Natural Science
2
EP
CLASSROOM PROGRAMMING
Programming of teaching units
edebé
Lesson 1. Are we living things?
1. Objectives in terms of skills and relationship with multiple intelligences
1. Recognize and understand basic aspects of the working of the human body, establishing relationship with the possible consequences for
individual and collective health. (Learning to learn / Intrapersonal intelligence)
2. Take part in working groups, implementing values and attitudes characteristic of scientific thinking, fomenting the enterprising spirit,
developing one’s own sensibility and responsibility with regard to individual and collective experiences. (Social and civic competence /
Intrapersonal intelligence)
3. Use the information and communication technologies to obtain information, not only as an instrument of learning but also for sharing
knowledge, and to recognize its contribution to improving the conditions of life of all people, besides preventing the risk situations stemming
from their use. (Digital competence / Linguistic-verbal intelligence)
2. List of contents / Evaluation criteria / Learning standards
Contents
• Presentation of the lesson contents.. P
• Introduction to lesson vocabulary. P
• Identification of the vital functions in the human
being. C
• Curiosity for appreciating one’s own identity and
personal autonomy. V
• Describes the nutrition, relationship and
reproduction functions in the human being in
general terms. P
• Development of knowledge of oneself and of
others. Acceptance of one’s own body with its
possibilities and limitations. C
• Describes the main features of the digestive
system. P
Evaluation criteria
• Obtain relevant information on previously defined
facts or phenomena, making predictions regarding
natural events, integrating direct and indirect
observation data from reference to basic sources,
and communicating the results.
• Get to know and identify the basic functions of
human beings.
• Get to know and respect individual differences,
accepting their possibilities and limitations.
• Differentiate between the main organs of the
relationship system.
• Get to know and respect individual differences,
accepting their possibilities and limitations.
• Get to know the working of the digestive system
• Breathing as a vital function. Exercises
for its proper performance. C
• Circulation as a vital function. C
• Identifies and describes the main features of the vital
functions of the human being.
• Observes, identifies and describes the main parts
of the human body and their features.
•Learns and observes the rules for use and safety of
working tools and materials.
• Plans leisure, individual and group activities in an
independent and creative manner.
• Identifies and describes breathing as a vital function
and learns and carries out exercises for its proper
execution.
• Get to know the working of the excretory system.
• Recognize breathing as a vital function.
• Identifies and locates the organs forming it
(mouth, oesophagus, stomach, small intestine
and large intestine). C
Learning standards
• Performs simple experiments and small investigations:
posing problems, formulating hypotheses, selecting the
material required, carrying out, drawing conclusions, and
communicating the results.
• Recognize circulation as a vital function.
• Identifies and locates the main organs
Involved in the performance of the human being’s vital
functions: Nutrition (respiratory, digestive, circulatory and
excretory systems).
• Makes suitable use of the information and communication
technologies as a leisure resource.
• Uses strategies carrying out jobs both individually and as
a team, displaying skills for the peaceful settlement of
disputes.
INTERDISCIPLINARY TEACHING
• Me and you: identification and adoption of guidelines for maintaining own oral hygiene.
• Me and you: awareness of the need to protect oneself from the sun.
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LEARNING ACTIVITIES
Distinguish between living beings and inanimate objects.
Identify the baby’s current stage and previous stage.
Arrange images of people according to their age.
Classify images according to the age of the people.
Identify animals that reproduce by means of eggs.
Identify the nutrition of plants.
Identify the vital function that animals are performing in different images: nutrition, interaction or reproduction.
Get to know the process of how nutrients are obtained.
Be aware of the need that human beings have for water in order to survive.
Identify the parts of the mouth.
Learn the importance of the organs of either body, specifically the kidneys.
Identify the need for oxygen for our existence.
Learn how the air from our lungs fills a balloon.
Identify the working of the organs of our body.
OTHER ACTIVITIES
INITIAL EVALUATION
MOTIVATION
Class group
– Brainstorm the key contents of the lesson to focus the attention and permit activation of necessary prior knowledge (in this
case, reflecting on the age of people appearing in the image and what signs reveal different ages).
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SKILLS AND MULTIPLE
INTELLIGENCES
SUPPLEMENTARY
ACTIVITIES
Put some questions to the students on the organs of their body and what functions they perform. The students will then
observe the mural with a boy eating and a girl with a balloon, and they will have to answer some questions put by the
teacher, such as which organs of the body they see, what names they know and what functions they perform.
Introduce the vocabulary essential to the lesson.
Explain to the students that in this lesson they will be handling such subjects as living beings, the cycle of human life and
nutrition.

Carry out a study to find out which is the longest bone in our body. The students should follow a methodology: think and
circle, experiment, analyse. They will have to formulate a hypothesis on the basis of three possibilities: humerus, femur or
cranium. In pairs, they will have to take measurements and record their results. Lastly, they will have to answer a series of
questions that will enable them to reach a conclusion.

The students will have to observe the images and do the activities suggested. In the first illustration, they should colour two
children. They will then have to answer questions on concepts worked (height, age and emotions),and explain which joints
they use. In the next illustration, they will have to point to the humerus, the femur and the cranium of the focal characters.
Finally, they will have to explain why the monitor has to tell them they should start to do the gym exercise, as well as draw
and name different snacks.
– Digestion song: motivate the students by singing a song on digestion. The students will comment on its meaning.
– Body functions: learn the internal organs of the human body and the function they perform in relation to the needs of our
body.
– The needs of living things: watch a video on the needs of human beings and write them on cards which will be put up in
the classroom.
– Human body parts: view links on water, blood and the lungs to go further with the students into the subject of the parts of
the human body.
– Human organ creation: motivate the students with a song and, in various groups, create the large intestine and the
bladder, as well as the lungs. Optionally, bring biscuits to class, observe one another as they eat, and distinguish the
digestion process. Likewise, view a video on the digestive system, the lungs and the heart, and draw and colour these
organs in groups. At the end, set up a debate between the ideas that the students had at the beginning of the lesson and
the conclusions they have reached after the work done.
ATTENDING DIVERSITY
CURRICULAR ADAPTATION:
Photocopiable reinforcement files
– Draw two members of the family and write about their physical features.
– Of the three pictures produced, colour the youngest and ring the oldest.
Photocopiable consolidation files
– Colour the parts of the respiratory system following the code proposed.
– Of the parts of the human body proposed, mark which ones form part of the digestive system.
EVALUATION
OF THE LESSON
OF SKILLS/MULTIPLE INTELLIGENCES
Evaluation resources (materials for teachers) Programming and teaching instructions
– Photocopiable evaluation file:
• Arrange the words: from younger to
Guides for continuous evaluation
older.
• Mark the three main functions of living
– Skills work / Multiple intelligences.
beings.
– Evaluation of skills / Multiple intelligences. Individual record.
• Link the names to the parts of the body.
– Portfolio contents.
– Evaluation report.
ACTIVITIES PROMOTING READING AND DEVELOPMENT OF ORAL/WRITTEN EXPRESSION
Reading
 Employing strategies for reading comprehension:
- Silent reading (self-regulation of comprehension).
- Reading aloud.
 Reading texts comprehensively.
 Reading other written texts, digitalised texts, interactive activities… to obtain information, learn, have fun and communicate.
 Reading fragments of a text.
Oral/written expression
 Oral activities for breaking the ice to create an appropriate atmosphere and introduce the topic.
 Expressing what is learnt orally/in writing appropriately by using precise vocabulary.
 Responding to questions linked to the contents of the lesson in writing.
 Listening to sounds corresponding to objects and actions and identifying them.
 Looking at images and commenting on them.
 Using open questions, information search tasks, games…
 Singing songs.
ICT ACTIVITIES
Online resources (www.edebe.com)
– Interactive Digital Book.
– Flashcards.
– Listenings.
Web links
Video on age (http://links.edebe.com/qr6).
Video on the teeth (http://links.edebe.com/iai).
Video on the working of the human body (http://links.edebe.com/6x7).
Song on digestion (http://links.edebe.com/ms76).
Images on the human body (http://links.edebe.com/v6e5).
Video on the needs of living beings (http://links.edebe.com/3gighg).
Video on water (http://links.edebe.com/8qr39m).
Video on blood (http://links.edebe.com/va7f).
Video on the kidneys (http://links.edebe.com/2kznbf).
Video on the teeth (http://links.edebe.com/6bjyfq).
Video on the excretory system (http://links.edebe.com/vwxq/).
Video on the kidneys II (http://links.edebe.com/m6b9).
Video on the intestine (http://links.edebe.com/he83).
Video on the respiratory system (http://links.edebe.com/2kznbf).
Drawing of the lungs (http://links.edebe.com/uj76).
Video on the circulatory system (http://links.edebe.com/5a6fx8).
Video on the digestive system (http://links.edebe.com/kcmi).
Drawing of the stomach (http://links.edebe.com/8wm).
Drawing of the heart (http://links.edebe.com/cx5).
MINIMUM REQUIREMENTS FOR A POSITIVE EVALUATION
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Identifies and locates the organs of the digestive system (mouth, oesophagus, stomach, small intestine and large intestine).
Observes, identifies and describes the main parts of the human body and their features.
GRADING CRITERIA
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Conducting of simple experiments and small investigations: posing problems, formulating hypotheses, selecting the material required, carrying out, drawing
conclusions, and communicating the results.
Identification and description of the main features of the vital functions of the human being.
Observation, Identification and description of the main parts of the human body and their features.
Knowledge and compliance with the rules for use and safety of the tools and working materials.
Independent and creative planning of both individual and group leisure activities.
Identification and description of breathing as a vital function and knowledge and performance of exercises for its correct execution.
Identification and location of the main organs involved in the performance of the vital functions of the human body: nutrition (respiratory, digestive, circulatory
and excretory systems).
Proper use of the information and communication technologies as a leisure resource.
Use of strategies for carrying out tasks both individually and in a team, displaying skills for the peaceful settlement of disputes.
METHODOLOGY
MATERIALS AND
RESOURCES
–
–
–
Student’s book Natural
Science 2, edebé
Flashcards
Posters
Online resources
– Interactive Digital Book
– Listening exercises
– Flashcards
– Art and Science
Other resources
– Activity book Natural
Science 2, edebé
– Digital whiteboard
– Educational resources
– Perishable materials
SPACES - TIMES
–
–
Classroom; other
spaces.
Approximate time: three
weeks.
METHODOLOGICAL STRATEGIES
The proposed methodology promotes the construction of significant learning through the following
sequence:
• Adaptation of the presentation of the content to the linguistic competency of the students in the
English language.
• Initial motivation and evocation of prior knowledge.
• Progressive and careful inclusion of contents by means of examples taken from everyday and
contextualised situations to permit the transfer, generalisation and extension of learning, and which
connect with the skills identified.
• Application of what is learnt to different activities: applying, reasoning, working with skills and
multiple intelligences, projects, cooperative group, interactive, reinforcement and further learning...,
sequenced by levels of difficulty, and which facilitate the skills and the different cognitive styles of
the students.
• Different kinds of digital resources, using the digital whiteboard and the computer. These
resources include activities integrated into the learning sequence, interactive activities and
carefully selected Internet links
Lesson 1
STRUCTURE:
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The lesson work begins with a double-page image related to the content of the lesson and
includes work eliciting prior knowledge (Look and think).
The content to be worked on is presented with the section entitled You will learn about and
the key vocabulary of the lesson (Vocabulary).
The content is developed sequentially, structured into double pages, which are based on
images, which relate to essential realities for understanding what is being explained.
Each sequence includes a range of oral and written learning activities, for working on the
content (Talk about it, Did you know? Read to learn, Online).
Investigate is a proposal located at the end of every two or three lessons. This is an
experimental activity linked to the content in question, which alludes to the main stages of
scientific method.
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An integrated task or Put into practice is presented with activities for working and
evaluating skills and multiple intelligences. Contextualised activities are proposed,
referring to real and everyday situations for the students, in which they must show initiative
and apply what they have learnt. During these activities different abilities and learning
styles are taken into account (reading, reasoning, movement, dramatization, visual
representation…).
Final activities, in which students have to go over the subject matter again by means of
activities of all kinds.
EVALUATION PROCEDURES AND TOOLS
WRITTEN
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Wide-ranging student tasks carried out in
the daily activities of the class.
Wide-ranging student evaluation activities
(book, photocopiable files...).
Group work.
ICT activities: interactive, Internet links.
Individual dossier.
Assessment of the approach and processes
employed as well as the result obtained
ORAL
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Individual and collective questions.
Dialogue.
Oral expression.
Individual oral test.
