Professional Documents
Culture Documents
Infantile Education: 2 unit for 3 years; 2 units for 4 years and 2 units for 5
years.
Primary Education: 2 units for 1st Level; 2 units for 2nd Level; 4 units for
3rd Level; 7 units for 4th Level; 5 units for 5th Level and 4 units for 6th
Level.
DIDACTIC UNITS
FORTNIGHT
FIRST TERM
INITIAL EVALUATION
From 15 to 19 of September
FIRST TERM
UNIT 10
From 22 of September
to 3 of October
FIRST TERM
UNIT 11
From 6 to 17 of October
FIRST TERM
UNIT 1
From 20 of October
to 7 of November
FIRST TERM
UNIT 2
From 10 to 21 of November
FIRST TERM
UNIT 3
From 24 of November
to 5 of December
FIRST TERM
UNIT 4
From 9 to 19 of December
SECOND TERM
UNIT 5
From 7 to 16 of January
SECOND TERM
UNIT 6
From 19 to 30 of January
SECOND TERM
UNIT 7
From 2 to 13 of February
SECOND TERM
REVIEW / ANDALUSIAN
DAY
From 16 to 20 of February
SECOND TERM
UNIT 12
From 2 to 13 of March
SECOND TERM
UNIT 13
From 16 to 27 of March
THIRD TERM
UNIT 14
From 6 to 17 of April
THIRD TERM
UNIT 15
From 20 to 30 of April
THIRD TERM
UNIT 8
From 5 to 15 of May
THIRD TERM
UNIT 9
From 18 to 29 of May
THIRD TERM
REVIEW / PROGRAMME
ADJUSTING
From 1 to 5 of June
THIRD TERM
REVIEW
From 8 to 19 of June
FIRST TERM
UNIT 10. PHYSICAL GEOGRAPHY OF THE EARTH
BASIC COMPETENCES
Knowledge and interaction with the physical world
- To know the general features of the Earths relief, climate and hydrography.
- To identify and locate on the map the main accidents of relief in Africa, Asia,
America, Oceania and the Antarctic.
Cultural and artistic competencies
- To understand the influence of the physical characteristics of territories on the
culture of the people who inhabit the area.
- To increase students knowledge of other lands.
Mathematics
- To use numerical data about the altitudes and lengths of different elements of
the Earths relief and hydrography.
Social and citizenship competencies
- To understand and value the importance of the work of explorers in learning
the Earth.
Information and digital competencies
- To consolidate the understanding of maps as a method of representing the
land.
- To obtain geographical information from maps and diagrams of the Earth and
use that information to describe and compare.
Linguistic competencies
- To extend the vocabulary in relation to the names of the main elements of the
worlds relief and hydrography.
- To use the vocabulary acquired in the elaboration of written reports or oral
discussions.
Autonomous learning competencies
- To use the diagrams and conceptual tables to summarise and order the
information about the world's geography for the purpose of facilitating
memorisation.
Autonomy and personal initiative
- To acquire the habit of consulting geographic atlases, globes and other
sources of information to acquire knowledge about certain regions of the
world.
BASIC SKILLS
- Knowledge and interaction with the physical world.
- Mathematics.
- Linguistic competencies.
OBJECTIVES
1. To develop curiosity about the Earths geography.
2. To define the main features of the Earth: the relief and its hydrography.
3. To name and locate on the map Africas main elements of relief, rivers and
lakes.
4. To know and locate on the map Asias main elements of relief, rivers and
lakes.
5. To know and locate on the map Americas main elements of relief, rivers
and lakes.
6. To know and locate on the map Oceanias main elements of relief, rivers
and lakes.
7. To develop techniques to memorize, organize and relate the information,
and to self assess learning.
CONTENTS
Last week of February and first week of March
-
EVALUATION CRITERIA
1.1.
2.1.
3.1.
4.1.
5.1.
6.1.
7.1.
- To know some of Africa, Asia, America and Oceanias main rivers and lakes.
- To make physical maps of Africa, Asia, America and Oceania.
