MICROCURRICULAR PLANNING

“UNIDAD EDUCATIVA PARTICULAR BILINGÜE “SAGRADOS CORAZONES DE RUMIPAMBA”

Teacher’s Name: Yaniré Mendoza. Date September 05th, 2022

Area Foreign Language Grade Fourth EGB School Year 2022 - 2023
Subject Natural Science Time September 05th – November 11th
Didactic Unit Unit 1 - Plants
O.CN.2.1. To explore and understand the essential characteristics of plants to establish similarities and differences; classify them
Unit Objective
respectively, and relate them to their habitat.
CE.CN.2.2. To appreciate the diversity of plants and animals, depending on the understanding of their characteristics, functions,
Evaluation Criteria
importance, relationship with the habitat where they are developed, and utility for the human beings.

What and How to evaluate?

What are they EVALUATION
going to learn?
How are they going to learn? LEARNING RESOURCES
SKILLS AND
ACTIVITIES (Methodological Strategies) Unit Evaluation Techniques and
PERFORMANCE
Indicators Evaluation
CRITERIA
Instruments
CN.2.1.7.To observe and Anticipation  Big withe paper I.CN.2.2.2. To classify plants Technique:
describe the parts of a plant  Divide the class in groups. Have them work in a big white paper, students  Markers/pencil according to their similarities Observation
and explain their functions. have to draw and color different types of plants (tree, bush and grass). Each crayons and differences. Describes its
group has to present their drawings and name the parts of the plant they  Pencil parts, classifies them according Instrument:
remember.  Eraser to their stratum (tree, shrub and Checklist
 Develop critical thinking by asking students what do all living things need in  Board grass. (J.3., S.4.)
order to stay alive? Are plants living things? Write all the answers in the  Board markers
board. Encourage the students to have a brief discussion on plant needs.  Potted plant
  Foil paper
Construction  Play dough
 Carry out an experiment. A couple of days before, cover one leave of a small  Computer
plant. Present the plant to the students and uncover the leave. Ask them  Internet
what they think happened to the leave? What are the differences from the  Student book
covered leave and the others? Have students brain storm.  Teachers guide
 Identify plants needs by carrying out exercise 1 on the “Let’s Connect” 
activity in the student book, page 10. Ask students to investigate the
meaning of the word “withered” in order to answer question a.
 Ask students to identify the main parts of the plant by completing exercise 2
of the “Let´s practice” section in the student book, page 11. Then, have
students watch the following video https://www.youtube.com/watch?
v=dUBIQ1fTRzI and later compete exercise 3 of the “Let´s practice” section
in the student book, page 11.
 Carry out the activity described in the “Language Extension” of the teacher’s
guide, page 15.
 Read and explain to the students the clarifying concepts on the “teachers
guide”, page 15.

Consolidation
 Divide the class in groups. Distribute play dough to the students and have
them make a model of a plant. They should include all the main parts. Help
each group explain to the class the needs of the plants, they should use the
appropriate vocabulary.

CN.2.1.7.To observe and Anticipation  Board I.CN.2.2.2. To classify plants Technique:

describe the parts of a plant  Bring to class a couple of plants with different types of roots (carrots, beets  Board markers according to their similarities Test
and explain their functions. and a plant with flower). Have students look at them to later draw and color  Student book and differences. Describes its
in their notebooks.  Internet parts, classifies them according Instrument:
 Develop critical thinking by asking students if the carrot or the beet is a fruit?  Notebook to their stratum (tree, shrub and Written
Explain that the biggest part of the carrot is the root and help them compare  Markers/pencil grass. (J.3., S.4.)
it to the plant with flower crayons
 Different types of
Construction plants.
 Make 10 flash cards of plants, where they can observe and compare all the  Plants flash cards
plant parts (plants with and without flower and with different types of roots)  String
Have 4 or 5 students come to the front to describe the plant. They should
 Carrots
differentiate all the main parts. Explain the information given in the “Common
 Cups
Mistakes” section of the teacher’s guide, page 16.
 Water
 Ask students to complete the exercise 1, questions a,b and c of the “Let´s
 connect” section in the student book, page 12. Help them describe the  Video
differences of the two roots. They should infer about which type of root gives  Computer
the tree more support. Read and explain the function of the root by drawing it
on the board, ask them to copy it on their notebooks.
 Predict which plant will absorb more water by completing exercise 2 of the
“Let´s practice” section in the student book, page 13. Take in consideration 
the possible difficulties explain in the teacher´s guide, page 17.
 Remind the students the needs of the plants, ask them to draw them on the
board. After, they should predict and complete exercise 3 of the “Let´s
practice” section in the student book.
 Divide the class in small groups and carry out the activity described in the
“Language Extension” of the teacher’s guide, page 17.
 Tie a string to your finger and ask students what will happen to the blood
circulation from the finger. Compare the experiment to the situation 1 and 2
of the “Let´s connect” section in the student book, page 14. After the
students will be able to identify the function of the stem and complete the
exercise 1 in the section named before.
 To help them understand more the function of the stem ask them to complete
the “Let´s practice” section in the student book, page 15.
 Explain the function of the leaves by completing the activity of the “Let´s
connect part” in the student book, page 16. Take into consideration the
advice given on the “Possible Difficulties” section of the Teacher’s guide,
page 20.
 Observe the following video https://www.youtube.com/watch?
v=D1Ymc311XS8 and explain the process of photosynthesis. Encourage
students to name all the plant parts that are important in the photosynthesis.
Then ask students to complete exercise 2 and 3 in the “Let´s practice”
section in the student book, page 17.

Consolidation
 Assess comprehension by asking students to complete the “Quiz Yourself”
section in the student book, page 17.
 Reinforce knowledge by working in groups on the “Science Lab” section in
the student book, page 18 and 19.

CN.2.1.3. To predict the Anticipation  Board I.CN.2.1.2. To explain the Technique:

stages of the life cycle of  Remind students about the life cycle of a plant, ask one student to draw it on  Board markers importance of pollination and Test
plants, its changes and the board. Ask other student to tell the main parts of the plant.  Student book dispersion of the seeds in the
responses to stimuli by  Develop critical thinking by asking how do you think plants reproduce?  Internet life cycle of the plants, from Instrument:
observing the seed Construction simple experiences of Written
germination process. To  Read out loud and explain, “The life cycle of flowering plants” in the student  Notebook germination. (J.3.,I.2)
acknowledge the book, page 20. Go out to the garden with the students and have them  Paper
importance of pollination. observe a flower and its parts. Encourage them to predict what parts of the  Markers/pencil
flower are involve in the process of reproduction. crayons
 Recognize the life cycle of a flowering plant by filling out the exercise 1 in the  Computer
“Let´s practice” section of the student book, page 21. Analyze the importance  Dictionary
of seeds in the life cycle of a plant and explain that some plants don’t have  Cardboard size A3
seed by reading the “Fun fact” part of the student book, page 21.
 Remind students of plant needs (water, light, air). Infer about the results of
the experiment of the “Let´s connect” section in the student book, page 22
and ask students to complete exercise 1. Define the meaning of
germination by reading the explanation in the student book, page 22.
 Analyze the results on the experiment of the “Let´s practice” section in the
student book, page 23. And ask students to answer the questions related to
the experiment. Take into consideration the advice given on the “Possible
Difficulties” section of the Teacher’s guide, page 27.
 Show students the following video to introduce the concept of pollination.
https://www.youtube.com/watch?v=8tcmBCiomfI&pbjreload=10 Conduct the
experiment and ask the student to answer the question of the “Let´s connect”
section in the student book, page 24.
 Interpret the stages of pollination by analyzing the “let´s practice” section in
the student book, page 25. Then ask students to complete the exercise 2 in
the same section. Take into consideration the explanation given on the
“Clarifying concepts”.

Consolidation
 Discuss with all the students the importance of caring for and respecting all
plants. Divide the class in groups and ask them to illustrate on white
cardboard size A3, What can they do to protect plants and their parts.
Encourage them to share it with the class.
 Assess comprehension by completing the “Language extension” section in
the teachers guide, page 29.

CN.2.1.3. To acknowledge Anticipation  Board I.CN.2.1.2. To explain the Technique:

the importance of pollination  Bring to class a set of pictures of the pollination process. Ask some students  Board markers importance of pollination and Test
and seed dispersal. to come to the front to put in order the pictures of the pollination process.  Student book dispersion of the seeds in the
 Develop critical thinking by asking how do flowers turn into fruits? All plants  Internet life cycle of the plants, from Instrument:
have flowers?  Notebook simple experiences of Written
Construction  Paper germination. (J.3.,I.2)
 Discover fruit formation by reading the “Let´s connect” section of the student
 book, page 26. In order to reinforce knowledge follow the instructions of the  Markers/pencil
“Challenge” section in the student book, page 26. crayons
 Differentiate the stages of fruit formation by completing the exercise 1 of the  Computer
“Let´s practice” section in the student book, page 27. Take into consideration  Pictures(pollination
the advice given in the “Possible difficulties” part in the teacher’s guide, page process)
31. Ask students to predict what happens after the flower turns into the fruit?  Fruits seeds.
Or, how the process for the formation of a new plant continues?
 Ask all the students to bring a fruit from home, identify the seeds on the fruit
and later the students can share and make a fruit salad.
 Evaluate knowledge by asking students to complete the “Quiz Yourself”
section of the student book, page 28.
 Apply knowledge by carrying out the activity described in the “Language
Extension” section of the Teacher’s guide, page 31. Have students write their
answer in their notebook.

Consolidation
 Assess comprehension by completing the “Let’s Check!” section in the
student book, page 28 and 29.

