SUBJECT TRIMONTHLY PLAN
LICEO DE COLOMBIA
AREA : Natural Sciences and
Environmental Education
GRADE: Sixth (6th)
PURPOSES
(TRIMONTHLY ACHIEVEMENTS)
COGNITIVE ACHIEVEMENTS
To identify the seven
characteristics of living things and
relate these to a wide range of
organisms in the local and wider
environment.
To recognize the positions, and
know the functions of the major
organs of flowering plants and the
major organ systems of the human
body.
To understand that cells can be
grouped together to form tissues,
organs and organisms.
To comprehend that energy cannot
be created or destroyed and that
energy is always conserved.
To explore the role of the skeleton
and joints and the principle of
antagonistic muscles.
SUBJECT: Natural Sciences and TERM:
Environmental Education
YEAR: 2015 WEEKS PLANNED: 12
EVALUATION
(LEARNING OBJECTIVES)
Talks about the importance of questions,
evidence and explanations.
Makes careful observations including
measurements.
Presents results in the form of tables, bar
charts and line graphs.
Identifies the structures present in plant and
animal cells as seen with a simple light
microscope and/or a computer microscope.
Makes careful observations including
measurements.
Compares the structure of plant and animal
cells.
Relates the structure of some common cells
to their functions.
Makes conclusions from collected data,
including those presented in a graph, chart or
spreadsheet.
Shows in outline how the particle theory of
matter can be used to explain the properties
I II III IV TEACHER: Ms. _______________________________ STAGE: I II III IV V
THEMATIC UNITS: Unit 6.1 -Living things- Unit 6.2 -Solids, liquids and
gases- Unit 6.3 -Energy transformations-
TEACHINGS DIDACTIC DIDACTIC RESOURCES
CONTENTS (COMPONENTS) (METHODOLOGICAL STRATEGIES)
6.1 Living things (Biology) 6.1 Living things (Biology) Drinking straws, limewater,
test-tubes or small beakers to
In this unit, pupils build on their hold limewater.
Breathing through a straw into
previous knowledge of living things
lime-water to show carbon dioxide
and the senses to develop their Microscopes, prepared slides
is produced.
knowledge of the characteristics of animal cells. Any available
common to all living things, and their prepared slides could be
Discuss why movement is
importance to survival of the organism. used to practice focusing.
essential for survival (finding
That all living things are made of cells, Onion or other bulbs (the thin
shelter, avoiding danger, finding
the structure and typical cells, how skin from between the fleshy
food).
cells are adapted to their function. How areas of an onion is ideal.)
cells are organized in tissues, organs
Draw an outline of a body. Draw
and organ systems to efficiently carry Butter, flowers of sulphur,
on it the positions of the named
out the functions of life. ice, wax, alcohol
organs. Share results with whole
class.
Scientific Enquiry work focuses on: Heating apparatus like
 Carefully observing and describing Bunsen burner.
Observe prepared microscope
living things.
slides of cells.
 Recording accurately in a variety of Ice, beakers, thermometers
ways e.g. drawing, using tabular
Groups prepare presentations on
forms. Clockwork toys
the functions of the skeleton to
 Communicating their ideas Lamps
include muscles and joints.
supported by evidence. Balloons
 Making and presenting conclusions Matches (teacher demo if
Students can also investigate the
by bringing together evidence from appropriate)
health problems caused to
different sources. Photographic negative
humans when bones and joints
6.2 Solids, liquids and gases Tin containing some dried
get damaged.
(chemistry) beans.
6.2 Solids, liquids and gases Teacher demonstration of:
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To show in outline how the particle
theory of matter can be used to
explain the properties of solids,
liquids and gases, including
changes of state.
To design, execute and present the
final term project according to the
quality standards place by the
school.
AFFECTIVE ACHIEVEMENT
To relate how energy
transformations, solids, liquids and
gases, and living things apply to
their daily life based on their
experiences.
ETICAL ACHIEVEMENTS
To recognize in everyday things
different energy types and energy
transfers.
To perform with an appropriate and
participative attitude all classroom
and lab activities.
of solids, liquids and gases, including
changes of state.
