Teaching programme – ByME Natural Science 3

ByME
Natural Science 3

SYLLABUS

Area: Ciencias Naturales (English)

Stage: Primary Education

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Teaching programme – ByME Natural Science 3

UNIT 1 The human body

CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY PAGES
COMPETENCES
The human body: external Know the external parts of the human Observes, identifies and describes the external parts MST,LIN 7-9
characteristics body of the human body
The human body: internal Identify the different body systems and Identifies and describes the different body systems: MST,LIN 10,11
characteristics the related organs circulatory system, respiratory system and digestive
system

Identifies and describes the organs involved in the MST,LIN 10-15

The senses and the sense organs
Understand how our senses work and the
organs used to carry them out
different body systems: circulatory system,
respiratory system and digestive system
Starts to understand the role the body systems play MST,LIN 10-15
in the life processes of human beings: nutrition,
reproduction and interaction
Explain how the different senses work and the MST,LIN 12-15
organs they use

Identifies the role our senses play in the process of MST,LIN 12-15
interaction

Identifies some problems related to our senses MST,LIN 16,17

First approaches to scientific activity
and the scientific method. Use of
different information sources (direct
and indirect). Use ICTs.
Obtain relevant information about specific
phenomena, make predictions, integrate
information from direct and indirect
observation and communicate the results.
With help, selects and organises specific and MST,LTL 9,16,
relevant information; analyzes it and draws 17
conclusions; reflects on the experience and the
process; presents the results.
Use books, libraries, etc. and collaborate in the care MST,LTL 9,6,16
and maintenance of all the materials available in the
school and the classroom.

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Teaching programme – ByME Natural Science 3

CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY PAGES

First approaches to simple
experiments and investigations
Individual and group work
Planning a project and presenting a
report
COMPETENCES
Shows autonomy in the planning of activities and tasks LTL,AUT 16,17
and shows initiative in decision taking.
Uses ICTs to help search for information and/or for LTL,DIG 16,17
presenting the results
Conjecture as to the results of natural With help, carries out simple experiments or MST, LTL, AUT 16
occurrences and of simple experiments and investigations, and conjectures as to the results.
investigations.
Work independently and proactively and Uses strategies to help their own learning, as well as LTL,AUT 9,16,1
develop strategies for working in a group. asking for help and information. 7
First approaches to cooperative learning SOC,LTL 7,17
Carry out a project and present a report. Begins observation, using relevant instruments and LTL, AUT 9,16
consulting written documents and images.
Shows autonomy and proactiveness in the planning of AUT 16,17
and carrying out of actions.
Presents work clearly and in an organised fashion. LIN, LTL, AUT 16
With help, carries out a project and presents a report, LIN,LTL,AUT,DIG 16
using paper and/or digital means, collecting
information from different sources, presenting the
results orally and with the support of images and short
texts.

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Teaching programme – ByME Natural Science 3

UNIT SUMMARY VALUES AND ATTITUDES

In this unit pupils will review and extend their knowledge of the human In this unit your pupils will learn to appreciate how important our senses are
body, looking at the principal parts of the body and the five senses. They will and how people with a sensory defect can use special objects or tools to
also be introduced to three vital body systems: the circulatory system, the carry out everyday activities. Throughout the unit, try to encourage pupils to
respiratory system and the digestive system. think about:

At the beginning of the unit pupils will revise parts of the body and the five • how we use our five senses every day and how we would feel if you lost
senses. This subject area is covered in the opening illustration with the help the use of one of them.
of the course characters, Carla and Alex, who are on a school trip to a • how important it is to look after our bodies, focusing on looking after our
doctor's surgery. The school trip continues in the story and, on their return eyes and ears.
to school, Alex and Carla carry out a School trip project to review all the • how we should be aware that the people around us may have a sensory
parts of the body they have learnt. These opening pages are designed to test impairment and be sensitive to their needs.
pupils' prior knowledge and ease them into the subject matter of the unit,
provoking interest and participation. Think about it
They will move on to study body systems and a detailed look at how our
The Think about it page in this unit focuses on visual impairment. The
sense organs work. This is a new area of study for the pupils and one that
intention of this section is to focus on how modern day inventions and tools
requires a high level of language and knowledge acquirement. Therefore,
can make it easier for people who cannot see to adapt to everyday life and
the aim of this unit should be to introduce pupils to the subject matter,
continue enjoying their autonomy.
focusing on the idea that our body is made up of systems that work together
like a complex machine and less on the detail of how the systems work.
In the Find out project, pupils will investigate how the brain can be tricked
by optical illusions and it the Find out section of the unit, pupils will reflect
on and how people deal with visual impairment.

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Teaching programme – ByME Natural Science 3

UNIT 2 Look after yourself

CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY PAGES
COMPETENCES
Food groups and their role in the Understand the different food groups and Classifies food into different groups according to MST,LIN 24
body. Healthy eating and a the combinations that make up a healthy, what they contribute to a healthy diet
balanced diet. balanced diet and the problems caused by
Recognises the importance of an healthy diet MST,SOC 21-25
an unhealthy diet.
Identifies and describes the elements of a healthy, MST,LIN 22-25
balanced diet

Adopts a healthy diet SOC,AUT 23

Health and illness. Healthy habits. Identify and explain the health Identifies and adopts healthy habits: personal MST,AUT 21,26,30
consequences of habits of personal hygiene, physical exercise and rest
hygiene, physical exercise and rest Plans individual and group activities in order to SOC,AUT 31
make the most of their free time

Identification of unhealthy habits. Differentiate between healthy and Identifies the causes of certain food-related MST,SOC 25,27
Prevention of problems caused by unhealthy habits. problems and recognises the healthy habits that can
unhealthy habits. help to prevent them