METHODOLOGY
- To encourage use of materials from the Atlas and the different types of maps
(relief, hydrography).
- To make physical maps of Africa, Asia, America and Oceania.
STUDENT MATERIALS AND OTHER RESOURCES
- Students Book, Activity Book.
- CD-ROM Resources.
PROCEDURES AND EVALUATION
- Unit evaluation test.
- Continuous student evaluation in the register.
HOW TO MARK
- One point for each activity in the evaluation test provided.
- Add the points earned as a result of student observation to the total for the
unit evaluation.
MEASURES TO PROMOTE DIVERSITY
For all the students:
- Consolidation activities provided for this unit.
- Extension activities provided for this unit.
COMPLEMENTARY ACTIVITIES
- Activity: Working with Blank Maps, included in the Science Workshop project
provided.
READING PRACTICE
- Reading: The roof of the world.
ICT
- (Information and Communications Technology). The course CD-ROM which
includes interactive activities and consolidation and extension activities.
CROSS-CURRICULAR THEMES
- To know and value the world's different landscapes and to respect them.
UNIT 11. PHYSICAL GEOGRAPHY OF EUROPE
BASIC COMPETENCES
Knowledge and interaction with the physical world
- To know the general features of the relief, climate and hydrography of Europe.
- To Identify and locate on physical maps the main features of Europes relief.
Cultural and artistic competencies
- To acquire an idea of the traditions and mythology related to Europe.
- To know some artistic representations related to the legend of Europe.
Mathematics
- To use numerical data about the altitudes and lengths of different elements of
Europe and Spains relief and hydrography.
- To understand the importance of scale in graphical representations.
Social and citizenship competencies
- To acquire consciousness on the shortage of water in many regions of Spain
due to the climate, and thus, the need to conserve this precious resource.
Information and digital competencies
- To improve the capacity to extract geographical information from maps,
atlases, guides, applications such as Google Earth, etc.
Linguistic competencies
- To extend the vocabulary in relation to the names of the main elements of
relief and hydrography of Europe and Spain.
- To use the vocabulary acquired in the elaboration of written reports or oral
discussions.
Autonomous learning competencies
- To work with different graphs such as river profiles, graphical and numerical
scales, representations of lengths or altitudes, etc.
Autonomy and personal initiative
- To develop the ability to use the knowledge acquired to argument, by their
own initiative, in debates or oral discussions.
BASIC SKILLS
- Knowledge and interaction with the physical world.
- Mathematics.
- Linguistic competencies.
OBJECTIVES
1. To develop curiosity about Europes physical geography.
2. To name and locate on the map the main elements of Europe's relief and
coasts.
3. To know Europes types of climate, main rivers and most important lakes,
locating them on the map.
4. To develop techniques to memorize, organize and relate the information,
and to self assess learning.
CONTENTS
Last three weeks of March
-
EVALUATION CRITERIA
1.1. Develops curiosity about Europes physical geography.
1.2. Knows Europe's location and the seas and lands surrounding it.
2.1. Names and locates on the map the main elements of Europe's relief and
coasts.
3.1. Defines Europes types of climate, main rivers and most important lakes,
locating them on the map.
4.1. Develops techniques to memorize, organize and relate the information,
and to self assess learning.
MINIMUM SKILLS REQUIRED
- Location of Europe.
- Most important elements of relief of Europe and some of its most important
peninsulas and islands.
- Europes types of climates.
- Europes main rivers and lakes.
- Making physical maps of Europe.
METHODOLOGY
- To encourage the use of materials from the Atlas and different types of maps
(relief, hydrography and climates).
- Making physical maps of Europe.
STUDENT MATERIALS AND OTHER RESOURCES
- Students Book, Activity Book.
- CD-ROM Resources.
PROCEDURES AND EVALUATION
- Unit evaluation test.
- Continuous student evaluation in the register.
HOW TO MARK
- One point for each activity in the evaluation test provided.
- Add the points earned as a result of student observation to the total for the
unit evaluation.
MEASURES TO PROMOTE DIVERSITY
For all the students:
- Consolidation activities provided for this unit.
