BASIC COMPETENCES
3
PREHISTORY
UNIT 3: CONTRIBUTION TO THE DEVELOPMENT OF BASIC COMPETENCES
Social competence and
citizenship
Knowledge of and interaction with the physical world
– Students will develop these competencies through the contents in this unit.
– Recognise the characteristics of Prehistory. (Page 50, Look at the picture)
– Study and interpret a timeline. (Pages 44 and 45)
Information handling and
digital competence
– Analyse drawings and illustrations related to Prehistory. (Page 46, Look at the...)
– Classify words in a table. (Page 51, Act. 1)
– Express and discuss personal opinions while following the basic rules of Interpersonal
communication. (Pages 44 and 45, Look at the picture)
– Improve written and oral communication skills. (Page 46, Act. a, b, c)
Competence in linguistic
communication
– Describe different elements of Prehistoric culture. (Pages 44 and 45; Page 47, Page 50,
Look at the…; Page 53, How did Neolithic…?)
– Complete a text with the correct words. (Page 54, Copy and complete)
– Define concepts and terms related to Prehistory. (Page 57, Act. 4)
Competence in learning to
learn
– Review contents studied and evaluate learning. (Page 47, Check what...; Page 51
Check what...)
– Use organisation techniques to help learning. (Page 54, Concept map; Page 56, Act. 2)
Cultural and artistic
competence
Autonomy and personal
initiative
Competence in maths
– Recognise the main types of Prehistoric art and appreciate their role in our cultural heritage. (Page 48, Photos; Page 49, Cave painting…; Page 53, Check what I know; Page
55, Learn how…; Page 57, Act. 3)
– Complete small research projects. (Page 53, Netsurfers!)
– Put different historical events in chronological order. (Page 55, Learn how…)
UNIT 3
COMPETENCIES
SOCIAL COMPETENCE AND CITIZENSHIP
Student’s book
Activity book
Didactic guide Unit 3
Identify the main periods of Prehistory and put them in chronological order
Pages: 44 and 45
Unit 3
Pages: 8 and 9
Recognise Palaeolithic life and
culture
Pages: 46, 47; 54 and 56
Unit 3
Pages: 10 and 11; 18 to 21
Describe cave paintings and
identify those on the Iberian
Peninsula
Pages: 48, 49 and 57
Unit 3
Pages: 12 and 13; 20 and 21
Describe Neolithic life and culture
Pages: 50, 51; 54 and 56
Unit 3
Pages: 14 and 15; 18 to 21
Analyse the main characteristics
of the Metal Age
Pages: 52, 53 and 54
Unit 3
Pages: 16 and 17; 18 and 19
3-4
CLASSROOM PROGRAMMING
PREHISTORY
– Identify the main periods of Prehistory and put them in chronological order.
DIDACTIC
OBJECTIVES
– Explain the different ways that humans obtained food in the Palaeolithic period, the
Neolithic period and the Metal Age.
– Explain the origins of the Neolithic period, the Neolithic way of life and the change to a
sedentary life.
– Describe the tools, buildings and cultures of Prehistoric society.
– Compare the cave paintings in Cantabria and Levante.
– Describe how metal objects are made.
– Recognise the different types of megaliths and explain what these megaliths were
used for.
– Put a series of historical events in chronological order.
– Appreciate the importance of archaeology and art to our heritage.
– History and chronology: the periods of Prehistory.
CONTENTS
– The Palaeolithic period: hunters and gatherers.
– The first art: cave paintings.
– Cave paintings on the Iberian Peninsula.
– The beginning of agriculture and livestock in the Neolithic period.
– The first settlements in the Neolithic period.
– The Metal Age: metallurgy, artisans and traders.
– Megaliths.
– Identify the different periods of history on a timeline.
– Define concepts related to Prehistory.
– Describe and analyse the tools used in Prehistory.
– Explain certain processes in Prehistoric society.
– Compare and analyse information using different sources.
– Read and interpret a concept map of Prehistory.
– Respect and value historical and artistic heritage as a valuable link to know our
past.
EVALUATION
CRITERIA
– Check that the students can recognise the different units used to measure time and
put historical events in chronological order.
– See if the students understand the main differences between Palaeolithic and Neolithic
life.
– Asses if they can describe how the first humans obtained food, how they lived and how
they made art.
– Analyse if they can identify cave paintings on a map of the Iberian Peninsula.
– Evaluate if they are able to explain how agriculture began and its main characteristics.
– Verify that they can explain the use of different Prehistoric instruments and when each
appeared.
– Check that they recognise the innovations of the Metal Age.
CLASSROOM PROGRAMMING
3-5
CLASSROOM PROGRAMMING
3