Skill Plan Science 2 Egb

UNIDAD EDUCATIVA PARTICULAR SCHOOL YEAR
"SAINT DOMINIC SCHOOL" 2017 – 2018

SKILL PLAN WITH PERFORMANCE CRITERIA
1. INFORMATIVE DATA:
Teacher: Lic. Paola Ramos, Lic. Karem Méndez Subject/Area: Science Grade: 2 EGB Classroom: A-B-C-D
Explore and understand the life cycle of human
Specific objectives beings and the essential characteristics
Unit plan number: 1 Unit plan title: Nature and living beings
of the unit plan: according to their ages.
2. PLANNING
SKILLS WITH PERFORMANCE CRITERIA TO BE DEVELOPED: ESSENTIAL EVALUATION INDICATORS:
CN.2.1.1Observe the stages of the human life cycle and graphically record the changes according I.CN.2.1.1 Explain the stages of the human life cycle by identifying
to the age of the person. the changes that are produced and the importance they have in each
stage. J2, J3.
TRANSVERSALS AXES: PERIODS STARTING DATE:
 Integrity 3 19 / 09 / 2016
 Inquirer
 Informed and educated
 Good communicator
 Reflexive
 Balanced
METHODOLOGICAL EVALUATION ACTIVITIES/
RESOURCES ACHIEVEMENT INDICATORS
STRATEGIES TECHNIQUES /INSTRUMENTS
Anticipation:  Graphs with different  Identifies between living and non-living be- Technique: Test
 List all the living beings they stages of the life cy- ings.
know. cle.  Compares human beings at different ages. Instrument: Questionnaire
 Explain how they can demon-  Flashcards with im-  Recognizes activities that can be performed
strate that it is a living being ages of human be- according to the age.
or not. ings.  Orders images of human beings according to
 Give opinions on each other’s  White sheets of pa- their age.
comments. per.  Prepares a graph of human beings according
Construction:  Markers. to the different life stages.
 Show images of a human be-  Painting.
ing in different stages of the  Pencil and eraser.
life cycle.  Student’s book.
 Ask students to observe and  Teacher’s guide.
describe what they see.
 Compare and contrast the im-
ages.
 Think about the activities that
students do now and that were
impossible before, when they
were babies for instance.
 Ask them to explain why they
can do these activities now.
 Guide the conclusion that hu-
mans have different stages in
their lives.
Consolidation:
Give cards with images related to
human beings in different stages of
their lives and ask students to order
them in relation to their ages. Ask
them to represent with a graph the life
cycle of their grandparents or any
adult In their families.
3. CURRICULAR ADAPTATIONS
ATTENDED EDUCATIONAL NEED
APPLIED ADAPTATION SPECIFICATION
SPECIFICATION
DONE BY: CHECKED BY: APPROVED:

Teacher: Lic.Karem Méndez, Lic. Paola Ramos Area Coordinator : Msc. Fernanda Moscoso Director: Hna. Msc. Juana Tapia
Signature: Signature: Signature:
Date: 25 / 08 / 2017 Date: 25 / 08 / 2017 Date: 25 / 08 / 2017

Teacher: Lic. Paola Ramos, Lic. Karem Méndez Subject/Area: Science Grade: 2EGB Classroom: A-B-C-D
Specific objectives
Unit plan number: 1 Unit plan title: Nature and living beings beings and the essential characteristics
of the unit plan:
according to their ages.
2. PLANNING
CN.2.1.2 Observe and identify the changes in the life cycle of different animals (insects, fish, I.CN.2.1.1 Explain the human life cycle by identifying the changes
amphibians, reptiles, birds and mammals) and compare them with the changes in the human life that are produced in the stages and the importance they have. J2, J3.
cycle.
 Integrity 3 03 / 10 / 2016
 Inquirer
 Reflexive
 Balanced
Anticipation:  Graphs with different  Identifies the life cycle and the stages of ani- Technique: Test
 Recall with students the life stages of the life cy- mals.
cycle and the stages in a hu- cle of animals.  Identifies characteristics of specific animals. Instrument: Questionnaire
man being and register on the  Flashcards with  Compares the stages between humans and
board the four phases: born, words related to the animals.
grow, procreate, and die. life cyle.  Determines the characteristics of animals ac-
 Ask students what other living  White sheets of pa- cording to their life cycle.
beings in nature have the same per. .
life cycle as humans do. Then  Markers.
analyze all the answers.  Painting.
 Register all the answers on the  Pencil and eraser.
board and ask students to cen-  Student’s book.
ter their attention on animals.  Teacher’s guide.
Ask: have you seen any ani-
mal born, maybe a cat or a
dog or a chick?
Construction:
 Show students flashcards with
images of animals and their
life cycle. Try to show insects,
fish, reptiles, birds and mam-
mals.
 Students observe and describe.
 Compare and contrast what
they see.
 Relate the stages of this life
cycle and determine the rela-
tion with being born, or die or
procreate.
 Ask students to identify which
animal has the same image as
a baby or as an adult. (eg.
Rabbit, cat)
Consolidation:
 Give students white papers to
represent the life cycle of ani-
mals such as a frog, an iguana,
a mockingbird, a trout and a
cuy.
Exposition of their drawings and
description of the cycle.
SPECIFICATION
Date: 25 / 08 / 2017 Date: 25 / 08 / 2017 Date: 25 / 08 / 2017

Teacher: Lic. Paola Ramos, Lic. Karem Méndez Subject/Area: Science Grade: 2EGB Classroom: A-B-C-D
Specific objectives
Unit plan number: 1 Unit plan title: Nature and living beings beings and the essential characteristics
of the unit plan:
according to their ages.
2. PLANNING
CN.2.1.3 Experiment and predict the stages of plant life, their changes and responses to stimuli, I.CN.2.1.1 Explain the human life cycle by identifying the changes
while observing the germination of a seed and recognize the importance of pollination. that are produced in the stages and the importance they have. J2, J3.
I.CN.2.2.1 Explain the importance of pollination in the life cycle of
plants. J3, I2
 Integrity 3 17 / 10 / 2016
 Inquirer
 Reflexive
 Balanced
Anticipation:  Graphs with different  Predicts the stages in the life cycle of a plant. Technique: Test
 Recall the life cycle of human stages of the life cy-  Observing and registering the germination of
beings and animals. cle of plants. a seed. Instrument: Questionnaire
 Ask students to imagine the  Flashcards with  Experiments with all the answers that plants
life cycle of a plant and draw words related to the give in relation to stimuli.
it. Then expose drawings in life cyle.  Recognizes the importance of pollination.
the class.  White sheets of pa-
Construction: per.
 Show students flashcards of  Glass.
different plants and their life  Cotton balls.
cycles.  Seeds
 Identify the images in relation  Plant.
to the stages of life cycles of  Plastic bag.
plants.  Markers.
 Ask students to order the  Painting.
stages.  Pencil and eraser.
 Experiment with plants to  Student’s book.
demonstrate the relation with  Teacher’s guide.
the sun, to the roots towards
the ground, leaves without air,
etc.
 Ask students to explain how
plants grow in a field if there
is no one planting the seeds.
 Organize a field observation
day to conclude that animals,
wind and water help with the
pollination process.
Consolidation:
 Ask students to explain the
importance of pollination for
plants.
 Ask students to draw the
process of seed dispersion in a
field.
SPECIFICATION

Date: 25 / 08 / 2017 Date: 25 / 08 / 2017 Date: 25 / 08 / 2017

Infer the simple relations cause-effect of the
Specific objectives
Unit plan number: 1 Unit plan title: Nature and living beings phenomena that are produced in Earth, like its
of the unit plan:
movements.
2. PLANNING
CN.2.4.1 Observe and recognize the daily cycle of living beings and the environment and prepare I.CN.2.9.1 Recognizes activities that living beings can perform at
questions about animals that have their daily activities during day or night. night or during the day in relation to the influence of the Sun, the
Moon, and the Stars over the Earth. J3, I2
 Integrity 3 31 / 10 / 2016
 Inquirer
 Reflexive
 Balanced
Anticipation:  Flashcards with peo-  Predicts the activities that living beings do Technique: Test
 Show images of a woman, a ple, plants and ani- during day and night.
boy, a dog, an owl, a plant mals.  Identifies the characteristics of day and night. Instrument: Questionnaire
with flowers and a tree with  Flashcards with  Recognizes life cycle of living beings.
fruits and ask students to ob- words related to day  Asks questions about activities and relation
serve and describe what they and night. with day or night.
see.  White sheets of pa-
per.
 Markers.
Construction:  Painting.
 Show images of day and  Pencil and eraser.
night. Ask students to observe  Student’s book.
and describe what they see  Teacher’s guide.
and classify on a piece of pa-
per all the activities that they
do during day and night.
 Ask students to choose the ac-
tivities that they have in com-
mon with animals, like sleep-
ing.
 Ask: are all animals awake
during day and asleep at
night? Prepare questions with
students so they can investi-
gate this theory.
Consolidation:
 Give a paper and ask to draw
the daily activities humans,
plants, animals do.
 Expose drawings and ask stu-
dents to describe the activities.
SPECIFICATION

Date: 25 / 08 / 2017 Date: 25 / 08 / 2017 Date: 25 / 08 / 2017

"SAINT DOMINIC SCHOOL" 2017 - 2018
Apply scientific research abilities to relate the
Specific objectives
Unit plan number: 1 Unit plan title: Nature and living beings environment with living beings and
of the unit plan:
communicate the results with honesty.
2. PLANNING
CN.2.5.2 Observe the characteristics of the sky, measure some atmospheric phenomena by I.CN.2.9.3 Describe and represent the instruments used for the astro-
creating or using instruments for that purpose. Graph them and predict the weather. nomic observation, weather prediction and atmospheric phenomena.
J3, S2.
 Integrity 3 14 / 11 / 2016
 Inquirer
 Reflexive
 Balanced
Anticipation:  Flashcards with day  Discovers the consequences of Earth rotation. Technique: Test
 Ask students: what do you and night.  Recognizes the characteristics of the sky dur-
like more: day or night? And  Sphere and flashlight ing day and during night. Instrument: Questionnaire
comment on the given an-  Flashcards of ther-  Identifies the weather forecast.
swers. Then ask: do you know mometer, rain gauge,  Measures the climate temperature, speed and
how is day or night formed? windmill, etc direction of the wind.
 Weather thermome-  Predicts weather.
ter.  Relates clothes with weather.
Construction:  Cardboards
 Imitate the rotation movement  Glue and magazines
of the Earth around the Sun  White sheets of pa-
and invite students to divide a per.
paper in half so they can draw  Markers.
the sky during the morning on  Painting.
one side of the paper and the  Pencil and eraser.
sky at night on the other side.  Student’s book.
Finally expose the drawings.
 Teacher’s guide
 Reflect with the students that
the sky is not always the same
and ask them to describe how
is the weather like when it’s
raining or sunny or foggy out-
side. Then ask how do they se-
lect the clothes they have to
use each day and explain to
them that due to technology
we know can predict weather
changes and show them differ-
ent instruments that help with
weather forecast.
Consolidation:
 Ask students to use a ther-
mometer and measure temper-
ature at different hours of the
day. Ask them to elaborate a
windmill to discover the direc-
tion of wind.
 Use a rain gauge to measure
the quantity of water when it
rains.
 Ask students to retell the im-
portance of predicting weather
for their daily activities in re-
lation to clothes they should
wear and things they can do
outdoors or indoors.
SPECIFICATION

