Programación Social and Natural Sciences 5 English

SOCIAL AND NATURAL SCIENCES
(PROJECT LOOK AND THINK)
PRIMARY EDUCATION
FIFTH GRADE
Social and Natural Sciences. 5th grade (Pri ar! Ed"#ati$%)
TA&LE OF CONTENTS
INTRODUCTION Ge%era( )ri%#i)(e* Social and Natural Sciences (Pr$+e#t Look and Think) METHODOLOGICAL PRINCIPLES Ge%era( )ri%#i)(e* Tea#hi%g $- the E%g(i*h (a%g"age i% the Pr$+e#t Look and Think $- Social and Natural Sciences Treat e%t $- #r$** #"rri#"(ar the e* Atte%ti$% t$ di0er*it! &ASIC COMPETENCES &a*i# #$ )ete%#e* a%d *"4#$ )ete%#e* E5ALUATION E0a("ati$% $- ed"#ati$%a( )r$#e** E0a("ati$% $- #$ )ete%#e* MATERIALS THAT MA6E UP THE PROJECT LOOK AND THINK OF SOCIAL AND NATURAL SCIENCES St"de%t*7 ateria( Tea#her*7 ateria( C(a**r$$ ateria( FIFTH GRADE PROGRAMME (THIRD CYCLE) Fi-th grade "%it )r$gra e* Pr$0i*i$%a( di*tri4"ti$% $- #$%te%t* U%it 29 The Earth i% the "%i0er*e U%it '9 P(a%et Earth U%it ,9 ;eather a%d #(i ate U%it 89 La%d*#a)e* i% S)ai% U%it 59 Li0i%g thi%g* U%it .9 P(a%t* U%it /9 I%0erte4rate* U%it :9 5erte4rate* U%it 19 E#$*!*te * U%it 239 Matter U%it 229 Matter #ha%ge* U%it 2'9 F$r#e* a%d a#hi%e* U%it 2,9 The e#$%$ !< )ri ar! = *e#$%dar! *e#t$r* U%it 289 The e#$%$ !< tertiar! *e#t$r U%it 259 Prehi*t$r! a%d A%#ie%t hi*t$r! U%it 2.9 The Midd(e Age* ' ' , 5 5 . / 1 23 23 25 25 2. '3 '3 '2 ', '8 '5 '5 '5 ': ,2 ,8 ,/ 83 8, 8. 81 5' 55 5: .2 .8 ./ /3
2 Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)
INTRODUCTION
Ge%era( )ri%#i)(e* The phase of Pri ar! Ed"#ati$% constitutes a fundamental period in the formation of the person. Boys and girls reach the maximum intellectual and social development in this phase, which will determine not only their future learning but many other vital elements. Furthermore, as it is situated within the broadest educational framework, it is necessary to relate its content both to the preceding phase as well as that of the subsequent phase, allowing a stable line of development and continuity. To these factors two more are added firstly, the fact that educational processes have to be in accordance with the guidelines emanating out of existing legislation, which at all times is responsible for guaranteeing that the school offers an adequate response to the demands of society! and secondly, the need to adapt educational pro"ects and curriculum to the educational institution9 #resent$day society is characterised by its great complexity and dynamism, features that determine its development. The school of the 2%st century, in which the introduction of new curricular elements such as basic competences, cannot remain at the margin of this reality, but, on the contrary, has to take on the challenge of offering a suitable response to citi&ens, creating an education that guarantees its future. 'n #rimary (ducation, the curriculum undertakes ) To adapt teaching to the necessities and de0e($) e%ta( #hara#teri*ti#* $*t"de%t*, specifying appropriate ob"ectives. ) To clarify that this teaching does not limit the acquiring of knowledge, but proposes a #$ )rehe%*i0e de0e($) e%t $- *t"de%t*7 #a)a#itie*, in line with #$ )ete%#e@4a*ed ed"#ati$%. ) To provide students with an education that develops his*her personality and his*her mental and physical capacities, no matter what conditions exist (-$#"*i%g $% di0er*it!). ) T$ -a#i(itate "%der*ta%di%g a%d #$e>i*te%#e in relation to shared values. ) To give a fundamental role to the learning of certain principles that are part of our social development, like readi%g #$ )rehe%*i$% +basic literacy,, -$reig% (a%g"age* +intercultural*cross cultural, and i%-$r ati$% a%d #$ "%i#ati$% te#h%$($gie* +basic digital culture,, as well as acquiring a series of values in relation to re*)e#t -$r $ther* +sensitivity and tolerance, and de $#rati# #$e>i*te%#e +solidarity,. ) To assure that e0a("ati$% #riteria guarantee that the students- education adapts itself to the development of their capacities. 'n the strictly pedagogical plan, #rimary (ducation intends to facilitate .instrumentallearning +reading, writing, arithmetic,, the acquisition of ideas about culture and the practices of coexistence, that guarantee a full development of students- personalities, and their preparation for gaining access to secondary compulsory education +(/0,. 'n this way, the ob"ective of the phase and the work within different areas are aimed at allowing the comprehensive and full development of the individual +for example, responsibility, effort, coexistence, respect, teamwork, personal initiative, critical sense, respect for the environment 1,. 2nd without detriment to the organisation within specific areasA a global focus must take precedence as the main didactic principle in this educational level.
Social and Natural Sciences. 5th grade (Pri ar! Ed"#ati$%) 2ll these considerations allow for proposing the organi&ation of the teaching$learning process in four categories of #a)a#itie*< B%$C(edgeA which is the basis of thought and allows for the development of intelligenceD *Bi((*A which allow students to be independent! de>teritie*A which allow students to interact with their environment! 0a("e*A which contribute to their sensitivity and allow the student to become responsible, sharing universal values, in a critical manner and committed to the reality in which he*she is immersed, without giving up the possibilities to having a role in achieving necessary changes founded on "ustice and respect.
The acquiring of all these abilities makes learning easier for the student and allows for the development of his*her competences. Social and Natural Sciences (Pr$+e#t Look and Think) Social and Natural Sciences +#ro"ect Look and Think, is a collection of materials for learning in the area of Knowledge of the natural, social and cultural environment that faithfully respects the curriculum for the phase, that presents information in a clear and straightforward way and that offers students the tools necessary for them to be able to comprehend and interpret it in this first cycle of #rimary (ducation. 'n a process of establishing a progressive and permanent bilingual education +in this case, in (nglish,, in which the student will be taught for at least four grades, this pro"ect creates a form of learning based on an equilibrium established between learning the contents of an area and being immersed in a different language from their own. The results are enormously motivating because the materials have been designed specifically to fulfil this ob"ective, and because they employ an active and participatory methodology in which the student can appreciate the usefulness of what is being learned in an immediate and continuous manner. For that reason, the teaching methodology applied in Social and Natural Sciences helps to favour a maturing development process in the students. 4any activities and tasks presented make it easier for students to establish links between prior and new knowledge, achieving a significant amount of learning, suitable to their needs and interests, and that show the functionality and usefulness of this new learning. 4otivation is thus achieved in a natural way, yet through specific materials carefully developed to stimulate motivation 't presents activities in which students have to participate actively, which then favours the capacity to learn on their own. 't takes into account their different learning rhythms and styles, and levels of maturing developmental process. 't promotes teamwork, taking into account the skills that enter into play in the learning process and is directed to achieving its goals. 5ikewise, it pays attention to the education of values the specific sections that address this issue are directed at acquiring positive attitudes about issues related to the area and developing approaches to dialogue, conflict resolution, as well as using skills, manners and social conventions necessary to help achieve good communication and the wellbeing of the group.
Social and Natural Sciences. 5th grade (Pri ar! Ed"#ati$%) 'n consequence, a primary ob"ective of Social and Natural Sciences is the immersion into the (nglish language. For this purpose, and without detriment to achieving the specific ob"ectives of the area of Knowledge of the natural, social and cultural environment, the progressive reconciliation between using this different language from their own and the development of students- communicative skills is fully considered. This area encompasses different spheres of knowledge, respecting the logic of each one of them, paying attention to their specific processes of learning and orientating these different forms of knowledge towards a shared aim to contribute to better understanding and explanation of the collective elements and dimensions that constitute the human environment. 7evertheless, this does not refer only to the variety of components that make up the stage of human existence, but also the interaction of human beings with this set of phenomena. The environment is understood then to be the group of elements, events, factors and different processes that take place among peoples- social milieu and where, in turn, their lives and activities acquire meaning. Social and Natural Sciences attempts to provide diverse information about the world, making the necessary tools accessible to boys and girls to be capable of understanding them and interpreting them. 't presents, therefore, a clear conceptual weight, yet the concepts always work in association with the procedures that are required for them to be learned and the attitudes derived from them. The procedures in the learning process for this area are linked to observing, searching, collecting and organising information, to elaborating and communicating said information, and reflecting on the learning process as a base of scientific method. For its part, attitudes are structured around personal identity, socialisation and coexistence, health and the environment! in short, an active methodology that puts emphasis on learning competences.
METHODOLOGICAL PRINCIPLES
Ge%era( )ri%#i)(e* The teaching methodology applied in Social and Natural Sciences and resulting from what has been stated above, presents the following characteristics Pre*e%t* *ig%i-i#a%t (ear%i%g9 'n order for learning to contribute to pupil development, it is essential to establish links between prior and new learning. This is done by way of activities and tasks with clear ob"ectives, adapted to pupil needs and interests, assuring that new learning is both functional and useful. Social and Natural Sciences integrates different aspects of pupil experiences and learning, both formal +from other sub"ects or topics, and informal. This allows pupils to effectively use this learning in different situations and contexts as necessary. It i* a#ti0e a%d )arti#i)ati0e9 2ctivities are presented in a way that requires active pupil participation, which in turn favours autonomous learning capacity. 2s part of the dynamic, identifying questions or problems and drawing conclusions based on tests are included. The aim is to facilitate comprehension and decision making about the physical world and about changes that human activity produce on the environment, health and quality of life of people. To achieve this, the processes and attitudes of systematic analysis and scientific inquiry are put into practice $ 'dentify and present relevant problems. $ 9onduct direct and indirect observations. $ Formulate questions. $ 5ocate, obtain, analyse and present information. $ #resent and contrast tentative solutions or hypotheses. $ 4ake predictions and inferences with different levels of complexity. $ 'dentify necessary available knowledge to respond to scientific questions, and to be able to reach, interpret, evaluate and communicate conclusions in diverse contexts. It i* #$ "%i#ati0e9 2 primary ob"ective of Social and Natural Sciences is immersion in the (nglish language. To achieve this goal, without sacrificing achievement of the actual content ob"ectives, progressive exposure to a different language, and development of the pupils- communicative skills, is proposed. 2t the same time, information is presented in different codes, formats and languages, therefore requiring different procedures for its comprehension and communication. It i* $ti0ati%g9 4otivation is achieved naturally by showing the pupil immediate usefulness of learning, but it is also addressed in a specific manner since there are materials for this purpose. Atte%ti$% t$ di0er*it!9 :ifferent paces and styles of learning, as well as levels of developmental maturity, are taken into account. For this purpose, Social and Natural Sciences presents diverse materials that the teacher can apply in a manner that best suits the pupils.
; Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)
Social and Natural Sciences. 5th grade (Pri ar! Ed"#ati$%) Pr$ $te tea C$rB9 2ssures equal relationships and provides guidelines on contrasting interests, collective decision making, group organisation, distribution of responsibilities and tasks, mutual assistance, etc. TaBe i%t$ a##$"%t the a4i(itie* that #$ e i%t$ )(a! i% (ear%i%g9 For this purpose, the methodology develops, with particular emphasis, attention, concentration, memory, comprehension, linguistic expression, achievement motivation, among others, as well as audiovisual communication and information and communication technologies. It i* dire#ted at g$a( a#hie0e e%t9 't is especially directed at developing the basic competences. For this purpose, the methodology focuses on adequately developing skills, with autonomy and personal initiative, in aspects of life and diverse knowledge +health, productive activity, consumption, science, technological processes, etc.,, and on interpreting the world. Addre**e* ethi#* ed"#ati$%9 Social and Natural Sciences presents sections in which specific cross$curricular themes are developed. - (nvironmental education. #upils will learn about environmental problems which damage life on our planet at an alarming rate, and they will present individual and collective solutions to improve our environment. - (ducation for peace. /chool is an ideal setting for learning attitudes of coexistence, solidarity, respect for diversity and tolerance. - (ducation for the consumer. 't is important that pupils learn to use tools of analysis aimed at avoiding excessive consumption. - <oad safety education. 2dequate behaviour around public roadways is extremely important, especially for pupils who live in large cities. - (ducation for equal gender opportunity. 'n our current society it is still necessary to focus on this principle of equality. - =ealth education. >ithout a doubt, good habits of physical, mental and social hygiene will influence improved quality of life. - /ex education. This is not only a biological issue, but also an important topic of communication between people. - 4oral and civic education. :evelopment of this aspect will generate behaviours consistent with democratic, solidarity and participative values in diverse areas of daily life.
'n general, the focus is on the development of attitudes toward dialog, conflict resolution, and the use of skills and social conventions to facilitate good communication and group well$being. The classroom becomes an ideal setting for reflecting on conflict, assuming responsibility with respect to the group, and developing rules of coexistence that all must respect in real situations that arise daily in the social environment in which we live. Tea#hi%g the E%g(i*h (a%g"age i% the Social and Natural Sciences Pr$+e#t Look and think 'ncreasing linguistic and cultural sensitivity, as well as respect for different manners of expression and behaviour, have become important components in the teaching of languages. For this reason, new multilingual programs have been implemented based on immersion in second languages. The aim is to intensify teaching, fundamentally in (nglish, and give priority to the development of communicative competence of the student body. ? Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)
2 plentiful and natural exposure to the language is necessary in order to arrive at a solid level of competence in the second language. Social and Natural Sciences considers the learning of the Knowledge of the natural, social and cultural environment area in the (nglish language in these grades of #rimary (ducation as being able to achieve this desired equilibrium now that the student can quickly appreciate the usefulness of his*her linguistic knowledge, given that the language is used in real situations of greater interest and with less effort, which allows for students to become more involved. 2t the same time, elimination of frustration of pupils with limited linguistic competence in the second language is guaranteed 'nteresting introductory activities with vocabulary and language structures which will appear in the lesson are presented so that pupils are prepared to comprehend the content and the proposed activities. Texts and activities have been carefully prepared to assure pupil comprehension by using the same simple structures repeatedly. /ince the primary focus is to achieve the ob"ectives laid out for the sub"ect of Social and Natural Sciences, the proposed activities do not require special linguistic competence. @isual support +flashcards, murals, picture storyboards, illustrations and photographs, mime games, is used extensively to transmit the concept, and through related activities children associate language and meaning. Treat e%t $- #r$** #"rri#"(ar the e* This #ro"ect incorporates contents aimed at guaranteeing the acquiring of an awareness of social belonging and the development of a person-s moral and civic dimensions. These contents are established around spheres of coexistence based on the Aniversal :eclaration of =uman <ights and the /panish 9onstitution, which form the frame of reference for common values in our cultural milieu. 'n order that during the learning process students internali&e in a responsible and autonomous manner a respect for the norms of coexistence and mutual respect, an educational development is proposed that includes, as well as the curricular contents, those contents that have a direct bearing on the processes of socialisation or integration in a democratic society. 'n this sense, the materials take into consideration the following areas of contents for a values$based education To achieve )ea#e-"( #$e>i*te%#e, the methodology fosters a (ear%i%g e%0ir$% e%t in the classroom in which relationships between one-s peers as well as with adults are made possible, based on mutual respect and personal responsibility to be able to put into practice conduct that contributes to achieving this end. /uch is the educational foundation for future free and responsible citi&ens in a democratic and "ust society. /olidarity and peaceful coexistence among people are values that are encompassed in this sphere. To be able to $0er#$ e the "*e $- 0i$(e%#e i% h" a% re(ati$%*hi)* , a careful treatment of (a%g"age is used. 9ommunication makes up a privileged medium for experimenting within the school environment, where relationships and communication are based on personal and collective enrichment emanating from different points of view, and on arriving at consensus when the situation so requires through the recognition of shared values between the participants.
B Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)
