ByME Natural Science 2 Syllabus

Syllabus ByME Natural Science 2 CAM
ByME Natural Science

2
(Comunidad de Madrid)
Syllabus Natural Science
Primary stage: Year 2
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INDEX 1 Page
1. Introduction 3
2. Methodology 5
3. Contribution to the development of key competences 6
4. General Objectives of the stage 7
5. Course contents and Learning outcomes 8
6. Values and Attitudes 11
7. Mixed-ability activities 12
8. Fostering reading 13
9. Language Structures 14
10. Cooperative Learning 17
11. Assessment Rubrics 23
12. Assessment in our Educational Project 30
13. Assessment of the Teaching-Learning process 33
14. Specific methodology in ByME Natural Science 2 CAM 35
15. Materials of ByME Natural Science 2 CAM 46
16. Measures for students with special needs 55
17. Use of information and communication technology 56
18. Teaching and organisational resources 58
19. Supplementary activities 62
20. Didactic Units 63
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Delete non-applicable items.
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1. INTRODUCTION
ByME Natural Science was developed according to the guidelines stated in the following documents:
 Decreto 89/2014, de 24 de julio, por el que se establece para la Comunidad de Madrid el Currículo de la Educación Primaria
The General Principles of this stage are the following:
The aim of the Primary Education is to help students learn the principles of oral expression and comprehension, reading, writing, calculation, the acquisition of
basic notions of culture, and the habit of coexistence as well as the study and work habits, the artistic sense, creativity and affectivity, in order to ensure an integral
formation that contributes to the full development of the students' personality, and to prepare them effectively for Compulsory Secondary Education.
The educational action in this stage will try to integrate the different learning experiences of the students and it will also be adapted to the students' different
working paces.
Primary Education is divided into six academic years, which will ordinarily be taught between six and twelve years old, and it is organized in areas, which will
have a holistic and integrative approach.
According to the LOMCE, the curriculum is integrated by the objectives of each educational stage; the competences, or skills needed to activate and put into
practise the relevant contents of the stage in an integrated way, so as to achieve the realisation of the activities and the effective resolution of complex problems;
the contents, or a set of knowledge, abilities, skills, and attitudes which contribute to the achievement of the objectives for each educational stage and the
acquisition of the relevant competences; the teaching methodology, ranging from the description of the teaching practices to the organisation of teacher's work;
measurable learning outcomes; and the evaluation criteria to assess the level of acquisition of the competences and the achievement of the objectives of each
educational stage.
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a) Curriculum: regulation of the elements determining the teaching and learning process for each educational stage.
b) Objectives: references to the achievements that the student must attain at the end of the educational process, as a result of the teaching and learning
experiences intentionally planned for this purpose.
c) Competences: abilities to apply the relevant contents of each educational stage in an integrated way, in order to achieve the correct realisation of the
activities and the effective resolution of complex problems.
d) Contents: set of knowledge, abilities, skills, and attitudes which contribute to the achievement of the objectives for each educational stage and the
acquisition of the relevant competences. The contents are organised into subjects, which are classified into areas, fields and modules, depending on the
educational stage, or the programmes students take part in.
e) Measurable Learning outcomes: specifications of the evaluation criteria which allow to define the learning results, and specify what the student must
know, understand and know how to do, in each area; these standards must be observable, measurable, and assessable and must allow the graduation of the
students' achievements. The standards must be designed in order to contribute and facilitate the use of standardized and comparable tests.
f) Evaluation criteria: specific references used to assess the students' learning process. They describe whatever it is that must be valued and that students
must achieve, both in terms of knowledge and in competences; they respond to what is aimed to achieve in each area.
g) Teaching methodology: set of strategies, procedures and actions planned and organized by the teachers, consciously and reflexively, in order to
promote the students' learning process and their achievements.
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2. METHODOLOGY
The study of the contents of the area of Natural Science has as its objective the understanding and description both of the world of nature itself and of the man-
made world.
The contemplation of a natural phenomenon inevitably triggers questions. Getting the child used to observing and searching for answers is the best system for
introducing him/her to the study of science.
The teaching and learning of the sciences provide the student with the opportunity to become familiar with and put into practice the values and behaviour which
form the basis of scientific work: observation, analysis, critique, contrast, thought, perseverance, as well as the asking of questions, the creation of hypotheses, the
interpretation of data and experimentation.
Furthermore, the knowledge of nature will lead the students to respect it. They will learn to become responsible for the conservation of the environment, the care of
living creatures and for their health.
As an area of the block of common-core subjects, the contents, evaluation criteria and learning outcomes for the entire stage are those proposed by the Ministry of
Education, Culture and Sport in the Royal Decree 126/2014 of February 28, which establishes the basic curriculum for Primary Education. The Community of
Madrid has complemented and given definition to the contents, distributing them, along with the learning outcomes, on a course-by-course basis.
The contents are distributed in a common block which deals with work strategies and study techniques which are applicable to all the courses for this stage and
three other blocks, which are repeated in each of the courses.
In the block “The human being and health” the contents related with the anatomy and physiology of the human body is essentially included. The contents of the
block “The Living Beings” present the student with the world of plants and animals. The third block, “Material and Energy. Technology, objects and machines”
has as its objective the approximation of the students, in an experimental and simple manner, to the study of Physics.
It is essential that the teaching of the contents in this area is done in a very practical manner, using posters, videos, photographs and all those tools that technologies
can offer the teacher.
It is recommended to use texts about the life of great scientists and discoverers or about the history of inventions which have transformed the life of man. These
readings will enrich the knowledge of the students and at the same time will arouse their interest in expanding their knowledge.
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3. CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES
In line with the Recommendation 2006/962/EC, of the European Parliament and Council of 18 December 2006, on Key Competences for Lifelong Learning, this
Royal Decree is based on the empowerment of learning through competences, integrated into curricular elements to promote a renewal in educational practice and
teaching and learning process. The proposal on new approaches in learning and evaluation, which will involve a significant change about tasks students must solve
as well as innovative methodological approaches. The competence supposes a combination of practical skills, knowledge, motivation, ethical values, attitudes,
emotions, and other social and behavioural components that are mobilized jointly to achieve an effective action.
The competences are contextualized as a "know-how" that is applied to a variety of academic, social and professional contests.
The denomination of "key competences" defined by the European Union is adopted. It is considered that "key competences" are those which every person requires
to his or her self realization and personal fulfilment, as well as to active citizenship, social inclusion and employment. The teacher role is essential since he or she
must be able to design tasks on learning circumstances that make possible problem solving, implementation of learned knowledge, and promotion of student's
activity.
The Key Competences of the curriculum are as follows:
1. Competence in linguistic communication. (CLC)

2. Competence in mathematics, science and technology. (CMST)
3. Digital competence. (DC)
4. Learning to learn. (L2L)
5. Social and civic competences. (SCC)
6. Sense of initiative and entrepreneurship. (SIE)
7. Cultural awareness and expression. (CAE)
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4. GENERAL OBJETIVES OF THE STAGE
Primary education will contribute to the children’s development of the skills that will enable them to:
a) Understand and appreciate the values and standards of living, learn to act in accordance with them, prepare for active citizenship and respect for human rights
and pluralism inherent in a democratic society.
b) Develop individual and team work, effort and responsibility in the study as well as attitudes of self-confidence, critical sense, personal initiative, curiosity,
creativity and interest in learning, and entrepreneurship.
c) Acquire skills for the prevention and peaceful resolution of conflict, enabling them to function independently in the family and household, as well as in social
groups with which they are associated.
d) Know, understand and respect different cultures and differences between people, equal rights and opportunities for men and women and non-discrimination of
people with disabilities.
e) Know and use appropriately the Spanish language and develop reading habits.
f) Acquire, in at least one foreign language, skills to enable them to express and understand simple messages and function in everyday situations.
g) Develop basic Maths skills and initiative in solving problems that require elementary operations of calculation, geometry and estimates, as well as being able
to apply to situations in everyday life.
h) Know the main features of Natural Science, Social Science, Geography, History and Culture.
i) Start using, for learning, the information technology and communication to develop a critical mind to the messages they receive and produce.
j) Use representation and artistic expression and start to build visual and audio-visual proposals.
k) Rate hygiene and health, accept their body and that of others, respecting differences and using physical education and sport to encourage both personal and
social development.
l) Know and appreciate those animals closest to us and adopt forms of behaviour that contribute to their preservation and care.
m) Develop emotional skills in all areas of personality and in their relationships with others and an attitude opposed to violence, prejudice of any kind and sexist
stereotypes.
n) Promote road safety education and respectful attitudes that affect the prevention of accidents.
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5. COURSE CONTENTS AND LEARNING OUTCOMES
SECOND YEAR
The human being and health
The vital functions in the human being.

1. Describes in general terms the functions of nutrition, relationships and reproduction in the human being.
The locomotor apparatus.

2. Identifies and locates the principal bones, muscles and joints.
Personal security and risk prevention.

3. Acquires habits of risk prevention and looks after his/her personal security.
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The living beings
The animal kingdom. Characteristics and classification.

4. Explains the general characteristics of the different groups of vertebrate animals: mammals, birds, reptiles, amphibians and fish.
5. Explains the characteristics of the groups of invertebrate animals.
Nutrition in the animal kingdom.

6. Classifies animals by their way of feeding: omnivores, carnivores and herbivores.
7. Identifies some animals from each one of these groups.
The plant kingdom. Characteristics and classification.

8. Identifies and explains the difference between plants with deciduous and perennial leaves.
Reproduction in the plant kingdom.

9. Knows the method of reproduction in plants (flowers, fruits and seeds).
10. Identifies and explains the difference between plants with flowers and plants without flowers.
Material and Energy, Technology, objects and machines
Characteristics of material.
11. Observes some materials and describes their characteristics with respect to colour, shape, plasticity, hardness, etcetera.
Utility of some advances, products and materials for the progress of society. Machines and apparatus. Important inventions and discoveries for the life of man.
12. Identifies some machines and apparatus of daily life and explains their utility and operation.
13. Constructs some simple machine and explains its utility.
14. Explains the changes which inventions and discoveries such as fire, the wheel or the plough brought to the lifestyle of man.
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Common content for the whole stage
Initiation in scientific activity. Use of diverse sources of information.

1. Searches for, selects and organizes concrete and relevant information, analyzes it, obtains conclusions, communicates his/her experience, reflects on the process
followed and communicates it orally and in written form.
2. Consults and uses written documents, images and graphs.
3. Develops suitable strategies for accessing texts of scientific character.
Study and work techniques. Development of work habits. Effort and responsibility.
4. Demonstrates autonomy in the planning and execution of actions and tasks and has initiative in the taking of decisions.
5. Utilizes, in a suitable manner, the appropriate vocabulary for each block of contents.
6. States orally, clearly and in an ordered sequence, contents related with the area, demonstrating the comprehension of oral and/or written texts.
Utilization of information and communication technologies for searching for and selecting information, simulating processes and presenting conclusions.
7. Makes autonomous use of word processing (page adjustment, insertion of illustrations or notes, etcetera).
8. Makes use of TICs as a leisure resource.
9. Knows and uses the protective measures which must be employed when using TICs.
Planning and implementation of projects and presentation of reports.

10. Performs simple experiences and small researches: posing problems, enunciating hypothesis, selecting the necessary material, implementing, deducing
conclusions and communicating the results.
11. Carries out a project, working individually or as part of a team, and presents a report, using a paper and/or digital format, collecting information from different
sources (direct, books and Internet) using different media and communicating the completed experience orally using images and written texts as a basis.
12. Presents works in an ordered manner on a paper and digital support individually and as part of a team.
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6. VALUES AND ATTITUDES
Education in values corresponds to the needs of society in which we live. Therefore, it is not considered as another working area, but as an axis that goes over all
curricular areas and must be present in the whole educational process.
At this stage, school education aims to develop student's capacities that are considered as essential to become citizens with full rights and duties in the society they
live in. This objective does not end in intellectual knowledge integrated into different areas, but it aims to a complete personal development, that is to say, it tries to
attend their affective capacities, motor skills, interpersonal relations and social inclusion and performance. With this transversality, students are exposed to values
concerned on today's world, bringing students into contact with them, sensitizing and involving them into important issues such as nature defence, world peace,
equal opportunities without discrimination by sex, race, etc.
The work on values is included in different units of the project and it aims to that purpose. Its application requires a special approach according to every unit,
specially taking into account the kind of contents and activities. Moreover, every area is worked through many different elements. The ultimate objective of working
on values in school curriculum, and therefore in our project, is the integral education of the students, which includes from their cognitive development to their
integration within changing culture of society they live in, as well as the values of solidarity, cooperation and participation. Considering this purpose, learning
methodology on these units can´t come from something apart from students, but it must be based on:
 Previous knowledge and experiences.

 Relationship between equals.
 Cooperation and participation in the classroom and its environment.
 Interpolation between units and contents.
 Working methods to provide, on one hand direct contact with the environment and on the other hand problem posing and solving as working procedure.
Furthermore, in Natural Science area we have dedicated a specific place for working on values:
In ByME Natural Science 2 there is a strong focus on ethics and values, encouraging children to engage with the world around them, appreciate its
complexities and problems, and develop social responsibility.
Make a difference: Pupils are introduced to values and ethics in relation to the scientific project. They are presented with situations designed to encourage
reasoning and an engagement with their immediate surroundings, in order to develop their independence and the beginnings of social and personal
responsibility. There are also further ideas for projects and class presentations.
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7. MIXED-ABILITY ACTIVITIES
1. The educational intervention on this stage must facilitate the learning of those students than require a special educational provision different from the ordinary as
it offers special educational needs linked to physical or psychological disabilities, specific learning difficulties (dyslexia, among them), Attention Deficit and
Hyperactivity Disorder (ADHD), high intellectual capacities, late entry into educational system or personal conditions or school transcript.
Departments of the Autonomous Communities with competences in education are responsible for taking the necessary steps to identify those students with special
learning difficulties and to assess their needs at an early stage.
2. The Department with competences in education will regulate issues listed on Section 1 of this article and will established the appropriate steps for students to
achieve the suitable level related to the curriculum competences, in addition to the objectives generally established in Primary Education.
Specific support activities and extension of the ByME Natural Science 2 (CAM) project.
 Extra ideas: for those pupils who finish earlier.