Date: 25 / 08 / 2017 Date: 25 / 08 / 2017 Date: 25 / 08 / 2017

Explore and discuss habitat classes through
Specific objectives
Unit plan number: 2 Unit plan title: We are living beings observation to make relevant conservation
of the unit plan:
decisions
2. PLANNING
CN.2.3.1. Classifies local habitats according to their characteristics.
CN.2.1.10. Inquire and describe the characteristics of local habitats, classify them according to (J.1., J.3.)
their characteristics and identify their plants and animals. I.CN.2.3.2. It proposes measures of protection for the conservation of
the local habitats, in order to identify the threats and changes to which
the diversity of plants and animals of the natural regions of Ecuador is
exposed.
(J.3., I.1.)
 Integrity 3 28 / 11 / 2016
 Inquirer
 Reflexive
 Balanced
Anticipation  Pictures of different land-  Inquires about local habitats and describes them. Technique: Test
• Present images of the scapes  Classifies aquatic and terrestrial habitats.
following places: north pole or  Characterizes terrestrial and aquatic habitats. Instrument: Questionnaire
south pole, Amazon jungle,  Observation sheets  Identify the animals and plants that exist in each type
cloud forest, desert, sea, of habitat in the locality.
lagoon, local park, and ask  Books
 Proposes activities to conserve the aquatic and terres-
them to observe and describe
 Posters trial habitats of the regions of Ecuador.
what they see. Ask: What kind
of animals and plants do you
 Sheets
think live in each place?
Organize an observation  Touristic guides
outing, to traverse the habitats
of the locality; Can be a  Encyclopedias
forest, a park, a lagoon, a
river, etc. Propose that they  blank sheets
record data of what they
observe and perceive in a file,  pencils
for example: temperature,
speed and direction of the  paintings
wind, humidity, among others;
The collection of these data  draft
will help you to identify the
characteristics of the habitat  markers
and the animals that are
developed there.  Teaching guide
Construction
• Bring books, posters,  Student text
posters, tourist guides and
encyclopedias related to
habitats to class. Ask them to
look for different types of
environments and ask them to
describe them. Asking them to
classify habitats according to
their characteristics, for
example, may determine that
some are aquatic and others
terrestrial. Invite students to
expose the characteristics of
terrestrial and aquatic habitats.
Suggest that they expose the
kinds of animals and plants
that can be found in each of
the habitats. Invite to inquire
about the types of animals and
plants that exist in the local
habitats. Invite to expose your
research in class. Ask them to
draw a habitat of their locality
or the one that most appeals to
them. Ask them to identify the
elements that exist there,
plants and animals. To
propose that they compare the
drawings in pairs, to lead them
to conclude that habitats have
specific characteristics,
sometimes unique, and that on
that depend the species of
animals and plants.
Consolidation
Ask the following questions:
What is a habitat? What are
the characteristics of
terrestrial habitats? What are
the characteristics of aquatic
habitats? A pond, a river and
the sea, what kind of habitats
are they? What kinds of
animals and plants are there in
our local habitats? Propose
that they draw a local habitat
with the species of animals
and plants that live there.
Request that they describe
proposals to conserve the
aquatic and terrestrial habitats
of the regions of our country.
SPECIFICATION

Date: 25 / 08 / 2017 Date: 25 / 08 / 2017 Date: 25 / 08 / 2017

Locate in your body the organs related to the
Specific objectives
Unit plan number: 2 Unit plan title: We are living beings vital needs and explain their characteristics and
of the unit plan:
functions.
2. PLANNING
CN.2.2.1. Locate the brain, heart, lungs and stomach in your body, explain their functions and re- I.CN.2.4.1. Explain with clear and pertinent language, the location of
late them to the maintenance of life. the brain, lungs, heart and stomach in your body; And their respective
functions (protection), structure and relationship with the mainte-
nance of life. (J3, I3
 Integrity 3 19 / 12 / 2016
 Inquirer
 Reflexive
 Balanced
Anticipation  body Technique: Test
 Ask that, in a human body,  videos of organs • Identifies parts of the human body.
recognize its parts as head, (brain, lungs, heart • Make sentences according to context. Instrument: Questionnaire
trunk and limbs. Invite the stu- and stomach) • Locate brain, stomach, lungs and heart in the human
 student text body.
dents to split into two groups
 teacher's guide • Recognize the function of the brain, heart, lungs and
to play Hangman. The words stomach.
 Text CD
to be discovered are those re- • Deduce the importance of each organ in the human
 Internet
lated to parts of the human body (stomach, lungs, heart and brain.
body such as: head, brain,
arms, legs, hands, eyes, nose,
mouth, tongue, among others.
Ask for each word discovered
to perform a sentence.
Construction
 Ask school children to focus
their attention on the head.
Suggest that they indicate the
location of the face and skull.
Ask the question: What is in-
side the skull? Ask them to in-
quire about the functions of
the brain. Project the image of
the heart, ask them to observe
and describe what they see.
Ask the questions: Where is
the heart located? What are
the functions of the heart?
What happens if the heart
stops beating? Emphasize that
the heart is on the upper left
side of the chest and is pro-
tected by the rib cage. • Per-
form breathing exercises with
school children, ask them to
inhale slowly and exhale in
the same way. Ask the ques-
tion: Where does the air that
we inspire arrive? Invite to
identify internal organs and
ask them to locate the brain,
lungs, heart and stomach. Re-
member with schoolchildren
the function of heart, lungs,
brain and stomach.
Consolidation
 Ask to locate the different or-
gans studied in a drawing of
the human body
SPECIFICATION

Date: 25 / 08 / 2017 Date: 25 / 08 / 2017 Date: 25 / 08 / 2017

Describe, give examples and apply healthy
Specific objectives
Unit plan number: 2 Unit plan title: We are living beings living habits to keep the body healthy and
of the unit plan:
prevent diseases.
2. PLANNING
CN.2.2.5. Identify and apply standards of corporal hygiene and food management; Predict the con- I.CN.2.4.1. Explain with clear and pertinent language, the location of
sequences if they are not met. the brain, lungs, heart and stomach in your body; And their respective
functions (protection), structure and relationship with the mainte-
nance of life. (J3, I3
 Integrity 3 02 / 01 / 2017
 Inquirer
 Reflexive
 Balanced
Anticipation  cards with words  Define the words health and illness. Technique: Test
 Tell the students a story about  papers  Acknowledges personal hygiene rules.
a child who took great care of Instrument: Questionnaire
 Scotch tape  Predict the consequences of not practicing
his or her personal cleanliness,
always looked healthy, ener-  fruits toilet regulations.
getic, had a shower after tak-  cereal boxes  It values the practice of standards of hygiene.
ing a shower, had very white  Jar of marmalade  Exposes standards of hygiene to be practiced.
teeth and also told about an-  Water  Explain rules for good management food.
other child who was neglected
 Chicken prey  Concludes that the practice of toilet regula-
His personal cleanliness, he
did not take daily showers, he  Teaching guide tions and food handling prevents health prob-
did not wash his hands before  student text lems.
eating, his teeth were decayed
and he almost always went
sick.
 Ask students to tell the char-
acter they feel they are identi-
fied with. Ask the question:
Why are food stored in the re-
frigerator?
Construction
 Present the words health and
illness, ask them to define
them and give examples of
these two states. Put a piece of
paper on the board, use the
technique The children dictate
and the teacher writes, ask
them to list the rules of per-
sonal hygiene to apply during
the day, ask them to predict
the consequences for the hu-
man body if they do not prac-
tice. Discuss the importance
of practicing hygiene stan-
dards. Bring various foods to
the class (fruits, cereal boxes,
jam jar, water, raw chicken
prey, etc.) Ask students to say
what to do before consuming
them, such as washing fruits,
Expiry date, boiling water,
cooking the chicken well, etc.
Conclude with the students
that a good management of
food should be carried out in
order to maintain health.
Consolidation
 Ask the questions: What hap-
pens if we eat a vegetable
without washing it well? What
if we had an outdated drink?
What did a person feel like
eating an undercooked fry
prey? Conclude with children
that health care is done by
practicing hygiene standards.
To organize a food fair, the
students must expose the
proper handling of each one
before consuming it
SPECIFICATION
Date: 25 / 08 / 2017 Date: 25 / 08 / 2017 Date: 25 / 08 / 2017

"SAINT DOMINIC SCHOOL" 2017- 2018
Observe the Sun, the moon and the stars;
compare the characteristics of the day and
Specific objectives
Unit plan number: 3 Unit plan title: Day and nigth night; the luminosity of the sky; recognize the
of the unit plan:
thermal sensations of the hot and cold and
describe the responses.
2. PLANNING
CN.2.4.2. Differentiate the characteristics of the day and night from the observation of the pres- I.CN.2.9.1. It proposes activities that living beings can fulfill during
ence of the Sun, the Moon and the stars, the luminosity of the sky and the sensation of cold and day and night (daily cycle), depending on the understanding of the in-
heat, and describe the responses of living beings fluence of the Sun (shape, size, position), the Moon (shape, size,
movement, phases) and Stars on Earth (shape, size, movement) and
weather. (J.3., I.2.)

 Integrity 3 13/02/2017
 Inquirer
 Reflexive
 Balanced
Anticipation  Teaching guide  It needs features and characteristics of day Technique: Test
 Answer the questions: What  student text and night through observation.
activities do they do in the  Describe orally day and night. Instrument: Written test
 student cd
day? What activities do they
do at night?  teacher's cd  It establishes similarities and differences be-
 Record the answers on the  day and night images tween day and night.
board.  Internet  Relaxes day and night with the activities that
 Comment on the answers  computer the living beings perform.
given.  Explains the relationship between day and
 videos
 clay night and the feeling of heat and cold.
Construction
 bond paper  In days about the responses given by living
 Observe carefully two images,
one of the day and another of beings to the stimuli that occur during the
 markers
the night. day and during the night.
 colored leaves
 Describe what they observe in  “Tell me about the nocturnal animals.”
 paintings
the image of the day (sun,
light, heat, people and ani-  pencil
mals, etc.) and the image of
the night (moon, stars, cold,
nocturnal animals,
 Establish similarities and dif-
ferences between day and
night.
 List the characteristics of day
and night.
 Establish relationships be-
tween activities that make liv-
ing beings (plants, animals
and man) during the day and
at night.
 Explain what change of cli-
mate occurs between day and
night in the locality.
 To inquire with the use of the
Tic on nocturnal animals.
 Elaborate a model (can be
with plasticine) to represent
two animals one nocturnal and
another diurnal, should ex-
plain the responses that these
living beings give in the day
and at night, can also select
plants or humans.
 Analyze the information
found in your textbook and set
the general characteristics of
the day and night.
Consolidation
 To creatively expose the activ-
ities of living beings during
the day and during the night.
SPECIFICATION

Date: 25 / 08 / 2017 Date: 25 / 08 / 2017 Date: 25 / 08 / 2017

Observe the Sun, the moon and the stars;
compare the characteristics of the day and
Specific objectives
Unit plan number: 3 Unit plan title: Day and nigth night; the luminosity of the sky; recognize the
of the unit plan:
thermal sensations of the hot and cold and
describe the responses.
2. PLANNING
CN.2.5.5. To inquire, guided by the use of ICT and other resources, on the technological develop- I.CN.2.9.3. Describe and represent the technological and ancestral in-
ment of instruments for astronomical observation; Communicate and recognize the contributions struments used for astronomical observation, weather forecasting and
of science and technology to the knowledge of the universe. atmospheric phenomena. (J.3., S.2.)

 Integrity 3 20/02/2017
 Inquirer
 Reflexive
 Balanced
Anticipation  Teaching guide  It inquires about the instruments that serve to Technique: Test
 Look at the text image of this  student text make astronomical observations.
section.
 student cd  Explains the importance of these instruments Instrument: Written test
 List what you imagine the
 teacher's cd to be able to observe the stars.
child looks at in the sky.
 Answer: What is the name of  Internet  Explain about the information you find in
the instrument that the child  computer your inquiries.
has in his hands? What is it  videos  Analyze text information.
for? How is it used?  List types of information found.
 clay
 Comment on the answers  Explain about the contributions of science
given.  bond paper
 markers and technology to the knowledge of the Uni-
Construction
 colored leaves verse.
 Inquire about instruments
used in the past and those used  It recognizes and values the contributions of
 paintings
in the present to make astro- astronomers.
 pencil
nomical observations.  It exposes the characteristics of a modern or
 Explain in your words what  paperboard
ancient instrument of astronomical observa-
you understand about astro-  roll of toilet paper in-
tion
nomical observations. side
 Conclude that they are those  glue
in which you can look at stars,
stars, satellites, etc.
 Explain why these elements
can not be seen with the naked
eye.
 Exhibit in class your inquiries.
 Read and analyze the texts
that are in the section Con-
struction.
 Compare what they inquired
with the text information.
 Watch videos of the use of
these instruments of astro-
nomical observation.
Consolidation
 Explain with your words how
the contributions of science
and technology has helped the
knowledge of the Universe.
Express appreciation for the contribu-
tions of science. Write a thank-you
note to one of the characters studied.
Elaborate an astronomical observation
instrument model with recycling mate-
rial.
SPECIFICATION

Date: 25 / 08 / 2017 Date: 25 / 08 / 2017 Date: 25 / 08 / 2017

Understand that observation, exploration and exper-
Specific objectives imentation are scientific thinking skills that facili-
Unit plan number: 3 Unit plan title: Day and nigth
of the unit plan: tate understanding of the historical development of
science, technology and society.
2. PLANNING
CN.2.3.6. Observe and experience the movement of objects in the environment and explain the di- I.CN.2.6.1. It demonstrates the movement (speed and direction) of
rection and speed of movement. objects as a function of the action of a force. (J.3., I.2.)

 Integrity 3 20/03/2017
 Inquirer
 Reflexive
 Balanced
Anticipation  It needs characteristics of what you observe. Technique: Test
 Observe the following mate-  Teaching guide  Describe the types of movements you ob-
rial: a ball, a dice, a sheet of Instrument: Written test
serve. (Direction and speed)
 student text
 Identifies the direction of the movement and
newspaper and a pencil.  student cd the speed with which several objects move.
 Experience movements of objects.
 Describe what you see. Roll  teacher's cd
 It concludes that the speed of the movement
the ball, throw the dice, blow
 ball depends on the force that is applied in a
on the sheet of paper and write body.
with the pencil. Explain what  dice  Resolve situations of daily life with the
happened to objects. Answer
 news paper knowledge of speed and direction of move-
the questions: What is move-
ment.
ment? Why is it produced?
 pencil
Comment on the answers
given.  Internet
 computer
Construction
 Watch several videos related  videos
to the movement (speed and
 clay
direction). Describe what you
observe. Identify the direction  bond paper
and speed with which objects
move or move. Find different  markers
objects to experience different  colored leaves
types of movements, up,
down, right and left; and fast  paintings
or slow moving speed.
 images of movements
 Observe various cases of in different directions
and with different
movements to define the di- speed
rection and speed, for example
a rocket that takes off in
which direction it does, a bi-
cycle in relation to a motorcy-
cle that type of speed has. To
conclude that the speed of the
movement depends on the
force, to go out to the court to
throw balls with little or much
force to establish differences.
Consolidation
 Analyze everyday situations
so that they solve them with
the knowledge learned for ex-
ample: I am late to go to
school that is 10 blocks from
my house, what should I do if
there is a great traffic conges-
tion: a) take a taxi b) walk c )
To go running d) to ride a bi-
cycle. Discuss and reflect on
the answers given.
SPECIFICATION

