Micro-curricular planning of didactic unit

Name of institution
Name of teacher Date
Area Grade School year
Subject Time
Didactic unit Unit 1 – Energy in the Environment
Objective of the unit O.CN.3.3 To investigate ecosystems, their biodiversity with their interrelations in order to assess the diversity of ecosystems and of the species.
Evaluation criteria CE.CN.3.3. To analyze, from inquiry and observation, the dynamics of ecosystems according to their characteristics, the mechanisms of interrelation
with living beings.

How and how to evaluate?

What will they learn? How will they learn? Evaluation
Skills with performance Learning activities Resources Evaluation
criteria (methodologic strategies) Evaluation indicators techniques and
instruments
To explain Anticipation To examine the Technique:
● Student book
photosynthesis and the importance of Test
● Recognize activities that living things do by asking students to make a list. Give
contribution of scientists ● Notebook photosynthesis and the
in this area. students 5 minutes to as many activities as they can think of and then compare difference between Instrument:
answers. See who came up with the most correct answers. ● Pencils autotrophic and Oral
● Develop critical thinking by asking students how living things get their energy to heterotrophic organisms.
● Magazines
carry out these activities.
● Scissors
Construction
● Glue
● Differentiates living things by analyzing the pictures on the “Connecting” section of
● Markers/pencil
the student book, page 10. Brainstorm similarities and write them on the board.
crayons
● Distinguishes common characteristics of living things by reading the information
● Poster paper
on page 10. Ask students to highlight what they thing is most important. Develop
critical thinking by asking students to reflect on the last question of the paragraph
“…have you ever asked yourself how plants obtain their energy?” write their
answers on the board.
● Identify why living things need energy by asking a few students to read the
information on page 11. Highlight the most important information.
● Classifies heterotrophs an autotrophs by carrying out the “Challenge” section of
page 11 in the student book. Compare the answers with the rest of the class.
● Ask students to make a summary in their notebook of the most important
information highlighted in the book.
● Organize the information on autotrophic and heterotrophic organisms by asking
 students to get in groups. Ask half the groups to make a poster on heterotrophic
organisms and the other half to make a poster on autotrophic organisms, bases
on the information on page 12 of the student book. Ask them to look for pictures in
magazines. Present in class.

Consolidation
● Identify autotrophic and heterotrophic organisms by completing the “Practicing”
section of the student book, page 13. Check the answers.
● Analyze the activities carried out in a day, and the energy consumed, by asking
students to carry out the activity described in the “Language Extension” section of
the teacher’s guide, page 15. Share their answers in class.

To explain Anticipation To examine the Technique:

● Student book
photosynthesis and the  Expose the difference between heterotrophic and autotrophic organisms in importance of Test
contribution of scientists drawings the students make. ● Notebook photosynthesis and the
in this area.  Develop critical thinking by asking students how plants use light to make their own difference between Instrument:
nutrients. ● Markers/pencil autotrophic and Written
crayons heterotrophic organisms.
Construction ● Pencil
● Explain the contribution of the scientist Van Helmont to the study of plant nutrition,
● Strips of paper
by asking students to read the information in the “Connecting” section of the
student book, page 14 and 15. ● Paper for
● Develop the scientific process by completing the “Scientific Research Skills wordsearch
Procedures” section, described in the “Language Extension” section of the
teacher’s guide, page 19. Check answers as a class.
● Summarize the information in a table by carrying out the activity described on the
“Clarifying Concepts” section of the teacher’s guide, page 20, as students read
the information in the student book, page 16 and 17. Encourage them to
summarize the information. Write their suggestions on the board and ask them to
copy it in their notebook.
● Apply knowledge by completing the “Practicing” section of the student book, page
18. Check answers as a class.
● Ask students to select key words from the reading and prepare a word search.
Exchange it among them.

Consolidation
● Distinguish vocabulary by carrying out the activity described in the “Language
Extension” section of the teacher’s guide, page 21.
To explain Anticipation  Paper To examine the Technique:
photosynthesis and the  Expose the drawing of the difference between heterotrophic and autotrophic  Markers/pencil importance of Observation
contribution of scientists organisms done by students. crayons photosynthesis and the
in this area.  Develop critical thinking by asking students how plants use light to make their own  Ecosystem images difference between Instrument:
nutrients.  Notebook autotrophic and Registry
 Pencil heterotrophic organisms.
Construction  Student book
 Identify temperature as a factor affecting photosynthesis by watching the video  Internet
found in the following link https://www.youtube.com/watch?v=HkzRwHbDM7U  Poster paper
 Explain photosynthesis by comparing the results of plants under different
temperature by looking at the pictures in the “Connecting” section of the student
book, page 19. Read the information and ask students to fill out a comparison
Venn diagram of the influence of cold and warm weather on photosynthesis.
Share in class.
 Compare results from each students after they have carried out the activity
described in the “Challenge” section of the student book, page 19. Follow this
activity with the explanation described in the “Language Extension” section of the
teacher’s guide, page 23.
 Associate different ecosystems, plants and temperature by carrying out the
activity described in the “Clarifying Concepts” section of the teacher’s guide, page
24.
 2Ask different students to read out loud the information on page 20 and 21, ask
students to underline any vocabulary needed to explain, and clarify any
information needed.
 Infer on the graph in the “Practicing” section of the student book, page 22.
Complete the rest of the section and check answers as a group.
 Understand the importance of conservation by asking students to read the
“Education through Values” section, page 21. Complete the activity described in
the “Language Extension” section of the teacher’s guide in page 25. Ask students
to complete their work with a poster with their information. Present it in class.
 Assess knowledge by completing the “Quiz Yourself” section of the student book,
page 23.

Consolidation
 Carry out the scientific process by carrying out the “Science Lab” section of the
student book, page 24, 25. Discuss the results in class.

CN.3.1.9. To interpret the Anticipation  Images of I.CN.3.3.1. To examine Technique:

characteristics of  Recognize living things in an ecosystem. Display images of ecosystems. Give ecosystem the dynamics of Test
ecosystems and the students pictures of living things and ask them to come up and place them in the  Images of animals ecosystems in function of
interrelations of living right ecosystem.  Internet their characteristics, Instrument:
things.  Develop critical thinking by asking students how all those animals relate with one  Student book biological diversity, and Registry
another.  Board paper interactions (interspecific
 Markers/pencil and intraspecific), which
Construction crayons occur in them. (J.3.)
 Interpret the characteristics of ecosystems and the interrelations of living things by  Notebook
watching the following video https://www.youtube.com/watch?v=bWA12z6Jzps  Pencil
 Relate the video and the understanding organization in Nature by asking students 
to recognize the living things in the picture and identify any type of organization.
Ask students to read the “Connecting” section of the student book, page 28 on
their own and check for understanding as a class. Clarify any information.
 Distinguishes the different levels in an ecosystems and understands their
characteristics by reading the information in the student book, page 29.
 Interpret the interrelations of living things by analyzing the picture on page 30. Ask
students to fill the chart of living and nonliving things. Ask students to choose 2
living and 2 nonliving things and write in their notebook how they interact and
need each other.
 Ask students to choose an ecosystem, draw it and identify the different levels in it.
Display their work in class.
 Complete the “Practicing” section of the student book, page 31. Check answers.

Consolidation
 Observe living things directly in an ecosystem by carrying out the activity
described in the “Language Extension” section in the teacher’s guide, page 35.
Ask them to write in their notebook about the experience.

CN.3.1.9. To interpret the Anticipation  Board I.CN.3.3.1. To examine Technique:

relationships between  Recognize living and non-living things in an ecosystem by playing charades. Have  Board markers the dynamics of Test
living beings in their students act out an animal or represent a non-living thing. The rest of the students  Student book ecosystems in function of
ecosystems and classify have to guess and name the ecosystem it belongs to.  Highlighter their characteristics, Instrument:
them as producers,  Develop critical thinking by asking students if insects are important in an  Computer biological diversity, and Registry
consumers and ecosystem and why.  Internet interactions (interspecific
decomposers. and intraspecific), which
 Notebook
occur in them. (J.3.)
Construction  Activity card 1
 Understand the role of each living and non-living thing in an ecosystem by  Markers/pencil
watching the following video https://www.youtube.com/watch?v=bJEToQ49Yjc crayons
 Interpret the meaning of producers, consumers and decomposers by asking
students to write a summary of what was understood from the video.
 Analyze the role of producers by asking students to read the “Connecting” section
of the student book, page 32. Ask students to highlight the most important parts
and discuss them as a class.
 Differentiate the types of consumers by reading the chart in the student book,
page 33.
 Explain the concept of energy flow before reading page 34. Take into account the
activity suggested in the “Possible Difficulties” section of the teacher´s guide,
page 38.
  Classify organisms as producers, consumers and decomposers by asking dividing
students in groups and asking some groups to read the information on page 34 of
the student book, and others to read the information on page 35. Ask them to
summarize the information on a graphic organizer and share it with the class.
 Apply knowledge by asking students to complete the “Practicing” and
“Summarizing” sections in the student book, page 35.

Consolidation
 Recognize animals as different types of consumers, by carrying out the
“Language Extension” section of the teacher´s guide, page 37.
 Identify the three steps in a food chain by asking students to carry out the
“Language Extension” section of the teacher´s guide, page 39. Present their work
in class.

To represent the transfer Anticipation  Organisms images I.CN.3.3.1. To examine Technique:

of energy and matter in  Identify the flow of energy in an ecosystem by asking students to name  Student book the dynamics of Test
an ecosystem organisms. Display images of different organisms on the board and ask students  Color clay ecosystems in function of
to name organisms that acquire their energy when eaten. Write down the  Board paper their characteristics, Instrument:
organisms they mention beside each picture  Markers/pencil biological diversity, and Registry
 Develop critical thinking by asking students if in an ecosystem can energy flow crayons interactions (interspecific
from one organism to different ones.  Notebook and intraspecific), which
occur in them. (J.3.)
Construction
 Identify different food webs in the images and name the students mentioned.
Connect the different organisms that share energy in order to demonstrate the
different food webs that can be interconnected and form a food web.
 Recognize different food webs and explain food web by asking a student to read
the “Connecting” section of the student book, page 36.
 Explain trophic levels by identifying the different organisms in the picture and
understanding their role in the level system.
 Represent the transfer of energy and matter in an ecosystem by completing the
“Practicing” section of the student book, page 38. Illustrate the transfer of energy
in exercise 1a.
 Identify how energy flows in their lives by carrying out the “Language Extension”
section of the teacher´s guide, page 41. Ask students to share their work.
 Revise vocabulary terms by carrying out the “Language Extension” section activity
described in the teacher´s guide, page 43.
 Consolidation
 Represent the transfer of energy in an ecosystem by creating a food web where
trophic levels are represented on a board paper and color clay.
 Assess knowledge by completing the “Quiz Yourself” section of the student book,
page 39.

Curricular adaptations: In this section, curricular actions must be developed for all students with special educational needs associated or not with disability.
Specification of the adaptation to be applied
Specification of the Evaluation
educational need Skills with performance
Learning activities Resources Evaluation techniques
criteria Unit evaluation indicators
and instruments

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