the characteristics of our planet.
 Show interest in the rocks around us.
 Recognise how important research is in the advancement of science.
 Understand how difficult it is to study the interior of the Earth and its
associated phenomena.
 Recognise the importance of geological time in the development of all
these phenomena.
42
Oxford CLIL (Oxford EDUCACIÓN)
Natural Sciences ESO 2
ASSESSMENT CRITERIA
1.
2.
3.
4.
5.
6.
7.
8.
Explain how internal geological processes form the Earth’s relief.
Link the collision between two plates with the formation of mountain ranges.
Explain how oceanic ridges are formed when two plates separate.
Identify the different features found at the bottom of the oceans.
Describe the main deformations of rocks.
Explain where endogenous rocks come from (magmatic and metamorphic).
Recognise the most important igneous and metamorphic rocks.
Interpret the rock cycle.
COMPETENCES / ASSESSMENT CRITERIA / ACTIVITIES
COMPETENCES /
SUBCOMPETENCES
ASSESSMENT
CRITERIA
ACTIVITIES
Competence in knowledge and interaction with the physical world
Understand basic scientific
principles and concepts and
identify
the
relationships
between
them:
causal,
influential, qualitative and
quantitative.
Describe
and
explain
processes scientifically and
predict
changes.
Use
explanatory models.
Interpret data and scientific
experiments.
Draw
conclusions
and
communicate
them
in
different formats in a correct,
well-organised and coherent
manner.
1, 2, 3, 6
2, 3, 6, 8, 14–18
RA 2, 4
DC 1, 3–7
1, 2, 3, 4, 5, 6
1, 4, 5, 8
RA 3
DC 1–7
1, 2, 3, 4, 5, 7, 8
4, 8
RA 6
DC 2
Data processing and digital competence
Use and produce schematic
diagrams, mind maps, reports
and papers.
2, 4, 5, 8
1
DC 2–5
1, 3, 6
3, 8, 10, 11, 15
RA 2, 6
DC 2–7
1, 5, 7, 8
1
RA 5
DC 2, 3, 6, 7
Linguistic competence (*)
Use the correct scientific
terminology in texts and
argumentation
involving
scientific content.
Learning to learn
Assimilate
knowledge
of
science
and
scientific
procedures in order to
understand
information
obtained both from students’
own experience and written
and audiovisual media.
43
Oxford CLIL (Oxford EDUCACIÓN)
Natural Sciences ESO 2
Autonomy and personal initiative
Develop the capacity to
analyse situations, evaluating
the
factors
that
have
influenced them and their
possible consequences.
2, 3, 7
12, 14
RA 1, 2
DC 1, 3, 6
RA: Revision activities
DC: Development of basic competences
*All the subcompetences detailed in this section are developed using English as the common
language, which will allow pupils to communicate with an increasing degree of skill in the foreign
language.
44
Oxford CLIL (Oxford EDUCACIÓN)
Natural Sciences ESO 2
LIVING THINGS
UNIT 10
THE FUNCTIONS OF LIVING THINGS (I)
OBJECTIVES
1. Explain why living things need matter and energy to carry out their vital
functions.
2. Remember that the cell is the basic organisational and functional unit of all
living things.
3. Explain why nutrition is a basic life function.
4. Be able to determine the difference between autotrophic and heterotrophic
nutrition.
5. Understand the biological and ecological importance of photosynthesis.
CONTENTS
Concepts
 Characteristics of living things.
 Vital functions.
 Nutrition.
 Autotrophic nutrition.
 Heterotrophic nutrition.
Procedures
 Use simple examples to identify the characteristics that all living things
have in common.
 Carry out a laboratory analysis on the presence of organic biomolecules in
organs or animal and plant products.
 Carry out laboratory experiments to study photosynthesis.
Attitudes
 Understand the importance of a healthy diet which suits the nutritional
needs of the human body.
 Show interest in observing and studying living things.