Date: 25 / 08 / 2017 Date: 25 / 08 / 2017 Date: 25 / 08 / 2017

Investigate helpful animals for human beings and
Specific objectives
Unit plan number: 3 Unit plan title: Day and nigth identify what they provide as food, clothing, com-
of the unit plan: panionship and protection.
2. PLANNING
CN.2.1.5. Inquire about animals useful to the human being and identify what they provide as food, I.CN.2.2.1. It groups vertebrates according to their characteristics, ex-
clothing, company and protection. amines their usefulness to humans. (J.3., I.2.)

 Integrity 3 03/04/2017
 Inquirer
 Reflexive
 Balanced
Anticipation  Identifies characteristics of vertebrate ani- Technique: Test
 To listen to a communicative  Teaching guide mals useful for humans.
situation related to vertebrate  student text • Instrument: Written test
animals and their usefulness.  Compare vertebrate animals useful to hu-
 student cd
 teacher's cd mans. It groups vertebrates according to their
 Answer questions related to
 Internet usefulness to humans and represents them
the text.
 Comment on the answers  computer graphically.
given.  videos
Construction  Inquires about vertebrates useful to humans.
 bond paper
 Observe images of vertebrates
useful to humans.  markers
 Establish similarities and dif-  colored
ferences between them.  leaves
 Explain the utility that the hu-  paintings
man being gives to each of the  pencil
animals.
 Look for similar characteris-
tics among vertebrates.
 To conclude that all animals
observed are vertebrate ani-
mals and serve the man in var-
ious activities.
Consolidation
 Inquire about other vertebrates
useful to humans in the world.
 Graph the animals useful to
humans but classifying them
in fish, birds, reptiles, amphib-
ians and mammals.
SPECIFICATION

Date: 25 / 08 / 2017 Date: 25 / 08 / 2017 Date: 25 / 08 / 2017

O.CN.2.4. Describe, give examples and apply
healthy living habits to keep the body healthy
and prevent diseases.
Specific objectives
Unit plan number: 4 Unit plan title: I take care of my body
of the unit plan:
O.CN.2.6. Investigate experimentally and de-
scribe the physical states of matter and their
changes and verify them in the environment.
2. PLANNING
ICN.2.4.2. Explain the importance of maintaining a healthy life based
CN.2.2.4. Explain the importance of healthy eating and physical activity, according to your age on the understanding of getting used to a balanced diet, performing
and the daily activities you perform. physical activity according to age, comply with standards of personal
hygiene within the home as well as outside. (J3, S1

 Integrity 3 17 /03 / 2017
 Inquirer
 Reflexive
 Balanced
Anticipation  It infers on the type of food that a person do- Technique: Test
 Observe the image of a  Teaching guide ing physical exercise should consume.
healthy and robust child, and Instrument: Written test
another of a sick and very  Student text  Reflect on the amount of food that is con-
weak child. sumed according to the physical activity that
 Describe what you observe  Teacher's cd is performed.
and expose hypotheses of the
eating habits that each will  Student cd  Explain your ideas about the importance of
have. practicing good eating and sports habits.
 Pictures: of a healthy
 Comment on the answers child and of a sick  Reflect and explain about the type of foods
given. person and exercises that people should consume or
do according to their age and the activity they
Construction  Images of people of perform.
 Observe images of people of all ages practicing
all ages doing sport. sports
 Describe what you observe.  Cardboards
 Answer the question: What  pencil

kind of food do you think each
person consumes to be healthy  colored pencils
and have the energy to do
 Survey tokens
sport?
 papers
 Comment on the answers
given.  markers
 Reflect on this question: Do

people who exercise have to
eat the same as those who do
not play sports?

given.
 Discuss in pairs the impor-

tance of practicing good eat-
ing habits accompanied by
sports or physical exercise
habits.
 Reflect on: Do you think that

the age of people influences
the type of food they consume
and the physical activity they
do?

given.
 Analyze the information in the

text that appears in this sec-
tion.
 Graph the type of food chil-

dren should eat and explain
why.
Consolidation
 Ask several adults the type of
diseases that humans can have
if they are poorly fed and do
not exercise.
 Explain the importance of

healthy eating and physical
activity according to age and
daily activities.
ATTENDED EDUCATIONAL NEED APPLIED ADAPTATION SPECIFICATION
SPECIFICATION

Date: 25 / 08 / 2017 Date: 25 / 08 / 2017 Date: 25 / 08 / 2017

Specific objectives
of the unit plan:
2. PLANNING
CN.2.3.1. Observe and describe the physical states of the objects of the environment and differen- I.CN.2.5.1. It shows from the experimentation with different objects
tiate them by their physical characteristics in solids, liquids and gaseous. of the surroundings the states of matter (solid, liquid and gaseous).
(J.3., I.2.)