OTHERS
Programming and teaching instructions
Guides for continuous evaluation
– Skills work / Multiple intelligences.
– Evaluation of skills / Multiple intelligences.
Individual record.
– Portfolio contents.
Observation and assessment of each student’s degree
– Evaluation report.
of participation and the quality of their involvement.
EVALUATION OF TEACHING PRACTICE
SUITABILITY OF THE PLANNING
There is consistency between what is programmed and what takes place in the actual
classes.
There is a balanced distribution over time.
The classes are adapted to the characteristics of the group.
Significant learning objectives have been taken into account.
Use of suitable
Interdisciplinarity is considered (n activities, handling of subject matter, etc.).
methodology
The methodology promotes motivation and develops the capabilities of students.
Degree of student monitoring.
Regulation of the teaching
Suitability of resources used in class for the learning.
practice
Promotion criteria are agreed between the teachers.
The criteria for positive evaluations are linked to the objectives and contents.
Evaluation of what is learnt
The evaluation tools permit the recording of numerous learning variables.
and the resulting
The grading criteria are suited to the type of activities planned.
information supplied to
The evaluation criteria and the grading criteria are made available:
students and families
To the students.
To the families.
Measures are taken in advance to become familiar with learning difficulties.
Employment of measures
A response is made to different capabilities and learning speeds.
for attending diversity
There are sufficient measures and resources available.
Application of special measures recommended by the teaching staff in response to
psycho-pedagogical reports.
Class preparation and
teaching materials
ACADEMIC
RESULTS
SUGGESTIONS
FOR
IMPROVEMENTS
PROGRAMMING SUPPORTING SEN
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Individualised attention in the classroom for the execution of the proposed activities.
Adaptation of the activities of the programme.
Individualised attention inside and outside the classroom for the execution of adapted activities.
Significant curricular adaptation due to Special Educational Needs (SEN).
Curricular adaptation for high intellectual capacity.
Adaptations made to the curricular material for late inclusion in the Education System.
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Lesson 2. Human interaction
1. Objectives in terms of skills and relationship with multiple intelligences
1. Take part in working groups implementing values and attitudes characteristic of scientific thinking, fomenting the enterprising spirit,
developing own sensibility and responsibility with regard to individual and collective experiences. (Sense of initiative and entrepreneurship /
Intrapersonal intelligence)
2. Recognize and understand basic aspects of the working of the human body, establishing a relationship with the possible consequences for
individual and collective health. (Mathematical. Science and techonology competence / Naturalistic intelligence)
3. Understand the importance of scientific progress in order to appreciate its impact and significance in the improvement of the everyday life of
all people and in the progress of society as a whole. (Learning to learn / Intrapersonal intelligence)
2. List of contents / Evaluation criteria / Learning standards
Contents
• Presentation of the contents of the lesson. P
• Introduction to the vocabulary of the lesson. P
• Acceptance of the differences, their possibilities
and limitations. V
• The sentiments and emotions. V
• The function of the senses and their importance in
the relationship with the environment. C
• Identification of the vital functions in the human
being. Breathing and the sense organs. C
Evaluation criteria
• Obtaining significant information on previously
defined facts or phenomena, making predictions
on natural events, integrating direct and indirect
observation data on the basis of consulting basic
sources, and communicating the results.
• Identification of their possibilities and
limitations, accepting differences and stating
such acceptance.
• Progresses in the identification of own
and classmate emotions and sentiments and
displays empathic behaviour patterns.
• Identification and location of the main bones,
muscles and joints. C
• Getting to know the basic working of the sense
organs.
• Habits for preventing diseases and accidents in
the home and in the close environment. V
• Identification of the senses and their main
organs.
• Identifies and locates the main bones, muscles
and joints.
• Developing healthy habits and responsible
behaviour patterns so as to prevent diseases
and accidents in the home.
Learning standards
• Seeks, selects and organizes specific significant
information in a guided manner, analyses it, draws
conclusions, communicates his or her experience,
reflecting on the process followed and communicating
both orally and in writing with the aid of images.
• A start is made on the planning and execution of
actions and tasks, displaying self-sufficiency and
initiative.
• Employs some strategies for learning how to lean,
asking in order to obtain information and requesting
explanations.
• Seeks, selects and organizes specific significant
information, analyses it, draws conclusions, reflects on
the process followed and communicates it verbally
and/or in writing.
• Identifies and establishes a relationship between
wellbeing and the practice of certain habits: varied diet
personal hygiene, regulated physical exercise without
excesses and daily rest.
• Displays personal hygiene and grooming behaviour
patterns, valuing hygiene, rest, proper use of free time,
developing habits for body care and acceptance both of
one’s own body and other people’s.
• Identifies and locates the main bones, muscles and
joints.
• Acquires risk prevention habits and is concerned for
personal safety.
INTERDISCIPLINARY TEACHING
• Me and you: learn how to take care of themselves through a healthy lifestyle and a basic knowledge of first aid and accident prevention.
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LEARNING ACTIVITIES
Discuss and accept the physical differences and capabilities between living beings.
Match up some facial expressions and emotions.
Identify equalities and differences between the drawing of one’s own smile and that of a classmate’s drawing.
Value the need for rest as a habit for keeping the brain healthy.
List the senses and their functions.
Identify and locate different bones of the body.
Join up different bones to build a skeleton.
Differentiate parts of the body that have muscle.
Name some muscles in the body.
Name and locate the joints that are used when performing certain actions.
OTHER ACTIVITIES
INITIAL EVALUATION
MOTIVATION
Class group
– Brainstorm the key contents of the lesson to focus the attention and enable the activation of necessary prior knowledge (in
this case, thinking about the interaction between the people in the image, the muscles they are moving and the sentiments
that they put across).
–
–
–
SKILLS AND MULTIPLE
INTELLIGENCES
SUPPLEMENTARY
ACTIVITIES
Put some questions to the students regarding what activities they perform regularly, what sentiments they produce and how
they use their body to carry them out. The students will then look at the mural with a boy eating and a girl with a balloon and
they will have to answer some questions asked by the teacher, such as what activities they are performing, what parts of the
body they are using, and what sentiments they ought to have.
Introduce the vocabulary essential to the lesson.
Explain to the students that in this lesson such subjects will be dealt with as the sentiments, interaction, the senses, the
skeleton, the muscles and first aid.

Carry out a study so as to find out which is the longest bone in our body. The students should follow a methodology: Think
and circle, experiment, analyse. They will have to formulate a hypothesis on the basis of three options: humerus, femur or
cranium. In pairs, they will have to take measurements and record their results. Lastly, they will have to answer a series of
questions that will enable them to reach a conclusion.

The students will have to observe the images and do the activities suggested. In the first illustration, they should colour two
children. They will then have to answer questions on concepts worked (height, age and emotions),and explain which joints
they use. In the next illustration, they will have to point to the humerus, the femur and the cranium of the focal characters.
Finally, they will have to explain why the monitor has to tell them they should start to do the gym exercise, as well as draw
and name different snacks.
– Pull the Rope: motivate the students with an item of interest, and the game of “pull the rope”. After playing the game, the
students should reflect on the use of the muscles when it comes to expressing emotions.
– How are you today?: leans the Emotions song and then play Chinese whispers. Sitting in chorus, the students will whisper
a sentiment secretly and it will be passed from one to another. At the end the last one will say the secret out loud.
– Our brain: watch a video on the brain and make a drawing of this organ labelling its parts and describing their functions.
– A toothpick skeleton: motivate the students with the art creation. They should build a skeleton with toothpicks.
– The muscles: examine the muscles of the face with a mirror.
– Joints: distinguish the joints that are used when we bend different parts of our body. The students will also draw themselves
and indicate their main joints.
ATTENDING DIVERSITY
CURRICULAR ADAPTATION:
Photocopiable reinforcement files
– Link the joints of the human body with their drawing .
Photocopiable consolidation files
– Link the muscles of the human body with their drawing.
EVALUATION
OF THE LESSON
Resources for evaluation (material for
teachers)
– Photocopiable evaluation file:
• Write the name of muscles and bones.
• Answer questions on joints.
OF SKILLS/MULTIPLE INTELLIGENCES
Programming and teaching instructions
Guides for continuous evaluation
– Skills work / Multiple intelligences.
– Evaluation of skills / Multiple intelligences. Individual record.
– Portfolio contents.
– Evaluation report.
ACTIVITIES FOR PROMOTING READING AND DEVELOPMENT OF ORAL/WRITTEN EXPRESSION
Reading
 Employing strategies for reading skills:
- Silent reading (self-regulation of comprehension).
- Reading aloud.
 Reading texts comprehensively.
 Reading other written texts, digitalised texts, interactive activities… to obtain information, learn, have fun and communicate.
 Reading fragments of a text.
Oral/written expression
 Oral activities for breaking the ice to create an appropriate atmosphere and introduce the topic.
 Expressing what is learnt orally/in writing appropriately by using precise vocabulary.
 Responding to questions linked to the contents of the lesson in writing.
 Listening to sounds corresponding to objects and actions and identifying them.
 Looking at images and commenting on them.
 Using open questions, information search tasks, games…
 Singing songs.
ICT ACTIVITIES
Online resources (www.edebe.com)
– Interactive Digital Book.
– Flashcards.
– Listenings.
Web links
Activity on the bones of a skeleton (http://links.edebe.com/65f9).
Activity on the muscles (http://links.edebe.com/snxt7e).
Video and song on the emotions, video and song on the senses (http://links.edebe.com/u3im).
Video on the human brain (http://links.edebe.com/v4h).
Images on bones of the human body (http://links.edebe.com/5y7).
Video on the muscles (http://links.edebe.com/ugerx).
Tutorial to create an arm with its muscles (http://links.edebe.com/9bwps).
MINIMUM REQUIREMENTS FOR A POSITIVE EVALUATION
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–
Learns and appreciates the relationship between wellbeing and the practice of certain habits: varied diet, personal hygiene, regulated physical exercise
without excesses and daily rest.
Identifies own emotions and those of classmates.
GRADING CRITERIA
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–
–
–
–
Search, selection and organization of specific significant information, its analysis, and drawing of conclusions and communication of their experience,
reflecting on the process followed and doing so verbally and in writing with the aid of images.
Initiation in the planning and execution of actions and tasks, displaying self-sufficiency and initiative.
Use of certain strategies for learning how to learn, asking questions to obtain information and requesting explanations.
Search, selection and organization of specific significant information, its analysis, and drawing of conclusions and communication of their experience,
reflecting on the process followed, as well as oral and/or written communication.
Identification and association of wellbeing with the practice of certain habits: varied diet, personal hygiene, regulated physical exercise without excesses and
daily rest.
Displaying proper hygiene and grooming behavioural patterns, appreciating the importance of hygiene, rest, suitable use of spare time, developing body care
habits and acceptance of own and other people’s bodies.
- Identification and location of the main bones, muscles and joints. Acquirement of risk prevent and personal safety care habits.
METHODOLOGY
MATERIALS AND
RESOURCES
–
–
–
Student’s book Natural
Science 2, edebé
Flashcards
Posters
Online resources
– Interactive Digital Book
– Listening exercises
– Flashcards
– Art and Science
Other resources
– Activity book Natural
Science 2, edebé
– Digital whiteboard
– Educational resources
– Perishable materials
SPACES - TIMES
–
–
Classroom; other
spaces.
Approximate time: three
weeks.
METHODOLOGICAL STRATEGIES
The proposed methodology promotes the construction of significant learning through the following
sequence:
• Adaptation of the presentation of the content to the linguistic competency of the students in the
English language.
• Initial motivation and evocation of prior knowledge.
• Progressive and careful inclusion of contents by means of examples taken from everyday and
contextualised situations to permit the transfer, generalisation and extension of learning, and which
connect with the skills identified.
• Application of what is learnt to different activities: applying, reasoning, working with skills and
multiple intelligences, projects, cooperative group, interactive, reinforcement and further learning...,
sequenced by levels of difficulty, and which facilitate the skills and the different cognitive styles of
the students.
• Different kinds of digital resources, using the digital whiteboard and the computer. These
resources include activities integrated into the learning sequence, interactive activities and
carefully selected Internet links
Lesson 2
STRUCTURE:
–
–
–
–
–
The lesson work begins with a double-page image related to the content of the lesson and
includes work eliciting prior knowledge (Look and think).
The content to be worked on is presented with the section entitled You will learn about and
the key vocabulary of the lesson (Vocabulary).
The content is developed sequentially, structured into double pages, which are based on
images, which relate to essential realities for understanding what is being explained.
Each sequence includes a range of oral and written learning activities, for working on the
content (Talk about it, Did you know? Read to learn, Online).