Shows in outline how the particle theory of
matter can be used to explain the properties
of solids, liquids and gases, including
changes of state.
Shows in outline how the particle theory of
matter can be used to explain the properties
of solids, liquids and gases, including
changes of state.
Outlines plans to carry out investigations,
considering the variables to control, change
or observe (as whole class).
Chooses appropriate apparatus and use it
correctly.
Makes careful observations.
Recognizes results and observations that do
not fit into a pattern.
Outlines plans to carry out investigations,
considering the variables to control, change
or observe.
Makes conclusions from collected data,
including those presented in a graph, chart or
spreadsheet.
Recognises results and observations that do
not fit into a pattern, including those
presented on a graph, chart or spreadsheet.
Makes predictions and review them against
evidence.
(chemistry) Catapult, Bunsen burner,
In this unit, pupils build on their clockwork toy, electric motors
previous knowledge of materials and lifting small weights, balloons,
Consider tomato sauce (liquid or
their properties to develop their dynamos, the use of batteries
solid?) and how it could be made
knowledge of how the particle theory of in heating or lighting circuits,
more solid or more liquid.
matter and how this can explain the light sensitive paper, musical
properties of solids, liquids and gases, instruments.
Students can try to compress air
including changes of state.
in syringes or balloons. Give
Paste, paper, cut-out
explanations in terms of trying to
Scientific Enquiry work focuses on: diagrams of the stages in a
force things together.
 Planning and carrying out power station. Cut-out list of
investigations, considering the energy types.
Drawings of boxes of particles in
variables to control, change or
the gaseous state show particles
observe. KEY WORDS
well separated.
 Identifying appropriate evidence to Scientific language
collect and suitable methods of
Pour ‘particles’ of different size to
collection.
model the movement of smaller Organism
 Choosing appropriate apparatus
particles. Nutrition
and using it correctly.
 Making careful observations and Movement
Observe changes of state such Excretion
measurements.
as: Growth
 Presenting results appropriately.
 Melting ice, butter, sulphur, Reproduction
 Recognize results and
wax Sensitivity
observations that do not fit into a
 Freezing water, sulfur, wax, Function
pattern.
saturated copper sulfate Microscope
solution. Magnification
6.3 Energy transformations
Cell
(physics) 6.3 Energy transformations Nucleus
(physics) Cell membrane
In this unit, pupils build on their Cell wall
previous knowledge of energy as Pupils inspect or try a range of Vacuole
something that makes things happen simple activities such as Chloroplast
to develop their knowledge of different clockwork toys, lamps, releasing a Tissue organ
types of energy. Energy as something blown up balloon, burning a Organ
that cannot be created or destroyed. match, looking at a photographic System.
And energy transfers. negative, rattling a tin, etc. Melting
It provides the opportunity for pupils to Boiling
develop their thinking skills in Discussion on what energy is Freezing
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 suggesting explanations for their used for in the modern world and Condensing
Makes predictions referring to previous observations. This unit provides a what alternatives for each use (if Evaporating
scientific knowledge and understanding. good opportunity to investigate the any) were available say, 100 Transformation
appliance of scientific knowledge and years ago. Conservation
Uses lab materials properly, always following how this has affects our daily life. Kinetic (moving) energy
teacher´s instructions and the lab rules. Illustrate ideas with examples: Potential(stored) energy
Scientific Enquiry work focuses on: electric light compared with oil Sankey Diagram
Testes all theories given in class according to  Making predictions and reviewing lamps, cars compared with carts Thermal energy (Heat)
his/her experimental possibilities. them against evidence. etc. The alternatives available in Power
 Making careful observations and 100 years time might also be Power station
Participates actively and respectfully in class measurements. considered. Joule
giving his/ her ideas.  Recognize results and Light energy
observations that do not fit into a Study some Sankey diagrams and Elastic energy (stream)
Explains and defends his/her final term pattern. suggest what energy is wasted Sound energy
project in order to demonstrate what he/she  Making conclusions from collected i.e. passed to the surroundings by Watt
has learned. data. various processes. Motion

OBSERVATION/COMMENT:
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