Micro-curricular planning of didactic unit

Name of institution
Name of teacher Date
Area Grade School year
Subject Time
Didactic unit Unit 4- Force and Motion
Objective of the unit O.CN.3.6. To experiment and differentiate the types of forces and the effects of their application on the physical variables of everyday objects and
explain your conclusions.
Evaluation criteria CE.CN.3.7. To explain, from the exploration and experimentation in objects of daily use, the types of force (contact, field) and its effects in the change
of the form, the speed and the direction of the movement of the objects.

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 identify the principal Anticipation  magazines I.CN.3.7.1. To describe Technique:
measurements of motion.  Ask students to look at the picture on the student book, page 102. Explain the  scissors the types of force and the Observation
concepts of motion and force. Follow the instructions given in the “Setting off”  glue change of shape, speed
section on the teacher´s book, page 118. Explore the “Recommend Apps” given  notebook and direction of Instrument:
on the teacher´s book, page 118.  markers/pencil movement of objects, Registry
 To develop critical thinking by asking students “Do you like sports? Did you know crayons from exploration and
that playing sports it’s all about forces and motion?”  pencil experimentation in
objects of use daily. (J.3.)
 eraser
Construction  student’s book
 Identify motion as a change in position or an object moving from one place to  teacher’s book
another. In order to better understand its concept ask them to look at the picture  Printouts of maps
in the student book, page 104 and identify the objects that can change position.
Later, read the information given on the same page in the student book.
 Describe and apply the concepts learned of motion, trajectory and displacement
by asking students to complete the “Practicing” section of the student book, page
105.
 Reinforce knowledge by completing the activity proposed of the “language Focus”
section of the teacher´s guide, page 121.
 Infer about the speed of different objects. Ask students to look at the picture
shown in the student book, page 106 and answer the question. Then read to them
the information on the same page and explain about the new concept “speed”.
Take in consideration the information given in the “Clarifying Concepts” section on
the teacher´s guide, page 122.
 Identify the principal measurements of motion by learning how to calculate the
speed of an object with the formula given in the text on the student book, page
107. Take in consideration the “Possible difficulties” section on the teacher´s
guide, page 123.
  Assess comprehension by carrying out the exercise of the “Language extension”
section of the teacher’s guide, page 123. Encourage students to read their
answers.
 Apply knowledge learn on motion and how to calculate the speed of an object by
completing the exercise of the “Practicing” section on the student book, page 108.
Allow to students to work in pairs. Take up the answers. Help them to fill out the
“Summarizing” section on the same page.

Consolidation
 Assess knowledge by carrying out the exercise of the “Quiz yourself” section of
the student book, page 109. Take up the answers.

CN.3.3.5. To experiment Anticipation  board I.CN.3.7.1. To describe Technique:

and differentiate types of  Remind students the concept of motion to later explain that in order for an object  notebook the types of force and the Test
forces and explain the to move, a force must be applied to the object. Give some examples. Ask  markers/pencil change of shape, speed
effects on everyday life. someone to kick a ball or to push the door. Students must infer the effects of crayons and direction of Instrument:
force.  pencil movement of objects, Written
 To develop critical thinking by asking students “how do objects change direction?”  eraser from exploration and
 student’s book experimentation in
objects of use daily. (J.3.)
Construction  teacher’s book
 Describe the meaning of force as the interaction of two or more objects. Expand  computer
the concept by reading together with the students the text on the student book,  internet
page 110. Ask students to look at the images shown in the student book, page  projector
111 and identify which is the object exerting the force and the one receiving the  Ball
force. After, have students answer questions 1 and 2. They can compare their  Magnet
answers.  Two paper clips
 Experiment and differentiate the types of forces and explain the effects by brainstorming
actions on which the force is applied on an everyday basis.
 Explore and identify which objects can be attracted to the magnet and which force
is applied by conducting the exercise of the “Language Extension” section on the
teacher´s guide, page 127.
 Develop the concept of force by completing the “Summarizing” section of the
student book, page 111.
 Create a mind map with all the information you have obtained from this section
about force and its effects on objects. Divide the class in groups and hand out a
poster paper to each group they can draw their minds maps and hang them out in
the class.

