Micro-curricular planning of didactic unit

Name of institution
Name of teacher Date
Area Grade School year
Subject Time
Didactic unit Unit 3 – Electric Energy
Objective of the unit CN.3.3.10. To inquire and explain the fundamentals and applications of electricity, examine them in experimental designs and elaborate electrical
circuits with easy-to-use materials.
CN.3.3.11. To analyze the transformations of electrical energy, from its generation in hydroelectric plants to their conversion in light, sound, movement
and heat.
Evaluation criteria CE.CN.3.9. To analyze the characteristics, importance, applications, fundamentals and transformation of electrical energy, from the inquiry, observation
of analog, digital representations and exploration in objects of their environment (electric motors).

How and how to evaluate?

What will they learn? How will they learn? Evaluation
Skills with performance Learning activities Resources Evaluation
criteria (methodologic strategies) Evaluation indicators techniques and
instruments
CN.3.3.11. To analyze Anticipation I.CN.3.9.1. To analyze Technique:
● Student book
the transformations of features, importance, Test
● Brainstorm the students’ ideas, since this may be the first time that they study
energy, from its ● Notebook applications and
generation to its electricity, they may not be able to rely on previous knowledge. They may have fundamentals of electric Instrument:
conversion. different ideas about the risks of misusing electrical devices. Use their ideas and ● Board markers energy. (J.3., I.2.) Oral
experiences to answer the first activities.
● Pencils
● Encourage students to complete the “What do you know” activity on page 87 of
the student book. ● Markers
● Learn altogether about the energy over the years, by watching the following video: ● Internet
https://www.youtube.com/watch?v=vBRRqaDBGBE
● Power point
Construction presentation
● Develop critical thinking, by asking to them if they think they need energy to open ● Cardboard
and close your eyes? Everyone needs energy even to sleep. All living things need
energy to complete their vital functions. This energy comes from nutrients in food.
Energy is also needed for a TV to turn on or a car to start.
● Prepare a big poster, as detailed on page 88 of the student book. Identify each
form of energy with its example with a different color. Make students participate.
● Emphasize on Electric energy, which produces the movement of electric charge
through a conductor. A television, computer or microwave.
● Understand with the students about each type of energy and ensure they
understand well.
 ● Emphasize that energy can be found in many places. It is defined as the ability to
produce changes in the properties or movements of a body or an object—for
example, it is used when you go from walking to running or turn on a fan.
● Clarify that we can think that this energy is different from the energy related to
living things seen in previous units. Emphasize that it is the same energy but it
can also manifest in different ways.
● Introduce what Renewable Energy Sources are, by asking students to think about
where does the electricity come from to turn on the TV?
● Teach them that for example, electricity powers all the electric devices in our
homes, like our televisions, stereos and video game consoles.
● Explain what the word renewable and non-renewable means within the context of
electricity, using the illustrations of page 89.
● Read each example of renewable energy generators, one by one, ensuring
students are understanding. Ask students which of these are bad for the
environment? Why?
● Watch the following video about renewable energy:
https://www.youtube.com/watch?v=1sI_ot8qoXE
● Discover along with the students how China is the home to the largest wind farms
in the world. You can use a Power point presentation to show images of these
wind farms.
● Reinforce new knowledge, by asking the students complete the "Practicing" and
"Summarizing" activities of page 91 of the student book.

Consolidation
● Discuss the impact that these energy generators have on the environment, the
costs involved and their importance to produce energy for humans.
● Develop critical thinking, by asking the students to think of ways they can protect
the environment and use energy efficiently at home.
● Point out that the energy sources on page 89 are renewable and generally clean
ways of generating electricity.

CN.3.3.11. To analyze Anticipation I.CN.3.9.1. To analyze Technique:

● Student book
the transformations of features, importance, Test
● Explore with your students if they know what changes in electric energy are.
electrical energy into ● Notebook applications and
light, sound and ● Develop critical thinking, by asking them what do they think it happens when we fundamentals of electric Instrument:
movement. ● Board markers energy. (J.3., I.2.) Oral
use electric energy? Listen to their ideas and write them on the board, so you can
ask them why they think they are correct. ● Color pencils
 ● Power point
Construction
presentation
● Explain to them that once the energy reaches our houses, it is used to power
● An amber imitation
electric devices. These devices change the electric energy into a different form of
energy. ● Flash cards with
● Analyze the transformations of electrical energy, by explaining the changes in some of the
electricity topic and asking them to observe the images shown on page 90 of the scientists studied
student book and explaining each concept thereof. It is very important students
understand how energy is transformed.
● Illustrate these concepts by using the objects shown in the chart and emphasizing
in light and thermal energy, sound energy and wind and kinetic energy.
● Reinforce knowledge, by inviting them to work on the “Practising” and
"Summarizing" activities of pages 90 and 91 of the student book. First, have
students look at the table on page 91. Give them several minutes to add as many
devices as they can to each category: A hair dryer converts electric energy to
heat energy and wind energy. Have students compare their answers. Elicit the
answers and write a list on the board. Ask them how they feel learning so many
new things!
● Understand along with the students about Electricity: “The Important Scientists”
on pages 92 and 93. While analyzing the timeline, students might not understand
the difference in time period between each contribution. The timeline should be
reviewed step-by-step, emphasizing the years that passed between each
discovery. Point out how scientific advances often occur collaboratively between
scientists. Use a Power point presentation to illustrate this information.
● Emphasize that our current knowledge of the properties of electric energy is due
to the contributions of many scientists who investigated electricity over the
centuries.
● Reinforce new concepts, by asking the students to work on the "Practicing" and
"Summarizing" activities of page 94 of the student book.

Consolidation
● Form five groups. Assign each group one of the following inventors: Benjamin
Franklin, Johannes Gutenberg, Thomas Edison, Leonardo Da Vinci, and
Archimedes. Give students access to a library or the Internet and let them look up
interesting facts about their inventor, his famous inventions and why the
inventions are important. Have groups present their findings to the class.
Alternatively, brainstorm other electric devices and have students determine what
forms of energy they produce.
● Assess knowledge, by asking the students to complete the “Quiz yourself” activity
on page 95 of the student book.
CN.3.3.10. To explain Anticipation I.CN.3.9.1. To analyze Technique:
● Student book
fundamentals and features, importance, Test
● Explore with the students if the know that all physical things consist of small
applications of electricity. ● Notebook applications and
To examine experimental particles called atoms. Explain to them that atoms consist of smaller units called fundamentals of electric Instrument:
designs and elaborate protons, electrons and neutrons. Protons have a positive charge, electrons have a ● Pencils energy. (J.3., I.2.) Registry
electrical circuits with negative charge, and neutrons have no charge. Nuclear energy comes from
easy-to-use materials. splitting the nucleus, or center, of an atom. ● Markers
● Encourage students to enjoy the following video about atoms: ● Internet
https://www.youtube.com/watch?v=R1RMV5qhwyE
● Power point
● Identify the parts of an atom by showing them a big colored image, ensuring they
presentation
understood the video.
● Colored Cardboard
Construction
● Different electric
● Introduce the Electric Circuit topic by reinforcing the concept of atoms, based on
devices
what they are learning.
● Clay-made battery
● Clarify to the students how electric circuits work, by observing and analyzing the
images of different devices, page 96 of the student book.
● Explain to them that they need an electric current to work, but what is electric
current? An electric current is the movement of electric charges inside a material.
The electric charges that move through devices are negative charges. The
charges transport energy, which is transformed by each device into another type
of energy.
● Teach the students the “Word focus” section and explain that electric charge is an
electrical property of particles. The charge can be positive or negative. Positive
and negative usually mean good and bad, but in the study of electricity, they are
simply opposites.
● Encourage students to better understand how electricity works by watching the
following video: https://www.youtube.com/watch?v=MStALLM5FuQ
● Identify the main concepts the students have learned, by showing them a big clay-
made battery, where they may clarify how the negative electric charges move in
the same direction in an orderly manner. Use the image shown on page 96 of the
student book as reference to construct the battery.
● Emphasize that appliances transform electricity into other types of useful energy.
For example, the toaster transforms electric energy into thermal energy to toast
bread, as explained in the teacher’s guide, page 108.
● Read along with your students about different Types of Electric Currents on page
97 of the student guide, which can be classified into two groups: Direct current
and alternating current.
● Explain to them the concept of Polarity is a characteristic that differentiates the