Social and Natural Sciences. 5th grade (Pri ar! Ed"#ati$%) To guarantee re*)e#t -$r the %at"ra( e%0ir$% e%t a%d (i-e $% $"r )(a%et, which includes, consequently, respect for all forms of life, a treatment of aCare%e** $- %at"ra( *)a#e is offered that develops respectful attitudes based on the understanding of the importance that its care has in the conserving of life on (arth. Anderlining the concept that human beings make up a part of those species that inhabit it, respect for life on the planet is equal to respect for our own lives. To achieve an appreciation of and interest for #"(t"ra( )atri $%!, understood as the common roots of humanity that have to be used, en"oyed and respected with a sense of shared responsibility, #"(t"ra( a%d arti*ti# e>)re**i$%* from them are incorporated, with the ob"ective of their being analysed and interpreted critically as a part of our shared history. This educational sphere is directed, as well, with a clearly$defined intention towards the development of sensitivity and aesthetic sense. To avoid the ri*B* i% tra0e((i%g ar$"%d inherent to our present way of life, r$ad *a-et! ed"#ati$% is developed from controlled experiences in which students understand the consequences of actions that are outside human control. (ducation in risk prevention includes the preparation needed in situations where appliances, machines or vehicles are used that can have unexpected and undesired effects! this preparation includes the knowledge of norms that regulate the use of public spaces, especially where motor vehicles circulate. To gain an adequate sense of *e(-@e*tee , which is associated, normally, with a positive integration into groups, the educational material has to consider initial expressions of conduct as being provisional and changeable. /tarting from human references that are present in the social milieu, the aim is to make the student have a )(a% -$r hi Eher*e(- and, through self$regulated strategies of conduct, develop his*her e $ti$%a( i%te((ige%#e. To promote re*)e#t-"( attit"de* 4a*ed $% 0a("e* related to the consideration for h" a% dig%it!, the orientation that is followed encourages and revolves around a human concept that is %$%@di*#ri i%at$r! i% a%! $- it* )$**i4(e *$#ia(A *e>"a( $r #a)a#it!@4a*ed e>)re**i$%*, and favours equal opportunity. 2s a consequence of the values emanating from the recognition of human dignity, the integration of those 0a("e* that are i%here%t t$ "(ti#"(t"ra(i* are included in a cross curricular way, with the intention of a%agi%g #$%-(i#t* that, inevitably, mean for either person the birth of a concept of equality that overcomes differences. Tolerance and respect for personal and cultural differences are found between the pillars of this section. The school can be an especially sensitive social space, where the whole school community makes an effort to bring about the formation and interpretation of these differences in order to respond to the values of equality that are defended in our social environment social. To achieve an educational use of (ei*"re ti e, alternatives are integrated to carry out activities for en"oying nature and cultural patrimony. 2lso reading is stimulated as a possibility that opens the doors to new knowledge and expectations, and new technologies are presented that serve as means for putting at one-s reach possibilities for personal enrichment. 2ll of these C Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)
Social and Natural Sciences. 5th grade (Pri ar! Ed"#ati$%) measures are added to the promotion of healthy consumer habits and the integration of initiatives that the surrounding institutions can offer for free time use. Atte%ti$% t$ di0er*it! 'n the present educational context, attention to diversity means a personalised development of the education that each student needs. The reality of present$day society in which different languages and cultures coexist, insists on the necessity to give students an education that guarantees their comprehensive training for the development of their personality, establishing opportune compensatory means that each one of the students requires in relation to their individual educational needs, associated with their personal capacities or other types of social, cultural, ethnic, linguistic or health needs, or because of having a significant curricular gap. To educate today means to pay attention to students in a personal, individual, differentiated way. This is to say that satisfying their particular requirements, giving an opportune response to their special needs and characteristics, and adopting, when necessary, a degree of attention to diversity that guarantee that all students receive specific support measures during their basic compulsory education. This #ro"ect has been designed and prepared with the intention of responding to some of the needs that can arise in the classroom and of allowing the teacher to adapt the students- work in a manner that he*she considers most suitable. 't is useful to analyse three significant elements The role of the teacher, responsible for educational organisation and planning, who has to assure that these respond to the criteria of respect and compensation so as to reach acceptable results for everybody. /tudents- diversity, which requires careful examination of differences before attempting any classification. The educational process itself, which determines a specific implementation that therefore determines the corresponding performance. 'n this #ro"ect, the treatment of attention to diversity emanates out of the premise that it is the educational institution, and particularly the teacher, who is the one in charge of the necessary ad"ustments to be made to the educational programme9 =e*she is the key figure in the development of remedial education, because he*she knows the students best, knows their deficiencies, detects their needs and can determine the process that should be followed with each of them. For this reason, this #ro"ect allows the necessary flexibility for the educational intervention of the teaching staff to accommodate it to the reality of the classroom and to each one of the students, and offers organised resources to deliver effectively an ad"ustment of the development of the contents and the adaptation of the students to a different pace. <egarding students, one has to take into account the diversity that the classroom offers. This ample range of possibilities has to be considered from two fundamental perspectives diversity can be personal, familial, cultural, socioeconomic, ethnic or religious, and the school-s course of action should guarantee the right of all the students to be educated. 'n this sense, the teaching material that forms this #ro"ect Bring the content close to the most common diversities in our social environment. 0ne of the sub"ects of interest is the bringing together of different cultures and social realities with an open and enriching attitude for students. %D Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)
Social and Natural Sciences. 5th grade (Pri ar! Ed"#ati$%) #ropose a working methodology through a sequential process that, emanating out of observation, stimulates the analysis of reality, before proceeding to study it, to take into account the diversity of the classroom in the treatment of curricular content.
&ASIC COMPETENCES
'n recent years, several (A countries, including /pain, have worked together with the goal of identifying basic and key learning principles. The (A defines the term basic or ke co!"etence as Ea combination of skills, knowledge and attitudes which are adequate to the context. Basic competences are those which everyone needs for personal performance and development, as well as for active citi&enship, social inclusion and employment.F The /panish curriculum, adapted to the specific circumstances and characteristics of our educational system, identifies and includes eight basic competences %. 9ompetence in linguistic communication. 2. 4athematical competence. 3. 9ompetence in knowledge and interaction with the physical world. 6. #rocessing information and digital competence. 8. /ocial competence and citi&enship. ;. 9ultural and artistic competence. ?. 9ompetence in learning how to learn. B. 9ompetence in autonomy and personal initiative. The aim of incorporating these competences into the educational curriculum is to focus learning. 2s a result, students integrate such learning, relate different types of contents, use learning effectively when necessary, and apply it in different situations and contexts. The basic competences are not considered minimum common learning. 'n fact, there are wider learning proposals which should focus instruction on identifying essential contents and assessment criteria. The basic competences do not replace the elements presently included in the curriculum area or sub"ect ob"ectives, contents and assessment criteria. =owever, they complement these elements by proposing an integrative focus oriented toward the application of acquired learning. Based on this ob"ective, it can be inferred that the competences are not mastered through a unique curriculum area or sub"ect. (ach of the areas contributes to the development of different competences and, in turn, each of the basic competences is achieved as a result of working in several areas and sub"ects. The selection of different types of contents )concepts, procedures and attitudes) should ensure the presence of the contents directly related to the acquisition of the basic competences, or with certain aspects of such competences, but should not be limited to them. 2t the same time, the selection should include other contents that allow achieving each and every one of the area or sub"ect ob"ectives. The assessment criteria should serve as the main reference to identify the developmental level of the abilities included in the area or sub"ect matter, as well as the acquisition level of the basic competences.
%% Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)
Social and Natural Sciences. 5th grade (Pri ar! Ed"#ati$%) 4easuring competences is a good indicator of the quality of the education system. 'n these terms, the Ley Orgnica de Educacin ! ""#, of 4ay 3 establishes that at the end of the second cycle of #rimary (ducation and at the end of the second course of 4andatory /econdary (ducation, all the public funded schools will perform a diagnostic assessment of the basic competences reached by the student body. 't also establishes that the educational administration will be responsible for such assessment, which will be aimed at training and orientation for schools and at informing families and the educational community as a whole. &a*i# #$ )ete%#e* a%d *"4#$ )ete%#e* #reviously we have indicated which are the basic competences that make up our educational system, competences that by their own formulation are, inevitably, quite generic. 'f we want them to serve as a reference for educational activity and to demonstrate the real competence achieved by the student +in evaluation, for example,, we have to clarify them far more, breaking them down, always in relation with other elements from the curriculum. 'n what we call su$com%etences, which are not intended to be more than types of operating statements that are the consequence of the integrated analysis of the curriculum in order to achieve some functional learning, expressed in a fashion that allows for their identification by way of different educational agents. 'n this area and in the -i-th grade, these subcompetences and the units in which they function are as follows &ASIC COMPETENCES E SU&COMPETENCES C$ )ete%#e i% (i%g"i*ti# #$ "%i#ati$% 9ommunicate, verbally and in writing, simple messages. /peak, listen and, in general, participate in dialogue and debate in an organised and clear manner. 9ommunicate thoughts, emotions, life experiences, opinions, ideas, and ethical and critical "udgements in a coherent way. Ase specific vocabulary from each area as an instrument for language enrichment. Ase language as a tool for peaceful resolution of conflicts, eliminating derogatory words and sexist and discriminatory expressions. Find information in different media +printed and computerised, using collected data to do pro"ects related to different areas. #rocess information from oral and written sources. 9ommunicate at a progressive competence level in a foreign language. UNITS 2A 'A ,A 8A 5A .A /A :A 1A 23A 22A 2'A 2,A 28A 25A 2.
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%2 Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)
Social and Natural Sciences. 5th grade (Pri ar! Ed"#ati$%) Mathe ati# #$ )ete%#e (xpress mathematical information, data and discussions clearly and precisely. 'dentify and organise ob"ects according to particular spatial criteria. 4anage basic mathematical elements, such as different types of numbers, measurements, symbols, geometrical elements, etc. in real situations and in simulations of daily life. 2pply reasoning strategies to solve problems and to obtain information. /elect strategies to solve problems given the available information. Follow argument reasoning by identifying main ideas and "udging the logic and validity of the arguments, as well as the acquired information. 'nterpret information from different types of graphs and simple numerical word problems of daily life. C$ )ete%#ia i% B%$C(edge a%d i%tera#ti$% Cith the )h!*i#a( C$r(d 2dequately perceive the physical space where life and human activity develop, both at a large scale and in the immediate surroundings. (xplain the influence that the presence of humans has on the physical world, including settlements, activities and modifications made to landscapes. <ecognise the importance of the fact that all human beings benefit from progress and that progress should preserve natural resources and diversity. :emonstrate critical thinking in the observation of reality, the analysis of informational and advertising messages, and the adoption of responsible consumer habits in daily life. Ase knowledge of the human body, nature and human interaction with nature to discuss consequences of different life styles, and to adopt a healthy mental and physical life style in a beneficial social and natural environment. 2pply autonomous healthy habits related to self care +nutrition, exercise, sleep1,. Take into account the double dimension of health, individual and collective, and demonstrate responsible behaviour and respect towards self and others. 'dentify question and problems, and make 2A 'A ,A 8A 5A .A /A :A 1A 23A 22A 2'A 2,
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3, 8, ?, B
Social and Natural Sciences. 5th grade (Pri ar! Ed"#ati$%) decisions about the physical world.
'dentify relevant problems! perform direct and indirect observations, taking into account a theoretical frame of interpretation! ask questions! locate, obtain, analyse and represent quantitative and qualitative information! predict and identify available knowledge to answer scientific questions and communicate conclusions in different contexts. :istinguish and evaluate scientific knowledge about other forms of learning, and use ethical criteria emerging from scientific and technological development. Pr$#e**i%g i%-$r ati$% a%d digita( #$ )ete%#e Find, select, register and analyse information using the techniques and strategies most appropriate based on the source that contains it +oral, written, audiovisual, digital or mutlimedia,. 0rganise, relate, analyse and synthesise information in order to understand its meaning and integrate it in outlines based on prior knowledge. Ase information and communication technologies to generate and transmit information taking into account the S$#ia( #$ )ete%#e a%d #itiFe%*hi) Be aware of social values, assess and reconstruct these values in an affective and rational way in order to progressively create a system of values and behave accordingly when facing a conflict and making decisions. #articipate actively and responsibly in group learning activities, respecting the group-s operating rules. Anderstand the features of current societies, their growing diversity and evolutionary nature, as well as the contribution that different cultures have brought human progress. /how respect for values that consolidate /tates and democratic societies, their foundations, organisational systems and operation.
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C"(t"ra( a%d arti*ti# #$ )ete%#e :evelop an open and critical attitude that respects diversity of artistic expressions, as well as sensitivity and aesthetic sense, in order to understand, value and en"oy artistic expression. Gnow the main techniques, resources and conventions of different artistic languages, as well as the most significant works and expressions of our cultural heritage. 'dentify the relation between artistic expressions and society, the mentality and technical possibilities of the time when these were created or with the person or community that creates them. C$ )ete%#ia i% G(ear%i%g t$ (ear%7 2ssess what is known and what needs to be learned, as well as the skills that are involved in learning, by directing these skills to satisfy personal ob"ectives. Ase the help of different strategies and techniques study skills, observation and systematic recording of facts and relationships, group work and pro"ects, problem solving, efficient planning and organising of activities and time, knowledge about different resources and sources for collecting, selecting and processing information, including technological resources to obtain maximum and personalised performance. :evelop the habit of asking questions, identifying and managing the array of possible answers for similar situations by using different strategies and methodologies. :evelop skills to obtain information and assimilate it as personal knowledge, making relationships and integrating the new information with prior knowledge and personal experience. 2pply new knowledge and skills in similar situations and in different contexts. C$ )ete%#e i% a"t$%$ ! a%d )er*$%a( i%itiati0e9 2nalise possibilities and limitations, know the stages of development of a pro"ect, plan, make decisions and assume risks.
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%; Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)
E5ALUATION
The evaluation is an instrument that serves the process of teaching$learning and forms part of the classroom-s daily activity, yet with its own particular identity. 'ts end purpose is to guide the regulation of teaching processes in relation to their adaptation to students- learning processes. 9ontinuous evaluation considers the progress of students within the set of different areas that are under the teachers- own competency, in accordance with developed ob"ectives and contents and in light of the evaluation criteria established in the curricular programme. These evaluation criteria propose for each content area a series of guidelines that teachers need to adapt to, in each one of the three cycles that make up #rimary (ducation, in order to decide upon students- promotion. There exist, as well, other elements throughout the teaching process that are helpful to have present because of their prominent importance in the final results. Firstly, analyse and specify the characteristics of the context in which the teaching processes takes place. This evaluation allows one to 2ssess students- attributes and detect their different weaknesses +personal, social and familiar,. 9heck into the characteristics of the family and socioeducational environment that can help determine, in some ways, the content of the curricular programme. @erify the teaching$learning processes with the purpose of evaluating their adaptation to the circumstances discovered in the assessment. /econdly, the evaluation of basic competences has a process$like character, providing the teacher a valuable resource with which to determine the competence framework that is developed in the educational units +competences, evaluation criteria and activities linked to these two curricular elements.,. The evaluation allows one to detect weaknesses and needs, and guides the precise teaching, reinforcement and extension processes in each case. The measures taken for helping and giving attention to diversity should be the consequence of adequate student evaluation which then determines their specific needs. The programme-s evaluation criteria are a first step towards designing the appropriate response in each case! more detail is offered through the student-s competence analysis. 7evertheless, in the same way that satisfying concrete needs holds great importance, it-s advisable as well not to uproot the evaluation of the standard teaching process and provide this with a set of evaluation resources that can be used as a reference. 'n this sense, a number of specific proposals are integrated within the educational materials. 2t the end of the cycle, the tutor, taking into consideration the reports from the rest of the group-s teachers, will decide on students promotions to the next cycle. The e0a("ati$% $- the ed"#ati$%a( )r$#e** Together with students- learning evaluation, which has a continuous, global nature, and while paying attention to the areas that make up the curriculum, teachers have to evaluate, as well, teaching processes and their own teaching practice in relation with achieving the educational ob"ectives of the curriculum. 't-s equally necessary to carry out an evaluation of the educational institution-s curricular pro"ect and the teachers
%? Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)
Social and Natural Sciences. 5th grade (Pri ar! Ed"#ati$%) programme, as well as curriculum development in relation to its adaptation to the educational needs of the institution and the students- specific characteristics. E0a("ati$% $- #$ )ete%#e* 'n the following charts the different subcompetences are shown, within each of the basic competences, that have been broken down into the various components that integrate this area in this course, in order to be able to evaluate them into the three trimester evaluations, as well as final evaluations +ordinary and, if appropriate, extraordinary,. 'n this way there is a global vision of what the student is learning or what he*she has not yet achieved. For their record we advise the following qualitative scale, ordered from lower to higher % low level achieved! 2 normal level achieved! 3 adequate level achieved! 6 high level achieved! 8 excellent level achieved.
COMPETENCES E SU&COMPETENCES 2*t C$ )ete%#e i% (i%g"i*ti# #$ "%i#ati$%