Consolidation
 Assess knowledge by asking students to observe and describe the type of
movement with words like “jump”, “turn”, “roll”, etc. For example “The boy is
jumping”, “the door wheel is turning”. Later they should analyze who is exerting
the force and who is receiving the force. Finally, ask them to identify if it is contact
force or noncontact force. Call out volunteers for this activity.
CN.3.3.6 To explore and Anticipation  board I.CN.3.7.1. To describe Technique:
interpret the effects of  Recognize the effects of force on different objects. Begin the class by dividing the  notebook the types of force and the Test
applied forces in changes students by pairs, ask them to sit on the ground and facing one another. Ask two  markers/pencil change of shape, speed
of shape. students to help you model the exercise. Ask st7udents to face each other with crayons and direction of Instrument:
hands chest high with palms facing their partner. Each student places hand palm  pencil movement of objects, Oral
on the other´s and at your signal start pushing, give them 30 seconds for this  eraser from exploration and
exercise. Later you can ask them to pull.  student’s book experimentation in
 To develop critical thinking by asking students “what do you think that the objects of use daily. (J.3.)
 teacher’s book
changes could be in objects when force is applied?”  computer
 rubber band
Construction  piece of clay
 Experiment the changes in shape of objects when certain force is applied to it by
completing the exercise of the “Connecting” section on the student book, page
112. Later ask students to read in pair the text in the same page. Explain the rigid
bodies can deform when a strong fore or heat is applied to them, as in the case of
iron and steel.
 Explore and interpret the effects of applied forces by conducting the activity
proposed of the “Practicing” section on the student book, page 113. First, ask
students to observe the objects materials and then ask them to complete the
questions on the same page.
 Assess knowledge by completing the gaps with the corresponding word of the
“Summarizing” section in the student book, page 113.
 Assess comprehension by completing the “Language extension” section in the
teacher’s guide, page 129.
 Expand your knowledge on force by watching the following video:
https://www.youtube.com/watch?v=uoKo3DbfYZk Ask students to watch the video
again at home and write on their notebooks the most important ideas about force
and its effects on objects. Take up the answers.

Consolidation
 Assess comprehension by asking students to complete the “Quiz Yourself”
section in the student book, page 17.

CN.3.3.6 To explore and Anticipation  board I.CN.3.7.1. To describe Technique:

interpret the effects of  Ask students to bring to class toy cars that are different in size, shape, weight and  notebook the types of force and the Observation
applied forces in speed material. Ask students to build a race track with cardboard provided by the  markers/pencil change of shape, speed
and direction of objects. school. They will race each other applying different forces to their cars. Ask them crayons and direction of Instrument:
to observe and explore what happens.  pencil movement of objects, Registry
 To develop critical thinking by asking students “How does force affect motion?”  student’s book from exploration and
 teacher’s book experimentation in
objects of use daily. (J.3.)
Construction  toy cars
 Identify the effects of force on direction of motion by reading together with the  cardboard
students the information of the “Connection” section on the student book, page  marble
114. Infer on the picture shown in the same page, then answer question 1. If  activity card 8
students need any help read the “Clarifying concepts” section on the teacher´s
 guide, page 130. For this activity students will need a marble.
 Explore and interpret the effects of force on direction of motion by conducting the
exercise of the “Practicing” section on the student book, page 115. For this activity
students will need a toy car.
 Practice the use of conditionals and the vocabulary of the unit by completing the
activity proposed in the “Language focus” section on the teacher´s guide, page
131. Write all the sentences on the board, then hand one poster paper to one
student to write the conditionals and the sentences there and hang it on the wall.
 Extend their knowledge on the effects of force on objects by conducting the
experiment proposed on the “Practicing” section on the student book, page 116.
 Summarize the information given throughout this sections and complete the gaps
of the “Summarizing” section of the student book, page 116.

Consolidation
 Assess comprehension by asking students to complete the “Quiz yourself” section
in the student book, page 117.
 Experiment on how to use and build a spring scale by carrying out the activity
described on the “Science Lab” section of the student book, pages 118 and 119. .
Remind students about the Scientific Research Skills Procedures, explained in
the “Scientific Research Skills Procedures” section of the student book, page 2.
Check the answers.

CN.3.3.5. To experiment Anticipation  board I.CN.3.7.1. To describe Technique:

and differentiate kinds of  Create a graphic organizer with the students on what stops motion. Ask one  notebook the types of force and the Test
forces and explain its student to come to the front and write everybody’s ideas. Focus student  markers/pencil change of shape, speed
effects in daily use responses by providing prompts, such as: What would make a car stop? A crayons and direction of Instrument:
objects. dancer? A football? A plane? A baseball player sliding into home? They can copy  pencil movement of objects, Oral
the graphic organizer on their notebooks.  student’s book from exploration and
 Develop critical thinking by asking students “What is friction and how does it affect  teacher’s book experimentation in
our daily lives?” objects of use daily. (J.3.)
 eraser
 tape
Construction  piece of carpet
 Experiment and identify friction on motion by conduction the experiment of the  piece of paper
“Connecting” section on the student book, page 122. Ask students to answer  magnet
question 1a and later question 2a on the next page of the student book. Then, ask
them to read the text below the activity 1a and infer in their conclusions on the
experiment. Emphasize that friction is produced whenever two surfaces come into
contact with each other.
 Encourage students to conduct the “Challenge” section at home and write down
their answers on their notebooks. Take up the answers.
 Apply knowledge by answering the question of the “Practicing” section and
completing the gaps of the “Summarizing” section on the student book, page 123.
 Expand vocabulary and draw conclusions by following the instructions of the
“Language extension” section on the teacher´s guide, page 139. Encourage
students to present their answers to the class.
  Describe how gravitational force acts on an object by observing when tossing an
object to the air. Ask students to write their conclusions and to read the text below
the exercise 1 of the “Connecting” section on the student book, page 124. Tell
students this fun fact: on other planets or other celestial bodies, the weight of a
person would vary.
 Identify on which of the objects presented on the book gravity exerts the most
force by answering the question 2 of the “Practicing” section on the student book,
page 125. Then ask them to complete question 3 on the same page. Take in
consideration the information given in the “Common mistakes” section on the
teacher´s guide, page 141.
 Assess comprehension by asking students to complete the “Summarizing” section
of the student book, page 125. Take up the answers.

Consolidation
 Assess comprehension by asking students to complete the activity described of
the “Language extension” section on the teacher´s book, page 141.
CN.3.3.5. To experiment Anticipation  board I.CN.3.7.1. To describe Technique:
and differentiate kinds of  Create a map mind together with the students about Force. In one side of the  notebook the types of force and the Test
forces and explain its board write noncontact force and the on the other side write contact force. Ask  markers/pencil change of shape, speed
effects in daily use student to identify examples of noncontact and contact force. crayons and direction of Instrument:
objects.  Develop critical thinking by asking students “What else do magnets stick to?  pencil movement of objects, Oral
 student’s book from exploration and
 teacher’s book experimentation in
Construction
objects of use daily. (J.3.)
 Identify magnetic force as another type of non-contact force. Then describe what  eraser
happens when you put a magnet close to the paper clips. Ask students to answer  tape
question 1 after observing the experiment of the “Connecting” section on the  magnet
student page, 126. Ask them to read in pairs the information given on the same  paper clips
page.  balloons
 Lead to a discussion by asking the question presented on the “Challenge” section  Cutout 8
on the student book, page 126. Students can write their answers in their
notebooks.
 Complete the activity 2 described on the student book, page 126 and develop
scientific skills of exploring, experimenting, observing and analyzing.
 Identify different types of forces and its effects by reading the text on “Electric
Force”. Later ask students to carry out the activity of the “Language focus” section
described on the teacher´s guide, page 143. They will need balloons.
 Identify north and South Pole on a magnet. Then, complete activity 3b and 4 of
the “Practicing” section on the student book, page 128. Take in consideration the
advice given in the “possible difficulties” section on the teacher´s guide, page 144.
 Assess comprehension by asking students to complete the “Quiz Yourself”
section of the student book, page 129. Take up the answers.

Consolidation
 Assess comprehension by asking students to complete the “What did you learn”
section of the student book, pages 130 and 131. Take up the answers.
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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