Identifies the causes of certain illnesses and MST,SOC 27

recognises the healthy habits than can help prevent
them

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Teaching programme – ByME Natural Science 3
CONTENT
The stages of life and the changes
we undergo.
First approaches to scientific activity
and the scientific method. Use of
different information sources (direct
and indirect). Use ICTs.
First approaches to simple
experiments and investigations.
Individual and group work.
Planning a project and presenting a
report.
EVALUATION CRITERIA LEARNING STANDARDS KEY PAGES
COMPETENCES
Identifies and describes ways of preventing health MST,SOC 21,25,27
risks
Demonstrates a critical attitude towards certain MST,SOC 27
social practises that can damage the health
Identify the different stages of life and Observes and identifies the different stages of life MST,LIN,SOC 28
their characteristics. and defines their characteristics
Understands and values the correct lifestyle for AUT,LTL,SOC 30
their age
Obtain relevant information about specific With help, selects and organises specific and MST, LTL 28
phenomena, make predictions, integrate relevant information; analyzes it and draws
information from direct and indirect conclusions; reflects on the experience and the
observation and communicate the results. process; presents the results.
Uses books, libraries, etc. and collaborates in the care MST, LTL 29
and maintenance of all the materials available in the
school and the classroom.
Shows autonomy in the planning of activities and tasks LTL,AUT 16,17
and shows initiative in decision taking.
Uses ICTs to help search for information and/or for LTL,DIG 30
presenting the results
Conjecture as to the results of natural With help, carries out simple experiments or MST, LTL, AUT 30
occurrences and of simple experiments and investigations, and conjectures as to the results.
investigations.
Work independently and proactively and Uses strategies to help their own learning, as well as LTL, AUT 23,30,31
develop strategies for working in a group. asking for help and information.
First approaches to cooperative learning SOC, LTL 21
Carry out a project and present a report.. Begins observation, using relevant instruments and LTL, AUT 23,30,31
consulting written documents and images.
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Teaching programme – ByME Natural Science 3

CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY PAGES

COMPETENCES
Shows autonomy and proactiveness in the planning of AUT 23,30,31
and carrying out of actions.
Presents work clearly and in an organised fashion. LIN, LTL, AUT 23,30,31
With help, carries out a project and presents a report, LIN,LTL,AUT,DIG 23,30,31
using paper and/or digital means, collecting
information from different sources, presenting the
results orally and with the support of images and short
texts.

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Teaching programme – ByME Natural Science 3

UNIT SUMMARY VALUES AND ATTITUDES

In this unit we will study different ways to look after ourselves. Pupils will
look at what a balanced diet consists of and, through this, they will revise
the main food groups, which they have studied in previous years. Food
groups can be presented in different ways and there are a variety of
diagrams and methods to present this information. In ByME Primary Science
3, the food groups are presented using the image of a healthy plate. The
focus is on what we should try to include in every meal, which means
knowing how to choose different sources of good fats, essential for a
healthy diet. Sugar is not represented in the healthy plate illustration on
page 24 because a healthy diet does not need artificial sources of sugar. It is
important for this age group to understand sugar is not good for us and
sugary foods should only be eaten occasionally. Encourage your pupils to
choose nutritional school snacks for themselves.
Pupils will extend their knowledge of other ways of taking care of their
bodies and minds. This unit has plenty of opportunities to encourage pupils
to take responsibility for their health. Daily hygiene, rest and exercise are
healthy habits children of this age can show a responsible attitude towards
and carry out by themselves. Pupils will think about health problems and
prevention. They will also reflect on how we change with age, and how our
emotional health is also of great importance.
In this unit your pupils will learn to recognise that a balanced diet, basic
hygiene, exercise and rest are healthy habits. They learnt in Unit 1 that the
human body is complex and needs to be looked after. In this unit, they learn
that there are lots of things they can take direct responsibility for to look
after themselves. Throughout the unit, try to encourage pupils to think
about:
• what they eat and how they could improve their diet if necessary.
• how important it is to carry out basic hygiene every day.
• how lack of sleep, exercise and well-being can affect our health and our
development.
Think about it
The Think about it page in this unit focuses on free time. The aim of this
section is to encourage pupils to do a variety of free-time activities, but
recognise that not everyone likes or should like the same things. This unit is
a good opportunity to foment a positive attitude to individuality and
encourage self-confidence.

In the Find out project they will investigate how much sleep we need at
different stages of life and in the Think about it section of the unit, pupils
think about how best to use their free time.

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Teaching programme – ByME Natural Science 3

UNIT 3 Living things

CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY PAGES
COMPETENCES
Direct and indirect Understand the difference Observes, identifies and explains the differences between living and non- MST,LIN 35-37
observation of living between living and non-living living things
things with instruments things. Shows an interest in the observation and study of all living things LTL,AUT 37,44
where appropriate and
using audio and visual Observes living things, directly using appropriate instruments (such as a MST, LTL, AUT 41,44,45
technology. camera or magnifying glass), and indirectly using secondary sources (books,
technological, audiovisual, etc.)

Classifying living things. Through direct and indirect Observes and identifies the characteristics of different living things MST, LIN 38,39,42
observation, use scientific
Classifies living things into groups according to their characteristics MST,LIN 38,39,42
criteria to identify and classify
living things into kingdoms.
Life processes of living Understand the life processes Identifies and describes the life processes of animals and plants: nutrition, MST,LIN 40,41
things. of living things. reproduction and interaction

Compares and contrasts the life processes in animals and plants MST,LIN,LTL 40,41

Classifies and describes animals and plants in relation to their life processes MST,LIN,LTL 39-41
Plants. Recognise the parts of a plant Observes and identifies the parts of a plant MST,LIN 40

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Teaching programme – ByME Natural Science 3

CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY PAGES

COMPETENCES
and identify the characteristics Observes and identifies the characteristics of different plants MST,LIN 40-42
of different groups of plants.
Classifies plants into different groups according to their characteristics MST,LIN,LTL 42

Adaptations and variety Understand the existence of Observes and identifies living things and their adaptations in extreme MST,LIN 43
of life. the huge variety of different environments
forms of life.
Interaction in living Understand the relationships Identifies and explains the relationships between living things MST,LIN 45
things. between certain living things.
First approaches to Obtain relevant information With help, selects and organises specific and relevant information; analyzes MST,LTL 44,45
scientific activity and the about specific phenomena, it and draws conclusions; reflects on the experience and the process;
scientific method. Use of make predictions, integrate presents the results.
different information information from direct and Uses books, libraries, etc. and collaborates in the care and maintenance of all MST,LTL 44,45
sources (direct and indirect observation and the materials available in the school and the classroom.
indirect). Use ICTs. communicate the results. Shows autonomy in the planning of activities and tasks and shows initiative in LTL,AUT 44,45
decision taking.
Uses ICTs to help search for information and/or for presenting the results LTL,DIG 41,45
First approaches to Conjecture as to the results of With help, carries out simple experiments or investigations, and conjectures as MST, LTL, AUT 44
simple experiments and natural occurrences and of to the results.
investigations. simple experiments and
investigations.
Individual and group Work independently and Uses strategies to help their own learning, as well as asking for help and LTL,AUT 46, 47
work. proactively and develop information.
strategies for working in a First approaches to cooperative learning SOC,LTL 35
group.
Planning a project and Carry out a project and present Begins observation, using relevant instruments and consulting written LTL, AUT 37,44,45
presenting a report. a report. documents and images.
Shows autonomy and proactiveness in the planning of and carrying out of AUT 44,45
actions.

