BASIC COMPETENCIES
6
LIVING THINGS AND HABITATS
UNIT 6: CONTRIBUTION TO THE DEVELOPMENT OF BASIC COMPETENCES
Knowledge of and interaction with the physical world
Social competence and
citizenship
Information handling and
digital competence
– Students will develop these competencies through the contents in this unit.
– Compare and analyse different opinions about environmental conservation and the extinction of animals. (Page 82, Investigate)
– Interpret visual, numerical and geometrical information. (Page 75, Act. 1; Page 76, Think,
Act. 1 and 2; Page 78, Pictures; Page 80, Picture; Page 85, Let’s learn…; Page 86,
Act. 1 and 3)
– Find information in sources other than the textbook. (Page 77, Netsurfers!)
– Define concepts related to living things and the environment. (Page 87, Add...)
Competence in linguistic
communication
– Write coherent texts using appropriate vocabulary. (Page 78, Act. a, b, c and d; Page
80, Investigate)
– Complete complex activities. (Page 80, Investigate)
Competence in learning to
learn
– Understand how different contents are related and check answers to activities to consolidate. (Page 79, Check…; Page 81, Check…; Page 82, Act. a, b and c; Page 87,
Act. 4 and 5)
– Defend a hypothesis or observation. (Page 78, Think)
Autonomy and personal
initiative
– Analyse and compare the characteristics of different living things. (Page 76, Think, Act. 1)
– Classify the components of the physical and biological environment. (Page 77, Classify)
UNIT 6
COMPETENCES
KNOWLEDGE OF AND INTERACTION WITH THE PHYSICAL WORLD
Student’s book
Activity book
Didactic guide: Unit 6
Identify the components of the
physical environment
Pages: 82 and 83
Unit 6
Pages: 6 and 7
Recognise the main ways that
living things interact
Pages: 84 and 85
Unit 6
Pages: 8 and 9
Describe how animals cooperate
Page: 85
Unit 6
Pages: 8 and 9
Identify the adaptations of living
things to their environments
Pages: 86 and 87
Unit 6
Pages: 10 and 11
Describe the adaptations of
some animals
Page: 87
Unit 6
Pages: 10 and 11
Understand how humans change
the environment
Pages: 88 and 89
Unit 6
Pages: 12 and 13
Identify some endangered animals
Page: 89
Unit 6
Pages: 12 and 13
6-2
CLASSROOM PROGRAMMING
DIDACTIC
OBJECTIVES
LIVING THINGS AND HABITATS
– Define the habitat and distinguish between the components of the physical environment and the biological environment.
– Understand how animals interact through the food chain, through cooperation and
through competition.
– Recognise the advantages of cooperation for living things.
– Explain the adaptations of different living things to their habitat.
– Describe how living things change the environment.
– Recognise the human activities that directly or indirectly harm other living things.
– Find information about the environment and the adaptations of living things using a variety of sources.
– Define the habitat.
CONTENTS
– Classify different components as part of the physical or biological environment.
– Identify the components of the physical environment.
– Compare how living things interact through cooperation and competition.
– Describe the main ways that animals interact in the food chain.
– Recognise the adaptations of plants and animals to their habitats.
– Identify animals in danger of extinction.
– Look up information about endangered animals in Spain.
– Explain how humans have changed the environment.
– Appreciate the importance of taking steps to prevent the extinction of animals.
– Carry out an experiment about the effect of physical elements on the behaviour of living things.
– Make a digital dictionary with vocabulary about living things and the environment.
– Understand the advantages of cooperation for animals.
– Study photos and drawings of animals and plants.
– Develop an appreciation for diagrams summarising the contents learned.
– Demonstrate respect for the opinions of classmates when working on projects and interpreting results.
EVALUATION
CRITERIA
– See if the students can name the components of the physical environment of living
things.
– Confirm that they can recognise and compare the different ways that living things interact.
– Check that the children can describe the adaptations of some living things to their habitats.
– Assess if they can correctly define concepts related to cooperation in the food chain.
– Evaluate if the students are able to explain how human activities harm other living things.
– Ensure that the children recognise the negative ways in which humans affect the environment.
– Verify that they can identify the main endangered animals and analyse different ways
of saving them.
CLASSROOM PROGRAMMING
6-3
CLASSROOM PROGRAMMING
6