 Integrity 3 24 /04 / 2017
 Inquirer
 Reflexive
 Balanced
Anticipation  Teaching guide  It recognizes the physical state in which the Technique: Test
 Participate in a brainstorm re- objects of its surroundings are.
lated to Physical states.  Student book Instrument: Written test
 Expose everything you know  Describe characteristics of objects according
about physical states.  Teacher's cd to the physical state in which they are.
 Choose a secretary to record
ideas on paper or on the board.  Student cd  Classifies objects in solid, liquid and gaseous
 Comment on the answers state. It recognizes the physical state in which
given.
Construction  Internet objects are found in nature.
 Observe a video in which the
physical states of matter are  computer  Explains and describes the physical states of
exposed. objects in the environment.
 List the objects in the environ-  Video of physical
ment and identify in what states of surrounding  Applies the physical characteristics of objects
physical state they are: table, objects in solid and liquid state
chair, carpet, orange juice,
bottle water, air, etc.
 Name the characteristics of
each of them.
 Sort the mentioned objects ac-
cording to their most impor-
tant characteristics. (Solid, liq-
uid and gaseous)
 Inquire about the physical
condition that allow an object
to be in solid, liquid and
gaseous state.
 Observe images of various el-
ements of nature to recognize
their physical state.
Consolidation
 Plot graphically objects of the
environment in solid, liquid
and gaseous state.
 Explain and describe the char-
acteristics of each.
 To solve a situation of daily
life in which to apply the
knowledge of the physical
states of objects in the envi-
ronment, for example: what
should be the characteristics
of the containers in which I
will keep a ham sandwich, or-
ange juice.
SPECIFICATION

Date: 25 / 08 / 2017 Date: 25 / 08 / 2017 Date: 25 / 08 / 2017

Specific objectives
of the unit plan:
2. PLANNING
CN.2.3.2. Describe changes in the physical state of matter in nature; Experiment with water and I.CN.2.5.1. It demonstrates from the experimentation with different
identify their changes in the face of temperature variation. objects of the surroundings the states of matter (solid, liquid and
gaseous) and their changes against the temperature variation. (J.3.,
I.2.)
 Integrity 3 24 /04 / 2017
 Inquirer
 Reflexive
 Balanced
Anticipation  Teacher's guide  Specifies features of what he observes with Technique: Test
 Observe the image of an ice, a attention.
glass with water and water va-  Student text Instrument: Written test
por.  Mentions hypothesis of a fact.
 Describe the observed and  Teacher's cd
identify the physical state in  Describes water in its three states.
which the water is in the dif-  Student cd
ferent images.  Explain with your words what the tempera-
 Establish similarities and dif-  Images of ice, glass ture is.
ferences between observed with water and water
images. vapor  Relax the word temperature with your experi-
 Comment on your entries. ences.
Construction  Ices
 Place an ice in a container, ob-  Concludes that the water changes state by in-
serve what happens, take it to  Disposable plate creasing or decreasing temperature.
a place where it gives the Sun
and observe what happens,  freezer  Exposes ideas on the influence of temperature
leave the container in a safe on the change of state of some objects.
place and where it receives  computer
Solar light and return for it in  Resolve situations in life in which you apply
a few hours.  Internet
the knowledge acquired.
 Answer the questions: What
are the characteristics of the  Cardboards
ice? How is it: cold or hot?
What happened to the ice from  colored pencils
the freezer? What happened
when exposed to the Sun?
What happened to the water
after being exposed to the
sun? Did it disappear by
magic or what were the rea-
sons that it is no longer in the
container?
given.
 Explain with your words
about what the temperature is.
 Name examples of everyday
life in which this word is used,
for example: I have tempera-
ture I can not go to school. My
mom raises the temperature of
the kitchen to boil the water
faster. The hot iron is very
dangerous we can burn be-
cause of the high temperature
it has. It was warm and under
the temperature of the envi-
ronment now it is cold.
 Inquire and check if the defi-
nition of the word temperature
is correct.
 Conclude that the ice changes
the physical state by the in-
crease in temperature.
 Put in a glass, water and put it
in the freezer, the next day ob-
serve what has happened.
 Conclude that water (in the
liquid state) became ice (solid
state) because under the tem-
perature.
 Convers in group on the influ-
ence of the temperature in the
change of physical state of the
objects.
Consolidation
 Solve the following situations
and state their arguments:
 Why should an ice cream take
longer to melt on a cold day
than on a sunny day. What
change of state occurs in this
situation?
 Why rain falls from the sky.
What change of state occurs in
this situation?
 Why does my mom make the
soup to cover the pot so that
the water is not consumed?
given.
 Inquire about: What kinds of
objects are in nature in the
three states?
SPECIFICATION

Date: 25 / 08 / 2017 Date: 25 / 08 / 2017 Date: 25 / 08 / 2017

Unit plan number: 4 Unit plan title: I take care of my body Specific objectives O.CN.2.4. Describe, give examples and apply
of the unit plan: healthy living habits to keep the body healthy
2. PLANNING
ICN.2.4.2. It explains the importance of maintaining a healthy life
CN.2.5.3. Explore, in a guided way, food management and standards Hygiene in local markets; based on the understanding of getting used to the proper food han-
Predict the consequences of improper handling for the health of local people. dling in their daily activities, inside the home as well as outside. (J3,
S1)

 Integrity 3 15 /05 / 2017
 Inquirer
 Reflexive
 Balanced
Anticipation  Teaching guide  Records data of what you observe. Technique: Test
 To expose about their customs  Identifies characteristics of the observed lo-
when handling foods, for ex-  Student text cation. Instrument: Written test
ample before consuming an  Reflects on the conditions that the observed
apple, they wash, wash their  Teacher's Cd place has.
hands, peel them, etc.  Concluses whether or not there is good food
 Discuss in pairs what toilet  Student Cd handling.
habits should be practiced be-  Indays about the health consequences of poor
fore eating and afterwards.  Market, supermarket food management.
 Discuss in class the most im- or local grocery store  Redizes the rules that must be followed to
portant ideas. handle food well in the house and in the mar-
Construction  Video of the market kets.
 Make an observation visit to a  Explain with your words what you learned.
nearby market or grocery  Observation sheets
store, if it is not possible to
present the video of a visit to  Photo camera Internet
the market.
 Record what you observe,  Computer Stationery
types of food sold there,
cleanliness of the place, smell,  Markers
presence of people who sell
food (if possible take pic-
tures), once in class answer
the questions:
 Were the market exteriors
clean or dirty?
 Was the inside of the market
clean or dirty?
 How were people selling
food?
 What did the vegetables, fruits
and other foods observed look
like?
 What was the smell of the
place like?
 Did you notice that the place
was clean and neat?
 Why do some foods need to
be refrigerated?
 Would you recommend this
place for food shopping?
Why?
 Why should you care for food
before you eat it?
given.
Consolidation
 Inquire about the conse-
quences of consuming foods
that do not have an adequate
management.
 Write in a paper what the rules
for good food handling in the
local market.
 Present in class the work
done.
SPECIFICATION

Date: 25 / 08 / 2017 Date: 25 / 08 / 2017 Date: 25 / 08 / 2017

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UNIDAD EDUCATIVA PARTICULAR SCHOOL YEAR

"SAINT DOMINIC SCHOOL" 2017 – 2018

DONE BY: CHECKED BY: APPROVED:

Date: 25 / 08 / 2017 Date: 25 / 08 / 2017 Date: 25 / 08 / 2017

Date: 25 / 08 / 2017 Date: 25 / 08 / 2017 Date: 25 / 08 / 2017

UNIDAD EDUCATIVA PARTICULAR SCHOOL YEAR

DONE BY: CHECKED BY: APPROVED:

Date: 25 / 08 / 2017 Date: 25 / 08 / 2017 Date: 25 / 08 / 2017

DONE BY: CHECKED BY: APPROVED:

Date: 25 / 08 / 2017 Date: 25 / 08 / 2017 Date: 25 / 08 / 2017

DONE BY: CHECKED BY: APPROVED:

UNIDAD EDUCATIVA PARTICULAR SCHOOL YEAR

DONE BY: CHECKED BY: APPROVED:

Date: 25 / 08 / 2017 Date: 25 / 08 / 2017 Date: 25 / 08 / 2017

DONE BY: CHECKED BY: APPROVED:

Date: 25 / 08 / 2017 Date: 25 / 08 / 2017 Date: 25 / 08 / 2017

UNIDAD EDUCATIVA PARTICULAR SCHOOL YEAR

Date: 25 / 08 / 2017 Date: 25 / 08 / 2017 Date: 25 / 08 / 2017

UNIDAD EDUCATIVA PARTICULAR SCHOOL YEAR

TRANSVERSALS AXES: PERIODS STARTING DATE:

DONE BY: CHECKED BY: APPROVED:

Date: 25 / 08 / 2017 Date: 25 / 08 / 2017 Date: 25 / 08 / 2017

TRANSVERSALS AXES: PERIODS STARTING DATE:

DONE BY: CHECKED BY: APPROVED:

Date: 25 / 08 / 2017 Date: 25 / 08 / 2017 Date: 25 / 08 / 2017

TRANSVERSALS AXES: PERIODS STARTING DATE:

DONE BY: CHECKED BY: APPROVED:

Date: 25 / 08 / 2017 Date: 25 / 08 / 2017 Date: 25 / 08 / 2017

TRANSVERSALS AXES: PERIODS STARTING DATE:

DONE BY: CHECKED BY: APPROVED:

Date: 25 / 08 / 2017 Date: 25 / 08 / 2017 Date: 25 / 08 / 2017

TRANSVERSALS AXES: PERIODS STARTING DATE:

 Describe what you observe.  Cardboards

 Answer the question: What  pencil

 Reflect on this question: Do

 Comment on the answers

 Discuss in pairs the impor-

 Reflect on: Do you think that

 Comment on the answers

 Analyze the information in the

 Graph the type of food chil-

 Explain the importance of

DONE BY: CHECKED BY: APPROVED:

Date: 25 / 08 / 2017 Date: 25 / 08 / 2017 Date: 25 / 08 / 2017

UNIDAD EDUCATIVA PARTICULAR SCHOOL YEAR

TRANSVERSALS AXES: PERIODS STARTING DATE:

DONE BY: CHECKED BY: APPROVED:

Date: 25 / 08 / 2017 Date: 25 / 08 / 2017 Date: 25 / 08 / 2017

UNIDAD EDUCATIVA PARTICULAR SCHOOL YEAR

DONE BY: CHECKED BY: APPROVED:

Date: 25 / 08 / 2017 Date: 25 / 08 / 2017 Date: 25 / 08 / 2017

UNIDAD EDUCATIVA PARTICULAR SCHOOL YEAR

TRANSVERSALS AXES: PERIODS STARTING DATE:

DONE BY: CHECKED BY: APPROVED:

Date: 25 / 08 / 2017 Date: 25 / 08 / 2017 Date: 25 / 08 / 2017

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