Investigate is a proposal located at the end of every two or three lessons. This is an
experimental activity linked to the content in question, which alludes to the main stages of
scientific method.
–
–
An integrated task or Put into practice is presented with activities for working and
evaluating skills and multiple intelligences. Contextualised activities are proposed,
referring to real and everyday situations for the students, in which they must show initiative
and apply what they have learnt. During these activities different abilities and learning
styles are taken into account (reading, reasoning, movement, dramatization, visual
representation…).
Final activities, in which students have to go over the subject matter again by means of
activities of all kinds.
EVALUATION PROCEDURES AND TOOLS
WRITTEN
–
–
–
–
–
Wide-ranging student tasks carried out in
the daily activities of the class.
Wide-ranging student evaluation activities
(book, photocopiable files...).
Group work.
ICT activities: interactive, Internet links.
Individual dossier.
Assessment of the approach and processes
employed as well as the result obtained
ORAL
–
–
–
–
Individual and collective questions.
Dialogue.
Oral expression.
Individual oral test.
Observation and assessment of each student’s
degree of participation and the quality of their
involvement.
OTHERS
Programming and teaching instructions
Guides for continuous evaluation
– Skills work / Multiple intelligences.
– Evaluation of skills / Multiple intelligences.
Individual record.
– Portfolio contents.
– Evaluation report.
EVALUATION OF TEACHING PRACTICE
SUITABILITY OF THE PLANNING
There is consistency between what is programmed and what takes place in the actual
classes.
There is a balanced distribution over time.
The classes are adapted to the characteristics of the group.
Significant learning objectives have been taken into account.
Use of suitable
Interdisciplinarity is considered (n activities, handling of subject matter, etc.).
methodology
The methodology promotes motivation and develops the capabilities of students.
Degree of student monitoring.
Regulation of the teaching
Suitability of resources used in class for the learning.
practice
Promotion criteria are agreed between the teachers.
The criteria for positive evaluations are linked to the objectives and contents.
Evaluation of what is learnt
The evaluation tools permit the recording of numerous learning variables.
and the resulting
The grading criteria are suited to the type of activities planned.
information supplied to
The
evaluation criteria and the grading criteria are made available:
students and families
To the students.
To the families.
Measures are taken in advance to become familiar with learning difficulties.
Employment of measures
A response is made to different capabilities and learning speeds.
for attending diversity
There are sufficient measures and resources available.
Application of special measures recommended by the teaching staff in response to
psycho-pedagogical reports.
Class preparation and
teaching materials
ACADEMIC
RESULTS
SUGGESTIONS
FOR
IMPROVEMENTS
PROGRAMMING SUPPORTING SEN
–
–
–
–
–
–
…
Individualised attention in the classroom for the execution of the proposed activities.
Adaptation of the activities of the programme.
Individualised attention inside and outside the classroom for the execution of adapted activities.
Significant curricular adaptation due to Special Educational Needs (SEN).
Curricular adaptation for high intellectual capacity.
Adaptations made to the curricular material for late inclusion in the Education System.
1
…
…
2
…
…
3
…
…
Students
4
5
6
… … …
… … …
7
…
…
8
…
…
…
Lesson 3. Let’s eat
1. Objectives in terms of skills and relationship with multiple intelligences
1. Appreciate the benefits provided by acquiring healthy daily habits such as physical exercise, personal hygiene and a balanced diet for an
improvement in quality of life, showing an attitude of acceptance and respect for individual differences. (Learning to learn / Intrapersonal
intelligence)
2. Take part in working groups, putting into practice values and attitudes characteristic of scientific thinking, fomenting an enterprising spirit,
developing own sensitivity and responsibility in the light of individual and group experiences. (Sense of initiative and entrepreneurship /
Intrapersonal intelligence)
3. Understand the importance of scientific progress in order to appreciate its impact and significance in the improvement of the daily life of all
people and in the progress of society as a whole. (Mathematical. Science and technology competence / Naturalistic intelligence)
2. List of contents / Evaluation criteria / Learning standards
Contents
• Presentation of essential contents. P
• Introduction to lesson vocabulary. P
Evaluation criteria
• Work in cooperation, appreciating care for
one’s own safety and that of classmates, looking
after the tools and making proper use of the
materials.
• Differentiating between foods from animal and
vegetable sources. C
• Classify foods according to their origin and their
contribution to diet.
• Identification of the four food groups and their
nutrients. C
• Identify what is supplied by the different food
groups (energy, proteins and vitamins).
• Appreciation of the need to care for health by way
of diet. V
• Classify foods according to their origin and their
contribution to diet..
• Healthy eating habits: awareness of the
importance of a healthy diet. P
• Learn and appreciate the relationship between
wellbeing and the practice of certain habits:
varied diet, personal hygiene, regulated physical
exercise without excesses and daily rest.
• Knowledge of some basic aspects of food safety.
C
• Health and disease. Healthy practices. C
• Development of scientific thinking. P
• Checking out the most important content of the
unit. P
• Acquire risk prevention habits and take care for
personal safety.
• Identify and explain some dietary disorders and
describe some behaviour patterns and strategies
for their prevention.
• Employ strategies for performing individual and
cooperative assignments, respecting the
opinions and the work of others, as well as the
materials and tools used.
• Display self-sufficiency in the execution of
actions and tasks, expressing the results
Learning standards
• Identifies and adopts hygiene, rest and healthy diet
habits.
• Classifies foods according to their origin and their
contribution to diet.
• Knows and explains the principles of balanced diets,
identifying healthy practices for preventing and detecting
health risks.
• Identifies and values healthy habits for preventing
diseases and maintains a responsible conduct.
• Submits assignments in an orderly, clear and clean
manner, on paper or digitally.
• Recognises and identifies the proper storage of foods
for their preservation.
• Shows a critical attitude towards social practices that
are detrimental to healthy development and impair
responsible behaviour towards health.
• Makes a start on the scientific method: hypothesis,
experimentation, analysis of results, and conclusion.
• Checks out the most important content of the unit.
obtained verbally and applying them to daily life.
INTERDISCIPLINARY TEACHING
• Me and you: understand the importance and check the Best by Date of food products.
• Me and you: understand that a good diet is important for preventing gastroenteritis.
–
–
–
–
–
–
–
–
–
–
–
–
LEARNING ACTIVITIES
Identify the source of different foods.
Classify the four groups of foods according to their nutrients.
Classify some foods according to the four groups.
Be aware that there are people who cannot eat some foods.
List the foods eaten in the course of a day.
Identify similarities and differences between your own and a classmate’s diet.
Identify the daily portions that have to be eaten of each food group in order to follow a healthy diet.
Associate certain foods with the right time for eating them.
Lear how to prepare some dishes.
Locate the appropriate place for keep foods.
Be aware of the need to check the Best by Dates of foods in order to stay healthy.
Identification of the cause, symptoms and measures for recovering from gastroenteritis.
OTHER ACTIVITIES
INITIAL EVALUATION
MOTIVATION
Class group
– Brainstorm the key contents of the lesson to focus the attention and enable the activation of necessary prior knowledge (in
this case, think about vegetables and the importance of eating them).
–
–
–
–
SKILLS AND MULTIPLE
INTELLIGENCES
SUPPLEMENTARY
ACTIVITIES
Introduce the vocabulary essential to the lesson. The teacher will write up the most significant terms and ask the students
about their meaning. The students should look at some images in the unit and indicate what may match up with their
meaning.
Explain to the students that in this lesson they will learn the origin of the food, the food groups, a balanced diet and how to
store foods correctly.
Show the students the flashcards of different foods and ask what they know about them. The students will have to answer the
questions and indicate which flashcards match up with the vocabulary and contents of the lesson.
Show the unit mural to the students and arrange them in three teams. Each group will have to answer the questions asked by
the teacher as quickly as possible.

Carry out a study to find out which is the longest bone in our body. The students should follow a methodology: Think and
circle, experiment, analyse. They will have to formulate a hypothesis on the basis of three possibilities: humerus, femur or
cranium. In pairs, they will have to take measurements and record their results. Lastly, they will have to answer a series of
questions that will enable them to reach a conclusion.

The students will have to observe the images and do the activities suggested. In the first illustration, they should colour two
children. They will then have to answer questions on concepts worked (height, age and emotions),and explain which joints
they use. In the next illustration, they will have to point to the humerus, the femur and the cranium of the focal characters.
Finally, they will have to explain why the monitor has to tell them they should start to do the gym exercise, as well as draw
and name different snacks.
–
Flashcards: use the flashcards to assess the knowledge of the students regarding foods, their properties and their eating
habits.
–
Food mural: creation of a mural where the students will collect information about the foods in the flashcards.
ATTENDING DIVERSITY
–
Food from plants, food from animals: identify the origin of certain foods chosen at random, and draw the foods that they
usually eat, as well as classify them on the basis of their origin.
–
My favourite healthy food: draw a food and look for information on it.
–
Food allergies: look for information regarding the allergies that foods produce and ask whether anyone in their environment
suffers from one.
–
Pyramid collage: construct a food pyramid with images of foods and carry out the activities suggested in different links.
–
Fridge storage: draw the refrigerator with the food stored properly, and read the link suggested in class.
CURRICULAR ADAPTATION:
Photocopiable reinforcement files:
– Draw the different foods and circle the ones that come from animals.
– Stick and describe types of fruit and vegetable.
Photocopiable consolidation files:
– Match the food groups to the corresponding nutrients.
– Draw and write the foods and nutrients of a food pyramid.
EVALUATION
OF THE LESSON
OF SKILLS/MULTIPLE INTELLIGENCES
Evaluation resources (materials for teachers) Programming and teaching instructions
– Photocopiable evaluation file:
• Answer questions on the menu that the
students have eaten, and the importance Guides for continuous evaluation
of hygiene before eating.
– Skills work / Multiple intelligences.
• Mark the properties of specific foods.
– Evaluation of skills / Multiple intelligences. Individual record.
– Portfolio contents.
– Evaluation report..
ACTIVITIES PROMOTING READING AND DEVELOPMENT OF ORAL/WRITTEN EXPRESSION
Reading
 Employing strategies for reading skills:
- Silent reading (self-regulation of comprehension).
- Reading aloud.
 Reading texts comprehensively.
 Reading other written texts, digitalised texts, interactive activities… to obtain information, learn, have fun and communicate.
 Reading fragments of a text.
Oral/written expression
 Oral activities for breaking the ice to create an appropriate atmosphere and introduce the topic.
 Expressing what is learnt orally/in writing appropriately by using precise vocabulary.
 Responding to questions linked to the contents of the lesson in writing.
 Listening to sounds corresponding to objects and actions and identifying them.
 Looking at images and commenting on them.
 Using open questions, information search tasks, games…
 Singing songs.
ACTIVIDADES TIC
Online resources (www.edebe.com)
– Interactive Digital Book.
– Flashcards.
– Listenings.
Web links
Activity for learning how to cook dishes (http://links.edebe.com/3nk).
Song about food (http://links.edebe.com/ju9).
Video on diet (http://links.edebe.com/ahbp4).
Test on healthy diet (http://links.edebe.com/mfy).
Activity Colour my plate (http://links.edebe.com/842vx).
Activity My favourite colour writing food (http://links.edebe.com/g2n7).
Activity Find the white foods (http://links.edebe.com/c7rt).
Activity Who am I? The fruit group (http://links.edebe.com/jnt8n).
Video on food (http://links.edebe.com/b7qacj).
Activity on the preservation of foods (http://links.edebe.com/t7pjj).
Video on stomach virus (http://links.edebe.com/e3t).
MINIMUM REQUIREMENTS FOR A POSITIVE EVALUATION
–
–
Knows the elements involved in the relationship function (sense organ, locomotor system and nervous system), nutrition (respiratory, digestive, circulatory and
excretory systems).
Acquires risk prevention habits and takes care of personal safety.
GRADING CRITERIA
–
–
–
–
–
–
–
–
–
Identification and adaptation of hygiene, rest and healthy diet habits.
Classification of foods according to their origin and contribution to the diet.
Knowledge and explanation of balanced diets, identifying healthy practises for preventing and detecting health risks.
Identification and appreciation of healthy habits for preventing diseases and maintenance of responsible behaviour.
Presentation of assignments in an orderly, clear and clean manner, on paper or digitally.
Recognition and identification of the proper storage of foods for their preservation.
Shows a critical attitude towards social practices that are detrimental to a healthy development and impair responsible behaviour with regard to health.
Initiation in the scientific method: hypothesis, experimentation, analysis of results, and conclusion.
Checking out the most important content of the unit.
