LES

ÁREA ASIGNATURA
Natural Sciences Science

TÓPICO
U. DIDÁCT. ETAPA CICLO FECHA CÓDIGO OA TEMAS
GENERATIVO

ARE YOU THE 7Eo1

WALKING
DEAD E/IG 1 Feb 7th-
Feb14th
7Eo2
7Ec1
Scientific method
6Eo1
(ZOMBIE) ?

7Bc1
IG 2 Feb 15T - 24TH 7Eo3 Living things
1 7Ep1

How do
living
things
compare
to
buildings IG 3 Feb 19 - Mar 1
7Bc3
7Bc4
The cell
?

PFS 4 Mar 2 - 9
7Bc5
7Bc6
The cell
 E 5 Mar 10 - 17
7Bp1
7Bh2
Plant and human
anatomy

What if my
skeleton
disappeared?

IG 6 Mar 18 - Apr 6
7Bh1
7Bh3
Human anatomy

How can
particles'
behaviour define IG 7 Apr 7 - 14 7Cs1 States of matter
the properties of
things?
2

7Eo1, 7Eo2,

Why is it 7Ec1, 6Eo1,

7Bc1, 7Eo3,
All the topics
important PFS 8 Apr 15 - 23
7Ep1, 7Bc3,
7Bc4, 7Bc5,
seen in the
trimester
to revise? 7Bc6, 7Bp1,
7Bh2, 7Bh1,
7Bh3, 7Cs1

What is
energy, E/IG 9 Apr 26 - May 3
7Pe2
7Pe1
Energy

really?

7ep5
IMPORTANTE

1. Incluya los recursos propios de la asignatura (páginas de textos, plataformas, entre otros) dentro de la columna
de Evidencia / Producto / Uso de recursos, con la descripción pertinente.

2. Por favor, alinee sus unidades a los Ciclos académicos y cortes para evitar fraccionamientos innecesarios
3. Por favor, tenga en cuenta la fecha de corte para que a ese momento se hayan ejecutado evaluaciones formales
de su parte que permita hacer una análisis de su desempeño.

Class Missed sessions Strategies

Shorter
activities and
6A 1 participation
of students in
class

Shorter
activities and
6B 2 participation
of students in
class

Skipped
some
activities and
did some
6C 2
tutoring
sessions with
the whole
class

Skipped
some
6D 3 activities and
shortened
others
0-
 LESSON PLAN
IGNATURA DOCENTE GRADO TRIMESTRE
Science maureen wambui Sixth I

EVIDENCIA /
HABILIDAD DE RUTINA DE OBJETIVO DEL PREPLANEACIÓN DE ACTIVIDADES
PRODUCTO / USO
DE RECURSOS PENSAMIENTO PENSAMIENTO CICLO
Sesión 1 Sesión 2 Sesión 3

Introduction to the
science class and the
new teacher.
- The whole group will
make the list of
To review and agreements for the
Report / Academic guide Academic guide
apply the scientific science class.
Academic guide / on the scientific on the scientific
Report Portable surprise method by - The students will
Socrative / method and method and
completing a short participate in a game
Virtual notebooks variables variables
experiment. who can identify living
and non living thing
- Students will write
down their expectations
for this year in their
virtual notebooks.

The teacher will

summarize the 7
characteristics of
living things.
Students will classify
- Students will be
objects around their
divided in 2
house as alive, not alive
groups and ask
To discuss the 7 or once alive. The students
to reflect on
Socratic characteristics of - The whole class will will organize
whether viruses
seminar-fishbowl living things by share their results and their information
Discuss Portable surprise are alive or not.
discussion / having a socratic try to come up with in preparation for
- They will
Academic guide seminar on rules to determine what the socratic
research for
viruses. makes something living seminar,
information to
or non-living.
answer the
- Students will complete
question using
a word puzzle.
as reference the
7 characteristics
of living things.

The teacher will show

The students
the students 2 cells
Lab report / will watch a
(one animal one plant),
slides with plant video about the
and students will try to
an animal cells / To identify and differences in
mention some The students will
https://www.natio compare the parts animal and plant
similarities and some play an
nalgeographic.or of plant and cells with their
Compare Portable surprise differences. interactive game
g/interactive/cell- animal cells by functions, and
- They will try to identify called "Cell
explorers/ / completing a lab discuss some
the organelles and explorers"
https://www.yout report. questions
mention their function
ube.com/watch? regarding the
and do a Venn diagram
v=8IlzKri08kk cell.
showing the organelles
in each type of cell.
The students will watch
To discuss the a video on levels of Students will
Jigsaw report /
levels of organization and play a prepare the Students will
youtube video on
organization of kahoot! game. jigsaw report continue their
levels of Relate Portable surprise
living things by - The teacher will (individual individual
organization /
doing a jigsaw explain what the PFS is research of their research.
kahoot!
report. going to be about and topic)
make the groups.
 The teacher will
The teacher will show
ask the students
the students a map of
how they think
the world showing the
animals are
distribution of plants
similar to plants
and they will discuss
and guide them
To identify the some questions.
into talking about Students will
organs and organ - Students will get a
the anatomy of start working on
Infographic / systems of plants diagram showing a
Identify Creative hunt organisms. their infographic
academic guide and animals by plant and they will have
- The teacher will about animal and
doing an to label its parts
ask the students plant anatomy.
infographic. according to their
what organ
previouds knowledge.
systems they
They will also propose
know and
a function for each part
complete their
and they will share their
information with
work with the group.
a ppt.
To examine the The teacher will do a
- Students will
musculoskeletal short explanation about Students will
start
Chronicle / time system by writing the musculoskeletal construct a time
Investigate Creative hunt investigating the
line a chronicle of the system, including types line to organize
history of
research work of musles and types of their information.
anatomy.
done on it. joints.

The teacher will show

the students a ppt about
To outline the the states of matter and
Students will
properties of they will discuss the The students will
complete an
Lab report / matter and the different properties. do a lab activity
Outline Creative hunt academic guide
laboratory changes of state The teacher will show on the properties
on the particle
by completing a the students a ppt about of matter.
theory of matter.
lab report. the states of matter and
they will discuss the
different properties.
- Depending on
the topic they will
- The students will take review, they will - The students
some time to think get together in will begin
Podcast / To revise the topic which topics they found groups of 3 working on their
academic guides each student to be more difficult. students max. podcast, they
and previous Revise Creative hunt found most - The students will take - Each group will need to make a
products, challenging by a test that will help check the rubric revision of the
diagnostic quiz doing a podcast. them identify which and have some resources used
topic they should time with the in the topic they
review. teacher to were assigned.
answer
The class will
questions.
The teacher will lead a start with
class conversation discussing the Students will
around the definition of clues that tell us share what they
energy, students will where energy is found around
brainstorm about what being used. The their house and
they think energy is. teacher will then they will all
To investigate and
- Students will make a explain different discuss other
explain what
list of the ways in which forms of energy. places where we
Energy detective energy is and
they use energy every - The students can find energy
mystery / Explain Creative hunt what it is used for
day. will look around and the forms of
youtube videos by completing the
- The teacher will ask in their house energy that are
energy detective
their students to run in and identify the used in each
mystery.
their place for a minute places where case.
and ask them how they energy is being - They will record
feel to discuss thermal used. They will the results of the
energy and other signs record their discussion in the
that tell us that energy observations in academic guide.
is being used. the academic
guide.

IMPORTANTE
4. En las columnas de preplaneación, incluya la actividad
7. Establezca una habilidad de pensamiento englobante, propia de su discip
principal usted como docente realizará para la ejecución del
proceso para su desarrollo.
objetivo del ciclo.
5. Cerciórese de culminar sus instancias de evaluación con 8. Defina una rutina de pensamiento que desarrolle a lo largo de cada unida
suficiente antelación al cierre de la plataforma. didáctica a fin de generar el hábito en su aplicación.
6. Para las asignaturas de baja intensidad horaria, no es
9. Recuerde que su objetivo debe incluir los siguientes cuatro elementos: ha
necesario que el número de cortes coincida con el de unidades
de pensamiento, contenidos, contexto significativo y producto o evidencia de
didácticas
 TRIMESTRE
I

N DE ACTIVIDADES
Sesión 4 Sesión 5
this activity,
students will be
given a box of
objects and have
to classify them
as living,
nonliving,
dormant, or Lab practice:
dead. They will  They will also
also need to find need to find
ways to test if ways to test ,
they are living or students will
not. For finish the report
example, if they
say a leaf is
living, how can
they prove it? ,
students will
answer pre-lab
questions and

The students
will do a
persuasion map Socratic
to organize their seminar (similar
research. to a debate; a
- They must discussion in
prepare some which each
questions and student uses
thoughts to research to
debate and think support their
about other ideas and pose
points of view questions to
that could arise each other)
during the
discussion.

The students
will look at slides
containing The students will
animal and plant complete a lab
cells, they will report
identify
structures.

Students will get

together in their
group and
Students will
discuss their
finish and
research.
present their
- Sudents will
report.
construct a
mental map with
their information.
 Students will Students will
continue working continue working
on their on their
infogrpahic about infogrpahic about
animal and plant animal and plant
anatomy. anatomy.

Students will
start working on
their chronicle
about the history
of the
musucloskeletal
system's
discoveries.

The students will

finish their lab The students will
report and read do a lab activity
the instructions on changes of
for the next state,
activity.

- The students
will organize
- Students will
their podcast by
record their
making a
podcast.
concept map and
a script.

To close the
topic, a
discussion and
subsequent
Students will definition of
complete the energy will be
journal section of guided by the
their academic teacher.
guide, they will Students will
record all the work together on
things they do in a poster that will
each category include pictures
and identify of forms of
which activities energy currently
require energy. and formerly
used and the
form of energy
each one
represents.

ento englobante, propia de su disciplina, y el

desarrolle a lo largo de cada unidad

aplicación.
 los siguientes cuatro elementos: habilidad
gnificativo y producto o evidencia del ciclo.