ASSESSMENT CRITERIA
1.
2.
3.
4.
5.
Name and define the vital functions of living things.
Explain why the cell is the basic unit of life.
Identify the differences between autotrophic and heterotrophic nutrition.
Explain the stages of autotrophic nutrition.
Explain the stages of heterotrophic nutrition.
45
Oxford CLIL (Oxford EDUCACIÓN)
Natural Sciences ESO 2
COMPETENCES / ASSESSMENT CRITERIA / ACTIVITIES
COMPETENCES /
SUBCOMPETENCES
ASSESSMENT
CRITERIA
ACTIVITIES
Competence in knowledge and interaction with the physical world
Recognise what can be
investigated
scientifically:
differentiate
between
scientific and non-scientific
problems and explanations.
Understand basic scientific
principles and concepts and
identify
the
relationships
between
them:
causal,
influential, qualitative and
quantitative.
Describe
and
explain
processes scientifically and
predict
changes.
Use
explanatory models.
Apply scientific knowledge to
everyday situations.
Interpret data and scientific
experiments.
Draw
conclusions
and
communicate
them
in
different formats in a correct,
well-organised and coherent
manner.
1, 2
5
RA 1, 6
DC 4
1, 2, 3, 4, 5
11, 13, 15
RA 2
DC 1, 2, 5–8
1, 2, 3, 4, 5
12
RA 3
DC 3–5
1, 2, 3, 4, 5
RA 4
DC 3–8
12
DC 1, 2, 4, 6, 7
1, 2, 3, 4, 5
Data processing and digital competence
Use and produce schematic
diagrams, mind maps, reports
and papers.
4, 5
2, 3
DC 6–8
1, 2, 3, 4, 5
5–9, 11, 12, 15
RA 1, 2, 7, 8
DC 3, 4, 8
1, 2, 3, 4, 5
10, 12
RA 7
DC 5
3
1, 4
DC 1–8
Linguistic competence (*)
Use the correct scientific
terminology in texts and
argumentation
involving
scientific content.
Understand and interpret
messages
about
natural
sciences.
Learning to learn
Assimilate
knowledge
of
science
and
scientific
procedures in order to
understand
information
obtained both from students’
own experience and written
and audiovisual media.
46
Oxford CLIL (Oxford EDUCACIÓN)
Natural Sciences ESO 2
Autonomy and personal initiative
Develop the capacity to
analyse situations, evaluating
the
factors
that
have
influenced them and their
possible consequences.
3
4, 16
RA 5–8
DC 3–5, 8
RA: Revision activities
DC: Development of basic competences
*All the subcompetences detailed in this section are developed using English as the common
language, which will allow pupils to communicate with an increasing degree of skill in the foreign
language.
47
Oxford CLIL (Oxford EDUCACIÓN)
Natural Sciences ESO 2
UNIT 11
THE FUNCTIONS OF LIVING THINGS (II)
OBJECTIVES
1.
2.
3.
4.
5.
Understand that living things perpetuate their species through reproduction.
Be able to determine the difference between sexual and asexual reproduction.
Learn how plants and animals reproduce.
Explain the importance of interaction for living things.
Be able to determine the difference between nervous and hormonal
coordination and how they are linked.
CONTENTS
Concepts
 Survival of the species: reproduction.
 Types of reproduction in animals.
 Types of reproduction in plants.
 Nervous and hormonal coordination.
Procedures
 Carry out simple experiments to show natural vegetative reproduction in
plants.
Attitudes
 Show respect to all living things.
 Show interest in observing and studying living things.
ASSESSMENT CRITERIA
1.
2.
3.
4.
5.
6.
7.
Explain the differences between sexual and asexual reproduction.
Determine the difference between animal and plant reproduction.
Explain some techniques used to reproduce plants asexually.
Define gamete, gonad and spore.
Name the reproductive organs of plants and animals and say where they are.