METHODOLOGY
MATERIALS AND
RESOURCES
–
–
–
Student’s book Natural
Science 2, edebé
Flashcards
Posters
Online resources
– Interactive Digital Book
– Listening exercises
– Flashcards
– Art and Science
Other resources
– Activity book Natural
Science 2, edebé
– Digital whiteboard
– Educational resources
– Perishable materials
SPACES - TIMES
–
–
Classroom; other
spaces.
Approximate time: three
weeks.
METHODOLOGICAL STRATEGIES
The proposed methodology promotes the construction of significant learning through the following
sequence:
• Adaptation of the presentation of the content to the linguistic competency of the students in the
English language.
• Initial motivation and evocation of prior knowledge.
• Progressive and careful inclusion of contents by means of examples taken from everyday and
contextualised situations to permit the transfer, generalisation and extension of learning, and which
connect with the skills identified.
• Application of what is learnt to different activities: applying, reasoning, working with skills and
multiple intelligences, projects, cooperative group, interactive, reinforcement and further learning...,
sequenced by levels of difficulty, and which facilitate the skills and the different cognitive styles of
the students.
• Different kinds of digital resources, using the digital whiteboard and the computer. These resources
include activities integrated into the learning sequence, interactive activities and carefully selected
Internet links
Lesson 3
STRUCTURE:
–
–
–
–
–
The lesson work begins with a double-page image related to the content of the lesson and
includes work eliciting prior knowledge (Look and think).
The content to be worked on is presented with the section entitled You will learn about and
the key vocabulary of the lesson (Vocabulary).
The content is developed sequentially, structured into double pages, which are based on
images, which relate to essential realities for understanding what is being explained.
Each sequence includes a range of oral and written learning activities, for working on the
content (Talk about it, Did you know? Read to learn, Online).
Investigate is a proposal located at the end of every two or three lessons. This is an
experimental activity linked to the content in question, which alludes to the main stages of
scientific method.
–
–
An integrated task or Put into practice is presented with activities for working and evaluating
skills and multiple intelligences. Contextualised activities are proposed, referring to real and
everyday situations for the students, in which they must show initiative and apply what they
have learnt. During these activities different abilities and learning styles are taken into
account (reading, reasoning, movement, dramatization, visual representation…).
Final activities, in which students have to go over the subject matter again by means of
activities of all kinds.
EVALUATION PROCEDURES AND TOOLS
WRITTEN
–
–
–
–
–
Wide-ranging student tasks carried out in
the daily activities of the class.
Wide-ranging student evaluation activities
(book, photocopiable files...).
Group work.
ICT activities: interactive, Internet links.
Individual dossier.
Assessment of the approach and processes
employed as well as the result obtained.
ORAL
–
–
–
–
Individual and group questions.
Dialogue.
Oral expression.
Individual oral test.
Observation and assessment of the degree to which
each student participates and the quality of their
involvement.
OTHERS
Programming and teaching instructions
Guides for continuous evaluation.
– Skills work / Multiple intelligences.
– Evaluation of skills / Multiple intelligences.
Individual record.
– Portfolio contents.
– Evaluation report.
EVALUATION OF TEACHING PRACTICE
SUITABILITY OF THE PLANNING
There is consistency between what is programmed and the actual classes.
There is a balanced distribution over time.
The classes are adapted to the characteristics of the group.
Significant learning objectives have been taken into account.
Use of suitable
Interdisciplinarity is considered (during activities, handling contents, etc.).
methodology
The methodology promotes motivation and develops the skills of students.
Degree of monitoring of students.
Regulation of the teaching
Suitability of resources used in class to the learning.
in practice
The promotion criteria are agreed between the teachers.
The criteria for positive evaluations are linked to the objectives and contents.
Evaluation of what is learnt
The evaluation tools enable the registration of numerous learning variables.
and the resulting
The grading criteria are suited to the typology of planned activities.
information supplied to
The evaluation criteria and the grading criteria are made available:
students and families
To the students.
To the families.
Measures are taken in advance to become familiar with learning difficulties.
Employment of measures
A response is made to different capabilities and learning speeds.
for attending diversity
There are sufficient measures and resources available.
Application of special measures recommended by the teaching staff in response to
psycho-pedagogical reports.
Class preparation and
teaching materials
ACADEMIC
RESULTS
SUGGESTIONS
FOR
IMPROVEMENTS
PROGRAMMING SUPPORTING SEN
–
–
–
–
–
–
…
Individualised attention in the classroom for the execution of the proposed activities.
Adaptation of the activities of the programme.
Individualised attention inside and outside the classroom for the execution of adapted activities.
Significant curricular adaptation due to SEN.
Curricular adaptation for high intellectual capacity.
Adaptations made to the curricular material for late inclusion in the Education System.
1
…
…
2
…
…
3
…
…
Students
4
5
6
… … …
… … …
7
…
…
8
…
…
…
Lesson 4. Animals
1. Objectives in terms of skills and relationship with multiple intelligences
1. Employ the scientific method to plan and produce simple projects, devices and appliances by means of observation, formulation of
hypotheses and practical investigation in order to reach conclusions that at the same time will permit reflection on their own learning process.
(Mathematical. Science and technology competence / Intrapersonal intelligence)
2. Take part in working groups, implementing values and attitudes characteristic of scientific thinking, fomenting the enterprising spirit,
developing one’s own sensibility and responsibility with regard to individual and collective experiences. (Social sciences and civics /
Intrapersonal intelligence)
3. Use the information and communication technologies to obtain information, not only as an instrument of learning but also for sharing
knowledge, and to recognize its contribution to improving the conditions of life of all people, besides preventing the risk situations stemming
from their use. (Digital competence / Linguistic-verbal intelligence)
2. List of contents / Evaluation criteria / Learning standards
Contents
• Presentation of essential contents. P
• Introduction to lesson vocabulary. P
• Knowledge of the component parts and main
functions of animals. C
• Knowledge of the features and forms of life of
different kinds of vertebrate animals. C
• Classification of the groups of invertebrate
animals. P
• Identification of the general features of the
different groups of vertebrate animals: reptiles,
amphibians and fish. C
• Classification of the general features of the
different groups of vertebrate animals: mammals
and birds. P
• Classification of animals by their way of
reproduction: live-bearing. P
• Classification of animals by their way of
reproduction: egg-laying. P
Evaluation criteria
• Work in cooperation, appreciating care for
one’s own safety and that of classmates, looking
after the tools and making proper use of the
materials.
• Recognize and classify with elementary criteria
the most significant animals in their environment
as well as some other known species by
applying information by way of various media.
• Make observation s of living beings, posing
questions both beforehand and in the course of
these in order to obtain relevant information.
Learning standards
• Observes animals directly and indirectly, identifying,
naming and classifying them according to observable
features: Where they live, How they are born, What they
eat, According to their belonging to one of the main
groups.
• Works in a cooperative way, paying attention to both
personal safety and that of classmates, taking care of the
tools and materials.
• Display behaviour patterns of respect and care towards
living beings.
• Use some instruments to make the observation
s, such as a magnifying glass and Information
and Communication Technologies, in a highly
guided manner.
• Explains the features of the invertebrate animal groups.
• Identify and classify living beings from the
environment into animals, learning their structure
and indicating the importance of water for life,
developing values of care and respect.
• Explains the general features of the different groups of
vertebrate animals: mammals, birds, reptiles, amphibians
and fish.
• Observe the different living beings in the
closest environment, using different instruments
that will permit the arousal of behaviour patterns
of defence, respect and care with regard to living
beings.
• Observes directly and indirectly, identifies features,
recognizes and classifies vertebrate animals.
• Identifies and explains some of the reasons for the
extinction of species.
• Classifies animals by what they eat: omnivorous,
carnivorous and herbivorous.
• Classification of animals by what they eat:
omnivorous, carnivorous and herbivorous.
• Shows interest for the observation and study of
animals.
•• Classification of animals by what they eat:
omnivorous, carnivorous and herbivorous.
• Observes living beings directly, with appropriate
instruments and through the use of audiovisual and
technological means. Gathers information and uses it in
the identification and classification of animals.
INTERDISCIPLINARY TEACHING
• Our heritage: be aware that we humans, animals and plants are all living beings.
• Our heritage: protect the species at risk of extinction.
–
–
–
–
–
–
–
–
–
–
–
–
–
–
–
–
–
LEARNING ACTIVITIES
Distinguish between plants, animals and human beings.
Understand the need to protect the young of crocodiles.
Be aware of the animal species at risk.
Distinguish between vertebrates and invertebrates.
Identify some animals by way of their skeletons.
Identifies vertebrate animals.
Differentiate between vertebrate and invertebrate animals by means of direct observation in the park.
Identify invertebrate animals.
Matchup some animals with the group to which they belong.
Draw and describe a bird or mammal.
Discriminate between live-bearing and egg-laying animals.
Distinguish between adult live-bearing animals and their young.
Identify live-bearing animals amongst other animals.
Observe different types of eggs of egg-laying animals and learn how they care for them.
Differentiate between carnivorous, herbivorous and omnivorous animals.
Identify and create food chains.
Identify the group to which some locally observed animals belong.
OTHER ACTIVITIES
INITIAL EVALUATION
MOTIVATION
Class group
– Brainstorm the key contents of the lesson to focus the attention and enable the activation of necessary prior knowledge (in
this case, think about animals, their appearance, the attitudes they show in the images and the similarity to human
beings).
–
–
–
SKILLS AND MULTIPLE
INTELLIGENCES
SUPPLEMENTARY
ACTIVITIES
Explain to the students that in this lesson they will get to know the life cycle of animals, the difference between vertebrates
and invertebrates, as well as between carnivores, herbivores and omnivores.
Introduce the vocabulary essential to the lesson. Observe the lesson images and indicate which ones may match up with
the words in the section You will learn about and Vocabulary. The teacher should say whether the answers are correct.
Show the unit mural to the students and arrange them in three teams. Each group will have to answer the questions asked
by the teacher as quickly as possible.

Carry out a study to find out what animals there are in our closest ecosystem. The students should follow a methodology:
experiment and analyse. They will have to observe their environment, take notes and make drawings. Lastly, the students
will have to classify the animals and plants observed and, on the basis of these, become aware of the ecosystem in which
they live.

The students will have to observe the images and do the activities suggested. In the first illustration, they should indicate
where the animals and plants are. They will then have to identify the animals as carnivorous, herbivorous or omnivorous.
They will also have to colour so as to distinguish the plants from the bushes and trees in a garden. Join up images to
establish the right order of growth of plants.
– Animals: compare pets (or close animals) with those proposed in the images, play at matching up animals with their
features, and the students should each draw their favourite animal.
– The life cycle of animals and biodiversity: creation of posters on biodiversity and presentation of assignments on
animals at risk of extinction.
– Vertebrates vs. invertebrates: comment on the video on vertebrates and invertebrates, and draw one of each.
– Flashcards: classify the animals in the flashcards into different groups, and look for more animals on the different
categories.
– An A to Z Mammal Book: creation of a mammal alphabet in book form.
– Viviparous vs. oviparous: distinguish between live-bearing and egg-laying animals on the basis of the images offered in
the web link.
– Food chain: create a mural representing a food chain.
ATENDING DIVERSITY
CURRICULAR ADAPTATION:
Photocopiable reinforcement files:
– Colour the vertebrate animals and draw two kinds of invertebrate animals.
– Match up different animals with their category: live-bearing or egg-laying.
Photocopiable consolidation files:
– Match up different animals with their category: herbivorous, carnivorous or omnivorous.
– Draw a herbivorous egg-laying vertebrate animal.
EVALUATION
OF THE LESSON
OF SKILLS/MULTIPLE INTELLIGENCES
Evaluation resources (materials for teachers) Programming and teaching instructions
– Photocopiable evaluation file:
• Indicate the features of different animals.
Guides for continuous evaluation
• Draw and colour the life cycle.
– Skills work / Multiple intelligences.
– Evaluation of skills / Multiple intelligences. Individual record.
– Portfolio contents.
– Evaluation report.
ACTIVITIES PROMOTING READING AND DEVELOPMENT OF ORAL/WRITTEN EXPRESSION
Reading
 Employing strategies for reading skills:
- Silent reading (self-regulation of comprehension).
- Reading aloud.
 Reading texts comprehensively.
 Reading other written texts, digitalised texts, interactive activities… to obtain information, learn, have fun and communicate.
 Reading fragments of a text.
Oral/written expression
 Oral activities for breaking the ice to create an appropriate atmosphere and introduce the topic.
 Expressing what is learnt orally/in writing appropriately by using precise vocabulary.
 Responding to questions linked to the contents of the lesson in writing.
 Listening to sounds corresponding to objects and actions and identifying them.
