C.E.I.P. Los Manantiales
Alhaurín de la Torre
SECUENCIACIÓN Y TEMPORALIZACIÓN.
CURSO 2009-2010.
NIVEL: 5 º PRIMARIA
C. del Medio
1 Los seres vivos. Las plantas
2 Los animales
Inglés
6. Trees and forest
2. The animal kingdom
Lengua Española
La carta. Miguel Delibes
El cuento (semillas). Los diálogos.
Descripción oral. Los jardines chinos.
El relato. La entrevista. Julio Verne
Educación Plástica
3 Alimentación y digestión
4 Respiración, circulación y excreción
5 La función de relación 1. In my free time.
La biografía. Galileo Galilei.
6 El universo y el sistema solar
7 La materia y sus propiedades
8 La energía y los cambios
9 La superficie terrestre
10 Las aguas del planeta
11 La atmósfera y el clima
12 Vivimos en sociedad
3. Around the world
4. Spies and codes
5. In the city
13 La organización de España
14 La historia y su estudio. La
Prehistoria
7. When I was young
15 La Edad Antigua y la Edad Media 8. Sherlock Holmes
El cuento. Ciencia-ficción. Carmen
Martín Gaite.
Los seres fantásticos. El cine.
La mitología. El diario. El poema. Lope de Vega. Obras de arte.
La leyenda. Un héroe irlandés. Recetas de cocina.
El relato histórico. Las expediciones polares. El anuncio. El verso. Luis
Cernuda.
La fábula. Describir un animal. La noticia.
Etiquetas. Versos. F. G. Lorca.
Proyecto noticia.
El humor en los cuentos. G. Rodari.
Presentar un acto. Programa musical.
Texto sobre Roma.
El retrato. Miguel Hernández
Caballeros medievales. experiencias. Los anuncios.
Narrar
Carlomagno. La reclamación. Gerardo
Diego.

C.E.I.P. Los Manantiales
Alhaurín de la Torre
English:
Cell, tissues, organs, system.
Parts of the tree: leaves, branches, trunk, roots, seed. Support, absorb, sunlight.
Mosses and ferns (fronds)
Photosynthesis: soil, oxygen, carbon dioxide, water and minerals: sap. Breath, excrete residues, circulate.
Forests: tropical, deciduous, coniferous
Trees: sequoia, olive, oak, fir
Science:
Science and art activities
Labelling Flower game
Use the story board to explain how insects help with the pollination of flowering plants.
Listen to information from the SM CD and answer the questions.
Art and craft:
Bulletin board: What microorganisms can do?
Posters: respect and protect the forest
1. LIVING BEINGS.
PLANTS
Resources:
Flashcards, magazines, teacher magazine, worksheets, paintings,
Macmillan resources
Worksheet , dices
I.C.T.:
- Power point: Quiz about plants
PE:
Culture:

C.E.I.P. Los Manantiales
Alhaurín de la Torre
OBJECTIVES
1. To refine knowledge of the concept of vital functions.
2. To identify and classify living things according to their nutritional needs.
3. To learn how the bodies of living things are organized: cells, tissues, organs and systems. To define single-cell and multi-cellular organisms.
4. To describe the key features of the vital functions of plants, identifying the parts of the plant that are involved.
5. To learn and describe the nutrition process of plants in detail.
6. To develop curiosity to learn and study living beings.
7. To describe the parts of the tree.
8. To classify trees according to their leaves.
9. To develop techniques to memorize, organize and relate the information, and to self assess learning.
EVALUATION CRITERIA
1.1. Names and defines vital functions.
2.1. Identifies and classifies living things according to the type of nutrition they require.
3.1. Names animal tissues, organs and body systems and clearly describes the function that each performs.
3.2. Defines single-cell and multi-cellular organisms and names examples of organisms in each group.
4.1. Classifies living things through basic key elements.
5.1. Identifies and names the parts of a typical plant and describes how plants are organized.
6.1. Describes the following plant processes: absorption, photosynthesis, breathing and elimination of waste, and the exchange of gases between plants and their environment.
7.1. Identifies and names the parts of a tree.
8.1. Classifies trees according to their leaves.