9ommunicate, verbally and in writing, simple messages. /peak, listen and, in general, participate in dialogue and debate in an organised and clear manner. 9ommunicate thoughts, emotions, life experiences, opinions, ideas, and ethical and critical "udgements in a coherent way. Ase specific vocabulary from each area as an instrument for language enrichment. Ase language as a tool for peaceful resolution of conflicts, eliminating derogatory words and sexist and discriminatory expressions. Find information in different media +printed and computerised, using collected data to do pro"ects related to different areas. #rocess information from oral and written sources. 9ommunicate at a progressive competence level in a foreign language.
TRIMESTER E5ALUATIONS ' %d , rd
FINAL E5ALUATION
GLO&AL Mathe ati# #$ )ete%#e

(xpress mathematical information, data and discussions clearly and precisely. 'dentify and organise ob"ects according to particular spatial criteria. 4anage basic mathematical elements, such as different types of numbers, measurements, symbols, geometrical
%B Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)

elements, etc. in real situations and in simulations of daily life. 2pply reasoning strategies to solve problems and to obtain information. /elect strategies to solve problems given the available information. Follow argument reasoning by identifying main ideas and "udging the logic and validity of the arguments, as well as the acquired information. 'nterpret information from different types of graphs and simple numerical word problems of daily life.
GLO&AL C$ )ete%#ia i% B%$C(edge a%d i%tera#ti$% Cith the )h!*i#a( C$r(d

2dequately perceive the physical space where life and human activity develop, both at a large scale and in the immediate surroundings. (xplain the influence that the presence of humans has on the physical world, including settlements, activities and modifications made to landscapes. <ecognise the importance of the fact that all human beings benefit from progress and that progress should preserve natural resources and diversity. :emonstrate critical thinking in the observation of reality, the analysis of informational and advertising messages, and the adoption of responsible consumer habits in daily life. Ase knowledge of the human body, nature and human interaction with nature to discuss consequences of different life styles, and to adopt a healthy mental and physical life style in a beneficial social and natural environment. 2pply autonomous healthy habits related to self care +nutrition, exercise, sleep1,. Take into account the double dimension of health, individual and collective, and demonstrate responsible behaviour and respect towards self and others. 'dentify question and problems, and make decisions about the physical world. 'dentify relevant problems! perform direct and indirect observations, taking into account a theoretical frame of interpretation! ask questions! locate, obtain, analyse and represent quantitative and qualitative information! predict and identify available knowledge to answer scientific questions and communicate conclusions in different contexts..
%C Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)
:istinguish and evaluate scientific knowledge about other forms of learning, and use ethical criteria emerging from scientific and technological development.
GLO&AL Pr$#e**i%g i%-$r ati$% a%d digita( #$ )ete%#e

Find, select, register and analyse information using the techniques and strategies most appropriate based on the source that contains it +oral, written, audiovisual, digital or mutlimedia,. 0rganise, relate, analyse and synthesise information in order to understand its meaning and integrate it in outlines based on prior knowledge. Ase information and communication technologies to generate and transmit information taking into account the
GLO&AL S$#ia( #$ )ete%#e #itiFe%*hi) a%d
Be aware of social values, assess and reconstruct these values in an affective and rational way in order to progressively create a system of values and behave accordingly when facing a conflict and making decisions. #articipate actively and responsibly in group learning activities, respecting the group-s operating rules. Anderstand the features of current societies, their growing diversity and evolutionary nature, as well as the contribution that different cultures have brought human progress. /how respect for values that consolidate /tates and democratic societies, their foundations, organisational systems and operation.
GLO&AL C"(t"ra( a%d arti*ti# #$ )ete%#e

:evelop an open and critical attitude that respects diversity of artistic expressions, as well as sensitivity and aesthetic sense, in order to understand, value and en"oy artistic expression. Gnow the main techniques, resources and conventions of different artistic languages, as well as the most significant works and expressions of our cultural heritage.
2D Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)
'dentify the relation between artistic expressions and society, the mentality and technical possibilities of the time when these were created or with the person or community that creates them.
GLO&AL C$ )ete%#ia (ear%7 i% G(ear%i%g t$
2ssess what is known and what needs to be learned, as well as the skills that are involved in learning, by directing these skills to satisfy personal ob"ectives. Ase the help of different strategies and techniques study skills, observation and systematic recording of facts and relationships, group work and pro"ects, problem solving, efficient planning and organising of activities and time, knowledge about different resources and sources for collecting, selecting and processing information, including technological resources to obtain maximum and personalised performance. :evelop the habit of asking questions, identifying and managing the array of possible answers for similar situations by using different strategies and methodologies. :evelop skills to obtain information and assimilate it as personal knowledge, making relationships and integrating the new information with prior knowledge and personal experience. 2pply new knowledge and skills in similar situations and in different contexts.
GLO&AL C$ )ete%#e i% a"t$%$ ! a%d )er*$%a( i%itiati0e9

2nalise possibilities and limitations, know the stages of development of a pro"ect, plan, make decisions and assume risks.
GLO&AL
2% Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)
MATERIALS THAT MA6E UP THE PROJECT LOOK AND THINK OF SOCIAL AND NATURAL SCIENCES
This #ro"ect is a collection of teaching materials conceived as .helping tools- for the development of the teaching$learning process. /ome of them are allocated for students and others, for teachers. STUDENTS7 MATERIALS St"de%t7* &$$B The fifth grade is comprised of %; teaching units as well as <eviews and #ro"ects +at the end of units 8, %% and %;,. 'n all units, the book maintains the same structure Pre*e%tati$% $- the "%it $ This section has as its ob"ective arousing the curiosity of the student in respect to the unit-s contents and previews the most important vocabulary that is going to appear later. 5ikewise, it allows the teacher a means for detecting the students- prior knowledge. $ The activities preview the vocabulary with which they are going to work and have as their ob"ective the observation and analysis of the image +this can be used by the teacher to touch upon contents and evaluate prior knowledge,. De0e($) e%t $ The most important contents appear prominently surrounded by a band of colour and the activities help to think about, understand and amplify the content. $ The 9: symbol, that appears together with these highlighted contents and linked to certain activities +tests,, indicate that the teacher can make use of complementary resources in this format. $ 2lso, in the margins of the pages there are contents that amplify some of the core elements of the unit. Re0i*e a%d $rga%i*e $ 2 conceptual diagram of the unit that can be pro"ected and activities related to the information provided by this chart. Fi%a( a#ti0itie* $ 'n this section a variety of proposals are offered that are directed at focusing on knowledge that students have acquired throughout the unit. Re0ieC a%d Pr$+e#t* $ For finishing each trimester and to review all that has been learned in it. A#ti0itie* e>er#i*e 4$$B 0rganised using the same unit structure as the Student&s 'ook +%; units,, it proposes in four pages for each of the units new and varied activities that complement the students- learning, and in which the visual information gains a special importance. 22 Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)
Social and Natural Sciences. 5th grade (Pri ar! Ed"#ati$%) TEACHER7S MATERIALS Tea#her7* 4$$B The Teacher-s book is very helpful for the teacher-s classroom work. 't includes the following sections Lega( -ra eC$rB9 Li*t $ateria(* of the pro"ect Look and Think. eth$d$($g! applied in Social and Natural Sciences(
(xplanation of the
Ideas bank. This section presents all the work suggestions that should be repeated systematically in the classroom. 't is divided into sections in which the teacher will find numerous activities appropriate for each phase of the teaching$learning process activities to work on new vocabulary with flashcards, The Story, the image at the start of each unit of the #upil-s book, audio, etc. Dida#ti# "%it*9 These include the didactic resources necessary to work on each unit of the )u%il&s $ook - Pr$gra e and the 4a*i# #$ )ete%#e* developed in the unit. - 5$#a4"(ar! and (a%g"age *tr"#t"re*. - 5ist of -(a*h#ard* and #$%#e)t #ard*9 - The $rga%i*ati$% of the contents and suggested use of the teaching materials. - 5ist of ateria(*A from the pro"ect and others provided by the teacher, necessary for some activities9 - 7umerous *"gge*ti$%* and re#$ e%dati$%* to apply in the classroom. - Re-ere%#e* t$ Ideas bank in distinct moments of the teaching$ learning process. <eproduction of classroom. "ra(* along with fun suggestions to work on in the
Tea#her7* CD The teacher-s 9: provides numerous printable and presentable Re*$"r#e*, a Te*t ge%erat$rA which gives the teacher the ability to prepare tests at two different levels of difficulty! and access to our >ebsite, where any updates related to the Pr$gra e and C$%te%t can be downloaded, according to the different autonomous communities. RESOURCES Apon choosing this option, the application displays all the "(ti edia resources and printouts associated with the unit, a content section or a trimester. M"(ti edia Re*$"r#e* Ander this option, a wide array of resources designed to go with a presentation or to work with the class by pro"ecting it on a digital slide pro"ector or chalkboard is included. The order of appearance of these 23 Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)
Social and Natural Sciences. 5th grade (Pri ar! Ed"#ati$%) resources corresponds with the development sequence of the unit which should be followed in the classroom. This section includes 4otivation activities. This part of the 8th grade course presents the following sections $ O%ening %icture( This involves something unusual related to the theme of the unit in the form of an image that can be pro"ected in the classroom associated with a brief written text and an audio, in order to discover students- prior knowledge. 2udios. >ith the ob"ective of students develop comprehension and oral expression skills, audios are provided which are referred to in the Student&s 'ook +the proposed activities for the audios are described in the Teacher&s 'ook,. 'mage bank. This section contains various types of images. 2nimations. These are considered useful to facilitate the understanding of a phenomenon, an event or an experiment that requires movement. #resentations. 'n the form of a conceptual diagram of the unit-s contents, including images. PRINTOUTS 'n this section can be found resources that are usually provided on paper Thi%B a4$"t itH +)i*nsatelo,. 2 proposed activity based on reflection, observation, analysis and arriving at conclusions. F(a*h#ard*9 @ocabulary that includes the possibility of being pro"ected in the classroom that will allow the carrying out of various collective activities. ;$rB*heet* +ho+as de tra$a+o,. 'n this section are found materials of a very different nature +with answers, that can be printed, in the form of rei%-$r#e e%t +re0i*i$%, and e>te%*i$% a#ti0itie* for the unit. Te*t*9 (valuations available in %df and ,ord format. Two tests are proposed (Te*t A a%d &) with two levels of difficulty per unit. &(a%B a)* +4apas mudos,. Teacher#s $ook i% S)a%i*h9 This involves a %df file of the unit from the Teacher&s 'ook translated into /panish, giving the didactic development of the unit through the methodological integration of the different materials used. TEST GENERATOR >ith this tool, the teacher can #reate te*t* with two levels of difficulty. The tests proposed by 0xford (ducation can be used, modified or newly created, either randomly by selecting random generation criteria of your choice, or manually by filtering the questions according to assessment criteria or content. PROGRAMMES By selecting the autonomous community, the applicable Pr$gra e adapted to S#ie%#e* will be downloaded from the 0xford (ducation server. 0ur website is continuously updated with all the latest publications from each education 2dministration. 'f it is not presently accessible, it means that
Social and Natural Sciences. 5th grade (Pri ar! Ed"#ati$%) the corresponding :ecree has not been published or because an internet connection is not available. The programmes will be provided in different official languages Halician, @alencian, 9atalan, etc. AUTONOMOUS COMMUNITIES< CONTENTS This section will facilitate access to a website where we will update and provide all specific content requested by the different autonomous communities. CLASSROOM MATERIAL P$*ter* 'n the posters the principal contents of the course are presented in a way that can be dealt with through images.
FIFTH GRADE PROGRAMME (THIRD CYCLE)
2; Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)
FIFTH GRADE UNIT PROGRAMMES

