PROGRAMMATIONS BILINGUES
SCIENCES
Français
French
-knowing the conditions necessary for making a shadow
Période I
Sept./Oct.
LE CIEL ET LA TERRE
THE EARTH AND SKY
Période II
Nov./Dec.
LA MATIERE
MATTER
Période III
Jan./Feb.
ENERGIE &
TECHNOLOGIE
ENERGY &
TECHNOLOGY
-Know that several light sources make several shadows
- know that the Sun is a star at the centre of the solar system which
is made up of planets including the Earth
- differentiate between a star, a planet and a satellite (e.g. the
Moon, Earth’s natural satellite)
-know the three physical states of water
- know that other substances change state
- highlight the characteristics of the different physical states
observed
- isolate the parameters for evaporation (temperature, free surface
area, ventilation, etc.)
-identify various sources of energy used at school or the immediate
environment
- know that we need a source of energy for heat, light, to set things in motion
- use a device to highlight the conversion of energy
-analyse the way different everyday electrical items work (torch, battery
operated toys, etc)
- make an initial distinction between electrical conductors and insulators. In
this case the current director will be a lamp with a conventional battery
- put together electrical circuits or objects with various components (buzzer,
motor, bulbs, etc)
-build up an initial understanding of what an electrical circuit is: i.e. it is a
closed loop between the two terminals of a battery made up of conductors.
Know that if this chain is broken, the components no longer work
-identify the different characteristics of life (feeding, reproduction,
Période IV
Mar./Apr.
LE VIVANT
LIVING BEINGS
etc)
-discover that living things have a similar set-up and functions
- piece together the life cycle of an animal, two case studies:
continuous growth; discontinuous growth (animal, metamorphosis)
-be aware of the positive effects of regular physical exercise
Période V
May/June
LE CORPS HUMAIN
HUMAN BODY
- be aware of the effects on one’s body (feeling of well-being,
health, physical development, etc)
-introduce the role of bones, muscles and tendons in producing
basic movements of the joints
- develop models for flexion/extension movements, draw a diagram,
show the range
Lexique commun
Common vocabulary
Anglais
English
light, shadow, screen, light source
season, planet, star, solar system, natural
satellite, rotation, revolution
volcano, eruption, volcanic cone, magma,
lava, crater, ash, earthquake
-link changes in the duration of the day during the year and seasons
physical state, substance, solid, liquid, gas,
boiling, evaporation, vapour, condensation,
melting, solidification, ice
water cycle, permeable, impermeable,
infiltration, water table, runoff, watercourse,
evaporation, condensation, precipitation
source of energy, electricity, heat, motion,
consumption, transport, conversion
electrical circuit, lamp, switch, conductor,
insulator, battery, terminals
-know and be able to draw a diagram of the natural water cycle
living and non-living, reproduction, feeding,
respiration, life cycle (birth, growth, maturity,
aging, death) species
germination, flower, seed, fruit, growth,
metamorphosis, egg, larva, adult
environment (forest, pond, stream, etc),
population, species, predator, prey
food groups (water, fruits and vegetables,
dairy products, grain and grain products,
meat-fish-eggs, fat, sugary foods), energy
needs
awake, sleep, wake up
physical activity, health, well-being,
tiredness, recovery
flexion, extension, bone, muscle, tendon,
joint
- piece together the natural lifecycle of a plant (from seed to plant,
flower to fruit, fruit to seed)
-understand the role of a predator
- understand the concept of food resources, population
- define the terms equinox, solstice
-describe a volcanic eruption using appropriate vocabulary
-distinguish between different types of eruption
- know about earthquakes
- identify changes in the state of water and their impacts on the
cycle
-use one’s knowledge of the water cycle to make the link with
preventing major risks, i.e. floods
Environment and sustainable development
-have a basic understanding of safety and using electricity in
everyday life and know that electricity passing through the human
body poses real danger, which can even be fatal
- distinguish between electricity from a battery and that from the
mains
-achieve states of equilibrium (a mobile, beam balance, Roberval
balance, etc)
-measure masses using different kinds of scales
Matter: states and changes of matter
Technical objects
-know the beneficial / harmful effects of eating habits
- know the different food groups, their origin and understand the
importance of dietary variety in meals
-know one’s sleep needs and those of others (variation with age
- be aware of the consequences of lack of sleep