Explain what coordination is and why it is important in living things.
Identify the differences between nervous and hormonal coordination.
48
Oxford CLIL (Oxford EDUCACIÓN)
Natural Sciences ESO 2
COMPETENCES / ASSESSMENT CRITERIA / ACTIVITIES
COMPETENCES /
SUBCOMPETENCES
ASSESSMENT
CRITERIA
ACTIVITIES
Competence in knowledge and interaction with the physical world
Use strategies to look for
different types of scientific
information. Understand and
select appropriate information
from a variety of sources.
Understand basic scientific
principles and concepts and
identify
the
relationships
between
them:
causal,
influential, qualitative and
quantitative.
Describe
and
explain
processes scientifically and
predict
changes.
Use
explanatory models.
Apply scientific knowledge to
everyday situations.
1, 3, 7
3–8, 11, 13–16
RA 1, 4, 5
DC 4, 5, 9
1, 2, 3, 4, 5, 6, 7
3–8, 15, 16, 18, 21, 25
DC 1–8
1, 3
2–8, 24
RA 1, 3
DC 4–8
3
3–8, 24
RA 2
DC 1–8
Data processing and digital competence
Use and produce schematic
diagrams, mind maps, reports
and papers.
5
2, 4, 8, 17
RA 1
DC 1–3, 5–8
3
7
RA 7, 8
DC 6–8
1, 3, 4, 6
1, 3, 5, 13–16, 18, 20, 25
RA 2, 4, 6
DC 4, 5
4
10
RA 7, 8
DC 1–9
Social competence and citizenship
Understand
and
explain
socially relevant issues from
a scientific perspective.
Linguistic competence (*)
Use the correct scientific
terminology in texts and
argumentation
involving
scientific content.
Learning to learn
Assimilate
knowledge
of
science
and
scientific
procedures in order to
understand
information
obtained both from students’
own experience and written
and audiovisual media.
RA: Revision activities
DC: Development of basic competences
*All the subcompetences detailed in this section are developed using English as the common
language, which will allow pupils to communicate with an increasing degree of skill in the foreign
language.
49
Oxford CLIL (Oxford EDUCACIÓN)
Natural Sciences ESO 2
UNIT 12
MATTER AND ENERGY IN ECOSYSTEMS
OBJECTIVES
1. Learn about basic ecological concepts: population, biocenosis, biotope,
biosphere and ecosystem.
2. Understand that the relationships between a biotope and a biocenosis
determine whether or not an ecosystem develops.
3. Be able to determine the difference between abiotic and biotic factors.
4. Recognise different intraspecific and interspecific relationships between living
things.
5. Understand that energy flows in one direction through an ecosystem and cannot
be recycled in an open system but matter flows through an ecosystem and can
be recycled many times in a closed system.
6. Understand what a trophic level is.
7. Learn the names of the different trophic levels in an ecosystem (producers,
consumers and decomposers) and their ecological function.
8. Know how to draw and interpret food chains and food webs.
9. Learn about and interpret the cycles of the most important elements (carbon,
nitrogen, hydrogen and oxygen) in an ecosystem.
10. Understand how human behaviour affects ecosystems, particularly in terms of
depletion of natural resources and pollution.
11. Recognise how important it is to make advances in conservation and protection
of our environment by maintaining sustainable development.
CONTENTS
Concepts
 An ecosystem: biotope and biocenosis.
 Factors in an ecosystem: biotic and abiotic.
 Energy flows in one direction through an ecosystem. Ecosystems cycle
matter.
 Trophic levels, food chains and food webs: producers, consumers and
decomposers.
 Human beings and ecosystems.
Procedures
 Study and measure various abiotic factors and how they change on local
ecosystems.
 Study, classify and determine the relationships between living things in
local ecosystems.
 Interpret diagrams showing the cycles of matter, the flow of energy, and
food chains and food webs.
Attitudes
 Show respect to all living things.
