Micro-curricular planning of didactic unit

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Didactic unit Unit 4 – Earth and its Resources
Objective of the unit O.CN.3.8. Infer some of the cause-effect relationships that occur in the atmosphere and on Earth, like solar radiation, the patterns of warming of the
earth's surface and climate.
Evaluation criteria CE.CN.3.12. Explains, from observation and inquiry in various sources, the causes and consequences of catastrophes climatic conditions in living
beings and their habitats, based on prior knowledge of the characteristics, elements and factors of the climate, the function and properties of the air and
the ozone layer in the atmosphere, valuing the importance of the seasons and meteorological data and proposing protection measures against UV rays.

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.3.4.9. To observe the Anticipation I.CN.3.12.3. Form a Technique:
● Student book
atmosphere. To describe simple investigation of Test
● Describe the characteristics of the layers of the Earth by completing the activity
its layers according to ● Teacher´s guide the state of air quality,
their distance from the proposed in the “Setting off” section on the teacher´s guide, page 126. Dived the based on the Instrument:
lithosphere and identify class in three groups and assign each group the following: atmosphere, ● Notebook understanding of its Oral
its importance for the lithosphere and hydrosphere and ask them to follow the instructions. importance for life, its
preservation of life. ● Computer properties, the functions
● Develop critical thinking by asking students “What are the ideal conditions for life
and effects of pollution in
on Earth?” ● internet the environment. (J.3.,
● Pencils S.3.)
Construction
● Differentiates the characteristics of the layers of the Biosphere (atmosphere, ● Science
lithosphere and hydrosphere) by asking students to read the information of the Magazines
“Connecting” section on the student book, page 112. Extend knowledge by ● Scissors
visiting the listed apps of “Recommended Apps” section on the teacher´s guide,
page 126. Take in consideration the information given in the “Clarifying” section ● Glue
on the teacher´s guide, page 128.
● Markers/pencil
● Describe the components of the Biosphere by completing the activities 1 and 2 of
crayons
the “Practicing” section on the student book, page 113. Then, ask students to infer
after reading the information of question 3 of the “Practicing” section, and ask ● Poster paper
them to answer questions a and b. Take up answers.
● Illustrations of the
● Summarize the information learned by completing the chart of the “Summarizing”
earth
section on the student book, page 113.
● Observe the components of the Biosphere by watching the following video:
 “Biosphere- Video Learning- Wizscience.com https://www.youtube.com/watch?
v=xwrsu4w9qkI. Then ask students to answer the following questions in their
notebooks:
The biosphere is the global sum of all _______________.
The earliest evidence for life on Earth include __________________ graphite
found in a ________ billion-year-old metasedimentary _________________.
“Biosphere” was coined by geologist, ____________________ in _____________
● Design and build your own biosphere based on a single ecosystem. To make your
biosphere habitable for life, start with soil, air and water —the media that support
the bios (life) in the biosphere. You will also need to provide food for the
inhabitants inside their enclosed environment. Ask them to create this project at
home with recycled materials.

Consolidation
● Describe the ideal conditions for life on Planet Earth and compare with the
characteristics of another planet, identify if is possible the existence of life on
another planet. Ask students to write their ideas on their notebook. Finally, ask
them to form pairs and complete the activity proposed on the “Language
extension” section on the teacher´s book, page 129.

CN.3.4.9. To observe the Anticipation I.CN.3.12.3. Form a Technique:

● Student book
atmosphere. To describe simple investigation of Test
● Take a globe to the class and ask students to observe it, later to draw and color it,
its layers according to ● Teacher´s guide the state of air quality,
their distance from the and finally label de layers from Earth that they already know. based on the Instrument:
lithosphere and identify ● Develop critical thinking by asking students “What are the causes of the holes in ● Notebook understanding of its Written
its importance for the importance for life, its
the ozone layer?” ● Computer
preservation of life. properties, the functions
and effects of pollution in
Construction ● internet the environment. (J.3.,
● Infer about the importance of plants and the fundamental role they fulfill for the ● Pencils S.3.)
existence of everyone on the planet by reading to them the information of the
● Scissors I.CN.3.12.1. Proposes
“Connecting” section on the student book, page 114.
protective measures
● Describe the characteristics and composition of the Atmosphere by observing the ● Glue against lightning
graphic and later reading the information of the layers of the Atmosphere on the ● Markers/pencil UV, according to the
student book, page 115. Ask students to underline the main ideas, then to copy understanding of the
them on their notebook. crayons functions of the
● Globe atmospheric layers and
● Reinforce the information about the layers of the atmosphere by playing the game the importance of the
proposed in the “language extension” section on the teacher´s guide, page 131. ozone layer.
● Infer about the importance of the Atmosphere for life and obtaining natural (J.2., J.3., S.1.)
resources by reading the text on the student book, pages 116 and 117. Take in
consideration the information given in the “Possible difficulties” section on the
teacher’s guide, page 132. After reading clarify any information students may

CN.3.4.9. To observe the
atmosphere. To describe
its layers according to
their distance
from the lithosphere and
identify its importance for
the preservation of
have, ask them if they know other uses of the components and characteristics of
the atmosphere than the ones listed on the student book. Write them on the
board.
● Identify the characteristics of the atmosphere by completing the questions of the
“Practicing” section on the student book, page 117. If students need to review the
information they can go over the text again.
Consolidation
● Carry out the activity proposed in the “Summarizing” section on the student book,
page 117. Follow all the instructions given. Encourage students to present to their
classmates.
● Analyze the information given in the presentations by carrying out the activity of
the “Language extension” section on the teacher´s guide, page 133.
Anticipation I.CN.3.12.3. Form a Technique:
● Student book
simple investigation of Observation
● Stress the importance of caring for water resources. Ask students to brainstorm
● Teacher´s guide the state of air quality,
about ways of taking care of the water on the planet. Write their ideas on the based on the Instrument:
board, they can then copy to a poster paper. ● Notebook understanding of its Registry
● Develop critical thinking by asking students “What are some [natural] places importance for life, its
● Computer properties, the functions
where you can find water?” and effects of pollution in
● internet the environment. (J.3.,
Construction S.3.)
● Pencils
● Identify the distribution of water on the planet and what percentage of water there
● Markers/pencil
is for human consumption by reading the information of the “Connecting” section
crayons
on the student book, page 118. After having identified that it is only a small
percentage of water for human consumption, ask students to contribute with ideas
for water purification. Ask them to write it on their notebooks.
● Describe the importance of the Hydrosphere for life by reading the information on
the student book, page 119. Ask students to underline the main ideas of the text.
Later, read to them the text of the “In 5 minutes” section on the teacher´s guide,
page 135. Finally, ask them to form pairs and talk about “what would happen if
water runs out on the planet?” Take up answers.
● Reinforce knowledge by carrying out the activity of the “Language extension”
section on the teacher´s guide, page 135.
● Identify some of the uses of water by reading the information of the text on the
student book, page 120. Highlight the main ideas. Ask students to make a
summary in their notebook of the most important information highlighted in the
book.
● Reinforce knowledge by completing the exercises of the “Practicing” section on
 the student book, page 121. Take in consideration the advice given on the
“Possible difficulties” section on the teacher´s guide, page 137.

Consolidation
● Assess comprehension by asking the students to think about other uses of water
that have not been mentioned in the text. Then, ask them to follow the instructions
of the “Language extension” section on the teacher´s guide, page 137.
● Assess knowledge by carrying out the activity of the “Summarizing” section on the
student book, page 121. Ask the students to compare their answers.

