Micro-curricular planning of didactic unit

Name of institution
Name of teacher Date
Area Grade School year
Subject Time
Didactic unit Unit 2 – Energy
Objective of the unit To explain concepts of energy, ask questions and give answers about its properties and forms, and identify how energy changes by assessing its
application in everyday life.
Evaluation criteria To analyze the importance and applications of energy, from the inquiry, observation and exploration in objects of their environment.

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
To explain the concept of Anticipation To explain the Technique:
● Board
energy and some of its importance of energy, its Test
● Identify energy use in homes by drawing a house on the board and having a few
forms and properties. ● Board markers forms and properties, as
students come up and point out different devices using electricity. Give them well as the influence in Instrument:
adhesive post-its to write each device they name and stick on the board. ● Post-it notes everyday life. Registry
● Develop critical thinking by asking the following questions: How does electricity
● Student book
reach your homes? How does electricity work in this country?
● Teacher’s guide
Construction
● Notebook
● Discover what energy is capable of, by observing the images on page 52 of the
● Power Point
student book. Prepare colored big posters with such images and explain that
energy is a concept that we hear about and use frequently, but we may not presentation
always understand exactly what it is. ● Computer
● Connect the students with new knowledge about how energy works in events like
● Internet
an earthquake. Use the image on the poster and ask them to share what they
know about these events around the world and over time.
● Complement knowledge, by preparing a Power point presentation with few
examples of earthquakes in different countries and how an earthquake’s intensity
can be measured by the most commonly used system, the Richter scale, which
measures the amount of energy released. According to this scale, an earthquake
with a magnitude of 7 releases 1,000 times more energy than one with a
magnitude of 5!
● Discover the scientific skills of measuring and recording, by carrying out Activity 3
proposed in the teacher’s guide, page 59.
 ● Explain the concept of energy and some of its forms and properties by teaching
students that food is a source of energy. Use the big colored poster with the
image of a gazelle and once they have read the related explanation on page 52 of
the student book, ask one of them to explain such process in class.
● Identify one of the units of measurement, a calorie (cal), which is usually used to
measure the amount of energy in food. Another one is the kilowatt-hour (kWh),
which is used to measure the amount of energy used over an hour, and the one
internationally recognized unit is the joule (J). Draw a conceptual map on the
board. Give them access to the internet to research about units of measurement
of energy.
● Discover why the unit for measuring energy is the joule. It bears its name in
honor to an English scientist, James Prescott Joule, who is known for his physics
studies, specifically with regard to electricity, thermodynamics and energy
● Invite the students to watch the following video: https://www.youtube.com/watch?
v=e-LlAgs3GP8. Make questions and let them share their answers in class.
● Research the meaning of new words like “elastic” and “gravitational”, related to
this topic and make the students share their findings in class.

Consolidation
● Carry out the activities described in the “Language Extension” section of the
teacher’s guide, page 61. Let the class discuss their findings.
● Assess new knowledge, by ensuring the students know what they must do during
an earthquake. Hang up on the wall colored cardboards detailing the essential
recommendations to be followed in case of such an event.

To identify situations in Anticipation To explain the Technique:

● Student book
your immediate importance of energy, its Test
● Explore different living and non-living things which may need energy to work, by
environment that produce ● Teacher’s guide forms and properties, as
changes in energy. asking to the students to give examples. well as the influence in Instrument:
● Develop critical thinking by asking the students what they think we can do with ● Notebook everyday life. Registry
energy. ● Ball