 Show interest in studying nature.
 Show respect for the environment.
50
Oxford CLIL (Oxford EDUCACIÓN)
Natural Sciences ESO 2
ASSESSMENT CRITERIA
1. Define population, biocenosis, biotope, biosphere and ecosystem, and give an
example of each.
2. Explain what conditions are needed for a biotope and a biocenosis to become
an ecosystem.
3. Name various factors and classify them as biotic or abiotic factors. Explain how
these factors are studied and measured.
4. Explain the different types of interspecific relationships.
5. Define trophic level, and name the different trophic levels that are found in an
ecosystem and what their functions are.
6. Explain the flow of energy and the cycle of matter in an ecosystem.
7. Explain diagrams which show the carbon cycle, the nitrogen cycle, and the
water cycle.
8. Explain diagrams which show simple food chains and food webs.
9. Interpret simple trophic pyramids.
10. Explain some of the effects that human behaviour has on ecosystems.
11. Define sustainable development.
COMPETENCES / ASSESSMENT CRITERIA / ACTIVITIES
COMPETENCES /
SUBCOMPETENCES
ASSESSMENT
CRITERIA
ACTIVITIES
Competence in knowledge and interaction with the physical world
Understand basic scientific
principles and concepts and
identify
the
relationships
between
them:
causal,
influential, qualitative and
quantitative.
Describe
and
explain
processes scientifically and
predict
changes.
Use
explanatory models.
Interpret data and scientific
experiments.
Draw
conclusions
and
communicate
them
in
different formats in a correct,
well-organised and coherent
manner.
1, 3, 4, 5, 6, 7, 8, 9, 11
1, 3-6, 9, 15, 24–30
RA 1, 2, 4
DC 1–4, 6–8
1, 2, 5, 6, 7, 8, 9
10, 19, 20
DC 2–7
2, 4, 6, 7, 8, 9
3, 10, 19, 20
RA 4
DC 7, 8
Social competence and citizenship
Understand
and
explain
socially relevant issues from
a scientific perspective.
1, 2, 4, 10, 11
1, 10
DC 1–8
2, 4, 10, 11
1–3, 5, 8, 12–14
RA 3, 5
DC 2, 5
2
11, 16–18, 21–24
RA 5–7
DC 1, 7, 8
Linguistic competence (*)
Use the correct scientific
terminology in texts and
argumentation
involving
scientific content.
Understand and interpret
messages
about
natural
sciences.
51
Oxford CLIL (Oxford EDUCACIÓN)
Natural Sciences ESO 2
Learning to learn
Assimilate
knowledge
of
science
and
scientific
procedures in order to
understand
information
obtained both from students’
own experience and written
and audiovisual media.
4, 6, 7, 8, 9
19, 20, 28
DC 2–8
4, 5, 9, 10
22, 23, 26, 28
RA 6, 7
DC 5
Autonomy and personal initiative
Develop the capacity to
analyse situations, evaluating
the
factors
that
have
influenced them and their
possible consequences.
RA: Revision activities
DC: Development of basic competences
*All the subcompetences detailed in this section are developed using English as the common
language, which will allow pupils to communicate with an increasing degree of skill in the foreign
language.
52
Oxford CLIL (Oxford EDUCACIÓN)
Natural Sciences ESO 2
UNIT 13
DIVERSITY IN ECOSYSTEMS
OBJECTIVES
1. Learn about the most important differences between terrestrial and aquatic
ecosystems.
2. Learn about the different stages an ecosystem passes through as it is
developing (ecological succession).
3. Understand what a biome is and differentiate it from an ecosystem.
4. Learn about all the different biomes on our planet.
5. Describe the abiotic factors that characterise the most important biomes on our
planet.
6. Link the environmental conditions of a particular biome to the type of organisms
that inhabit it.
7. Learn about the main groups of living things which inhabit each biome.
8. Learn about the characteristics and distribution of the most important Spanish
ecosystems.
9. Understand how an ecosystem reaches ecological equilibrium.
10. Learn about what positive action we can take to conserve diversity in
ecosystems.
CONTENTS
Concepts
 Two different types of environment: terrestrial and aquatic.
 How an ecosystem is formed: ecological succession.
 Terrestrial biomes.
 Aquatic environments: marine and continental waters.
Procedures
 Use a bibliography and the Internet appropriately.
 Interpret and recognise drawings, diagrams, photos, etc.
 Locate species in their respective ecosystems.
 Analyse ecosystems that are ecologically unbalanced.
 Reason how important or viable nature conservation proposals are.
 Use identification keys to identify animals and plants.
 Carry out experiments and write laboratory reports and field diaries about
ecosystems and the changes they undergo.
Attitudes
 Show a respectful attitude towards the environment.
 Recognise and appreciate the functions of different living things in
maintaining equilibrium in natural spaces.
 Show interest in learning about our local environment and other natural
environments.
53
Oxford CLIL (Oxford EDUCACIÓN)
Natural Sciences ESO 2
ASSESSMENT CRITERIA
1.
2.
3.
4.
5.
6.
7.
8.
Identify the differences between terrestrial and aquatic ecosystems.
Define ecological succession.
Define and explain what a climax community is.
Describe the various stages of ecological succession.
Define what a stratum is in an ecosystem.
Explain what ecological equilibrium is.
Define biome.
Know the names, the geographical location and climate of the main terrestrial
biomes on our planet.
9. Know about the most characteristic flora and fauna of each of the world’s
biomes.
10. Explain the characteristics of the most typical biomes in our country.
11. Explain the characteristics of the most typical ecosystems in our country.
12. Name and locate the different marine biological zones.
13. Define benthos, nekton and plankton.
14. Identify the characteristics of the different types of continental waters.
COMPETENCES / ASSESSMENT CRITERIA / ACTIVITIES
COMPETENCES /
SUBCOMPETENCES
ASSESSMENT
CRITERIA
ACTIVITIES
Competence in knowledge and interaction with the physical world
Recognise the key features of
scientific
investigation:
understand
variables,
formulate hypotheses, design
experiments, analyse and
contrast data, detect regular
patterns, make calculations
and estimates.
Understand basic scientific
principles and concepts and
identify
the
relationships
between
them:
causal,
influential, qualitative and
quantitative.
1, 8, 9, 10, 11, 13, 14
7, 8, 12, 13, 20, 23
RA 1, 4
DC 3–5
3, 4, 6
2, 4–8, 11, 14, 17
RA 5
DC 1–6
Data processing and digital competence
Use and produce schematic
diagrams, mind maps, reports
and papers.
4, 10, 11, 12, 13
3, 15, 25
DC 5
2, 3, 4, 5, 6, 7, 13
2, 6, 8, 9, 16, 18, 19, 21, 23,
24, 26
RA 1, 2, 6
DC 4, 5
Linguistic competence (*)
Use the correct scientific
terminology in texts and
argumentation
involving
scientific content.
54
Oxford CLIL (Oxford EDUCACIÓN)
Natural Sciences ESO 2
Learning to learn
Assimilate
knowledge
of
science
and
scientific
procedures in order to
understand
information
obtained both from students’
own experience and written
and audiovisual media.
2, 3, 4, 5, 6, 7, 13
RA 6
DC 1–3, 5, 6
Autonomy and personal initiative
Develop the capacity to
analyse situations, evaluating
the
factors
that
have
influenced them and their
possible consequences.
4, 6, 14
1, 3, 5, 8, 25
RA 6
DC 1–3, 5
RA: Revision activities
DC: Development of basic competences
*All the subcompetences detailed in this section are developed using English as the common
language, which will allow pupils to communicate with an increasing degree of skill in the foreign
language.
55
Oxford CLIL (Oxford EDUCACIÓN)