 Looking at images and commenting on them.
 Using open questions, information search tasks, games…
 Singing songs.
ICT ACTIVIVITIES
Online resources (www.edebe.com)
– Interactive Digital Book.
– Flashcards.
– Listenings.
Web links
Chart on animals at risk of extinction (http://links.edebe.com/rpqx).
Activity: get to know the features of vertebrate animals (http://links.edebe.com/b53t).
Activity: arrange the images correctly to create a food chain (http://links.edebe.com/vd4).
Song The invertebrate song (http://links.edebe.com/kgdhca).
Video on biodiversity (http://links.edebe.com/jze7r).
Video on animals at risk of extinction (http://links.edebe.com/a4sv2m).
Video on different species of vertebrates and invertebrates (http://links.edebe.com/gt77).
Video on the life cycle of a butterfly (http://links.edebe.com/7nyh).
Images relating to different categories of animals (http://links.edebe.com/3jbp3).
MINIMUM REQUIREMENTS FOR A POSITIVE EVALUATION
–
–
–
Explains the general features of the different vertebrate animal groups: mammals, birds, reptiles, amphibians and fish.
Explains the features of invertebrate animal groups.
Identifies some invertebrate animals.
GRADING CRITERIA
–
–
–
–
–
–
–
–
–
–
Direct and indirect observation of animals, identifying, naming and classifying them according to observable features, where they live, how they are born, what
they eat, according to how they belong to one of the main groups.
Cooperative working, paying attention to own and classmate safety, taking care of the tools and materials.
Display a behaviour pattern of respect and care for living beings.
Explanation of the features of invertebrate animal groups.
Direct and indirect observation, identification of features, recognition and classification of vertebrate animals.
Explanation of the general features of the different vertebrate animal groups: mammals, birds, reptiles, amphibians and fish.
Identification and explanation of some of the reasons for the extinction of species.
Classification of animals by what they eat: omnivores, carnivores and herbivores.
Demonstration of interest for the observation and study of animals.
Direct observation of living beings with appropriate instruments and through the use of audiovisual and technological means. Gathering of information and its
use in the identification and classification of animals.
METHODOLOGY
MATERIALS AND
RESOURCES
–
–
–
Student’s book Natural
Science 2, edebé
Flashcards
Posters
Online resources
– Interactive Digital Book
– Listening exercises
– Flashcards
– Art and Science
Other resources
– Activity book Natural
Science 2, edebé
– Digital whiteboard
– Educational resources
– Perishable materials
SPACES - TIMES
–
–
Classroom; other
spaces.
Approximate time: three
weeks.
METHODOLOGICAL STRATEGIES
The proposed methodology promotes the construction of significant learning through the following
sequence:
• Suitability of the presentation of the content to the linguistic competency of the students in the
English language.
• Initial motivation and evocation of prior knowledge.
• Progressive and careful inclusion of contents by means of examples taken from everyday and
contextualised situations to enable the transfer, generalisation and expansion of learning, and
which connect with the skills identified.
• Application of what is learnt to different activities: Applying, reasoning, working with skills and
multiple intelligences, projects, cooperative group, interactive activities, reinforcement and in
greater depth activities..., sequenced by levels of difficulty, and which facilitate the skills and the
different cognitive styles of the students.
• Different kinds of digital resources, using the digital whiteboard and the computer. These
resources include activities integrated into the learning sequence, interactive activities and carefully
selected Internet links.
Lesson 4
STRUCTURE:
– The lesson work begins with a double-page image related to the content of the lesson and
includes work eliciting prior knowledge (Look and think).
– The content to be worked on is presented with the section entitled You will learn about and
the key vocabulary of the lesson (Vocabulary).
– The content is developed sequentially, structured into double pages, which are based on
images, which relate to essential realities for understanding what is being explained.
– Each sequence includes a range of oral and written learning activities, for working on the
content (Talk about it, Did you know? Read to learn, Online).
– Investigate is a proposal located at the end of every second lesson. This is an
experimental activity linked to the content in question, which alludes to the main stages of
scientific method.
– An integrated task or Put into practice is presented with activities for working and
evaluating skills and multiple intelligences. Contextualised activities are proposed, referring
to real and everyday situations for the student/s, in which they must show initiative and
–
apply what they have learnt. During these activities different abilities and learning styles
are taken into account (reading, reasoning, movement, dramatization, artistic
representation…).
Final activities, in which students may revise the subject matter by means of activities of all
kinds.
EVALUATION PROCEDURES AND TOOLS
WRITTEN
–
–
–
–
–
Wide-ranging student tasks carried out in
the daily activities of the class.
Wide-ranging student evaluation activities
(book, photocopiable files...).
Group work.
ICT activities: interactive, Internet links.
Individual dossier.
Assessment of the approach and processes
employed as well as the result obtained.
ORAL
–
–
–
–
Individual and group questions.
Dialogue.
Oral expression.
Individual oral test.
Observation and assessment of the degree to which
each student participates and the quality of their
involvement.
OTHERS
Programming and teaching instructions
Guides for continuous evaluation
– Skills work / Multiple intelligences.
– Evaluation of skills / Multiple intelligences.
Individual record.
– Portfolio contents.
– Evaluation report.
EVALUATION OF THE TEACHING PRAQCTICE
SUITABILITY OF THE PLANNING
There is consistency between what is programmed and the actual classes.
There is a balanced distribution over time.
The classes are adapted to the characteristics of the group.
Significant learning objectives have been taken into account.
Use of suitable
Interdisciplinarity is considered (during activities, handling contents, etc.).
methodology
The methodology promotes motivation and develops the capabilities of students.
Degree of monitoring of students.
Regulation of the teaching
Suitability of resources used in class to the learning.
in practice
The promotion criteria are agreed between the teachers.
The criteria for positive evaluations are linked to the objectives and contents.
Evaluation of what is learnt
The evaluation tools enable the registration of numerous learning variables.
and the resulting
The grading criteria are suited to the type of activities planned.
information supplied to
The evaluation criteria and the grading criteria are made available:
students and families
To the students.
To the families.
Measures are taken in advance to become familiar with learning difficulties.
Employment of measures
A response is made to different capabilities and learning speeds.
for attending diversity
There are sufficient measures and resources available.
Application of special measures recommended by the teaching staff in response to
psycho-pedagogical reports.
Class preparation and
teaching materials
ACADEMIC
RESULTS
SUGGESTIONS
FOR
IMPROVEMENTS
PROGRAMMING SUPPORTING SEN
–
–
–
–
–
–
…
Individualised attention in the classroom for the execution of the proposed activities.
Adaptation of the activities of the programme.
Individualised attention inside and outside the classroom for the execution of adapted activities.
Significant curricular adaptation due to SEN.
Curricular adaptation for high intellectual capacity.
Adaptations made to the curricular material for late inclusion in the Education System.
1
…
…
2
…
…
3
…
…
Students
4
5
6
… … …
… … …
7
…
…
8
…
…
…
Lesson 5. Plants
1. Objectives in terms of skills and relationship with multiple intelligences
1. Take part in working groups, implementing values and own attitudes of scientific thinking, fomenting the enterprising spirit and developing own sensitivity
and responsibility towards individual and group experiences. (Sense of initiative and entrepreneurship / Intrapersonal intelligence)
2. Employ the scientific method to plan and carry out projects, as well as simple devices and appliances, by means of observation, formulation of hypotheses
and practical investigation, in order to produce conclusions which, at the same time, permit reflection on the actual learning process. (Mathematical.
Science and technology competence / Intrapersonal intelligence)
3. Use the information and communication technologies to obtain information, not only as an instrument of learning but also for sharing
knowledge, and to recognize its contribution to improving the conditions of life of all people, besides preventing the risk situations stemming
from their use. (Digital competence / Linguistic-verbal intelligence)
2. List of contents / Evaluation criteria / Learning standards
Contents
• Presentation of essential lesson content.. P
• Introduction to the vocabulary of the unit. P
• Curiosity for reading scientific texts suitable for the
cycle. P
• Use of technological means for the study of living
beings. P
• Classification of plants and identification of the
main features and functions. P
• Making outings that will permit on-the-spot
observation of plants. P
• Interest for plant observation and study. C
• Features and forms of life of different types of
plants. C
• Plants of the closest natural environment. C
• Habits of care and respect for plants: cares that
they need in order to live. V
Evaluation criteria
• Carry out observations, asking oneself
previously and during these questions enabling
significant information to be obtained.
• Observe and ask appropriate questions to
obtain information, use some tools and keep
records as instructed.
• Recognize and classify with basic criteria the
most typical plants in the environment as well as
some other well-known species, applying
information obtained by way of various means.
• Identify and classify the living beings from the
environment of the plants, learning their
structure and appreciating the importance of
water for life, developing values of care and
respect.
• Employ various sources, especially those
available using Information and Communication
Technologies.
• Use strategies to carry out both individual and
cooperative assignments, respecting the
opinions and work of others, as well as the
materials and tools used.
Learning standards
• Observes, identifies, names and classifies plants
through images.
• Knows how plants (flowers, fruits and seeds)
reproduce.
• Displays behaviour patterns of respect and care for
living beings.
• Observes, identifies, names and classifies plants in the
environment.
• Identifies and explains the difference between
deciduous and perennial plants.
• Identifies and explains the difference between flowering
and non-flowering plants.
• Identifies and explains the difference between
deciduous and perennial plants.
• Associates and describes the physical features and
behavioural guidelines of some plants in keeping with the
environments in which they live (camouflage, change of
colour, etc.)
• Knows the care required by plants.
• Development of scientific thinking. P
• Revision of the most important content of the unit.
P
• Show self-sufficiency in the execution of
actions and tasks, expressing the results
obtained verbally and applying them to daily life..
• Knows and uses appropriately different instruments for
the observation and study of living beings.
• Observes some wild and other cultivated plants.
• Shows interest for the observation and study of plants.
• Uses the magnifying glass and other technological
means in the different assignments carried out.
• Revises the most important content of the unit.
INTERDISCIPLINARY TEACHING
• Our heritage: appreciation of the benefits to the human being afforded by plants.
–
–
–
–
–
–
–
–
–
–
LEARNING ACTIVITIES
Arrange in order images on the growth process of a plant.
Explain the growth process of a plant.
Classify plants according to three groups: grasses, bushes and trees.
Identify grasses, bushes and trees from images.
Draw plants observed directly and tell the season of the year by the appearance of the plants.
Distinguish between perennial and deciduous plants.
Differentiate between flowering and non-flowering plants.
Explain how plants adapt to the features of the school environment.
Distinguish between cultivated plants and wild plants.
Get to know the uses and benefits that man obtains from plants.
OTHER ACTIVITIES
INITIAL EVALUATION
MOTIVATION
SKILLS AND MULTIPLE
INTELLIGENCES
Class group
– Brainstorm the key contents of the lesson to focus the attention and enable the activation of necessary prior knowledge (in
this case, think about the plants and flowers shown in the image, as well as how their appearance and size are affected by
the climate).
–
–
–


SUPPLEMENTARY
ACTIVITIES
Introduce the vocabulary essential to the lesson.
Explain to the students that in this unit they will study the cycle of plants, the parts of the plant, classification, adaptation and
the benefits of plants.
Show the students the mural and get them to identify the different types of plants and the care they receive.
Carry out a study to find out what animals there are in our closest ecosystem. The students should follow a methodology:
experiment and analyse. They will have to observe their environment, take notes and make drawings. Lastly, the students
will have to classify the animals and plants observed and, on the basis of these, become aware of the ecosystem in which
they live.
The students will have to observe the images and do the activities suggested. In the first illustration, they should indicate
where the animals and plants are. They will then have to identify the animals as carnivorous, herbivorous or omnivorous.
They will also have to colour so as to distinguish the plants from the bushes and trees in a garden. Join up images to
establish right order of growth of plants.
– Song illustration: illustrate the song on plant growth with flashcards.
– Parts of a plant: observe the parts of a plant, name them and explain their function. Carry out one or two of the activities in
the suggested link.
– Picking leaves: analyse different forms and obtain a relief with these. Watch a video on the function of leaves and the
photosynthesis process, as well as produce a mural on perennial and deciduous leaves.
– Flowering and non-flowering plants: plant different plants in the classroom and seek information in pairs on the plant they
have to look after.
– Wild flowers: investigate in groups of three about a wild flower, on the basis of the suggested video.
ATENDING DIVERSITY
CURRICULAR ADAPTATION:
Photocopiable reinforcement files:
– Write the words in order with the life cycle.
– Write down the parts of a tree.
Photocopiable consolidation files:
– Draw one plant with a flexible stem and another with a hard stem.