Below, the programme for each one of the %; teaching units is completely developed in which the contents for this first grade has been organised and sequenced. Their corresponding teaching ob"ectives, contents, evaluation criteria and basic competences associated with evaluation criteria and activities have been indicated in each one of them. PRO5ISIONAL DISTRI&UTION OF CONTENTS The provisional distribution initially anticipated for the development of the %; units in which the grade has been organised +this is an area with 8 hours of class per week in this grade,, in accordance with teaching materials used and the academic load assigned, is the following First evaluation units % to ; /econd evaluation units ? to %% Third evaluation units %2 to %;
UNIT 2
THE EARTH IN THE UNI5ERSE
O&JECTI5ES %. :efine the universe and each of the elements that make it up +stars, galaxies, planets1,. 2. 9haracterise the planets in the solar system. 3. (xplain the consequences of the (arth-s rotation. 6. <elate the (arth-s revolution to the seasons. 8. 'dentify the phases of the 4oon in pictures and photographs. ;. 'dentify an eclipse and differentiate a solar from a lunar eclipse. ?. 'dentify the negative effects of solar radiation on human health. CONTENTS The universe and its components. The solar system. 9haracteristics of the planets in the solar system. 'dentification of the celestial bodies that form the solar system. 4ovements of the (arth rotation and revolution. The 4oon the (arth-s satellite. The phases of the 4oon. 2nalysis of simple diagrams of solar and lunar eclipses. @alue of the importance of protecting oneself against harmful solar radiation.
2? Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)
Social and Natural Sciences. 5th grade (Pri ar! Ed"#ati$%) ASSESSMENT CRITERIA %. 2. 3. 6. 8. ;. ?. B. C. 7ame the elements that make up the universe. :ifferentiate between the different types of galaxies. :escribe some of the characteristics of the planets in the solar system. 0rder the planets in the solar system according to their proximity to the /un as well as their si&e. 'nterpret diagrams about the (arth-s rotational movement and revolution. 2ssociate each of the (arth-s movements with its consequences +revolution the seasons! rotation days and nights,. <ecognise the phases of the 4oon in photographs and diagrams. 9reate diagrams of solar and lunar eclipses. Be interested in learning ways to protect oneself against harmful solar radiation.
&ASIC COMPETENCES E ASSESSMENT CRITERIA E ACTI5ITIES

&ASIC COMPETENCES E SU&COMPETENCES C$ )ete%#e i% (i%g"i*ti# #$ 9ommunicate simple messages verbally and in writing. (xpress thoughts, emotions, experiences, opinions, ideas, and critical and ethical "udgement in a coherent way. Ase the specific vocabulary of each area as a means for enriching the language. Find information in different media +printed and computerised, using collected data to do pro"ects related to different areas. #rocess information from oral and written sources. Mathe ati#a( #$ )ete%#e 'dentify and organise ob"ects according to particular spatial criteria. 4anage basic mathematical elements, such as different types of numbers, measurements, symbols, geometrical elements, etc., in real situations and simulations from daily life. 'nterpret information contained in different types of graphs and charts, and simple numerical word problems from daily life. ASSESSMENT CRITERIA "%i#ati$% (I) %, 2 C ACTI5ITIES
p. C 2%, 22 * p. %% 2% * p. %3 2% * p. %8 2% p. ; 2%, 22
%, 2 2
p. C 2% * p. %% 22 * p. %; 2% p. C 2% * p. %3 2%
%, 2, 3, 6, 8, ;, ?
p. C 2%, 22 * p. %% 2%, 22, 23, 26 * p. %3 2%, 22 * p. %8 2%, 22 p. 11: A1, A2 P: 13: A1 / p. 15: A1 / p. 16: A1 / p. 17: A3
8, ; ;, ?, B
8, ;, ?
p. 13: A1, A2 / p. 15: A1, A2 / p. 17: A2
2B Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)
C$ )ete%#e i% B%$C(edge a%d i%tera#ti$% Cith the )h!*i#a( C$r(d 2dequately perceive the ? p. C 2%, 22 * p.%8 2%, 22 * physical space in which life p. %; 2% * p. %? 23 and human activity develop, both at a large scale and in the immediate surroundings. Ase knowledge of the human C p. ; 2%, 22 body, nature and human interaction with nature to discuss the consequences of different life styles, and to adopt a healthy mental and physical life style in a beneficial social and natural environment. Take into account the dual C p. ; 2%, 22 nature of health, both individual and collective, and demonstrate responsible behaviour and respect towards oneself and others. Pr$#e**i%g i%-$r ati$% a%d digita( #$ )ete%#e 0rganise, relate, analyse and %, 2, 3, 8, ;, ? synthesise information to be able to understand it and integrate it into pre$existing frameworks of knowledge. C$ )ete%#e i% (era%i%g h$C t$ (ear% 2ssess what is known and what needs to be learned, and the skills involved in the learning process, by directing these skills so as to satisfy personal ob"ectives. Ase the help of different strategies and techniques study skills, observation and systematic recording of facts and relationships, group work and pro"ects, problem solving, efficient planning and organising of activities and time, knowledge about different resources and sources for collecting, selecting and processing information, including technological resources to obtain maximum and personalised performance. 2 2ctivity I2ll the subcompetences detailed in this section are developed using (nglish as the common language, which will allow pupils to communicate in a progressive level of competence in a foreign language. 8, ; p. %; 2% * p. %? 23
p. %; 22 * p. %? 2%, 22, 23
8, ;, ?
p. %; 2%, 22 * p.%? 2%, 22, 23
2C Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)
Social and Natural Sciences. 5th grade (Pri ar! Ed"#ati$%) UNIT '
_ The phases of the Moon. _ Analysis of simple diag ams of sola and l!na e"lipses. _ #al!e of the impo tan"e of p ote"ting oneself against ha mf!l sola PLANET EARTH
adiation.
O&JECTI5ES %. :istinguish the basic layers of the (arth atmosphere, hydrosphere and geosphere. 2. 'dentify the atmosphere and its layers troposphere, stratosphere and ionosphere. 3. <ecognise the layers of the geosphere +crust, mantle and nucleus, and the materials that form it +minerals and rocks,. 6. 9lassify minerals according to their basic characteristics hardness, brightness, colour1 8. :ifferentiate rocks according to their origin volcanic, sedimentary, metamorphic1 ;. 'dentify the phenomena caused by accumulated energy inside the (arth volcanoes, earthquakes1 ?. <ecognise the importance of water for life, its use and ways it can be polluted. B. <ecognise the (arth-s basic representational forms +maps, globes, and the meridian and parallel systems. CONTENTS #arts of the (arth atmosphere, geosphere and hydrosphere. :efinition. 9omponents and layers of the atmosphere. 4aterials and layers of the geosphere. #roperties of minerals. Types of rocks according to their origin. #henomena produced by the energy inside the (arth. 4inerals and their basic characteristics. 'dentification and representation of each layer of the atmosphere and their characteristics +troposphere, stratosphere, ionosphere,. 'dentification and representation of the layers of the geosphere +crust, mantle and nucleus,. 9lassification of different kinds of rocks according to their origin +volcanic, sedimentary, metamorphic,. <ecognition and representation of a volcano and its basic parts. @alue of water for life and knowledge of its adequate and inadequate uses. <epresentation of the (arth in different forms. <ecognition of the basic imaginary lines of the (arth +(quator, meridians and parallels,.
ASSESSMENT CRITERIA %. (numerate the different layers that form the (arth atmosphere, hydrosphere, geosphere. 2. (xplain what the atmosphere is and differentiate each one of its layers troposphere, ionosphere and stratosphere. 3. 9haracterise the geosphere, defining each one of its layers and materials. 3D Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)
Social and Natural Sciences. 5th grade (Pri ar! Ed"#ati$%) 6. 'dentify and describe the characteristics of some minerals +diamond hardness, brightness1,. 8. 9lassify the different types of rocks according to their origin volcanic, sedimentary and metamorphic. ;. 9haracterise some phenomena that accumulated energy causes inside the (arth and know the most important parts of these phenomena +volcano crater, vent1,. ?. @alue the importance of water for life. B. :escribe the differences between globes and maps. C. 'dentify the basic imaginary lines on the (arth found on a globe or map. &ASIC COMPETENCES E ASSESSMENT CRITERIA E ACTI5ITIES
&ASIC COMPETENCES E SU&COMPETENCES C$ )ete%#e i% (i%g"i*ti# #$ /peak, listen and, in general, participate in dialogue and debate in an organised and clear manner. 9ommunicate thoughts, emotions, life experiences, opinions, ideas, and ethical and critical "udgements in a coherent way. Ase specific vocabulary from each area as an instrument for language enrichment. Mathe ati#a( #$ )ete%#e (xpress mathematical information, data and discussions clearly and precisely. 4anage basic mathematical elements, such as different types of numbers, measurements, symbols, geometrical elements, etc., in real situations and simulations from daily life. ASSESSMENT CRITERIA "%i#ati$% (I) B ACTI5ITIES
p. %B 2%, 22, 23, 26
?, B
p. %B 2%, 22, 23, 26 * p. 2C 23
%, 2, 8, ;
p. 2% 2% * p. 23 23 * p. 28 2% * p. 2B 2%
2, 3, B
p. 2? 2%, 22 * p. 2B 2%
p. 2? 2%, 22, 23, 26
C$ )ete%#e i% B%$C(edge a%d i%tera#ti$% Cith the )h!*i#a( C$r(d 2pply autonomous healthy ? p. 28 22, 23 * p. 2B 2% habits related to self care +nutrition, exercise, sleep 1,. 'dentify relevant problems! ;, ? p. 28 2% * p. 2B 22 * perform direct and indirect p. 2C 23 observations, taking into account a theoretical framework of interpretation! ask questions! locate, obtain, analyse and represent quantitative and qualitative information! predict and

identify available knowledge to answer scientific questions and communicate conclusions in different contexts. S$#ia( #$ )ete%#e a%d #itiFe%*hi) $e a%a e of so"ial &al!es, assess and e"onst !"t these &al!es in an affe"ti&e and ational %ay in o de to p og essi&ely " eate a system of &al!es and 'eha&e a""o dingly %hen fa"ing a "onfli"t and ma(ing de"isions. C$ )ete%#e i% (era%i%g h$C t$ (ear% +e&elop the ha'it of as(ing ,!estions, identifying and managing the a ay of possi'le ans%e s fo simila sit!ations 'y !sing diffe ent st ategies and methodologies. 2 2ctivity I2ll the subcompetences detailed in this section are developed using (nglish as the common language, which will allow pupils to communicate in a progressive level of competence in a foreign language. ? p. 25: A1 / p. 2): A2 / p. 2*: A3
6, 8
p. 23: A1 / p. 2): A2
Social and Natural Sciences. 5th grade (Pri ar! Ed"#ati$%) UNIT ,
;EATHER AND CLIMATE
O&JECTI5ES %. :efine atmospheric weather and climate. 2. 'dentify the basic elements of climate +temperature, precipitation, atmospheric pressure, wind, and the instruments with which these are measured. 3. 5ist the elements that affect climate +altitude, relief, distance from bodies of water1,. 6. 'dentify the main types of climate on the (arth +hot, temperate, cold, and their subtypes. 8. <ecognise the different types of climate according to terrestrial &ones hot +equatorial, tropical, desert,, temperate +oceanic, 4editerranean, continental, and cold +mountain, polar,. ;. 'dentify the types of climate in /pain +oceanic, 4editerreanean continental, subtropical, mountain, 4editerranean,. ?. @alue the significance of climate change, its causes and the consequences of these changes. B. Anderstand different natural disasters and the atmospheric phenomena that cause them +hurricanes, tornadoes, floods, fires1,. CONTENTS >eather and climate. :ifferentiation. (lements of climate +temperature, precipitation, wind and atmospheric pressure,. 9haracterisation. Factors that affect climate. 9limates of the (arth. 4ain climate &ones +hot, temperate and cold, and types of climates. Features of each of them. 9limates in /pain. Factors that affect them +latitude, distance from bodies of water and relief ,. 9limate change. 9auses and consequences. 7atural disasters. <ecognition of the main climate &ones in our planet +hot, temperate and cold,. 'dentification and localising of the different types of climates +equatorial, mediterranean, polar 1, that we can find in different places of the (arth. 'dentification and localising of the climates that we can find in the different parts of /pain +oceanic climate Halicia1,.
ASSESSMENT CRITERIA %. :ifferentiate atmospheric weather and climate. 2. 9lassify the basic elements that affect climate +temperature, atmospheric pressure, wind1, and identify its measurement tools. 3. :istinguish climate variations according to certain elements +altitude, latitude, relief1,.
Social and Natural Sciences. 5th grade (Pri ar! Ed"#ati$%) 6. 5ocate the great climatic &ones of the (arth +hot, temperate and cold, and identify the characteristics of each. 8. Find the different &ones of the (arth on a map according to the types of climates in them. ;. 'nterpret temperature and precipitation graphs from different types of climates. ?. 'dentify and locate the different types of climate we can find on the 'berian #eninsula. B. :efine climate change and what causes the greenhouse effect. C. 'dentify the actions that can contribute to reducing climate change. %D. (xplain why and how some natural disasters take place +hurricanes, floods, fires1, and their relation to atmospheric phenomena. &ASIC COMPETENCES E ASSESSMENT CRITERIA E ACTI5ITIES
&ASIC COMPETENCES E SU&COMPETENCES C$ )ete%#e i% (i%g"i*ti# #$ -omm!ni"ate, &e 'ally and in % iting, simple messages. Ase specific vocabulary from each area as an instrument for language enrichment. 0se lang!age as a tool fo pea"ef!l esol!tion of "onfli"ts, eliminating de ogato y %o ds and se1ist and dis" iminato y e1p essions. Mathe ati#a( #$ )ete%#e 4anage basic mathematical elements, such as different types of numbers, measurements, symbols, geometrical elements, etc., in real situations and simulations from daily life. 2nte p et info mation f om diffe ent types of g aphs and simple n!me i"al %o d p o'lems of daily life. ASSESSMENT CRITERIA "%i#ati$% (I) %, 6 6 C ACTI5ITIES
p. 33: A1, A2 / p. .1: A3 p 35: A1 / p. ./: A1 p. 3*: A2 / p. .1: A3
p. 33: A. / p. ./: A1, A2
p. 37: A1, A2 / p. ./: A1 / p. .1: A3, A.
C$ )ete%#e i% B%$C(edge a%d i%tera#ti$% Cith the )h!*i#a( C$r(d 2dequately perceive the 3 p. 33 23 * p. 6D 2% physical space where life and human activity develop, both at a large scale and in the immediate surroundings. (xplain the influence that the ? p. 3C 2% * p. 6D 22 * p. 6% presence of humans has on 28 the physical world, including settlements, activities and modifications made to