CN.3.3.10. To explain
fundamentals and
applications of electricity.
To examine experimental
designs and elaborate
electrical circuits with
easy-to-use materials.
two sides of a direct current battery. Each side is called a pole, which can be
positive or negative.
● Assess knowledge, by asking them to complete the "Practicing" and
"Summarizing" activities on page 97, in the student book. Guide them in any
question they have.
Consolidation
● Reinforce knowledge, by working with your students on the Did You Know…?
section on page 96.Make a drawing of an atom on the board. Explain that the
properties of different substances—oxygen, gold, salt, etc.—come from different
types and combinations of atoms. Normally, the atoms of the materials we interact
with have the same number of electrons and protons, canceling their electrical
charge. Have students draw and label their own atom pictures, writing
descriptions of the components of an atom.
● Develop critical thinking by asking them what would happen if each side of a
battery would be the same pole.
Anticipation I.CN.3.9.1. To analyze Technique:
● Student book
features, importance, Test
● Ask the students how a television can remain off even when it is plugged in. That
● Notebook applications and
is the function of the electric circuits inside the TV. fundamentals of electric Instrument:
● Explain to the students that an electric circuit is a system in which an electric ● Pencils energy. (J.3., I.2.) Oral
current circulates. This circuit transforms electric energy into a different form of ● Markers
energy. A simple electric circuit has basic elements, as show on page 98.
● Internet
● The elements of a circuit can be combined in different ways. However, they
should be closed so that the current can circulate. ● Power point
Construction ● presentation
● Teach the students that the electric energy of a circuit flows from the negative ● Colored Cardboard
pole to the positive pole, running through all the circuit’s components.
● Parallel circuit
● Explain to students that Electric circuits can be represented by symbols, by
cables
showing the graph of page 98 in the student book on a big cartel. Also show the
image representing the circuit illustrated on the same page. ● Symbols posters
● Apply knowledge, emphasizing that the new words are referent to a conductor ●
that allows electric charges to move freely within it.
● Clarify the concept of electric energy of a circuit that flows from the negative pole
to the positive pole, running through all the circuit’s components.
● Explain to students what a series circuit is, by reading page 99 of the student
book. The current passes through each part of the circuit in the same direction.
The circuit has receptors connected by the same electric cable, so the same

