Micro-curricular planning of didactic unit

Name of institution
Name of teacher Date
Area Grade School year
Subject Time
Didactic unit Unit 3 – Matter
Objective of the unit O.CN.3.7. To ask questions and give answers about the properties of the matter, energy and its manifestations, by means of experimental inquiry and
assess its application in everyday life.
Evaluation criteria CE.CN.3.6. To explain, from experimentation and review of diverse sources, the evolution of theories about the composition of matter (atoms, elements
and molecules), its classification (pure substances and homogeneous and heterogeneous mixtures), its properties (elasticity, hardness and brightness)
and the classification of chemical compounds (organic and inorganic), highlighting the substances, mixtures and compounds of daily and / or traditional
use of the country.

How and how to evaluate?

What will they learn? How will they learn? Evaluation
Skills with performance Learning activities Resources Evaluation
criteria (methodological strategies) Evaluation indicators techniques and
instruments
CN.3.3.1. To explore and Anticipation  A piece of wood I.CN.3.6.1. To explain Technique:
demonstrate the specific  Identify solid, liquid, and gas states of material things by feeling objects of  A glass of water from the observation of Observation
properties of matter. To different material. Bring several pieces of diverse material to the class. For  Ice cubes different representations
experiment, prove example, a piece of dry wood, a glass of water, a couple of ice cubes, a plant or  Balloons how the theories about Instrument:
predictions, and leaves, and a balloon empty and one full of air. Ask children to touch materials,  A plant/leaves the composition of matter Registry
communicate results. feel, and observe these materials. In addition, ask them to feel their hands, hair,  Marble have evolved, until
and face. understanding that it is
 Egg
 Develop critical thinking by asking students: “What are things made of?” constituted by atoms,
 Ruler
elements and molecules.
 Eraser (J.3.)
Construction  String
 Infer meaning by observing and analyzing possible outcomes of the experiments  Notebook
shown in activities 1 and 2 from the “Connecting” section of the student book,  Markers/pencil
page 74. Encourage students to share their thoughts aloud and guide them to crayons
answer the questions accurately. Follow the answer key provided in the teacher’s  Eraser
guide, page 86 and take into account the “Possible Difficulties” section on the  Student’s book
same page.
 Teacher’s book
 Explore and demonstrate specific properties of matter by experimenting that all
 Board
bodies have mass by doing the activity from the “Language Extension” section in
the teacher’s guide, page 87. Take into account the information given in the “In 5
Minutes” section on the same page.
 Describe their conclusions about what they have been able to infer about mass by
doing the “Practicing” and “Summarizing” sections in the student book, page 75.
 Develop the scientific skill of using instruments by performing the “Exploring”
activity in the student book, page 76. Encourage them to answer the questions.
Use the “Language Focus” and follow the advice given in the “Clarifying
 Concepts” and “Possible Difficulties” sections in the teacher’s guide, page 88.
 Develop the scientific skill of experimenting by doing the “Practicing” section of
the student book, page 77. Do together the “Summarizing” section on the same
page. Follow the advice given in the “Language Extension,” “Clarifying Concepts”
and “Possible Difficulties” sections in the teacher’s guide, page 89.

Consolidation
 Assess knowledge by asking students to draw their conclusion using other objects
from the ones previously shown (or the ones that they prefer) to exemplify any of
the concepts and student’s own idea of such concepts. Encourage them to use
vocabulary words from the unit and the ones that apply from previous units. They
can finally present their project to their peers.

CN.3.3.1. To explore and Anticipation  Eraser I.CN.3.6.1. To explain

demonstrate the specific  Identify new objects by using the vocabulary words suggested in the Language  A potato from the observation of
properties of matter. To Focus section of the teacher’s guide, page  A metal pencil different representations
experiment, prove  Develop critical thinking by asking students: What type of experiment do you think sharpener how the theories about
predictions, and we could carry out with these objects?  3 plastic plates the composition of matter
communicate results.  Water have evolved, until
 3 plastic cups of understanding that it is
Construction
the same size constituted by atoms,
 Predict the concept of volume by doing the “Exploring” section in the student
elements and molecules.
book, page 78. Answer the questions and read the text that follows on the same  Paper
(J.3.)
page. Take into account the information given in the “Language Focus,”  A bowl
“Clarifying Concepts,” “Common Mistakes” and “Being Safe” sections in the  Student’s book
teacher’s guide, page 90.  Teacher’s book
 Infer knowledge by doing the activity 3 of the “Practicing” section in the student  Board
book, page 79. Encourage students to do by themselves the activity 2 and the  Markers/pencil
“Summarizing” section on the same page. Follow the “Clarifying Concepts” advice crayons
in the teacher’s guide, page 91.  Notebook
 Explore and demonstrate specific properties of matter by observing and feeling

different materials (you may use the ones used before in the Anticipation activity)
in order to reinforce the concept of mass. Then, do the exercises in the
“Connecting” section of the student book, page 80. Take into account the
information given in the “Language Focus” and “Possible Difficulties” sections in
the teacher’s guide, page 92.
 Explain the concept of matter by doing the “Practicing” and “Summarizing”
activities in the student book, page 81. Take into consideration the “Clarifying
Concepts” advice in the teacher’s guide, page 93.