C.E.I.P. Los Manantiales
Alhaurín de la Torre
English:
Vertebrates: mammals, amphibians, fish, reptiles, birds. Invertebrates: annelids
(worms), molluscs (squid, snail, muscle, octopus,...), arthropods (arachnids, insects, crustaceans (crab)) , polyps and
jellyfish, echinoderms (starfish, sea urchin,...)
Food chains
Biological life cycles
The nutrition and interaction functions: lungs, gills, tracheas, skin,...
Science:
Science and art activities
AB Anaya p.11
Unit outline Anaya p. 124
Help sheet: Describing animals
Big book: groups of 3. Vertebrates and invertebrates. Atlas Anaya 110-113.
Science and art p.10-11
Art and craft:
Foil fish (p.37 Art projects)
Snake in a plate
Our key: 6 minibeasts Y/N questions. P.15
Resources:
Flashcards, magazines, paintings, Worksheets.
Science on Display,
Art projects,
WOW!
2. THE ANIMAL
KINGDOM
I.C.T.:
- Look for information about animals in the sites we recommend in our wiki: “Our bilingual project”.
PE:
Culture:

C.E.I.P. Los Manantiales
Alhaurín de la Torre
OBJECTIVES
1. Identify and talk about animals.
2. Understand and use the classroom language appropriately.
3. Participate in communicative games, asking and answering questions about animals.
4. Read and act out small dialogues.
5. Read and understand informative texts about what animals eat.
6. Write a simple text about your favourite animal.
7. Evaluate the work done in the unit.
8. To learn how to classify vertebrate and invertebrate animals.
9. To identify the processes of animal nutrition and the systems involved in nutrition.
10. To identify organs and systems involved in animal sensory perception and nutrition.
11. To name, identify and compare organs of the digestive system and respiratory system in animals.
12. To define stimuli and sense organs and to learn the different types of animal sense and effector organs.
13. To recognize the large variety of organs necessary for animal’s vital functions.
14. To develop techniques to memorize, organize and relate the information, and to self assess learning.
EVALUATION
Tools:
Direct observation.
Participation in the classroom activities.
Students' books revision.
Register the facts.
Tests unit 2
Self-evaluation worksheet
Criteria:
Knows the different groups of vertebrate and invertebrate animals.
Classifies animals by using simple key elements.
Names the processes involved in nutrition and the systems involved.
Names organs and systems involved in animal nutrition and sensory perception.
Names, identifies and compares organs of the digestive system and respiratory system.
Defines stimuli and sensory organs and knows the different types of sense and effector organs.

C.E.I.P. Los Manantiales
Alhaurín de la Torre
Shows interest and curiosity about the structure and features of the organs involved in vital functions.
Develops techniques to memorize, organize and relate information, and to self assess learning.
Understands and uses the classroom language.
Knows how to talk about animals.
Is able to recognise previously worked vocabulary.
Acts out previously read dialogues.
Is able to understand informative texts with different content.
Knows how to write a text about his/her favourite animal.
Is able to evaluate his/her own work in the unit.

C.E.I.P. Los Manantiales
Alhaurín de la Torre
Animal
It´s a … crocodile penguin butterfly spider octopus squid crab starfish
Group
It´s a /an … vertebrate: mammal reptile bird fish amphibian
----------------
Invertebrate:
Arthropods
(insect, arachnid, crustacean)
Annelids (Worm)
Molluscs
Echinoderms
Polyps & jellyfish
Size
It´s
… big small
HELP SHEET: DESCRIBING ANIMALS
Colour Features Nutrition Movement Habitat
It´s … grey white black brown green yellow
It´s got … long short big small tail neck legs whiskers mouth teeth ears body
Feathers, beak, wings scales, fins, gills hair smooth/rough skin limbs
It breathes through its lungs/tracheas// gills/ skin.
It eats … meat fish plants other animals
It´s a... herbivore carnivore omnivore
Reproduction
It´s...
Oviparous
Viviparous
It can … walk run jump fly swim crawl
It lives in the… jungle sea grasslands forest pond town dessert