 Helpful tips section with advice to diversify the Teacher's Book activities.
 Cooperative Projects, which can be adapted to each pupil's needs.
 Further reading sections in the Teacher's Book, a brief bibliography for those who would like to deepen their knowledge on CL.
 Activity Book activities.
 Digital Resources activities.
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8. FOSTERING READING
The ByME Natural Science 2 (CAM) proposes various ways to promote reading as a habit and to develop reading comprehension, both through texts and reading
activities from Pupil's Book and through support material.
Reading is a complex linguistic cognitive process that not only involves the ability of decoding phonemes and graphs, but also the reader capacity to understand and
infer texts. Moreover, added to this, students must recognize the great amount of communicative contests and the intentionality in which texts are situated.
In Primary, reading is a key element from which other leanings are raised and its most favourable acquisition makes students successfully develop themselves in
school and everyday life, as well as to build up their personality.
At the beginning of this stage, students are still in development of reading skills and abilities. Handling and mastering these diverse reading capacities will lead
students to achieve the decisive objective of reading instruction: to read efficiently.
Beyond teaching functional use of reading at an early age (teaching decoding ability and other comprehensive strategies) as well as to improve capacities
throughout Primary Stage, it is essential to awaken the interest of students on reading and to foster its habit and enjoyment.
As regard to resources, down below, it is explained in detail the project proposals for working on reading and comprehension in the
Natural Science area.
 Pupil's Book y Activity Book: Reading texts throughout the unit

 Teacher's Book: Further reading sections
 Introduction to school library use.
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9. LANGUAGE STRUCTURES IN BYME NATURAL SCIENCE 2 (CAM)

UNIT STRUCTURES VOCABULARY
0  I’m (...), I’m (...) years old.  Board, skeleton, microscope, plants, globe, planets, healthy food,
 What´s your name?  Pencil, rubber, notebook, textbook
 Point to, Can you see? What is he/she doing?
 My favourite Science topic is …
1  He/she is playing / jumping / popping / hitting / eating / counting /  Eyes, ears, nose, mouth, tongue, hand, fingers, toes, skin, brain
covering ears / barking  Balloons, piñata, hide and seek, birthday party, cake, pizza, sweets, dog,
 I can see / hear / smell / taste / touch / feel birds, squirrel
 Which sense are they using?  See, hear, smell, taste, touch
 What do we see, hear, smell, taste and touch?  Hide and seek, bees, rubbish bag
 It smells good / bad; it tastes  Triangular, square, round, rectangular
 We breathe, it pumps, we exercise  Big, small, loud, quiet
 Grow, be active, stay healthy, absorb, break down  Red, yellow, blue, green, orange, purple, brown, black, white
 long / short / blond / brown / black / red hair  Salty, sweet, sour, bitter, hard, soft, hot, cold
 I’m the tallest; I wear glasses; I’m 7 years old  Lungs, stomach, brain, heart, blood
 What’s my name?  Respiration, circulation, oxygen, healthy
 We grow / change / become  Teeth, stomach, small intestine, large intestine
 How do you change?  Digestive system, bloodstream, nutrients
 Put / crush the sweets  Foetus, baby, children, adolescents, adult, older adult
 It sounds, it smells, it tastes, it feels  Stomach, teeth, digestion
 Break down, absorb, dissolve
2  Stretch, jump, move, exercise, stand, hop, walk  Arms, knees, hips, ankles, hands, foot
 It protects, they protect, watch out, be careful  Hula hoops, sack race, wheelbarrow race, 3-legged race
 Where are you going? How are you feeling?  Arms, knees, hips, ankles, hands, foot, feet, bones
 It contracts / pulls / relaxes / gets  Helmet, knee / elbow pads, trainers,, skateboard
 The muscle contracts / relaxes  Head, torso, upper limbs, lower limbs
 Colour, cut out, attach, bend, straighten  Eyes, ears, nose, mouth, hands, fingers, toes, elbows, knees, tummy
 Be alert, prevent, protect  Skeleton, skull, backbone, ribs, pelvis, arm bones, hand bones, leg bones,
foot bones
 Brain, heart, lungs
 Bones, muscles, biceps, triceps, joints
 Shorter, fatter, longer, thinner
 Neck, wrist, finger, ankle, toes, jaw, shoulder, elbow, hip, knee
 Walk, cycle, play football, climb, ride, wear, us, cross
3  Is it a vertebrate or an invertebrate?  Blackbird, duck, duckling, kingfisher, heron
 Living things, non-living things  Rabbit, deer, fox, hedgehog, squirrel, horse
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 They lay eggs / breathe  Dragonfly, grasshopper, ant, fish, frog

 Fish, scales, fins, gills, tail  Binoculars, camera, tractor, boat, rocks, rubbish
 Scales, gills, dry / moist / soft skin  Birds (heron, ducks, ducklings), horse, fish, plants
 It’s a herbivore /carnivore / omnivore  Tractor, boat, car, road, rock
 Draw, cut out, stick, classify  Rabbit, vulture, worm, butterfly
 It´s a vertebrate / invertebrate  Vertebrates, invertebrates, skeleton
 It’s mammal / bird / fish / reptile / amphibian / arthropod / mollusc  Mammals, birds, fish, reptiles, amphibians
 It’s a carnivore / herbivore / omnivore  Mammal, bird, reptile, fish, amphibian
 It lays eggs. It’s oviparous / viviparous  Hair, fur, skin
 It has fur / moist skin / scales / fins / gills / scales / wings / feathers / a  Habitat, herbivore, carnivore, omnivore, viviparous, oviparous
tail / a beak / a shell / antennae / tentacles / segmented body  Feathers, wings, beak, tail, legs
 Insects, fish, nuts, seeds, small animals
 Eggs, shells
 Viviparous, oviparous
 Reptile, amphibian, snake, crocodile, lizard, tortoise, salamander, frog,
tadpole
 Shark, clownfish, dolphin, trout, whale, swordfish
 Plankton, insects, water plants, oceans, lakes, rivers
 Segmented body, joints, antennae, thin / thick exoskeleton, wings
 Spider, butterfly, lobster, beetle, centipede, ladybird Soft body, shell,
tentacles
 Snail, slug, mussel, limpet, squid
 Moist places, garden, on/underneath rocks
 Mammals, birds, fish, reptiles, amphibians
4  He / She is buying / selling  Plants, trees, bush, grass, flowers, seeds, leaves, fruit, vegetables, trunk,
 Living / non-living things branches
 They form / produce / protect  Market, stalls, baker’s, basket fruit, wild flower
 Fruit, apple, blackberry, lemon
 Vegetables, potato, pea, carrot, grrass, wheat, corn,
 Woods, forests, environment, oxygen
 Tree, chestnut, flowers, rose, poppy
 Wild, cultivated
 Deciduous, evergreen, conifers
 Seasons, spring, summer, autumn, winter
 Badger, squirrel, woodpecker, blackbird, centipede, hedgehog
 Chestnut, oak, pine, palm
5  What’s it made of? Where does it come from?  Garage, toys, clothes, bottle, jar, pot, cushion, pan, vacuum cleaner,
 How does it feel / look? books, piano, newspapers, tennis racket, mirror, radio-cassette player,
 Fixed shape, no shape trophies, candles
 Force, cut, bend, stretch, squeeze, melt  Recycling point, container, charity shop
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 Reversible, irreversible, change  Cardboard, toys, robot, old clothes, jars, bottles
 Natural materials, manufactured materials
 Sand, rocks, wool, cotton, petroleum, wood
 Metal, paper, fabric, glass
 Materials, liquids properties
 Rough, smooth, soft, hard, transparent, opaque, rigid, flexible,
waterproof, absorbent
 Rubber, wood, clay, wool, paper, metal, plastic
 Solids, liquids
 Heat, cool
 Solids, force, heat
 Metal, glass, wood, plastic, fabric, rubber, wool, clay,
 Soft, hard, waterproof, absorbent, rough, smooth, rigid, flexible, opaque,
transparent
6  What’s this tool called? What do you use it for?  Knife, spoon, fork
 It cleans / cooks / washes / opens / grates / cuts / toasts / heats  Spanner, screwdriver, hammer, nut, screw, nail, scissors, hammer,
 Turn, twist, push, pull pliers, saw,
 It uses…  Mechanics, car, engine, tyre, toolbox, oil can, paint
 Cut, lift, move  Nuts, screws, nails
 It has few parts / many parts  Tools, simple machine, complex machine
 Tighten, loosen, cut, stir  Mop, grater, microwave, kettle, tin opener, dishwasher
 Investigate, build, decorate, add  Hairdryer, broom, computer, tractor, cooker, crane, camera, telephone
 It’s simple / complex, it uses batteries / mains electricity  Simple, complex, energy, batteries, mains electricity
 Plug, socket, battery, switch, cable
 Computer, TV, fridge, cooker, toaster, hairdryer, vacuum cleaner,
calculator, scissors
 Electrical machines, sharp tools, hot machines, dangerous cables
 Car, wheel, axle, engine, driver
 Grater, mop, torch, broom
 Oven, tractor, crane, trolley, clock, dishwasher, remote control, toy
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10. COOPERATIVE LEARNING
What is Cooperative Learning?
Cooperative Learning (CL) is an educational situation in which pupils are required to work together in small groups or teams to support each other in order to
improve their own learning and that of others. CL goes beyond merely seating pupils together – simply telling them they are a group does not mean they will
cooperate effectively.
For pupils to behave cooperatively, and to reach their full potential within a group or team, some essential elements need to be put in place.
1. Positive interdependence
Students perceive that they need each other in order to complete the group’s task. Every pupil in a small group must contribute to the learning of the group, and each
member needs the others to complete the task. We can enhance positive interdependence by establishing mutual goals which “will help each student to learn and
make sure all other team members learn”.
2. Individual accountability
“Each student’s performance is assessed and the results are given to that student and the rest of the members of the group”. Therefore each member of the group is
responsible for completing their part of the work and must develop a sense of personal responsibility towards him or herself and the rest of the group, because
individual performance will affect not only one’s own result, but also the rest of the of the wider team.
3. Promotive interaction
“Students promote each other’s learning by helping, sharing, and encouraging efforts to learn”. CL implies face-to-face interaction. Students need not only to
discuss and agree but also to produce a piece of work through combined effort, because Cooperative Learning is not about working individually and make a ‘cut-
and-paste’ final product.
4. Social abilities
Students need interpersonal skills in order to be successful.
Some of them are:
- Effective leadership
- Decision-making
- Trust-building
- Communication
- Conflict resolution
- Helping and asking for help
- Organisation
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- Self-esteem and self-confidence
Pupils aren’t born knowing how to behave in a group.

We have to teach them, giving them models, and opportunities to practise these skills.
5. Group processing
Developing CL methodology is not easy at first, nor are the effects immediate. Difficulties within the groups, resources and management may arise. That is why
formative assessment is needed. This assessment involves both teachers and pupils. One way of structuring group assessment is by:
- Listing at least three member actions that helped the group be successful (students).
- Listing at least one action that could make the group even more successful (students).
- Monitoring the groups and giving feedback on how well the groups are working together and the class as a whole (teacher)
We need to know the strong and weak points in order to make the right decisions and develop the methodology in the right direction.
The benefits of using CL are supported by theory and are well-established by classroom research. There are several reasons why CL works as well as it does:
- Pupils learn more by doing something active than by simply watching and listening, and CL is by nature an active method.
- Cooperation enhances learning. Less confident pupils working individually tend to give up when they get stuck, but when working as a part of a team they
keep going.
- When strong pupils help and work together with less confident students, they often find gaps in their understanding and fill them in.
- Pupils working alone may tend to delay or skip their assignments, but when they work as a part of a team and realise that others are counting on them, they
will often feel more motivated and do the work in a timely manner.
Nevertheless, we should never forget that the benefits of CL are not automatic, and it takes time to work in a cooperative way.
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Cooperative Learning structures

Once the teacher has determined the objective of the lesson, he or she can select a structure that will provide the optimal learning experience for the student in a
cooperative context. Learning structures are available for almost any learning situation.
Rally robin
In pairs, pupils alternate generation brief oral responses.
1. Teacher poses a question/problem.
2. Pupils repeatedly take turns, answering orally. One answer at a time.
Timed pair share
In pairs, pupils share with a classmate for a predetermined time while the classmate listens.
Then they switch roles.
1. Pupils are paired and work in pairs.
2. Present a problem to the pupils.
3. Provide them with a specific amount of time to write their answers.
4. Pupils discuss their answers with either their face or shoulder partners.
5. Call on pupils to share with the class the answer they have developed with their partners.
Round robin
In teams, pupils take turns responding orally.
1. Teacher asks a question.
2. Pupils take turns answering the question.
Rally coach
Pupils take turns, one solving a problem while the other coaches. Then they switch roles.
1. Pupil A solves the first problem.
2. Pupil B watches, listens, checks, and praises.
3. Pupil B solves the next problem.
4. Pupil A watches, listens, checks, and praises.
5. Repeat starting at step one.
Stand up, hand up, pair up
Pupils stand up, put their hand up and quickly find a classmate with whom to share or discuss
1. Teacher says Stand up, hand up, pair up as quickly as you can.
2. Pupils stand up and keep one hand in the air until they find a partner.
3. High five your partner.
4. Teacher asks a question or gives an assignment.
5. Teacher provides thinking time.
6. Pupils share using method teacher gives.
19
The teacher’s role in Cooperative Learning

Teachers should reinforce and help the pupils to know how to work in a group:
a. Taking care of the different cooperative skills the pupils will need to manage in order to work together effectively and efficiently. This is essential because all the
elements derived from social interaction in the classroom depend on these cooperative skills
b. Turning social interaction into promotive interaction. Teachers should make pupils reflect on the way they address their group mates: what they mean and how
they sound.
c. Creating opportunities for inter-individual information intake (or processing) making them aware of their individual accountability.
d. Contemplating group assessment as an instrument for cooperative reflection to ensure the improvement of the cooperative structure. Teachers should help pupils
identify their weak and strong points as a group and take the necessary actions.
Cooperative skills
Cooperative skills can be classified as:
Organisation skills: those related to group formation and organisation as well as establishing behavioural rules.
- Encouraging every member to participate
- Turn-taking
- Forming groups quickly with minimum noise
- Staying in the group
- Managing noise level
- Respecting other members’ personal space
- Taking care of materials
- Paying attention to the person talking
- Respecting everybody’s opinions
Working out skills: those devoted to completing the tasks and keeping efficient working relationships within the group.
- Reflecting on more efficient procedures
- Guiding task procedures
- Defining the purpose of the task
- Establishing time limits
- Expressing approval
- Asking for help
- Paraphrasing others’ ideas
- Resolving conflicts
- Making shared decisions by negotiating and reaching a consensus
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Formulation skills: those needed for a deep understanding of the concepts the students have acquired.
- Summarising
- Correcting others and adding information
- Scaffolding with previously-seen concepts
- Creating memorisation strategies
- Checking understanding
- Explaining how the task should be done
Processing skills: those targeted as raising socio-cognitive awareness to cultivate a more in-depth understanding. For example:
- Discussing ideas
- Integrating different ideas in one conclusion
- Improving the answers of other group members
- Verifying and contrasting the work produced with the instructions given
21
Group formation
Teachers should form the teams rather than letting the students to choose their teammates.
One of the fundamental aspects in structuring CL activities is the size of the groups. Ideally, form teams of 3–4 students. Pair work doesn’t usually produce the
diversity of ideas and approaches common to CL. In teams of five or more, some students are likely to be inactive.
Make the teams heterogeneous in ability level. In heterogeneous groups, the weaker students learn from others, and the stronger students gain a deeper
understanding of the subject by teaching it to their peers.
The Cooperative Learning session

There should be four different stages in every CL session:
1. Activation
This stage works as a warm-up. It is the moment for eliciting previous knowledge about the topic.
2. Introduction
The teacher introduces new content. This is the moment for giving instructions and explaining the ‘why’.
3. Development
At this stage teamwork comes into action according to the strategies designed by the teacher.
4. Feedback
The feedback will provide very useful information to the teacher, who checks if the contents have been properly acquired.
And last but not least…