Construction ● Paper

● Identify situations in the immediate environment that produce changes in energy, ● Markers/pencil
by asking students to go outside the class and collect objects which they may crayons
work with energy or produce it. Let them explain their ideas in class.
● Pencil
● Discover together the key ideas towards potential energy, elastic potential energy,
● Power Point
gravitational potential energy, kinetic energy, chemical energy, thermal energy,
heat, electric energy, radiant energy, nuclear energy and sound energy. Form presentation
 groups and ask each of them to work on the different kinds of energy, described
on pages 53 and 54 of the student book. Ask the groups to name a team leader
to explain different forms of energy work.
● Investigate more about each type of energy by asking the students to search in
the internet, make interviews to their families about their knowledge of energy,
and thus lead them to collect information.
● Identify the principles behind some types of energy, by encouraging them to do
related experiments towards each concept. Tell the students the can check the
following links to research: https://www.youtube.com/watch?v=XiNx7YBnM-s,
https://www.youtube.com/watch?v=zXAimcxQprg
https://www.youtube.com/watch?v=AcP7YcrIsVE
● Reinforce new knowledge, by registering each step of experiments’ process on a
worksheet. Write their ideas down on color cardboards to hang them up on the
walls.
● Explore what Dark energy is, by watching the following video:
https://www.youtube.com/watch?v=QAa2O_8wBUQ. Dark energy acts as a
repulsive force that causes, for example, the separation of galaxies and the
expansion of the universe.
● Clarify concepts, by explaining to the students what thermal and radiant energy is,
as described on pages 62 and 63 of the teacher’s guide.

Consolidation
● Raise awareness on the importance of handling well any type of energy, by
opening a forum, where all the students may share what they know about
accidents prevention and personal safety measures. Brainstorm their ideas and
write them down on the board.
● Carry out the activities described in the “Language Extension” section of the
teacher’s guide, page 63.

To identify situations in Anticipation To explain the Technique:

● Student book
your immediate importance of energy, its Test
● Explain to the students that the most important properties of energy are stated in
environment that produce ● Teacher’s guide forms and properties, as
changes in energy. one of the fundamental laws of science: the law of conservation of energy. This well as the influence in Instrument:
law states that energy can neither be created nor destroyed but can only change ● Notebook everyday life. Written
form and flow from one place to another. Therefore, the total amount of energy
remains the same. ● Ball
● Develop critical thinking, by asking them why they think this can be possible. ● Paper
Invite them to see the following video: https://www.youtube.com/watch?v=-
8atIc3XixY ● Markers/pencil
crayons
 Construction
● Pencil
● Explain the concept of energy and some of its forms and properties, by making
● clothing iron
the students read pages 56 and 57 of the student book.
● Illustrate how energy can be transformed into another type of energy, by showing ● portable radio
different objects like a clothing iron, a portable radio, etc. ● A Newton’s cradles
● Research and contrast the amount of energy these objects are capable to device
transform between them. Explain to the students how a traditional light bulb is ● A laptop
only capable of turning 5 percent of the total electric energy into light, while the
other 95 percent is transformed into heat. ● A teapot
● Teach the students how it’s better to use energy efficient light bulbs because they ● Activity cards 2
transform 15 percent of the electric energy into light. This helps care for the and 3
environment.
● Identify situations in the immediate environment that produce changes in energy

● Discover what happens with energy: Energy Is Conserved, Energy Can Be

Stored, Energy Can Transfer and Degrade.
● Clarify the main related principles by using the objects shown on page 57 of the
student book.
● Carry out the “Language Extension” described on page 65 of the teacher’s guide.

Consolidation
● Raise awareness in the students on how they may take care of the planet,
emphasizing on the importance of using energy responsibly. Ask them to write
down on their notebooks, some examples of appliances that are energy efficient
at home, taking into account the following data: (Water heater: 14% of energy
use. Washer and dryer: 13% of energy use. Lighting: 12% of energy use.
Refrigerator: 4% of energy use. Electric oven: 3-4% of energy use.
TV, DVD, cable box: 3% of energy use. Dishwasher: 2% of energy use.
Computer: 1% of energy use. Prepare a big colored poster to support this topic.

● Carry out the “Practicing” and “Summarizing” activities described on page 58 of

the student book. Ask students to do activity 4 using Activity Cards 2 and 3.
● Assess knowledge by asking students to complete the “Quiz Yourself” section in
the student book, page 59.