- Extension activities provided for this unit.
COMPLEMENTARY ACTIVITIES
- Activity: Working with Blank Maps, included in the Science Workshop project
provided.
READING PRACTICE
- Reading: The myth of Europe.
ICT
- (Information and Communications Technology). The course CD-ROM which
includes interactive activities and consolidation and extension activities.
CROSS-CURRICULAR THEMES
- To be aware of the need to respect nature as a way of preserving it.
UNIT 1. LIVING THINGS REPRODUCE
BASIC COMPETENCES
Knowledge and interaction with the physical world
- To understand animals sexual reproduction, the types of embryonic
development and spermatophytes sexual reproduction.
- To discuss about the importance of seeds and the threats suffered by plants.
Cultural and artistic competencies
- To encourage a taste for aesthetics in making scientific drawings.
Mathematics
- To complete simple calculations with lengths, its units of measurement and it
equivalencies.
Social and citizenship competencies
- To recognise the great value of plants for human beings.
- Be aware of the fact that not everyone has access to the food plants provide.
Information and digital competencies
- To use new technologies to prepare a short text about insects and birds.
- To be capable of interpreting mixed information: graphical, numerical and
verbal.
Linguistic competencies
- To acquire the habit of consulting the dictionary.
- To apply the vocabulary to explain drawings and diagrams.
- To extend and use the vocabulary related to animals and plants sexual
reproduction.
Autonomous learning competencies
- To order the information in conceptual diagrams or summaries.
- To interpret and apply the information about the reproduction of living things in
order to make classifications.
Autonomy and personal initiative
- To encourage students to develop the habit of independently organising the
information in diagrams.
BASIC SKILLS
METHODOLOGY
- To use the illustrations of the Students Book, and others which may be
available, to identify and describe the organs of male and female reproductive
systems and the process of embryonic development.
- To emphasize the idea of complementarity between the sexes in reproduction.
- To emphasize the uniqueness and importance of the eventual organs of
pregnancy and the interaction mother-foetus.
STUDENT MATERIALS AND OTHER RESOURCES
- Students Book, Activity Book.
- CD-ROM Resources.
PROCEDURES AND EVALUATION
- Unit evaluation test.
- Continuous student evaluation in the register.
HOW TO MARK
- One point for each activity in the evaluation test provided.
- Add the points earned as a result of student observation to the total for the
unit evaluation.
MEASURES TO PROMOTE DIVERSITY
For all the students:
- Consolidation activities provided for this unit.
- Extension activities provided for this unit.
COMPLEMENTARY ACTIVITIES
- Activity: Using a Word Processor, included in the Science Workshop project
provided, in order to prepare a report on how to care for a baby.
READING PRACTICE
- Reading: Childbirth past and present.
ICT
- (Information and Communications Technology). The course CD-ROM which
includes interactive activities and consolidation and extension activities.
CROSS-CURRICULAR THEMES
- To value the techniques employed to monitor pregnancy: ultrasound scans.
UNIT 3. GROWING UP HEALTHY
BASIC COMPETENCES
Knowledge and interaction with the physical world
- To know the human life stages, the most common illnesses, their causes and
strategies to prevent them.
- To recognize organ transplants as a medical procedure used to treat some
serious illnesses.
Cultural and artistic competencies
- To know historical aspects about organ transplants.
Mathematics
- To perform simple calculations about differences in age among people, from
data obtained from a complex text.
CONTENTS
Last two weeks of October
-
EVALUATION CRITERIA
1.1. Defines infectious disease and identifies the causes of infectious
diseases and its transmission mechanisms.
2.1. Defines non infectious diseases and identifies their causes.
3.1. Understands the meaning of prevention and describes what a medical
check is and its purpose.
4.1. Names individual actions that can be carried out at home and at school in
order to avoid infectious illnesses.
5.1. Names individual actions in order to avoid non infectious diseases.
6.1. Develops techniques to memorize, organize and relate the information
and to self asses learning.