CN.3.3.10. To explain
fundamentals and
applications of electricity.
To examine experimental
designs and elaborate
electrical circuits with
easy-to-use materials.
current passes through each of the receptors.
● Use the “Did you know box” to tell students that Christmas light cables used to be
series circuits, so if one light burned out, they all turned off. Nowadays,
Christmas lights use a parallel circuit, so when one burns out, the others stay on.
● Read about a parallel circuit on the same page. The current passes through
electric cables that split and go in different directions. The current that passes
through each receptor is different.
Consolidation
● Design along with the students, their own circuit using circuit symbols. Remind
them they can use devices other than batteries and lightbulbs. Have them label
the parts of circuits, exchange drawings with a partner and take turns asking and
answering what the parts do: This electrical generator is a gas-powered engine
that produces a lot of current for our outdoor concert.
● Clarify that that the symbols shown are not the only ones that exist. If necessary,
give examples of some others.
Anticipation I.CN.3.9.1. To analyze Technique:
● Student book
features, importance, Test
● Introduce what electric circuits in homes work, by ask students to think how they
● Notebook applications and
see light works at their homes. fundamentals of electric Instrument:
● Develop critical thinking, by asking them what would happen if one light bulb in ● Pencils energy. (J.3., I.2.) Registry
their houses burns out, do all the others turn off, too? The answer is no because ● Markers
the network of circuits in your house is parallel. If one receptor stops working, the
others continue to work. In every house, the electricity network consists of several ● Internet
electric circuits.
● Cardboard
Construction
● String ropes
● Explain pages 100 and 101 of the student book, follow the numbers and clarify
the function of each component. ● Index cards
● Understand step by step each component of the home circuit, by making them ● Skills Foldout
build a scale model of a house with cardboard boxes, so students can place
“wires” and use them to explain how a home circuit works.
● Develop critical thinking by asking the students where they think most of the
electricity is consumed in the house (heating and cooling, appliances). The goal is
to get students to think of ways of saving energy.
● Form pairs. Have students draw an image of each vocabulary term from this
lesson on an index card. They should take turns showing a card and quizzing
each other on its name and function, as well as using it in a sentence. You can
include vocabulary from the other lessons in the unit if time. Allow students to
 write the name and function of each item on the back of the card at the end.
● Reinforce knowledge, by asking them to complete the “Practicing” and
“Summarizing” activities detailed on page 102 and use this exercises to reinforce
any concept which may not be clear yet. Encourage independent work in
students.
● Form teams. Give each team several pieces of long string or rope (2–3 m).
Students will construct a human circuit, where each student is a component of the
circuit and the string is the connecting cable. They will make sounds, move or
otherwise coordinate efforts so that, in charades style, the rest of the class can
guess what each component is and does.

Consolidation
● Assess knowledge, by asking the students to do the Quiz Yourself exercises page
103.
● Encourage students to work on the “Science Lab” activities detailed on pages 104
to 107 of the student book. When starting the Science Lab, tell students to open
up the Scientific Research Skills Foldout to review the processes and skills
involved in scientific research.
● Remind them that the foldout includes an example of each process to help them
understand it more clearly. Let students complete the “Let’s check” section on
pages 108 and 109.

CN.3.3.10. To investigate Anticipation I.CN.3.9.1. To analyze Technique:

● Student book
and explain fundamentals features, importance, Test
● Explore about conductors and Insulators of Electricity. Tell the students that as
and applications of ● Notebook applications and
electricity. To examine they learned in the last unit, an electric current transports energy from one place fundamentals of electric Instrument:
them using experimental to another. However, some materials conduct the current better than others. What ● Pencils and energy. (J.3., I.2.) Oral
designs and elaborate are some of these materials?
markers
electrical circuits with ● Clarify how these components work, by watching the following video:
easy-to-use materials. ● Internet
https://www.youtube.com/watch?v=Bht8d2vEmsA
Construction ● A lightbulb
● Form groups and do the experiment to make a circuit, as detailed on pages 110 ● 1 nine volt battery
and 111 of the student book, including the necessary materials. In this activity, with connector
students will work with lightbulbs, electrical pliers and cables. These elements, if
misused, could cause an accident. Supervise their work closely and motivate ● 5 twenty
students to be careful and avoid accidents. centimeter electric
● Apply the lesson terms to real life objects, by asking students what they mean. cables
● 1 six volt lightbulb
● Reinforce how electric current transports energy from one place to another.
However, some materials conduct the current better than others. ● 1 switch
● Discover how the exciting fundamentals of electricity work, by making the ● 2 nets of electrical
 students work with lightbulbs, electrical pliers and cables. These elements, if pliers
misused, could cause an accident. Supervise their work closely and motivate
● 10 different
students to be careful and avoid accidents.
materials (a metal
● Tell the students that superconductor materials are used in some types of pen, an eraser, a
research. Ask: What is the electrical cord made of? What is inside the cord?
● rubber band, a
Consolidation piece of paper, a
paper clip, a
● Reinforce new knowledge, by asking students to answer the questions stated on
● piece of cloth, a
pages 110 and 111 of the student book.
pencil, a strip of
● Challenge the students to use the terms learned on this lesson, encouraging them copper and an ice
to identify the conducting and insulating materials of the cords, as well as the cream stick
reasoning behind the design.