– Stick a leaf and classify it according to its size and age.
EVALUATION
OF THE LESSON
OF SKILLS/MULTIPLE INTELLIGENCES
Evaluation resources (materials for teachers) Programming and teaching instructions
– Photocopiable evaluation file:
• Draw a plant according to the
Guides for continuous evaluation
instructions.
• Arrange the drawings in order according
– Skills work / Multiple intelligences.
to the growth cycle of a tree.
– Evaluation of skills / Multiple intelligences. Individual record.
• Mark the items that help a tree to grow.
– Portfolio contents.
– Evaluation report.
ACTIVITIES PROMOTING READING AND DEVELOPMENT OF ORAL/WRITTEN EXPRESSION
Reading
 Employing strategies for reading skills:
- Silent reading (self-regulation of comprehension).
- Reading aloud.
 Reading texts comprehensively.
 Reading other written texts, digitalised texts, interactive activities… to obtain information, learn, have fun and communicate.
 Reading fragments of a text.
Oral/written expression
 Oral activities for breaking the ice to create an appropriate atmosphere and introduce the topic.
 Expressing what is learnt orally/in writing appropriately by using precise vocabulary.
 Responding to questions linked to the contents of the lesson in writing.
 Listening to sounds corresponding to objects and actions and identifying them.
 Looking at images and commenting on them.
 Using open questions, information search tasks, games…
 Singing songs.
ICT ACTIVITIES
Online resources (www.edebe.com)
– Interactive Digital Book.
– Flashcards.
– Listenings.
Web links
Watch and learn how plants grow (http://links.edebe.com/ku).
Printable materials of the parts of plants and other activities (http://links.edebe.com/c9m).
Page on different types of plants (http://links.edebe.com/va).
Video on how to better understand the function of leaves and the photosynthesis process (http://links.edebe.com/w5u8c).
Video on plants (http://links.edebe.com/baar).
Video on plant adaptability (http://links.edebe.com/8h45f).
Page on wild flowers (http://links.edebe.com/gqy).
MINIMUM REQUIREMENTS FOR A POSITIVE EVALUATION
–
–
–
Knows the parts of flowering and non-flowering plants.
Knows how plants adapt to the features of the environment.
Is aware of the care and benefit of plants for the human being.
GRADING CRITERIA
–
–
–
–
–
Observation and identification of the features of plants according to their stem, leaves and flowers.
The life cycle of plants (flowers, fruits and seeds).
Identification of the difference between flowering and non-flowering plants.
Use of audiovisual and technological means for the study of plants.
Use of various sources of information connected with information and communication technology.
METHODOLOGY
MATERIALS AND
RESOURCES
–
–
–
Student’s book Natural
Science 2, edebé
Flashcards
Posters
Online resources
– Interactive Digital Book
– Listening exercises
– Flashcards
– Art and Science
Other resources
– Activity book Natural
Science 2, edebé
– Digital whiteboard
– Educational resources
– Perishable materials
SPACES - TIMES
–
–
Classroom; other
spaces.
Approximate time: three
weeks.
METHODOLOGICAL STRATEGIES
The proposed methodology promotes the construction of significant learning through the following
sequence:
• Suitability of the presentation of the content to the linguistic competency of the students in the
English language.
• Initial motivation and evocation of prior knowledge.
• Progressive and careful inclusion of contents by means of examples taken from everyday and
contextualised situations to enable the transfer, generalisation and expansion of learning, and
which connect with the skills identified.
• Application of what is learnt to different activities: Applying, reasoning, working with skills and
multiple intelligences, projects, cooperative group, interactive activities, reinforcement and in
greater depth activities..., sequenced by levels of difficulty, and which facilitate the skills and the
different cognitive styles of the students.
• Different kinds of digital resources, using the digital whiteboard and the computer. These
resources include activities integrated into the learning sequence, interactive activities and carefully
selected Internet links.
Lesson 5
STRUCTURE:
– The lesson work begins with a double-page image related to the content of the lesson and
includes work eliciting prior knowledge (Look and think).
– The content to be worked on is presented with the section entitled You will learn about and
the key vocabulary of the lesson (Vocabulary).
– The content is developed sequentially, structured into double pages, which are based on
images, which relate to essential realities for understanding what is being explained.
– Each sequence includes a range of oral and written learning activities, for working on the
content (Talk about it, Did you know? Read to learn, Online).
– Investigate is a proposal located at the end of every second lesson. This is an experimental
activity linked to the content in question, which alludes to the main stages of scientific
method.
– An integrated task or Put into practice is presented with activities for working and
evaluating skills and multiple intelligences. Contextualised activities are proposed, referring
to real and everyday situations for the student/s, in which they must show initiative and
–
apply what they have learnt. During these activities different abilities and learning styles
are taken into account (reading, reasoning, movement, dramatization, artistic
representation…).
Final activities, in which students have to go over the contents again by means of activities
of all kinds.
EVALUATION PROCEDURES AND TOOLS
WRITTEN
–
–
–
–
–
Wide-ranging student tasks carried out in
the daily activities of the class.
Wide-ranging student evaluation activities
(book, photocopiable files...).
Group work.
ICT activities: interactive, Internet links.
Individual dossier.
Assessment of the approach and processes
employed as well as the result obtained.
ORAL
–
–
–
–
Individual and group questions.
Dialogue.
Oral expression.
Individual oral test.
Observation and assessment of the degree to which
each student participates and the quality of their
involvement.
OTHERS
Programming and teaching instructions
Guides for continuous evaluation.
– Skills work / Multiple intelligences.
– Evaluation of skills / Multiple intelligences.
Individual record.
– Portfolio contents.
– Evaluation report.
EVALUATION OF TEACHING PRÁCTICE
SUITABILITY OF THE PLANNING
There is consistency between what is programmed and the actual classes.
There is a balanced distribution over time.
The classes are adapted to the characteristics of the group.
Significant learning objectives have been taken into account.
Use of suitable
Interdisciplinarity is considered (during activities, handling contents, etc.).
methodology
The methodology promotes motivation and develops the capabilities of students.
Degree of monitoring of students.
Regulation of the teaching
Suitability of resources used in class to the learning.
in practice
The promotion criteria are agreed between the teachers.
The criteria for positive evaluations are linked to the objectives and contents.
Evaluation of what is learnt
The evaluation tools enable the registration of numerous learning variables.
and the resulting
The grading criteria are suited to the type of activities planned.
information supplied to
The
evaluation criteria and the grading criteria are made available:
students and families
To the students.
To the families.
Measures are taken in advance to become familiar with learning difficulties.
Employment of measures
A response is made to different capabilities and learning speeds.
for attending diversity
There are sufficient measures and resources available.
Application of special measures recommended by the teaching staff in response to
psycho-pedagogical reports.
Class preparation and
teaching materials
ACADEMIC
RESULTS
SUGGESTIONS
FOR
IMPROVEMENTS
PROGRAMMING SUPPORTING SEN
–
–
–
–
–
–
…
Individualised attention in the classroom for the execution of the proposed activities.
Adaptation of the activities of the programme.
Individualised attention inside and outside the classroom for the execution of adapted activities.
Significant curricular adaptation due to SEN.
Curricular adaptation for high intellectual capacity.
Adaptations made to the curricular material for late inclusion in the Education System.
1
…
…
2
…
…
3
…
…
Students
4
5
6
… … …
… … …
7
…
…
8
…
…
…
Lesson 6. Matter
1. Objectives in terms of skills and relationship with multiple intelligences
1. Analyse and select information both on the basic properties of some materials, substances and objects and on facts and phenomena of the
environment, so as to lay down various hypotheses, confirming their development through the planning and conduct of projects, experiments
and everyday experiments. (Mathematical. Science and technology competence / Naturalistic intelligence)
2. Understand the importance of scientific progress in order to appreciate its impact and significance in the improvement of the everyday life of
all people and in the progress of society as a whole. (Mathematical. Science and technology competence / Naturalistic intelligence)
3. Take part in working groups, implementing values and own attitudes of scientific thinking, fomenting the enterprising spirit and developing own sensitivity
and responsibility towards individual and group experiences. (Sense of initiative and entrepreneurship / Intrapersonal intelligence)
2. List of contents / Evaluation criteria / Learning standards
Contents
• Presentation of contents essential to the lesson
P
Evaluation criteria
• Describe some visible causes and effects in
everyday situations of changes or
transformations in objects and materials.
Learning standards
• Observes some materials and describes their features
according to their colour, form, plasticity, hardness, and
so on.
• Identification of the basic properties of the matter
and other natural elements. C
• Make a start in scientific activity conducting
experiments to study the effects of the
application of forces.
• Changes of state of water. P
• Recognize visible effects of forces on objects.
• Observes , identifies , differentiates and classifies ,
materials according to observable physical properties
such as smell, taste, texture, weight/mass, colour,
hardness, state, capacity to dissolve in water or to react
with some substance.
• Classification of materials in accordance with their
basic properties and relationship of each
characteristic with the uses to which they are put in
everyday life. P
• Observe and explain some elements of the
physical medium and its resources, valuing the
environment.
• Introduction to the lesson vocabulary P
• Usefulness of certain advances, products and
materials for the progress of society. C
• Curiosity for observing, experimenting and
drawing conclusions. V
• Reduction, re-use and recycling of objects and
substances. P
• Observation of the relationship between forces
and movements. P
• Experimental approach to some basic questions;
• Observe, identify, differentiate and classify
materials of their environment according to basic
physical properties, associating them with their
use.
• Obtain information and make minor conjectures
regarding previously defined natural facts and
elements and perform simple experiments that
assist in their understanding, fomenting
teamwork and expressing the results obtained
verbally.
• Observer, identify, differentiate and classify
materials from their environment according to
• Observes, identifies, analyses and describes the
differences between the basic properties of materials,
relating some of them to their uses, and recognizing the
visible effects of the forces on the objects, their
components and their direction.
• Observes and captures intuitively the concept of force
in relation to movement.
• Uses different procedures for the measurement of the
mass and volume of a body.
• Reduces, re-uses and recycles objects and substances
in the classroom and at the centre.
• Plans and carries out simple experiments and predicts
changes in movement, in form or in the states of bodies
due to the effect of forces or of inputs of energy,
forces and magnetism. P
basic physical properties, associating them with
their use.
communicating the process followed and the result
obtained.
• Learn the basic properties of magnetism and
the main laws governing the change of state of
matter, by means of guided and cooperative
conduct of simple investigations and
experiments by means of the scientific method,
as well as communicating the conclusions
obtained orally and graphically.
• Identifies, experiments and exemplifies, arguing some
changes of state and their reversibility.
• Carry out simple individual and group
experiments on re-use and recycling of materials
to become aware of the proper use of resources.
• Employs strategies for carrying out both individual and
cooperative tasks, respecting the opinions and the work
of others, as well as the materials and tools used.
• Observes and identifies the main characteristics of
magnets.
• Observes, identifies and describes both orally and in
writing the changes of state of water.
INTERDISCIPLINARY TEACHING
• Our heritage: be aware of the need to recycle, re-use and reduce our waste and explain what a plastic bottle can be converted into.
–
–
–
–
–
–
–
–
–
–
–
–
–
LEARNING ACTIVITIES
Experiment with air in order to understand the ideas of mass and volume.
Tell matter from non-matter.
Indicate what materials are solid, liquid or gaseous.
Indicate the properties of an object.
Recognise the materials with special properties.
Test the properties of different materials.
Distinguish the components to be found in a chocolate milkshake.
Differentiate between a homogeneous mixture and a heterogeneous mixture
Learn to reduce, re-use and recycle.
Associate waste materials with their respective recycling container.
Reflect on the movement of objects when we push them.
Differentiate between pushing and pulling.
Understand why two magnets attract or repel according to the position of their poles.
–
Experiment with the characteristics of magnetism and residual magnetism.
OTHER ACTIVITIES
INITIAL EVALUATION
MOTIVATION
Class group
– Brainstorm the key contents of the lesson to focus attention and permit the activation of necessary prior knowledge (in this
case, think about materials and their recycling, as well as the action performed by youngsters).
–
–
–
SKILLS AND MULTIPLE
INTELLIGENCES
SUPPLEMENTARY
ACTIVITIES
Write the basic vocabulary of the lesson up on the blackboard and ask the students about its meaning.
Explain to the students that in this unit they will get to know the changes in matter, materials and mixtures, reduction, re-use
and recycling, as well as the effects of forces.
Show the students the mural, and analyse which of the objects that are shown may be recycled and how.

