6th SCIENCE

Grade WEEK 13: April 29th to May 3rd, 2024

Teacher: Yesid Ricaurte Ch.
PROJECT Journey Through Time: Exploring the Calendar
ACTIVITY DESCRIPTION TEACHING RESOURCES.
Opening prayer of the day (5 min) https://www.youtube.com/watch?v=ta4SmdrlS-
WARM-UP:
Watch the video (5 min) o
PREVIOUS
Feedback (5 min) Asking to students.
KNOWLEDGE:
PRESENTATION: Giving orders to students (5 min) Speaking to the class.
Date Activities Description
May 1st  Large poster board or chart paper
(Day off)  Markers

🪅
 Pictures or illustrations representing the Gregorian calendar
Materials
 Reference books or online resources about calendars
Needed
 Paper
 Pencils

Activity 1. Introduction (5 minutes): Start by discussing the importance of calendars in everyday life. Ask questions such as:
Steps: What is a calendar? Why do we use calendars? How does the calendar help us organize our time?
May 2nd
2. Gregorian Calendar Overview (5 minutes): Introduce the Gregorian calendar, which is the calendar most widely
used today. Explain its origins and how it replaced the Julian calendar. Discuss the months, days of the week, and how
leap years are accounted for.

3. Calendar Components (10 minutes): Break down the components of the Gregorian calendar. Draw a large calendar
grid on the poster board, showing the months, days, and years. Label each month and day of the week. Discuss the
significance of each component.

4. Calendar Timeline (10 minutes): Draw a timeline on the poster board, starting with the origins of the calendar and
extending to the present day. Mark important historical events related to the calendar, such as the adoption of the
Gregorian calendar or significant reforms.
 5. Months and Seasons (5 minutes): Discuss the relationship between the months and the seasons. Explain how the tilt
of the Earth's axis causes the changing of seasons and how this is reflected in the calendar.

6. Personal Calendar (10 minutes): Have students create their own personal calendar for a specific month. They can
include important dates, events, or holidays that are meaningful to them. This activity helps reinforce the practical use of
calendars in daily life.

7. Conclusion (5 minutes): Wrap up the project by reviewing what students have learned about the calendar. Discuss its
importance in organizing time and planning activities.
ASSESMENT Assess students' understanding through their participation in discussions, creation of personal calendars, and their ability
: to demonstrate knowledge of the Gregorian calendar and its components.
ASSIGNMENT: No homework
Extension (if time allows):
OBSERVATIONS: If time permits, students can research and present on specific topics related to calendars, such as the history of
timekeeping devices or the role of calendars in different cultures.
 QUALITATIVE ASSESSMENT
ASSESMENT
LOW
CRITERIA
The student did not submit his
work on the platform, or mail,
Sending there is no evidence of
specifications justified excuse.
Range (1.0 – 5.9)
The information in many cases
is messy and incoherent, and
there is no relationship
Content
between texts, images,
graphics and tables.
Range (1.0 – 5.9)
The text has many spelling
errors or plagiarism of the web
Drafting
or other work is evidenced.
Range (1.0 – 5.9)
The student did not take into
account the instructions in the
Presentation guide to develop the activity.
Range (1.0 – 5.9)
BASIC
The student does not deliver
his work in the homework
space or sends it outside the
established time.
Range (6.0 –7.9)
The information is sufficiently
ordered, and coherent,
sometimes there is a
relationship between texts,
images, graphics and tables.
Range (6.0 –7.9)
The text has several spelling
errors. And it does not contain
elements of coherence and
cohesion, which makes it
difficult to understand.
Range (6.0 –7.9)
The student omitted many
instructions from the guide to
develop the activity.
Range (6.0 –7.9)
TOTAL POINTS ACHIEVED
HIGH
The student submits their work on
the platform as indicated in the
activity, but the format is not
indicated or makes it difficult to
review.
Range (8.0 – 9.5)
The information appears ordered,
and most of it is coherent and there
is almost always a relationship
between texts, images, graphics and
tables.
Range (8.0 – 9.5)
The text has some spelling errors
and elements of coherence, but not
cohesion, which makes it difficult
to understand.
Range (8.0 – 9.5)
The student took into account some
instructions in the guide to develop
the activity.
Range (8.0 – 9.5)
SUPERIOR
The student submits their work
on the platform as indicated in
the activity (complying with the
specifications)
Range (9.6 - 10)
The information appears very
orderly, it is coherent and there
is a relationship between texts,
images, graphics and tables.
Range (9.6 - 10)
The text presents an excellent
spelling and contains elements
of coherence, cohesion that
allows its understanding.
Range (9.6 - 10)
The student took into account all
the instructions in the guide to
develop the activity.
Range (9.6 - 10)