CN.3.3.10. To explain Anticipation I.CN.3.9.1. To analyze Technique:

● Student book
fundamentals and features, importance, Test
● Explore with the students how the first lightbulb was invented? Invite them to see
applications of electricity. ● Notebook applications and
the following video about Thomas Alva Edison: https://www.youtube.com/watch? fundamentals of electric Instrument:
v=l5e2s-he6Ig ● Pencils and energy. (J.3., I.2.) Written
● Discuss with them about the video and how Thomas Alva Edison changed human markers
being’s life. Have a big poster with the image of this great inventor. ● Internet

Construction ● A pencil
● Read along with your students on page 112 how objects can be classified as ● A pen
conductors or insulators according to their capacity to conduct an electric current.
● A metal key
● Prepare colored images of conductors and insulators to explain the characteristics
of each one and why they are classified either as a conductor or as an insulator. ● A nail
● Clarify the use of insulators and conductors, by making the students observe well ● Thomas Alva
the illustration of page 113 and discuss the different characteristics that switches Edison poster
and sockets have, making sure that they notice the similarities in the materials
used to make them.
● Form groups and have students come up with a list of five rules about
thunderstorms, as explained on page 125 of the teacher’s guide.
● Emphasize on the Daily Uses of Conductors and Insulators on page 114 of the
student book, by reading each of the concepts included.

Consolidation
● Assess new knowledge by making the students complete the “Practicing” and
“Summarizing” activities, page 115 of the student book. Have students add four
more objects to the chart in question 1 on page 115. Encourage them to be
creative with their object choices. They should then trade these with a partner and

CN.3.3.10. To explain
applications of electricity.
explain why they would or would not conduct electricity.
● Verify the students’ comprehension by asking them to do the Quiz Yourself
activity of page 119 and then continue with exercises of the section “What did you
learn”? on pages 120 to 123.
Anticipation I.CN.3.9.1. To analyze Technique:
● Student book
features, importance, Test
● Explore along with the students how electricity could be dangerous.
● Notebook applications and
● Develop critical thinking, by asking them what recommendations they have fundamentals of electric Instrument:
● Pencils and energy. (J.3., I.2.) Written
learned at home to be safe when dealing with electricity.
markers
Construction ● Internet
● Make some students to voluntarily pass to explain in their own words all about
● Hair dryer
conductors and insulators.
● A plug
● Analyze with the students safety tips when dealing with electricity, page 116 of the
student book. ● A rug
● Clarify how these concepts work, by showing in the class how to apply such ● Electrocution risk
safety tips, simulating the use of a hair dryer, connecting or disconnecting a plug Sign
to an outlet, emphasizing on how to handle its cable, and other related
simulations.
● Teach the students that in order to prevent accidents in companies or public
places, the sign illustrated on page 117 of the student book, is used as a warning.
● Explain the students that in the human body we can find electrical activity
occurring naturally. However, if the body receives a large electric shock, damage
can be caused, which could even lead to the person’s death.
● Discover how some renewable clean energy sources exist, most of our electricity
still comes from non-renewable, polluting sources, such as coal.
● Elicit what this means for personal electricity use. Form groups and have students
write a new list of rules for electricity reduction that they can employ at home and
at school. Groups should share their lists and elect a few rules to adopt for the
class.
● Reinforce concepts, by inviting the students to look back through the unit and
write five questions each about what they learned. Encourage them to make the
questions as difficult as they can. Form small groups. Students should take turns
asking and answering questions. Students get a point every time no one in the
group can answer one of their questions.
Consolidation
● Clarify what the students have learned, by encouraging them to complete the
“Practicing” and “Summarizing” activities on page 118 of the student book.
 ● Foster autonomy, by encouraging them to complete activities with the cut-outs
included in the student book. . Help them work independently, but remember to
supervise the safe and correct use of scissors.

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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