- If you’ve never used CL, consider starting with small group activities in class. Once you’re comfortable with that, try a group project or assignment, up to a level
of CL with which you are comfortable.
- At the start of the course, explain to students what they’ll be doing in teams, what procedures you’ll follow, and what your expectations are.
- Make team assignments more challenging than traditional individual assignments. CL works best for challenging problems and activities that require higher-level
thinking skills.
- A term assessment is essential to find out how students feel about teamwork. Ask the students to reflect on what works and doesn’t work in their team. If many
teams are experiencing the same problem, spend some time in class on the relevant cooperative skills. Most of the time, however, the assessment will show that
most teams are working well.
- Expect initial resistance from students.
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11. ASSESSMENT RUBRICS
Specific Contents for the First Year of Primary
LEARNING Levels of acquisition2 Qualification

In the course of being acquired
OUTCOMES (1)
Acquired (2) Advanced (3) Excellent (4) (maximum 4)
1. Describes in general Makes effort to describe in Describes in general terms the Describes in general terms Describes in general terms
terms the functions of general terms the functions of functions of nutrition, the functions of nutrition, the functions of nutrition,
nutrition, relationships and nutrition, relationships and relationships and reproduction relationships and relationships and
reproduction in the human reproduction in the human in the human being, with reproduction in the human reproduction in the human
being. being. difficulties. being, easily. being, perfectly.
2. Identifies and locates In the course of identify and Identifies and locates the
Identifies and locates some Identifies and locates many
the principal bones, locate bones, muscles and principal bones, muscles
bones, muscles and joints bones, muscles and joints
muscles and joints. joints. and joints
Acquires habits of risk

3. Acquires habits of risk Aims to acquire habits of risk Acquires some habits of risk Acquires many habits of risk
prevention and looks after
prevention and looks after prevention and looks after prevention and looks after prevention and looks after
his/her personal security,
his/her personal security. his/her personal security. his/her personal security. his/her personal security.
completely.
2
Other assessment standards: D-C-B-A; Sufficient -Average-Above average-Excellent; Numerical, etc..
23
LEARNING Levels of acquisition Qualification

OUTCOMES (1)
4. Explains the general Explains the general Explains the general Explains the general Explains the general
characteristics of the characteristics of the different characteristics of the different characteristics of the characteristics of the
different groups of groups of vertebrate animals: groups of vertebrate animals: different groups of different groups of
vertebrate animals: mammals, birds, reptiles, mammals, birds, reptiles, vertebrate animals: vertebrate animals:
mammals, birds, reptiles, amphibians and fish, although amphibians and fish, although mammals, birds, reptiles, mammals, birds, reptiles,
amphibians and fish. he/she experiences many he/she experiences some amphibians and fish, without amphibians and fish,
difficulties. difficulties. too much difficulty. without any difficulty.
5. Explains the
Tries to explain the Explains some characteristics Explains many Explains all the studied
characteristics of the
characteristics of the groups of of the groups of invertebrate characteristics of the groups characteristics of the groups
groups of invertebrate
invertebrate animals. animals. of invertebrate animals. of invertebrate animals.
animals.
6. Classifies animals by In the course of classify Classifies animals by their Classifies animals by their Classifies animals by their
their way of feeding: animals by their way of way of feeding: omnivores, way of feeding: omnivores, way of feeding: omnivores,
omnivores, carnivores and feeding: omnivores, carnivores and herbivores, carnivores and herbivores, carnivores and herbivores,
herbivores. carnivores and herbivores. with some difficulties. easily. perfectly..
Identifies some animals from Identifies some animals
7. Identifies some animals Makes effort to identify some Identifies some animals from
each one of these groups, from each one of these
from each one of these animals from each one of each one of these groups,
although he/she experiences groups, without any
groups. these groups. without too much difficulty.
some difficulties. difficulty.
Aims to identify and explain Identifies and explains some Identifies and explains many Identifies and explains the
8. Identifies and explains
the difference between plants differences between plants differences between plants difference between plants
the difference between
with deciduous and perennial with deciduous and perennial with deciduous and with deciduous and
plants with deciduous and
leaves. leaves. perennial leaves. perennial leaves,
perennial leaves.
completely.
Makes effort to know the Knows the method of Knows the method of Knows the method of
9. Knows the method of
method of reproduction in reproduction in plants reproduction in plants reproduction in plants
reproduction in plants
plants (flowers, fruits and (flowers, fruits and seeds), (flowers, fruits and seeds), (flowers, fruits and seeds),
(flowers, fruits and seeds).
seeds). with some difficulties. without too much difficulty. without any difficulty.
10. Identifies and explains In the course of identify and Identifies and explains some Identifies and explains many Identifies and explains the
the difference between explain the difference between differences between plants differences between plants difference between plants
plants with flowers and plants with flowers and plants with flowers and plants with flowers and plants with flowers and plants
plants without flowers. without flowers. without flowers. without flowers. without flowers.
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OUTCOMES (1)
11. Observes some Observes some materials and Observes some materials and Observes some materials
Tries to observe some
materials and describes describes their characteristics describes their and describes their
materials and describe their
their characteristics with with respect to colour, shape, characteristics with respect characteristics with respect
characteristics with respect to
respect to colour, shape, plasticity, hardness, etcetera, to colour, shape, plasticity, to colour, shape, plasticity,
colour, shape, plasticity,
plasticity, hardness, although he/she experiences hardness, etcetera, without hardness, etcetera, without
hardness, etcetera.
etcetera. some difficulties. much problem. any difficulty.
12. Identifies some Makes effort to identify some Identifies some machines and Identifies some machines Identifies some machines
machines and apparatus of machines and apparatus of apparatus of daily life and and apparatus of daily life and apparatus of daily life
daily life and explains daily life and explains their explains their utility and and explains their utility and and explains their utility and
their utility and operation. utility and operation. operation, with difficulties. operation, easily. operation, perfectly.
In the course of construct Constructs some simple Constructs some simple Constructs some simple
13. Constructs some
some simple machine and machine and explains its machine and explains its machine and explains its
simple machine and
explain its utility. utility, although he/she utility, without much utility, without any
explains its utility.
experiences some difficulties. problem. difficulty.
14. Explains the changes Explains the changes which Explains the changes which Explains the changes which Explains the changes which
which inventions and inventions and discoveries inventions and discoveries inventions and discoveries inventions and discoveries
discoveries such as fire, such as fire, the wheel or the such as fire, the wheel or the such as fire, the wheel or the such as fire, the wheel or the
the wheel or the plough plough brought to the lifestyle plough brought to the lifestyle plough brought to the plough brought to the
brought to the lifestyle of of man, although he/she of man, although he/she lifestyle of man, without too lifestyle of man, without
man. experiences many difficulties. experiences some difficulties. much difficulty. any difficulty.
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Common contents for the whole stage
LEARNING Levels of acquisition3 Qualification

In the course of being
OUTCOMES acquired (1)
Acquired (2) Advanced (3) Excellent (4) (max 4)
Searches for, selects and Searches for, selects and
Searches for, selects and Searches for, selects and
1. Searches for, selects and organizes concrete and organizes concrete and
organizes concrete and organizes concrete and
organizes concrete and relevant information, relevant information,
relevant information, relevant information,
relevant information, analyzes it, obtains analyzes it, obtains
analyzes it, obtains analyzes it, obtains
analyzes it, obtains conclusions, communicates conclusions, communicates
conclusions, communicates conclusions, communicates
conclusions, communicates his/her experience, reflects his/her experience, reflects
his/her experience, reflects his/her experience, reflects
his/her experience, reflects on the process followed and on the process followed and
on the process followed and on the process followed and
on the process followed and communicates it orally and communicates it orally and
communicates it orally and communicates it orally and
communicates it orally and in written form, although in written form , although
in written form, without too in written form, without any
in written form. he/she experiences many he/she experiences some
much difficulty. difficulty.
difficulties difficulties.
Consults and uses written Consults and uses written
Consults and uses written Consults and uses written
2. Consults and uses written documents, images and documents, images and
documents, images and documents, images and
documents, images and graphs although he/she graphs, although he/she
graphs, without too much graphs, without any
graphs. experiences many experiences some
difficulty. difficulty.
difficulties. difficulties.
Develops suitable strategies Develops suitable strategies
Develops suitable strategies Develops suitable strategies
3. Develops suitable for accessing texts of for accessing texts of
for accessing texts of for accessing texts of
strategies for accessing texts scientific character although scientific character, although
scientific character, without scientific character, without
of scientific character. he/she experiences many he/she experiences some
too much difficulty. any difficulty.
Demonstrates autonomy in Demonstrates autonomy in
Demonstrates autonomy in Demonstrates autonomy in
4. Demonstrates autonomy the planning and execution the planning and execution
the planning and execution the planning and execution
in the planning and of actions and tasks and has of actions and tasks and has
of actions and tasks and has of actions and tasks and has
execution of actions and initiative in the taking of initiative in the taking of
initiative in the taking of initiative in the taking of
tasks and has initiative in the decisions although he/she decisions, although he/she
decisions, without too much decisions, without any
taking of decisions. experiences many experiences some
3
Other assessment standards: D-C-B-A; Sufficient -Average-Above average-Excellent; Numerical, etc.
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Utilizes, in a suitable Utilizes, in a suitable
Utilizes, in a suitable Utilizes, in a suitable
5. Utilizes, in a suitable manner, the appropriate manner, the appropriate
manner, the appropriate manner, the appropriate
manner, the appropriate vocabulary for each block of vocabulary for each block of
vocabulary for each block of vocabulary for each block of
vocabulary for each block of contents although he/she contents, although he/she
contents, without too much contents, without any
contents. experiences many experiences some
States orally, clearly and in States orally, clearly and in
States orally, clearly and in States orally, clearly and in
6. States orally, clearly and an ordered sequence, an ordered sequence,
an ordered sequence, an ordered sequence,
in an ordered sequence, contents related with the contents related with the
contents related with the contents related with the
contents related with the area, demonstrating the area, demonstrating the
area, demonstrating the area, demonstrating the
area, demonstrating the comprehension of oral comprehension of oral
comprehension of oral comprehension of oral
comprehension of oral and/or written texts although and/or written texts,
and/or written texts, without and/or written texts, without
and/or written texts. he/she experiences many although he/she experiences
too much difficulty. any difficulty.
difficulties. some difficulties.
Makes autonomous use of Makes autonomous use of
Makes autonomous use of Makes autonomous use of
7. Makes autonomous use of word processing (page word processing (page
word processing (page word processing (page
word processing (page adjustment, insertion of adjustment, insertion of
adjustment, insertion of adjustment, insertion of
adjustment, insertion of illustrations or notes, illustrations or notes,
illustrations or notes, illustrations or notes,
illustrations or notes, etcetera, although he/she etcetera), although he/she
etcetera), without too much etcetera), without any
etcetera). experiences many experiences some
Makes use of TICs as a
Makes use of TICs as a Makes use of TICs as a
8. Makes use of TICs as a Makes use of TICs as a leisure resource, although
leisure resource, without too leisure resource, without any
leisure resource. leisure resource. he/she experiences some
difficulties.
Knows and uses the Knows and uses the
Knows and uses the Knows and uses the
9. Knows and uses the protective measures which protective measures which
protective measures which protective measures which
protective measures which must be employed when must be employed when
must be employed when must be employed when
must be employed when using TICs, although he/she using TICs, although he/she
using TICs, without too using TICs, without any
using TICs. experiences many experiences some
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Performs simple experiences Performs simple experiences
Performs simple experiences Performs simple experiences
10. Performs simple and small researches: posing and small researches: posing
and small researches: posing and small researches: posing
experiences and small problems, enunciating problems, enunciating
problems, enunciating problems, enunciating
researches: posing problems, hypothesis, selecting the hypothesis, selecting the
hypothesis, selecting the hypothesis, selecting the
enunciating hypothesis, necessary material, necessary material,
necessary material, necessary material,
selecting the necessary implementing, deducing implementing, deducing
implementing, deducing implementing, deducing
material, implementing, conclusions and conclusions and
conclusions and conclusions and
deducing conclusions and communicating the results, communicating the results,
communicating the results, communicating the results,
communicating the results. although he/she experiences although he/she experiences
without too much difficulty. without any difficulty.
many difficulties. some difficulties.
Carries out a project, Carries out a project,
11. Carries out a project, Carries out a project, Carries out a project,
working individually or as working individually or as
working individually or as working individually or as working individually or as
part of a team, and presents a part of a team, and presents a
part of a team, and presents part of a team, and presents a part of a team, and presents a
report, using a paper and/or report, using a paper and/or
a report, using a paper report, using a paper and/or report, using a paper and/or
digital format, collecting digital format, collecting
and/or digital format, digital format, collecting digital format, collecting
information from different information from different
collecting information from information from different information from different
sources (direct, books and sources (direct, books and
different sources (direct, sources (direct, books and sources (direct, books and
Internet) using different Internet) using different
books and Internet) using Internet) using different Internet) using different
media and communicating media and communicating
different media and media and communicating media and communicating
the completed experience the completed experience
communicating the the completed experience the completed experience
orally using images and orally using images and
completed experience orally orally using images and orally using images and
written texts as a basis, written texts as a basis,
using images and written written texts as a basis, written texts as a basis,
although he/she experiences although he/she experiences
texts as a basis. without too much difficulty. without any difficulty.
Presents works in an ordered Presents works in an ordered
12. Presents works in an Presents works in an ordered Presents works in an ordered
manner on a paper and manner on a paper and
ordered manner on a paper manner on a paper and manner on a paper and
digital support individually digital support individually
and digital support digital support individually digital support individually
and as part of a team, and as part of a team,
individually and as part of a and as part of a team, and as part of a team,
although he/she experiences although he/she experiences
team. without too much difficulty. without any difficulty.
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12. ASSESSMENT IN OUR EDUCATIONAL PROJECT
12.A) ASSESSMENT TOOLS
Formative assessment (Informal)

 Teacher’s evaluation of the unit
 Let's Remember sections at the end of each unit.
 Term review sections at the end of every term.
Summative assessment (Formal)

 Diagnostic test: provides an overview of the unit and allow you to assess the students’ prior knowledge.
 End-of-unit test: in addition to the Review section at the end of each unit, this summative test can be used to evaluate students’ progress after studying the
unit content.
 End-of-Term test: makes it possible to assess the pupil's progress throughout the term.
Self- assessment
 Self-evaluation section at the end of each unit
Rubrics
 ByME Natural Science 2 Rubrics
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12.B) TYPES OF EVALUATION

 Initial evaluation (Diagnostic): Al the beginning of each course of Primary Education, teachers will carry out an initial evaluation of students, which will
allow them to take the right decisions and relevant measures related to reinforcement.
 Continuous evaluation (Formative): Continuous evaluation will have a formative character. Its aim will be to assess the teachers and to help students in
the teaching and learning processes, as well as to adopt the relevant decisions to help them overcome any possible difficulties.
 Final evaluation (Accumulative): At the end of each school year, teachers will carry out the final assessment of the students' results. This assessment of
the academic results will be recorded in the evaluation documents including the relevant marks, both positive and negative.
 Individual assessment of the second year of Primary Education: The schools will do an individual assessment to all the students at the end of the
second year of Primary Education, checking their mastery of the skills and abilities in oral and written expression and comprehension, calculation and
problem solving, related to the level of acquisition of both linguistic communicative competence and mathematical competence.
 Final Assessment of Primary Education: At the end of the sixth year of Primary Education, students will do an end-of-stage individual assessment,
where teachers will check the level of acquisition of the competence in linguistic communication, and of the competence in mathematics, science and
technology, as well as the achievement of the objectives of the stage.
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12.C) QUALIFICATION AND PROMOTION CRITERIA