MINIMUM SKILLS REQUIRED
-
METHODOLOGY
- Following the sequence of contents: to ask the names of the diseases
students have suffered from or know, and classify them according to the origin
criteria. To identify their possible causes and establish prevention ideas,
asking for instance, how could we have avoided them
STUDENT MATERIALS AND OTHER RESOURCES
- Students Book, Activity Book.
- CD-ROM Resources.
PROCEDURES AND EVALUATION
- Unit evaluation test.
- Continuous student evaluation in the register.
HOW TO MARK
- One point for each activity in the evaluation test provided.
- Add the points earned as a result of student observation to the total for the
unit evaluation.
MEASURES TO PROMOTE DIVERSITY
For all the students:
- Consolidation activities provided for this unit.
- Extension activities provided for this unit.
COMPLEMENTARY ACTIVITIES
- Activity: Vaccination Schedule, included in the Science Workshop project
provided.
READING PRACTICE
- Reading: The family photo album.
ICT
- (Information and Communications Technology). The course CD-ROM which
includes interactive activities and consolidation and extension activities.
CROSS-CURRICULAR THEMES
- To value the importance of medical checkups and the efforts made by families
and institutions in order to maintain peoples health and cure their illnesses:
vaccination campaigns, establishment of health centers, hospitals, emergency
services, retirement homes, etc.
UNIT 4. ECOSYSTEMS
BASIC COMPETENCES
METHODOLOGY
- To start from students' information about ecosystems and adaptations of living
things.
- To use videos of extreme ecosystems with less variety of living things and
more noticeable and eye-catching adaptations.
- To locate nearby ecosystems and analyze the food relationships and some
adaptations in particular.
STUDENT MATERIALS AND OTHER RESOURCES
- Students Book, Activity Book.
- CD-ROM Resources.
PROCEDURES AND EVALUATION
- Unit evaluation test.
- Continuous student evaluation in the register.
HOW TO MARK
- One point for each activity in the evaluation test provided.
- Add the points earned as a result of student observation to the total for the
unit evaluation.
MEASURES TO PROMOTE DIVERSITY
For all the students:
- Consolidation activities provided for this unit.
- Extension activities provided for this unit.
COMPLEMENTARY ACTIVITIES
- Activity: Visiting a Natural Space, included in the Science Workshop project
provided.
READING PRACTICE
- Reading: Coral Reefs.
ICT
- (Information and Communications Technology). The course CD-ROM which
SECOND TERM
UNIT 5. HUMAN BEINGS AND ECOSYSTEMS
BASIC COMPETENCES
Knowledge and interaction with the physical world
- To provide an idea of what are na
tural resources and their use by human societies throughout history.
- To know the causes how we alter the ecosystems and the effects of these
changes.
Cultural and artistic competencies
- To know the great travels throughout history, the ships used, the style of
dress, the commercial exchanges, etc.
- To value the importance of natural spaces, like the Parque Natural de
Timanfaya.
Mathematics
- To use numerical data to express the time it takes for the messages in
spaceships to arrive, taking into account the enormous distances that
separate the Earth from other stars.
Social and citizenship competencies
- To relate through fictitious graphs, the growth of human population, the
increase in consumption of natural resources and the increase in the intensity
and extension of environmental impacts.
Information and digital competencies
- To exercise the relation of contents in diagrams, with arrows.
- To obtain information from different sources and include it in a report.
- To work the enquiry of several information sources and when relating the
results obtained.
Linguistic competencies
- To acquire the habit of consulting the dictionary.
- To use the vocabulary acquired to participate in dialogues in the classroom or
to write about protection of the planet.
Linguistic competencies.
Knowledge and interaction with the physical world.
Social and citizenship competencies.
Autonomy and personal initiative.
OBJECTIVES
1.
2.
3.
4.
5.
6.
4.1. Knows and values the environmental effects of current human activities.
5.1. Identifies and describes measures to protect life on the planet.
6.1. Defines protected natural space and identifies the objectives of
protection.
6.2. Names different types of protected natural spaces.
7.1. Develop techniques to memorize, organize and relate the information,
and to self assess learning.
MINIMUM SKILLS REQUIRED
- Natural resources.