CN.2.1.7.To observe and Anticipation  Markers/pencil I.CN.2.2.2. To classify plants Technique:

describe the parts of a plant  Show students pictures of different ways to take care of the environment. crayons according to their similarities Observation
and explain their functions. Have students talk about the way they take care of their surroundings. They  Pencil and differences. Describes its
can work in groups.  Eraser parts, classifies them according Instrument:
 Develop critical thinking by asking if all animals feed on plants? What are the  Board to their use industrial, medicinal Registry
other uses of plants?  Board markers and ornamental. (J.3., S.4.)
 Computer
Construction  Internet
 Identify the different functions that plants have in our environment by  Student book
completing the “Let´s connect” part in the student book, page 30. Take in  Teachers guide
consideration the “possible difficulties” shown in the teacher’s guide, page
 Bristol cardboard
34.
paper
 Explain the different functions of plants and ask students to summarize and
 Images(how to take
get the main idea of the text on page 30 from the student book. Ask students
care of the
to write the main idea in their notebooks.
environment)
 Infer on what Spot is saying on page 30 of the student book. Ask students to
 Paper
draw and color their ideas and present them to the class.

 Deduce why plants are important to all living things, have students
brainstorm and write their answers on the board. Ask student to copy their
answers on their notebook and complete the exercise 2 in the “Let´s practice
section” of the student book, page 31.
  Reinforce knowledge by reading to them the “clarifying concepts” section in
the teacher’s guide, page 35.

Consolidation
Assess comprehension by completing the “Language extension” section in the
teacher’s book, page 35.
CN.2.1.7.To explain function Anticipation  Markers/pencil I.CN.2.2.2. To classify plants Technique:
of plants.  Bring to class different types of medicinal plants and ask students if they crayons according to their similarities Observation
recognize the plant and if they know what their uses are.  Pencil and differences. Describes its
 Develop critical thinking by asking how all living things benefit from plants. Eraser parts, classifies them according Instrument:
 Board to their use industrial, medicinal Checklist
Construction  Board markers and ornamental. (J.3., S.4.)
 Go out to the school yard and ask students to look around and discover the  Computer
different uses of plants. Back in the class ask them to divide a paper in four  Internet
parts and write in each part: medicine, food, industry and decoration. Ask  Student book
them to draw the plants they saw according to the title in each part.  Teachers guide
 Deepen the knowledge on plants and their uses, by reading to them the “Let  Different medicinal
´s connect” section of the student book, page 32. plants.
 Research more information about the Aloe Vera mentioned in the “Did you  Seeds (basil, parsley
know” section in the student book, page 32. Encourage student to share their and cilantro)
information with the class.
 Wooden box
 Identify the different uses of plants by completing the activity of the “Let´s
 Plastic wrap
practice section” in the student book, page 33.
 Watering can
 Establish the importance of plants to humans by performing the “Language
 Soil
extension” section in the teacher’s book, page 37.
 Small shovel
Consolidation
 Put into practice all your acquired knowledge and carry out the activity
described in the activity card 1 in the teacher’s guide, page 189.

CN.2.1.12. To propose Anticipation  Markers/pencil I.CN.2.3.2. To propose Technique:

measures to stop  Divide the class in groups and ask the students to make some posters with crayons protection measures for Test
degradation. green care tips for the school. Encourage the groups to share their ideas and  Pencil conservation of local habitats, in
posters with other classes.  Eraser order to identify the threats and Instrument:
 Develop critical thinking by asking what can be the consequences if we do  Board changes to which diversity is Oral
not take care of the environment.  Board markers exposed of plants and animals
 Computer of the natural regions of
Construction Ecuador.
 Internet
 Predict what will happened to our planet if we don’t take care of the (J3. I.1.)
 Student book
environment. Discuss in the class.
  Identify protection measures for the environment by reading the “Let´s  Teachers guide
connect” part in the student book, page 34. Ask students to draw and color  Bristol cardboard
all the measures mentioned in the book in their notebook and later to share paper.
them with their family members. 
 Read the information to the students of the “In 5 minutes” section in the
teacher’s guide, page 38 and ask students to identify National Parks of
Ecuador. Also ask them to remember which are the conservation measures
that have been published in the national parks that they have visited?
 Explain how plants help the environment by completing the activity in the “Let
´s practice” section of the student book, page 35.
 Create and develop conservation strategies by following the instructions of
the “Language extension” section in the teacher’s guide, page 39. Encourage
students to follow the strategy trough out the school year.

Consolidation
 Assess knowledge by asking students to complete the “Quiz Yourself”
section of the student book, page 35
Apply knowledge by carrying out the exercises proposed in the “What did your
learn” part of the student book, pages 36 and 37.

Curricular adaptations:
Specification of the adaptation to be applied:

TECHNIQUES AND EVALUATION

THREADS CONTENTS ACTIVITIES RESOURCES UNIT EVALUATION INDICATORS INSTRUMENTS

DONE BY: Science Teacher REVISED BY: Area Coordinator APPROVED BY: Pedagogical Coordinator
TEACHER: MSc. Yaniré Mendoza. NAME: Lic. Alejandra Matos NAME: MSc. Marco Duque
Signature: Signature:   Signature:
Date: September 01st, 2022  Date: September 01st, 2022  Date: September 01st, 2022