Micro-curricular planning of didactic unit

Name of institution
Name of teacher Date
Area Grade School year
Subject Time
Didactic unit Unit 1- Living Things and the Environment
Objective of the unit O.CN.3.3. To investigate ecosystems, their biodiversity with their interrelations and adaptations in order to value the diversity of ecosystems and
species.

Evaluation criteria CE.CN.3.3. To analyze, from inquiry and observation, the dynamics of the ecosystems according to their characteristics and classes, the mechanisms
of interrelation with living beings, the processes of adaptation of the biological diversity that they present, the causes and consequences of the
extinction of the species, techniques and practices for waste management, promoting collaborative work and promoting measures of preservation and
care of native diversity, in the Protected Natural Areas of Ecuador.

How and how to evaluate?

What will they learn?
Skills with performance
criteria
CN.3.1.9. To identify
types of ecosystems and
their characteristics. To
interpret the relationships
between living beings in
their ecosystems.
How will they learn? Evaluation
Learning activities Resources Evaluation
(methodologic strategies) Evaluation indicators techniques and
instruments
Anticipation  Magazines I.CN.3.3.1. To examine Technique:
 Identify living and non-living things by classifying pictures from a magazine. Ask  Scissors the dynamics of Observation
children to cut and paste pictures of living and non-living things on their  Glue ecosystems based on
notebooks.  Notebook their characteristics, Instrument:
 Develop critical thinking by asking students what the ideal conditions are for living  Markers/pencil classes, biological Registry
things to develop. crayons diversity, adaptation of
 Pencil species and the
interactions (interspecific
Construction  Eraser
and intraspecific) that
 Ask students to look at the pictures of habitats from the “Connecting” section in  Student’s book
occur in them. (J.3.)
the student book, page 9. Divide them in three groups and assign each group one  Teacher’s book
of the habitats. Ask each group to draw and label animals and plants found in
each particular habitat on a poster paper. Encourage students to share their work
with the class.
 Recognize natural and artificial environments by reading to them the text from the
“Connecting” section in the student book, page 10. After that, ask them to answer
the questions that follow on the same page. Finally, take in consideration the
advice given on the “Clarifying concepts” in the teacher’s guide, page 14.
 Identify the different species of animals found on the student book, page 11. If
necessary, explain to them the meaning of the word “species” by reading the
“Word Focus” on the same page. Take into consideration the advice given on the
“Possible difficulties” section on the teacher’s guide, page 15.
 Identify the organization of living things in nature by reading the information from
 the student book, page 11. Give examples using actual information from Ecuador.
Ask students to draw 2 examples of each level of organization.
 Reinforce knowledge by completing question 2 of the “Practicing” section of the
student book, page 11.
 Assess comprehension by carrying out the exercise of the “Language extension”
section of the teacher’s guide, page 15. Encourage students to read their
paragraphs out loud.
 Differentiate biotic and abiotic factors by looking at the image of an ecosystem
displayed on the student book, page 12. Clarify any information they may have by
reading the text about biotic and abiotic factors described on the student book,
pages 12 and 13.
 Recognize biotic and abiotic factors by completing the exercise of the “Practicing”
section on the student book, page 13. Ask students to answer Spot’s question on
the same page.

Consolidation
 Assess knowledge by carrying out the exercise of the “Language extension”
section of the teacher’s guide, page 17. Encourage students to read their
paragraphs aloud.

CN.3.1.12. To explore Anticipation  Board I.CN.3.3.1. To examine Technique:

and describe intraspecific  List the types of ecosystems that can be found in America by brainstorming and  Notebook the dynamics of Test
and interspecific writing them on the board. Make students choose one ecosystem from the list and  Markers/pencil ecosystems based on
interactions in diverse identify biotic and abiotic factors. After that, encourage them to describe the crayons their characteristics, Instrument:
ecosystems, differentiate different levels of organization (population, community) from that ecosystem.  Pencil classes, biological Written
them and explain the  Develop critical thinking by asking students “How do ecosystems keep/maintain  Eraser diversity, adaptation of
importance of such their balance?”  Student’s book species and the
relations. interactions (interspecific
 Teacher’s book
and intraspecific) that
Construction  Computer
occur in them. (J.3.)
 Identify the different interactions in an ecosystem by watching the video:  Internet
“Competition, Predation and Symbiosis” https://www.youtube.com/watch?  Projector
v=D1aRSeT-mQE. Make the following questions: Why do animals compete?
What is the meaning of predation? What do you think that the birds are doing on
the giraffe’s back?
 Describe what happens on the images from the student’s book, page 14. Then,
read the text together and divide the students into three groups. Each group will
be assigned one type of interaction and will provide one example of it by drawing
on a poster paper. Take into account the information given in the “Clarifying
concepts” section on the teacher’s guide, page 18.
 Explore and describe intraspecific and interspecific interactions in an ecosystems,
differentiate them and explain the importance of such relations by watching the
video again (https://www.youtube.com/watch?v=D1aRSeT-mQE) and ask
students to distinguish the interactions between species in an ecosystem.
 Write on the board the vocabulary words from the “Language focus” section on
the teacher’s guide, page 18. Ask students to choose three words that are
unfamiliar to them and loop up for their meaning. Finally, motivate students
  Lead to a discussion about how species interact with abiotic components of the
ecosystem. Remind them of the concept of an abiotic factor and write their ideas
on the board.