CN.3.4.4. To analyse the Anticipation I.CN.3.10.1. Analyze the Technique:

● Student book
structure models of structure of the Earth Test
● Recognize the structure models of Planet earth watch the following video “Why
Planet Earth and ● Teacher´s guide (layers, components)
differentiate its layers does the earth have layers?” https://www.youtube.com/watch?v=WwiiOjyfvAU. as part of the solar Instrument:
according to their Pause the video any time you need to clarify information students have. After ● Notebook system and its orbit, with Oral
components. watching the video ask student to draw the chemical and mechanical model on respect to the Sun and
their notebooks. ● Computer the rest of planets. (J.3.)
● Develop critical thinking by asking students “Why are there different layers to the ● internet
structure of the Earth?” ● Pencils

Construction ● Markers/pencil
● Analyze the structure models of Planet Earth and differentiate its layers according crayons
to their components by reading the information on the student book, pages 122 ● Poster paper
and 123. Highlight the main ideas. Ask students to work in pairs and create a
mind map on a poster paper with the information of the chemical and physical ● Projector
model on the student book read before. Hang the poster paper in the classroom.
Take in consideration the information given on the “Clarifying concepts” and
“Possible difficulties” sections on the teacher´s guide, page 139.
● Ask students to use the words from the “Word focus” section and create
sentences on their notebooks.
● Divide the class into groups. Tell the students that for this activity they should use
the information learned in this lesson and ask them to follow the instructions of the
“Language extension” section on the teacher´s guide, page 139. Encourage
students to presents their skits to the class.
● Describe the characteristics of the layers of the earth and how they allow life and
provide natural resources by reading the information on the student book, pages
124 and 125. Ask students to summarize the information in a chart. Take in
consideration the information of the “Clarifying concepts” section on the teacher´s
guide, page 141.
 ● Identify the natural resources that the can be found in the Lithosphere. Ask
student to follow the instructions of the “Language extension” section on the
teacher’s guide, page 141.
● Apply knowledge by carrying out the activities of the “Practicing” section on the
student book, page 126. Take up the answers. Take in consideration the advice
given on the “Possible difficulties” section on the teacher´s guide, page 142.

Consolidation
● Summarize the information of the lesson by completing the exercise of the
“Summarizing” section on the student book, page 126.
● Assess knowledge by carrying out the activities of the “Quiz yourself” section on
the student book, page 127.

CN.3.4.10. To recognize Anticipation I.CN.3.12.1. Proposes Technique:

● Student book
the function of the Ozone protective measures Test
● Direct the students to a discussion about the effects of pollution on the planet.
Layer. ● Teacher´s guide against lightning
You can ask these questions to start the discussion. “What are the changes that UV, according to the Instrument:
they have been able to see in the climate in recent times?” “What do they think ● Notebook understanding of the Written
are the consequences of air pollution?” functions of the
● Computer atmospheric layers and
● Develop critical thinking by asking students “What human activities create
the importance of the
pollution?” ● internet ozone layer.
● Pencils (J.2., J.3., S.1.)
Construction
● Identify the causes of the main problems that affect the earth’s layers by reading ● Markers/pencil
the information on the student book, pages 128 and 129. Later, ask the students crayons
to extract the main ideas from the text and create a graphic organizer with them. ● Poster paper
● Investigate about the damage that pollution brings in all living beings, ask
students to create a presentation with posters. Encourage student to present it to
the class. Take in consideration the information given on the “Clarifying concepts”
section on the teacher´s guide, page 144.
● Recognize the effects of pollution in the air by asking students to carry out the
activity proposed in the “Language extension” section on the teacher´s guide,
page 145. Take up the answers.
● Recognize the ways that we can protect the atmosphere by reading the
information on the student book, page 130. Imagine that you are in charge of
creating environmental protection laws in your country. Create laws that will help
protect the environment and reduce pollution. Students can work in groups of
three or four.
● Identify the causes of the main problems that affect the earth’s layers by
 completing the exercises 1, 2 and 3 of the “Practicing” section on the student
book, page 131. Take in consideration the advice given on the “Possible
difficulties” section on the teacher’s guide, page 147.

Consolidation
● Assess comprehension by completing the activity of the “Summarizing” section on
the student book, page 131.
● Identify the causes of the main problems that affect the earth’s layers and
propose protection measures by completing the exercise proposed in the
“Language extension” section on the teacher’s guide, page 147.

To describe how people Anticipation Analyze, from the Technique:

● Student book
are doing things to investigation in diverse Test
● Ask the students if they have ever seen examples of water pollution. Have them
reduce negative inputs ● Teacher´s guide sources, the importance
to Earth’s hydrosphere give details like location, type of water body, type of pollution, did they tell of the water, process of Instrument:
system. someone about it/make an effort to clean it up? ● Notebook purification and the use Oral
● Develop critical thinking by asking students “How much water do we use?” of clean technologies for
● Computer management and
conservation of the Earth
Construction ● internet ´s hydrosphere system.
● Describe changes in the Hydrosphere made by the overexploitation and water ● Pencils
pollution by reading the information of the “Connecting” section on the student
● Markers/pencil
book, page 132. Guide the students to a discussion. Divide the class into two
groups, the first group must defend the idea of the creation of hydroelectric plants crayons
and the second group must defend the idea of protecting the environment from ● Poster paper
the creation of hydroelectric plants. Allow students to do research on the internet
or reference books before the activity.
● Identify the causes of water pollution and describe how people are doing things to
reduce negative inputs to Earth´s hydrosphere system by reading the information
on the student book, page 133. Extend knowledge with the information given on
the “Clarifying concepts” section on the teacher´s guide, page 149.
● Recognize protection measures by asking students to read the text and highlight
the most important information on the student book, page 134.
● Applies the knowledge and vocabulary learned in the unit and performs the
proposed activity of the “Language extension” section on the teacher´s book,
page 149.
● Identify changes in the hydrosphere caused by humans by completing the activity
of the “Practicing” section on the student book, page 135.

Consolidation
 ● Assess comprehension by completing the activity of the “Summarizing” section on
the student book, page 135
CN.3.5.4. To investigate Anticipation  Student book I.CN.3.3.3. Poses and Technique:
the contribution of  Teacher´s guide communicates protection Observation
● Ask students to draw a diagram showing the atmosphere, lithosphere and
science and technology  Notebook measures (solid waste
to waste management. hydrosphere. Encourage students to include elements on each, such as clouds in management), towards
 Computer Instrument:
To apply techniques to the atmosphere, mountains in the lithosphere and rivers in the hydrosphere. Then ecosystems and
 internet Registry
manage solid waste in have students write a short description of the three layers. threatened native species
 Pencils
local ecosystems and ● Develop critical thinking by asking students “Why is soil important for all living in the Protected Natural
 Markers/pencil
infer the impact on the Areas of Ecuador,
things?” crayons
environmental quality. consolidating its proposal
 Projector
in the scientific
Construction contributions of local
● Identify some of the changes that have occurred in the lithosphere by reading the researchers. (J.3., I.1.,
I.3.)
information of the “Connecting” section on the student book, page 136. After
reading ask student to answer the following question in their notebook: “Which is
the data that surprised me the most?” “Which is the data that worried me the
most?” and “which is the reality that we must work for?”
● On our planet there exist places protected from human activity, such as national
parks and nature reserves. While visiting, it is necessary to respect the safety
measures of these places. Ask student to identify and make a list of the National
parks and nature reserves that exists in Ecuador.
● Identify the causes of the main problems in the Lithosphere and how we can
protect it by reading the text on the student book, page 137. Later watch the
following video: “What really happens to the plastic you throw away - Emma
Bryce” https://www.youtube.com/watch?v=_6xlNyWPpB8. Ask students to
comment on the video.
● Apply knowledge by completing the questions 1 and 2 of the “Practicing” section
on the student book, page 138. Then, ask student to form pairs to answer
question 3 of the same section. Take up answers.
● Summarize the information by completing the chart of the” Summarizing” section
on the student book, page 138.

Consolidation
● Identify the changes caused by human beings in the three layers of planet earth
and complete the table of the “Quiz yourself” section on the student book, page
139.
● Assess comprehension by completing the activities of the “Let´s Check” section
on the student book, pages 140 and 141.
Explain the formation of Anticipation  Student book Analyze the Technique:
soil, its properties and the  Teacher´s guide characteristics, training, Observation
● Engage the students by taking them outside to different places on the school
importance of protecting  Notebook classification and causes
it from pollution. grounds to see how soil is different and is made up of different material. Have of soil deterioration and
 Computer Instrument:
students dig soil from under bushes, under trees, and on open ground and put the proposes strategies of
 internet Registry
soil into large baggies. Allow students to examine the different materials that are conservation for this
in each soil sample to see that soil is a mixture and might have different purposes.  Pencils
natural resource.
 Markers/pencil
● Develop critical thinking by asking students “How do soils form?” crayons
Construction  Zip lock baggies
 Activity card 6
● Identify the composition of soil by reading the information of the “Connecting”
 Cutout 6
section on the student book, page 142.
● Soil is made of 5 Horizontal levels, identify them by reading the text on the
student book, page 143. Ask students to copy the image on that section of soil
layers in their notebooks and ask them to write one fact from each layer.
● Reinforce knowledge by carrying out the activity of the “Language extension”
section on the teacher´s boo, page 159. Students should be able to present and
explain the drawings.
● Recognize the formation of soil and its properties that can be classified as
physical, chemical or biological by reading the text on the student book, pages
144 and 145. Summarize the information of this section and complete the gaps
from the “Summarizing” section on the student book, page 145.
● Distinguish the types of soil according to its composition by reading the text of the
student book, page 146.
● Identify the importance of protecting soil from pollution by completing the
“language extension” section on the teacher´s guide, page 161.

Consolidation
● Expand knowledge by carrying out the activity of the “Exploring” section on the
student book, page 146.
● Assess knowledge by completing the activities of the “Quiz yourself” section on
the student book, page 147.
● Carry out the scientific process by carrying out the “Science Lab” section of the
student book, pages 148 and 149. Discuss the results in class.
 Explain the Anticipation  Student book Analyze the Technique:
consequences of erosion  Teacher´s guide characteristics, training, Test
● Remember the facts that cause weathering by watching the following video:
on the surface of the  Notebook classification and causes
earth and identify the “Weathering and Erosion: Crash Course Kids #10.2” of soil deterioration and
 Computer Instrument:
causes. https://www.youtube.com/watch?v=R-Iak3Wvh9c. proposes strategies of
 internet Written
● Develop critical thinking by asking students “How Does Erosion Affect My World?”  Pencils conservation for this
natural resource.
 Markers/pencil
Construction crayons

● When soil is worn down by human activity, water and wind it’s called erosion.
Expand knowledge on erosion and its types by reading the information of the
“Connecting” section on the student book, page 152, 153.
● Demonstrate erosion by carrying out the activity proposed on the “Language
extension” section on the teacher´s guide, page 169. Divide the class in small
groups. Ask students to research first at home.
● Identify the consequences of erosion by reading the text on the student book,
page 154. Ask students to recognize the consequences of erosion in their region,
ask them to give examples and write them on the board.
● Identify soil protection measures, ask students to form pairs and create a list of
soil care. Take up answers.
● Explain the consequences of erosion on the surface of the earth and identify the
causes by completing the exercise of the “Practicing” section on the student book,
page 155.
● Summarize the information by completing synoptic table of the “Summarizing”
section on the student book, page 155.

Consolidation
● Assess comprehension by answering question 1 and 2 of the “Quiz yourself”
section on the student boo, page 155.

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
 Bibliography/webgraphy

Produced by: Reviewed by: Approved by:

Teacher: Name: Name:

Signature: Signature: Signature:

Date: Date: Date: