AREA. THE UUDD matter: Science.

3rd grade of Primary Education

Tittle: "MEETING THE LIVING BEINGS."
Time: 8 days

Number of sessions planned: 8 (3 sessions

per week, for two weeks and a half)

GENERAL OBJECTIVE.
Understand and develop knowledge and skills about living beings, their characteristics,
classification, as well as the habitats and ecosystems to which they belong, so that the child
acquires so this knowledge in order to be able to apply it to their daily lives.
DIDACTIC OBJECTIVES.
1. Know and appreciate the values and norms of coexistence, learn to act in accordance with
them, prepare for the active exercise of citizenship and respect human rights, as well as the
pluralism of a democratic society.
OFsciences,
LEARNING
2 - Learn the fundamental aspects of the nature ofCRITERIA
science, social
geography, history,
CONTENTS
EVALUATION STANDARDS
and culture
1. know the
structure 1.2developing
identify and a critical
3 -Start using, learning, information and communication
technologies,
of living beings:
describe the structure
spirit to messages that receive and produce.
cells, tissues, types,
of living beings:
4 -Meet and rating closer to human animals and adopt
modes of behavior
which favor their
organs, devices and
cells, tissues, types,
care.
systems by
organs, devices and
identifying the major

systems by

features and
identifying the major
Transverse elements. Objectives.
functions.
features and
1. Reading comprehension, oral and written expression.
3. know the
functions.
1.1 use language in such a way that it helps to express
themselves
consistency
and
characteristics
and with
3.1total
identifies
and
making a rich use of language.
components of an
explains the
ecosystem.
relationships between
2.-audiovisual communication and ICT
4.
use
technological
humanpurposes.
beings. Food
3 THE LIVING
2.1 Use audiovisual and BLOCK
technological
tools of the Center for educational
means, respecting
chains. Populations,
BEINGS.
3. Entrepreneurship.
the rules of use,
communities and
-Living beings:
3.1 promoting the entrepreneurial
spirit and autonomous
so that they become
safety andfrom the students
ecosystems.
characteristics,
maintenance
of
3.5.
Notes
and
interested and take actionclassification
to meet and
learn
about
their
environment.
and types.
instruments
of
identifies
the
-Vertebrate
and
NATURAL
4. Civic and constitutional education.
of
invertebrate
animals, to the observation
SCIENCES
4.1 create attitudes of respect
and freedom
companions,
living different
beings, habitats
acting of
according to
working materials,
living beings.
characteristics and
the social norms.
showing interest in
4.4 observed and
classification.
-The relations between
human beings. Food
chains. Populations,
communities and
ecosystems.
-Use of technological
means for the study of
living beings.

the observation and

rigorous study of all
living beings, and
habits of respect and
care for the living
beings.

recorded any process

associated with the
life of human beings,
using the instruments
and the appropriate
audiovisual and
technological media,
communicating in a
way oral and written
results.
4.5 it respects the
rules of use, safety,
and maintenance of
instruments for
observation and
working materials
.

ACTIVITIES (SEE ANNEX)

COMPETENCIA2. COMPETENCIA3. COMPETENCIA4.

SCIENCE AND
DIGITAL
LEARNING TO
TECHNOLOGY
LEARN.

INITIATION ACTIVITIES

1. Complete the crossword

2. Introduction to habitats

3. Ecosystem

4. Wordsearch
DEVELOPMENT
ACTIVITIES
Complete the parts of the
animal
Recreating Habitat
Environments
Food chain
CONSOLIDATION
ACTIVITIES
Fill the gaps
What have you learnt?
Different kingdoms
How many things do you know
about animals
CLOSE ACTIVITY.

Visit to Madrid's zoo

Methodology. On the basis of prior knowledge of the students and their ZPD:
-An active methodology is used to motivate students.
-Cooperative learning.
-Group dialogues for the development of communication and respect.
-Meaningful learning.
-Rain of ideas in the form of dialogue.
-Creative method, which encourages students to develop their artistic potential.
Attention to diversity: you will depart from previous knowledge of students taking into account its
characteristics and learning rhythms so that enable an inclusive education and taking into account
the principle of equity.
MATERIAL, HUMAN, ORGANIZATIONAL RESOURCES:
-Computer and projector in the classroom.
-Craft materials (colors, scissors, glue,...)
-Fotocopiable material.
-Classroom space to hang the mural.
-Slate.
-Classroom Althia.
-Zoo of Madrid and staff.
ASSESSMENT PROCEDURE AND INSTRUMENTS.
-Exercise of control cards.
-Final productions of the students.
-Control of the classroom by observing attitudes.
-Interventions for students in class (participation, collaboration, exhibitions,...)
QUALIFICATION CRITERIA.
INDICATORS OF ACHIEVEMENT.

25% participation in class, good behavior

and attitude in the classroom

You will be evaluated good behavior,

participation, respect for the shift of Word,
production of correct dialogue, respect for
views. In addition to the attitude of interest in
the topics covered.

50% controls, production activities, oral

presentations.

25% work in class

The quality of productions and oral

presentations, your attitude will be evaluated
to introduce them, the organization...
Also it will evaluate students using controls to
learn his knowledge on living beings, their
habitats and ecosystems.
You will be evaluated daily class work,
helping the other students, in addition to group
cooperation, the realization of activities,
datasheets, and proposed activities.

SELF-ASSESSMENT:
(A) what do well (B) should improve it
(C) It is not necessary to do so
PERFORMANCE.
TO
B
I communicate to the students the objectives that are
intended to achieve.
I present an outline of what we are going to be
addressed in class. I put the content in such a way that
you wake up the interest of the students.
I make a summary of the previous class at the
beginning of my speech.
I explicitly establish relations between the contents
explained.
I relate the content of the class with what students
already know.
I establish relationships with other knowledge and
experience.
I clearly indicate the passage of a point of the scheme
to another.
I highlight the main content of the class.
The structure of the explanations is clear, logical and
organized.
I use examples to illustrate the content of my
exhibition
Show applications of the theory to real problems
I use expressive resources (gestures, silences,
variations) in the tone of voice, etc..
I am look all students while I discuss.
I request that students involved in class with questions
and comments.
I respond accurately to questions from the students. I
include activities for students to carry out during the
class.
If necessary, sometimes, students work in small groups
Practices that are materials or in real-life situations
East and personally oversee the activities or practices
Materials (texts, notes, instrumental,...) are suitable.
I support different didactic materials to make more

understandable what we study

I verify that the students have understood the concepts.
I adapt the quantity and difficulty of the contents
taught in class at the level of the students.
I am respectful with the student
My way of teaching the maintains the attention and
interest.
I adjust to the plan of work for each class.
I summarize what has been in class.
DEVELOPMENT OF THE UUDD EVALUATION:
Yes
Not
The proposed
objectives have been
achieved?
Are the contents well
adapted to the criteria
and standards?
The activities
developed in a
remarkable way the
powers?
Have assessment
methods been
appropriate?
Transverse elements
objectives been
achieved?

Why?. Observations.

ANEXO. ACTIVIDADES.
I. INITIATION ACTIVITIES
1. Complete the crossword
This activity is to remember concepts of past years. It is a crossword puzzle with
words and definitions that have to do with animals. Thus, in addition to introduce
children to the subject, also remember the vocabulary of previous years.
For this activity will be required 15 minutes and it is done in pairs of two people.
It is an easy activity but so children will quickly make it and will remember their
previous knowledge.

2. Introduction to habitats
First of all we are going to ask the children little questions to discover their
previous knowledge about the topic.
Who knows what a habitat is?
Do you know what kinds of habitats exist in the Earth?
What type of animals live in each one? And why?
Then, we are going to explain little theory about habitats: a definition, the most
common habitats that exist, and which animals live in each one. We are going to use
photographs to have visual support, and making easier for them to understand.
1.Forest.

2.Desert.

3.Meadows.

4.Mountain.

5. Polar Region.

6.Ocean.

3. Ecosystem
The first one, is a sheet about the fund chain of the animals; and this is the initial
activity. You can work with the children in general form, in groups of four pupils or in
pairs, and this case you have to teach the different ecosystem. The activity has to last
about 30 min, in general all the students have to finish on time, but if you have any
problem with other students you can change the time.

4. Wordsearch
This is an initiation activity in which they have to search the words that I provide
them (in the word search). With this activity they get used to this words and then, when
they work in other activities they will know better this vocabulary.

The idea is to work by groups of three or even by pairs in other to do some effort
to search those words. The activity take 15 minutes more or less, because its an easy
activity and so they could do some other activities proposed for that period of class.

II.

DEVELOPMENT ACTIVITIES
1. Complete the parts of the animal
This activity is made to help children learn new concepts on the agenda. In this

case refers to the interior of all animals of all types, and can thus see the differences
between them.
In this activity, children must indicate pointing arrows.
This is an individual activity that will be 20 minutes to complete and find
information about the activity.
In addition, this activity is very visual and encourages children to learn,
furthermore they learn the concepts faster through images.

2. Recreating a habitat

This is a group activity that consist in dividing the pupils into 6 different groups.
We provide each group a habitat, and they have to create a big image composed by the
characteristics of the habitat chosen.
Then, we put the six murals in the classroom walls. And we start playing a game.
The game is a competition by groups were we provide stickers of animals and
each group have to work together to put all the stickers in the habitat that correspond.
We the time is finished the time that put more stickers win.
3. Environments
This kind of activity is development of the different kind of animals depending on
their type of feeding. In this link you find a web where you can work the different
knowledges of the subject. If you click in one theme you can find different online
activities according to the appropriated part of the theme. The activities can be worked
in groups of three pupils or in pairs; and the time has to be 25 min, because this type of
activities have to be motivate and the children don't realize that they learn but for them
all of this is a game.
http://recursos.cnice.mec.es/biosfera/alumno/2ESO/Energia_ecosistemas/actividades.ht
m
4. Food chain

This is a development activity in which they learn the definitions and examples of
the food chain. This page offers multiple things, the first one is the definition and the
corresponding image (as example) and then, children can play some games or they can
spell what they listen (according to this vocabulary), also they can do some tests.
The idea is to work individually to learn in a relaxed way (without disturbing any
other partner that works with him/her). According to the time of the activity, they can do
it in 30 minutes, because they should have time to do the activities of spelling, listening,
flashcards, etc.
https://quizlet.com/109731676/food-chain-of-animals-flash-cards/
III.

CONSOLIDATION ACTIVITIES

1. Fill the gaps

This activity is carried out for children review all the learning they have learned
during this topic.
This activity will take place on an individual basis and in 15 minutes. It is filling
the gaps with the classification of the families of animals, as well as add the different
characteristics of each group.

2. What have you learnt?

This activity consist on reviewing what the pupils have learnt about habitats with an
habitat hangman.
http://www.studystack.com/hangman-2084808

3. Different kingdoms
This kind of activity is a consolidation form to teach the different animal
kingdoms. In this link you find a web where you can work all about the animal
ecosystem (their feeding, kingdoms ...) and there are a variety of activities related to this
topic. The different activities have to be worked in groups of three pupils or in pairs, in
that form they can help his/her classmates or find help in others. The time is optional, if

you consider that it necessary to work more than 30 min, you can, but in a normal
situation all pupils get all the knowledges in this time.
http://www.mundoprimaria.com/juegos-conocimiento-del-medio/juegos-mundo-vegetal/
4. How many things do you know about animals?
This activity is used to consolidate some knowledges about animals. For example
invertebrates, vertebrates and each types, characteristics that have in common, etc. Its
an activity in which all pupils can be involved or do it by groups. Depending if they do
the flashcards or they play the hangman, quiz, etc., they can do it by groups.
The idea is to divide the class into groups of 2 children so, in that way, they can
answer the questions. We will go to the ALTHIA class so we will have enough space for
all students. According to the time, the activity takes 25 minutes more or less, so they
have some minutes for each question. If some pairs have free time they could play other
games of the same page and with the same content.
http://www.studystack.com/flashcard-2080466
IV.

CLOSE ACTIVITIES. Visit to Madrids Zoo.

We are going to make an excursion to Madrids Zoo. And we are going to ask them to
bring a notebook to write down curiosities about all the animals and their habitats.
Then we form groups and we want them to explain the other groups what animal,
habitat and ecosystem have they chosen. For that they can investigate by asking the
zoos workers.