landscapes. 'dentify questions and problems, and make decisions about the physical world. S$#ia( #$ )ete%#e a%d #itiFe%*hi) $e a%a e of so"ial &al!es, assess and e"onst !"t these &al!es in an affe"ti&e and ational %ay in o de to p og essi&ely " eate a system of &al!es and 'eha&e a""o dingly %hen fa"ing a "onfli"t and ma(ing de"isions. Pa ti"ipate a"ti&ely and esponsi'ly in g o!p lea ning a"ti&ities, espe"ting the g o!p3s ope ating !les. 2 2ctivity I2ll the subcompetences detailed in this section are developed using (nglish as the common language, which will allow pupils to communicate in a progressive level of competence in a foreign language.
p. 3C 2% * p. 6D 22 * p. 6% 28
C, %D
p. 3*: A2 / p. ./: A2
C, %D
p. 35: A2 / p. 37: A1 / p. 3/: A2
Social and Natural Sciences. 5th grade (Pri ar! Ed"#ati$%) UNIT 8
LANDSCAPES IN SPAIN
O&JECTI5ES %. 2. 3. 6. 8. ;. ?. B. C. 'dentify the different territories of /pain. 5ist and locate the different areas of relief in /pain. Find the different rivers of the 'berian peninsula. <ecognise the elements that make up the diversity of landscapes in /pain. <ecognise the different types of landscapes +natural and humani&ed,. 5ist the reasons for landscape variety in /pain. 'dentify the living things that inhabit the different landscapes in /pain. :ifferentiate a plan from a map. 'nterpret the scale and the different elements of a map.
CONTENTS 'dentification of the different /panish territories. <elief areas in /pain features of each of them. <ivers in /pain. Features. 9lassification according to the bodies of water they flow into. :iversity of landscapes in /pain. <elation to climate. <epresention of space plans and maps. :ifferences. (xplanation and localisation of the different types of landscapes in /pain. 'dentification of the living things that inhabit the different landscape types of the 'berian #eninsula. 2wareness of the importance of preserving landscapes and protected spaces. 'nterpretiation of the scale in a map.
ASSESSMENT CRITERIA %. 5ocate the different /panish territories on a map. 2. 'dentify and locate the different areas of relief in /pain, pointing out their most significant features. 3. 5ocate rivers in /pain according to the bodies of water they flow into and describe their characteristics. 6. (xplain the different elements that influence the natural landscape. 8. :escribe the climatic factors that determine the vegetation of a natural landscape. ;. 9lassify the different landscapes of /pain according to their climate, pointing out the living things that inhabit each of them. ?. 'dentify different types of humani&ed landscapes and explain their most significant features. B. @alue the importance of protecting natural spaces and identify measures for their proper conservation. C. (xplain the differences between a plan and a map in a practical way. %D. 'dentify and interpret the different elements that appear on a map. %%. 9alculate the distances between two points by interpreting the scale of a map. 3; Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)
Social and Natural Sciences. 5th grade (Pri ar! Ed"#ati$%) &ASIC COMPETENCES E ASSESSMENT CRITERIA E ACTI5ITIES
&ASIC COMPETENCES E SU&COMPETENCES C$ )ete%#e i% (i%g"i*ti# #$ 4pea(, listen and, in gene al, pa ti"ipate in dialog!e and de'ate in an o ganised and "lea manne . -omm!ni"ate tho!ghts, emotions, life e1pe ien"es, opinions, ideas, and ethi"al and " iti"al 5!dgements in a "ohe ent %ay. Ase specific vocabulary from each area as an instrument for language enrichment. Mathe ati#a( #$ )ete%#e (xpress mathematical information, data and discussions clearly and precisely. 4anage basic mathematical elements, such as different types of numbers, measurements, symbols, geometrical elements, etc., in real situations and simulations from daily life. 'nterpret information from different types of graphs and simple numerical word problems of daily life. ASSESSMENT CRITERIA "%i#ati$% (I) B ACTI5ITIES
p. .6: A3
6, 8
p. .6: A2
p. .6: A1 / p. 5/: A1, A2
%D
p. 6; 2%
%%
p. 82 * p. 86 2%, 23
%D, %%
p. 8D 2%
C$ )ete%#e i% B%$C(edge a%d i%tera#ti$% Cith the )h!*i#a( C$r(d 2dequately perceive the ;, ? p. 6; 2% * p. 6B 2% physical space where life and human activity develop, both at a large scale and in the immediate surroundings. (xplain the influence that the ?, B p. 6B 2%, 22 presence of humans has on the physical world, including settlements, activities and modifications made to landscapes. C$ )ete%#e i% (er%i%g h$C t$ (ear% :evelop skills to obtain information and assimilate it as personal knowledge, making relationships and integrating the new information with prior %% p. 6B 23

knowledge and personal experience. 2pply new knowledge and skills in similar situations and in different contexts. 2 2ctivity I2ll the subcompetences detailed in this section are developed using (nglish as the common language, which will allow pupils to communicate in a progressive level of competence in a foreign language.
%D
p. 6; 22 * p. 8D 2%
LI5ING THINGS
O&JECTI5ES %. 'dentify the necessary conditions for the development of living things. 2. 5ist the basic life processes of living things +interaction, nutrition and reproduction,. 3. 7ame the different activities that human beings perform through the three basic life processes. 6. :efine what is a cell 8. 'dentify different types of cells. ;. #oint out the different parts of a cell. ?. :istinguish between the parts of an animal cell and that of a plant cell. B. 'dentify the five kingdoms that comprise living things and their features. C. <ecognise the words from the unit and use them properly. CONTENTS 5ife on the (arth. Basic life processes of living things +interaction, nutrition and reproduction,. 2ctivities related to the basic life processes of human beings. The cell. :efinition and typology. #arts of a cell. 9haracterisation of the types of cells. 2nimal and vegetal cells. :ifferences. The five kingdoms. Features and examples. 'mportance of preserving the (arth-s biodiversity.
ASSESSMENT CRITERIA %. 2. 3. 6. :escribe the necessary elements for life on (arth. (xplain the basic life processes in living things. <elate human activities to basic life processes. :escribe the types of cells, providing examples of living things characteristic of each of them. 8. :raw the different parts of a cell and link them to the functions they perform. ;. :ifferentiate the shapes and parts of an animal cell from those of a plant cell and draw them. ?. 'dentify the basic functions of a cell. B. (xplain how cells organise themselves. C. :efine each level of the cellular process +tissue, organ and system,. %D. <elate the different kingdoms to their characteristic features. %%. 5ist examples of living things that belong to each of these kingdoms. %2. 4ake cards of different living things and their main characteristics +kingdom, cell type, etc.,.
&ASIC COMPETENCES E SU&COMPETENCES C$ )ete%#e i% (i%g"i*ti# #$ 9ommunicate, verbally and in writing, simple messages. Ase specific vocabulary from each area as an instrument for language enrichment. Find information in different media +printed and computerised, using collected data to do pro"ects related to different areas. Mathe ati#a( #$ )ete%#e 2pply reasoning strategies to solve problems and to obtain information. /elect strategies to solve problems given the available information. ASSESSMENT CRITERIA "%i#ati$% (I) 2, B, %2 C B ACTI5ITIES
p. 8? 22 * p. 8C 22 p. 8? 2% * p. 8C 22, 23 p. ;3 23
6 3, %D
p. 8C 22 p. 8? 22 * p. 8C 22
C$ )ete%#e i% B%$C(edge a%d i%tera#ti$% Cith the )h!*i#a( C$r(d <ecognise the importance of %, %% the fact that all human beings benefit from progress and that progress should preserve natural resources and diversity. Ase knowledge of the human 3 body, nature and human interaction with nature to discuss consequences of different life styles, and to adopt a healthy mental and physical life style in a beneficial social and natural environment. 'dentify questions and % problems, and make decisions about the physical world. C$ )ete%#e i% (er%i%g h$C t$ (ear% +e&elop the ha'it of as(ing ,!estions, identifying and managing the a ay of possi'le ans%e s fo simila sit!ations 'y !sing diffe ent st ategies and methodologies. 2
p. 86 2%, 22
p. 8? 22
p. 86 2%, 22
p. 5.: A1, A2
:evelop skills to obtain information and assimilate it as personal knowledge, making relationships and integrating the new information with prior knowledge and personal experience. 2 2ctivity
8, ;
p. 63: A3
I2ll the subcompetences detailed in this section are developed using (nglish as the common language, which will allow pupils to communicate in a progressive level of competence in a foreign language.
UNIT .
PLANTS
O&JECTI5ES %. 2. 3. 6. 8. ;. 9lassify plants according to their characteristics. 5ist the types of flowering plants. 'dentify the parts of a plant and their significant traits. :efine what photosynthesis is. :ifferentiate a flowering plant-s reproduction organs. @alue the role of plants among living things and the planet in general.
CONTENTS 9haracteristics of plants. Types of plants +flowering and conifers,. 9haracteristics. #arts of a plant +stem, root and leaf,. #lant nutrition. #hotosynthesis. The interaction of plants +light, water, touch 1,. Flowering plant reproduction. :escription of plants- common characteristics. 9lassification of plants according to whether they have flowers or not. (xplanation of a plant-s reproduction process. @alue of the role of plants among living things and of the planet in general.
ASSESSMENT CRITERIA %. @alue the importance of plants in the life of the planet. 2. :escribe common traits of plants. 3. (xplain the characteristics of flowering plants and conifers , providing examples for each one. 6. :ifferentiate between plants that are angiosperms and gymnosperms, providing specific examples. 8. :escribe the functions of the different parts of a plant and draw them. ;. (stablish plant typologies according to their stem. ?. (xplain the process of photosynthesis and represent it through drawings. B. 'dentify those elements that a plant reacts to and why. C. :istinguish the different parts of flowers and identify the organs and the functions associated with each one. %D. <ecognise the differences between the processes of pollination, fertilisation and germination of a plant.
&ASIC COMPETENCES E SU&COMPETENCES C$ )ete%#e i% (i%g"i*ti# #$ 9ommunicate, verbally and in writing, simple messages. -omm!ni"ate tho!ghts, emotions, life e1pe ien"es, opinions, ideas, and ethi"al and " iti"al 5!dgements in a "ohe ent %ay. Ase specific vocabulary from each area as an instrument for language enrichment. Mathe ati#a( #$ )ete%#e 2pply reasoning strategies to solve problems and to obtain information. Follow argument reasoning by identifying main ideas and "udging the logic and validity of the arguments, as well as the acquired information. ASSESSMENT CRITERIA "%i#ati$% (I) 2, 3, 8 % ACTI5ITIES
p. 75: A3 / p. 77: A1 p. 7*: A3
8, ;
p. 7*: A1 / p. )/: A2 / p. )1: A3
B, C ?, %D
p. ?3 2% * p. ?8 2% * p. ?C 2% p. ?? 22 * p. ?C 23
C$ )ete%#e i% B%$C(edge a%d i%tera#ti$% Cith the )h!*i#a( C$r(d Ade,!ately pe "ei&e the p. 73: A1 / p. 75: A1 2 physi"al spa"e %he e life and h!man a"ti&ity de&elop, 'oth at a la ge s"ale and in the immediate s! o!ndings. p. 7/: A1, A2 <ecognise the importance of % the fact that all human beings benefit from progress and that progress should preserve natural resources and diversity. p. 7/: A1, A2 / p. 73: A1 / Ase knowledge of the human %, 3 body, nature and human p. 75: A2, A3 interaction with nature to discuss consequences of different life styles, and to adopt a healthy mental and physical life style in a beneficial social and natural environment. C$ )ete%#e i% (er%i%g h$C t$ (ear% :evelop the habit of asking questions, identifying and managing the array of possible answers for similar situations by using different strategies and % p. ?D 2%, 22 * p. ?? 2%