- Human actions that change ecosystems: overexploitation, occupation of
natural spaces and different types of pollution.
- Actions to protect life on the planet.
- Concept of protected natural spaces and knowledge of some of them.
- Oral descriptions on information about changes in ecosystems.
- Positive attitude towards sustainable development models.
METHODOLOGY
- To identify individual and collective activities affecting ecosystems.
- To present the proceedings of different administrations and groups aimed at
protecting natural spaces.
STUDENT MATERIALS AND OTHER RESOURCES
- Students Book, Activity Book.
- CD-ROM Resources.
PROCEDURES AND EVALUATION
- Unit evaluation test.
- Continuous student evaluation in the register.
HOW TO MARK
- One point for each activity in the evaluation test provided.
- Add the points earned as a result of student observation to the total for the
unit evaluation.
MEASURES TO PROMOTE DIVERSITY
For all the students:
- Consolidation activities provided for this unit.
ICT
- (Information and Communications Technology). The course CD-ROM which
includes interactive activities and consolidation and extension activities.
CROSS-CURRICULAR THEMES
- To be sensitive about the actions that change the ecosystems of the planet.
- To have a positive attitude towards sustainable development models.
- To show respectful behaviour in natural environments.
Linguistic competencies.
Knowledge and interaction with the physical world.
Social and citizenship competencies.
Mathematics.
OBJECTIVES
1. To develop curiosity about the properties of matter and its changes.
2. To acquire the idea of matter and describe the general properties of matter.
3. To know the units, instruments and procedures to measure the mass and
volume of an object.
4. To name and identify some specific properties of matter.
5. To define pure substance, mixture and dissolving and know some simple
mixtures and solutions and identify their components.
6. To know and describe procedures to separate the components of mixtures.
7. To identify physical changes in matter and causes of these changes.
8. To acquire a basic idea of chemical reaction and identify physical changes
in the environment.
9. To develop techniques to memorize, organize and relate the information,
and to self assess learning.
CONTENTS
First two weeks of December
CROSS-CURRICULAR THEMES
- To take care of the materials and instruments used in different experiments.
- To value and respect the warning on the packages of dangerous products.
BASIC SKILLS
- Linguistic competencies.
- Knowledge and interaction with the physical world.
- Social and citizenship competencies.
OBJECTIVES
1. To develop curiosity about the properties of energy and its changes.
2. To define light as a form of energy and know the characteristics of light
propagation.
3. To describe how light affects various materials and objects and classify
materials and objects according to their behavior in the presence of light.
4. To define magnetism and identify the poles of a magnet.
5. To define electricity and acquire the idea of an electric current.
6. To name the elements and operation of a circuit.
7. To know different appliances that work with electricity and magnets and
value their importance in human activities.
8. To develop techniques to memorize, organize and relate the information,
and to self assess learning.
CONTENTS
Second and third week of January
-
METHODOLOGY
- To base on multiple experiments facilitating the exposition of contents and the
description of processes. It is advisable to ask questions and let students
present causal hypotheses. For each phenomenon observed, we can study
its effects and causes.
STUDENT MATERIALS AND OTHER RESOURCES
- Students Book, Activity Book.
- CD-ROM Resources.
PROCEDURES AND EVALUATION
- Unit evaluation test.
- Continuous evaluation in the register.
HOW TO MARK
- One point for each activity in the evaluation test provided.
- Add the points earned as a result of student observation to the total for the
unit evaluation.
MEASURES TO PROMOTE DIVERSITY
For all the students:
- Consolidation activities provided for this unit.
- Extension activities provided for this unit.
COMPLEMENTARY ACTIVITIES
through the internet, in order to study aspects such as life expectancy in the
EU, the composition of the population, etc.
Linguistic competencies
- To acquire specific vocabulary related with Europe and Spains human
geography and use it when preparing written and oral reports.
Autonomous learning competencies
- To prepare and use organisation charts to order the information related to the
governmental institutions and their responsibilities.
Autonomy and personal initiative
- To know some rules of citizenship, and acquire initiative to apply them in daily
life.
BASIC SKILLS
-
Linguistic competencies.
Knowledge and interaction with the physical world.
Mathematics.
Social and citizenship competencies.
OBJECTIVES
1. To develop curiosity about Europe and Spains society.
2. To know the main features of Europes population.
3. To define the main features of the population of the European Union and
the countries forming it.
4. To understand the value of democracy in the EU and know the standard of
living and its advantages for the population.
5. To know the main bodies in the EUs power structure.
6. To develop techniques to memorize, organize and relate the information,
and to self assess learning.
CONTENTS
Second and third week of April
- Europes extension, number of countries and inhabitants, population density
and distribution of Europes population.
- EUs extension, number of countries and inhabitants, population density and
countries composing it.
- Urban population, natural growth, real growth and immigrants in the EU.
- Democracy, high standard of living and the Euro as characteristics of the
European Union.
- The Council of the European Union and the Legislative, Executive and
Judicial Power in the EUs political organization.
HOW TO MARK
- One point for each activity in the evaluation test provided.
- Add the points earned as a result of student observation to the total for the
unit evaluation.
MEASURES TO PROMOTE DIVERSITY
For all the students:
- Consolidation activities provided for this unit.
- Extension activities provided for this unit.
COMPLEMENTARY ACTIVITIES
- Activity I: Working with Blank Maps, included in the Science Workshop project
provided.
- Activity II: Knowing European Cities, included in the Science Workshop
project provided.
READING PRACTICE
- Reading: The Euro.
ICT
- (Information and Communications Technology). The course CD-ROM which
includes interactive activities and consolidation and extension activities.
CROSS-CURRICULAR THEMES
- To encourage the valuation of the standard of living in the countries of the EU
compared to other less developed and less safe countries.
- To raise awareness on the need to maintain the EUs achievements
UNIT 13. WORK AND THE ECONOMY
BASIC COMPETENCES
Knowledge and interaction with the physical world
- To know the participation of the three economic production sectors of Europe,
Spain and the Autonomous Community.
Cultural and artistic competencies
- To understand the importance of communications and tourism to know the
Linguistic competencies.
Knowledge and interaction with the physical world.
Mathematics.
Social and citizenship competencies.
OBJECTIVES
1. To develop curiosity about the characteristics of work and the economy.
2. To understand that the activities of the primary sector obtain products from
nature and know the main activities of that sector in Europe.
3. To understand that the activities of the secondary sector change the
products from nature and know the most important activities of that sector
in Europe.
4. To understand that the activities of the tertiary sector have the purpose of
offering services and know the main activities of that sector in Europe.
5. To know the main activities of the primary, secondary and tertiary sectors in
Spain, their products and importance in relation with the working
population.
6. To develop techniques to memorize, organize and relate the information,
and to self assess learning.
CONTENTS
Last week of April and first two weeks of May
- Concepts of manufacturing and service sectors.
- Most important activities and areas of the primary and secondary sectors and
most important activities of the tertiary sector in Europe and Spain.
- Making simple graphs of the working population by sectors.
- Making maps locating the main industrial areas of Europe and Spain.
EVALUATION CRITERIA
1.1. Develops curiosity about the characteristics of work and economy.
2.1. Understands the activities of the primary sector and knows its main
activities in Europe and the countries that excel in some of these areas.
3.1. Understands the function of the secondary sector and knows its most
important activities in Europe and the most industrialized countries.
4.1. Understands the function of the tertiary sector in Europe.
5.1. Knows the main activities of the primary sector in Spain, its products and
its importance regarding the working population.
5.2. Names the main activities of the secondary sector in Spain, its products
and importance regarding the working population.
5.3. Describes the main services of the tertiary sector in Spain, its
characteristics and importance regarding the working population.
6.1. Favours the development of techniques to memorize, organize and relate
the information, and to self assess learning.
MINIMUM SKILLS REQUIRED
-
METHODOLOGY
- To make simple graphs of active population by sectors.
- Making maps locating the main industrial areas in Europe and Spain.
- To encourage respect towards the manufacturing activities, emphasizing their
THIRD TERM
UNIT 14. MODERN AGE
BASIC COMPETENCES
Knowledge and interaction with the physical world
- To know the main events that occurred during the Modern Age in Europe and
in Spain.
- To understand the influence that the events of the past have on the present.
Cultural and artistic competencies
- To know some of the main works of art that were created during the Modern
Age in Spain and some details about the artists that created them.
Mathematics
- To perform simple calculations from numerical data such as dates.
Social and citizenship competencies
- To be aware of the need to respect human historical and artistic heritage.
Information and digital competencies
- To learn to extract historical information from a variety of different works of art.
Linguistic competencies
- To acquire specific vocabulary related to the Modern Age and use it in written
answers or taking part in discussions.
Autonomous learning competencies
- To learn to establish relationships between different pieces of knowledge.
Autonomy and personal initiative
- To acquire curiosity about historical events in order to understand present day
situations.
BASIC SKILLS
-
Linguistic competencies.
Autonomous learning competencies.
Social and citizenship competencies.
Artistic and cultural competency.
Some facts of the reign of the Catholic Kings. The discovery of America.
Carlos I and Felipe II.
The crisis of the 17th century and the meaning of the Golden Age.
The Modern Age in the community.
The Enlightenment.
METHODOLOGY
- To use graphic material from the book in order to understand the lifestyle in
the Modern Age and some works of art of the period.
- To make chronological timelines to locate the most important Spanish
monarchs during the Modern Age.
- To encourage curiosity about the works of the artists of the period.
STUDENT MATERIALS AND OTHER RESOURCES
- Students Book, Activity Book.
- CD-ROM Resources.
PROCEDURES AND EVALUATION
- Unit evaluation test.
- Continuous student evaluation in the register.
HOW TO MARK
- One point for each activity in the evaluation test provided.
- Add the points earned as a result of student observation to the total for the
unit evaluation.
MEASURES TO PROMOTE DIVERSITY
For all the students:
- Consolidation activities provided for this unit.
- Extension activities provided for this unit.
COMPLEMENTARY ACTIVITIES
- Activities: Developing a Timeline and Visiting an Ethnographic Museum,
included in the Science Workshop project provided.
READING PRACTICE
Linguistic competencies.
Autonomous learning competencies.
Social and citizenship competencies.
Cultural and artistic competencies.
Autonomy and personal initiative.
OBJECTIVES
1. To develop curiosity about the characteristics of the Contemporary Age.
2. To place the Contemporary Age in time and know its most important events.
3. To describe the French Revolution, the Industrial Revolution, and the
changes they caused, as the most important events of the 19th century.
4. To name the causes and consequences of the Peninsular War and the
ideologies confronted in Spain throughout the 19th century.
5. To know some of the changes in the Spanish lifestyle during the 19th
century and to recognize Modernism as the emerging theme at the end of
the century.
6. To describe the two World Wars and when they took place.
7. To know the different areas of the world according to their development
from 1950 up to now.
8. To know the main political events of Spain from 1900 to 1975 and from
1975 up to now.
9. To develop techniques to memorize, organize and relate the information,
and to self assess learning.
CONTENTS
First two weeks of June
-
EVALUATION CRITERIA
1.1. Develops curiosity about the characteristics of the Contemporary Age.
2.1. Places the Contemporary Age in time and know its most important
events.
3.1. Describes the French Revolution, the Industrial Revolution and the
changes they caused, as the most important events of the 19th century.
4.1. Names the causes and consequences of the Peninsular War and the
ideologies confronted in Spain throughout the 19th century.
5.1. Knows some of the changes in the Spanish style of life throughout the
19th century and recognizes Modernism as the emerging theme at the
end of the century.
6.1. Describes the two World Wars and when they took place.
7.1. Knows the different areas of the world according to their development
from 1950 up to now.
8.1. Knows the main political events of Spain from 1900 to 1975 and from
1975 up to now.
9.1. Develops techniques to memorize, organize and relate the information,
and to self assess learning.
MINIMUM SKILLS REQUIRED
- The Contemporary Age.
