Micro-curricular planning of didactic unit

Name of institution
Name of teacher Date
Area Grade School year
Subject Time
Didactic unit Matter and its transformations
Objective of the unit O.CN.3.7. To ask questions and give answers about the properties of matter, energy and its manifestations, by means of inquiry experimental and
assess its application in everyday life.
Evaluation criteria CE.CN.3.8. To explain, from the execution of simple experiments, in various substances and bodies of the environment, the differences between heat
and temperature; and, communicates, in graphic form, the forms of heat transmission (conduction, convection and radiation).

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.3.3.1. To Anticipation I.CN.3.6.3. To show, from Technique:
● Flashcards of
demonstrate the specific the exploration of Test
● Classify matter by dividing students into small groups. Give each group an objects
properties of matter. To substances, the
experiment and envelope with different images of objects (living and inert) and ask them to find properties of matter.
● Envelopes Instrument:
communicate results. ways to classify them. Share their grouping with the class. (J.3., S.2.) Written
● Develop critical thinking by asking students if all the objects from the images are ● Computer
made of the same matter. ● Internet

Construction ● Notebook

● Introduce the structure of matter by watching the video in the following link ● Student book
https://www.youtube.com/watch?v=vlSOESXQI7o Ask students to write in their
● Shoe box
notebooks what they found most interesting about matter.
● Identify the structure of matter by asking students to read the “Connecting” ● Styrofoam balls
section of the student book, page 76. Ask students to work in pairs and make a
conceptual map of the corpuscular theory of matter.
● Demonstrate the specific properties of matter by experimenting with the activity
described in the “Practicing” section of the student book, page 77. Associate the
experiment with the states of matter and ask students to answer questions 1a –
1c. Ask students to write a report of the experiment, take into account the
suggestions given in the “Language Extension” section of the teacher’s guide,
page 89.
● Analyze states of matter by dividing students in groups and assigning them one of
the readings of the different states described in “Connecting” section of the
student book, page 78 and 79. Ask them to summarize the information in their
 notebooks.
● Explain and teach the information from the previous activity to their classmates by
forming new groups with one member of each of the previous groups. Ask each
student to teach about the state of matter they learned and encourage them all to
write all the new information in their notebooks.
● Associate new knowledge by asking students to individually complete the
“Practicing” and “Summarizing” section of the student book, page 80.

Consolidation
● Assess comprehension by asking students to complete the “Quiz Yourself”
section of the student book, page 81.
● Identify substances by carrying out the activity described in the “Language
Extension” section of the teacher’s guide, page 93.

CN.3.3.7. To Anticipation I.CN.3.8.1. To establish Technique:

● Flashcards of
experimentally differences between heat Test
● Recognize the different states of matter by posting images of different objects in objects
demonstrate differences and temperature and
between temperature and solid, liquid and gas form. Ask students to write in their notebooks the name of the communicates, in graphic
● Notebooks Instrument:
heat. To verify them by objects and the state they are in. form, the forms of Written
taking measures in ● Develop critical thinking by asking students what needs to change in order for ● Student book transmission of heat
different substances and (conduction, convection
matter to change from solid to liquid to gas. ● Beaker
through the thermal and radiation), leaning in
equilibrium of bodies. the execution of simple
Construction ● Cold water experiments of various
● Experimentally demonstrate difference between temperatures and heat by ● Warm water substances and bodies of
their environment. (J.3.,
carrying out the activity described in the “Connecting” section of the student book, I.2., I.3.)
● Blue ink
page 82. Ask students to write the answer to questions 1a and 1b in their
notebook. ● Computer
● Compare the observations and predictions from the previous experiment to the
● Internet
information on page 82. Ask students to look at the arrows in the close-up of the
particles on page 82. Explain what the arrows mean by taking into account the ● PowerPoint
explanation on the “Clarifying Concepts” of the teacher’s guide, page 94. program
● Inform about thermometers by dividing students into groups and assigning each a
type of thermometer described on page 83 of the student book. Ask the groups to
prepare a PowerPoint presentation and present it to the class.

