Professional Documents
Culture Documents
Name of institution
Name of teacher Date
Area Grade School year
Subject Time
Didactic unit Unit 1 – Energy in the Environment
Objective of the unit O.CN.3.3 To investigate ecosystems, their biodiversity with their interrelations in order to assess the diversity of ecosystems and of the species.
Evaluation criteria CE.CN.3.3. To analyze, from inquiry and observation, the dynamics of ecosystems according to their characteristics, the mechanisms of interrelation
with living beings.
Consolidation
● Identify autotrophic and heterotrophic organisms by completing the “Practicing”
section of the student book, page 13. Check the answers.
● Analyze the activities carried out in a day, and the energy consumed, by asking
students to carry out the activity described in the “Language Extension” section of
the teacher’s guide, page 15. Share their answers in class.
Consolidation
● Distinguish vocabulary by carrying out the activity described in the “Language
Extension” section of the teacher’s guide, page 21.
To explain Anticipation Paper To examine the Technique:
photosynthesis and the Expose the drawing of the difference between heterotrophic and autotrophic Markers/pencil importance of Observation
contribution of scientists organisms done by students. crayons photosynthesis and the
in this area. Develop critical thinking by asking students how plants use light to make their own Ecosystem images difference between Instrument:
nutrients. Notebook autotrophic and Registry
Pencil heterotrophic organisms.
Construction Student book
Identify temperature as a factor affecting photosynthesis by watching the video Internet
found in the following link https://www.youtube.com/watch?v=HkzRwHbDM7U Poster paper
Explain photosynthesis by comparing the results of plants under different
temperature by looking at the pictures in the “Connecting” section of the student
book, page 19. Read the information and ask students to fill out a comparison
Venn diagram of the influence of cold and warm weather on photosynthesis.
Share in class.
Compare results from each students after they have carried out the activity
described in the “Challenge” section of the student book, page 19. Follow this
activity with the explanation described in the “Language Extension” section of the
teacher’s guide, page 23.
Associate different ecosystems, plants and temperature by carrying out the
activity described in the “Clarifying Concepts” section of the teacher’s guide, page
24.
2Ask different students to read out loud the information on page 20 and 21, ask
students to underline any vocabulary needed to explain, and clarify any
information needed.
Infer on the graph in the “Practicing” section of the student book, page 22.
Complete the rest of the section and check answers as a group.
Understand the importance of conservation by asking students to read the
“Education through Values” section, page 21. Complete the activity described in
the “Language Extension” section of the teacher’s guide in page 25. Ask students
to complete their work with a poster with their information. Present it in class.
Assess knowledge by completing the “Quiz Yourself” section of the student book,
page 23.
Consolidation
Carry out the scientific process by carrying out the “Science Lab” section of the
student book, page 24, 25. Discuss the results in class.
Consolidation
Observe living things directly in an ecosystem by carrying out the activity
described in the “Language Extension” section in the teacher’s guide, page 35.
Ask them to write in their notebook about the experience.
Consolidation
Recognize animals as different types of consumers, by carrying out the
“Language Extension” section of the teacher´s guide, page 37.
Identify the three steps in a food chain by asking students to carry out the
“Language Extension” section of the teacher´s guide, page 39. Present their work
in class.
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