methodologies.
:evelop skills to obtain information and assimilate it as personal knowledge, making relationships and integrating the new information with prior knowledge and personal experience. 2 2ctivity
p. ?D 2%, 22 * p. BD 2%
Social and Natural Sciences. 5th grade (Pri ar! Ed"#ati$%) UNIT /
IN5ERTE&RATES
O&JECTI5ES %. 'dentify the most significant features of invertebrate animals. 2. :istinguish between the different types of invertebrates +arthropods, molluscs, sponges, polyps and "ellyfish, echinoderms and annelids,. 3. 5ist the characteristics of arthropods and their typology. 6. 5ist the characteristics of mollusks and the different groups that exist. 8. 'dentify the traits that characterise sponges. ;. 5ist the characteristics of polyps and "elly fish. ?. 'dentify measures to safeguard and protect the environment. CONTENTS The invertebrates. 9haracteristics. Hroups of invertebrates. The arthropods traits and groups. The mollusks traits and groups. 0ther invertebrates sponges, polyps, "ellyfish, annelids and echinoderms. 9haracteristic traits. 9lassif'cation of invertebrates according to their characteristics. 5isting of the different types of mollusks and their uses for human beings. 'dentification of other aquatic and terrestrial invertebrates, classifying them according to their characteristics. 2wareness of the importance of protecting the seas to safeguard marine biodiversity. @aluing different measures directed at preserving the environment.
ASSESSMENT CRITERIA %. (xplain some of the characteristics of invertebrates and point out the basic differences between them and vertebrates. 2. 9lassify invertebrates based on their characteristics. 3. :escribe the characteristics of arthropods and list some examples. 6. :ifferentiate between the different types of arthropods based on their characteristics, listing some examples of each. 8. @alue the role that some arthropods have in their interrelation with human beings. ;. (xplain the characteristics of molluscs and the environment in which they develop. ?. 9lassify the types of mollusks according to their characteristics. B. 2nalyse the different uses that human beings have for mollusks. C. :istinguish between polyps, "ellyfish and sponges, pointing out the traits that differentiate them. %D. @alue the importance of taking action to protect the environment in order to preserve biodiversity on the planet.
&ASIC COMPETENCES E SU&COMPETENCES C$ )ete%#e i% (i%g"i*ti# #$ /peak, listen and, in general, participate in dialogue and debate in an organised and clear manner. 9ommunicate thoughts, emotions, life experiences, opinions, ideas, and ethical and critical "udgements in a coherent way. Ase specific vocabulary from each area as an instrument for language enrichment. Find information in different media +printed and computerised, using collected data to do pro"ects related to different areas. Mathe ati#a( #$ )ete%#e 2pply reasoning strategies to solve problems and to obtain information. /elect strategies to solve problems given the available information. ASSESSMENT CRITERIA "%i#ati$% (I) %D ACTI5ITIES
p. B2 2%, 22
%D
p. B2 2%, 22
% 8, B
p. C% 2% * p. C3 22 * p. C6 2% p. BC 22
2, 6 ?, C
p. C6 22 p. BC 22 * p. C6 22, 23
C$ )ete%#e i% B%$C(edge a%d i%tera#ti$% Cith the )h!*i#a( C$r(d Ase knowledge of the human %, 8, ? p. B8 2%, 22 * p. B? 2%, 22 * body, nature and human p. BC 2%, 22 interaction with nature to discuss consequences of different life styles, and to adopt a healthy mental and physical life style in a beneficial social and natural environment. 'dentify question and %D p. B2 2%, 22 problems, and make decisions about the physical world. S$#ia( #$ )ete%#e a%d #itiFe%*hi) Be aware of social values, assess and reconstruct these values in an affective and rational way in order to progressively create a system of values and behave accordingly when facing a conflict and making decisions. ? p. B2 2%, 22
C$ )ete%#e i% (er%i%g h$C t$ (ear% :evelop skills to obtain information and assimilate it as personal knowledge, making relationships and integrating the new information with prior knowledge and personal experience. 2 2ctivity
8, B
p. C2 2%
Social and Natural Sciences. 5th grade (Pri ar! Ed"#ati$%) UNIT :
5ERTE&RATES
O&JECTI5ES %. 2. 3. 6. 8. ;. ?. 5ist the different groups of vertebrates and their characteristic traits. 'dentify the characteristics of fish and the parts of their body. #oint out characteristics of amphibians and the main groups that exist. 5ist the characteristic features of the different groups of reptiles. 'dentify the characteristics of birds and the different parts of their body. Be aware of the different groups of mammals, according to their diet and method of reproduction. 'dentify species of vertebrate animals in danger of extinction and the causes of their current situation.
CONTENTS The vertebrates. 9haracteristics. Hroups of vertebrates. Fish traits and parts of the body. 9lassification. 2mphibians. :escription and typology. <eptiles. :escription and typology. Birds. :escription and typology. 4ammals. :escription and classification according to diet and reproductive method. =uman beings biped mammals. :ifferentiation between types of mammals according to their physical and dietary characteristics. 2wareness of the importance of avoiding the disappearance of animals in danger of extinction. 2ssessment of measures and actions designed to preserve the (arth-s biodiversity.
ASSESSMENT CRITERIA %. 2. 3. 6. 8. ;. ?. (xplain the common characteristics of vertebrate animals. 2nalyse the differences among the different groups of vertebrates. 9lassify the different types of vertebrates according to their characteristics. <elate examples of animals to the group of mammals they belong to. 9lassify fish according to their diet and skeletal type. 'dentify the traits that characterise amphibians, their diet and typology. :escribe the characteristics of reptiles and their different groups, listing the differences between them. B. (xplain the characteristics of birds, listing their typology based on diet. C. 2ssess critically those actions that cause the extinction of animal species. %D. :iscuss critically the measures and actions that can contribute to the preservation of biodiversity on the planet.
&ASIC COMPETENCES E SU&COMPETENCES C$ )ete%#e i% (i%g"i*ti# #$ -omm!ni"ate, &e 'ally and in % iting, simple messages. /peak, listen and, in general, participate in dialogue and debate in an organised and clear manner. 9ommunicate thoughts, emotions, life experiences, opinions, ideas, and ethical and critical "udgements in a coherent way. Ase specific vocabulary from each area as an instrument for language enrichment. Mathe ati#a( #$ )ete%#e 2pply reasoning strategies to solve problems and to obtain information. Follow argument reasoning by identifying main ideas and "udging the logic and validity of the arguments, as well as the acquired information. ASSESSMENT CRITERIA "%i#ati$% (I) % %D ACTI5ITIES
p. *7: A1 / p. 1/1: A1 / p.1/3: A1 / p. 1/5: A2 p. *.: A1, A2
C, %D
p. *.: A1, A2
%, ;
p. *7: A2 / p. 1/.: A2 / p. 1/5: A2
3, 8 C, %D
p. %D% 22 * p. %D8 23 p. %D6 2% * p. %D8 23
C$ )ete%#e i% B%$C(edge a%d i%tera#ti$% Cith the )h!*i#a( C$r(d <ecognise the importance of C, %D p. C6 2%, 22 the fact that all human beings benefit from progress and that progress should preserve natural resources and diversity. Ase knowledge of the human %, 2 p. C6 22 * p. CC 2% * body, nature and human p. %D% 22 interaction with nature to discuss consequences of different life styles, and to adopt a healthy mental and physical life style in a beneficial social and natural environment. 'dentify question and C, %D p. C6 2%, 22 problems, and make decisions about the physical world.
Pr$#e**i%g i%-$r ati$% a%d digita( #$ )ete%#e 0rganise, relate, analyse and 2, %D synthesise information in order to understand its meaning and integrate it in outlines based on prior knowledge. S$#ia( #$ )ete%#e a%d #itiFe%*hi) /how respect for values that consolidate /tates and democratic societies, their foundations, organisational systems and operation. 2 2ctivity C, %D
p. %D6 2%
p. C6 2%, 22
ECOSYSTEMS
O&JECTI5ES %. 2. 3. 6. 8. ;. ?. 'dentify the elements that together form an ecosystem. /how the relationships that exist between living things in an ecosystem. :escribe dietary relationships between living things. :istinguish between food chain and food web. 5ist the types of ecosystems. 5ist the traits of natural ecosystems. 'dentify the changes that take place in ecosystems.
CONTENTS (cosystems. :efinition and characteristics. Types of relationships between the living things within an ecosystem. Feeding relationships between living things. Feeding groups or trophic levels of an ecosystem. Food chains and food webs. Types of ecosystems natural and humani&ed. The changes in ecosystems causes and consequences. 'dentification of the relationships between the living things within an ecosystem. :escription of the trophic levels of an ecosystem. 2nalysis of the relationship between food chain and food web. 'dentification of the different types of natural ecosystems and living things associated with them. (xplanation of the different changes that ecosystems go through. 2ssessment of the necessary measures for preserving ecosystems from human activity.
ASSESSMENT CRITERIA %. :escribe the different elements that make up an ecosystem. 2. 9haracterise the different relations between living things, providing specific examples. 3. 9lassify the different groups of living things according to their diet. 6. 'dentify the different trophic levels and their feeding relationships. 8. 2nalyse the relationship between food chain and food web. ;. 9lassify living things in relation to the trophic level in which they are found. ?. :raw two food chains. B. (xplain the differences between natural and humani&ed ecosystems and show their typology. C. :escribe the characteristics of terrestrial ecosystems and identify the living things that inhabit them. %D. 2nalyse critically the causes and consequences +pollution, loss of diversity, deforestation1, that natural and human changes produce in the environment.
&ASIC COMPETENCES E SU&COMPETENCES C$ )ete%#e i% (i%g"i*ti# #$ 9ommunicate, verbally and in writing, simple messages. Ase specific vocabulary from each area as an instrument for language enrichment. Find information in different media +printed and computerised, using collected data to do pro"ects related to different areas. Mathe ati#a( #$ )ete%#e 2pply reasoning strategies to solve problems and to obtain information. Follow argument reasoning by identifying main ideas and "udging the logic and validity of the arguments, as well as the acquired information. ASSESSMENT CRITERIA "%i#ati$% (I) %, B %, 2, 6 C ACTI5ITIES
p. %DC 2% * p.%%3 2% p. %DC 2% * p. %%8 2% * p. %%; 22 * p. %%B 2% p. %%% 2%, 22 * p. %%B 22
3, ; 8, %D
p. %%% 2%, 22 * p. %%B 22 p. %D; 2%, 22 * p. %%% 22, 23
C$ )ete%#e i% B%$C(edge a%d i%tera#ti$% Cith the )h!*i#a( C$r(d 2dequately perceive the %, 2, B p. %DC 2% * p. %%3 2% physical space where life and human activity develop, both at a large scale and in the immediate surroundings. (xplain the influence that the C, %D p. %D; 2%, 22 * presence of humans has on p. %%8 2%, 22 the physical world, including settlements, activities and modifications made to landscapes. <ecognise the importance of %D p. %D; 2%, 22 the fact that all human beings benefit from progress and that progress should preserve natural resources and diversity. C$ )ete%#e i% (er%i%g h$C t$ (ear% :evelop the habit of asking questions, identifying and managing the array of possible answers for similar situations by using different strategies and methodologies. ; p. %D; 2%, 22 * p. %%8 22 * p. %%B 23
:evelop skills to obtain information and assimilate it as personal knowledge, making relationships and integrating the new information with prior knowledge and personal experience. 2pply new knowledge and skills in similar situations and in different contexts. 2 2ctivity
%D
p. %D; 2%, 22 * p. %%; 2%
%, C
p. %%% 22, 23
MATTER
O&JECTI5ES %. 2. 3. 6. 8. ;. 'dentify matter in our surrounding. 'dentify the general properties of matter and their significant features. 5ist the specific properties of matter and their characteristics. Be aware of the different states of matter and their main characteristics. 'dentify the properties of the different states of matter. :ifferentiate the different states of water.
CONTENTS 4atter #roperties general properties of mass and volume. /pecific density, elasticity, plasticity, hardness, conductivity and resistance. /tates of matter. 5ist of the different properties of matter and their characteristic traits. 'dentification of the units of mass and volume. 9alculation of the density of a body. :escription of the different states of matter and their properties. (xplanation of the uses of different materials and ob"ects from our immediate surroundings +mud, plastic, wood 1,. 2ssessment of the importance of applying logical thought and mathematical reasoning to daily situations and various contexts.
ASSESSMENT CRITERIA %. 'dentify the traits that define matter, indicating the different kinds of matter known. 2. :escribe the traits that characterise the general properties of matter and identify their units of measurement. 3. (xplain the characteristics of each one of the specific properties of matter, providing examples of materials that belong in these. 6. 9alculate the density of a body from the data of its mass and volume. 8. 'dentify the different states of matter, explaining the properties of each one. ;. 2nalyse the process whereby water changes from one state to another. ?. (xplain the properties of ob"ects and materials in our immediate surroundings +pencil, ruler, plasticine, plastic bottle, ice cube 1,. B. 2ssess the usefulness of different materials +wood, plastic, marble, mud 1,. C. Ase numerical data to carry out mathematical operations and solve problems.
&ASIC COMPETENCES E SU&COMPETENCES C$ )ete%#e i% (i%g"i*ti# #$ 9ommunicate, verbally and in writing, simple messages. Ase specific vocabulary from each area as an instrument for language enrichment. Mathe ati#a( #$ )ete%#e (xpress mathematical information, data and discussions clearly and precisely. 4anage basic mathematical elements, such as different types of numbers, measurements, symbols, geometrical elements, etc. in real situations and in simulations of daily life. 2pply reasoning strategies to solve problems and to obtain information. 'nterpret information from different types of graphs and simple numerical word problems of daily life. ASSESSMENT CRITERIA "%i#ati$% (I) 2, 3, ? %, 8 ACTI5ITIES
p. %26 22 * p. %2; 2%, 22 p. %26 22 * p. %2; 2%, 22 * p. %2? 22 * p. %2B 2%
2, 6, C
p. %22 2% * p. %23 2% * p. %2; 2% * p. %2B 23 p. %22 2% * p. %23 2% * p. %2; 2% * p. %2B 23
2, 6, C
6, C 6, C
p. %22 2% * p. %23 2% * p. %26 2% * p. %2; 2% * p. %2B 2%, 23 p. %22 2% * p. %23 2% * p. %2B 22, 23
C$ )ete%#e i% B%$C(edge a%d i%tera#ti$% Cith the )h!*i#a( C$r(d 'dentify relevant problems! 3, ;, B p. %%B 2%, 22 * p. %22 2% * perform direct and indirect p. %23 2% * p. %26 2%, 22 * observations, taking into p. %2; 2% * p. %2B 22, 23 account a theoretical frame of interpretation! ask questions! locate, obtain, analyse and represent quantitative and qualitative information! predict and identify available knowledge to answer scientific questions and communicate conclusions in different contexts. Pr$#e**i%g i%-$r ati$% a%d digita( #$ )ete%#e 0rganise, relate, analyse and %, 3, ; synthesise information in order to understand its meaning and integrate it in outlines based on prior knowledge. p. %%B 2% * p. %26 2%, 22 * p. %2; 2% * p. %2? 2%
C$ )ete%#e i% (er%i%g h$C t$ (ear% :evelop the habit of asking questions, identifying and managing the array of possible answers for similar situations by using different strategies and methodologies. :evelop skills to obtain information and assimilate it as personal knowledge, making relationships and integrating the new information with prior knowledge and personal experience. 2 2ctivity
6, 8, ;
p. %%B 2% * p. %2? 22, 23
%, 3, C
p. %26 2%, 22 * p. %2; 2%, 22 * p. %2? 22 * p. %2B 2%
MATTER CHANGES
O&JECTI5ES %. 2. 3. 6. 8. ;. ?. (xplain the process of sublimation. :escribe how physical changes in matter take place. :efine the meaning of boiling point. Gnow the implications of the different changes of matter +evaporation, condensation, solidification and fusion,. :istinguish between pure substances and mixtures. 5ist the names of techniques used to separate the components of mixtures +magnetism, filtration, decantation and evaporation,. :ifferentiate between simple substances and compound substances.
CONTENTS #hysical changes in matter. Types of physical changes in matter +boiling, condensation, evaporation and fusion,. #ure substances and mixtures. :ifferent types of mixtures. Techniques to separate the components of mixtures magnetism, filtration, decantation and evaporation. 9hemical changes of matter. /imple and compound substances. :escription of the physical and chemical transformation processes of matter. (xplanation of the different techniques that separate the different components of mixtures. 2ssessment of the significance and uses of the transformations of matter in the environment.
ASSESSMENT CRITERIA %. (xplain sublimation process through an example. 2. :escribe how each of the different types of physical changes in matter takes place, listing examples of each one. 3. /how how the boiling process is brought about and the necessary conditions for it to take place. 6. #oint out the differences between pure substances and mixtures, defining their properties. 8. :escribe the differences between homogeneous and heterogeneous mixtures, indicating well$known examples. ;. (xplain the techniques used to separate the components of a mixture, describing the types of mixtures used in each of them. ?. 2nalyse how the processes of oxidation and combustion take place through examples and experiments. B. :efine simple and compound substances, listing examples of each.
Social and Natural Sciences. 5th grade (Pri ar! Ed"#ati$%) C. 2nalyse the components of substances resulting from chemical changes +water, iron oxide1,. %D. 0bserve and analyse the physical and chemical changes of substances and of matter that are part of our planet, valuing their importance in nature. &ASIC COMPETENCES E ASSESSMENT CRITERIA E ACTI5ITIES
&ASIC COMPETENCES E SU&COMPETENCES C$ )ete%#e i% (i%g"i*ti# #$ 9ommunicate, verbally and in writing, simple messages. Ase specific vocabulary from each area as an instrument for language enrichment. Mathe ati#a( #$ )ete%#e (xpress mathematical information, data and discussions clearly and precisely. /elect strategies to solve problems given the available information. Follow argument reasoning by identifying main ideas and "udging the logic and validity of the arguments, as well as the acquired information. ASSESSMENT CRITERIA "%i#ati$% (I) %, 2, 3, 8, ; %, 2, 3, 6, 8, ;, ?, B, C, %D ACTI5ITIES
p. %3; 2% * p. %3? 22 p. %36 22, 23 * p. %3; 2% * p. %3? 2%, 22 * p. %3B 22
%, 2, 3, 8, ;, ?, C
2, 3, ?, C %, 2, ;, ?
p. %3% 2%, 22 * p. %36 2%, 22 * p. %3; 2%, 22 * p. %3B 2%, 23 p. %3% 2% * p. %36 2%, 22 * p. %3; 22 * p. %3? 2% p. %3% 2% * p. %36 2%, 22 * p. %3; 22 * p. %3? 2%
C$ )ete%#e i% B%$C(edge a%d i%tera#ti$% Cith the )h!*i#a( C$r(d 'dentify relevant problems! 2, 8, ?, C, %D p. %3% 2% * p. %36 2%, 22 * perform direct and indirect p. %3; 22 * p. %3B 2%, 23 observations, taking into account a theoretical frame of interpretation! ask questions! locate, obtain, analyse and represent quantitative and qualitative information! predict and identify available knowledge to answer scientific questions and communicate conclusions in different contexts. Pr$#e**i%g i%-$r ati$% a%d digita( #$ )ete%#e 0rganise, relate, analyse and 2, 3, 8, ; synthesise information in order to understand its meaning and integrate it in outlines based on prior knowledge. p. %3% 2% * p. %36 2%, 22 * p. %3; 2%, 22 * p. %3? 2% * p. %3B 2%, 22, 23
C$ )ete%#e i% (er%i%g h$C t$ (ear% :evelop the habit of asking questions, identifying and managing the array of possible answers for similar situations by using different strategies and methodologies.
p. %3% 2% * p. %36 2%, 22 * p. %3; 2%, 22 * p. %3? 2% * p. %3B 2%, 22, 23
C$ )ete%#e i% a"t$%$ ! a%d )er*$%a( i%itiati0e 2nalise possibilities and ? limitations, know the stages of development of a pro"ect, plan, make decisions and assume risks. 2 2ctivity
p. %3B 2%, 23
;D Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)
Social and Natural Sciences. 5th grade (Pri ar! Ed"#ati$%) UNIT 2'
FORCES AND MACHINES

O&JECTI5ES %. 2. 3. 6. 8. ;. ?. 'dentify what a force is. 5ist examples of forces. :istinguish between different types of forces. :efine what a machine is and the different types of machines. 'dentify a simple machine and to give examples. Gnow what a complex machine is and also the components that make it up. 2ppreciate the role played by science and technology in in humanity-s development.
CONTENTS Forces. Types of simple machines. Types of complex machines. Technology. :efinition of force. 5ist of different types of forces. :escription of each type of force. <ecognition of simple and complex machines, pointing out their usefulness. :ifferentiation of the elements of a lever. Tipology. :escription of some of the most important technical advances for humankind. @alue of the importance of technology in humanity-s development.
ASSESSMENT CRITERIA %. :escribe how forces work, using a practical example. 2. Hive examples of forces based on observation of the environment. 3. :iscuss the different types of forces already studied, giving examples of each one. 6. (xplain the force of gravity, pointing out the changes that may take place in it. 8. 'dentify the most important simple machines and their main characteristics. ;. :raw different types of levers. ?. (xplain what complex machines are and how they are made up. B. (xplain the components of a bycicle, pointing out each of their functions. C. 2ppreciate and to give examples of the importance of technology and science in the history of humankind. %D. /earch for information and present examples of machines that have meant an important technical advance in the history of humankind.
;% Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)
&ASIC COMPETENCES E SU&COMPETENCES C$ )ete%#e i% (i%g"i*ti# #$ 9ommunicate, verbally and in writing, simple messages. Ase specific vocabulary from each area as an instrument for language enrichment. Mathe ati#a( #$ )ete%#e Follow argument reasoning by identifying main ideas and "udging the logic and validity of the arguments, as well as the acquired information. 'nterpret information from different types of graphs and simple numerical word problems from daily life. ASSESSMENT CRITERIA "%i#ati$% (I) %, 3, 6, ?, B %, 2, 3, 6, 8, ;, ?, B, C, %D ACTI5ITIES
p. %6% 2%, 22 * p. %63 2% p. %68 2%, 22 * p. %6; 2% p. %6% 22 * p. %63 2%, 22 * p. %68 2% * p. %6; 2%, 22
%, 2, 6
p. %68 22 * p. %6; 22 * p. %6? 2%, 22, 23
%, 2, ;
p. %63 22 * p. %6? 2%, 22, 23
C$ )ete%#e i% B%$C(edge a%d i%tera#ti$% Cith the )h!*i#a( C$r(d :istinguish and evaluate C, %D scientific knowledge about other forms of learning, and use ethical criteria emerging from scientific and technological development. Pr$#e**i%g i%-$r ati$% a%d digita( #$ )ete%#e Find, select, register and %D analyse information using the techniques and strategies most appropriate based on the source that contains it +oral, written, audiovisual, digital or multimedia,. 0rganise, relate, analyse and %, 2, 3, 6, 8, ;, ?, B, C, %D synthesise information in order to understand its meaning and integrate it in outlines based on prior knowledge. C$ )ete%#e i% (er%i%g h$C t$ (ear% Ase the help of different %, 2, 3, 6, 8, ;, ?, B, C, %D strategies and techniques study skills, observation and systematic recording of facts and relationships, group work and pro"ects, problem solving, efficient planning and organising of activities and time, knowledge about different resources and sources for collecting, selecting and processing
p. %68 22
p. %6% 2%, 22 * p. %63 2% * p. %68 22 * p. %6; 22 * p. %6? 2%, 22, 23
p. %6% 2%, 22 * p. %63 2%, 22 * p. %68 22 * p. %6; 22 * p. %6? 2%, 22, 23
p. %6% 2%, 22, 23 * p. %63 2%, 22, 23 * p. %68 22, 23 * p. %6; 22 * p. %6? 2%, 22, 23
;2 Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)

information, including technological resources to obtain maximum and personalised performance. 2 2ctivity I2ll the subcompetences detailed in this section are developed using (nglish as the common language, which will allow pupils to communicate in a progressive level of competence in a foreign language.
Social and Natural Sciences. 5th grade (Pri ar! Ed"#ati$%) UNIT 2,
THE ECONOMY< PRIMARY = SECONDARY SECTORS
O&JECTI5ES
%. 9lassify economic activities. 2. 5ist the characteristic traits of each sector. 3. :efine the basic activities of the different activities belonging to the primary and 6. 8. ;. ?.
secondary sectors. Anderstand what are those activities that characterise the primary sector. :etermine the differences between the activities of the secondary sector. (valuate the role of renewable and non$renewable energies in the world today. <ecognise the traits that characterise the different types of industries.
CONTENTS The economic sectors primary, secondary and tertiary. 2griculture. 2able farming :ryland and irrigated. 2griculture. 5ivestock farming 'ntensive and extensive. Fishing, mining and forestry. Types of sea fishing. Types of mines. Forestry. 'ndustry. <aw materials. (nergy sources +renewable and non$renewable,. Types of industry +intermediate and consumer goods,. 'dentification of those activities that characterise the different economic sectors. 9lassification of products acording to their origin primary or secondary sector. 9haracterisation of the different types of sea fishing. :escription of different types of mines. :istinction between different types of industry. @alue of the importance of renewable sources of energy to protect the environment.
ASSESSMENT CRITERIA
%. :escribe the characteristic traits of the three economic sectors. 2. Hive examples of economic activities belonging to each economic sector. 3. :istinguish between different types of arable and livestock farming, pointing out
their differences and giving examples.

6. :escribe the existing types of mining, identifying examples of rocks that are
obtained from them.

8. #resent the features of each type of sea fishing, identifying examples of the
species that are obtained from each one.

;. :efine forestry, listing examples of products obtained. ?. :escribe the differences between industrial and craftwork activities, providing
examples of each.
B. (xplain different types of industries, pointing out those that characterise the
/panish industrial sector.

C. #articipate in debate and research activities about different sources of energy
and their implications to the environment.
&ASIC COMPETENCES E SU&COMPETENCES C$ )ete%#e i% (i%g"i*ti# #$ 9ommunicate, verbally and in writing, simple messages. Ase specific vocabulary from each area as an instrument for language enrichment. #rocess information from oral and written sources. Mathe ati#a( #$ )ete%#e Follow argument reasoning by identifying main ideas and "udging the logic and validity of the arguments, as well as the acquired information. ASSESSMENT CRITERIA "%i#ati$% (I) %, 6, 8, ?, B, C ACTI5ITIES
%, 2, 3, 6, 8, ;, ?, B, C %, 2, 3, 6, 8, ;, ?, B, C
p. %86 2% * p. %8? 2%, 22, 23 * p. %8C 2% * p. %;3 22 * p. %;8 2% p. %86 2%, 22 * p. %8? 2%, 22, 23 * p. %8B 2%, 22 p. %86 2%, 22 * p. %8? 2%, 22, 23 * p. %8B 2%, 22 p. %8? 22 * p. %;% 2%, 22 * p. %;3 2%, 22, 23 * p. %;6 2%, 22 * p. %;8 2%, 22, 23, 26
3, 8, B, C
C$ )ete%#e i% B%$C(edge a%d i%tera#ti$% Cith the )h!*i#a( C$r(d 6e"ognise the impo tan"e p. 15.: A1, A2 / p. 15*: A1 3, 6, 8, ;, C of the fa"t that all h!man / 'eings 'enefit f om p. 161: A1 / p. 163: A2 / p og ess and that p. 16.: A1, A2 / p. 165: A1 p og ess sho!ld p ese &e nat! al eso! "es and di&e sity. Pr$#e**i%g i%-$r ati$% a%d digita( #$ )ete%#e Find, select, register and C analyse information using the techniques and strategies most appropriate based on the source that contains it +oral, written, audiovisual, digital or multimedia,. 0rganise, relate, analyse and %, 2, 3, 6, 8, ;, ?, B, C synthesise information in order to understand its meaning and integrate it in outlines based on prior knowledge. C$ )ete%#e i% (er%i%g h$C t$ (ear% :evelop skills to obtain %, 2, 3, 6, 8, ;, ?, B, C information and assimilate it as personal knowledge, making relationships and integrating the new information with prior knowledge and personal experience. p. %8? 22 * p. %;% 2%, 22 * p. %;3 2%, 22, 23 * p. %;6 2%, 22 * p. %;8 2%, 22, 23, 26
p. %;3 2%, 22, 23 * p. %;6 2%, 22 * p. %;8 2%, 22, 23, 26
p. %8? 22 * p. %;% 2%, 22 * p. %;3 2%, 22, 23 * p. %;6 2%, 22 * p. %;8 2%, 22, 23, 26
2 2ctivity I2ll the subcompetences detailed in this section are developed using (nglish as the common language, which will allow pupils to communicate in a progressive level of competence in a foreign language.
;; Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)
THE ECONOMY< TERTIARY SECTOR
O&JECTI5ES %. 'dentify economic activities in the service sector. 2. Anderstand what commerce means and recognise its characteristics. 3. :efine concepts related to commercial activities price, advertising and consumption. 6. :escribe the characteristics of different types of transport. 8. 'dentify different types of tourism. ;. 5ist examples of interpersonal communication and mass communication media. ?. 2ppreciate the importance of the new information technologies. CONTENTS /ervice sector. Tertiary activities. 9ommerce. Types of commerce. :ommestic commerce. Types of retail businesses +department stores and speciality shops,. #rice. 2dvertising and consumption. <esponsible consumption. Transport. Types +land, air and sea,. Tourism. Types of tourism +beach, cultural, rural, adventure1,. 4edia. Types of media +interpersonal and mass,. 'nformation technology +'nternet and email,. 'dentification of different tertiary activities. :efinition of the keys to commercial activity and the different types of commerce. :escription of the different types of transport. @alue of a responsible and rational consumption. 2wareness of the importance of the new communication media, like 'nternet and email.
ASSESSMENT CRITERIA %. 'dentify different areas of work related to the service sector 2. :efine the traits of the different types of retail businesses and their location. 3. (xplain the difference between supply and demand through a practical example. 6. 2ssess the role of advertising, pointing out examples of different media and techniques to advertise products or services. 8. (xplain the importance of of a rational and responsible consumption, pointing out some measures to achieve it. ;. :escribe the different types of existing transport, explaining what they carry, the kind of distance they travel and by what means. ?. 5ist different types of tourism and explain the reasons why /pain is one of the most popular destinations in the world. B. :escribe the characteristics of interpersonal and mass communication media, indicating their current utility. ;? Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)
Social and Natural Sciences. 5th grade (Pri ar! Ed"#ati$%) C. /earch for information about new media related to information technology, valuing its advantages and usefulness. &ASIC COMPETENCES E ASSESSMENT CRITERIA E ACTI5ITIES
&ASIC COMPETENCES E SU&COMPETENCES C$ )ete%#e i% (i%g"i*ti# #$ 9ommunicate, verbally and in writing, simple messages. Ase specific vocabulary from each area as an instrument for language enrichment. ASSESSMENT CRITERIA "%i#ati$% (I) 2, 3, 8, ; %, 2, 3, 6, 8, ;, ?, B, C ACTI5ITIES
p. %;; 2%, 22, 23 * p. %;C 2%, 22 * p. %?3 22 * p. %?8 2%, 22 * p. %?? 22, 23 p. %;; 2%, 22, 23 * p. %;C 2%, 22 * p. %?3 22 * p. %?8 2%, 22 * p. %?; 2%, 22 * p. %?? 22, 23
C$ )ete%#e i% B%$C(edge a%d i%tera#ti$% Cith the )h!*i#a( C$r(d (xplain the influence that the %, 2, ? p. %;; 2%, 22, 23 * presence of humans has on p. %;C 2%, 22 the physical world, including settlements, activities and modifications made to landscapes. :emonstrate critical thinking 6, 8 p. %;; 2%, 22, 23 in the observation of reality, the analysis of informational and advertising messages, and the adoption of responsible consumer habits in daily life. Pr$#e**i%g i%-$r ati$% a%d digita( #$ )ete%#e Find, select, register and C analyse information using the techniques and strategies most appropriate based on the source that contains it +oral, written, audiovisual, digital or multimedia,. Ase information and C communication technologies to generate and transmit information taking into account the ob"ectives and aims of learning, work and leisure previously established. p. %?; 2%, 22 * p. %?? 22, 23
p. %?3 22 * p. %?8 2%, 22 * p. %?; 2%, 22 * p. %?? 22, 23
;B Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)
C$ )ete%#e i% (er%i%g h$C t$ (ear% Ase the help of different %, 2, 3, 6, 8, ;, ?, B, C strategies and techniques study skills, observation and systematic recording of facts and relationships, group work and pro"ects, problem solving, efficient planning and organising of activities and time, knowledge about different resources and sources for collecting, selecting and processing information, including technological resources to obtain maximum and personalised performance. :evelop the habit of asking %, 2, 3, 6, 8, ;, ?, B, C questions, identifying and managing the array of possible answers for similar situations by using different strategies and methodologies. :evelop skills to obtain %, 2, 3, 6, 8, ;, ?, B, C information and assimilate it as personal knowledge, making relationships and integrating the new information with prior knowledge and personal experience. 2 2ctivity
p. %?; 2%, 22 * p. %?? 22, 23
p. %;; 2%, 22, 23 * p. %;C 2%, 22 * p. %?3 22 * p. %?8 2%, 22 * p. %?; 2%, 22 * p. %?? 22, 23 p. %?3 22 * p. %?8 2%, 22 * p. %?; 2%, 22 * p. %?? 22, 23
;C Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)
PREHISTORY AND ANCIENT HISTORY
O&JECTI5ES %. 2. 3. 6. 'dentify the chronological context and different stages of #rehistory. #oint out the principal landmarks of #rehistoric art in /pain. :efine the space and time context of 2ncient =istory. /tate the most important characteristics of 2ncient Hreece and the <oman (mpire. 8. 'dentify the different peoples that inhabited /pain during the 2ncient #eriod. ;. :efine the elements that characteri&ed <oman =ispania. CONTENTS #rehistory. #aleolithic hunters. 7eolithic farmers. 4etals. #rehistory in /pain. #aleolithic paintings. 7eolithic paintings of the 4editerranean basin. 2rt in /pain during the 4etal 2ges. 2ncient =istory. 2ncient Hreece. The <oman (mpire. 2ncient =istory in /pain. 'berians and 9elts. #hoenician, Hreek and 9arthaginian merchants. <oman =ispania. :escription of the life #aleolithic hunters and 7eolithic farmers, pointing out their differences. 9haracterisation of the features of the 7eolithic and 4etal 2ges. :evelopment of a chronological axis of #rehistory +#aleolithic, 7eolithic and 4etal 2ges,. (xplanation of the elements that characterised Hreek and <oman civilisation. :escription of #rehistory and 2ncient =istory in /pain. @alue of the importance of the artistic and cultural heritage of #rehistoric and 2ncient cultures to understand humanity-s past.
ASSESSMENT CRITERIA %. >ork on chronological axes, pointing out the main chronological landmarks of #rehistory and 2ncient history. 2. (xplain the differences between the life of #aleolithic hunters and 7eolithic farmers. 3. 'dentify the consequences of the appearance of metal in the life of prehistoric people. 6. (xpose the differences between #alaeolithic and 7eolithic art in /pain, pointing out the most representative areas where they are to be found. 8. (xplain the traits of art in the 4etal 2ges, pointing out the location of arqueologic sites in /pain. ;. 5ocate eth spatial context of Hreek and <oman civilisations in a map. ?. /ummarise the features of 2ncient Hreece. B. (xplain the significant traits of the <oman (mpire, emphasising its cultural and artistic contributions in /pain.
?D Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)
Social and Natural Sciences. 5th grade (Pri ar! Ed"#ati$%) C. 9arry out a small research activity about the space$time context and features of the peoples that inhabited /pain in the 2ncient period, and present it in computer format. &ASIC COMPETENCES E ASSESSMENT CRITERIA E ACTI5ITIES
&ASIC COMPETENCES E SU&COMPETENCES C$ )ete%#e i% (i%g"i*ti# #$ 9ommunicate, verbally and in writing, simple messages. Ase specific vocabulary from each area as an instrument for language enrichment. Find information in different media +printed and computerised, using collected data to do pro"ects related to different areas. #rocess information from oral and written sources. ASSESSMENT CRITERIA "%i#ati$% (I) %, 2, 3, 6, 8, ;, ?, B, C %, 2, 3, 6, 8, ;, ?, B, C C ACTI5ITIES
p. %B2 2%, 22 * p. %B8 2%, 22, 23 * p. %B? 2%, 22 p. %B2 2%, 22 * p. %B8 2%, 22, 23 * p. %B? 2%, 22 p. %B2 2%, 22 * p. %B8 2%, 22, 23 * p. %B? 2%, 22 p. %C2 2%, 22, 23 * p. %C3 2%, 26 p. %C2 2%, 22 * p. %C3 2%, 26
%, 2, 3, 6, 8, ;, ?, B, C
Pr$#e**i%g i%-$r ati$% a%d digita( #$ )ete%#e Find, select, register and C analyse information using the techniques and strategies most appropriate based on the source that contains it +oral, written, audiovisual, digital or multimedia,. 0rganise, relate, analyse and C synthesise information in order to understand its meaning and integrate it in outlines based on prior knowledge. S$#ia( #$ )ete%#e a%d #itiFe%*hi) #articipate actively and %, 2, 3, 6, 8, ;, ?, B, C responsibly in group learning activities, respecting the group-s operating rules. Anderstand the features of %, 2, 3, 6, 8, ;, ?, B, C current societies, their growing diversity and evolutionary nature, as well as the contribution that different cultures have brought human progress.
p. %C2 2%, 22 * p. %C3 2%, 26
p. %B2 2%, 22 * p. %B8 2%, 22, 23 * p. %B? 2%, 22 p. %B2 2%, 22 * p. %B8 2%, 22, 23 * p. %B? 2%, 22
?% Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)
Cultural and artistic competence :evelop an open and critical 6, 8, B, C attitude that respects diversity of artistic expressions, as well as sensitivity and aesthetic sense, in order to understand, value and en"oy artistic expression. C$ )ete%#e i% (er%i%g h$C t$ (ear% :evelop skills to obtain %, 2, 3, 6, 8, ;, ?, B, C information and assimilate it as personal knowledge, making relationships and integrating the new information with prior knowledge and personal experience. 2 2ctivity
p. %B? 2%, 22
p. %C2 2%, 22 * p. %C3 2%, 26
?2 Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)
Social and Natural Sciences. 5th grade (Pri ar! Ed"#ati$%) UNIT 2.
THE MIDDLE AGES
O&JECTI5ES %. 2. 3. 6. 'ndicate the characteristic elements of the end of 2ncient =istory. :efine the concept of The 4iddle 2ges and its economic and social features. 'dentify the space and time context of The 4iddle 2ges. Gnow the main characteristics of the different medieval empires +9harlemagne, By&antium and 'slamic,. 8. 'dentify the stages of The 4iddle 2ges in western (urope, its chronological context and particular traits. ;. (xplain the characteristic features of the two areas in which the 'berian #eninsula is divided during The 4iddle 2ges. ?. (xplain the importance of the different cultures that co$habited in the 'berian #eninsula during the 4iddle 2ges and their contributions to the historical, artistic and cultural heritage in /pain. CONTENTS The beginning of the 4iddle 2ges. The division of The <oman (mpire. The Hermanic invasions +the @isigothic Gingdom of Toledo,. The 9arolingian (mpire. The By&antine (mpire. The 'slamic (mpire. The 4iddle 2ges in >estern (urope. The rebirth of cities. The 4iddle 2ges in /pain. 4uslim /pain. The peninsula-s 9hristian kingdoms. (xplanation of the causes that led to the division of the <oman (mpire. :efinition of the 4iddle 2ges and its context place and time. 'dentification of the three empires that coexisted during The 4iddle 2ges and their characteristic traits. :escription of the 4iddle 2ges in >estern (urope. (xplanation of the characteristic traits of 4uslim /pain and of the 9hristian kingdoms of the peninsula. 2ppreciation of the historical patrimony of the people and cultures that lived on the 'berian #eninsula during the 4iddle 2ges.
ASSESSMENT CRITERIA %. (xplain the map of the division of the <oman (mpire, locating its two halves and their capitals. 2. 'dentify the origins and the characteristics of the Hermanic peoples, pointing out their most significant traits. 3. :raw a chronological axis of The 4iddle 2ges. 6. :efine the concepts of The 4iddle 2ges, identifying the empires and cultures lived through it. 8. (xplain the characteristics of the 9arolingian, By&antine and 'slamic (mpires, indicating their artistic and cultural heritage. ;. (xplain the characteristics and the chronological context of the start of The 4iddle 2ges in >estern (urope. ?3 Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)
Social and Natural Sciences. 5th grade (Pri ar! Ed"#ati$%) ?. 'dentify the reasons and cronological context for the rebirth of cities B. :efine the concepts of castle, artisan, feud, fair, village, cathedral! pointing out the the period of The 4iddle 2ges to which they belong. C. 'dentify the artistic and cultural heritage left by the @isigoth, 4uslim and 9hristian Gingdoms to /panish historical patrimony. %D. 4ake a summary about 4uslim /pain and The #eninsula-s 9hristian kingdoms, highlighting the most significant points. &ASIC COMPETENCES E ASSESSMENT CRITERIA E ACTI5ITIES
&ASIC COMPETENCES E SU&COMPETENCES C$ )ete%#e i% (i%g"i*ti# #$ 9ommunicate, verbally and in writing, simple messages. Ase specific vocabulary from each area as an instrument for language enrichment. #rocess information from oral and written sources. ASSESSMENT CRITERIA "%i#ati$% (I) %, 8, ; %, 2, 3, 6, 8, ;, ?, B, C, %D %, 2, 3, 6, 8, ;, ?, B, C, %D ACTI5ITIES
2ll 2ll 2ll
Pr$#e**i%g i%-$r ati$% a%d digita( #$ )ete%#e Find, select, register and 8, ;, C, %D analyse information using the techniques and strategies most appropriate based on the source that contains it +oral, written, audiovisual, digital or multimedia,. 0rganise, relate, analyse and 8, ;, C, %D synthesise information in order to understand its meaning and integrate it in outlines based on prior knowledge. S$#ia( #$ )ete%#e a%d #itiFe%*hi) #articipate actively and responsibly in group learning activities, respecting the group-s operating rules. 2, 6, 8, ;, C, %D
p. 2D6 2%, 22 * p. 2D8 2%, 26
p. 2D6 2%, 22 * p. 2D8 2%, 26
2ll
Cultural and artistic competence :evelop an open and critical 6, 8, C, %D attitude that respects diversity of artistic expressions, as well as sensitivity and aesthetic sense, in order to understand, value and en"oy artistic expression. Gnow the main techniques, 6, 8, C, %D resources and conventions of different artistic languages, as well as the most significant works and expressions of our cultural heritage.
p. %C6 2%, 22 * p. 2D3 22, 23 * p. 2D6 2%, 22 * p. 2D8 2%, 22, 26
p. %C6 2%, 22 * p. 2D3 22, 23 * p. 2D6 2%, 22 * p. 2D8 2%, 22, 26
'dentify the relation between artistic expressions and society, the mentality and technical possibilities of the time when these were created or with the person or community that creates them.
6, 8, C, %D
p. %C6 2%, 22 * p. 2D3 22, 23 * p. 2D6 2%, 22 * p. 2D8 2%, 22, 23, 26
C$ )ete%#e i% (er%i%g h$C t$ (ear% :evelop skills to obtain %, 2, 3, 6, 8, ;, ?, B, C, %D information and assimilate it as personal knowledge, making relationships and integrating the new information with prior knowledge and personal experience. 2 2ctivity
p. 2D6 2%, 22 * p. 2D8 2%, 26

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SOCIAL AND NATURAL SCIENCES

(PROJECT LOOK AND THINK)

Social and Natural Sciences. 5th grade (Pri ar! Ed"#ati$%)

2 Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)

Social and Natural Sciences. 5th grade (Pri ar! Ed"#ati$%)

3 Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)

6 Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)

8 Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)

Social and Natural Sciences. 5th grade (Pri ar! Ed"#ati$%)

; Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)

Social and Natural Sciences. 5th grade (Pri ar! Ed"#ati$%)

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%% Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)

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%3 Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)

%6 Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)

Social and Natural Sciences. 5th grade (Pri ar! Ed"#ati$%)

2A :A 23A 22A 2'A 2,A 28A 25A 2.

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Social and Natural Sciences. 5th grade (Pri ar! Ed"#ati$%)

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6, 8, ;, ?, C, %D, %3, %6, %8, %;

%; Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)

Social and Natural Sciences. 5th grade (Pri ar! Ed"#ati$%)

%? Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)

COMPETENCES E SU&COMPETENCES 2*t C$ )ete%#e i% (i%g"i*ti# #$ "%i#ati$%

TRIMESTER E5ALUATIONS ' %d , rd

GLO&AL Mathe ati# #$ )ete%#e

%B Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)

Social and Natural Sciences. 5th grade (Pri ar! Ed"#ati$%)

GLO&AL C$ )ete%#ia i% B%$C(edge a%d i%tera#ti$% Cith the )h!*i#a( C$r(d

%C Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)

Social and Natural Sciences. 5th grade (Pri ar! Ed"#ati$%)

GLO&AL Pr$#e**i%g i%-$r ati$% a%d digita( #$ )ete%#e

GLO&AL S$#ia( #$ )ete%#e #itiFe%*hi) a%d

GLO&AL C"(t"ra( a%d arti*ti# #$ )ete%#e

2D Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)

Social and Natural Sciences. 5th grade (Pri ar! Ed"#ati$%)

GLO&AL C$ )ete%#ia (ear%7 i% G(ear%i%g t$

GLO&AL C$ )ete%#e i% a"t$%$ ! a%d )er*$%a( i%itiati0e9

2% Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)

Social and Natural Sciences. 5th grade (Pri ar! Ed"#ati$%)

26 Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)

28 Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)

Social and Natural Sciences. 5th grade (Pri ar! Ed"#ati$%)

FIFTH GRADE PROGRAMME (THIRD CYCLE)

2; Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)

Social and Natural Sciences. 5th grade (Pri ar! Ed"#ati$%)

FIFTH GRADE UNIT PROGRAMMES

THE EARTH IN THE UNI5ERSE

2? Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)

&ASIC COMPETENCES E ASSESSMENT CRITERIA E ACTI5ITIES

p. 13: A1, A2 / p. 15: A1, A2 / p. 17: A2

2B Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)

Social and Natural Sciences. 5th grade (Pri ar! Ed"#ati$%)

p. %; 2%, 22 * p.%? 2%, 22, 23

2C Pr$+e#t Look and Think (O>-$rd Ed"#a#i?%)

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COMPETENCES E SU&COMPETENCES 2t C$ )ete%#e i% (i%g"iti# #$ "%i#ati$%

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