Consolidation
● Relate knowledge by asking students to complete the “Language Extension”
section of the teacher’s guide, age 95.
CN.3.3.7. To Anticipation I.CN.3.8.1. To establish Technique:
● Memory game
demonstrate differences differences between heat Observation
● Recognize the different thermometers, their names and use by providing students
between temperatures ● Student book and temperature and
and heat. an envelope with cards to play memory. The students have to match the communicates, in graphic Instrument:
thermometer to its name and use. ● Images of Isaac form, the forms of Registry
● Develop critical thinking by asking students how the temperature can be read in Newton transmission of heat
(conduction, convection
the thermometers. ● Images of and radiation), leaning in
Newton’s the execution of simple
Construction instrument experiments of various
● Define the first unit of measurement by explaining to students the information substances and bodies of
● Notebook their environment. (J.3.,
explained in the “In 5 Minutes” from the teacher’s guide, page 96. Display a I.2., I.3.)
picture of Isaac Newton and the instrument he used. Ask students if they know ● Plate
anything else about Newton.
● Ice cubes
● Identify the different scales used to measure temperature by asking students to
● Glass
take turns reading aloud the information on page 84 of the student book.
● Demonstrate the differences between the different temperature scales by asking ● Warm water
students to create in their notebooks a three-way Venn diagram. ● Thermometer
● Demonstrate differences between temperatures and heat by carrying out the
● Plastic cups
activity described in page 85 of the student book.
● Understand the difference between temperature and heat by reading as a class ● Juice

the information following the experiment. Take into consideration the “Clarifying
Concepts” section of the teacher’s guide, page 97. Ask students to highlight the
most important information.
● Demonstrate thermal equilibrium by carrying out the activity described in the
student book, page 86. Ask students to record the results of the experiment in 3c.
● Identify measurements of temperature by asking students to complete the
“Practicing’ section of the student book, page 87.

Consolidation
● Apply knowledge by carrying out the “Language Extension” section of the
teacher’s guide, page 97.
● Experiment with temperature by asking students to carry out the activity described
in the “Science Lab” in the student book, page 92 – 95.
 CN.3.3.8. To experience Anticipation I.CN.3.8.1. To establish Technique:
● Notebook
the transmission of heat differences between heat Observation
● Identify how heat transfers from one body to another by asking students to draw
and deduce the way in ● Markers/pencil and temperature and
which conduction, in their notebooks an experience of how this happens. communicates, in graphic
crayons Instrument:
convection and radiation ● Develop critical thinking by how can this transfer of heat can happen. form, the forms of Registry
occur. ● Student book transmission of heat
(conduction, convection
Construction ● Plastic cups and radiation), leaning in
● Experience the transmission of heat and deduce the way in which conduction the execution of simple
● Metal spoon experiments of various
occurs by carrying out the activities described in the student book, page 88. Ask substances and bodies of
students to answer question 2a and 2b in their notebook and write a summary of ● Warm water
their environment. (J.3.,
what conduction is, based on the experience and the information explained in the I.2., I.3.)
● Plastic spoon
section.
● Experience the transmission of heat and deduce the way in which convection ● Wooden spoon
occurs by carrying out the activity described in the student book, page 89.ask ● Margarine
students to write a description of what happens to the pieces of paper over time.
● Experience the transmission of heat and deduce the way in which radiation ● Beaker

occurs by observing the picture of the furnace in page 89 and reading the ● Small pieces of
information in the Radiation section. Ask students to write a summary of radiation paper
in their notebooks.
● Burner
● Describe the different mechanisms of heat transfer by asking students to
complete the “Practicing” and “Summarizing” section in the student book, page ● Cutout 4
90.

Consolidation
● Assess knowledge by asking students to complete the “Quiz Yourself” section of
the student book, page 91.
● Analyze concepts of temperature and heat transfer by carrying out the activity
described in the “Language Extension” section of the teacher’s guide, page 103.

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: