ASSESSMENT WORKSHOP Código:

FO-DGC-XX

Science Versión ELABORÓ

Xiomara
REVISÓ/APROBÓ
Alexandra
Sebastian Silva 01
Villamil Parra

Responsable: Dirección académica página Fecha: Fecha:

1 de 04/02/20

Valoración
Nombre del estudiante: ______________________________________

Grado: ____________________ Fecha: ____________________

Habilidades:
1. The student identifies the parts of plants and their respective importance to
the life cycle of these organisms.
2. The student recognizes the effect that some environmental factors have on
plants.
3. The student constructs models to explain the importance of each of the
plants.
4. The student recognizes the basic structures of animals and humans, along
with their functionality.
5. The student classifies animals taking into account distinguishing
characteristics (hair, feathers, scales, type of legs, among others).
6. He/she, the student identifies the sense organs and the importance of these
to recognize his/her environment.
7. The student identifies the general characteristics of the life cycle of animals.
8. The student describes the processes that take place in the life cycles of
some animals (metamorphosis and reproduction through eggs).
9. He/she/the student constructs models to represent the life cycle of living
organisms taking into account the particular characteristics.

PROCESO : Diseño y gestión curricular

1
Domina los conocimientos esenciales del periodo escolar.

1. We are going to color together! Instructions:

A) Color the leaves with green

B) Color the flower with purple
C) Color the root with blue
D) Color the stem with yellow
E) Color the fruits with orange

Made by:: Sebastian Silva Manchego

PROCESO : Diseño y gestión curricular

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2. Encuentra los animales mamíferos en la sopa de letras:

Tiger - Bear - Dog - Humans - Lion- Monkey - Dolphin- Whale- Cat

Made by:: Sebastian Silva Manchego

3. Color and name the parts of the body that are in the box.
Colorea y nombra las partes del cuerpo que aparecen:
Legs: yellow
Feet: yellow
toes: orange
Arms: grey
Hands: grey
Fingers: orange

PROCESO : Diseño y gestión curricular

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 Made by:: Sebastian Silva Manchego
4. Match the part of the body that belongs to each animal for movement

--- - Legs and paws.

--- -Webbed feet.

--- -Just body.

--- -wings.

--- -Fins .

PROCESO : Diseño y gestión curricular

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Relaciona e interpreta leyes, modelos y teorías científicas.

5. What elements does the plant need to grow? Identify 5 and draw them around the
plant.

Taken from:
https://www.gettyimages.com.mx/detail/foto/form-imagen-libre-de-derechos/102411255?adppopu
p=true

6. Connect the dotted lines of the plant. Then, Situate the stomata and explain its
function

Taken from:
https://es.123rf.com/photo_96659532_rama-de-%C3%A1rbol-con-hojas-verdes-planta-natural-ilust
raci%C3%B3n-vectorial-dise%C3%B1o-de-l%C3%ADnea-punteada.html

7. Fill in the box.

You must write and draw the function of the mentioned part of the plant.

PROCESO : Diseño y gestión curricular

5
 Function Draw (part of a plant)

Root:_________________________
_____________________________
_____________________________
_____________________________
_____________________________ Taken from:
_____________________________ https://www.easytogrowbulbs.com/blogs/plant-ca
re/importance-of-healthy-roots

Stem:_________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________

Flower:________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________

Leaves:________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________

Fruit:__________________________
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________

Organiza y comprende los conocimientos propios de las ciencias naturales:

Entorno Vivo - Entorno Físico - Relación ciencia, tecnología y sociedad.

8. Name and color the parts of the bird.

Made by Sebastian Silva Manchego

9. Sigue las instrucciones/ Follow the instructions:

PROCESO : Diseño y gestión curricular

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 A) Glue pencil or crayon shavings on the fish scales.
B) Glue toilet paper the fins
C) Decorate eyes with plasticine
D) Glue cotton for the tail
E) Mention all the parts of the fish's body.

Made by: Sebastian Silva Manchego

10. Connect the dots and find the position of the dog on the left side of the image.
Then locate and mention 5 parts of the dog 's body.

PROCESO : Diseño y gestión curricular

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 Taken from:
https://www.shutterstock.com/es/image-vector/connect-dots-match-dog-shadow-worksheet-4716
53906
11. Cut out and paste the animals in the landscape according to their natural habitat.

Taken from: https://wdrfree.com/stock-vector/download/swamp-cartoon-illustration-172571250

PROCESO : Diseño y gestión curricular

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Descubre, explica y genera crítica a los fenómenos naturales, sociales y
artificiales.

12. Cut out and glue pictures showing the four stages of a plant's life cycle.

stage #1 Stage #2 Stage #3 Stage #4

Which of the two plants can survive. why?

13.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
______________

plant #1 Plant #2

Taken from
https://www.filo.news/ciencia/Crean-plantas-q taken from:
ue-brillan-fuertemente-en-la-oscuridad-20200 https://concepto.de/luz-solar/
430-0028.html

PROCESO : Diseño y gestión curricular

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 14. Color the frog pictures, cut the circles of the pictures and stick to the correct
process of the life cycle of the frog

Made by : Sebastian Silva Manchego

__________________________________________________________________________

PROCESO : Diseño y gestión curricular

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Interpreta el método científico para su análisis y comprobación de hipótesis.

15. Can my tomato plant survive with many sunny days?/ ¿puede mi planta de
tomate sobrevivir con muchos días soleados? explain

Sunny Days Explain:

taken from:
Taken from:
https://www.istockphoto.
https://miaventuraviajando.
com/es/vector/planta-d
com/desierto-tatacoa-pais
e-tomate-cherry-con-ra
ajes-irreales-colombia/
%C3%ADz-bajo-tierra-g
m959458008-261999040

16. Can my tomato plant survive many rainy days? explain

Rainy Days Explain:

Taken from:
Taken from: https://icon-icons.com/es/i
https://www.istockphoto. cono/la-nube-la-lluvia-lluvia
com/es/vector/planta-d s-el-clima/148924
e-tomate-cherry-con-ra
%C3%ADz-bajo-tierra-g
m959458008-261999040

PROCESO : Diseño y gestión curricular

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 17. What happens if a plant is not watered? explains.

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

18. What would happen if the human body did not have sense organs?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
19. Would birds live in trees if they had no wings? Explain your answer

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

Incluye y adecua la divulgación científica a partir de las ciencias naturales

20. What sense organs do we humans use to cross the street? mention at least 2
PROCESO : Diseño y gestión curricular
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 Taken from: https://es.wikihow.com/cruzar-la-calle
21. Connect the lines to help the couple find their friend. Mention at least 2 parts of the
human body that the two people use to find their friend.

Taken from: https://coloringhome.com/coloring/dT6/ap9/dT6ap9kLc.png

PROCESO : Diseño y gestión curricular

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 22. .Listen carefully to the teacher 's instructions to help Carlos and Ana reach their
destination.

What sense organs did you use to help Ana and Carlos get to the place that the
professor indicated?

PROCESO : Diseño y gestión curricular

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