To explain how energy is Anticipation To explain the Technique:

● Student book
necessary for objects to importance of energy, its Test
● Encourage the students to think in what devices around them may need energy to
change and for living ● Teacher’s guide forms and properties, as
things to carry out their function. Let them share their ideas in class and write them down on the board. well as the influence in Instrument:
vital functions. everyday life. Written
● Develop critical thinking, by asking them what could be the reasons why many ● Notebook
objects that do not need energy to function, like a table or a chair.
● Ball

Construction ● Paper
● Discover how in our daily lives, we use many devices that need energy. For ● Markers/pencil
example, a television, radio and computer all use energy to function. However, crayons
simple objects like scissors, nail clippers, staplers and many other things also
need energy to function. They all need the energy provided by the person who ● Pencil
uses them!
● A fan
● Understand more about Energy and changes. Identify some devices functioning
● A flute
with energy, by asking the students to read pages 60 and 61 of the student book.
Form groups of make the students discover how the different devices shown in ● A clarinet
the images use a specific type of energy. They may read about its origin and how
the energy is transformed. Ask them to explain what they learned. ● A panpipe
● Contrast how different objects use diverse forms of energy to function. For
example, solar calculators use solar energy, and weather vanes use wind energy.
● Explain how energy is necessary for objects to change by bringing a fan to class,
to show the students how electric energy is transformed into kinetic (the blades),
wind (the air) and sound (the sound emitted) energy.
● Recognize each type of energy working in the fan, by making it function.

● Judge the energy input into instruments based on the sound they make, by asking
the students to carry out the “Language Extension” activity described on page 69
of the teacher’s guide.

Consolidation
● Assess knowledge, by dividing the class in two groups. Ask to one of them to
explain how energy is transformed, suggest them to use one of the objects used
in the previous explanations. The other group may explain how certain objects
use human energy to function, by showing with real objects how this is possible.
They may use a panpipe or any other musical instrument like a flute, a clarinet,
etc.

To explain how energy is Anticipation To explain the Technique:

● Student book
necessary for objects to importance of energy, its Test
● Open a forum where students may explain how they think energy acts on living
change and for living ● Teacher’s guide forms and properties, as
things to carry out their things and our bodies, as well. well as the influence in Instrument:
vital functions. ● Develop critical thinking, by encouraging them to use previous knowledge to ● Notebook everyday life. Written
answer the stated question and then make them share their ideas in class. ● Ball
Construction
● Paper
● Explain how Energy and Living Things that use photosynthesis can transform light
● Markers/pencil
energy into chemical energy.
crayons
● Research more about the sun, as the main source of energy on our planet and
● Pencil
necessary to sustain life. Read page 62 of the student book and clarify concepts,
by showing a plant (preferably a big one) while explaining each stage of ● Internet
photosynthesis process, then ask somebody to explain it in own words in the
class.
● Teach the students how our body takes energy from food to perform three main
tasks. Prepare three big color posters to illustrate each of such tasks, as shown
on page 62. Tell them that if our physical activity is intense and lasts a long time,
it uses up much more energy.
● Understand new vocabulary, by using the “Word Focus” section, emphasizing on
the Basal metabolic rate (BMR) concept, which is the minimum daily energy that
an organism at rest needs to stay alive. Watch the following video with your
students in order to clarify what a calorie is and the BMR:
https://www.youtube.com/watch?v=VEQaH4LruUo
● Connect the new knowledge to explain how do our bodies need energy need
each day? Explain the students that the amount of energy varies from person to
person and depends on factors like age, sex, physical activities, and state of
health and whether or not a person is pregnant, by reading aloud page 63 in the
student book.
● Reinforce all about the importance of nutrition by asking the students to carry out
the “Language Extension” activity described on page 71 of the teacher’s guide.
Also invite them to see the following videos: Energy balance and nutritional fact
labels: https://www.youtube.com/watch?v=yqt8aaeHB5k.
● Raise awareness in students, by promoting physical activity as a way of staying
healthy. Ask them to share what kind of physical activities they perform with their
family and friends.

Consolidation
● Carry out the “Practicing” and “Summarizing” activities described on page 64 of
the student book.
● Assess comprehension by asking students to complete the “Quiz Yourself”
section in the student book, page 65.
● Apply new knowledge, by encouraging the students to carry out the activities
proposed in the “Science Lab” section, detailed on pages 66 to 69 of the student
book.
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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