The teacher/department will assess the level of consecution of the intended objectives applying the methodology, bearing in mind the acquisition of the key
competences, the evaluation criteria and using the different resources of evaluation.
The qualification will be established by analysing the learning process and the progress in the activities and tasks done by the students. For that purpose, the
teacher/department will take into account and will qualify the aspects below in the following way:
Evaluation Resources % Observations
According to Royal Decree 126/2014 of 28 February, the students will pass to the following course or stage as far as it is considered that they have achieved the
objectives of the course or stage, and that they have reached the level of acquisition of the corresponding competences. Otherwise, they will be allowed to repeat a
school year only once throughout the stage, with a specific reinforcement plan.
For that purpose, teachers will bear in mind the following Promotion Criteria:
Promotion Criteria Observations
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13. ASSESSMENT OF THE TEACHING-LEARNING PROCESS
COURSE: ______ GROUP: ______ EVALUATION4 1ª 2ª 3ª
13.1. TEACHING TEAM COORDINATION DURING THE QUARTER

Number of coordination meetings held: ______
Attendance index5: _______
Number of evaluation sessions held: ______
Attendance index: ______
Comments:
13.2. TEACHING PROGRAMME ADJUSTMENT

Lesson number during the quarter:
ÁREAS
Lessons planned
Lessons taught
Percentage
Teaching organization and methodology:

4
Mark the corresponding option.
5
Obtained from the arithmetic average of meetings held indexes, by dividing number of teachers attending each meeting among the total number of members of teaching team.
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INDICATORS ASSESSESMENT6
1 2 3 4
a) Spaces
b) Times
c) Teaching materials and resources
d) Groupings
e) Other (specify)
Comments:
Suitability of evaluation tools used:
Other highlights:
6
4 being the highest rating and 1 the lowest.
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14. SPECIFIC METHODOLOGY IN BYME NATURAL SCIENCE 2 CAM
ByME Natural Science is a six-level course for pupils studying the subject of Natural Science in a bilingual context. Level 2 is for pupils in year 2 of Primary.
AIMS OF THE COURSE
The course follows the Natural Science syllabus as laid out by the LOMCE. It is an introduction to the natural sciences, leading learners through their first
experiences of Biology, Chemistry and Physics. ByME Natural Science aims to develop pupils’ scientific knowledge and language skills. Given the challenge of
teaching Natural Science in a bilingual classroom, it is important that language does not overwhelm the content, nor vice versa. For that reason, this programme was
designed to ensure a unique balance between language and content.
The guiding principles are simplicity and motivation – ByME Natural
Science is interesting and engaging for the pupils and user-friendly for the teacher. It features:
• A simple, fixed unit structure to ensure easy navigation.
• A fresh and clear design with a dynamic mix of age-appropriate illustrations and attractive photography, providing visual aids that facilitate comprehension.
• A focus on scientific method in order to develop pupils’ investigative and presentation skills.
• A real sense of progression through the levels with a fun, accessible feel to the early levels – with songs, characters and stories – and a more mature and scientific
approach in higher levels, a clear bridge to Secondary.
• Flexibility, with many extra, non-content pages, allowing for easy adaptation to specific teaching situations.
• Scientific literacy instruction to support content learning in English through reading, writing, speaking and listening activities.
• A wide range of additional resources.
This course also aims to address the children’s education beyond the scope of Natural science through:
• Activities designed to prepare children for the question types found in the most common external exams.
• Study skills sections where children are introduced to techniques for improving their learning.
• Cooperative Learning projects designed to instil collaboration and teamwork as important life skills.
• A strong focus on ethics and values, encouraging children to engage with the world around them, appreciate its complexities and problems, and develop social
responsibility.
• Attention to higher-order thinking skills to give children opportunities to apply what they know.
• Problem-based activities to encourage critical thinking.
34
CLASSROOM MANAGEMENT
Teaching this age group a hands-on subject, including group and pairwork, in a second language, makes classroom management vitally important from the outset.
 Classroom routines
From the very first class, make sure you establish the boundaries and norms of the behaviour you expect, so that pupils know what is and isn’t acceptable in the
classroom.
Procedures and routines should be introduced gradually throughout the first term and practised on a regular basis. Positive reinforcement can help the acquisition of
these procedures and routines. Encourage pupils with positive statements. For example, Let’s talk with our indoor voices; Let’s walk nicely, instead of Don´t shout,
Don´t run.
Have simple rhymes or chants to focus pupils’ attention:

Let’s begin routine: Have pupils stand up and say Touch the sky, way up high. Touch your toes. Now we’re ready to go. Motion with your hands for the pupils to
sit down and say One. Two. Three. Four. Five. Six. Seven. Eight. Look, listen and sit up straight.
Listening routine: Teacher: 1, 2, 3. Look at me. Pupil: 1, 2. I’m looking at you.
Try to give one instruction at a time for pupils to carry out otherwise they may quickly forget. When pupils are not sure what they need to do, this can be a cause for
disruption. Make sure you accompany instructions with demonstrations, mime or other visual support. Pupils learning through English need more support than
pupils learning in their language.
Sometimes during class, you may need to stop the pupils in order to give them further instructions. Many pupils find it difficult to stop working and choose to keep
colouring, cutting, painting, etc. Use a tambourine, a small bell, or a maraca, to get pupils’ attention. Place your hands on your head and wait for the class to do the
same. Place your hands on your shoulders, then fold your arms and have pupils follow. They should now all be focused on you.
Strategically-placed signs with an illustration can help to regain control or focus pupils’ attention non-verbally.
Talk with pupils about your expectations when using these signs:
Hands up! Speak English! Look. Quiet please! Listen. Sit properly. Share. Tidy up!
Remember pupils are learning through a language that is not theirs. Positive reinforcement can be very effective in the bilingual classroom. Praise pupils who
attempt to express themselves through English and try not to over-correct but instead recast what they want to say with the correct phrase or use of vocabulary.
Keep language simple.
Some pupils will be shier and less confident than others when contributing in class. These pupils will benefit from having more listening time. Using a hands up
approach allows you to see when pupils are ready and feel more confident to contribute. Make sure that pupils who do not or cannot contribute very much are given
35
other opportunities to take an active role e.g. by being in charge of classroom resources, designing titles for displays, etc. Be aware of who these pupils are in your
class so that you build their confidence in other ways and give praise for art work, group work, tidiness, etc.
Useful techniques which may serve as a guide to ensure your pupils participate equally, include:
- Writing pupils’ names on ice-lolly sticks, and keeping them in a pot on your desk. Pull out a name stick when you want a volunteer, want to form new pairs or
groups, or want pupils to help with resources, etc.
- Having small pots of pebbles on each group of tables. As pupils participate orally, they may take a pebble and place it in front of them. The pebbles provide a
visual record, showing you who has participated, thus enabling you to encourage pupils who do not yet have a pebble. In following activities or sessions, you can
focus more attention on this group of pupils.
 Materials
Another important dimension to classroom management is being prepared and having the materials you need, ready and at your fingertips. Look ahead at the lessons
so that you have the resources to make posters and displays and to carry out experiments and
investigations. If pupils need to bring items from home, make sure they are given time to do so and that parents are also aware.
Design a procedure for passing out materials. A helper(s) can be selected every week to help hand out materials.
Keep a chart so that everybody has a turn during the term.
Design a cleaning up procedure too and allow time for this in your lesson. Encourage pupils to be tidy and to throw rubbish in the bin. Helpers can be useful in this
procedure.
There are many cleaning up songs on the internet. You can choose one and play it while pupils clean up.
Insist on good sharing from the start of the first term and on pupils asking politely for materials.
36
 Group and pairwork

Pupils are encouraged throughout the units to work together in pairs and in groups. This will take time for pupils of this age to get used to. Praise pairs and groups
who work well together. The opening pages of each unit also encourage pupils to reflect on how well they have worked in a group and to reward themselves with a
sticker for good collaboration. The Work together pages, every second unit, encourage pupils to make decisions together.
As you get to know the class you may want to consider how you would prefer to group pupils and who Works best together. As much as possible, try to keep pupils
mixed in ability and encourage collaboration. There may be times, however, where pupils working in ability groups will enable you to better address learning needs.
 Seating arrangements
Group work has an impact on seating arrangements in the classroom. Try to design a seating arrangement that will require the least amount of moving. Have pupils
practise moving their desks quickly, quietly and carefully from rows to groups and back to rows again.
Pupils at this age need to move around, therefore, having a space in the classroom where pupils or small groups of pupils can sit in a circle on the floor and do a
variety of the activities presented in each lesson (opening activities, talking about experiences, observing and passing round objects, etc.) would be ideal.
Space for miming, action chants and language games, is very important. If you don’t have space in the classroom, try to make going out to the playground for short
bursts, at least once a week, part of your routine.
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 Time
Managing time is a key factor in covering any syllabus. If you have short sessions (less than 45 minutes) be selective when planning what to cover and don’t try to
do everything. Opening and closing activities can be shortened and lengthened depending on your time.
Be realistic when planning, this will help you manage your time expectations. At this age, pupils’ fine motor skills are still developing and they will need more time
for writing and drawing. Until pupils are into a good routine for using and putting away materials, this can be slow in the first term. Teaching in a bilingual context
also has time implications. Pupils need more reinforcement in learning a new language as well as understanding the concepts in that language. Time for recycling
vocabulary, new language and concepts must be an important aspect of your lesson plan.
Make sure that you move from once activity to another quickly and smoothly. Distracted and undesirable behaviour can quickly ensue if there is too much waiting
between activities. Having your material and resources at the ready can cut down unwanted disruptions. Having pupils sing the unit chant, do a breathing exercise,
or a simple miming game can help shift focus and change the pace of the class. Keep them engaged!
There are pupils who will be faster at completing tasks than others. Have ready short simple activities for them to do. These can include helping with displays,
tidying up, labelling, helping others, spelling practice on mini whiteboards, etc. Visiting a corner or area in the classroom with resource books relevant to the topic
pupils are studying, is also a good habit for pupils to get into.
Lessons that include taking pupils out of the classroom need to be carefully planned and perhaps completed over two sessions in order to collect all the necessary
results and discuss the pupils’ observations. However, if it is not possible for you to take your class outside, slide presentations are suggested as an alternative.
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HELPFUL TIPS
Flashcards and wordcards
Using flashcards
Flashcards are an important visual resource for introducing, learning and reviewing new vocabulary and concepts. They are particularly important for pupils
learning content through a second language.
As well as the unit vocabulary flashcards, it is a good idea to continually build up your own personal collection of pictures and photos, which can be easily
laminated on card, to have a greater range of visual aids.
Tap it: Divide the class into two teams. Stick four to six flashcards on the board in reach of the pupils. Call a pupil from each team to stand in front of the
flashcards. Say the name of one of the cards. The first pupil to tap the correct card gets a point.
Pass the flashcard: Ask pupils to stand in a circle. Pupils pass the flashcards round the circle. As they pass the flashcard they must make a comment on the
flashcard. Model the sentence starter e.g. with food flashcards: I like (name of the food) or I don´t like (name of food); with animal flashcards: It has got (name of a
characteristic); with objects: It’s made of (name of material).
The activity is very good for drilling and repeating correct sentence structures and concepts. For example, a pupil takes a flashcard and passes it on to the next pupil
on their right repeating the sentence starter you have provided e.g. A banana is good for me. The pupil then passes it onto the next who repeats the same sentence,
etc. Meanwhile a new flashcard is passed to the first pupil. The flashcards should be passed round the circle and back to you.
Disappearing flashcards: Put the flashcards on the board in rows of three. Drill the names of each item.
Turn over one of the flashcards so the pupils cannot see it. Drill the sequence again, including the card that has been turned over. Continue turning a flashcard over
each time until the pupils can say the whole sequence from memory.
Memory: Stick six to eight flashcards on the board in two rows of three or four. Tell the pupils to look carefully at each flashcard. Then turn the flashcards over in
the same order. Ask Where is the…? Invite a pupil to the board to choose a card. Have the pupil show the class the card. If the pupil chooses the correct card, turn it
over in its place. If the pupil chooses the incorrect card, put it face down again in its place. Repeat for the rest of the cards.
Pick’em up: Place all the flashcards on the floor. Name three in quick succession, e.g. watermelon, fish, chocolate! A pupil has to pick up the flashcards that you
said and place them in the correct order along the bottom of the board. When you have played with two or three different combinations, choose a volunteer to name
three items while another picks them up.
Odd-one-out: Stick some flashcards on the board (two or three that belong to the same group and one that is different). Ask which is the odd-one-out and why.
Guess which one: Stick flashcards up on the board. Choose one and describe it. The pupils guess which one it is.
Guessing game: Put the flashcards in a pile one by one, naming them as you do so. Shuffle the pack and turn it to face you. Give the pupils three clues about the
object and encourage them to guess the flashcard.
Quick flash: Place a group of flashcards in a pile facing you. Quickly, turn one flashcard around to face the pupils, then turn it back. The pupils identify the
flashcards they saw.
Slow reveal: Cover the flashcard with a sheet of paper. Slowly reveal the flashcard. Pupils raise their hands and identify the flashcard.
Hole in the card: Cut a small hole in the centre of an A5 piece of card. Cover a flashcard and show the class. Ask them if they are good detectives and can guess
the picture from the small detail. Repeat with the other flashcards.
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What’s missing?: Stick six to eight flashcards on the board one by one, naming them as you do so. Then take all the flashcards down and mix them up. Ask a
volunteer to come out to the front and choose one (without showing it to anyone). Place the remaining flashcards on the board again, encouraging the pupils to name
them. Ask the pupils What is missing?
Oh no, it isn’t!: Jumble the flashcards and place them in front of you. Make false statements for each of the flashcards and have pupils correct you. Hold up a
flashcard e.g. a rabbit and say This is a dog. Encourage pupils to say No, it isn´t. It’s a rabbit!
Compare: Choose two flashcards on the board. Have pupils notice all the similarities and differences between the two.
Classifying: Distribute cards from a variety of units to individual pupils (or pairs). Write the name of the different classifications on the board and make columns
(e.g. food, animals, machines, etc.). Invite the pupils to come to the board to stick their card in the correct column.
Classifying corners: Write the name of four classifications on paper and put them up in each corner of the classroom. Hand out flashcards and have pupils go and
stand in the correct corner.
Combining flashcards and wordcards

In the first year of primary, pupils begin to emerge as readers. They will grow in confidence and in their ability to read. They will begin to associate familiar
sounding and new vocabulary with its written form.
Matching flashcards and wordcards is an important step in pupils’ cognitive development and so should not be a missed opportunity in the classroom or lesson.
Gradually, over the year, pupils will be able to read the wordcards with less visual support and become independent readers.
Match them: Put the flashcards on the board. Take the wordcards. Hold up the first wordcard and have the class read it together. Ask a volunteer to come and stick
the card next to the correct flashcard.
Pelmanism: Put the flashcards on the board in a vertical line with the picture facing the board. Number the flashcards 1 to 6. On the other side of the board, put the
six corresponding wordcards in a random order and with the print facing the board. Label the wordcards A to E. Divide the class into two teams. The teams take
turns to call out a number and a letter. If the flashcard and wordcard match when turned over, the team earns a point.
Board snap: Shuffle the flashcards and shuffle the wordcards and place them facing down in two piles. Call two volunteers to turn over the top card of each pile
and hold them up. If they match, the class shout Snap!
Find a partner: Photocopy flashcards so there is one for each pupil. Have pupils circulate around the classroom repeating their word until they find a partner or
partners with the same word.
Encourage pupils to make a sentence together with their word.
Using wordcards
Run and slap: Divide the class into two teams. Stick the wordcards on the board in reach of the pupils. Call a pupil from each team to stand in front of the
wordcards.
Say the name of one of the cards. The first pupil to slap the correct card gets a point. (This can also be done with two fly swats.)
Label it: Hand out the wordcards and have pupils label a drawing on the board, a poster, objects on a tray or parts of the classroom, etc.
Find a partner: Photocopy the wordcards so there is one for each pupil. Have pupils circulate around the classroom repeating their word until they find a partner or
partners with the same word.
Encourage pupils to make a sentence together with their word.
Now you see it, now you don’t: Flash up a wordcard.
Have pupils look at it for ten seconds. Hide the wordcard and have pupils spell the word on a mini white board or in their notebooks.
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Mix’n’match: Photocopy sets of wordcards from a unit. Cut the words in half. Hand out the sets to groups of pupils who must match the halves correctly.
Hello, goodbye: Stand by the door with the unit’s wordcards. Have pupils read a wordcard as they come in or leave your classroom.
Games
Pupils learn in many different ways. The more experiences pupils can have around a new topic, the more likely they will learn and remember concepts and
vocabulary.
Games offer a wide range of opportunities for pupils to engage with and use what they are learning. They are also a chance to offer movement, a change of focus,
and disguised language learning. The competitive element inspires pupils to participate and, what could easily be an uninspiring list of revision questions or words
to define, can be transformed into a fun game.
General games
Clever chameleon says: Pupils must carry out an action only when Clever chameleon says. Clever chameleon says clap your hands, etc.
I Spy: Use the classroom, the playground, a poster or the opening illustration for a unit to say I spy with my little eye something beginning with (/k/). Pupils suggest
words beginning with that sound or letter to guess your word. Vary the game by saying instead, I smell with my little nose… when reviewing food vocabulary.
Pass the ball: A soft ball is best. The activity encourages turn taking and gives everybody a go at speaking. As pupils pass the ball they must say a word or a
statement, depending on what you would like the pupils to practice e.g. My name is ... / I ... / I can ... / Every day I ... / My favourite animal/food is ...
Balloon: Divide the class into two and have pupils make two circles. Give each circle a balloon. Pupils must try to keep the balloon in the air by touching it and
saying a word in a lexical set you suggest e.g. food, animals, machines etc. If a pupil touches the balloon without saying a word or the balloon touches the ground
before a pupil touches it, that pupil must sit out.
Guess what’s in the bag: Use a feely bag to put things inside for pupils to feel and guess, or feel and describe for others to guess.
Pictionary: Divide the class into two teams. Start to draw an item on the board very slowly. In turns, teams have 30 seconds to guess what you are drawing. You’ll
need a timer! Once pupils are familiar with the game, they can play in threes. One pupil begins to draw an item from the unit or the picture dictionary. The other two
pupils in the group must guess what it is. The first to guess, becomes the drawer.
Picture snap: Pupils draw one item from the unit e.g. something they have for breakfast, their favourite animal, a machine in their kitchen. Pupils must keep their
picture a secret and must not show others. Provide pupils with the sentence starter you would like them to use e.g. For breakfast I have …; My favourite animal is
…; In my kitchen there’s a … . Pupils must walk around the classroom repeating their sentence to as many classmates as possible. If they hear somebody say the
same item as them, they must shout Snap! and show each other their picture. Check at the end how many pupils had the same item as somebody else.
Chain repeating: This game is based on the traditional game: I went to the market and bought ...
Begin a sentence, e.g. At the park, I can see ... and add an animal, e.g. At the park I can see a snake. The next pupil must repeat your sentence and add another
animal, e.g. At the park I can see a snake and a parrot.
The game continues until someone makes a mistake or forgets an item.
Stand up if: Pupils listen to the statements you make. If they think your statement is true, they stand up. If they think it is false, they remain seated. Between
statements, pupils sit down. The game can also be played with flashcards. Hold up a flashcard and make a true or false statement about what is on the flashcard.
Pupils stand up if it is true.
Stand up if it’s true for you: Pupils listen to your statement and stand up if it is true for them personally e.g. I have long hair. I have a goldfish. I eat toast for
breakfast.
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Repeat if true: Pupils listen to your statements. If they think your statement is true, they repeat it. If they think it is false, they shake their heads and remain silent.
Chinese whispers: Have pupils stand one behind the other, in three lines of equal numbers. Whisper a sentence to the pupil at the end of each line at the same time.
They must whisper the sentence to the next person in their line, who whispers it to the next until it is passed down all the way to the first person in the line. The
pupil at the front of the line puts up their hand when they think they know the sentence or runs and circles a flashcard or wordcard on the board.
Backs to the board: Divide the class in half, into two teams. Place two chairs at the front of the class, each chair facing a team. Ask one pupil from each team to
come and sit in the chair, facing their team but with their backs to the board. Write a word or put up a flashcard on the board behind the pupil’s backs and insist that
they do not turn round (ensure the class understand the word you have written). Encourage the teams to mime the word on the board to their team member who must
guess what it is. The team member who guesses first gains a point for their team. Two new team members then come to the chairs.
Noughts and crosses: Draw a noughts and crosses grid on the board and write numbers in each square.
Divide the class into two teams and choose one team to be noughts and one team to be crosses. For each number prepare a question or true/false statement. Each
team takes turns to choose a number. If they answer your question correctly, a team member can come up to the board and replace the number with a nought or a
cross. The winning team is the first to get three noughts (or crosses) in a line.
Bingo: Pupils fold an A5 sheet of paper in half, in half again, and in half one more time. When they open the paper up, they should have a grid with eight squares.
Pupils draw (or write) eight items from your lesson (food, animals, machines, etc.). Draw a grid with eight squares on the board. Draw items one at a time in your
grid. If pupils have that same item in their grid, they can cross it out. When a pupil has crossed all the items out in their grid that are the same as yours, they can
shout Bingo! Use the other side of the paper to start a new game.
Games with movement

Glue stick: Pupils play with a partner or in threes. Pupils listen to your instruction and then stick the body part you say to their partner’s, by touching: hand to
hand; leg to leg; ear to ear; finger to finger.
Mirror mirror: Two pupils stand opposite each other. They take turns to be the leader and do movements and facial expressions that their partner, the mirror, must
copy.
Listen and do: Pupils listen carefully to two instructions at the same time e.g. Wiggle your hips. Make an angry face; Touch something made of wood with your
elbow. Scratch your head. When pupils get good at remembering and following two instructions at a time, increase it to three.
Run to the corners: This is best played in the playground or gym. Label the corners of the space you are in with different categories. Organise pupils into groups.
Give names to the different groups (animal names, days of the week, food names). Call out the group name and a vocabulary item. The group must run to the
correct corner.
Mime it: Encourage pupils to use mime to accompany new expressions and vocabulary.
Follow my leader: Pupils stand in a line one behind the other. Stand at the front and have pupils follow you and copy your movements e.g. walk and wiggle your
hips. After a minute, go to the end of the line and tell the pupil now at the front to walk and mime an action for the rest of the line to copy. Clap hands to change
leader. You could have two lines walking and miming at the same time.
Games for developing spelling
Letter body shapes: Call out a letter of the alphabet, have pupils make that letter shape with their bodies.
Plasticine and pipe cleaners: Pupils can use these to form the letters you dictate. Review vocabulary from a lesson by asking pupils to make the first letter.
Names: Pupils stand up if their name begins with the letter of the alphabet you say. Ask the pupils who stand up what their name is.
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Get in order: Help pupils stand in line in the alphabetical order of their names. Alternatively, give pupils a wordcard and help them stand in the alphabetical order
according to the first letter of the word. (It helps pupils at this age to have a visual alphabet somewhere in the classroom they can refer to or write the alphabet on
the board.)
A-Z: Write the letters of the alphabet on the board with the pupils’ help. In groups of three ask pupils to think of a food item / animal / something in an illustration
beginning with each letter of the alphabet. When ideas are drying up, elicit groups’ suggestions and write and draw the word next to each letter.
Hangman (man on a raft): Instead of a hanging man, draw a man standing on a raft (ten circles under him on a rough river or sea). Draw a crocodile or shark in
a corner of the board. Draw spaces for the letters of a word you want pupils to guess. If pupils guess a letter in the word correctly, write it in the correct space. If the
letter does not appear in the word, write it under the crocodile or shark, and rub out a circle of the raft. Pupils must guess the word before the raft is totally rubbed
away (and the man is eaten by the shark or crocodile!).
Colour it: Pupils write new vocabulary in their notebooks in different sizes and different colours.
Encourage them to draw small pictures to accompany the words, or draw a picture and then label it.
Guess the word: Begin to write up a word from the day’s class slowly, one letter at a time. Ask pupils to guess the word you are spelling before you finish writing
it and help you complete the spelling.
Scrabble: Have sets of plastic alphabet letters, scrabble letters, and/or letter sets cut up on card. Divide the class into small groups. Give each group a set of letters.
The groups spell the word you tell them.
Ready, steady, spell: Mini whiteboards are a great learning aid! Say a word and have pupils spell it on their mini whiteboard and hold it up to show you.
The boards also provide an easy opportunity for pupils to practise spelling a word before writing it in their books.
Let’s spell: Make sure pupils are familiar with the vowels the a, e, i, o, u. Write vocabulary items from the lesson on the board but with the vowels missing (_
ppl_).
Pupils write the complete word with a partner on a mini whiteboard or in their notebooks. Encourage them to use colours for the vowels.
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15. MATERIALS OF BYME NATURAL SCIENCE 2 CAM

 Pupil’s Book
A 104-page Pupil’s Book including:
- a two-page introductory unit introducing pupils to the characters that will accompany them on their learning experience: Ben and Katie in
the case of Natural Science 2
- six main units of 12-14 pages
- three Cooperative Learning projects and end-of-term review sections
- stickers and a picture dictionary
 Activity Book
An optional 40-page Activity Book comprised of six full-colour pages per unit that offers:
- a range of engaging exercises to consolidate and extend the topics covered in the Pupil’s Book
- additional reading and writing practice of the science content
- a mini-project designed to encourage pupils to explore scientific concepts and methods at home or in the classroom
- a bilingual glossary to support language learning
 Modules
The modules offer an ideal solution to teaching contexts where only a limited number of hours in English are available. Each module combines a unit of the
Pupil’s Book with the corresponding Activity Book unit.
 Teacher’s Book
The full-colour Teacher’s Book includes easy-to-follow, flexible lesson plans and practical support specially designed for English teachers teaching Science. A
clear, simple design helps ease-of-reference even in the most challenging teaching situations. The Teacher’s Book fully addresses the new curriculum through:
- careful attention to content, evaluation criteria and learning standards
- treatment of the updated key competences in correlation with the learning standards
- clearly identified key content and extras sections, enabling teachers to focus on minimum content or extend their lessons according to their
timetable
- a full answer key to all the questions and activities in the Pupil’s Book and the Activity Book
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 Class audio CD
Included with the Teacher’s Book, the Class audio CD offers the key recordings for each Pupil’s Book in a traditional, easily accessible format. It can be played
on dedicated audio players or on the computer. It includes:
- Stories, songs and chants
- Recordings of the main texts and audio activities
Free access to the complete audio is available through the digital resources, where recordings from the Pupil’s Book can be found.
 Posters, flashcards and wordcards

Large-scale printed posters are available for added visual support in the classroom. There is one poster per unit, with each one providing additional
opportunities for vocabulary practice and revision.
In Levels 1 and 2, flashcards are available in printed format, or in digital format from Level 3 upwards.
Wordcards are provided through the digital resources and can be downloaded and printed.
Ideas for using these classroom materials are provided in the Teacher’s Book.
- Full-colour posters to illustrate the most important topics and vocabulary.
- Full-colour flashcards.
- A large number of wordcards featuring key content vocabulary for each unit (available for print through the digital resources).
 Printable resources
Extra printable resources are provided online through the digital resources. These include:
- Diagnostic tests
- Unit tests
- End-of-term and end-of-year tests
- Evaluation grids
- Letters to family to help involve parents and carers in their children’s learning.
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 HOW TO USE THE PUPIL’S BOOK
Unit introduction
Opening spread
Each unit opens with a vibrant double-page spread. These introductory pages maximise motivation by showing that pupils’ prior knowledge of key topics is
often already considerable. Key content and vocabulary is introduced though attractive large-scale illustrations, songs and engaging activities. Don’t forget to
look for the chameleon hiding somewhere in every opening picture!
- A large illustration introduces key vocabulary and concepts in an entertaining and accessible way.
The illustrations always feature the Natural Science course characters Ben and Katie. In some units you can find Sam and Amy, their Social Science friends,
creating a visual link between the two subjects.
- A song with a related activity reviews key vocabulary from the illustration.
- Activities can be formulated as group activities or discussions to encourage cooperative learning. They are designed to encourage pupils to think for
themselves and draw on their prior knowledge.
Story and external exam practice

Page three features a fun but informative story that follows on directly from the unit opening. The action takes place in the same place as the opening illustration
and always features the course characters exploring the unit topic and vocabulary in more depth.
- A dramatization of the story can be listened to on the class CD or the digital component.
- The story activities are designed to reflect the most common activities found in external exams.
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Unit development
The content pages build on pupils’ prior knowledge through highly visual content and a wide variety of activities presenting differing levels of cognitive
challenge
- Content pages are richly illustrated with a careful balance of photography and age-appropriate illustration, in order to facilitate comprehension in all learner
types and maximize engagement with the content.
- Pupils are introduced gradually and carefully to reading and writing.
- Course characters are repeated throughout the unit presenting the key concepts visually in order to facilitate comprehension.
- Extensive audio activities provide regular practice of listening skills.

Songs and chants in every unit provide a comforting link to pupils’ English textbooks.
- Regular sticker activities increase the variety of available activity types.
Unit conclusion
Each unit closes with four pages in which content is extended and revised.
The Let’s Investigate and Make a difference pages are optional, giving the course added flexibility.
- Let’s investigate:
Fun projects and simple experiments provide children with an age appropriate introduction to scientific method (aim, test, conclusion) from the very beginning.
Projects are carefully designed to be accessible and appropriate for the youngest children and always use everyday materials.
Studio photography including real children of the same age as the pupils helps them relate to the content.
- Make a difference: Pupils are introduced to values and ethics in relation to the scientific project. They are presented with situations designed to encourage
reasoning and an engagement with their immediate surroundings, in order to develop their independence and the beginnings of social and personal
responsibility. There are also further ideas for projects and class presentations.
- Let’s remember:
Unit revision pages ensure that pupils’ progression is regularly checked and reviewed.
They are also offered the opportunity to carry out some simple self-assessment.
Term pages
Four end-of-term pages provide additional progress-checking opportunities as well as the opportunity to practise different communicative skills.
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Work together
Cooperative Learning project: A final group project takes these communication and collaboration skills further and gives pupils the opportunity to engage
with a key theme from a different point of view while having fun at the same time! These cooperative activities are carefully adapted to the age group. The
group dynamics used are fully described in the Cooperative Learning article.
The different activities are conducted following different Cooperative Learning structures that will provide the optimal learning experience for the pupil and
guarantee the implication of all group members.
Different structures include Round robin, Think-pair-share, Jigsaw, etc.
Before doing the activities groups are formed by the teacher. Pupils are given roles and explained the procedures to follow according to the relevant Cooperative
Learning structure.
Term review
Term revision pages ensure that pupils’ progression is regularly checked and reviewed through a broad range of enjoyable activity types.
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 HOW TO USE THE TEACHER'S BOOK
Preliminary pages
- The Teacher’s Book includes a variety of articles with practical ideas on how to get the most out of the lesson.
Helpful tips & Classroom management
The section Helpful tips is set out as a reference resource. Here you will find ideas on setting up reading tasks, maximising the classroom materials and keeping
your pupils motivated through a variety of activity types.
The Classroom management section provides some general ideas about managing your class in order to create a productive environment in which all pupils are
able to flourish
- Getting the most out of the classroom materials: posters, flashcards and wordcards are incredibly effective tools if used appropriately.
This section offers a wide range of suggestions on how to make these useful resources work for you.
- Presenting key content: this section addresses the perennial problem of how to make reading in class dynamic, productive and stimulating.
- More activities: a host more activities that can be adapted to specific teaching contexts, be it for revision, reinforcement or extension in a mixed-abilities
situation, or to occupy fast finishers while the rest of the class finish.
- Classroom organisation: provides clear rules for behaviour which the pupils themselves are asked to help define.
- Procedures: ways of sequencing a class session, with suggestions for routines that can be repeated from class to class.
- Time management: suggestions for working to a limited timetable. ByME Teacher’s Books give teachers the option of focusing on key content,
incorporating clearly marked extras only if time allows.
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Cooperative Learning
An article on Cooperative Learning (CL) offers an introduction to this innovative method of teaching. This section complements the end-of-term Work together
sections, explaining in simple language how to set up each CL structure referenced there.
Introduction to Cooperative Learning: a general theoretical background on CL, defining its main principles and benefits.
Cooperative Learning structures: specific information on the different group dynamics referenced in the lesson plans. Here you’ll find easy-to-follow
instructions on how each CL structure is set up.
Further reading: a brief bibliography for those who would like to deepen their knowledge on CL.
Content maps
Each unit and Cooperative Learning section begins with a content map, fully compatible with the LOMCE curriculum, to help the teacher see at a glance the
content, evaluation criteria, learning standards and key competences ahead.
Learning standards, evaluation criteria and content: all key elements of the LOMCE curriculum are clearly mapped out for each unit.
Key competences: related to each learning standard.

LIN: Competence in linguistic communication
MST: Competence in mathematics, science and technology
DIG: Digital competence
LTL: Competence in learning to learn
SOC: Competence in social awareness and citizenship
AUT: Competence in autonomous learning and personal initiative
CUL: Competence in artistic and cultural awareness
- Page references: indicate where each learning standard is covered.
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Unit information
- Unit summary: an overview of the lesson, highlighting the main topics and outcomes, as well as identifying areas that are popular with or difficult for pupils.
- Materials: materials required for each lesson and reminders for pupils of materials they should bring from home for upcoming activities.
- Experiment: helps prepare for the Let’s investigate project ahead of time. Especially important where experiments require pupils to bring materials.
- Values and attitudes: aims to make the content relevant to pupils, helping them to understand how it affects them directly and why it should matter to them.
- Evaluation material: a short description of the evaluation aids available.
- Digital resources: an index of the materials and activities available through the digital resources.
Lesson plans
There are step-by-step lesson plans for all units and term sections.
- Visual page reference: a full colour image of the Pupil’s Book for the teacher’s reference.
- Lesson information at a quick glance: lesson summary, language focus and materials to help prepare lessons ahead of time.
- Opening and closing activities: each lesson begins and ends with flexible activities that can be reduced or extended according to time available.
- Extra activities: activities for pupils who finish the lesson early.
- Step-by-step lesson plans: teacher tips on presenting textual and graphic content, and instructions for guiding pupils through the activities
Activity Book solutions

- Activity Book solutions: provided at the end of the unit making the
Teacher’s Book a one-stop reference for all the materials of each course.
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 HOW TO USE THE DIGITAL RESOURCES
- All teachers using ByME Natural Science have free access to the ByME digital resources. Users of the Pupil’s Book or Activity Book have access to the
complete books. Module users have individual access to the specific units they are using of both the Pupil’s Book and Activity Book.
- The digital resources are available both on-line and off-line. Both versions are accessed with a specific code that all users will receive.
- The digital component also provides easy navigation between the Pupil’s Book and the Activity Book and direct access to extensive digital resources.
- The user has access to projectable, fully-navigable versions of the Pupil’s Book and the Activity Book.
- Through an innovative, easy-to-use spot zoom facility, there is ready access to the complete audio.
- The digital resources include:

• interactive activities (see images below)
• accessible unit review and experiment presentations with integrated audio
• all the songs with the lyrics and a karaoke effect
• access to videos which bring key topics to life
• interactive versions of the course posters
• access to printable resources and a PDF version of the Teacher’s Book.
- Digital activities to practise key vocabulary vary for each level but include:
• Labelling activities
• Memory games
• Read and reveal activities
• Wordsearches
• Classification and definition activities
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16. MEASURES FOR STUDENTS WITH SPECIAL NEEDS
Measures will be applied, as indicated in chapter II of title I of the Law 2/2006, of the 3 rd of May, in articles 71 to 79 bis, to those students who require a different
educational attention. Teachers will apply the most appropriate measures so that the assessment conditions are adapted to those students with special educational
support needs.
(The teacher/department will detail here the criteria and specific procedures used to cater for this type of students.)
Criteria Procedure
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17. USE OF INFORMATION AND COMMUNICATION TECHNOLOGY
The widespread inclusion of Information and Communication technologies (ICT) in the Education System, will bear in mind the principles of universal
accessibility and a customized design, which will enable a personalised education adapted to each student's needs and pace.
Information and Communication technologies will become a key element in order to produce the methodological changes that will help us achieve the goal of
improving the educational quality. In spite of that, students must always show a responsible attitude and do a controlled use of these new technologies throughout
the whole educational system.
The students are people of the 21st century and they cannot stay away from communication technology; thus, they must also learn to use, in a responsible way, the
possibilities offered by Information and Communication Technologies in order to acquire the skills for the subject of Natural Science.
USE OF INFORMATION AND COMMUNICATION TECHNOLOGY IN BYME NATURAL SCIENCE 2 (CAM)

Extensive digital resources are provided. Their focus is a projectable, fully navigable version of the Pupil’s Book.
This includes a spot-zoom facility to increase ease-of-use and facilitate navigation in dynamic classroom moments. It also provides direct access to all the course
audio as well as the Activity Book (with all answers included), Teacher’s Book, interactive digital resources and the printable classroom materials.
Interactive digital resources include:
 Slide presentations: (two types are provided)
• Step-by-step experiments and projects from the Pupil’s Book.
• Unit review presentations to be used as an introduction to or revision of key content.
 Activities: A variety of activities to revise unit vocabulary and concepts (Wordsearch, Memory games and Spelling activities).
 Posters: Interactive versions of the posters.
 Flashcards: Flashcards available in digital format provide a practical image bank.
 Audio: All the Pupil’s Book reading texts and audio activities.
 Songs and chants: All songs and chants are available with a fun and dynamic karaoke effect, to aid and encourage classroom participation.
 Videos: Links to useful videos chosen to highlight and expand on key topics in a fun and dynamic way.
54
bilingualbyme.com
The ByME website is home to a wealth of articles, videos, activities and useful links, updated on a regular basis. It includes all the relevant documentation related
to ByME courses.
It also provides support for parents, providing tips and ideas on how to help their children’s learning.
55
18. TEACHING AND ORGANISATIONAL RESOURCES
School
Address
Town/city Province Post code
NATURAL SCIENCE DEPARTMENT

1.
2.
3.
4.
STUDENT’S DISTRIBUTION
Year Number of students Number of groups
Primary 2nd year
DIFFERENT GROUPS’ NEEDS
Group A
Group B
Group C
SPECIFIC INDIVIDUAL NEEDS

56
Group A
Student
Student
Student
Group B
Student
Student
Student
Group C
Student
Student
Student
57
ORGANISATION OF RESOURCES
Resources available in the school (delete as appropriate)
Video and TV
CD/ Cassette player
Video camera
Computers
IW (Interactive Whiteboards)
Notes:
Rooms / spaces available in the school (delete as appropriate)

Foreign Language rooms
Language Laboratory
Computer room
Playground
Gymnasium
Theatre
Library
Notes:
Organization within the classroom (delete as appropriate)

Arrangement of desks in rows
Arrangement of desks in groups
Arrangement of desks in a “U” shape
Specific corners: class library, cross-curricular topics, games, handiwork, computer, etc.
Other:
58
CLASS TIMETABLES
Teacher:
Monday Tuesday Wednesday Thursday Friday
Teacher:
Monday Tuesday Wednesday Thursday Friday
59
19. SUPPLEMENTARY ACTIVITIES

The supplementary activities are those activities organised by the school during the school timetable, according to their curricular project, and that differ from the
actual teaching activities, in terms of time, place or the resources used.
(The teacher/department will detail here the supplementary activities organized by the department)
Course Activity Date Teachers
60
20. DIDACTIC UNITS
UNIT Page
UNIT 1. How my body works 64
UNIT 2. How my body moves 70
TERM 1. Work together 75
UNIT 3. The animal kingdom 78
UNIT 4. The plant kingdom 85
UNIT 5. Materials 94
UNIT 6. Machines 99
61
UNIT 1. How my body works

OBJECTIVES OF THE UNIT
Throughout this unit, the students will be able to:
 Review the five senses.

 Be introduced to additional language.
 Describe in more detail what they see, hear, smell, taste and touch.
 Learn about the organs inside their bodies.
 Study the functions of digestion, reproduction and circulation.
 Observe how we grow and change over the years.
 Notice the differences from each other, not only physically but also in the things we like and do.
 Build on familiar ideas and develops confidence.
 Develop observation skills and cooperation.
62
KEY
CONTENT EVALUATION CRITERIA LEARNING OUTCOMES COMPETENCE PAGES
S7
Vital functions in human Describe, in general terms, the Describes, in general terms, the functions of nutrition, interaction and MST 7–16
beings. functions of nutrition, interaction and reproduction in human beings.
reproduction in human beings.
Introduction to Use different sources of information. Looks for, selects and organises concrete and relevant information; LTL, LIN 16, 17
Scientific activity: analyses, reaches conclusions, communicates the results; reflects on the
sources of information. process and communicates information orally and in writing.
Consults and uses written documents, images and graphs. LTL 16, 17
Begins to develop adequate strategies to access information from scientific LTL, LIN 9, 10, 12–
texts. 15
Work and study Develop work and study techniques, Begins to show autonomy in the planning and carrying out of actions and LTL, AUT 16, 17
techniques. work habits and effort and tasks and begins to take the initiative when taking decisions.
responsibility. Uses the correct vocabulary according to the content block. MST, LIN 6–19
Begins to express orally, clearly and in order, the contents related to the MST, LTL, LIN 16, 17
area, displaying understanding of oral and written texts.
Projects and reports. Plan and carry out projects, Carries out simple experiments and investigations. LTL 16
presentations and reports. Carries out a project, individually or in a group, and present a report, using LTL, SOC, AUT, LIN 16, 17
paper or digital, collecting information from different sources (direct,
books or the internet), using different media and presenting orally the
experience, with written and visual support.
Presents work in an organised way on paper or digitally either individually LTL, AUT, SOC 16, 17
or in groups.
7
Key Competences: LIN: Competence in linguistic communication; MST: Competence in mathematics, science and technology;
DIG: Digital competence; LTL: Learning to learn; SOC: Social and civic competences; AUT: Sense of initiative and entrepreneurship; CUL: Cultural awareness and expression.
63
VALUES AND ATTITUDES
 In this unit, pupils will learn to appreciate the amazing things our bodies can do.
 They learn that our bodies are more than what we see physically.
 However, although our bodies work in similar ways, pupils need to understand that we are all individuals, with different personalities and likes.
 Pupils need to understand the importance of looking after our bodies if we want to stay healthy.
Throughout the unit, encourage pupils to think about:
• What we can eat to keep our bodies healthy.
• How exercise keeps us healthy.
• How we are all different and like different things.
Make a difference
 This unit’s Make a difference page focuses on the importance of looking after our teeth.
 Pupils think about how we can look after our teeth and then make a booklet with advice.
 By encouraging pupils to leave their booklets in the library, pupils learn how they can have an impact on and make a difference to others.
MIXED ABILITY
 Extra ideas: for those pupils who finish earlier.

 Helpful tips section with advice to diversify the Teacher's Book activities
 Cooperative Projects, which can be adapted to each pupil's needs
 Further reading sections in the Teacher's Book, a brief bibliography for those who would like to deepen their knowledge on CL.
 Activity Book activities.
 Digital Resources activities.
64
USE OF INFORMATION AND COMMUNICATION TECHNOLOGY
 Presentations:
- Unit summary
- Let’s investigate
 Activities:
- Memory game
- Wordsearch
- Spelling
 Song lyrics
 Posters
 Videos
 Digital flashcards
 Downloadable pdfs
65
ASSESSMENT RESOURCES
Formal Assessment:
 Unit diagnostic test: provides an overview of the unit and allows you to assess the pupils’ prior knowledge.
 End-of-unit test: in addition to the Let’s remember section at the end of each unit, this summative test can be used to evaluate pupils’ progress after studying the
unit content.
 Class unit evaluation grid: based on the evaluation criteria and learning standards of the unit.
Informal Assessment:
 Let’s remember section at the end of the unit
Self-assessment:
 Self-evaluation section at the end of the unit
Rubrics:
 ByME Natural Science 2 Rubrics
LANGUAGE
 He/she is playing / jumping / popping / hitting / eating / counting / covering ears / barking
 I can see / hear / smell / taste / touch / feel
 Which sense are they using?
 What do we see, hear, smell, taste and touch?
 It smells good / bad; it tastes
 We breathe, it pumps, we exercise
 Grow, be active, stay healthy, absorb, break down
 long / short / blond / brown / black / red hair
 I’m the tallest; I wear glasses; I’m 7 years old
 What’s my name?
 We grow / change / become
 How do you change?
 Put / crush the sweets
 It sounds, it smells, it tastes, it feels
 Eyes, ears, nose, mouth, tongue, hand, fingers, toes, skin, brain
 Balloons, piñata, hide and seek, birthday party, cake, pizza, sweets, dog, birds, squirrel
 See, hear, smell, taste, touch
 Hide and seek, bees, rubbish bag
 Triangular, square, round, rectangular
 Big, small, loud, quiet
 Red, yellow, blue, green, orange, purple, brown, black, white
 Salty, sweet, sour, bitter, hard, soft, hot, cold
66
 Lungs, stomach, brain, heart, blood

 Respiration, circulation, oxygen, healthy
 Teeth, stomach, small intestine, large intestine
 Digestive system, bloodstream, nutrients
 Foetus, baby, children, adolescents, adult, older adult
 Stomach, teeth, digestion
 Break down, absorb, dissolve
67
UNIT 2. How my body moves

 Learn about all the different parts of the body that help us move.
 Study the main bones and joints of the body and how we are able to move with the help of our muscles.
 Understand that our skeleton protects the organs in our body.
 Develops the theme of personal protection and prevention of accidents by taking precautions and wearing protective clothing.
 Carry out experiments safely.
 Recycle but learn new vocabulary.
 Internalise and later recall this vocabulary with action, chants, games and body movements.
68
KEY
EVALUATION
CONTENT LEARNING OUTCOMES COMPETENCE PAGES
CRITERIA
S8
The locomotor system. Identify and locate the principal Identifies and locates the principal bones, muscles and joints. MST, LTL 21,
bones, muscles and joints. 23–26, 28
Personal security and risk Acquire good habits regarding Acquires good habits regarding risk prevention and personal security. MST, LTL, AUT 22, 27, 29
prevention. risk prevention and personal
security.
Introduction to Scientific Use different sources of Looks for, selects and organises concrete and relevant information; analyses, LTL, LIN 28, 29
activity: sources of information. reaches conclusions, communicates the results; reflects on the process and
information. communicates information orally and in writing.
Begins to develop adequate strategies to access information from scientific LTL, LIN 23–27
texts.
Work and study Develop work and study Begins to show autonomy in the planning and carrying out of actions and tasks LTL, AUT 28, 29
techniques. techniques, work habits and and begins to take the initiative when taking decisions.
effort and responsibility. Uses the correct vocabulary according to the content block. MST, LIN 20–31
Begins to express orally, clearly and in order, the contents related to the area, MST, LIN 28, 29
displaying understanding of oral and written texts.
Projects and reports. Plan and carry out projects, Carries out simple experiments and investigations. LTL, AUT 28, 29
presentations and reports. Carries out a project, individually or in a group, and present a report, using LTL, SOC 28, 29
paper or digital, collecting information from different sources (direct, books or
the internet), using different media and presenting orally the experience, with
written and visual support.
Presents work in an organised way on paper or digitally either individually or LTL, SOC 28, 29
in groups.
 In this unit, pupils will learn about the importance of looking after ourselves when doing any kind of exercise or physical activity.
 It also focuses on how to avoid dangerous situations by paying attention, being alert and using our senses.
 Throughout the unit, try to encourage pupils to think about:
• What we can do to make sure we are safe.
8
DIG: Digital competence; LTL: Learning to learn; SOC: Social and civic competences; AUT: Sense of initiative and entrepreneurship; CUL: Cultural awareness and expression .
69
• What we can do to get ready for physical activity.

• How we can avoid dangerous situations.
Make a difference
 The Make a difference page asks pupils to consider how they can look after their muscles and bones and why this is important.
MIXED ABILITY

 Presentations:
- Unit summary
 Activities:
- Memory game
- Wordsearch
70
- Spelling
 Song lyrics
 Posters
 Videos
71
Formal Assessment:
unit content.
Self-assessment:
Rubrics:
LANGUAGE
 Stretch, jump, move, exercise, stand, hop, walk
 It protects, they protect, watch out, be careful
 Where are you going? How are you feeling?
 It contracts / pulls / relaxes / gets
 The muscle contracts / relaxes
 Colour, cut out, attach, bend, straighten
 Be alert, prevent, protect
 Arms, knees, hips, ankles, hands, foot
 Hula hoops, sack race, wheelbarrow race, 3-legged race
 Arms, knees, hips, ankles, hands, foot, feet, bones
 Helmet, knee / elbow pads, trainers
 Head, torso, upper limbs, lower limbs
 Eyes, ears, nose, mouth, hands, fingers, toes, elbows, knees, tummy
 Skeleton, skull, backbone, ribs, pelvis, arm bones, hand bones, leg bones, foot bones
 Brain, heart, lungs
 Bones, muscles, biceps, triceps, joints
 Shorter, fatter, longer, thinner
 Neck, wrist, finger, ankle, toes, jaw, shoulder, elbow, hip, knee
 Walk, cycle, skateboard, play football, climb, ride, wear, use, cross
72
TERM 1. Work together

OBJECTIVES OF THE REVIEW
Throughout this review, the students will be able to:
 Work together to identify and talk about emotions they feel in different situations.
 Reflect on recognising others’ feelings and how we can make people feel better.
 Review content from units 1 and 2.
 See how the body works and how it moves.
73
KEY
EVALUATION PAGE
CONTENT LEARNING OUTCOMES COMPETENCE
CRITERIA S
S9
Personal responsibility. Take responsibility for what they Begins to take responsibility for what they say and do. SOC, AUT 32, 33
say and do.
Identity and personal Develop identity and personal Starts to develop their identity and personal autonomy. SOC 32, 33
autonomy. autonomy.
Introduction to scientific Use different sources of Looks for, selects and organises concrete and relevant information; analyses, reaches LTL, LIN 32, 33
activity: sources of information. conclusions, communicates the results; reflects on the process and communicates
information. information orally and in writing
Develops adequate strategies to access information from scientific texts. LTL, LIN 32, 33
Work and study Develop work and study Begins to show autonomy in the planning and carrying out of actions and tasks and LTL, AUT 32, 33
techniques. techniques, work habits and effort begins to take the initiative when taking decisions.
and responsibility. Uses the correct vocabulary according to the content block. MST, LIN 32, 33
presentations and reports. Carries out a project, individually or in a group, and presents a report, using paper or LTL, SOC 32, 33
digital resources, collecting information from different sources (direct, books or the
internet), using different media and presenting the experience orally, with written
and visual support.
Presents work in an organised way, on paper or digitally, either individually or in LTL, SOC 32, 33
groups.
9
74
GROUP PROJECT
 Searches, selects and organizes concrete and relevant information about emotions and helping others; analyzes it, obtains conclusions, communicates his/her
experience, reflects on the process followed and communicates it orally and in written form.
 Consults and uses images on page 32.
 Utilizes, in a suitable manner, the appropriate vocabulary for the main concepts: feelings and situations.
 States orally, clearly and in an ordered sequence, contents related to how we can make people feel better.
 Makes autonomous use of word processing.
 Performs simple experiences and small researches: posing problems, enunciating hypothesis, selecting the necessary material, implementing, deducing
 Carries out a project, working as part of a team about how the body works and how it move.
 Choose a picture, write sentences, watch, listen, check and praise the other students, share their results with the class.
 Presents works in an ordered manner as part of a team.
LANGUAGE
 happy, sad, worried, angry, scared, excited,
 surprised, bored
 calm down, tell a joke, don´t worry, help
 How can you help them feel better?
 senses, organs, brain, lungs, heart, stomach, small intestine, large intestine
 respiration, circulation, digestion, teeth • foetus, baby, child, adolescent, teenager, adult
 joints, bones, muscles
75
UNIT 3. The animal kingdom

 Show what they already know about animals and living things.
 Take a closer look at different groups of animals.
 See the characteristics that make animals different from each other.
 Learn quite a lot of specific vocabulary related to animals’ physical appearance.
 Deal with the quantity of new vocabulary and concepts, through colourful images.
 Review animal behaviour, what they eat, and their habitat.
 Notice if the animals are viviparous or oviparous.
 Classify animals in different ways.
 Create a classification key.
76
KEY
EVALUATION PAGE
CRITERIA S
S10
Animal kingdom Explain the characteristics of Explains the characteristics of the different groups of vertebrate animals. MST, LIN 39–43
(vertebrates): characteristics the different groups of
and classification. vertebrate animals.
Animal kingdom Explain the characteristics of Explains the characteristics of the different groups of invertebrate MST, LIN 44, 45
(invertebrates): the different groups of animals.
characteristics and invertebrate animals.
classification.
Animal kingdom: nutrition. Classify animals according to Classifies animals according to what they eat: omnivores, carnivores and MST, LTL 40, 46
what they eat. herbivores.
Identifies some animals from each of these groups. MST, LTL 40, 46
Introduction to Scientific Use different sources of Looks for, selects and organises concrete and relevant information; LTL, LIN 46, 47
activity: sources of information. analyses, reaches conclusions, communicates the results; reflects on the
information. process and communicates information orally and in writing.
Consults and uses written documents, images and graphs. LTL 39, 46,
47
Begins to develop adequate strategies to access information from LTL, LIN 39–45
scientific texts.
Work and study techniques. Develop work and study Begins to show autonomy in the planning and carrying out of actions and LTL, AUT 46, 47
techniques, work habits and tasks and begins to take the initiative when taking decisions.
effort and responsibility. Uses the correct vocabulary according to the content block. MST, LIN 36–49
Begins to express orally, clearly and in order, the contents related to the MST, LIN 46, 47
area, displaying understanding of oral and written texts.
presentations and reports. Carries out a project, individually or in a group, and present a report, LTL, SOC 46, 47
using paper or digital, collecting information from different sources
(direct, books or the internet), using different media and presenting orally
the experience, with written and visual support.
Presents work in an organised way on paper or digitally either LTL, SOC 46, 47
10
individually or in groups.
77
78
 In this unit pupils will learn to appreciate the world of animals.

 Through their learning it is hoped that pupils will appreciate how amazing animals are and how we should respect our environment.
Throughout the unit, try to encourage pupils to think about:
• Why it is important to appreciate the world around us.
• How each animal is adapted to its environment.
• How we can learn by being good observers.
Make a difference
 This unit’s Make a difference page encourages pupils to think about the work that scientists do and why classifying animals into different groups is useful.
 The pair work activity challenges pupils to create their own classification diagram and appreciate how this can be useful.
 Pupils will need support on how to structure their diagrams.
MIXED ABILITY

79
 Presentations:
- Unit summary
 Activities:
- Memory game
- Wordsearch
- Spelling
 Song lyrics
 Posters
 Videos
80
Formal Assessment:
unit content.
Self-assessment:
Rubrics:
81
LANGUAGE
 Is it a vertebrate or an invertebrate?
 It’s a carnivore / herbivore / omnivore
 Living things, non-living things
 They lay eggs / breathe
 Fish, scales, fins, gills, tail
 Scales, gills, dry / moist / soft skin
 Draw, cut out, stick, classify
 It’s mammal / bird / fish / reptile / amphibian / arthropod / mollusc
 It’s oviparous / viviparous
 It has fur / moist skin / scales / fins / gills / scales / wings / feathers / a tail / a beak / a shell / antennae / tentacles / segmented body
 Blackbird, duck, duckling, kingfisher, heron
 Rabbit, deer, fox, hedgehog, squirrel, horse
 Dragonfly, grasshopper, ant, fish, frog
 Binoculars, camera, tractor, boat, rocks, rubbish
 Birds (heron, ducks, ducklings), horse, fish, plants
 Tractor, boat, car, road, rock
 Vulture, worm, butterfly
 Vertebrates, invertebrates, skeleton
 Mammals, birds, fish, reptiles, amphibians
 Hair, fur, skin
 Habitat, herbivore, carnivore, omnivore, viviparous, oviparous
 Feathers, wings, beak, tail, legs
 Insects, fish, nuts, seeds, small animals
 Eggs, shells
 Reptile, amphibian, snake, crocodile, lizard, tortoise, salamander, frog, tadpole
 Shark, clownfish, dolphin, trout, whale, swordfish
 Plankton, insects, water plants, oceans, lakes, rivers
 Segmented body, joints, antennae, thin / thick exoskeleton, wings
 Spider, butterfly, lobster, beetle, centipede
 Soft body, shell, tentacles
 Snail, slug, mussel, limpet, squid
 Moist places, garden, on/underneath rocks
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UNIT 4. The plant kingdom

4. The biosphere
 Explore the variety of the plant kingdom and its role in nature.
 Show what they already know about the topic.
 Describe the many different ways plants can be classified.
 Observe similarities and differences we also share with plants.
 Study plant reproduction.
 Learn vocabulary specifically related to types of plants and reproduction.
 Become familiar thorough colourful images to the new vocabulary and concepts.
 Be reviewed as they progress through the unit.
 Link new information to the knowledge they already have
83
KEY
CONTENT EVALUATION CRITERIA LEARNING OUTCOMES COMPETENCE PAGES
S11
Plant kingdom: Classify plants according to Classifies plants according to different characteristics. MST, LTL 52–54,
characteristics and different characteristics. 57, 58
classification. Identifies and explains the difference between deciduous and evergreen plants. MST, LTL, LIN 54
MST, LTL, LIN 57
Plant reproduction. Know how plants reproduce. Knows how plants reproduce: flowers, fruits and seeds. MST 56
Introduction to Scientific Use different sources of Looks for, selects and organises concrete and relevant information; analyses, reaches LTL, LIN 58, 59
information. information orally and in writing.
Consults and uses written documents, images and graphs. LTL 53, 58,
59
Begins to develop adequate strategies to access information from scientific texts. LTL, LIN 53–57
Work and study techniques. Develop work and study Begins to show autonomy in the planning and carrying out of actions and tasks and LTL, AUT 58, 59
techniques, work habits and effort begins to take the initiative when taking decisions.
and responsibility. Uses the correct vocabulary according to the content block. MST, LIN 50–61
presentations and reports.
Carries out a project, individually or in a group, and present a report, using paper or LTL, SOC 58, 59
digital, collecting information from different sources (direct, books or the internet),
using different media and presenting orally the experience, with written and visual
support.
Presents work in an organised way on paper or digitally either individually or in LTL, SOC 58, 59
groups.
11
84
 In this unit, pupils will learn to value the world of plants.

 They will come to appreciate the great variety of plants and their importance both for us and the animal kingdom.
•Why it is important to value nature.
• How plants are living things and how they change and grow.
• How we can learn by being good observers.
Make a difference
 This unit’s Make a difference page encourages pupils to think about the different ways in which nature can be enjoyed and respected.
 The pair-work activity encourages pupils to observe leaves and how they vary.
 Pairs then create their own tree with different types of leaves.
MIXED ABILITY

85
 Presentations:
- Unit summary
 Activities:
- Memory game
- Wordsearch
- Spelling
 Song lyrics
 Posters
 Videos
86
Formal Assessment:
unit content.
 Let’s remember section at the end of the unit.
Self-assessment:
 Self-evaluation section at the end of the unit.
Rubrics:
 ByME Natural Science 2 Rubrics.
87
LANGUAGE
 He / She is buying / selling
 Living / non-living things
 They form / produce / protect
 Plants, trees, bush, grass, flowers, seeds, leaves, fruit, vegetables, trunk, branches
 Market, stalls, baker’s, basket fruit, wild flower
 Fruit, apple, blackberry, lemon
 Vegetables, potato, pea, carrot
 Grass, wheat, corn
 Tree, chestnut, flowers, rose, poppy
 Wild, cultivated
 Deciduous, evergreen, conifers
 Seasons, spring, summer, autumn, winter
 Badger, squirrel, woodpecker, blackbird, centipede, hedgehog
 Chestnut, oak, pine, palm
 Woods, forests, environment, oxygen
 Seeds, fruit, flower
 Hard, soft
 Flowering, non-flowering
 Seeds, spores, capsules, spots, ferns, mosses
 Fruit, seeds, lemon, tomato, grapes, apple, kiwi,
 bean, red / green pepper, watermelon, avocado,
 peach, banana, pumpkin
 Discuss, cut, count, divide, draw
 Spring, summer, autumn, winter
 Deciduous, evergreen, wild, cultivated, flowering,
 non-flowering
 Fruit, flowers, seeds, cones, moss, fern, spores, capsules
88
 Revisit the plant kingdom working together.

 Be engaged in activities.
 Understand more about what it means to look after the environment.
 Notice the natural world around them.
 Review content from units 3 and 4 on the animal and plant kingdoms.
89
KEY
EVALUATION PAGE
CRITERIA S
S12
say and do.
autonomy. autonomy.
Introduction to Scientific Use different sources of Looks for, selects and organises concrete and relevant information; analyses, LTL, LIN 62, 63
Develops adequate strategies to access information from scientific texts. LTL, LIN 62, 63
Work and study Develop work and study Begins to show autonomy in the planning and carrying out of actions and tasks LTL, AUT 62, 63
techniques. techniques, work habits and effort and begins to take the initiative when taking decisions.
presentations and reports. Carries out a project, individually or in a group, and presents a report, using LTL, SOC 62, 63
the Internet), using different media and presenting orally the experience, with
groups.
12
90
GROUP PROJECT
 Searches, selects and organizes concrete and relevant information about protecting the environment; analyzes it, obtains conclusions, communicates his/her
experience, reflects on the process followed and communicates it orally and in written form.
 Utilizes, in a suitable manner, the appropriate vocabulary for the main concepts: Plant kingdom.
 States orally, clearly and in an ordered sequence, contents related to look after a plant.
 Carries out a project, working as part of a team about animal and plant description.
LANGUAGE
 To plant / water / dig / cut / rake / pick / look after
 Tree, bush, grass, seed, flower, leaves, stem, roots
 Viviparous, oviparous, herbivore, carnivore, omnivore, vertebrate, invertebrate
 Fur, scales, tail, fin, wings, beak, feathers, dry / moist skin, joints, segmented body
 Arthropod, mollusc, amphibian, reptile
 Deciduous, evergreen, flowering, non-flowering, wild, cultivated
 Fern, moss, conifer, cone, spores, capsules, seeds, fruit
91
UNIT 5. Materials
4. The biosphere
 Review what everyday objects are made of (wood, plastic, metal, fabric, glass).
 Learn where these materials come from and the materials’ properties.
 Consider why some materials are more suitable than others for the everyday things we use.
 Learn to distinguish between a solid and a liquid.
 Notice how solids can change through force (bending, squeezing, stretching), and through heating and cooling.
 Manipulate real objects to understand concepts and predictions.
 Create a collection of different objects to feel, see, talk about and add to.
 Study real objects or images.
 Use of images will help pupils with new vocabulary.
 Grasp new concepts and ideas.
 Do simple experiments.
 Recycling new language and concepts as progressing through the unit.
92
KEY
EVALUATION PAGE
CRITERIA S
S13
Materials: properties and Observe some materials and Observes some materials and describes their characteristics such as their origin, MST, LTL, LIN 67–74
characteristics. describe their characteristics. colour, use, flexibility, hardness, etc.
Uses of some materials and products for the advancement of society. MST, CUL, SOC 69
Introduction to scientific Use different sources of Looks for, selects and organises concrete and relevant information; analyses, LTL, LIN 74, 75
Begins to develop adequate strategies to access information from scientific texts. LTL, LIN 69–73
Work and study techniques. Develop work and study Begins to show autonomy in the planning and carrying out of actions and tasks LTL, AUT 74, 75
techniques, work habits and effort and begins to take the initiative when taking decisions.
and responsibility. Uses the correct vocabulary according to the content block. MST, LIN 66–77
presentations and reports. Carries out a project, individually or in a group, and presents a report, using paper LTL, SOC 74, 75
or digital, collecting information from different sources (direct, books or the
Internet), using different media and presenting orally the experience, with written
and visual support.
groups.
13
93
 Linked to the topic of materials is how we can reuse and recycle them.
 Pupils should be made aware that everyday products come from natural resources and that these resources are precious.
• How we can look after the things we have.
• How items can be reused or recycled.
• Why reusing and recycling are important.
Make a difference
 The Make a difference page in this unit encourages pupils to look at very easy and practical ways we can make things last longer and how they can be reused or
recycled.
 The page aims to make pupils aware that, by being careful with the things we use, we are in fact helping to look after our planet.
 The pair-work activity allows pupils to actively reuse plastic bottles to create something new. It also encourages collaborative work and initiative.
 Pupils are encouraged to use books and the Internet as a resource for different ideas and inspiration.
MIXED ABILITY

94
 Presentations:
- Unit summary
 Activities:
- Memory game
- Wordsearch
- Spelling
 Song lyrics
 Posters
 Videos
95
Formal Assessment:
unit content.
Self-assessment:
Rubrics:
LANGUAGE
 What’s it made of? Where does it come from?
 How does it feel / look?
 Fixed shape, no shape
 Force, cut, bend, stretch, squeeze, melt
 Reversible, irreversible, change
 Garage, toys, clothes, bottle, jar, pot, cushion, pan, vacuum cleaner, books, piano, newspapers, tennis racket, mirror, radio-cassette player, trophies, candles
 Recycling point, container, charity shop
 Cardboard, toys, robot, old clothes, jars, bottles
 Natural materials, manufactured materials
 Sand, rocks, wool, cotton, petroleum, wood
 Metal, paper, fabric, glass
 Materials, liquids properties
 Rough, smooth, soft, hard, transparent, opaque, rigid, flexible, waterproof, absorbent
 Rubber, wood, clay, wool, paper, metal, plastic
 Solids, liquids
 Heat, cool
 Solids, force, heat
 Metal, glass, wood, plastic, fabric, rubber, wool, clay,
 Soft, hard, waterproof, absorbent, rough, smooth, rigid, flexible, opaque, transparent
96
UNIT 6. Machines
4. The biosphere
 Take a closer look at the machines we use every day at home and at work.
 Learn to distinguish between simple and complex machines.
 Observe in more detail how machines work.
 Observe whether they use force, batteries or mains electricity.
 Consider how to use machines carefully and safely.
 Share their ideas with the rest of the class.
 Learn vocabulary for various everyday machines.
 Learn vocabulary associated with the use of electricity.
 Have experience of using different types of machines.
 Contribute with examples and experience.
 Use the classroom and school environment for specific examples.
 Be checked as they progress.
 Recycle new vocabulary.
97
KEY
PAGE
CONTENT EVALUATION CRITERIA LEARNING OUTCOMES COMPETENCE
S
S14
Tools and machines. Identify some tools and machines from Identifies some tools and machines from daily life and explains their use and MST, LIN, 79–85
daily life and explain their use and how they work.
how they work. Makes a simple machine and explains how it works. MST, LTL, AUT, LIN 86
Inventions and Explain the changes that the invention Explains the changes that the invention of the wheel introduced into the lives of MST, CUL, SOC 87
discoveries. of the wheel introduced into the lives human beings.
of human beings.
Introduction to scientific Use different sources of information. Looks for, selects and organises concrete and relevant information; analyses, LTL, LIN 86, 87
activity: sources of reaches conclusions, communicates the results; reflects on the process and
Consults and uses written documents, images and graphs. LTL 84, 86, 87
Develops adequate strategies to access information from scientific texts. LTL, LIN 81–85
Work and study Develop work and study techniques, Begins to show autonomy in the planning and carrying out of actions and tasks LTL, AUT 86, 87
techniques. work habits and effort and and begins to take the initiative when taking decisions.
responsibility. Uses the correct vocabulary according to the content block. MST, LIN 78–89
presentations and reports. Carries out a project, individually or in a group, and presents a report, using LTL, SOC 86, 87
the Internet), using different media and presenting orally the experience, with
groups.
14
98
 In this unit, your pupils will learn to appreciate how tools and machines make our lives a lot easier.
 Pupils should also understand how machines have changed our lives over time.
• How machines make our lives easier.
• How life is now different from before because of machines.
• How to behave appropriately around machines.
Make a difference
 The Make a difference page in this unit encourages pupils to observe how machines have changed and developed over time.
 They will learn how the wheel has had a big impact on our lives and appreciate how life was much more difficult in the past without this invention.
MIXED ABILITY

99
 Presentations:
- Unit summary
 Activities:
- Memory game
- Wordsearch
- Spelling
 Song lyrics
 Posters
 Videos
100
Formal Assessment:
unit content.
Self-assessment:
Rubrics:
LANGUAGE
 What’s this tool called? What do you use it for?
 It cleans / cooks / washes / opens / grates / cuts / toasts / heats
 Turn, twist, push, pull
 It uses…
 Cut, lift, move
 It has few parts / many parts
 Tighten, loosen, cut, stir
 Investigate, build, decorate, add
 It’s simple / complex, it uses batteries / mains electricity

 Knife, spoon, fork
 Spanner, screwdriver, hammer, nut, screw, nail, scissors, hammer, pliers, saw,
 Mechanics, car, engine, tyre, toolbox, oil can, paint
 Nuts, screws, nails
 Tools, simple machine, complex machine
 Mop, grater, microwave, kettle, tin opener, dishwasher
 Hairdryer, broom, computer, tractor, cooker, crane, camera, telephone
 Simple, complex, energy, batteries, mains electricity
 Plug, socket, battery, switch, cable
 Computer, TV, fridge, cooker, toaster, hairdryer, vacuum cleaner, calculator, scissors
 Electrical machines, sharp tools, hot machines, dangerous cables
101
 Car, wheel, axle, engine, driver

 Grater, mop, torch, broom
 Oven, tractor, crane, trolley, clock, dishwasher, remote control, toy
102
 Work in cooperative activities

 Learn about the inventions.
 Study the machines around us that make our lives easier.
 Pupils will review content from units 5 and 6 on materials and machines.
103
EVALUATION KEY PAGE
CONTENT LEARNING OUTCOMES
CRITERIA COMPETENCES15 S
say and do.
autonomy. autonomy.
Introduction to Scientific Use different sources of Looks for, selects and organises concrete and relevant information; analyses, reaches LTL, LIN 90, 91
information. information orally and in writing.
Begins to develop adequate strategies to access information from scientific texts. LTL, LIN 90, 91
Work and study Develop work and study Begins to show autonomy in the planning and carrying out of actions and tasks and LTL, AUT 90, 91
techniques. techniques, work habits and effort begins to take the initiative when taking decisions.
presentations and reports. Carries out a project, individually or in a group, and presents a report, using paper or LTL, SOC 90, 91
digital, collecting information from different sources (direct, books or the Internet),
using different media and presenting orally the experience, with written and visual
support.
groups.
15
104
GROUP PROJECT
 Searches, selects and organizes concrete and relevant information about inventions; analyzes it, obtains conclusions, communicates his/her experience, reflects
on the process followed and communicates it orally and in written form.
 Utilizes, in a suitable manner, the appropriate vocabulary for the main concepts: machines and uses.
 States orally, clearly and in an ordered sequence the contents.
 Carries out a project, working as part of a team about materials and machines.
LANGUAGE
 Paper, pencil, blackboard, digital whiteboard, tablet
 Scissors, lamp, watch, chainsaw, forklift truck, spade, oven
 Plane, train, boat, car
 Cut, lift, clean, cook
 Metal, plastic, wood, fabric, glass, rubber, clay, paper
 Rough, smooth, hard, soft, flexible, rigid, waterproof, absorbent, transparent, opaque
 Solid, liquid, reversible / irreversible change
 Spanner, screwdriver, hammer, knife, broom, saw, trolley, torch
 Batteries, mains electricity, switch, cable, plug, socket
105

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Syllabus ByME Natural Science 2 CAM

ByME Natural Science

Syllabus Natural Science

Primary stage: Year 2

20. Didactic Units 63

The General Principles of this stage are the following:

3. CONTRIBUTION TO THE DEVELOPMENT OF KEY COMPETENCES

The Key Competences of the curriculum are as follows:

1. Competence in linguistic communication. (CLC)

4. GENERAL OBJETIVES OF THE STAGE

5. COURSE CONTENTS AND LEARNING OUTCOMES

The human being and health

The vital functions in the human being.

The locomotor apparatus.

Personal security and risk prevention.

The living beings

The animal kingdom. Characteristics and classification.

Nutrition in the animal kingdom.

The plant kingdom. Characteristics and classification.

Reproduction in the plant kingdom.

Material and Energy, Technology, objects and machines

Common content for the whole stage

Initiation in scientific activity. Use of diverse sources of information.

Planning and implementation of projects and presentation of reports.

6. VALUES AND ATTITUDES

 Previous knowledge and experiences.

 Extra ideas: for those pupils who finish earlier.

 Pupil's Book y Activity Book: Reading texts throughout the unit

9. LANGUAGE STRUCTURES IN BYME NATURAL SCIENCE 2 (CAM)

 They lay eggs / breathe  Dragonfly, grasshopper, ant, fish, frog

10. COOPERATIVE LEARNING

What is Cooperative Learning?

- Self-esteem and self-confidence

Pupils aren’t born knowing how to behave in a group.

Cooperative Learning structures

The teacher’s role in Cooperative Learning

The Cooperative Learning session

And last but not least…

11. ASSESSMENT RUBRICS

Specific Contents for the First Year of Primary

LEARNING Levels of acquisition2 Qualification

Acquires habits of risk

LEARNING Levels of acquisition Qualification

LEARNING Levels of acquisition Qualification

Common contents for the whole stage

LEARNING Levels of acquisition3 Qualification

LEARNING Levels of acquisition Qualification

LEARNING Levels of acquisition Qualification

12. ASSESSMENT IN OUR EDUCATIONAL PROJECT

12.A) ASSESSMENT TOOLS

Formative assessment (Informal)

Summative assessment (Formal)

12.B) TYPES OF EVALUATION

12.C) QUALIFICATION AND PROMOTION CRITERIA

Evaluation Resources % Observations

Promotion Criteria Observations

13. ASSESSMENT OF THE TEACHING-LEARNING PROCESS

COURSE: ______ GROUP: ______ EVALUATION4 1ª 2ª 3ª

13.1. TEACHING TEAM COORDINATION DURING THE QUARTER

13.2. TEACHING PROGRAMME ADJUSTMENT

Teaching organization and methodology:

c) Teaching materials and resources

COURSE: GROUP: EVALUATION4 1ª 2ª 3ª