Carry out an investigation to be able to observe the sound. Proceed according to the methodology: Think and circle,
Experiment, Analyse. The students should formulate a hypothesis on the basis of the sound of the whistle, and then conduct
an experiment in two steps with transparent film and a rubber band. Lastly, a series of questions should be answered and
the conclusion reached with regard to sound.

Carry out the activities suggested to evoke the knowledge acquired: Think and circle, Think and write. The students will
have to observe the images and ring the objects needed to build a toy car, as well as follow the diagram to build their own
toy. They should then write down an explanation of how they have built the toy car and what advantages it offers, as well as
an analysis of this construction.
– Recycled art: create a work of art with materials of everyday use.
– Matter mural: produce a mural on the states of matter on the basis of viewing the suggested video.
– Materials: analyse the materials from which the classroom objects are made.
– Flashcards: analyse both the properties and the origin of the objects shown on the flashcards, as well as of a ball of cotton
wool.
– Properties of materials: classify the materials in the suggested link.
– Mixing and separating experiment: motivate the students with an experiment that the teacher should help them to
conduct.
– Binoculars recycling craft: motivate the students to make a pair of binoculars from re-usable materials.
– Can you find the magnet?: carry out the experiment suggested in the video .
– Magnet attraction experiment: conduct and comment on the experiment, which enables you to discover magnetic
attraction.
ATENDING DIVERSITY
CURRICULAR ADAPTATION:
Photocopiable reinforcement files:
– Draw and colour the containers according to the recycling material, and associate them with different materials.
– Draw an action involving pushing and another involving pulling.
Phtocopiable consolidation files:
– Draw an object that comes from minerals, another from plants and, lastly, one from animals.
– Mark the properties of a fork.
EVALUATION
OF THE LESSON
OF SKILLS/MULTIPLE INTELLIGENCES
Evaluation resources (materials for teachers) Programming and teaching instructions
– Photocopiable evaluation file:
• Write down the names from the clues
Guides for continuous evaluation
that are given.
• Ring the properties of a chair made from
– Skills work / Multiple intelligences.
wood.
– Evaluation of skills / Multiple intelligences. Individual record.
• Mark which materials would attract a
– Portfolio contents.
magnet.
– Evaluation report.
–
ACTIVITIES PROMOTING READING AND DEVELOPMENT OF ORAL/WRITTEN EXPRESSION
Reading
 Employing strategies for reading skills:
- Silent reading (self-regulation of comprehension).
- Reading aloud.
 Reading texts comprehensively.
 Reading other written texts, digitalised texts, interactive activities… to obtain information, learn, have fun and communicate.
 Reading fragments of a text.
Oral/written expression
 Oral activities for breaking the ice to create an appropriate atmosphere and introduce the topic.
 Expressing what is learnt orally/in writing appropriately by using precise vocabulary.
 Responding to questions linked to the contents of the lesson in writing.
 Listening to sounds corresponding to objects and actions and identifying them.
 Looking at images and commenting on them.
 Using open questions, information search tasks, games…
 Singing songs..
ICT ACTIVITIES
Online resources (www.edebe.com)
– Interactive Digital Book.
– Flashcards.
– Listenings.
Web links
Game for testing the strength of different materials (http://links.edebe.com/3dce).
Page for getting to know products that should have their consumption reduced, be re-used and recycled (http://link.edebe.com/qu5).
Zoom activity in (http://links.edebe.com/89cs).
Song Material song (http://links.edebe.com/3932).
Video on matter (http://links.edebe.com/eyqq).
Video on the properties of materials (http://links.edebe.com/nksx).
Activity on the properties of materials (http://links.edebe.com/c65v).
Video on recycling (http://links.edebe.com/rvq3mj).
Video on magnets (http://links.edebe.com/zg3t).
MINIMUM REQUIREMENTS FOR A POSITIVE EVALUATION
–
–
Observes some materials and describes their features according to their colour, form, plasticity, hardness, and so on.
Identifies the usefulness of some products and materials for the progress of society.
GRADING CRITERIA
–
–
–
–
–
–
–
–
–
–
–
Observation of some materials and description of their features according to their colour, form, plasticity, hardness, and so on.
Observation , identification , differentiation and classification of materials according to such observable physical properties as smell, taste, texture,
weight/mass, colour, hardness, state, capacity of dissolution in water or of reacting with some substance.
Observation , identification , analysis and description of the differences between the basic properties of materials relating some of them to their uses, and
recognizing the visible effects of the forces on the objects, their components and their direction.
Observation and uptake of the concept of force in relation to movement.
Use of different procedures for the measurement of mass and volume in a body.
Reduction, re-use and recycling of objects and substances in the classroom and at the school.
Planning and carrying out of simple experiments and prediction of changes in the movement, form or state of the bodies due to the effect of forces or energy
inputs, communicating the process followed and the result obtained.
Identification, experimentation and exemplification, arguing some changes of state and their reversibility.
Use of strategies for performing individual and cooperative tasks, respecting opinions and work of others, as well as the materials and tools used.
Observation and identification of the main features of magnets.
Observation, identification and description, both oral and in writing, of the changes of state of water.
METHODOLOGY
MATERIALS AND
RESOURCES
–
–
–
Student’s book Natural
Science 2, edebé
Flashcards
Posters
Online resources
– Interactive Digital Book
– Listening exercises
– Flashcards
– Art and Science
Other resources
– Activity book Natural
Science 2, edebé
– Digital whiteboard
– Educational resources
– Perishable materials
SPACES - TIMES
–
–
Classroom; other
spaces.
Approximate time: three
weeks.
METHODOLOGICAL STRATEGIES
The proposed methodology promotes the construction of significant learning through the following
sequence:
• Suitability of the presentation of the content to the linguistic competency of the students in the
English language.
• Initial motivation and evocation of prior knowledge.
• Progressive and careful inclusion of contents by means of examples taken from everyday and
contextualised situations to enable the transfer, generalisation and expansion of learning, and
which connect with the skills identified.
• Application of what is learnt to different activities: Applying, reasoning, working with skills and
multiple intelligences, projects, cooperative group, interactive activities, reinforcement and in
greater depth activities..., sequenced by levels of difficulty, and which facilitate the skills and the
different cognitive styles of the students.
• Different kinds of digital resources, using the digital whiteboard and the computer. These
resources include activities integrated into the learning sequence, interactive activities and carefully
selected Internet links.
Lesson 6
STRUCTURE:
– The lesson work begins with a double-page image related to the content of the lesson and
includes work eliciting prior knowledge (Look and think).
– The content to be worked on is presented with the section entitled You will learn about and
the key vocabulary of the lesson (Vocabulary).
– The content is developed sequentially, structured into double pages, which are based on
images, which relate to essential realities for understanding what is being explained.
– Each sequence includes a range of oral and written learning activities, for working on the
content (Talk about it, Did you know? Read to learn, Online).
– Investigate is a proposal located at the end of every second lesson. This is an experimental
activity linked to the content in question, which alludes to the main stages of scientific
method.
– An integrated task or Put into practice is presented with activities for working and
evaluating skills and multiple intelligences. Contextualised activities are proposed, referring
to real and everyday situations for the student/s, in which they must show initiative and
–
apply what they have learnt. During these activities different abilities and learning styles
are taken into account (reading, reasoning, movement, dramatization, artistic
representation…).
Final activities, in which students have to go over the contents again by means of activities
of all kinds.
EVALUATION PROCEDURES AND TOOLS
WRITTEN
–
–
–
–
–
Wide-ranging student tasks carried out in
the daily activities of the class.
Wide-ranging student evaluation activities
(book, photocopiable files...).
Group work.
ICT activities: interactive, Internet links.
Individual dossier.
Assessment of the approach and processes
employed as well as the result obtained.
ORAL
–
–
–
–
Individual and collective questions.
Dialogue.
Oral expression.
Individual oral test.
Observation and assessment of the degree to which
each student participates and the quality of their
involvement.
OTHERS
Programming and teaching instructions
Guides for continuous evaluation
– Skills work / Multiple intelligences.
– Evaluation of skills / Multiple intelligences.
Individual record.
– Portfolio contents.
– Evaluation report.
EVALUATION OF TEACHING PRACTICE
SUITABILITY OF THE PLANNING
There is consistency between what is programmed and the actual classes.
There is a balanced distribution over time.
The classes are adapted to the characteristics of the group.
Significant learning objectives have been taken into account.
Use of suitable
Interdisciplinarity is considered (during activities, handling contents, etc.).
methodology
The methodology promotes motivation and develops the capabilities of students.
Degree of monitoring of students.
Regulation of the teaching
Suitability of resources used in class to the learning.
in practice
The promotion criteria are agreed between the teachers.
The criteria for positive evaluations are linked to the objectives and contents.
Evaluation of what is learnt
The evaluation tools enable the registration of numerous learning variables.
and the resulting
The grading criteria are suited to the type of activities planned.
information supplied to
The
evaluation criteria and the grading criteria are made available:
students and families
To the students.
To the families.
Measures are taken in advance to become familiar with learning difficulties.
Employment of measures
A response is made to different capabilities and learning speeds.
for attending diversity
There are sufficient measures and resources available.
Application of special measures recommended by the teaching staff in response to
psycho-pedagogical reports.
Class preparation and
teaching materials
ACADEMIC
RESULTS
SUGGESTIONS
FOR
IMPROVEMENTS
PROGRAMMING SUPPORTING SEN
–
–
–
–
–
–
…
Individualised attention in the classroom for the execution of the proposed activities.
Adaptation of the activities of the programme.
Individualised attention inside and outside the classroom for the execution of adapted activities.
Significant curricular adaptation due to SEN.
Curricular adaptation for high intellectual capacity.
Adaptations made to the curricular material for late inclusion in the Education System.
1
…
…
2
…
…
3
…
…
Students
4
5
6
… … …
… … …
7
…
…
8
…
…
…
Lesson 7. Energy and machines
1. Objectives in terms of skills and relationship with multiple intelligences
1. Take part in working groups, implementing values and own attitudes of scientific thinking, fomenting the enterprising spirit and developing own sensitivity
and responsibility towards individual and group experiences. (Sense of initiative and entrepreneurship / Intrapersonal intelligence)
2. Analyse and select information both on the basic properties of some materials, substances and objects and on facts and phenomena of the
environment, so as to lay down various hypotheses, confirming their development through the planning and conduct of projects, experiments
and everyday experiments. (Mathematical. Science and technology competence / Naturalistic intelligence)
2. List of contents / Evaluation criteria / Learning standards
Contents
• Presentation of the essential lesson contents. P
• Introduction to the vocabulary of the lesson. P
• Identification and explanation of some of the main
features of renewable and non-renewable energies.
C
• Identification and explanation of some of the main
forms of mechanical, light, sound, electrical,
thermal energy. C
• Curiosity for using the appropriate terms for
expressing verbally the results of the experiments
or experimental activities. P
• Knows the basic laws governing phenomena,
such as the reflection of light, the transmission of
electric current. C
• The perception of sound. C
• Identification and description of trades in
accordance with the materials, tools and machines
they use. C
• Machines and appliances. Observation of
Evaluation criteria
• Assemble and disassemble simple objects and
appliances, describing their working, parts,
assembly sequence, and explaining their safe
use.
• Get to know the jobs of people in the
environment. Appreciate the need and
importance of all occupations.
• Make a start in the care for personal safety, the
use of technologies and materials, substances
and tools in a safe manner in the classroom and
at school.
•Make a start in scientific activity by conducting
experiments to study the perception of sound.
Noise and acoustic pollution.
• Observe and explain some items of the
physical environment and of its resources,
valuing the environment.
• Obtain information and make minor conjectures
regarding previously defined facts and natural
elements and carry out simple experiments that
facilitate their understanding, fomenting
cooperative work and expressing the results
Learning standards
• Describes one or two everyday life machines and
appliances, explaining components, working and
usefulness.
• Get to know different machines and appliances and rate
their usefulness in the course of our life.
• Observes, identifies and analyses simple objects and
appliances in the environment.
• Assembles and disassembles simple objects,
explaining how they work and the usefulness of each
part.
• Maintains safe behaviour patterns both in the use and
in the assembly and disassembly of simple objects.
• Observes and analyses the working of objects and
machines, identifying the situations that may create risk.
• Identifies and exemplifies the main occupations and
responsibilities performed by the people in the
environment, appraising the importance of each one and
their responsibility and contribution to society, identifying
sexist stereotypes.
• Uses materials, substances and tool, adopting suitable
machines and appliances and their operation.
Assembly and disassembly of simple objects. P
• Identification of the components of a computer. P
• Technological inventions that facilitate the
everyday life of people. C
• Explanation of the changes that inventions and
discoveries introduced in the way people live. C
• Development of scientific thought. P
• Revision of the most important contents of the
unit. P
obtained orally.
behaviour patterns to prevent accidents.
• Get to know different machines and appliances
and appreciate their usefulness in the course of
our life.
• Identifies the basic components of a computer, making
proper use of same..
• Carry out simple individual and team materials
re-use and recycling experiments so as to
become aware of the proper use of resources.
• Identify the basic components of a computer
and make a guided start on the use of the
Internet.
• Use strategies to undertake individual and
cooperative strategies, respecting the opinions
and work of others, as well as the materials and
tools used.
• Show self-sufficiency in the performance of
actions and tasks, expressing the results
obtained orally and applying them to daily life.
INTERDISCIPLINARY TEACHING
• Me and you: be aware of the need to save energy in order to protect the environment.
• Me and you: understand the risk that may be involved for our eyes by looking fixedly at a light source.
• Our heritage: be aware of the existence of light pollution.
• Our heritage: be aware of the existence of sound pollution.
• Me and you: take into account the risks entailed in the machines used in our home.
• Me and you: identify the risks that may be encountered on the Internet.
• Observes, identifies and describes the main features of
sound and vibration.
• Explains the main characteristics of tone, intensity and
pitch.
• Uses some resources available provided by the
information technologies for communication and
cooperation.
LEARNING ACTIVITIES
–
–
–
–
–
–
–
–
–
–
–
–
–
–
–
–
Understand the changes that may take place due to energy.
Indicate the kitchen appliances that work with electricity.
Get to know the energy sources.
Differentiate between natural and artificial light sources.
Differentiate between reflection and refraction.
Identify sound vibrations with a balloon.
Identify the objects that produce sound.
Explain what a machine is and what jobs it may do.
Identify the energy sources used by different machines.
Associate some trades with the machines used.
Identify the different parts of a ball pen and their purpose.
Explain the function of the different parts of a computer.
Explain how a computer is used.
Learn and apply the responsible use of the Internet.
Think about the importance of fire and the wheel.
Think of how the wheel facilitates transport in your daily life.
OTHER ACTIVITIES
INITIAL EVALUATION
MOTIVATION
Class group
– Brainstorm the key contents of the lesson to focus the attention and enable the activation of necessary prior knowledge (in
this case, think about the machines that are seen in the images: where they may be found and what purpose they have).
–
–
–
SKILLS AND MULTIPLE
INTELLIGENCES
SUPPLEMENTARY
ACTIVITIES
Write up the essential vocabulary of the lesson on the blackboard and ask the students about its meaning.
Explain to the students that in this unit they will get to know the types of energy, light and sound, machines and the job they
do, computers and safety on the Internet.
Show the students the mural, and analyse which of the objects that are shown work with energy and what kind.

Carry out an investigation to be able to observe sound. Use should be made of a methodology: Think and circle,
Experiment, Analyse. The students should formulate a hypothesis on the basis of the sound of a whistle and they should
then carry out an experiment in two steps with transparent film and a rubber band. Lastly, a series of questions should be
answered and a conclusion reached on the sound.

Carry out the activities suggested to evoke the knowledge acquired: Think and circle, Think and write. The students will
have to observe the images and ring the objects needed to build a toy car, as well as follow the diagram to build their own
toy. They should then write down an explanation of how they have built the toy car and what advantages it offers, as well as
an analysis of this construction.
– Flashcards: use the flashcards to introduce by way of mimicry the subject of the energy required to make machines work.
– Static electricity experiment: motivate the students by means of an experiment that will allow them to discover static
electricity.
– Let’s make a lava map: motivate the students through an experiment that will enable them to produce a heterogeneous
mixture.
– Telephone cups: make a telephone with two plastic cups and a string, and look for information on Graham Bell.
– Noise pollution: talk about International Noise Awareness Day, and how noise affects us.
– Machines around us: make a list of electrical equipment and domestic appliances that the students have at home, but also
those that may be used in the classroom.
– Computer terms: look up the meaning of terms connected with the computer and play Quiz Time.
– Past and present: investigate about a machine and its development in the course of time.
ATTENDING DIVERSITY
CURRICULAR ADAPTATION:
Photocopiable reinforcement files:
– Draw objects and indicate what kind of energy they use.
– Draw and write down the name of an important technological invention.
Photocopiable consolidation files:
– Ring the objects that may be tools.
– Write down the parts of a computer.
EVALUATION
OF THE LESSON
OF SKILLS/MULTIPLE INTELLIGENCES
Evaluation resources (materials for teachers) Programming and teaching instructions
– Photocopiable evaluation file:
• Link up the instruments with the energy
Guides for continuous evaluation
they need.
• Enter the words in the corresponding
– Skills work / Multiple intelligences.
spaces.
– Evaluation of skills / Multiple intelligences. Individual record.
• Invent and draw a machine.
– Portfolio contents.
– Evaluation report.
.
ACTIVITIES PROMOTING READING AND DEVELOPMENT OF ORAL/WRITTEN EXPRESSION
Reading
 Employing strategies for reading skills:
- Silent reading (self-regulation of comprehension).
- Reading aloud.
 Reading texts comprehensively.
 Reading other written texts, digitalised texts, interactive activities… to obtain information, learn, have fun and communicate.
 Reading fragments of a text.
Oral/written expression
 Oral activities for breaking the ice to create an appropriate atmosphere and introduce the topic.
 Expressing what is learnt orally/in writing appropriately by using precise vocabulary.
 Responding to questions linked to the contents of the lesson in writing.
 Listening to sounds corresponding to objects and actions and identifying them.
 Looking at images and commenting on them.
 Using open questions, information search tasks, games…
 Singing songs.
ICT ACTIVITIES
Online resources (www.edebe.com)
– Interactive Digital Book.
– Flashcards.
– Listenings.
Web links
Learns about energy resources (http://links.edebe.com/rer).
Advice on how to use the Internet responsibly (http://links.edebe.com/6gdh).
Images of both an old and a modern telephone (http://links.edebe.com/cdqgw8).
Video on energy and its types (http://links.edebe.com/hh988).
Video on renewable and non-renewable energies (http://links.edebe.com/bhrq).
Video on light pollution (http://links.edebe.com/hd9).
Video on acoustic pollution (http://links.edebe.com/2u3u2).
Song Technology song (http://links.edebe.com/schx).
Video on the proper use of the Internet (http://links.edebe.com/cyuiud).
Video on television (http://links.edebe.com/yhu9).
Video on cars (http://links.edebe.com/zsyp).
Video on aeroplanes (http://links.edebe.com/557z).
MINIMUM REQUIREMENTS FOR A POSITIVE EVALUATION
–
–
–
Identifies important inventions and discoveries for the life of man.
Makes a start on scientific activity, carrying out experiments to study the perception of sound.
Shows interest in observing, identifying, differentiating and classifying materials according to their observable physical properties.
GRADING CRITERIA
–
–
–
–
–
–
–
–
–
–
–
–
Description of one or two everyday life machines and appliances explaining their components, working and usefulness.
Knowledge of different machines and appliances, appreciating their usefulness in the course of our life.
Observation, identification and analysis of objects and simple appliances in the environment.
Assembly and disassembly of simple objects, explaining how they work, the purpose of each part.
Demonstration of safe behaviour patterns both in the use and in the assembly and disassembly of simple objects.
Observation and analysis of the working of objects and machines, identifying the situations that may create risk.
Identification and exemplification of the main occupations and responsibilities discharged by people in the environment, appreciating the importance of each,
the responsibility and the contribution to society, identifying sexist stereotypes.
Use of materials, substances and tools, adopting appropriate behaviour patterns to prevent accidents.
Identification of basic components of a computer, making appropriate use of same.
Observation, Identification and description of the main characteristics of sound and vibration.
Explanation of the main characteristics of tone, intensity and pitch.
Use of some resources available provided by information technologies for communicating and working together.
METHODOLOGY
MATERIALS AND
RESOURCES
–
–
–
Student’s book Natural
Science 2, edebé
Flashcards
Posters
Online resources
– Interactive Digital Book
– Listening exercises
– Flashcards
– Art and Science
Other resources
– Activity book Natural
Science 2, edebé
– Digital whiteboard
– Educational resources
– Perishable materials
SPACES - TIMES
–
–
Classroom; other
spaces.
Approximate time: three
weeks.
METHODOLOGICAL STRATEGIES
The proposed methodology promotes the construction of significant learning through the following
sequence:
• Suitability of the presentation of the content to the linguistic competency of the students in the
English language.
• Initial motivation and evocation of prior knowledge.
• Progressive and careful inclusion of contents by means of examples taken from everyday and
contextualised situations to enable the transfer, generalisation and expansion of learning, and
which connect with the skills identified.
• Application of what is learnt to different activities: Applying, reasoning, working with skills and
multiple intelligences, projects, cooperative group, interactive activities, reinforcement and in
greater depth activities..., sequenced by levels of difficulty, and which facilitate the skills and the
different cognitive styles of the students.
• Different kinds of digital resources, using the digital whiteboard and the computer. These
resources include activities integrated into the learning sequence, interactive activities and carefully
selected Internet links.
Lesson 7
STRUCTURE:
– The lesson work begins with a double-page image related to the content of the lesson and
includes work eliciting prior knowledge (Look and think).
– The content to be worked on is presented with the section entitled You will learn about and
the key vocabulary of the lesson (Vocabulary).
– The content is developed sequentially, structured into double pages, which are based on
images, which relate to essential realities for understanding what is being explained.
– Each sequence includes a range of oral and written learning activities, for working on the
content (Talk about it, Did you know? Read to learn, Online).
– Investigate is a proposal located at the end of every second lesson. This is an experimental
activity linked to the content in question, which alludes to the main stages of scientific
method.
– An integrated task or Put into practice is presented with activities for working and
evaluating skills and multiple intelligences. Contextualised activities are proposed, referring
to real and everyday situations for the student/s, in which they must show initiative and
–
apply what they have learnt. During these activities different abilities and learning styles
are taken into account (reading, reasoning, movement, dramatization, artistic
representation…).
Final activities, in which students have to go over the contents again by means of activities
of all kinds..
EVALUATION PROCEDURES AND TOOLS
WRITTEN
–
–
–
–
–
Wide-ranging student tasks carried out in
the daily activities of the class.
Wide-ranging student evaluation activities
(book, photocopiable files...).
Group work.
ICT activities: interactive, Internet links.
Individual dossier.
Assessment of the approach and processes
employed as well as the result obtained.
ORAL
–
–
–
–
Individual and collective questions.
Dialogue.
Oral expression.
Individual oral test.
Observation and assessment of the degree to which
each student participates and the quality of their
involvement.
OTHERS
Programming and teaching instructions
Guides for continuous evaluation
– Skills work / Multiple intelligences.
– Evaluation of skills / Multiple intelligences.
Individual record.
– Portfolio contents.
– Evaluation report..
EVALUATION OF TEACHING PRÁCTICE
SUITABILITY OF THE PLANNING
There is consistency between what is programmed and the actual classes.
There is a balanced distribution over time.
The classes are adapted to the characteristics of the group.
Significant learning objectives have been taken into account.
Use of suitable
Interdisciplinarity is considered (during activities, handling contents, etc.).
methodology
The methodology promotes motivation and develops the capabilities of students.
Degree of monitoring of students.
Regulation of the teaching
Suitability of resources used in class to the learning.
in practice
The promotion criteria are agreed between the teachers.
The criteria for positive evaluations are linked to the objectives and contents.
Evaluation of what is learnt
The evaluation tools enable the registration of numerous learning variables.
and the resulting
The grading criteria are suited to the type of activities planned.
information supplied to
The
evaluation criteria and the grading criteria are made available:
students and families
To the students.
To the families.
Measures are taken in advance to become familiar with learning difficulties.
Employment of measures
A response is made to different capabilities and learning speeds.
for attending diversity
There are sufficient measures and resources available.
Application of special measures recommended by the teaching staff in response to
psycho-pedagogical reports.
Class preparation and
teaching materials
ACADEMIC
RESULTS
SUGGESTIONS
FOR
IMPROVEMENTS
PROGRAMMING SUPPORTING SEN
–
–
–
–
–
–
…
Individualised attention in the classroom for the execution of the proposed activities.
Adaptation of the activities of the programme.
Individualised attention inside and outside the classroom for the execution of adapted activities.
Significant curricular adaptation due to SEN.
Curricular adaptation for high intellectual capacity.
Adaptations made to the curricular material for late inclusion in the Education System.
1
…
…
2
…
…
3
…
…
Students
4
5
6
… … …
… … …
7
…
…
8
…
…
…