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Teaching programme – ByME Natural Science 3

CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY PAGES

COMPETENCES
Presents work clearly and in an organised fashion. LIN, LTL, AUT 37,44,45
With help, carries out a project and presents a report, using paper and/or LIN,LTL,AUT,DIG 37,44,45
digital means, collecting information from different sources, presenting the
results orally and with the support of images and short texts.

UNIT SUMMARY the unit, pupils learn how living things interact with each other for their
mutual benefit.
In this unit pupils will review the differences between living and non-living
things. They will look in detail at how plants and animals (humans included) VALUES AND ATTITUDES
carry out the life processes of nutrition, reproduction and interaction. They
will learn how to classify living things into groups and sub-groups. As your In this unit your pupils will learn that all living things carry out basic life
processes. Throughout the unit, try to encourage pupils to think about:
pupils will be looking in detail at classifying animals in subsequent units, the
main focus of this unit is the plant kingdom. Pupils will review the main • how they interact with the world around them.
parts of a plant and learn to recognise the similarities and differences
• how we should respect all living things and show an interest in how they
between plant subgroups: grasses, bushes and trees. Your pupils will be
carry out life processes.
introduced to the concept of plant nutrition, preparing them for a more
• how varied life on Earth is and how fascinating it is to discover the world
detailed study of photosynthesis in year 4.
of plants and animals in detail.
At the end of the unit, pupils are asked to reflect on the complexity of living
Think about it
things and how living things adapt and have adapted over many years to
their environment. In the Find out project they will investigate how plants The Think about it page in this unit focuses on interaction of living things.
interact (movement towards the Sun) and in the Think about it section of Pupils will learn how some living things work together for mutual benefit.

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Teaching programme – ByME Natural Science 3

TERM 1 Think together

CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY PAGES
COMPETENCES
Direct and indirect Understand the difference Observes, identifies and explains the differences between living and non- MST,LIN 48,49
observation of living between living and non-living living things.
things with instruments things. Shows an interest in the observation and study of all living things. LTL,AUT 48,49
where appropriate and
using audio and visual Observes living things, directly using appropriate instruments (such as a MST, LTL, AUT 48,49
technology. camera or magnifying glass), and indirectly using secondary sources (books,
technological, audiovisual, etc.).

Classifying living things. Through direct and indirect Observes and identifies the characteristics of different living things. MST, LIN 48,49
observation, use scientific
Classifies living things into groups according to their characteristics. MST,LIN 48,49
criteria to identify and classify
living things into kingdoms.
Care and respect Understand the importance of Shows a positive and active attitude towards the conservation and care of MST,LIN 48,49
towards living things. care and respect towards different living things.
living things.
First approaches to Obtain relevant information With help, selects and organises specific and relevant information; analyzes MST,LTL 48,49
scientific activity and the about specific phenomena, it and draws conclusions; reflects on the experience and the process;
scientific method. Use of make predictions, integrate presents the results.
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CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY PAGES

COMPETENCES
different information information from direct and Uses books, libraries, etc. and collaborates in the care and maintenance of all MST,LTL 48,49
sources (direct and indirect observation and the materials available in the school and the classroom.
indirect). Use ICTs. communicate the results. Shows autonomy in the planning of activities and tasks and shows initiative in LTL,AUT 48,49
decision taking.
Uses ICTs to help search for information and/or for presenting the results LTL,DIG 48,49
First approaches to Conjecture as to the results of With help, carries out simple experiments or investigations, and conjectures as MST, LTL, AUT 48,49
simple experiments and natural occurrences and of to the results.
investigations. simple experiments and
investigations.
Individual and group Work independently and Uses strategies to help their own learning, as well as asking for help and LTL,AUT 48,49
work. proactively and develop information.
strategies for working in a First approaches to cooperative learning SOC,LTL 48,49
group.
Planning a project and Carry out a project and present Begins observation, using relevant instruments and consulting written LTL, AUT 48,49
presenting a report. a report. documents and images.
Shows autonomy and proactiveness in the planning of and carrying out of AUT 48,49
actions.
Presents work clearly and in an organised fashion. LIN, LTL, AUT 48,49
With help, carries out a project and presents a report, using paper and/or LIN,LTL,AUT,DIG 48,49
digital means, collecting information from different sources, presenting the
results orally and with the support of images and short texts.

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Teaching programme – ByME Natural Science 3
UNIT 4 Mammals and birds
CONTENT
Livestock farming. Study of the
young of certain animals.
Mammals
EVALUATION CRITERIA LEARNING STANDARDS KEY COMPETENCES PAGES
Understand the concept and varieties of Identifies and explains the principle MST,LIN 53-57
livestock farming and recognise the characteristics of livestock farming
young of certain animals
Studies and identifies the young of different MST,LIN 57
animals
Carries out a project and presents a report on MST,LIN,LTL,AUT,DIG 57
livestock farming on paper and/or digital,
collecting information from different sources and
include a brief oral presentation
Through direct and indirect observation, Observes, directly and indirectly, and identifies MST,LIN 58,59,62
use scientific criteria to identify and the basic characteristics of mammals
classify living things as mammals
Uses ICTs to obtain information to help identify MST,LTL,DIG 59
and classify mammals
Identifies and describes the life processes of MST,LIN 58
mammals
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Teaching programme – ByME Natural Science 3

CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY COMPETENCES PAGES

Birds Understand the importance of care and Observes, directly and indirectly, and identifies MST,LIN 60-62
respect towards animals the characteristics of birds

Uses ICTs to obtain information to help identify MST,LTL,DIG 61

and classify birds

Identifies and describe the life processes of birds MST,LIN 60

Care and respect towards animals Understand the importance of care and Shows a positive and active attitude towards the MST,SOC 63
respect towards animals conservation and care of different animals

First approaches to scientific
activity and the scientific method.
Use of different information
sources (direct and indirect). Use
ICTs.
First approaches to simple
experiments and investigations
Individual and group work
Obtain relevant information about specific
phenomena, make predictions, integrate
information from direct and indirect
observation and communicate the results.
Conjecture as to the results of natural
occurrences and of simple experiments
and investigations.
Work independently and proactively and
develop strategies for working in a group.
With help, selects and organises specific and MST, LTL 55,62
relevant information; analyzes it and draws
conclusions; reflects on the experience and the
process; presents the results.
Uses books, libraries, etc. and collaborates in the MST, LTL 57,
care and maintenance of all the materials available 59,62
in the school and the classroom.
Shows autonomy in the planning of activities and LTL,AUT 57,62
tasks and shows initiative in decision taking.
Uses ICTs to help search for information and/or for LTL,DIG 57,62
presenting the results
With help, carries out simple experiments or MST, LTL,AUT 62
investigations, and conjectures as to the results.
Uses strategies to help their own learning, as well as LTL, AUT 62
asking for help and information.
First approaches to cooperative learning SOC, LTL 53,63

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Teaching programme – ByME Natural Science 3

CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY COMPETENCES PAGES

Planning a project and presenting a
report
Carry out a project and present a report.
Begins observation, using relevant instruments and LTL, AUT 57,62
consulting written documents and images.
Shows autonomy and proactiveness in the planning AUT 57,62
of and carrying out of actions.
Presents work clearly and in an organised fashion. LIN, LTL, AUT 55,57,62
With help, carries out a project and presents a LIN,LTL,AUT,DIG 57,62
report, using paper and/or digital means, collecting
information from different sources, presenting the
results orally and with the support of images and
short texts.

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Teaching programme – ByME Natural Science 3

UNIT SUMMARY VALUES AND ATTITUDES

In this unit pupils will continue to develop their awareness of the world
around them by looking at the animal kingdom. In this unit they focus on
mammals and birds. They will study domestic mammals and birds in the
context of farming, focusing on the three life processes of nutrition,
reproduction and interaction.
Pupils begin by refreshing what they know about the animal kingdom, and
review the concept of vertebrate and invertebrate animals. In the story,
pupils remind themselves of products we obtain from farm animals and
discover a very important invertebrate on the farm: worms.
This is followed by two double-page spread that aim to build on pupils’ prior
study of mammals and birds, observing the similarities and differences
between the two vertebrate groups and between species within the same
group.
The new vocabulary presented in this unit extends pupils’ knowledge of
classification terms and develops their ability to classify animals in different
ways. They will also improve their skills of observation, deduction and
interpretation of visual information.
In this unit your pupils will focus on nutrition, reproduction and interaction
of farm animals. Throughout the unit, try to encourage pupils to think
about:
• the importance of domestic animals for humans, both as farm animals and
as pets.
• how domestic animals need to be looked after.
• xxx
Think about it
The Think about it page in this unit develops pupils' ability to think
responsibly about what is required to care for a pet correctly. The activities
provide an opportunity to work cooperatively, making the most of pupils'
experience and common sense.

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Teaching programme – ByME Natural Science 3

UNIT 5 Reptiles, amphibians and fish

CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY PAGES
COMPETENCES
Reptiles Through direct and indirect observation, Observes, directly and indirectly, and identifies the MST, LIN 67-71
use scientific criteria to identify and characteristics of reptiles
classify living things as reptiles
Uses ICTs to obtain information to help identify and MST, LTL,DIG 71
classify reptiles

Identifies and describes the life processes of reptiles MST,LIN 70

Amphibians Through direct and indirect observation, Observes, directly and indirectly, and identifies the MST,LIN 67,68,69,72,73
use scientific criteria to identify and characteristics of amphibians
classify living things as amphibians
Uses ICTs to obtain information to help identify and MST,LTL,DIG 73
classify amphibians

Identifies and describes the life processes of MST,LIN 72

amphibians

Fish Through direct and indirect observation, Observes, directly and indirectly, and identifies the MST,LIN 67,68,69,72,73
use scientific criteria to identify and characteristics of fish
classify living things as fish
Uses ICTs to obtain information to help identify and MST,LTL,DIG 75
classify fish

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Teaching programme – ByME Natural Science 3
CONTENT
Extreme environments
First approaches to scientific
activity and the scientific
method. Use of different
information sources (direct
and indirect). Use ICTs.
First approaches to simple
experiments and
investigations
Individual and group work
Planning a project and
presenting a report
EVALUATION CRITERIA LEARNING STANDARDS KEY PAGES
COMPETENCES
Identifies and describes the life processes of fish MST,LIN 74
Understand the existence of life in the Identify and value living things and their adaptations in MST,LIN, SOC 77
most extreme environments extreme environments
Obtain relevant information about specific With help, selects and organises specific and relevant MST,LIN,SOC 69,76,77
phenomena, make predictions, integrate information; analyzes it and draws conclusions; reflects
information from direct and indirect on the experience and the process; presents the
observation and communicate the results. results.
Uses books, libraries, etc. and collaborates in the care and MST,LTL 76,77
maintenance of all the materials available in the school
and the classroom.
Shows autonomy in the planning of activities and tasks LTL,AUT 69,76,77
and shows initiative in decision taking.
Uses ICTs to help search for information and/or for LTL,DIG 73,77
presenting the results
Conjecture as to the results of natural With help, carries out simple experiments or MST, LTL,AUT 69,76,77
occurrences and of simple experiments investigations, and conjectures as to the results.
and investigations.
Work independently and proactively and Uses strategies to help their own learning, as well as LTL,AUT 69,76,77
develop strategies for working in a group. asking for help and information.
First approaches to cooperative learning SOC,LTL 66
Carry out a project and present a report. Begins observation, using relevant instruments and LTL, AUT 69,71,73,76
consulting written documents and images.
Shows autonomy and proactiveness in the planning of and AUT 76,77
carrying out of actions.
Presents work clearly and in an organised fashion. LIN, LTL, AUT 76,77
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Teaching programme – ByME Natural Science 3

CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY PAGES

COMPETENCES
With help, carries out a project and presents a report, LIN,LTL,AUT,DIG 76,77
using paper and/or digital means, collecting information
from different sources, presenting the results orally and
with the support of images and short texts.

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Teaching programme – ByME Natural Science 3

UNIT SUMMARY
In this unit pupils will continue to study the animal kingdom. Your pupils will
review the main characteristics of the three other vertebrate groups:
reptiles, amphibians and fish. They will practise their techniques of scientific
classification and broaden their concept of the incredible variety of animal
life on the planet.
Pupils begin by refreshing what they already know about animal groups
through the opening illustration and story. This is followed by three double-
page spreads that look in detail at the nutrition, reproduction and physical
characteristics of reptiles, amphibians and fish. Like the previous unit on
mammals and birds, these three content pages are set out in a similar way,
using a simple visual organiser to help pupils easily identify characteristics,
similarities and differences between the animal groups. Always encourage
your pupils to use tables, concept maps, lists and diagrams to organise their
work and help them revise.
The new vocabulary presented in this unit extends pupils’ knowledge of the
animal kingdom and provides them with the necessary language tools to
identify and classify animals. They will also have the opportunity to improve
their observation skills and their ability to apply their knowledge in different
ways.
In this unit your pupils will discover and learn more about reptiles,
amphibians and fish. Although these vertebrate groups are the main subject
matter of the unit, pupils are also reviewing the life processes of living
things, improving their classification skills and applying their knowledge in
different contexts. Throughout the unit, try to encourage pupils to think
about:
• the amazing variety of life on Earth and how we need to preserve and
protect it.
• how living things depend on their natural environment and therefore how
important it is for humans to preserve these habitats.
• how the natural world can surprise us and evolve and adapt to extreme
conditions.
Think about it
The Think about it page in this unit develops pupils' ability to apply their
knowledge. Pupils will learn about some fascinating animals that have
adapted to survive in extreme conditions. Pupils reflect on what we can
learn from these animals adaptations if we had to live in similar conditions.

VALUES AND ATTITUDES

21
Teaching programme – ByME Natural Science 3
UNIT 6 Invertebrates
CONTENT
Invertebrates
Invertebrate groups
Classification of animals
First approaches to scientific
activity and the scientific
method. Use of different
information sources (direct
and indirect). Use ICTs.
First approaches to simple
experiments and
investigations.
EVALUATION CRITERIA LEARNING STANDARDS KEY PAGES
COMPETENCES
Through direct and indirect Observes, identifies and recognises the basic MST, LIN 83-85
observation, use scientific criteria to characteristics and differences of vertebrates and
classify vertebrates and invertebrates invertebrates
Through direct and indirect Observes, directly and indirectly, and identifies the MST, LIN 81-87
observation, use scientific criteria to characteristics of invertebrates
identify and classify invertebrates into
different groups Use ICTs to obtain information to help identify and MST, LTL,DIG 85
classify invertebrates according to their characteristics
Recognise a species with the help of a Use a classification key classify invertebrates into MST,LTL 89
key or simple explanations different groups
Obtain relevant information about With help, selects and organises specific and relevant MST, LTL 83,88,89
specific phenomena, make predictions, information; analyzes it and draws conclusions;
integrate information from direct and reflects on the experience and the process; presents
indirect observation and communicate the results.
the results. Use books, libraries, etc. and collaborate in the care and MST,LTL 88,89
maintenance of all the materials available in the school
and the classroom.
Shows autonomy in the planning of activities and tasks LTL,AUT 88,89
and shows initiative in decision taking.
Uses ICTs to help search for information and/or for LTL,DIG 87,88
presenting the results
Conjecture as to the results of natural With help, carries out simple experiments or MST, LTL,AUT 88
occurrences and of simple experiments investigations, and conjectures as to the results.
and investigations.
22
Teaching programme – ByME Natural Science 3
CONTENT
Individual and group work.
Planning a project and
presenting a report.
Animals in the local area.
EVALUATION CRITERIA LEARNING STANDARDS KEY PAGES
COMPETENCES
Work independently and proactively and Uses strategies to help their own learning, as well as LTL,AUT 88,89
develop strategies for working in a group. asking for help and information.
First approaches to cooperative learning SOC,LTL 81
Carry out a project and present a report. Begins observation, using relevant instruments and LTL, AUT 88
consulting written documents and images.
Shows autonomy and proactiveness in the planning of and AUT 88,89
carrying out of actions.
Presents work clearly and in an organised fashion. LIN, LTL, AUT 88
With help, carries out a project and presents a report, LIN,LTL,AUT,DIG 88
using paper and/or digital means, collecting information
from different sources, presenting the results orally and
with the support of images and short texts.
Recognise and classify the most relevant Identifies and investigates the most relevant animals in MST,LIN.SOC 88
animals in the local area your local area
23
Teaching programme – ByME Natural Science 3

UNIT SUMMARY VALUES AND ATTITUDES

In this unit pupils will explore the world of invertebrates. Pupils begin by In this unit your pupils will learn the importance of invertebrates and how
refreshing what they learned in previous years about invertebrates. The even the smallest creatures are important. They are asked to investigate
opening pages focus on observing how invertebrates move and classifying invertebrates in their local area. Throughout the unit, try to encourage
them as land or aquatic invertebrates. pupils to think about:

The concept of classification is then broadened to include invertebrate • how every living things is important
groups and subgroups. The main content pages cover a lot of new • how our careless actions can disrupt the natural habitat of other living
information and vocabulary. Depending on your class's ability, these pages things
can be studied in detail or used to provoke interest in the complexity and
• how we can observe wildlife in our local area.
importance of invertebrates. It may be that the animals in this group
provoke negative reactions from some of the pupils but you can stress the Think about it
importance of each living thing in the role invertebrate play. Remind them
The Think about it page in this unit concludes the pupils' study of the animal
that on the farm we discovered Carla doesn't like worms very much but she
kingdom and the different ways we can classify animals. Pupils are
learnt that worms play a vital role.
introduced to classification keys. Use this page to review their
Much of the vocabulary in this unit builds on the basic concepts the pupils understanding of classification and improve their observation skills.
have studied about animal groups and classification. In this unit pupils will
continue to develop their observation and classification skills, and discover
how classification keys are used to help scientist identify animal species.

24
Teaching programme – ByME Natural Science 3

TERM 2 Think together

CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY PAGES
COMPETENCES
Direct and indirect Understand the difference Observes, identifies and explains the differences between living and non- MST,LIN 92,93
observation of living between living and non-living living things.
things with instruments things. Shows an interest in the observation and study of all living things. LTL,AUT 92,93
where appropriate and
using audio and visual Observes living things, directly using appropriate instruments (such as a MST, LTL, AUT 92,93
technology. camera or magnifying glass), and indirectly using secondary sources (books,
technological, audiovisual, etc.).

Classifying living things. Through direct and indirect Observes and identifies the characteristics of different living things. MST, LIN 92,93
observation, use scientific
Classifies living things into groups according to their characteristics. MST,LIN 92,93
criteria to identify and classify
living things into kingdoms.

Care and respect Understand the importance of Shows a positive and active attitude towards the conservation and care of MST,LIN 92,93
towards living things. care and respect towards different living things.
living things.
Understands the importance of some animals for human beings. MST,LTL 92,93

First approaches to
scientific activity and the
scientific method. Use of
different information
sources (direct and
indirect). Use ICTs.
Obtain relevant information
about specific phenomena,
make predictions, integrate
information from direct and
indirect observation and
communicate the results.
With help, selects and organises specific and relevant information; analyzes MST,LTL 92,93
it and draws conclusions; reflects on the experience and the process;
presents the results.
Uses books, libraries, etc. and collaborates in the care and maintenance of all MST,LTL 92,93
the materials available in the school and the classroom.
Shows autonomy in the planning of activities and tasks and shows initiative in LTL,AUT 92,93
decision taking.
25
Teaching programme – ByME Natural Science 3

Uses ICTs to help search for information and/or for presenting the results LTL,DIG 92,93
First approaches to Conjecture as to the results of With help, carries out simple experiments or investigations, and conjectures as MST, LTL, AUT 92,93
simple experiments and natural occurrences and of to the results.
investigations. simple experiments and
investigations.
Individual and group Work independently and Uses strategies to help their own learning, as well as asking for help and LTL,AUT 92,93
work. proactively and develop information.
strategies for working in a First approaches to cooperative learning SOC,LTL 92,93
group.
Planning a project and Carry out a project and present Begins observation, using relevant instruments and consulting written LTL, AUT 92,93
presenting a report. a report. documents and images.
Shows autonomy and proactiveness in the planning of and carrying out of AUT 92,93
actions.
Presents work clearly and in an organised fashion. LIN, LTL, AUT 92,93
With help, carries out a project and presents a report, using paper and/or LIN,LTL,AUT,DIG 92,93
digital means, collecting information from different sources, presenting the
results orally and with the support of images and short texts.

26
Teaching programme – ByME Natural Science 3

UNIT 7 Matter, materials and mixtures

CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY PAGES
COMPETENCES
Properties and classification of Classify materials according to their Observes, identifies and classifies materials MST,LIN 97,98,99, 107
materials. properties according to their properties

Physical changes of matter. Understand certain physical changes Identifies the basic principles of certain physical MST,LIN 100
in matter changes: change of state and change of shape

Plan and carry out simple experiments to study MST,LTL,AUT 100

physical changes in common materials and make
predictions

Identify the three states of water MST,LIN 100

Chemical changes of matter. Recognise certain professions by the Identifies the basic principles of certain chemical MST,LIN 101
machines they use changes: combustion and oxidation

Plan and carry out simple experiments to study MST,LTL,AUT 101

chemical changes in common materials

Make predictions as to the outcome MST,LIN 101

Identification of mixtures. Understand the concept of mixtures Understands and applies different criteria to MST,LTL,AUT 102,103
and carry out simple experiments to identify different types of mixtures and carry out
identify them simple experiments for separating mixtures

27
Teaching programme – ByME Natural Science 3

CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY PAGES

COMPETENCES
Natural and manufactured Understand the difference between Observe, identify and explain some differences MST,LIN 104
materials. natural and manufactured materials between natural and manufactured materials

Apply these differences to classify materials MST,LIN 104

Explain how some manufactured materials are MST,LIN 104,105

obtained from natural materials

First approaches to scientific
activity and the scientific method.
Use of different information
sources (direct and indirect). Use
ICTs.
First approaches to simple
experiments and investigations.
Individual and group work.
Planning a project and presenting a Carry out a project and present a
report.
Obtain relevant information about
specific phenomena, make predictions,
integrate information from direct and
indirect observation and communicate
the results.
Conjecture as to the results of natural
occurrences and of simple experiments
and investigations.
Work independently and proactively
and develop strategies for working in a
group.
report.
With help, selects and organises specific and MST, LTL 99,101,103,106
relevant information; analyzes it and draws
conclusions; reflects on the experience and the
process; presents the results.
Use books, libraries, etc. and collaborate in the care MST,LTL,SOC 106
and maintenance of all the materials available in the
school and the classroom.
Shows autonomy in the planning of activities and AUT,LTL 101,103,106
tasks and shows initiative in decision taking.
Uses ICTs to help search for information and/or for LTL,DIG 105,107
presenting the results
With help, carries out simple experiments or MST, LTL,AUT 101,103,106
investigations, and conjectures as to the results.
Uses strategies to help their own learning, as well as LTL,AUT 106
asking for help and information.
First approaches to cooperative learning SOC,LTL 97
Begins observation, using relevant instruments and LTL, AUT 97,106
consulting written documents and images.
Shows autonomy and proactiveness in the planning of AUT 106
and carrying out of actions.

28
Teaching programme – ByME Natural Science 3

CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY PAGES

COMPETENCES
Presents work clearly and in an organised fashion. LIN, LTL, AUT 106
With help, carries out a project and presents a report, LIN,LTL,AUT,DIG 107
using paper and/or digital means, collecting
information from different sources, presenting the
results orally and with the support of images and
short texts.

29
Teaching programme – ByME Natural Science 3
UNIT SUMMARY
In this unit pupils will extend their knowledge of materials and matter,
reviewing some of their basic properties and developing the concept that
everything is made up of matter. Pupils will observe how matter changes,
use different materials to make mixtures and different tools to separate
mixtures, and look at the process of transforming natural materials into
manufactured materials.
Pupils will begin by refreshing what they have learned about common
materials and their properties and demonstrate this understanding by
means of a poster. Then they go on to apply their knowledge of properties
while exploring different physical and chemical changes of matter.
Then pupils are introduced to mixtures, and learn that almost everything
around us contains two or more different materials. This lesson provides
plenty of opportunities for pupils to make mixtures with a variety of
materials and then later focus on separating mixtures with the appropriate
tools. The last two content pages deals with natural materials and the
process of transforming them into manufactured materials.
30
VALUES AND ATTITUDES
In this unit, pupils will practice vocabulary that they have previously learned
as well as develop very specific scientific vocabulary about matter,
materials, as well as a variety of processes. They will continue to work on
important skills including observation, classification, choosing the correct
tool for different purposes, and the collection and presentation of data.
In this unit your pupils will learn that everything in the Universe is made up
of matter. Pupils will appreciate our valuable natural materials as they are
transformed into manufactured objects we use everyday. They will reflect
the natural materials our environment produces and the importance of
recycling a variety of manufactured materials to protect it. Throughout the
unit, try to encourage pupils to think about:
• how important it is to recycle different materials.
• how almost everything around us is a mixture.
• the important role of natural materials in the process of manufacturing
everyday objects.
Think about it
The Think about it page in this unit focuses on why certain materials are
chosen for certain purposes. The aim of this section is to encourage pupils to
reflect on everyday objects and understand why they are made up of certain
materials. Pupils can use this activity to develop a deeper understanding of
different materials and their properties.
Teaching programme – ByME Natural Science 3

UNIT 8 Energy
CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY PAGES
COMPETENCES
Types of energy and their Understand the different types of Identifies and explains the different types of MST,LIN 111,112,114,115
characteristics. energy and their characteristics. energy and their characteristics

Uses of energy in daily life. Understand the different practical Identifies and explains different practical uses MST,LIN 113-115
uses made of different types of made of different types of energy, using specific
energy. examples

Observes and explains the intervention of energy MST,LIN 114,115

in daily life

Relates types of energy with their specific use in MST,LIN 114,115

everyday life

Sources of energy. Recognise common sources of Explains, with concrete examples, common MST,LIN 116,117
energy and the machines used to sources of energy and the machines used to obtain
obtain the energy. it

Identifies the differences between renewable and MST,LIN 116,117

non-renewable energy

Observes and identifies electricity as a common MST,LIN 113

source of energy in daily life using concrete
examples

Observes and recognises some sources of energy MST,LIN 113

that machines use
31
Teaching programme – ByME Natural Science 3

CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY PAGES

COMPETENCES
Thermal energy. Understand the effect of thermal Observes and explains the effect of heat on MST,LIN,LTL 114,115,118
energy. different materials: insulators and conductors

Transformations of energy. Describe simple transformations of Describes simple transformation of energy: MST,LIN 115
energy. combustion in a car motor, electrical energy in a
lamp

Observes, recognises and explains heat as a MST,LIN 115

transformation of energy in observable physical
processes

Saving energy. The responsible
use of energy sources. Waste
and pollution.
Understand the importance of a Observes and identifies individual and collective MST,LIN,SOC 111,112,
responsible use of energy, both forms of responsible energy use 113,119
individually and collectively.
Values the importance of the responsible use of MST,SOC 119
energy sources

Observes and identifies practices which produce MST,SOC 119

waste and pollution

Shows responsible conduct in the use of energy in MST,SOC,LTL,AUT 119

the school and the classroom

First approaches to scientific
activity and the scientific method.
Use of different information
sources (direct and indirect). Use
ICTs.
Obtain relevant information about
specific phenomena, make predictions,
integrate information from direct and
indirect observation and communicate
the results.
With help, selects and organises specific and MST, LTL 113,118,119
relevant information; analyzes it and draws
conclusions; reflects on the experience and the
process; presents the results.
Use books, libraries, etc. and collaborate in the care MST,LTL,SOC 119
and maintenance of all the materials available in the
school and the classroom.

32
Teaching programme – ByME Natural Science 3

CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY PAGES

First approaches to simple
experiments and investigations.
Individual and group work.
Planning a project and presenting
a report.
COMPETENCES
Shows autonomy in the planning of activities and AUT,LTL 113,118,119
tasks and shows initiative in decision taking.
Uses ICTs to help search for information and/or for LTL,DIG 115,
presenting the results
Conjecture as to the results of natural With help, carries out simple experiments or MST, LTL,AUT 118
occurrences and of simple investigations, and conjectures as to the results.
experiments and investigations.
Work independently and proactively Uses strategies to help their own learning, as well as LTL,AUT 118
and develop strategies for working in a asking for help and information.
group. First approaches to cooperative learning SOC,LTL 111, 119
Carry out a project and present a Begins observation, using relevant instruments and LTL, AUT 118
report. consulting written documents and images.
Shows autonomy and proactiveness in the planning AUT 118
of and carrying out of actions.
Presents work clearly and in an organised fashion. LIN, LTL, AUT 118
With help, carries out a project and presents a LIN,LTL,AUT,DIG 118
report, using paper and/or digital means, collecting
information from different sources, presenting the
results orally and with the support of images and
short texts.

33
Teaching programme – ByME Natural Science 3
UNIT SUMMARY
This unit explores the essential role energy plays in our life and encourages
pupils to think about when, where and how we use energy every day. Pupils
will study renewable and non-renewable energy sources and become aware
of the importance of energy conservation.
Pupils begin by refreshing what they already know about light, heat and
sound energy, and are introduced to the concept that we can generate
energy from wind, water and the Sun. Pupils then review and extend their
knowledge about machines that use mains electricity, batteries or both by
means of a Venn Diagram.
They go on to explore six types of energy that we find all around us in our
daily lives including light, sound, thermal, kinetic, electrical and chemical.
Pupils will observe man-made and natural examples of each type of energy
and focus on how energy can change from one type to another. This is
followed by an explanation of non-renewable and renewable energy
sources, focusing on how each one is obtained and how they produce
energy. Pupils will become aware that non-renewable energy sources are
limited and will eventually run-out and that renewable energy sources can
be replaced and are better for the environment.
Much of the vocabulary in this unit aims to help pupils develop language and
critical thinking skills in order to take a more active role in the learning
34
process by discussing important concepts that affect our daily lives. Pupils
will continue to develop scientific skills through observing, making
connections, comparing and contrasting, making predictions and collecting
data.
VALUES AND ATTITUDES
In this unit your pupils will learn to recognise the essential role that energy
plays in our life. They will value energy as an important resource and explore
how renewable energy sources and conserving energy can help preserve our
limited non-renewable energy sources and help protect the environment.
Throughout the unit, try to encourage pupils to think about:
• energy is essential for everything we do.
• renewable energy sources as an alternative to using fossil fuels.
• how conserving energy helps preserve limited non-renewable energy
sources and protects the environment.
Think about it
The Think about it page in this unit focuses on saving energy. The aim of this
section is to empower pupils to take simple actions to reduce the amount of
energy they use and recognize inventions that are designed to save energy.
Pupils can then design a humorous comic strip to teach others about this
serious issue.
Teaching programme – ByME Natural Science 3

UNIT 9 Machines
CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY PAGES
COMPETENCES
Machines. Recognise different simple machines Observes, identifies and explains different simple MST,LIN 126,127,130
and their use in everyday life. machines and their function

Observes and recognises some sources of energy MST,LIN 123,126,127

that machines use

Identifies and appreciates the importance of the MST,SOC,CUL 126,127

manual skills implicated in using machines

Understands the difference between a simple and MST,LIN 126

complex machine

Planning and making a simple Plan and construct a simple machine. Identifies the different parts of simple machines MST,LIN 126-129
machine. and the role each part plays

Uses acquired knowledge to plan, draw and make a MST,LTL,AUT 129,130

simple machine

Machines make our lives easier. Understand the importance of Values the importance of different inventions and MST,SOC,CUL 125
machines for improving our lives. machines for improving our lives

Basic Word processing and Use basic word processing in the Understands and uses basic word processing in the DIG,LTL,AUT 131
presentation of work. presentation of their work. presentation of their work

Takes care in the presentation of their work both on DIG,LTL,AUT 131

paper and digitally

35
Teaching programme – ByME Natural Science 3

CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY PAGES

COMPETENCES
Internet use. Use the internet to search for Follows a sequence to search for information on the DIG,LTL,AUT 131
information. internet

First approaches to scientific
activity and the scientific method.
Use of different information
sources (direct and indirect). Use
ICTs.
First approaches to simple
experiments and investigations.
Individual and group work.
Planning a project and presenting a Carry out a project and present a report. Begins observation, using relevant instruments and LTL, AUT
report.
Obtain relevant information about
specific phenomena, make predictions,
integrate information from direct and
indirect observation and communicate
the results.
Conjecture as to the results of natural With help, carries out simple experiments or
occurrences and of simple experiments
and investigations.
Work independently and proactively and Uses strategies to help their own learning, as well as
develop strategies for working in a
group.
With help, selects and organises specific and MST, LTL 125,130
relevant information; analyzes it and draws
conclusions; reflects on the experience and the
process; presents the results.
Use books, libraries, etc. and collaborate in the care MST,LTL,SOC 130
and maintenance of all the materials available in the
school and the classroom.
Shows autonomy in the planning of activities and AUT,LTL 130,131
tasks and shows initiative in decision taking.
Uses ICTs to help search for information and/or for LTL,DIG 131
presenting the results
MST, LTL,AUT 130
investigations, and conjectures as to the results.
LTL,AUT 130,131
asking for help and information.
First approaches to cooperative learning SOC,LTL 125,129,131
130
consulting written documents and images.
Shows autonomy and proactiveness in the planning of AUT 130
and carrying out of actions.
Presents work clearly and in an organised fashion. LIN, LTL, AUT 130,131

36
Teaching programme – ByME Natural Science 3

CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY PAGES

COMPETENCES
With help, carries out a project and presents a report, LIN,LTL,AUT,DIG 130,131
using paper and/or digital means, collecting
information from different sources, presenting the
results orally and with the support of images and
short texts.

37
Teaching programme – ByME Natural Science 3
UNIT SUMMARY
In this unit we pupils will review and extend their knowledge of forces and
machines. Pupils will develop an understanding of some basic concepts of
physics and explore a variety of machines designed to make our lives easier.
Pupils begin be refreshing what they know about forces, such as pushes and
pulls, and simple and complex machines. Pupils will identify common
machines that make life easier at school and make a poster of machines
found in the home. Then pupils are introduced to six simple machines and
look at their parts to understand how they work. Pupils can use this
information to identify the simple machines that make up complex
machines in the world around them.
This is followed by an opportunity for pupils to practice putting things
together and taking them apart while exploring the uses of simple tools. A
second hands-on activity challenges pupils to work collaboratively to plan,
design and make a machine. This activity aims to consolidate much of what
the pupils have learned about simple machines and using simple tools while
also providing concrete experiences for pupils to develop critical and
creative thinking skills.
The vocabulary in this unit will provide pupils the opportunity to build on
content specific language that will help them understand and explain new
38
concepts. This unit provides pupils with a variety of valuable opportunities
to develop scientific skills including observation, planning, problem-solving,
inventing and manipulating a variety of objects in their world.
VALUES AND ATTITUDES
In this unit your pupils will recognize simple machines and how they work
and valuing their role in making our lives better. Through hands-on activities
pupils will build confidence in manipulating different materials and creativity
in planning and designing machines. Throughout the unit, try to encourage
pupils to think about:
• the important role that simple and complex machines play in our everyday
lives.
• the role energy plays in helping both simple and complex machines work.
• their own ability to manipulate objects in their immediate environment
and explore how things work in their world.
Think about it
The Think about it page in this unit focuses on using a computer to organise
work. The aim of this section is to provide pupils with an opportunity to
develop important computer skills and practice preparing a well-organized
document. This unit is a good opportunity to help pupils learn to summarise
and organise information to help them study.
Teaching programme – ByME Natural Science 3

TERM 3 Think together

CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY PAGES
COMPETENCES
Machines and inventions. Recognise different machines and Observes, identifies and explains different machines MST,LIN 134,135
inventions and their use in everyday and inventions and their function.
life.
Observes and recognises some sources of energy MST,LIN 134,135
that machines use.

Identifies and appreciates the importance of the MST,SOC,CUL 134,135

manual skills implicated in using machines and
inventions.

Machines make our lives easier. Understand the importance of Values the importance of different inventions and MST,SOC,CUL 134,135
machines for improving our lives. machines and the contribution they have made to
improving our lives.

Internet use. Use the internet to search for Follows a sequence to search for information on the DIG,LTL,AUT 134,135
information. internet

First approaches to scientific
activity and the scientific method.
Use of different information
sources (direct and indirect). Use
ICTs.
Obtain relevant information about
specific phenomena, make predictions,
integrate information from direct and
indirect observation and communicate
the results.
With help, selects and organises specific and MST, LTL 134,135
relevant information; analyzes it and draws
conclusions; reflects on the experience and the
process; presents the results.
Use books, libraries, etc. and collaborate in the care MST,LTL,SOC 134,135
and maintenance of all the materials available in the
school and the classroom.
Shows autonomy in the planning of activities and AUT,LTL 134,135
tasks and shows initiative in decision taking.

39
Teaching programme – ByME Natural Science 3
CONTENT
First approaches to simple
experiments and investigations.
Individual and group work.
Planning a project and presenting a Carry out a project and present a report.
report.
EVALUATION CRITERIA LEARNING STANDARDS KEY PAGES
COMPETENCES
Uses ICTs to help search for information and/or for LTL,DIG 134,135
presenting the results
Conjecture as to the results of natural With help, carries out simple experiments or MST, LTL,AUT 134,135
occurrences and of simple experiments investigations, and conjectures as to the results.
and investigations.
Work independently and proactively and Uses strategies to help their own learning, as well as LTL,AUT 134,135
develop strategies for working in a asking for help and information.
group. First approaches to cooperative learning SOC,LTL 134,135
Begins observation, using relevant instruments and LTL, AUT 134,135
consulting written documents and images.
Shows autonomy and proactiveness in the planning of AUT 134,135
and carrying out of actions.
Presents work clearly and in an organised fashion. LIN, LTL, AUT 134,135
With help, carries out a project and presents a report, LIN,LTL,AUT,DIG 134,135
using paper and/or digital means, collecting
information from different sources, presenting the
results orally and with the support of images and
short texts.
40