- The French Revolution and the Industrial Revolution as the most important
events of the 19th century.
- The Peninsular War and some Spanish king of the 19th century.
- The two World Wars.
- The worlds most and least developed areas.
- The great political events of Spain and the community during the 20th century.
- The meaning of democracy.
- Valuation of democracy as the political system that defends equality and
guarantees our rights.
METHODOLOGY
- To use the graphic material from the book in order to understand the lifestyle
of the 19th century and be able to evaluate the changes occurred since then.
- Making chronological timelines to locate the main events of the Modern Age in
the world and Spain.
- To encourage curiosity about the works of the artists from the period.
STUDENT MATERIALS AND OTHER RESOURCES
- Students Book, Activity Book.
- CD-ROM Resources.
PROCEDURES AND EVALUATION
OBJECTIVES
1. To develop curiosity about the properties of rocks.
2. To know the distinguishing characteristics of rocks and to identify some
common rocks.
3. To describe in a simple way the erosion processes of rocks, and
transportation and sedimentation.
4. To explain the activity of the magma in the mantle and the processes of
rock formation from magma.
5. To develop techniques to memorize, organize and relate the information,
and to self assess learning.
CONTENTS
Last week of January and first week of February
-
BASIC COMPETENCES
Knowledge and interaction with the physical world
- To identify the types of water, their movements and importance for living
things.
- To improve students knowledge about the atmosphere.
Cultural and artistic competencies
- To encourage students' creativity for making a poser about the separation of
wastes.
Mathematics
- To create and interpret graphs related to temperatures and rainfall.
- To apply the knowledge related to measurements and their units.
Social and citizenship competencies
- To raise students awareness on the importance of the work of weather
forecasters.
Information and digital competencies
- To interpret numerical data and conventional symbols to communicate
meteorological information in weather maps.
Linguistic competencies
- To extend and apply the vocabulary and exercise reading comprehension.
- To acquire specific vocabulary about the layers of the atmosphere; also by
consulting the etymology of these terms in suitable dictionaries.
Autonomous learning competencies
- To encourage the creation of conceptual diagrams to organise the unit
contents and improve the learning process.
Autonomy and personal initiative
- To encourage students to express and defend their ideas in a debate.
BASIC SKILLS
-
Linguistic competencies.
Knowledge and interaction with the physical world.
Mathematics.
Social and citizenship competencies.
OBJECTIVES
1. To develop curiosity about the properties of the hydrosphere and
atmosphere.
2. To know what the hydrosphere is and to value its importance for living
things.
3. To identify the layers of the atmosphere and describe its characteristics.
4. To define and distinguish between weather and climate.
5. To know the factors that determine climates and identify them in the
characterization of the climate of his/her area.
6. To name instruments used for studying climate, describe their function and
create and interpret simple climate diagrams.
7. To develop techniques to memorize, organize and relate the information,
and to self assess learning.
CONTENTS
Second and third week of February
-
EVALUATION CRITERIA
1.1. Develops curiosity about the properties of the hydrosphere and
atmosphere.
2.1. Defines hydrosphere and locates it in the layers of the Earth.
3.1. Defines atmosphere, names its layers and describes their importance.
4.1. Defines climate and differentiates it from weather.
5.1. Names and describes the factors determining climate.
6.1. Names meteorological instruments and creates simple climate diagrams.
7.1. Develops techniques to memorize, organize and relate the information,
and to self assess learning.
MINIMUM SKILLS REQUIRED
-
The hydrosphere.
The atmosphere and its importance.
Elements or factors on which climates depend.
How climate is studied: instruments and data register. Climate diagrams.
Interpretation of simple climate diagram graphs.
Ordered description of events related to water movements and flows and
atmospheric phenomena.
METHODOLOGY
- To observe the sky and discuss the states of the sky throughout seasons. To
CROSS-CURRICULAR THEMES
- To know and incorporate guidelines to reduce the changes to the atmosphere
and water of the hydrosphere caused by pollution.
- To develop the capacity for collecting information in a systematic manner and
presenting and studying data.