Consolidation
 Assess knowledge by pointing out the question “What do you interact with?”
stated on the student book, page 14, so that students think about their interaction
with their surroundings.

CN.3.1.9. To investigate Anticipation  Photographs of I.CN.3.3.1. To examine Technique:

the characteristics of the  Bring many photographs of the different types of ecosystems and ask students to ecosystems the dynamics of Test
ecosystem and its types. think about the different ways they could classify them. Give them an example  Board ecosystems based on
and call out volunteers to do the activity.  Notebook their characteristics, Instrument:
 Develop critical thinking by asking students “how could you help to protect the  Markers/pencil classes, biological Oral
ecosystems?” crayons diversity, adaptation of
 Pencil species and the
 Eraser interactions (interspecific
Construction
and intraspecific) that
 Infer about Spot´s message of not interfering in the natural equilibrium of the  Student’s book
occur in them. (J.3.)
biosphere by asking students to identify ways to harm the environment and what  Teacher’s book
solutions they can give to prevent harm. They can write their ideas on their  Computer
notebooks.  Internet
 Describe the three main types of ecosystems by reading to them the information  Projector
of the text in the student book, page 15. Divide the class in three groups, assign
each group one type of ecosystem, they should investigate and model with any
recycled material the ecosystem assigned. Finally, read the “In 5minutes” section
of the teacher´s guide, page 19.
 Recognize the types of ecosystems that exist in your country by asking students
to brainstorm and write their ideas on the board. If students need to clarify any
information to give their examples they can go back to the book as many times as
they need.
 Investigate characteristics of ecosystems by presenting the following video “Coral
Reefs 101/ National Geographic” (https://www.youtube.com/watch?
v=ZiULxLLP32s). Ask students to write their answers in their notebooks, they can
work in pairs. Take up their answers.
 Assess comprehension by completing the “Language extension” section in the
teacher’s guide, page 19.

Consolidation
 Assess comprehension by asking students to complete the “Quiz Yourself”
section in the student book, page 17.

CN.3.1.11. To investigate Anticipation  Board I.CN.3.3.1. To examine Technique:

and explain adaptations  Ask students to name different animals and describe their characteristics could be  Notebook the dynamics of Observation
of plants and animals to physical or behavioral. Write their ideas on the board. Then ask them to identify  Markers/pencil ecosystems based on
environmental conditions the ecosystem where the animas described before live. crayons their characteristics, Instrument:
of different ecosystems  Develop critical thinking by asking students “What do people do to adapt to  Pencil classes, biological Registry
and relate them to their extreme weather conditions?”  Eraser diversity, adaptation of
survival.  Student’s book species and the
Construction  Teacher’s book interactions (interspecific
 Computer and intraspecific) that
 Identify behaviors by telling students that many animals have to develop
 Poster paper occur in them. (J.3.)
adaptations to successfully survive in different habitats or ecosystems. Later, read
to them the information of the “Connecting” section given in the student book,
pages 18 and 19. Ask them to answer the question of the “Practicing” section on
the student book, page 19.
 Reinforce knowledge by completing the “Challenge” section of the student book,
page 19. Hand out each student a poster paper. Encourage them to show it to the
class.
 Explain adaptations of animals to environmental conditions by reading to them the
text presented of the “Connecting” section on the student book, page 20. Then
have students watch a video and identify how animals move, they can write down
their answer on their notebooks. It is important that you clarify any information
they may have by reading to them the text of the “Common mistakes” section on
the teacher´s guide, page 24. Take up their answers.
 Identify structural adaptation is physical feature that has change over time in order
to survive to environmental changes. One of these features could be their teeth or
their body covering. Have students look at the pictures of animals presented on
their student book, page 21. Ask them to describe the body covering and tell how
they think that helps their survival. Finally, read the information presented on the
same page. Take in consideration the information given on the “Clarifying
Concepts” section on the teacher´s guide, page 25.
 Extend their knowledge on animal adaptations by reading to them the information
of how animals protect themselves on the student book, page 22. Tell students
that camouflage makes an organism appear similar to its surroundings and that
mimicry makes them appear similar to other species. Later ask them to carry out
the exercise described on the “Clarifying Concepts” on the teacher´s guide, page
26.

Consolidation
 Assess comprehension by asking students to complete the “Practicing” section in
the student book, page 23.

CN.3.1.11. To Anticipation  Board I.CN.3.3.1. To examine Technique:

investigate and explain  Observe plants and their characteristics in the school yard and ask them to  Notebook the dynamics of Test
adaptations of plants to observe the plants and its characteristics. Ask them if they believe that any of  Markers/pencil ecosystems based on
environmental conditions these characteristics helps plants to survive in that environment. Write their crayons their characteristics, Instrument:
of different ecosystems answers on the board.  Pencil classes, biological Oral
and relate them to their  Develop critical thinking by asking students “Why cactus have thorns?”  Eraser diversity, adaptation of
survival.  Student’s book species and the
interactions (interspecific
Construction  Teacher’s book
and intraspecific) that
 Identify adaptations in plants by reading together with the students the information  Activity card 1
occur in them. (J.3.)
 of the “Connecting” section on the student book, page 24. Ask students Kiki´s  Activity card 2
question on plant adaptations. Write their answers on the board. Take in
consideration the information given in the “Clarifying Concepts” section on the
teacher´s guide, page 28.
 Observe the pictures and answer the question of the “Practicing” section in the
student book, page 25. Help students relate the plants in the images with their
names. Research together the benefits of aloe vera, they can write the
information on a big paper.
 Explain adaptations of plants to environmental condition by relating the cactus
parts with the adaptations already learned and infer of how its parts help cactus
survive. Remind them the plant parts and follow the instructions of the “Language
extension” section teacher´s guide, page 29.
 Present a short investigation about plants with amazing characteristics, they
should choose one plant and include information about the plant habitat and its
adaptations. Ask students to present they research to the class.
 Assess comprehension by asking students to complete the “Quiz Yourself”
section of the student book, page 25. Take up the answers.

Consolidation
 Carry out the experiment described in the “Science Lab” section of the student
book, pages 26 and 27. Remind students about the Scientific Research Skills
Procedures”, explained in the “Scientific Research Skills Procedures” section of
the student book, page 2. Ask students to complete the “Result” section in the
student book, page 27. Students will need activity card 1 and 2. Take in
consideration all the sections in the teacher´s book, page 30.
 Assess comprehension by asking students to complete the “Let´s Check” section
of the student book, page 28, 29. Take up the answers.

CN.3.1.9. To interpret the Anticipation  Board I.CN.3.3.1. To examine Technique:

relationships between  All living things depend on other organisms for nutrients. Hand out pictures of  Notebook the dynamics of Test
living beings in their animals and plants. Ask students to identify what all these living things eat and  Markers/pencil ecosystems based on
ecosystems and classify ask them to draw their conclusions. crayons their characteristics, Instrument:
them as producers,  Develop critical thinking by asking “What conditions need to be met in order for an  Pencil classes, biological Written
consumers and organism to survive in its environment?”  Eraser diversity, adaptation of
decomposers.  Student’s book species and the
interactions (interspecific
Construction  Teacher’s book
and intraspecific) that
 Describe the role of all the organisms in the environment by reading to them the  Pictures of animals
occur in them. (J.3.)
information given in the student book, page 30. Explain that also relationships and plants
between organisms are a way of transmitting energy to one another. It is  Food chain
important to take in consideration the information given in the “In 5 minutes” pyramid picture
section in the teacher´s guide, page 34.  Cut-out 2
 Classify the organisms in the picture showed in the student book, page 31. Ask
students to complete the table. State the all living things fulfill a role in the
ecosystem and that there are three types of role: producers, consumers and
decomposers. Encourage students to write more animals in the table on their
books.
  Classify organism as producers, consumers and decomposers by asking students
to look at the picture presented in the student book, page 32 and classify them.
Later read the text to them and help them create the food chain with the same
organism presented in their books. Take in consideration the advice given in the
“Clarifying Concepts” section on the teacher´s book, page 36.
 Identify all the roles of each animal by handing out the food chain pyramid picture
to each student and ask them to color them. Encourage students to present their
work to the class.
 Reinforce knowledge by completing the activity of the “Practicing” section on the
student book, page 33. For this activity students will need the cut-out 2.

Consolidation
 Carry out the activity described in the “What did you learn” section of the student
book, pages 34, 35.

Curricular adaptations: In this section, curricular actions must be developed for all students with special educational needs associated or not with disability.
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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