Consolidation
 Assess knowledge by asking students to complete the “Quiz Yourself” section in
the student book, page 81. Consider the information given in the “Answer Key,”
“Language Extension” and “Possible Difficulties” sections in the teacher’s guide,
page 93.
CN.3.3.1. To explore and Anticipation  Board I.CN.3.6.1. To explain Technique:
demonstrate the specific  Remember the concept of matter by brainstorming on the board every idea that  Notebook from the observation of Observation
properties of matter. To students can think of regarding the concept of matter, based on the experiments  Markers/pencil different representations
experiment, prove made before. crayons how the theories about Instrument:
predictions, and  Develop critical thinking by asking students: “Is water in a liquid state (in a river)  Eraser the composition of matter Checklist
communicate results. or in a solid state (ice cube) the same matter?”  Water have evolved, until
To compare the physical  Three different understanding that it is
states of matter. Construction containers, such constituted by atoms,
 Apply knowledge by doing exercise 1 of the “Connecting” section in the student as a plastic cup, a elements and molecules.
book, page 82. Read the text that follows on the same page. Take into account test tube and a (J.3.)
the information given in “Clarifying Concepts” section in the teacher’s guide, page plastic plate.
94.  Activity Cards 6
 Identify different states of matter by doing the “Practicing” section in the student and 7
book, page 83. Encourage students to complete by themselves the  A plastic tray
“Summarizing” section on the same page. Take into consideration the information  A cup of water
provided in the “Possible Difficulties,” “Education through Values,” and “Language  Some paper towels
Extension” sections in the teacher’s guide, page 95.
 A spoon
 Explore and experiment specific properties of matter by experimenting and
 4 plastic cups of
summarizing the “Exploring” section of the student book, page 84. Consider the
the same size
advice given in the “Being Safe” section in the teacher’s book, page 96. Also, use
 Syringe without a
the information of the “Education through Values” section on the same page.
needle
 Explain the states of matter and predict results by doing the “Practicing” section of
 Crushed ice.
the student book, page 85. Do the “Summarizing” section as indicated in the
“Language Extension” section in the teacher’s guide, page 97. Additionally, make  Balloons
emphasis on the “Taking Care of the Planet” section in the teacher’s guide on the  Student’s book
same page.  Teacher’s book

Consolidation
 Assess knowledge by asking students to complete the “Quiz Yourself” section in
the student book, page 81. Consider the information given in the “Answer Key,”
“Language Extension” and “Possible Difficulties” sections in the teacher’s guide,
page 93.

CN.3.3.1. To explore and Anticipation  Board I.CN.3.6.1. To explain

demonstrate the specific  Identify and name the different states of water by looking at some pictures and  Notebook from the observation of
properties of matter. To reflect about them. Bring student pictures of different states of water and other  Markers/pencil different representations
experiment, prove substances that can help them identify the different states of matter. crayons how the theories about
predictions, and  Develop critical thinking by asking students: How do you think matter moves?  Eraser the composition of matter
communicate results. (Reflect on the possible movements that can be seen easily by the students). For  Student’s book have evolved, until
example, up, down, left, right, etc.  Teacher’s book understanding that it is
constituted by atoms,
 A plastic tray
elements and molecules.
Consolidation  A cup of water
(J.3.)
 Develop the scientific skill of experimenting by doing the experiment of the  Some paper towels
“Exploring” section in the student book, page 86. Read the text that follows on the  A spoon
same page. Take into account the information in the “Language Focus,”  4 plastic cups of
“Clarifying Concepts” and “Possible Difficulties” sections in the teacher’s guide,
 page 98. the same size
 Reinforce knowledge by doing the experiment and answering the questions in the  Syringe without a
“Practicing” section of the student book, page 87. Encourage students to needle
complete by themselves the “Summarizing” part on the same page. Expand  Crushed ice.
knowledge by applying the “Possible Difficulties” and the “Language Extension”  Balloons
sections in the teacher’s guide, page 99.
 Identify, predict, and conclude the results of experimenting by doing the
“Exploring” activity of the student book, page 88. Encourage students to answer
the questions by themselves. Read the text that follows on the same page. Take
into account the information given in the “Language Focus,” “Being Safe,” and
“Possible Difficulties” sections in the teacher’s guide, page 100.
 Infer meaning by doing the experiment of the “Practicing” section and answering
the questions on the student book, page 89. Complete the “Summarizing section”
on the same page. Take into consideration the information given in the “Clarifying
Concept” and “Language Extension” sections in the teacher’s guide, page 101.
 Identify the states of matter by performing the “Connecting” activity in the student
book, page 90. Read the information to explain better this concept. Take into
account the information provided in the “Clarifying Concept” section in the
teacher’s guide, page 102.

Consolidation
 Assess knowledge by asking students to do the “Practicing” and “Summarizing”
activities of the student book, page 91. Expand knowledge by applying the
“Language Extension” section of the teacher’s guide, page 103.

CN.3.3.1 To explore and Anticipation  Board I.CN.3.6.1. To explain

demonstrate the specific  Remember the states of matter by identifying the different states of water. Have  Notebook from the observation of
properties of matter. students look for pictures of water in its different states on a magazine and cut  Markers/pencil different representations
them. Divide them in 4 groups and ask them to make collage papers using words crayons how the theories about
to describe that they are seeing.  Eraser the composition of matter
 Develop critical thinking by asking students to think of the factors that effect on  Magazines have evolved, until
the states of water.  Scissors understanding that it is
constituted by atoms,
 Glue
elements and molecules.
Construction  Large paper
(J.3.)
 Compare the states of water and review previous concepts by watching the video  Computer
“Changing water-states of matter” (https://www.youtube.com/watch?  Internet
v=tuE1LePDZ4Y). After that, ask students to name vocabulary words that they  Cutout 6 and 7
could recognize from the video. Students will infer meaning by describing how the
temperature affected the states of water. Encourage them to draw a scene from
the video and explain to the class.
 Identify the states of matter by performing the “Connecting” activity in the student
book, page 90. Read the information to explain better this concept. Take into
account the information provided in the “Clarifying Concept” section in the
teacher’s guide, page 102.
 Expand knowledge by applying the “Language Extension” section of the teacher’s
guide, page 103.

CN.3.3.1. To explore and
demonstrate the specific
properties of matter. To
experiment, prove
predictions, and
communicate results.
Curricular adaptations: In this section, curricular actions must be developed for all students with special educational needs associated or not with disability.
 Describes the states of matter by doing “Practicing” and “Summarizing” activities
of the student book, page 91.
Consolidation
 Assess knowledge by asking students to complete the “Quiz Yourself” section in
the student book, page 91.
 Ask students to complete the activities from the “Let’s check” section of the
student book, pages 92 and 93.
Anticipation  Board I.CN.3.6.1. To explain Technique:
 Infer meaning by building a scale with an eraser and a ruler. Put one apple on one  Notebook from the observation of Observation
side and a potato on the other. Ask students to describe the results.  Markers/pencil different representations
 Develop critical thinking by asking students: “How can you measure matter?” crayons how the theories about Instrument:
 A pitcher of water the composition of matter Registry
 A plastic cup have evolved, until
Construction
 A dropper understanding that it is
 Apply the concept of measurement by doing the exercise on the “Exploring” part
constituted by atoms,
of the student book, page 94. Follow the information from the “Language Focus,”  A 100 ml
elements and molecules.
“In 5 Minutes,” and “Clarifying Concepts” sections in the teacher’s guide, page graduated cylinder
(J.3.)
106.  Slips of paper
 Expand knowledge by reading the text and performing the exercise on the student  Styrofoam cups
book, page 95. Take into account the information provided in the “Possible  An alcohol
Difficulties” and “Clarifying Concepts” sections in the teacher’s guide, page 107. thermometer
Finally, do the “Language Extension” activity described on the same page.  Ice
 Compare temperatures by performing activity 3 of the student book, page 96.  Warm water
Take into account the information in the “Language Focus,” “Being Safe,” and  Room-temperature
“Possible Difficulties” sections in the teacher’s guide, page 108. water
 Identify the different measurement instruments and units by doing the “Practicing”  A retort stand
and “Summarizing” sections of the student book, page 109. Use the guidance  Clamps
provided in the “In 5 Minutes,” “Clarifying Concepts,” and “Language Extension”  Student’s book
sections in the teacher’s guide, page 109.  Teacher’s book
 Scientific Research
Consolidation Skills Foldout
 Assess knowledge by asking students to complete the “Quiz Yourself” section in  Water
the student book, page 97.  1 liter graduated
 Carry out the experiment described in the “Science Lab” section of the student cylinder
book, page 98. Remind students about the Scientific Research Skills Procedures,  A scale
explained in the “Scientific Research Skills Procedures” section of the student  5 ice cream sticks
book, page 2. Ask students to complete the “Result” section in the student book,  A pitcher
page 99. Additionally, do the activity describe in the “Language Extension” section  Juice powder
in the section of the teacher’s guide, page 111.
 5 plastic cups
 Ask students to complete the activities from the “What Did You Learn” section of
 A mixing rod or a
the student book, pages 100 and 101. Take into account the information and
spoon
support given in the teacher’s guide, pages 112 and 113.
 Computer
 Internet
 Specification of the adaptation to be applied
Specification of the Evaluation
educational need Skills with performance
Learning activities Resources Evaluation techniques
criteria Unit evaluation indicators
and instruments

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